Review of greenhouse gas__ emissions from crop production systems andfertilizer management__ effects

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广东2023英语b级考试真题及答案

广东2023英语b级考试真题及答案

广东2023英语b级考试真题及答案全文共3篇示例,供读者参考篇12023 Guangdong B-level English Exam Questions and AnswersPart 1: Listening ComprehensionSection A1. What does the man suggest doing this weekend?A. Going to a movie.B. Having a picnic.C. Playing tennis.2. Where does this conversation probably take place?A. At a restaurant.B. At a park.C. At home.3. What does the woman like about her new apartment?A. The location.B. The size.C. The price.Section B4. What does the woman need to do before she can take her driver's test?A. Pass the written exam.B. Study the traffic laws.C. Buy a car.5. Why does the man need to reschedule his appointment?A. He has a work meeting.B. He is sick.C. His car broke down.6. Who will the man meet at the airport?A. His sister.B. His friend.C. His boss.Part 2: Reading ComprehensionPassage 17. According to the passage, what is one benefit of drinking green tea?A. It helps with weight loss.B. It improves memory.C. It prevents cancer.8. How much green tea should you drink daily for optimal health benefits?A. One cup.B. Two cups.C. Three cups.Passage 29. What is the main idea of this passage?A. The importance of sleep.B. The benefits of exercise.C. The dangers of stress.10. According to the passage, how many hours of sleep do adults need each night?A. 6-8 hours.B. 8-10 hours.C. 10-12 hours.Part 3: Writing11. Write an essay about the importance of learning a second language in today's globalized world. Discuss the benefits of bilingualism and provide examples to support your argument.12. Write a letter to a friend inviting them to visit your city for a weekend. Include suggestions for activities to do and places to visit.Answers:1. B2. C3. A4. A5. A6. B7. A8. B9. A10. AIn conclusion, the 2023 Guangdong B-level English exam questions test the candidates' listening and reading comprehension skills, as well as their ability to express themselves in writing. It is important for candidates to prepare thoroughly for the exam in order to achieve a good result.篇2Guangdong 2023 English B Level Exam - Sample Questions and AnswersIntroductionThe Guangdong English B Level Exam is a standardized test for non-native English speakers who wish to demonstrate their proficiency in the English language. This exam is designed to assess a candidate's ability to understand, speak, read, and write in English. In this document, we will provide some sample questions and answers from the Guangdong 2023 English BLevel Exam to give you a better idea of what to expect on test day.Reading ComprehensionQuestion 1: Read the following passage and answer the questions that follow.Passage: Global warming is a significant environmental issue that is affecting our planet. The rise in global temperatures is linked to greenhouse gas emissions from human activities such as burning fossil fuels and deforestation. It is important for individuals and governments to take action to reduce their carbon footprint and mitigate the effects of climate change.Question 1a: What is the main cause of global warming?Answer: The main cause of global warming is greenhouse gas emissions from human activities.Question 1b: What can individuals do to help reduce their carbon footprint?Answer: Individuals can reduce their carbon footprint by using public transportation, conserving energy, and recycling.Question 2: Read the following passage and answer the questions that follow.Passage: The Industrial Revolution was a period of rapid industrialization and technological advancements that took place in the 18th and 19th centuries. It led to major changes in agriculture, manufacturing, transportation, and communication, transforming society and the economy.Question 2a: When did the Industrial Revolution take place?Answer: The Industrial Revolution took place in the 18th and 19th centuries.Question 2b: What were some of the major changes that occurred during the Industrial Revolution?Answer: Some major changes that occurred during the Industrial Revolution included advances in technology, improvements in transportation, and changes in the way goods were produced.Listening ComprehensionQuestion 1: Listen to the following conversation between two friends and answer the questions that follow.Friend 1: Hey, do you want to go see a movie this weekend?Friend 2: Sure, that sounds like a great idea. What time should we meet?Friend 1: How about we meet at 7 pm at the theater?Friend 2: Sounds good to me. See you there!Question 1a: What are the friends planning to do this weekend?Answer: The friends are planning to go see a movie this weekend.Question 1b: What time are they going to meet at the theater?Answer: They are going to meet at 7 pm at the theater.WritingQuestion: Write a short paragraph describing your favorite season and why you like it.Answer: My favorite season is spring because I love seeing the flowers blooming and the trees turning green again. I also enjoy the mild weather and the longer days that come with spring. It's a great time to be outdoors and enjoy nature.ConclusionThese sample questions and answers are just a glimpse of what you can expect on the Guangdong 2023 English B Level Exam. We hope that this document has helped you prepare for the exam and feel more confident on test day. Good luck!篇3Title: Guangdong 2023 B-Level English Exam Questions and AnswersIntroduction:The Guangdong 2023 B-Level English Exam is a standardized test that assesses the English language proficiency of students in Guangdong province. The exam consists of multiple-choice questions, reading and writing tasks, and listening comprehension exercises. In this document, we will provide a sample of questions and answers from the Guangdong 2023B-Level English Exam.Sample Questions:1. Choose the correct answer:- What _____ you doing yesterday evening?A) areB) haveC) wereD) isCorrect Answer: C) were2. Fill in the blank with the appropriate word:- I _____ to the supermarket tomorrow.A) goB) will goC) wentD) goingCorrect Answer: B) will go3. Read the passage and answer the questions below:- Yesterday was a beautiful day. The sun was shining, and the birds were singing in the trees. I went for a walk in the park and saw some children playing on the swings.Questions:- What was the weather like yesterday?A) RainyB) SnowyC) BeautifulD) CloudyCorrect Answer: C) Beautiful- Where did the writer go for a walk?A) BeachB) ParkC) ForestD) CityCorrect Answer: B) ParkSample Answers:Question 1: C) were - What were you doing yesterday evening?Question 2: B) will go - I will go to the supermarket tomorrow.Question 3:- What was the weather like yesterday?Answer: C) Beautiful- Where did the writer go for a walk?Answer: B) ParkConclusion:The Guangdong 2023 B-Level English Exam is an important assessment tool for students in the province. By practicing with sample questions and answers like the ones provided in this document, students can improve their English language skills and perform well on the exam. Good luck to all the students preparing for the exam!。

“阳光玫瑰”葡萄栽培技术

“阳光玫瑰”葡萄栽培技术

《天津农林科技》2023年4月第2期(总第292期)33文章编号:1002-0659(2023)02-0033-03王桂荣(宿州职业技术学院,安徽 宿州 234000)农技推广“阳光玫瑰”葡萄栽培技术摘要:“阳光玫瑰”葡萄是从日本引进的品质优良的葡萄品种,近些年在中国广泛种植。

文章介绍了“阳光玫瑰”葡萄整地定植、肥水调控、花果管理、整形修剪、病虫害防治等栽培技术。

关键词:“阳光玫瑰”葡萄;肥水调控、花果管理;整形修剪中图分类号:S663.1文献标识码:B 收稿日期:2022-12-17作者简介:王桂荣(1972-),女,高级实验师,主要从事植物生理实践教学和实验室管理工作。

E-mail:*********************“阳光玫瑰”葡萄别名“夏音玛斯卡特”“金华玫瑰”“亮光玫瑰”,原产于日本,由“安芸津21号”“白南”为亲本杂交育成,后被引进中国广泛种植。

“阳光玫瑰”葡萄果穗呈圆锥形,平均单穗质量800~1 500 g,单产可达1 500 kg·667 m -2以上。

“阳光玫瑰”葡萄果粒大且着生紧密,果皮呈黄绿色,果皮与果肉较易分离,果肉硬实且鲜脆多汁,可溶性固形物含量高达20%以上,口感好,具有浓郁的玫瑰香气,广受消费者欢迎,被称为葡萄中的“爱马仕”。

“阳光玫瑰”葡萄挂果期长,丰产稳产,不易脱粒,耐运输,国内外市场均十分畅销,经济效益可观。

1 整地搭架1.1 整 地“阳光玫瑰”葡萄种植首选地势较高、耕作层深厚、土壤疏松肥沃、保水保肥性好、无污染源的地块,土壤pH 宜为5.8~7.8[1],且具备良好的灌溉条件。

定植前,将田间杂草、枯枝清除干净,再进行整地施肥。

整地时,应深翻土壤超过35 cm,整地标准为土壤细碎、田面平整、耕深一致;整地完成后,施用氯化苦消毒剂对土壤进行消毒。

整地应与施基肥同时进行,基肥以腐熟的有机肥为主,一般同牛羊粪等有机肥混合,每667 m 2施入2 500 kg 左右,可有效改善土壤理化性状,提高葡萄产量,改善葡萄品质。

