Carbon footprints of Indian food items
Carbon footprints
Carbon footprints碳足迹Following the footprints追寻碳足迹Environment: Carbon-footprint labels, which indicate a product’s environmental impact, are quietly spreading. Consumers may not have noticed them yet, but there is a lot going on behind the scenes环境：用以表明一个产品的环境影响的碳足迹标签，正悄悄流行起来。
也许仍未引起消费者的注意，但已有诸多事情发生在在公众视线之外Jun 2nd 2011 | from the print editionDO YOU look for carbon-footprint labels on goods when shopping? If you do, you are in a small minority. The practice of adding labels to foods and other products, showing the quantity (in grams) of carbon-dioxide emissions associated with making and transporting them, began in 2007 when th e world’s first such labels were applied to a handful of products sold in Britain. The idea was that carbon labels would let shoppers identify products with the smallest carbon footprints, just as other labels already indicate dolphin-friendly tuna, organic milk or Fairtrade coffee. Producers would compete to reduce the carbon footprints of their products, and consumers would be able to tell whether, for example, locally made goods really were greener than imported ones.在购物时你会查看产品的碳足迹标签吗？少数人会这么做，如果你会，你当属其中一员。
让马拉松变得更环保等2则外刊阅读训练-2023届高三英语二轮复习(含答案)
外刊精读让马拉松变得更环保导读：似乎在世界各地，每个主要的大城小镇都会举办年度马拉松比赛。
成千上万的参赛运动员要经受艰难的体能考验，跑完42.1 公里的赛程。
和其它大型比赛一样，马拉松比赛也会产生大量的碳足迹。
数千人乘坐飞机前来参赛或观赛，观众和运动员留在赛道的食物垃圾、包装袋、礼品袋等等。
本期《外刊精读》讨论相关部门针对马拉松比赛所采取的各项环保措施。
一、语篇泛读Even if you’re a couch potato like me, you’ll know the benefits of running - pounding the pavements, working up a sweat, burning off some calories and generally keeping fit. But if you’re a real fitness junkie, the ultimate running challenge is to take part in a marathon.It seems every major city and town aro und the world hosts an annual marathon, with thousands of athletes running a gruelling 42.1 kilometers. Whilst many runners’ motivation is to beat their personal best and cross the finishing line without collapsing, they’re also doing it for a good cause– to generate funds for charity. But like other major events, the marathon also generates a massive carbon footprint. Thousands travel - some by plane - to the location, and waste from food packaging and goody bags gets left behind by spectators and runners. For example, during the London Marathon in 2018, 47,000plastic bottles were collected, although some were recycled.This is becoming a big issue for cities –how to host a worthwhile event, encouraging people to exercise and help charities, whilst protecting the environment? Several cities have developed formal plans to reduce their environmental impact and promote sustainable ideas. One event in Wales, for example, introduced recycling for old running kit and ethically sourced the race t-shirts.It’s something that this year’s London Marathon tried to tackle by reducing the number of drink stations on the running route, giving out water in paper cups and offering some drinks in edible seaweed capsules. They also trialed new bottle belts made from recycled plastic so 700 runners could carry water bottles with them during their run. London Marathon event director Hugh Brasner told the三、测试与练习阅读课文并回答问题。
2020届高考英语冲刺集训：Day 9 7选5阅读(1)
Day 9 7选5阅读(1)Passage 1文体：说明文词数：238 限时：7分钟Carbon FootprintWhile making visits to national parks or forest preserves, you’ll often be told to leave nothing but footprints. 1 One is your physical footprint. The other is what is known as your carbon footprint. 2 Often people consider their carbon footprint to be the result of their immediate use of fossil fuels and energy usage, like cooking with natural gas or using petrol to run their automobiles. 3 This may include the fossil fuel used to transport the food that you buy at your local grocery store, or the energy used to deal with the waste produced in your household.Taking small steps to reduce your carbon footprint and saving energy is actually fairly simple. 4 It requires the burning of fossil fuels to make the bottle, transport it, and get rid of it if it’s not recycled.过滤) systems can reduce your influence and cost for water.Unplugging appliances that are not frequently in use is another way to reduce your carbon footprint. Most of these items have a standby mode(待机模式) that wastes energy even when they’re not in use. 5What is more, new energy efficient light bulbs, filters, and appliances could also help reduce your carbon footprint.In a word, less energy used means less greenhouse gas produced. With easy steps, you are on your way to reducing the size of the carbon footprint left behind.A.Cutting off power is the best way to ensure that unnecessary energy is not lost.B.For instance, the use of bottled water leaves a rather significant carbon footprint.C.What fossil fuels may lead to carbon footprints?D.However, wherever we go, we actually