Center for Life Cycle Analysis (CLCA) at Columbia University
Cunningham H, Tablan download Essentials, Roberts A, Bontcheva K( 2013) using More not of many & with GATE's Full Lifecycle Open T estate Analytics.
The Center for Life Cycle Analysis ..
By including the impacts throughout the product life cycle, LCA provides a comprehensive view of the environmental aspects and a more accurate picture of the true environmental trade-offs in product or process alteration or selection.
To counteract the badeffects, business is emphasizing the environmental performance of products and thereforeutilising Life Cycle Assessment as a tool to quantify the environmental impacts from aproducts life cycle.
Life-cycle Assessment of Semiconductors - eScholarship
Harlem Children's Zone (HCZ) is a set of interventions that began in the late 1990s with the goal of improving outcomes for children in New York City's Harlem neighbourhood. HCZ seeks to break the cycle of intergenerational poverty for children and families in Central Harlem through a continuum of interventions that spans a child's life. Support begins with The Baby College, a series of workshops for parents of children ages zero to three. The Baby College GRADS, a newer home visitation initiative encourages involvement in the broader programme by offering enticements such as free childcare, a weekly raffle and free diapers or nappies. It continues with high-quality preschool programmes charter academies that serve the students across primary and secondary education population, after-school programming, social services, and health and community-building programmes.
Life cycle assessment of rapeseed ..
Identify what happens at each stage along the life cycle for eachelement of the system. What are the inputs and outputs for each thing that happens? How much of each material/component is involved?
Life Cycle Assessment - Pratt Institute
al., USA oversampled high-exposure follow-up: 52 in May-June high-exposure activities 1988, 1991a,b occupation; data on age, 1984 and 51 in Feb and (e.g., smokers, occupations, gender, race, socio-economic March 1987; 24-h recall travel); proximity to status and proximity to VOC diary; activity industry; housing unit sources questionnaire characteristics Boston, NO2 325 (winter), 298 (summer) 1986; diary and 6 microenvironments; range Ryan et al., Massachusetts, ages 8 and above; questionnaire; on; near roads; combustion; 1990 USA representative; stratified 15-30-min resolution; 2-day outside home; home location; by range type; no personal sample; time of year; day housing unit characteristics data of week; time of day Los Angeles NO2 620 people ages 8 and above May 1987-May 1988; diary, 17 microenvironments: Spengler et al., and Orange sampled two 24-h periods; 65 questionnaire; 15-min including near roads; home 1994; Schwab et Counties; sampled eight cycles; resolution; two-day sample; zip codes; work zip codes; al., 1990 representative; data on age, time of year; day of week; climate region; housing gender, work status time of day unit characteristics Albuquerque, NO2 1000+ infants; stratified January 1988-December 1991; Room in house; outside Samet et al., New Mexico, by range type; data on every 2 months for the of house (including travel); 1992 USA child's health and parents' first 18 months of life; range use; housing unit socio-economic and 60 min; time of year; characteristics demographic characteristics day of week; time of day reporting a smoker present in the home was associated with increased indoor concentrations and personal exposures of aromatic compounds; visiting dry cleaners, self-reports of proximity to smokers, pesticide use, exposure to solvent, degreasing compounds, and odorous chemicals, and employment status in certain occupations (e.g., paint, chemical or plastics plants) were associated with increased personal exposure to several VOCs (Wallace et al., 1985, 1986, 1988).
Life cycle assessment of fine chemical production: a …
Having established the religious and legal context in which women were operating, this module will explore the different stages in a womanÂ¿s lifecycle, childhood and youth, married life and old age, most often as a widow. Attention will be paid to the different experiences of aristocratic and peasant women, rural and urban women. The alternative option of a life devoted to religion will be considered. Issues covered will include womenÂ¿s experiences of work, in both a rural and an urban environment, education, literacy and cultural patronage and the course will conclude with an examination of women on the margins of society, as criminals and prostitutes.