成人高考理科试卷英语

成人高考理科试卷英语

Part I Listening Comprehension (20 points)Section A (5 points)In this section, you will hear 5 short conversations. At the end of each conversation, a question will be asked about what was said. Both the conversation and the question will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.1. A) The man wants to take the woman to a concert.B) The man doesn't like pop music.C) The woman enjoys classical music.D) The woman wants to go to the concert with the man.2. A) The woman is planning a trip to New York.B) The man is offering to help the woman find a job.C) The woman is looking for a new apartment.D) The man is suggesting a place to live.3. A) The woman is going to study medicine.B) The man is asking for advice on choosing a major.C) The woman is planning to change her major.D) The man is giving advice on how to choose a major.4. A) The man is suggesting a trip to the beach.B) The woman is not interested in going to the beach.C) The man is planning a vacation.D) The woman is worried about the weather.5. A) The man is making a suggestion for a new project.B) The woman is unsure about the project.C) The man is questioning the woman's decision.D) The woman is considering the man's suggestion.Section B (15 points)In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard in each blank. For blanks 6-8, fill in the missing words. For blanks 9-15, complete the sentences with the information you have just heard.6. ___________ is the most important factor in learning a language.7. Regular practice is essential for ___________.8. The more you practice, the ___________ your speaking skills will become.9. ___________ is also a great way to improve your listening skills.10. ___________ can help you to understand the culture of the language you are learning.11. ___________ with native speakers can greatly improve your speaking skills.12. ___________ is another effective way to improve your language skills.13. ___________ in your own language can also help you to learn a new language.14. ___________ is the key to mastering a new language.15. ___________ is a lifelong process that requires constant practice and dedication.Part II Structure and Vocabulary (20 points)Section A (10 points)There are 10 incomplete sentences in this section. For each sentence there are four choices marked A), B), C) and D). Choose the one that best completes the sentence. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.16. I wish I ___________ (go) to the party last night.A) had goneB) goC) wentD) am going17. If I ___________ (have) more time, I would travel to every country in the world.A) hadB) haveC) have hadD) had had18. She ___________ (be) in the classroom if she ___________ (not come) back from the library.A) must; hasB) must; hadC) would; hasD) would; had19. I ___________ (not see) him for years; I can't believe he's back.A) haven'tB) didn'tD) didn't have20. The teacher said that the exam would be postponed until next week because of the bad weather. We ___________ (be) so happy.A) areB) wereC) have beenD) had been21. He ___________ (not tell) me the truth because he was afraid of getting into trouble.A) hadB) wouldn'tC) didn'tD) didn't have22. The students were so excited that they ___________ (not stop) laughing.A) couldB) couldn'tC) wouldD) wouldn't23. If I ___________ (know) the answer, I would have told you.A) knewB) had knownC) would know24. I ___________ (not know) you if I ___________ (not meet) you at the party last night.A) didn't; hadn'tB) didn't; hadC) hadn't; hadD) hadn't; hadn't25. She ___________ (not do) her homework if she ___________ (be) at home.A) would; wasB) would; had beenC) had; wasD) had; had beenSection B (10 points)Complete the following sentences with the appropriate forms of the verbs in brackets.26. The teacher said that the students ___________ (be) in the classroom by 8:00 a.m.27. If I ___________ (be) you, I would take a different approach to the problem.28. They ___________ (not finish) the project by the end of the month.29. The plane ___________ (not take off) because of the heavy fog.30. The book ___________ (not be) written by the author himself.Part III Reading Comprehension (30 points)Section A (10 points)Read the following passage and answer the questions that follow.In recent years, there has been a growing concern about the negative effects of social media on young people. Many experts believe that excessive use of social media can lead to mental health issues, such as anxiety, depression, and low self-esteem. One of the main reasons forthis is the constant comparison with others that social media promotes. Young people often feel pressured to maintain a perfect image, which can lead to feelings of inadequacy.Another concern is the amount of time young people spend on social media. Many experts argue that excessive screen time can disrupt sleep patterns and affect physical health. Additionally, social media can be a sourceof cyberbullying, which can have severe consequences for young people's mental and emotional well-being.Despite these concerns, some experts believe that social media can also have positive effects. For example, it can be a platform for connecting with friends and family, as well as a source of information and support. However, it is important for young people to be aware of the potential risks and to use social media responsibly.31. What is one of the main reasons why social media can have a negative effect on young people's mental health?A) Excessive use of social mediaB) Constant comparison with othersC) Disruption of sleep patternsD) Cyberbullying32. According to the passage, what can be a positive effect of social media?A) Increased anxiety and depressionB) A platform for connecting with friends and familyC) Disruption of physical healthD) Cyberbullying33. What is the author's opinion on the potential risks of social media?A) Social media is entirely harmful.B) Social media has no negative effects.C) Social media can have both positive and negative effects.D) Social media is beneficial for young people.Section B (10 points)Read the following passage and answer the questions that follow.The Internet has revolutionized the way we communicate and access information. One of the most significant changes is the rise of e-commerce. E-commerce refers to the buying and selling of goods and services over the internet. This has led to a significant increase in online shopping, with more and more consumers choosing to make purchases online.There are several reasons for the growth of e-commerce. One of the main reasons is convenience. Online shopping allows consumers to shop fromthe comfort of their homes, saving them time and effort. Additionally, online stores often offer a wider range of products and better prices than traditional brick-and-mortar stores.However, there are also challenges associated with e-commerce. One ofthe biggest concerns is security. Consumers are worried about the safety of their personal and financial information when making online purchases. Another challenge is the lack of personal interaction, which can lead to dissatisfaction with the product or service.Despite these challenges, the growth of e-commerce is expected to continue. As technology continues to evolve, online shopping is likelyto become even more convenient and secure.34. What is one of the main reasons for the growth of e-commerce?A) Increased competitionB) ConvenienceC) Lack of personal interactionD) High prices35. What is one of the biggest concerns associated with e-commerce?A) Lack of personal interactionB) High pricesC) SecurityD) Increased competition36. According to the passage, what is expected to happen to e-commerce in the future?A) It will decline in popularity.B) It will become even more convenient and secure.C) It will face increased competition.D) It will become less popular among consumers.Section C (10 points)Read the following passage and answer the questions that follow.Climate change is one of the most pressing issues of our time. TheEarth's climate is changing at an unprecedented rate, primarily due to human activities. This has led to a variety of environmental problems, such as rising sea levels, extreme weather events, and the loss of biodiversity.One of the main causes of climate change is the burning of fossil fuels, which releases greenhouse gases into the atmosphere. These gases trap heat, leading to the warming of the planet. Another cause is deforestation, which reduces the number of trees that can absorb carbon dioxide from the atmosphere.To address the issue of climate change, governments and organizations around the world are implementing various strategies. One of the most effective strategies is the reduction of greenhouse gas emissions. This can be achieved through the adoption of renewable energy sources, such as solar and wind power, and the promotion of energy efficiency.37. What is one of the main causes of climate change?A) DeforestationB) The burning of fossil fuelsC) Increased carbon dioxide levelsD) Extreme weather events38. What is one of the strategies being implemented to address climate change?A) The use of nuclear powerB) The reduction of greenhouse gas emissionsC) The promotion of deforestationD) The elimination of all fossil fuels39. According to the passage, what is the expected outcome of implementing strategies to reduce greenhouse gas emissions?A) Increased sea levelsB) More extreme weather eventsC) A reduction in the number of treesD) A cooler planetPart IV Writing (20 points)Write an essay of about 200 words on the following topic:The Impact of Technology on EducationIn recent years, technology has had a significant impact on the field of education. Discuss the positive and negative effects of technology on education, and give your own opinion on whether technology has made education better or worse.。

绿色物流可持续发展外文翻译(节选)

绿色物流可持续发展外文翻译(节选)