leave two sets of footprints.E.We often forget footprints sometimes consequently do harm to the environment.F.However, your carbon footprint consists of many activities that can be far less obvious.G.That refers to the level of greenhouse gases your lifestyle and activity produce and send out.Passage 2文体：说明文词数：273 限时：7分钟some thing that you’re doing doesn’t challenge you, then it doesn’t change you. We all need some normal stress in our lives, after all. 1So challenge the following limits：1. Figure out what you’re scared of and do it continuously.If you’re a salesman, and you’re scared of talking to people personally or over the phone, now, instead of being scared and thinking you’ll fail, spend at least five minutes a day to pick up the phone and make a call. 2 But don’t stop on the first try! Eventually, you can look a t fear in the eyes and say, “Go on, I’m not scared!”2. 3Make sure this hobby is not linked to your career；you have to relax and relieve your stress while performing this. Some examples might be cooking, sewing, painting and so on. Apart from helping you challenge yourself, taking a class for your hobby may also give you extra income.3.Set aside at least nine minutes a day for physical exercise.4 A simple 9-minute run around your neighborhood can do wonders for yourself. Exercise can not only help you maintain your regular weight, but also make you feel better about yourself.4.Travel and allow yourself to be interested in new people.Don’t just limit yourself to your fellow travelers—try to connect with the service staff. You never know what kind of people they’re going to be. Get out of your house or go online right now to book your class. 5A.You should do it continuously.B.Someone may hang up on you.C.You don’t need to go to the gym.D.Running in the gym may be a better choice.E.Start to travel now and learn to challenge yourself.F.Take a class for a hobby you want to develop.G.You can never see any improvement if you stick to your comfort zone.Passage 3文体：说明文词数：280 限时：8分钟A major source of teen stress is school exams, and test anxiety is not uncommon. When you recognize your teen is under stress, how can parents help your teen stay calm before an exam?Be involved. Parents need to be involved in the ir teen’s work. 1 What they look for is your presence—to talk, to cry, or simply to sit with them quietly. Communicate openly with your teen. Encourage your teen to express her worries and fears, but don’t let them focus on those fears. Help them get organized. 2 Together, you and your teen can work out a schedule in which she can study for what she knows will be on the test.Provide a calm environment. Help your teen set up a quiet place to study and protect his privacy. Give them a nutritious diet. It is importantfor your teen to eat a healthy, balanced diet during exam times to focus and do her best. 3 If this happens, encourage your teen to eat light meals or sandwiches. A healthy diet, rather than junk food, is best for reducing stress.4 Persuade your teenager to get some sleep and／or do something active when she needs a real break from studying. Making time for relaxation, fun, and exercise are all important in reducing stress. Help your teen balance her time so that she will feel comfortable taking time out from studying to spend time with friends or rest.Show a positive attitude. 5 Your panic, anxiety and blame contribute to your teen’s pressure. Make your teen feel accepted and valued for her efforts. Most importantly, reassure(安慰) your teen that things will be all right, no matter what the results are.A.Exam stress can make some teens lose their appetite.B.They will only make the situation worse.C.Encourage your teen to relax.D.The best thing is simply to listen.E.Help your teen think about what she has to study and plan accordingly.F.Your teen may also make negative comments about themselves.G.A parent’s attitude will dictate their teen’s emotions.Passage 4文体：说明文词数：252 限时：7分钟Doctors say anger can be an extremely damaging emotion, unless you learn how to deal with it. They warn that anger can lead to heart disease, stomach problems, headaches, emotional problems and possibly cancer.1 Some people express anger openly in a calm and reasonable way. Others burst with anger and scream and yell. But still other people keep their anger inside. They cannot or will not express it. This is called repressing anger.For years many doctors thought that repressing anger was more dangerous to a person’s health than expressing it. They said that when a person is angry, the brain releases some hormones(荷尔蒙). They speed the heart rate, raise blood pressure, or sugar into the blood, etc. 2 Some doctors say that both repressing and expressing anger can be dangerous. They believe that those who express anger violently may be more likely to develop heart disease, and they believe that those who keep anger inside may face a greater danger of high blood pressure.3 They say the first step is to admit that you are angry and to recognize the real cause of the anger, then decide if the cause is serious enough to get angry about. If it is, they say, “4 Wait until your anger has cooled down and you are able to express yourself calmly andreasonably.” Doctors say that a good way to deal with anger is to find humor in the situation that has, made you angry. 5A.They say that laughter is much healthier than anger.B.Expressing anger violently is more harmful than repressing it.C.Doctors say the solution is learning how to deal with anger.D.Anger may cause you a cancer.E.Do not express your anger while angry.F.Anger is a normal emotion that we all feel from time to time.G.In general the person feels excited and ready to act.答案及解析Passage 1【语篇导读】文章谈及碳足迹，提及碳足迹的分类，并结合生活中的实例提出环保措施。
carbon footprint英语作文
carbon footprint英语作文The carbon footprint is a measure of the amount of greenhouse gases, particularly carbon dioxide, produced directly or indirectly by human activities. It is usually expressed in equivalent tons of carbon dioxide emitted per year. The carbon footprint is a way to quantify the impact of our daily activities on the environment and to understand how our choices and behaviors contribute to climate change.There are many factors that contribute to our carbon footprint, including transportation, energy use, food consumption, and waste generation. For example, driving a car, using electricity from fossil fuels, eating meat, and throwing away plastic all contribute to our carbon footprint. By understanding and measuring these factors, we can make informed decisions to reduce our carbon footprint and minimize our impact on the environment.Reducing our carbon footprint is essential formitigating climate change and preserving the planet for future generations. There are many ways to reduce our carbon footprint, such as using public transportation,walking or biking instead of driving, using energy-efficient appliances, consuming less meat and dairy, and recycling and reducing waste. Additionally, supporting renewable energy sources and advocating for sustainable policies can also help to reduce our carbon footprint on a larger scale.It is important for individuals, businesses, and governments to work together to address the issue of carbon footprint and take collective action to reduce greenhouse gas emissions. By making conscious choices and promoting sustainable practices, we can all contribute to a healthier and more sustainable planet.碳足迹是衡量人类活动直接或间接产生的温室气体，特别是二氧化碳的数量的一种方法。
高考英语阅读理解外刊精读(02)讲义
Indian electioneering：Grainy season印度选举：谷物粮食季01文章脉络【1】莫迪总理宣布会继续为贫民提供每月5公斤免费粮【2】为贫民提供粮食补助是政府的法定责任【3】莫迪总理的这项计划始于2020年3月【4】莫迪政府的补充计划主要是为选举考量【5】莫迪此举在政治之外并不会有太大的影响【6】有人更倾向于用现金转移支付来帮助贫民02背景知识印度大米出口禁令：印度是世界头号大米出口国，大米是其出口创汇的优势农产品，为何突然自断贸易渠道？不寻常的行为背后，实则有着深刻的地缘冲突、极端气候和政治考量背景。
第一，全球地缘政治冲突加剧。
俄乌冲突升级导致全球粮食贸易通道受阻，需求和价格双升，尤其是黑海粮食出口协议的中断，进一步加剧了全球各国对粮食危机的恐慌。
第二，极端气候引发水稻主产国稻谷减产预期。
2022年，全球第四大大米出口国巴基斯坦发生严重洪涝灾害，稻谷减产31%。
今年以来，受厄尔尼诺现象影响，东南亚和南亚多国相继遭遇高温干旱侵袭，对水稻产量造成不利影响。
美国农业部（USDA）最新预测，2023/2024年度印度大米产量为1.34亿吨，比上年减产200万吨。
第三，印度亟需平抑国内粮食价格。
今年印度雨季推迟，水稻减产预期加剧，导致印度国内粮食短缺恐慌情绪蔓延。
印度政府数据显示，印度大米零售价格去年上涨11.5%，今年6月更是一个月内上涨3%。
为平抑国内粮食价格，印度颁布大米出口禁令，优先保障国内市场供应。
03原文反馈Indian electioneering：Grainy seasonNarendra Modi and the art of claiming credit词汇：Creditn.（借钱偿还的）信誉，信用/（从银行借的）借款；贷款/（大学，以及美国中小学的）学习单元；学分真题链接①During my second year at the city college, I was told that the education department was offeringa "free" course, called thinking chess, for three credits.在城市学院的第二年，有人告诉我，教育部门开设了一门“免费”课程，名为“思考国际象棋”，有三个学分。
The Guide to PAS 2050-2011
How to carbon footprint your products, identify hotspots and reduce emissions in yoursupply chainThe Guide to PAS 2050:2011The Guide toPAS2050:2011How to carbon footprint your products, identifyhotspots and reduceemissions in yoursupply chainAcknowledgementsThe development of this Guide was co-sponsored by:Defra (Department for Environment, Food and Rural Affairs)DECC (Department of Energy and Climate Change)BIS (Department for Business, Innovation and Skills)Acknowledgement is given to ERM who authored this Guide. ERM has completed over 1,000 carbon footprints across more than 50 sectors and provides carbon footprinting and carbon reduction services to both UK and international clients. Acknowledgement is also given to the following organizations who assisted in its development:ADAS UK LimitedDefraFood and Drink FederationInstitute of Environmental Management and AssessmentCarbon TrustFirst published in the UK in 2011byBSI389 Chiswick High RoadLondon W4 4AL© British Standards Institution 2011All rights reserved. Except as permitted under the Copyright, Designs and Patents Act 1988, no part