绿色物流可持续发展外文翻译(节选)中文2600字,1600单词,9500英文字符文献出处:Fransoo J C. Green Logistics: Enablers for Sustainable Development [J]. Supply chain management: an international journal, 2021, 8(2): 122-131.原文GREEN LOGISTICS: ENABLERS FOR SUSTAINABLEDEVELOPMENTJan C. Fransoo1 INTRODUCTIONLogistics is the backbone of industry and commerce. As a discipline, it describes the management and coordination of activities along supply chains. These activities include freight transport, storage, inventory management, materials handling and related information processing. A large part oflogistics activities are often outsourced to specialized providers thatprovide cost- effective services. Research has shown that, at least in high income economies, the value of services is not assessed in monetary andservice quality terms alone. In making decisions, logistics professionals are increasingly taking into consideration external effects such as emissions, pollution, noise, and accidents.The last LPI report release in 2021, for instance, pointed out that in shipments to OECD countries, environmentally friendly solutions are considered far more often than elsewhere. Mounting regulatory pressure, together with changes in customer preferences, are the main drivers of this phenomenon. Oneof the more widely used terms to describe this set of preferences is green Logistics, especially when the activities of logistics service providers are concerned.Research, including a recent book by Alan McKinnon, has established that green Logistics is an emerging concern of private operators and providers and users of logistics. From a policy standpoint, and especially for the global environment, green Logistics is potentially a major topic as well: estimates vary, but about 15% of global greenhouse gas emissions (GHG) can be traced to logistics activities.Green Logistics may not be an independent policy area. Rather, the supply chain perspective provides a framework to understand and deal with issues that are separate.but ultimately interrelated. Importantly, looking at supply chains helps policy makers understand the interests and actions of private sector operators. Green Logistics may therefore propose a number of tools and identify emerging sustainable solutions contributing to the overarching objective of green Growth.From a policy perspective, logistics cut across several areas and sectors. The performance of supply chains depends on areas or activities where government as regulator or catalyst of investment is critical, such as:Transport infrastructure: road and rail corridors, ports and airportsThe efficiencies of logistics services: services include not only modal freight transport, but also warehousing and intermediary services, such as brokers and forwarders, and related information-flow management. In modern economies, the trend is towards integration in multi-activity logistics providers (3PLs, 4PLs) to which industrial and commercial firms outsourcetheir supply chain activities. Understanding the regulatory dimension of services is becoming increasingly critical to the development of effective policies in areas such as:professional and operational standards, regulation of entry in market and professions, competition, enforcement.Procedures applying to the merchandise, such as trade procedures (customs and other controls).The soft infrastructure that supports information or financial flow associated with the physical movements along supply chains: IT infrastructure, payment systems.The concept of national logistics performance capturing the outcome of these policies is widely recognized by policy makers and the private sector worldwide as a critical contribution to national competitiveness. A key question for sustainable development is how to integrate supply chain participants concern with environmental sustainability with the concept of national logistics performance.Within logistics, transport creates the largest environmental footprint. But the volume of emissions can vary greatly, depending on the mode oftransport. The volume of emission per ton per km increases by an order of magnitude from maritime to land transportation and to air transportation. This is a key environmental aspect of logistics that is not taken into consideration by most supply chain operators. Logisticsexperts typically integrate freight modes and other related activities so that the transport and distribution network is used in the most efficient manner, which is important for keeping emissions in check, as well. Depending on the type of industry and geographical region, supply chain operators can place varying emphasis on the reliability of supply chains, as well. In summary, supply chain choices typically include multiple criteria and trade-offs, and this makes an analysis of their environmental impact complex; the most environmentally friendly choices do not only depend on mode of transportation, but also on other elements, such as efficiency and reliability.To reduce the environmental footprint of a supply chain, the focus should be on several dimensions and should select the best mode of transport,efficient movements, and innovation. Comprehensive work on greening individual modes of transportation is already available. Here, the key drivers have been energy efficiency and the urge to diminish various types of emission. Given the integrated nature of supply chains, however, the manner in which price signals and incentives catalyze supply chain structure is a rather intricate problem: lower- emission modes of transport (maritime, e.g.) are typically also less reliable or have other limitations (such as maritime access to a landlocked country). Such limitations may include the cost of such technologies, the temperature range within which they can be used or the availability of certain types of fuel. It is therefore critical to complement the current knowledge about emissions produced by different modes of transportation with an understanding of what drives the demand for Green Logistics within supply chains.The emerging response is likely to take the form of top-down policy, such as measures in the form of standards or taxes addressing emissions (GHG, SO2, NOx) by mode of freight. For instance, a cap on SO2 emissions on major maritime routes will go into effect at the end of 20212. At least as important is the response from the bottom up. These are supply-chain strategies coming from the private sector in response to policy or price changes, but also demand from consumers, clients and stake-holders. Green Supply Chain management has to be taken seriously by policy makers.An exclusive focus on price mechanism (including taxes), as is the current tendency, may miss some of the major driver of changes in supply chain management. Another complication, at least in the context of international trade, is that the focus on the impact on international logistics does not capture the footprint of production processes. These processes may have different impact than the supply chain itself, as in the case of food production.There is also evidence that much of the environmental footprint of logistics operations is tied to short distances and distribution. Green Logistics is intimately linked with concerns such as urban congestion, and innovations in Logistics are critical to sustainable supply chains. Grassroots innovations in Logistics have recently flourished, often producing win-win solutions in terms of jobs and the environment. More generally, there is increasing awareness that green supply chains can be also competitive, either because the awareness of the environment helps productivity or because consumers expect it, particularly in wealthy countries.A concrete case in point is also the so-called sculpture emission regulation by IMO that enters into force on January 1, 2021 in most of North Sea, Baltic Sea and along west and east coasts of US & Canada (bar Alaska). Ships have to go over from fuel with 1.5 % sculpture to 0.1 % sculpture or invest in so-called scrubbers, that absorb the sculpture from exhaust gases; technology that is still nascent in the maritime context. Scrubber investment per cargo ship is USD 2 million and no with multiples as the ship engine size increases, with annual maintenance cost approx..7-10 % of investment. This seemingly innocent and rather technical change is going to have a huge impact on shipping and the spillover effect to other modes & Supply chains are going to be significant Green Logistics also encompasses potentially longer-term concerns. A green focus within logistics analysis could examine a supply chain vulnerability to climate events or to large swings in the price of transport inputs, for instance. A recent volcanic episode in Iceland showed the vulnerability of one specific supply chain that relies heavily on air freight fresh produce coming from Africa spoiled when flights were cancelled because of the volcanic ash. Resilience concerns and other form of uncertainty are likely to shape supply chain choices by regional and global operators.Given the importance of trade in components and intra-firm trade, how large operators develop green supply chain strategies will have profound economic impact. Resilient and greener supply chains are likely to be lessextended and leaner, for example, though the consequences for trade and integration of low income economies cannot be treated fully here.Policy makers should be concerned by both the supply and demand aspects of logistics environmental dimensions. So far, the policy focus has been on modal footprint and has not taken into account a supply chain perspective. There have not been major initiatives in Green Logistics, even in the countries most sensitive to the issue, such as those in Northern Europe. Rather the most important changes have occurred as a combination of largely uncoordinated public and private initiatives: voluntary behavior by shippers, innovation in terms of technology, information (environmental logistics dashboard) or services, or common public-private objectives such as in modal shifts.2 DEFINING GREEN LOGISTICS AND GREEN SUPPLY CHAIN MANAGEMENTThere are many variations in the terminology regarding green logistics and green supply chain management. This section aims at providing a brief overview on some of the key terms used in the literature.Green logistics refers mainly to environmental issues related to transportation, material handling and storage, inventory control, warehousing, packaging, and facility location allocation decisions (Min & Kim, 2021). Gonzalez-Benito and Gonzalez-Benito (2021) use the term environmentallogistics to describe logistics practices that are divided intosupply/purchasing, transportation, warehousing and distribution, and reverse logistics and waste management. Although distribution is considered to be one of the interrelated areas of supply chain management, the term green distribution has also been used to describe the whole process of integrating environmental concerns into transportation, packaging, labeling and reverse logistics (Shi et al., 2021).Reverse logistics is often used as a synonym to efforts to reduce the environmental impact of the supply chain by recycling, reusing and remanufacturing.译文绿色物流:促进可持续发展贾恩. 法兰斯1. 引言物流是工商业的支柱。

减少尾气排放在英语作文中放在句子中

减少尾气排放在英语作文中放在句子中

减少尾气排放在英语作文中放在句子中Reducing Tailpipe Emissions: A Crucial Step Towards a Sustainable FutureAs the global population continues to grow and the demand for transportation increases, the issue of tailpipe emissions has become a pressing concern. Tailpipe emissions, the pollutants released from the exhaust of vehicles, are a major contributor to air pollution and have significant environmental and health implications. Addressing this problem is vital for the well-being of our planet and its inhabitants. In this essay, we will explore the importance of reducing tailpipe emissions and the strategies that can be employed to achieve this goal.One of the primary reasons for the urgent need to reduce tailpipe emissions is the impact on air quality. Vehicles, particularly those powered by internal combustion engines, release a variety of harmful substances into the atmosphere, including carbon monoxide, nitrogen oxides, particulate matter, and hydrocarbons. These pollutants can have detrimental effects on human health, causing respiratory problems, cardiovascular diseases, and even cancer. Moreover, the accumulation of these pollutants in the air can lead tothe formation of smog, which reduces visibility and exacerbates respiratory issues.In addition to the direct impact on air quality, tailpipe emissions also contribute to the larger issue of climate change. Vehicles are a significant source of greenhouse gas emissions, primarily in the form of carbon dioxide. These emissions trap heat in the atmosphere, leading to global temperature increases and the associated consequences, such as rising sea levels, more frequent extreme weather events, and disruptions to ecosystems. Reducing tailpipe emissions is therefore crucial for mitigating the effects of climate change and ensuring a sustainable future for our planet.To address the challenge of tailpipe emissions, a multifaceted approach is necessary. One of the most effective strategies is the development and widespread adoption of alternative fuel technologies. Electric vehicles (EVs), powered by rechargeable batteries, offer a clean and efficient alternative to traditional gasoline-powered cars. As the technology behind EVs continues to improve and the availability of charging infrastructure increases, they have the potential to significantly reduce tailpipe emissions and contribute to a more sustainable transportation system.Another promising solution is the use of hybrid electric vehicles (HEVs), which combine an internal combustion engine with anelectric motor. HEVs are designed to optimize fuel efficiency and reduce emissions by utilizing both power sources in an efficient manner. By leveraging the advantages of both technologies, HEVs can provide a more sustainable option for those who may not be ready to transition to a fully electric vehicle.In addition to the adoption of alternative fuel technologies, improving the efficiency of traditional internal combustion engines can also play a crucial role in reducing tailpipe emissions. Advancements in engine design, the use of lightweight materials, and the implementation of advanced emission control systems can all contribute to lower emissions and improved fuel efficiency. Governments and regulatory bodies can also play a significant role by setting stricter emissions standards and providing incentives for the development and adoption of clean transportation technologies.Beyond technological solutions, changes in individual behavior and societal attitudes can also contribute to the reduction of tailpipe emissions. Encouraging the use of public transportation, carpooling, and active modes of transportation, such as walking and cycling, can help to reduce the overall number of vehicles on the road and the associated emissions. Additionally, raising awareness about the environmental impact of transportation and the importance of sustainable mobility choices can empower individuals to make more informed decisions and contribute to the collective effort.In conclusion, reducing tailpipe emissions is a critical step towards a more sustainable future. The impact of vehicle emissions on air quality, human health, and climate change is undeniable, and the urgency to address this issue is growing. By embracing a multifaceted approach that combines the development of alternative fuel technologies, improvements in engine efficiency, and changes in individual and societal behavior, we can work towards a cleaner, healthier, and more sustainable transportation system. The challenges may be significant, but the potential rewards of a future with reduced tailpipe emissions are immeasurable.。