of thispublication may be reproduced, stored in a retrieval system or transmitted in any form or by any means –electronic, photocopying, recording or otherwise – without prior permission in writing from the publisher.Whilst every care has been taken in developing and compiling this publication, BSI accepts no liability forany loss or damage caused, arising directly or indirectly in connection with reliance on its contents exceptto the extent that such liability may not be excluded in law.While every effort has been made to trace all copyright holders, anyone claiming copyright should get intouch with the BSI at the above address.BSI has no responsibility for the persistence or accuracy of URLs for external or third-party internet websitesreferred to in this book, and does not guarantee that any content on such websites is, or will remain,accurate or appropriate.The right of ERM to be identified as the author of this Work have been asserted by the authors inaccordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.T ypeset in Futura by Helius – Printed in Great Britain by Berforts. British Library Cataloguing in Publication DataA catalogue record for this book is available from the British LibraryISBN 978-0-580-77432-4Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1What is PAS 2050? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Why should I use PAS 2050? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Why this Guide? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2The 2011 revision of PAS 2050 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Making product carbon footprinting work in practice . . . . . . . . . . . . . . . . . . . . .3The stepwise footprinting process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Step 1. Scoping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51.1. Describe the product to be assessed and the unit of analysis . . . . . . . . . . . .51.2. Draw a map of the product life cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61.3. Agree and record the system boundary of the study . . . . . . . . . . . . . . . . . .71.4. Prioritize data collection activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Step 2. Data collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Types of data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132.1. Draw up a data collection plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142.2. Engaging suppliers to collect primary data . . . . . . . . . . . . . . . . . . . . . . . .142.3. Collecting and using secondary data . . . . . . . . . . . . . . . . . . . . . . . . . . . .162.4. Collecting data for ‘downstream’ activities . . . . . . . . . . . . . . . . . . . . . . . .182.5. Assessing and recording data quality . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Step 3. Footprint calculations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213.1. General calculation process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213.2. Calculations for specific aspects of the footprint . . . . . . . . . . . . . . . . . . . .30Step4. Interpreting footprint results and driving reductions . . . . . . . . . . . . . . . . . . .424.1. Understanding carbon footprint results . . . . . . . . . . . . . . . . . . . . . . . . . . .42ContentsContents4.2. How certain can I be about the footprint and hotspots? . . . . . . . . . . . . . . .434.3. Recording the footprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .444.4. How can I use footprinting to drive reductions? . . . . . . . . . . . . . . . . . . . .45 Annex A. Further examples of functional units . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Annex B. Setting functional units and boundaries for services . . . . . . . . . . . . . . . . . .49 Annex C. Orange juice example: data prioritization . . . . . . . . . . . . . . . . . . . . . . . .51 Annex D. Primary data collection tips and templates . . . . . . . . . . . . . . . . . . . . . . . .59 Annex E. Sampling approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Annex F. A data quality assessment example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Annex G. Biogenic carbon accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Annex H. Worked CHP example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Annex I. Supplementary requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .741Introduction2Introductionclarification on only one, or a small number, of aspects of the calculation process. The concept of supplementary requirements is akin to ‘Product Category Rules’ (i.e. developed through ISO 140255)and ‘Product rules’ (GHG Protocol Product Standard) and may include either of these (if consistent with PAS 2050).This symbol is used in this Guide to denote where you might be able to usefully refer to