2024-2025学年河南省南阳市初一上学期期末英语试卷及答案指导

2024-2025学年河南省南阳市初一上学期期末英语试卷及答案指导

2024-2025学年河南省南阳市英语初一上学期期末模拟试卷及答案指导一、听力部分(本大题有20小题,每小题1分,共20分)1、Listen to the following conversation and answer the question.A: How was your day at school today?B: It was great, except for one thing. I couldn’t find my English book.Question: What was the problem the student had?A) He was late for school.B) He couldn’t find his English book.C) He didn’t understand the math lesson.Answer: B) He couldn’t find his English book.解析:在对话中,学生提到他今天在学校过得很好,除了找不到他的英语书。

因此,答案是B。

2、Listen to the following short passage and complete the sentence with the missing word.The cat sat on the (1) and watched the birds outside the window.A)bedB)floorC)tableAnswer: B) floor解析:根据句子的上下文,猫坐在一个地方观察窗外的鸟儿。

通常猫会坐在地板上,所以正确的答案是B) floor。

3、Listen to the dialogue and choose the correct answer.You hear two students talking about their weekend plans. What activity does the boy suggest they do together?A. Go to the movies.B. Visit a museum.C. Play basketball at the park.Correct Answer: B. Visit a museum.Explanation: In the dialogue, the boy mentions he heard about a new exhibit opening at the museum this weekend and asks if the girl would like to join him there. This indicates that his suggestion is to visit the museum together.4、Listen to the short passage and choose the correct answer.You will hear a short description of a student’s daily routine. According to the passage, what time does the student wake up in the morning?A. 6:00 AMB. 6:30 AMC. 7:00 AMCorrect Answer: A. 6:00 AMExplanation: The passage states that the student likes to start the day early and wakes up at six o’clock in the morning to have enough time to prepare forschool and enjoy breakfast.5.You are listening to a conversation between a teacher and a student. Teacher: “How was your weekend,Tom?”Student: “It was quite interesting. I went to the museum with my family.”Teacher: “That sounds like a great idea. What did you learn there?”Student: “We saw a lot of historical artifacts and I learned about the history of our country.”Teacher: “That’s wonderful. I’m glad to hear that.”Question: What did Tom do during his weekend?A) He visited a friend.B) He went to the museum with his family.C) He stayed at home.D) He played video games.Answer: B) He went to the museum with his family.Expla nation: In the conversation, Tom says, “I went to the museum with my family,” which indicates that he chose option B.6.You are listening to a radio program about environmental issues. Host: “Today we have a special guest, Dr.Smith, an expert on climate change. Welcome, Dr. Smith.”Dr. Smith: “Thank you. It’s great to be here. Climate change is a serious issue that affects us all.”Host: “Can you tell us what the main causes of climate change are?”Dr. Smith: “Sure. The main causes include greenhouse gas emissions from vehicles, industrial processes, and deforestation.”Host: “What can we do to reduce climate change?”Dr. Smith: “We can start by reducing our carbon footprint, such as using public transportation and planting more trees.”Question: What are the main causes of climate change according to Dr. Smith?A) Overpopulation and pollution.B) Greenhouse gas emissions and deforestation.C) Water scarcity and natural disasters.D) Urbanization and agricultural activities.Answer: B) Greenhouse gas emissions and deforestation.Explanation: Dr. Smith mentions that the main causes of climate change include greenhouse gas emissions from vehicles, industrial processes, and deforestation, which corresponds to option B.7、Listen to the conversation between two students talking about their favorite subjects. Choose the correct answer.A. MathB. ArtC. ScienceCorrect Answer: C. ScienceExplanation: In the dialogue, one student mentions that they enjoy doing experiments, which indicates their preference for Science class.8、Listen to a short passage about a student’s daily routine. Choose the correct time the student wakes up.A. 6:30 AMB. 7:00 AMC. 7:30 AMCorrect Answer: B. 7:00 AMExplanation: The passage clearly states that the student gets up at seven o’clock in the morning to prepare for school.9.Listen to the conversation and choose the best answer to complete the sentence.W: Hi, John. How was your weekend?M: It was great! I went hiking with my friends.W: That sounds fun. Where did you go hiking?M: We went to the mountains near our town.W: Oh, that’s nice. Did you see any wildlife?M: Yes, we saw a few deer and some birds.Q: What did John do over the weekend?A. He went to the beach.B. He went hiking with friends.C. He stayed at home.D. He visited his grandparents.Answer: BExplanation: The conversation clearly states that John went hiking with his friends over the weekend.10.Listen to the dialogue and answer the question.M: Have you heard about the new exhibit at the art museum?W: Yes, I have. It opens next week. Are you planning to go?M: Definitely! I’ve been looking forward to it for a while now.W: Me too. Did you know that the exhibit includes works from famous artists?M: I did. It’s supposed to be quite impressive.W: I can’t wait to see it. Do you think we should go on a weekday or a weekend?M: I think a weekday might be better. It will be less crowded.Q: What are the speakers discussing?A. A new book they want to read.B. A movie they saw recently.C. A new exhibit at the art museum.D. A restaurant they want to visit.Answer: CExplanation: The conversation is about the new exhibit at the art museum, which is the topic they are discussing.11、What is the weather like today?A. It’s sunny.B. It’s rainy.C. It’s snowy.D. It’s cloudy.Answer: A. It’s sunny.Explanation: In the dialogue, one person says, “What a beautiful day! The sun is shining brightly.” This indicates that the weather is sunny, so the correct answer is A.12、Where are they going to meet?A. At the bus stop.B. At the library.C. At the park.D. At the cinema.Answer: B. At the library.Explanation: The conversation includes the line, “I’ll wait for you at the entrance of the library at 3 o’clock.” This clearly states that they plan to meet at the library, making B the correct choice.13.You are listening to a conversation between a student and a teacher.Student: Hi, Mr. Smith. I was wondering if you could explain the difference between “affect” and “effect” one more time?Teacher: Sure, I can. “Affect” is usually a verb and means to influence or cause a change. “Effect” is a noun and refers to the result of something. For example, the medicine had a significant affect on my illness, but the actual effect was a quicker recovery.Question: What is the teacher’s explanation for the difference between“affect” and “effect”?A)Affect is a noun and effect is a verb.B)Affect is a verb and effect is a noun.C)Affect is the cause and effect is the result.D)Affect is the result and effect is the cause.Answer: B) Affect is a verb and effect is a noun.Explanation: The teacher is explainin g that “affect” is a verb and “effect” is a noun, which is the correct answer.14.You are listening to a weather forecast for the upcoming week.Narrator: The forecast for this week is as follows: Monday will be partly cloudy with a high of 70 degrees Fahrenheit. Tuesday will be mostly sunny with a high of 75 degrees. Wednesday through Friday will see a steady increase in temperature with highs ranging from 80 to 85 degrees. The weekend will bring a chance of rain with temperatures dropping slightly to the mid-70s.Question: What will the weather be like on Wednesday?A)Partly cloudy with a high of 70 degrees.B)Mostly sunny with a high of 75 degrees.C)Steadier increase in temperature with a high of 80 to 85 degrees.D) A chance of rain with temperatures dropping to the mid-70s.Answer: C) Steadier increase in temperature with a high of 80 to 85 degrees.Explanation: The forecast explicitly states that Wednesday through Friday will see a steady increase in temperature with highs ranging from 80 to 85 degrees.15.Question: What is the boy doing when the woman asks him to turn off the computer?A. Playing video games.B. Reading a book.C. Cleaning his room.D. Watching a movie.Answer: AExplanation: The boy is playing video games when the woman asks him to turn off the computer. The woman says, “Son, it’s time to turn off the computer. It’s bedtime.”16.Question: What is the woman’s concern about the weather?A. It’s too hot.B. It’s going to rain.C. The wind is too strong.D. The temperature is too low.Answer: BExplanation: The woman is concerned about the weather because it’s going to rain. She says, “Look outside, it’s starting to rain. You should take an umbrella with you.”17.You are listening to a conversation between two students, Tom and Lily, discussing their weekend plans.Tom: Hi Lily, are you planning to go anywhere this weekend?Lily: Yes, I’m going to the beach. How about you, Tom?Tom: Oh, I’m thinking of going hiking with my friends. It’s going to be a great outdoor adventure!Question: Where is Lily planning to go this weekend?A) To the beachB) To the mountainsC) To the parkD) To the shopping mallAnswer: A) To the beachExplanation: Lily mentions that she is going to the beach, so option A is the correct answer.18.Listen to a short dialogue between a teacher and a student, discussing the student’s grade on a recent test.Teacher: Hey John, how did you do on the science test last week?John: Well, I’m not too happy with my grade. I think I could have done better. Teacher: I see. Did you study for the test at all?John: Not really, I didn’t have much time. I was busy with other schoolwork.Question: What does John say about his grade on the science test?A) He is very satisfied with it.B) He is disappointed with it.C) He thinks it was fair.D) He believes it was too hard.Answer: B) He is disappointed with it.Explanation: John expresses that he is not too happy with his grade and thinks he could have done better, indicating his disappointment, so option B is the correct answer.19.Listen to the following dialogue and choose the best answer to complete the sentence:A. The man is asking for directions.B. The woman is giving a tour.C. They are discussing a restaurant.D. They are planning a trip.Answer: AExplanation: In the dialogue, the man asks the woman where the nearest bank is, which indicates that he is asking for directions.20.Listen to the following conversation and answer the question:What is the wo man’s major in college?A. EnglishB. HistoryC. MathematicsD. BiologyAnswer: AExplanation: The woman mentions that she is majoring in English literature, which means her major is English.二、阅读理解(30分)Reading ComprehensionPassage:The following is a story about a young girl named Lily who loves animals. Lily has always been fascinated by the wildlife in her hometown. One day, she decided to start a small zoo in her backyard to care for the local animals.One sunny afternoon, Lily noticed a small, injured bird in her garden. She carefully picked it up and brought it inside her home. Lily cleaned the wound and made a makeshift nest for the bird. She fed it every day and watched it recover. As the days passed, the bird started to regain its strength and soon began to sing beautifully.Word spread in the neighborhood about Lily’s little zoo. People were curious to see the animals she had saved and cared for. Lily invited her friends and neighbors to come and visit. They were all amazed by the love and dedication Lily had shown towards the animals.One of Lily’s neighbors, Mrs.Green, had a small pond in her backyard that had been infested with mosquitoes. Lily thought it would be a good idea to introduce some fish into the pond to help control the mosquito population. She borrowed some fish from the local aquarium and released them into Mrs. Green’s pond. Mrs. Green was thrilled with the idea and thanked Lily for her help.Lily’s small zoo continued to grow, and she learned a lot about animal care and conservation. She realized that by taking care of the animals in her backyard,she was also contributing to the environment. Lily decided to become a wildlife conservationist when she grew up.Questions:1.Why did Lily decide to start a small zoo in her backyard?A) She wanted to have a pet.B) She was fascinated by the wildlife in her hometown.C) She wanted to make money from selling animals.D) She was asked by her friends to start a zoo.2.What did Lily do to help the injured bird?A) She sold it to a pet store.B) She cleaned the wound and made a nest for it.C) She released it into the wild.D) She ignored it and let it die.3.How did Lily help Mrs. Green with her pond problem?A) She planted more mosquitoes in the pond.B) She introduced fish to the pond to control the mosquito population.C) She built a fence around the pond.D) She poisoned the pond water.Answers:1.B) She was fascinated by the wildlife in her hometown.2.B) She cleaned the wound and made a nest for it.3.B) She introduced fish to the pond to control the mosquito population.三、完型填空(15分)Reading ComprehensionRead the following passage and choose the best word or phrase for each blank from the options given.John was an avid reader from a young age. He would often spend hours (1)_______books in the cozy corner of his room. His favorite genres were mysteries and science fiction. One summer, John decided to (2)_______a new mystery novel. He had heard a lot about it from his friends and was excited to see if it lived up to the hype.As he began to read, John found himself (3)_______the story quickly. The plot was intriguing, and the characters were well-developed. However, he noticed that the book had some grammatical errors. Despite this, he continued to enjoy it. He even tried to (4)_______some of the errors to see if he could spot the author’s mistakes.After finishing the novel, John felt a sense of accomplishment. He had not only enjoyed the story but also (5)_______his grammar skills by correcting the errors.1.A. looking B. reading C. writing D. selling2.A. borrow B. write C. publish D. purchase3.A. progressing B. struggling C. stopping D. skipping4.A. hiding B. correcting C. ignoring D. memorizing5.A. improved B. lost C. wasted D. destroyed1.B. reading2.D. purchase3.A. progressing4.B. correcting5.A. improved四、语法填空题(本大题有10小题,每小题1分,共10分)1、The 1 book on the shelf is mine. I 2 read it last week.A. most interesting, has just finishedB. most interesting, just finishedC. interestingly, have just finishedD. interestingly, just finished答案:B解析:第一空需要形容词来修饰名词book,根据句意“书架上那本最有趣的”可知,应该用形容词的最高级形式,即most interesting。