supplementaryrequirement documents for further clarity or information.Before you begin to carry out your assessment, look to see if there are supplementary requirements that may help you assess the emissions associated with your product. Where they exist they should always be used.If there are no supplementary requirements for your sector, check to see whether other rules or guidance may be applicable.6)If not, you may even want to consider starting to develop supplementary requirements within your industry.For further discussion of supplementary requirements,see Annex I.The Guide to PAS 2050:20113Making product carbonfootprinting work in practiceProduct carbon footprinting should be used as a practical tool that is tailored to the needs of your organization.It can be used to identify the main sources of emissions for all types of goods and services, from oranges to nappies and from bank accounts to hospitality.Consideration of the goal/objectives of a carbon footprint study is of paramount importance, to ensure that it will deliver the information that you need. In assessing your own organization's needs, consider the following:•Your core business priorities.How could an in-depthunderstanding of the wider GHG impacts, risks and opportunities of goods and services support your strategy/business priorities? Are any products, supply chains or markets particular priorities? What are the expectations of your customers and investors?•Judicial selection of products.Identify the productsthat make most sense to assess and improve, e.g. the top-five best sellers or top-three new designs. Decide where you want to focus your attention, bearing in mind that you cannot do everything at once.•The intended audience for a study. This affectsthe degree of accuracy and resolution needed. A footprint analysis to be used to identify opportunities for reduction can be undertaken efficiently and at a high level initially, to be built on as needed. For external claims, gaining assurance is best practice,and a rigorous approach to data collection will need to be demonstrated.•Your timescale. How does this process fit in withyour product management cycle? Decide how much5)ISO 14025:2006 Environmental labels and declarations – T ype III environmental declarations – Principles and procedures.6)For example, see the PCR library at .tw/about/index.asp.Introduction 45ScopingStep IScoping is the most important step when undertakingany product carbon footprint study. It ensures that theright amount of effort is spent in getting the right datafrom the right places to achieve robust results in themost efficient manner possible.There are four main stages to scoping, and they arebest undertaken sequentially.Step I: Scoping 6‘downstream’ of your activities are not overlooked,such as recyclability at end-of-life, or potential to influence use phase emissions.For each stage on the process map:•provide a description of the activity to aid with datacollection•identify the geographic location of each distinct stepwhere possible•include all transport and storage steps between stages.An example for orange juice is shown in Figure 1.1.3. Agree and record the system boundary of the studyOnce the process map is complete, it can be used to help identify which parts of the overall system will, and will not, be included in the assessment.As an output from this scoping stage, you should clearly document and record the ‘system boundary’ in terms of:•a list of all included life cycle stages (e.g. rawmaterials, production, use, end-of-life)•a list of all included activities and processes within each life cycle stage•a list of all excluded activities and processes,and thesteps taken to determine their exclusion.Consider the following when setting system boundaries:•which GHG emissions and removals to include•cradle-to-gate (i.e. business-to-business) assessmentsversus cradle-to-grave (business-to-consumer)assessments•which processes and activities to include or exclude •time boundaries.In some cases, supplementary requirements maydictate the system boundary that should be used for a particular product system. Where these are compatible with PAS 2050, the system boundary set out in these documents should be used.The Guide to PAS 2050:20117Which GHG emissions and removals to include?According to PAS 2050, a carbon footprint must include all emissions of the 63 GHGs listed in the specification.These include carbon dioxide (CO 2), nitrous oxide (N 2O)and methane (CH 4), plus a wide range of halogenated hydrocarbons including CFCs, HCFCs and HFCs.Each of these types of GHG molecule is capable of storing and re-radiating a different amount of energy,and therefore makes a different contribution to global warming. The relative ‘strength’ of a GHG compared with carbon dioxide is known as its