和碳排放峰值相关的英语作文

和碳排放峰值相关的英语作文

和碳排放峰值相关的英语作文英文回答:The challenge of climate change requires global cooperation to mitigate greenhouse gas emissions and pursue a sustainable future. Carbon neutrality, achieved by balancing carbon emissions with carbon removal, is acritical goal in this endeavor. To achieve carbon neutrality, countries have set targets for peaking their carbon emissions, marking the point at which emissions reach their maximum level before declining.Carbon Emissions Peak and Mitigation Strategies.Reaching carbon emissions peak requires comprehensive strategies that address key sectors contributing to greenhouse gas emissions. These sectors include energy, transportation, industry, agriculture, and forestry. By adopting clean energy technologies, promoting energy efficiency, and transitioning to low-carbon transportation,countries can significantly reduce their carbon footprint.In the energy sector, renewable energy sources such as solar, wind, and hydroelectricity can replace fossil fuels, minimizing carbon emissions. Energy-efficient technologies, such as LED lighting and smart building systems, conserve energy and reduce demand for non-renewable resources.Transportation accounts for a substantial portion of global carbon emissions. Promoting public transportation, electric vehicles, and walking or cycling can reduce emissions from this sector. Governments can implement policies that encourage these sustainable transportation modes.Industry emits greenhouse gases through manufacturing processes and energy consumption. By adopting cleaner production methods, using energy-efficient equipment, and implementing carbon capture and storage technologies, industries can mitigate their emissions.Agriculture and forestry can contribute to carbonsequestration. Sustainable farming practices, such as no-till farming and cover cropping, can enhance soil carbon storage. Reforestation and afforestation projects can absorb carbon dioxide from the atmosphere and create carbon sinks.International Cooperation and Carbon Markets.Achieving carbon emissions peak is an international responsibility. Countries must collaborate through international agreements and carbon markets to share best practices, coordinate emissions reduction efforts, and ensure a just and equitable transition to a carbon-neutral economy.Carbon markets provide a platform for countries and businesses to trade carbon credits, incentivizing emissions reductions and financing clean energy projects. By pricing carbon emissions, carbon markets create a financial incentive for polluters to reduce their emissions.Benefits of Emissions Peak and Carbon Neutrality.Reaching carbon emissions peak and achieving carbon neutrality offer numerous benefits, including:Improved air quality and human health.Reduced climate change impacts, such as extreme weather events and sea-level rise.Transition to a sustainable and low-carbon economy.Creation of new jobs and economic opportunities.Enhanced energy security and resilience.中文回答:碳排放达峰与减排策略。

减少温室气体英语作文

减少温室气体英语作文

减少温室气体英语作文英文回答:Reducing Greenhouse Gas Emissions: A Global Imperative.Climate change poses one of the most pressing challenges facing humanity today. Its impacts are already being felt worldwide in the form of rising sea levels, extreme weather events, and altered ecosystems. Greenhouse gases (GHGs) are primarily responsible for climate change, trapping heat in the atmosphere and causing global temperatures to rise. Urgent action is needed to reduce GHG emissions and mitigate the worst effects of climate change.Multiple approaches are necessary to achieve meaningful reductions in GHG emissions.1. Energy Efficiency:Improving energy efficiency in all sectors, includingtransportation, industry, and buildings, can significantly reduce GHG emissions. By using energy more efficiently, we can reduce the amount of fossil fuels we consume and the associated emissions.2. Renewable Energy:Transitioning to renewable energy sources, such as solar, wind, and geothermal energy, is crucial for decarbonizing our energy systems. These sources produce electricity without emitting GHGs, making them a clean and sustainable alternative to fossil fuels.3. Sustainable Transportation:Promoting sustainable transportation options, such as public transit, cycling, and electric vehicles, can reduce emissions from the transportation sector. By reducing our reliance on fossil fuel-powered vehicles, we can significantly contribute to emissions reduction.4. Deforestation and Forest Conservation:Forests play a vital role in carbon sequestration, absorbing carbon dioxide from the atmosphere. Protectingand restoring forests can significantly reduce GHGemissions while also providing other environmental benefits.5. Agricultural Practices:Adopting sustainable agricultural practices, such asno-till farming, cover cropping, and reducing synthetic fertilizer use, can reduce GHG emissions from theagricultural sector. These practices improve soil health, reduce erosion, and increase carbon storage.6. Energy Conservation:Promoting energy conservation measures, such as turning off lights when leaving a room, unplugging electronics, and reducing heating and cooling systems, can help reduce GHG emissions by reducing overall energy consumption.7. Industrial Processes:Implementing energy-efficient technologies and processes in industries can significantly reduce GHG emissions. Adopting carbon capture and storage technologies can also mitigate emissions from industrial activities.8. International Cooperation:Climate change is a global issue, requiring international cooperation to address effectively. Collaborative efforts among nations to set emission reduction targets, share best practices, and provide financial and technological support are essential.9. Carbon Pricing:Implementing carbon pricing mechanisms, such as carbon taxes or cap-and-trade systems, can incentivize businesses and individuals to reduce GHG emissions. By putting a price on carbon, we can discourage its use and encourage investments in low-carbon alternatives.10. Public Awareness and Education:Raising public awareness about climate change and its impacts is crucial for driving action. By educating the public on the importance of reducing GHG emissions, we can foster behavioral changes and support policy measures aimed at emissions reduction.中文回答:温室气体减排,全球性当务之急。

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ReviewReview of greenhouse gas emissions from crop production systems and fertilizer management effectsC.S.Snyder a ,*,T.W.Bruulsema b ,T.L.Jensen c ,P.E.Fixen daInternational Plant Nutrition Institute,P.O.Drawer 2440,Conway,AR 72033,USAbInternational Plant Nutrition Institute,18Maplewood Drive,Guelph,Ontario,Canada N1G 1L8cInternational Plant Nutrition Institute,102-411Downey Road,Saskatoon,Saskatchewan,Canada S7N 4L8dInternational Plant Nutrition Institute,2301Research Parkway,Suite 126,Brookings,SD 57006,USAContents 1.Introduction.....................................................................................................2482.Background .....................................................................................................2482.1.Greenhouse gases ...........................................................................................2482.2.Agricultural share ...........................................................................................2482.3.Agricultural sources .........................................................................................2492.3.1.Emissions of nitrous oxide (N 2O)from cropland ...........................................................2492.3.2.Emissions of CO 2from lime ................. (251)Agriculture,Ecosystems and Environment 133(2009)247–266A R T I C L E I N F O Article history:Received 30May 2008Received in revised form 28August 2008Accepted 27April 2009Available online 3June 2009Keywords:Greenhouse gas Nitrous oxide FertilizerBest management practice NitrogenCropping system Climate change Global warming Carbon dioxide MethaneA B S T R A C TFertilizer nitrogen (N)use is expanding globally to satisfy food,fiber,and fuel demands of a growing world population.Fertilizer consumers are being asked to improve N use efficiency through better management in their fields,to protect water resources and to minimize greenhouse gas (GHG)emissions,while sustaining soil resources and providing a healthy economy.A review of the available science on the effects of N source,rate,timing,and placement,in combination with other cropping and tillage practices,on GHG emissions was conducted.Implementation of intensive crop management practices,using principles of ecological intensification to enhance efficient and effective nutrient uptake while achieving high yields,was identified as a principal way to achieve reductions in GHG emissions while meeting production demands.Many studies identified through the review involved measure-ments of GHG emissions over several weeks to a few months,which greatly limit the ability to accurately determine system-level management effects on net global warming potential.The current science indicates:(1)appropriate fertilizer N use helps increase biomass production necessary to help restore and maintain soil organic carbon (SOC)levels;(2)best management practices (BMPs)for fertilizer N play a large role in minimizing residual soil nitrate,which helps lower the risk of increased nitrous oxide (N 2O)emissions;(3)tillage practices that reduce soil disturbance and maintain crop residue on the soil surface can increase SOC levels,but usually only if crop productivity is maintained or increased;(4)differences among fertilizer N sources in N 2O emissions depend on site-and weather-specific conditions;and (5)intensive crop management systems do not necessarily increase GHG emissions per unit of crop or food production;they can help spare natural areas from conversion to cropland and allow conversion of selected lands to forests for GHG mitigation,while supplying the world’s need for food,fiber,and biofuel.Transfer of the information to fertilizer dealers,crop advisers,farmers,and agricultural and environmental authorities should lead to increased implementation of fertilizer BMPs,and help to reduce confusion over the role of fertilizer N on cropping system emissions of GHGs.Gaps in scientific understanding were identified and will require the collaborative attention of agronomists,soil scientists,ecologists,and environmental authorities in serving the immediate and long-term interests of the human population.ß2009Elsevier B.V.All rights reserved.*Corresponding author at:International Plant Nutrition Institute,P.O.Drawer 2440,Conway,AR 72034,USA.Tel.:+15013368110;fax:+15013292318.E-mail address:csnyder@ (C.S.Snyder).Contents lists available at ScienceDirectAgriculture,Ecosystems and Environmentj o u r n al h o m e p a g e :w w w.e l se v i e r.co m /l oc a t e /a g e e0167-8809/$–see front matter ß2009Elsevier B.V.All rights reserved.doi:10.1016/j.agee.2009.04.0212.3.3.Emission of CO2from urea (251)2.3.4.Emissions of CH4from rice culture (251)2.4.Agricultural sinks (251)2.5.Soil carbon stabilization (252)2.5.1.Role of N in stabilizing soil C (252)2.6.Factors affecting GHG emissions from soil (253)2.6.1.Soil physical properties and conditions (253)2.6.2.Soil compaction (253)3.Cropping and fertilizer practices and the associated BMPs (253)3.1.Tillage systems (253)3.2.Tile drainage (254)3.3.Cropping systems (254)3.4.Fertilizer use and crop yield enhancement (255)3.5.Fertilizer production and transport (256)3.6.Nitrogen source impact on N2O emissions from soil (257)mercial fertilizer sources (257)3.6.2.Biologicallyfixed legume-derived N (258)3.6.3.Livestock manures (258)3.6.4.Inhibitors and controlled-release fertilizer sources or enhanced-efficiency fertilizers (258)3.7.Application management—rate,timing,and placement (259)3.7.1.N rate impact on N2O emissions from soil (259)3.7.2.N placement (260)3.7.3.N timing (261)3.8.Balanced fertilization including other required nutrients along with N (261)4.Fertilizer BMPs (262)4.1.General practices (262)4.1.1.Equipment,proper application,and application technology (262)4.1.2.Crop management,system planning,and evaluation (262)4.1.3.Inhibitors and enhanced-efficiency sources (262)4.1.4.Research and development needs (262)5.Conclusions (263)Acknowledgements (263)References (263)1.IntroductionThe objective of this literature review is to assess best management practices(BMPs)in relation to their potential to mitigate the greenhouse gas(GHG)emissions associated with fertilizer use in cropping systems.This document is organized as follows:Background information that describes the global warming potential(GWP)of GHG emissions from agriculture and fertilizer use,and how they compare to other sources.A description of how crop and fertilizer management practices affect GHG emissions.A conclusion recommending how the BMPs described might be implemented to mitigate GHG emissions.2.Background2.1.Greenhouse gasesGreenhouse gases are those that absorb infrared radiation in the atmosphere,trapping heat and warming the surface of the Earth. The three greenhouse gases(GHGs)associated with agriculture are carbon dioxide(CO2),methane(CH4),and nitrous oxide(N2O). Other important GHGs include water vapor and many halocarbon compounds,but their emissions are not considered to be influenced by agriculture.Fossil fuel combustion is considered responsible for more than 75%of human-caused nd use change(primarily deforestation)is responsible for the remainder.Human activities are thought to have more than doubled the rate of emission of CH4 over the last25years(Denman et al.,2007).Atmospheric concentrations of N2O are reported to have risen from about 270parts per billion(ppb)during the pre-industrial era to319ppb in2005.According to Hirsch et al.(2006),and the United Nations Educational,Scientific and Cultural Organization(UNESCO)and the Scientific Committee on Problems of the Environment of the International Council on Science(SCOPE)(2007),emissions of N2O from the Earth’s surface have increased by about40–50%over pre-industrial levels as a result of human activity.2.2.Agricultural shareThe U.S.Environmental Protection Agency(EPA,2007)has estimated that agriculture generates less than10%of the total emissions of GHGs in the U.S.,and its share is not increasing (Fig.1).In Canada,the share attributed to agriculture accounts for less than8%of the emissions inventory(Environment Canada, 2007).While the major GHG issue for the total economy is CO2,for agriculture the most important is N2O,mainly from soils and N inputs to crop and soil systems(Fig.2).Emissions of CH4,mainly from livestock,are also substantial in their contribution to GWP.So even though N2O is a small part of the overall GHG issue,it becomes the major focus of this review because agriculture is considered to be its major source,and it is linked to soil management and fertilizer use.Although animal manures, legumes,and other sources are also important,the majority of this report will address fertilizer use.The emissions shown in Figs.1and2are estimated by the U.S. EPA(2007)to be only partially mitigated by sinks including forests and agricultural soils.The U.S.EPA estimate of these sinks in2005 amounted to a total of829million t(Tg)of CO2equivalents, dominated by forests,with agricultural soils accounting for a sink of only32Tg of CO2equivalents.C.S.Snyder et al./Agriculture,Ecosystems and Environment133(2009)247–266 2482.3.Agricultural sourcesThe three GHGs associated with agriculture –CO 2,CH 4,and N 2O –differ in their effectiveness in trapping heat and in their turnover rates in the atmosphere.Calculating their GWP therefore depends on the timeframe considered.For a 100-year timeframe,unit masses of CH 4and N 2O are considered to have 23and 296times the GWP,respectively,as a unit of CO 2(IPCC,2001).Although older sources (IPCC,1996)may use the GWP CO 2equivalent values of 21for CH 4and 310for N 2O,for the purposes of this review we will use the more recent values of 23and 296,respectively (IPCC,2001).Carbon dioxide,in comparison to CH 4and N 2O,is cycled in