global warmingpotential (GWP), for example 25 for methane.T able 1 shows the global warming potentials and common sources of some of the most important GHGs covered under PAS 2050.Removals of carbon from the atmosphere (e.g. by plants and trees) must also be included in the assessment,except in the case of the biogenic carbon contained within food or feed products. This can be a tricky aspect of the footprint calculation process (e.g. for paper- and wood-based materials), and is a newStep I: Scoping8Figure 1: An example process map for orange juicePAS 2050 requirement. Further guidance is provided in Step 3.2, heading ‘Biogenic carbon accounting and carbon storage’, and Annex G of this Guide.A cradle-to-gate or cradle-to-grave assessment?PAS 2050 allows for two standard types of assessment (Figure 2), which are often used for different purposes:The Guide to PAS 2050:20119the carbon footprint of the product they supply. In this case, it makes sense to report emissions that occur only up to the point at which the product is transferred to the buyer. It also enables footprints to be incrementally calculated and reported across a supply chain.While useful in this context, cradle-to-gate assessments lack the completeness of a full cradle-to-graveassessment, and may miss a large proportion of the impact for certain products. For example, for energy-using products, the vast majority of the overall carbon footprint will result from the electricity used in the use phase. This impact would only be included in a cradle-to-grave assessment.Source: IPCC (2007), T able 2.14; see Clause 2.7) 100-year time horizon.Note: the GWP actually used in calculations should be the latest available from the Intergovernmental Panel on Climate Change (IPCC), and you should check this periodically.Table 1: Global warming potentials and common sources of some of the most important GHGs1.Cradle to gate – which takes into account all life cycle stages from raw material extraction up to the point at which it leaves the organization undertaking the assessment.2.Cradle to grave – which takes into account all life cycle stages from raw material extraction right up to disposal at end of life.Cradle-to-gate and cradle-to-grave assessmentsCradle-to-gate assessments are commonly used where a buyer has asked a supplier to provide information onStep I: Scoping10It is vital that at least 95 per cent of the total mass and at least 95 per cent of the total anticipated impact of the final product is being assessed. Double check this during data prioritization calculations (see Step 1.4).System boundaries for services Setting system boundaries for services, in particular, can be challenging. Some guidance on doing so is provided in Annex B.The Guide to PAS2050:2011 11Table 2: Examples of high- and low-intensity materials and processesStep I: Scoping12•Emission factors : values that convert activity dataquantities into GHG emissions – based on the ‘embodied’ emissions associated with producing materials/fuels/energy, operating transport carriers,treating wastes, etc. These are usually expressed in units of ‘kg CO 2e’ (e.g. kg CO 2e per kg of orange cultivation, per litre of diesel, per km of transport or per kg of waste to landfill), and are most often from secondary sources.Choosing between primary and secondary dataCollecting primary activity data for specific activities across the supply chain can be time consuming, and so often dictates the amount of resource needed for a footprinting study. But the use of primary data generally increases the accuracy of the carbon footprint calculated, as the numbers used in the calculation relate directly to the real-life production or provision of the product or service assessed.Secondary data are usually less accurate, as they will relate to processes only similar to the one that actually takes place, or an industry average for that process.The choice between primary and secondary data should be guided by the scoping/prioritization activitiesundertaken in Step 1, as well as the underlying PAS 2050principles of:•relevance – selection of appropriate data andmethods for the specific products•completeness – inclusion of all GHG emissions andremovals arising within the system boundary that provide a material contribution13Data collectionStep 2•consistency – applying assumptions, methods anddata in the same way throughout the assessment •accuracy – reducing bias and uncertainty as far as practical•transparency – where communicating externally,provide sufficient information.In accordance with the principles of ‘relevance’ and ‘accuracy’, primary data are generally preferred.Step 2: Data collection14Note that, while the general rule is that primary data are preferred, there are some exceptions to this; for example, the case of commodity goods (see