the largest amounts through agricultural cropping systems.Plants consume large amounts of CO 2through photosynthesis to make food,feed,fiber,and fuel—but all these plant products eventually convert back to CO 2when consumed or when they decompose.The net emission of CO 2is small in comparison to its total cycling in agriculture,and is mostly due to energy use on-farm and in the manufacture and transport of agricultural products.Methane is emitted from rice cultivation and from ruminant livestock.It can be captured from manure using anaerobic digesters,collection from covered anaerobic manure lagoons,and emissions can be reduced by livestock diet modification.Non-rice agricultural soils are a sink for atmospheric CH 4,but to a smaller extent than soils in their native condition.Nitrous oxide emissions result from two microbial soil processes:nitrification and denitrification.Both processes gen-erally release small amounts relative to the soil N supply.The N 2Ois produced through the activity of soil microorganisms (Bange,2000).The interaction of controlling factors for nitrification and denitrification are complex because the amount of N 2O produced depends on the range of oxygen (O 2)concentrations in the soil.Temperature determines the rate at which the soil microorganisms nitrify or denitrify.At cooler temperatures the rate of N species conversion is slow.It increases to a maximum as temperatures rise.The O 2concentration in the soil is influenced by its moisture content.Other important factors affecting N 2O emissions are:soil texture,the amount of ammonium (NH 4+)available for nitrifica-tion,and the amount of nitrate (NO 3À)available for denitrification (Granli and Bøckman,1994;Firestone,1982).Nitrification occurs when NH 4+oxidizing bacteria such as Nitrosomonas sp.catabolize NH 4+and transform it to nitrite (NO 2À)which is further changed into NO 3Àby Nitrobacter sp.and Nitrospira sp.bacteria (Norton,2008).Nitrous oxide and nitric oxide (NO)are minor by-products of the transformation from nitrite (NO 2À)under oxygen-limited conditions,when nitrifiers use NO 2Àas a terminal electron acceptor (IFA/FAO,2001).About three decades ago,Bremner and Blackmer (1978)reported emissions of N 2O arising from nitrification under fully aerobic conditions,at rates ranging from 0.04to 0.45%of N added.Nitrification determines the form of N present and therefore how N is absorbed,utilized,or dispersed into the environment;which has large implications for plant productiv-ity and environmental quality.During nitrification,the relatively immobile NH 4+is converted to the highly mobile NO 3À.Conversion of NH 4+to NO 3Àstrongly influences N utilization by plants,because the NO 3Àformed is highly susceptible to loss from the root zone by leaching and or denitrification (Subbarao et al.,2006),but is also highly available to plants and is often the major uptake form of N.Denitrification –as described by Firestone (1982),Firestone and Davidson (1989),and Robertson and Groffman (2007)–occurs when NO 3Àis transformed to dinitrogen (N 2)gas as described in the following pathway,NO 3À!NO 2À!NO !N 2O !N 2.The conversion of NO 3Àto N 2can be complete,but a small and variable portion of the N is often emitted as N 2O gas.Emissions are sporadic,occurring before,during,and after the growing season.Flushes of N 2O can occur when previously well-aerated soils become moistened or saturated from precipitation or irrigation,or when frozen soils thaw (e.g.during snowmelt).Bedard-Haughn et al.(2006)reported that the composition of the microbial population exerts a dominant control on emissions and remains relatively constant over time,whereas interactions among spatially and temporally variable environmental drivers [NO 3Àconcentrations,temperature,water-filled pore space (WFPS),available carbon (C),etc.]control the magnitude of N 2O.2.3.1.Emissions of nitrous oxide (N 2O)from croplandThe International Fertilizer Industry Association and the Food and Agriculture Organization of the United Nations (IFA/FAO,2001)provided estimates of emissions of N 2O from cropland in Canada,the U.S.,and the world.These estimates are shown in Table 1.The IFA/FAO estimates showed that although North American field crop agriculture accounted for roughly 16%of the world field cropland area and 17%of the world N consumption in 1995,its N 2O emissions were smaller,at about 12%.This would tend to indicate that N 2O emissions may be higher in other regions of the world.If one assumes that 1%of fertilizer N is emitted as N 2O-N (as in IPCC,2006)then fertilizer-induced emissions account for about 33%of the estimated total in North America.The fraction of applied N actually emitted as N 2O varies widely on a site-specific basis.Thornton and Valente (1996)reported that coefficients of variation for N 2O emissions measurementstypicallyFig.1.Greenhouse gas emissions from the U.S.economy by sector,in billion (109)t of CO 2equivalents.Calculated from Table 2-16in U.S.EPA (2007).Fig.2.Distribution of greenhouse gas emissions from U.S.agriculture and total.Calculated from Table 2-16in U.S.EPA (2007).C.S.Snyder et al./Agriculture,Ecosystems and Environment 133(2009)247–266249range between 100and 300%.The current Tier 1method emission factor is 0.01with an uncertainty range of 0.003–0.03(IPCC,2006).In terms of GWP,this is equivalent to 4.65kg CO 2per kg of N applied,with an uncertainty range of 1.4–14.0.The Environment Canada (2007)GHG inventory reported that recent research indicated low N 2O emissions in arid regions.The research found that in the Prairie regions,which account for about 80%of the land area and N applications (Grant and Wu,2008),an average of 0.16and 0.8%of N fertilizer applied was emitted as N 2O in the Brown-Dark Brown and Grey-Black soil zones,respectively,compared to 1.19%in Eastern Canada.The emission coefficient used in the calculation of Canada’s GHG inventory is thus based on regression to an aridity index linked to these observations.McSwiney and Robertson (2005)reported that a set emission factor is appropriate only when crops are fertilized at N rates less than or equal to those required for maximum yields,because the percentage of fertilizer N that is emitted as N 2O becomes more variable at higher N rates.Halvorson et al.(2008b),Del Grosso et al.(2008),and Burton et al.(2008)observed that set emission factors,including the IPCC (2006)factor,over-estimated seasonal N 2O emissions.Emission factors may increase when the N rate exceeds the crop and soil uptake capacity (Grant et al.,2006;Halvorson et al.,2008b ).Influence of fertilizer N rate is further discussed in Section 3.7.The most important factors affecting N 2O emissions from fertilized fields were listed by IFA/FAO (2001)as (1)climate,soil organic C (SOC)content,soil texture,soil drainage,abundance of NO 3-N and soil pH and (2)management related factors including:N application rate per fertilizer type,and type of crop,with major differences between grasses,legumes and other annual crops.The length of measurement period and the frequency (and intensity)of measurements were also cited as key factors in any local or large-scale estimations of N 2O emissions,in agreement with Parkin (2008).Eichner (1990)listed the following factors affecting fertilizer-derived N 2O emissions:(1)management factors—ferti-lizer type,application rate,application technique,application timing,tillage system,use of other chemicals,crop type,irrigation,and residual N and C from crops and fertilizer and (2)environ-mental factors—temperature,precipitation,soil moisture content,SOC content,soil O 2status,soil porosity,soil pH,freezing and thawing cycles,and microorganism abundance and activity.Del Grosso et al.(2006)pointed out that in addition to increasing direct soil N 2O emissions,agricultural practices can also increase ammonia (NH 3)volatilization and NO 3Àleaching.Volatilized N can affect N 2O emissions because a portion of this N will be deposited on agricultural and non-agricultural soils and in water and be subjected to transformations that may result in N 2O emissions.A portion of the NO 3Àthat is leached or discharged in drainage can also be denitrified and result in N 2O emissions.Crutzen et al.(2008),considering the global rate of increase in atmospheric N 2O in comparison to the total reactive N produced by human activity,concluded that the sum of direct and indirect emissions could amount to 3–5%of N applied—a total emission three to five times larger than the direct emission coefficient of IPCC (2006).They stated,‘‘The large difference between the low yield of N 2O in agricultural fields,compared to the much larger average value derived from the global N 2O budget,implies considerable ‘‘background’’N 2O production occurring beyond agricultural fields but,nevertheless,related to fertilizer use,from sources such as rivers,estuaries and coastal zones,animal husbandry and the atmospheric deposition of ammonia and NO x .’’In contrast,Nevison et al.(2007)reported that a 2%emission factor for global anthropic N input was sufficient to explain the atmospheric N 2O increases over the last 150years.Galloway et al.(2004),using a similar analysis,stated that ‘‘of the $156Tg N year À1created by human action in the early 1990s,$2.5%can be accounted for by tropospheric accumulation of N 2O.’’Assumptions that natural background N 2O emissions have remained relatively constant in natural estuarine and marine systems since the pre-industrial era may be questioned,since Fulweiler et al.(2007)reported decreases in estuarine primary production attributed to climate change.They measured decreased organic matter deposition to coastal marine sediments,and a reversal in net sediment N flux in Narragansett Bay,near Rhode Island in the U.S.Fulweiler et al.(2007)suggested that some estuaries may no longer remove N from the water column,but are actually net N contributors through N fixation.Crutzen et al.(2008)reported the pre-industrial,natural N 2O sinks and sources were ‘‘equal to 10.2Tg N 2O-N year À1,’’which included marine emissions.They noted that the decrease in global N 2O emissions arising from deforestation since 1860was ‘‘an uncertain 0to 0.9Tg N 2O-N year À1.’’Though it is not the intent of these authors to minimize the importance of N 2O emissions associated with agricultural soil management,it is interesting to note this uncertainty exceeds the 0.47Tg N 2O-N year À1worldwide fertilizer-induced emissions,calculated from the estimate pro-vided in IFA/FAO (2001).A number of comments can be made in regard to the global N budget approaches (i.e.,Crutzen et al.,2008;Galloway et al.,2004;Nevison et al.,2007).The analyses are subject to uncertainties in the estimates of natural biological N fixation and natural rates of N 2O emissions.Crutzen et al.(2008)also assume that the fraction of ‘‘new’’anthropogenic N released as N 2O is the same for all four sources:fertilizer N,industrial N,biological N fixation in agricultural crops,and the N emission resulting from fossil fuel combustion.Their approach attributes all the increase in N 2O production to these new sources,and none to the effect of human activities on the rate of N 2O release from the huge pool of N in soils.Nonetheless,the possibility of this approach’s accuracy must be acknowledged.The indirect emissions arising from N use merit greater consideration.These N 2O emission estimation uncertainties underscore the importance of appropriate methodology and measurements of N 2O and N 2emissions associated with denitrification.‘‘Denitrification is difficult to measure because of the analytical difficulty in detecting small increases in N 2concentrations against the large background in the environment.A number of recent advances in approaches to directly quantify denitrification in aquatic andTable 1Estimates of N 2O emissions from cropland in the U.S.,Canada,and the world in 1995(adapted from IFA/FAO,2001).RegionArea (million ha)Fertilizer Napplied (million t)Animal manure N applied (million t)N 2O-N emitted Total (million t)Fertilizer-induced a Million t%of total Canada 46 1.580.210.0670.01624U.S.19011.15 1.580.3160.11235World143673.4820.66 3.1500.73523aEstimated using IPCC emission factor of 1%.C.S.Snyder et al./Agriculture,Ecosystems and Environment 133(2009)247–266250terrestrial environments have been made,but few people are trained to use these newer approaches.’’(m.with Dr.Eric Davidson,Woods Hole Research Institute,10December2007).Chapuis-Lardy et al.(2007)noted that while much research has concentrated on net emission,there are numerous reports of net negativefluxes of N2O,fluxes from the atmosphere to the soil.They concluded that the factors regulating N2O consumption are not yet well understood and merit further study.Such study could potentially provide valuable information toward management of soils and soil biology to enhance conditions favorable to the consumption of N2O.2.3.2.Emissions of CO2from limeWhen agricultural lime is added to soil to increase pH,some fraction of its carbonate may be released as CO2.The current IPCC Tier2methodology for the U.S.greenhouse gas inventory(USEPA, 2007)uses emission factors of0.059kg C kgÀ1of lime and 0.064kg C kgÀ1of dolomite(West and McBride,2005).Thus,the GWP of lime use would average0.22kg CO2kgÀ1of limestone. Hamilton et al.(2007),citing evidence from cropping systems in Michigan,concluded that use of lime in agriculture could provide a sink for CO2,through enhanced export of bicarbonate in drainage water.They pointed out that acidity generated from nitrification would reduce this sink.However,their assumption regarding the amount of acidity generated by urea and anhydrous ammonia fertilizers exceeds that commonly used in soil fertility literature by more than threefold(Havlin et al.,2005).The most common N fertilizers(urea,anhydrous NH3, ammonium nitrate)generate at most3.6kg of lime need per kg of N to balance the acidity they ing IPCC Tier2 methodology,this amount of lime works out to an additional GWP of3.6Â0.22=0.84kg CO2per kg of N applied—small compared to the estimate of N2O emission resulting from the application.This factor would be of relevance only to N use on soils that have low pH and low pH buffering capacity.The median pH of North American soils sampled in2005was6.3,with69%of the soils testing above pH 6.0(PPI/PPIC/FAR,2005).The majority of sampled soils in North America do not have a large lime requirement.In many states and provinces in North America, soils are calcareous and might benefit from some acidification that would result in the soils becoming more neutral in pH,enhancing availability of some plant nutrients.The need for lime is not only due to the use of ammoniacal fertilizer.Soil acidification is also associated with plant root proton excretion(i.e.exudation of H+ions)(Marschner,1991)and removal of basic cations in crop harvests(Jackson and Reisenauer, 1984)and the acidity of rainfall.One possible way to avoid the emission associated with lime use is to apply oxide(e.g.quicklime or slaked lime)rather than carbonate materials,if they can be produced with CO2recovery.If relatively pure oxides of calcium or magnesium could be used,lime use would likely result in a small GHG sink,since CO2could be precipitated from the air in response to the addition of the material.These materials may be prohibitively expensive,how-ever.These oxide and hydroxide forms of lime may also present unacceptable inhalation,dermal exposure,and eye injury concerns in broad commercial use because of their caustic nature.2.3.3.Emission of CO2from ureaApplying urea to soils leads to a loss of CO2that wasfixed in the industrial production process.Urea(CO(NH2)2)is converted into NH4+,hydroxyl ion(OHÀ),and bicarbonate(HCO3À),in the presence of water and urease enzymes.Similar to the soil reaction following addition of lime,bicarbonate that is formed evolves into CO2and water.This source category is included because the CO2 removal from the atmosphere during urea manufacturing is estimated in the Industrial Processes and Product Use Sector(IPCC, 2006).Similar to lime,all C in urea is considered to be emitted as CO2, but a default uncertainty factor ofÀ50%of the chemical maximum may be applied.Since urea contains12g C for every28g N,this works out to a GWP of1.6kg CO2kgÀ1of urea-N applied,or0.8if the uncertainty factor is applied.This GWP cost could be similar to that of the lime requirement generated by the ammoniacal fertilizers,but is still small compared to the estimated effect on N2O emission.2.3.4.Emissions of CH4from rice cultureFlooded rice(Oryza sativa L.)culture is one of the major anthropogenic sources of CH4emissions.Urea and ammonium sulfate are the principal N sources used on the roughly3million ha of rice grown in the U.S.annually,and urea is the most common N source(Snyder and Slaton,2001).Compared to corn(Zea mays L.)at roughly38million ha in2007,and over101million ha of allfield and forage crops,rice may be considered a relatively insignificant contributor to the total GHG emissions from U.S.agriculture.On a global scale,rice culture is a more important GHG contributor than in North America.Bufogle et al.(1998)cited work reporting that CH4emissions were less when ammonium sulfate rather than urea was the fertilizer N source for rice.Asflooded soils become more reduced,sulfate-reducing bacteria effectively compete with methanogenic bacteria.Research by Jugsujinda et al.(1995)in Louisiana showed that CH4emissions were reduced when NO3-N was applied to rice,because added NO3-N increased the redox potential.Other work with rice in China,where manure and urea were the N sources,showed that CH4emissions occurred at lower redox(more reduced)potentials(<À100mV)than did N2O emissions(>+200mV),and there was a significant inverse relationship between emissions of these two GHGs(Hou et al., 2000).These results indicate the risk of promoting N2O emissions whenflooded rice soils are drained.Hou et al. (2000)stated that maintaining the soil redox potential between À100to+200mV would prevent CH4production and would also be low enough to encourage N2O reduction to N2.Lindau et al. (1990)reported greater CH4emissions in urea-treated rice plots as opposed to unplanted urea-treated plots.They also stated that N2O emissions due to fertilizer N addition were low,and N2O emissions after urea application were not above untreated control levels.The presence of rice plants and the type of fertilizer N applied were reported to affect the emissions of N2, N2O,and CH4.Immediate wetting and continuousflooding(‘‘permanent flood’’)of soil after application of urea or ammonium-based fertilizer N is an effective measure to reduce nitrification and N2O emissions(Hutsch et al.,1999).This is a common best manage-ment practice for drill-seeded,flood-irrigated rice culture in the U.S.(Wilson et al.,2006).2.4.Agricultural sinksSince C is cycled in large amounts in cropping systems,small increases in C capture combined with small decreases in respiration (C release)can result in large changes in the balance—the net emission or sequestration.Essentially,crops(including pastures and rangelands)can capture and store CO2by converting it to organic forms of C that are stored in the soil.When agronomic practices increase soil organic matter(SOM),CO2is removed from the atmosphere in the long-term(Lal et al.,1998,2003;Follett et al., 2001).Robertson(2004)listed four strategies by which net CO2 emissions from agriculture could be reduced.They include:C.S.Snyder et al./Agriculture,Ecosystems and Environment133(2009)247–266251。

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