the following box).A key first task in the data collection process is toconsider primary and secondary data needs and drawup a data collection plan.Some example data collection templates, showing both generic and tailored approaches, as well as some useful tips, are provided in Annex D.The data collection template can also be used to ask for information to assess the quality of data provided. This involves a few additional questions for each data point, which will help you to ascertain how much confidence you can have in the accuracy of the data and, consequently, the accuracy of the carbon footprint. SamplingIn some cases, a product will be produced at a large number of sites. Milk in the UK, for example, is typically supplied by a large number of small/medium-sized farms, each providing an identical product (note: as suppliers are known and constant, this is differentThe Guide to PAS2050:2011 15 from a commodity good as earlier described). In thiscase, data collection for each site could be prohibitivelytime consuming, and a sampling approach is required. Annex E provides some guidance on sampling options.As with all footprinting tasks, resources should beallocated in the most efficient manner, while giving consideration to the core PAS2050 principles earlier described.Table 3: An example data collection plan for orange juice (drinks producer collecting data)Step 2: Data collection16contained in technical reports and published studies.This category also includes cradle-to-gate carbon footprint values that your suppliers might give you in response to a data request.•Disaggregated data are most often found in lifecycle inventory (LCI) databases that list all the inputs and outputs for a given process. These detail the consumption of specific raw materials/energy carriers and individual emissions, as opposed to a summary of the total CO 2e emissions.Aggregated data/emission factor sourcesT able 4 provides a list of useful sources of easilyaccessible emission factors. These are a starting point,but are by no means a definitive list of available resources.If you are using aggregated secondary data/emission factors, be careful to check that they are fit forpurpose. For example, is the system boundary used compliant with PAS 2050 boundaries? Some useful things to check are outlined in the box on page 17.Table 4: Useful sources of emission factors – some examplesDisaggregated/inventory data sourcesA list of common life cycle inventory (LCI) databases can be found at: http://lca.jrc.ec.europa.eu/ lcainfohub/databaseList.vm.Some databases are free, whereas some charge a licence fee.•An example of a licensed database is the ecoinvent LCI database found at . This is a useful source of data for over 4,000 materials andprocesses.•Examples of free databases are the European Reference Life Cycle Database (ELCD) found athttp://lca.jrc.ec.europa.eu/lcainfohub/datasetArea.vm, and US Life Cycle Inventory Database found atThe Guide to PAS2050:2011 17 /lci/database/default.asp, bothof which contain LCI datasets for selected materialsand processes.T ypically, when using LCI databases, the inventory dataare modelled in an LCA software programme, to provide emission factors (aggregated data) that can be used ina carbon footprint. However, if needed, the values for individual emissions listed in the LCI database can beused to estimate the global warming potential withoutthe use of LCA software. Tips for using LCI data in thisway are as follows:•Copying the LCI data into a spreadsheet (e.g.Microsoft Excel) might make it easier to view andinterrogate.Step 2: Data collection18retailed in London/England/Wales) can be defined within your functional unit.RetailFor the majority of products, emissions from retail operations will represent a very small part of theoverall carbon footprint. The main source of emissions will be energy use for both lighting and refrigeration.If primary data for energy use by a retail facility are not available, emissions from retail of products stored at ambient temperatures can reasonably be assumed to be comparable to those from a warehouse (see Step 3.2, heading ‘Storage emissions’, of this Guide).Refrigerated or frozen storage at retail may represent a significant source of emissions, and so should be considered in more detail. See further information on refrigeration in Step 3.2, heading ‘Refrigeration’, of this Guide.You will typically need to consider the volume of space occupied by a product, and how long it is typically stored for at the point of sale (e.g. slow-moving items must be stored for longer, and so incur greater emissions).UseA ‘use profile’ is a description of the typical way in which a product is consumed, or of the average user requirements. For example:•a use profile for product that requires cooking willrefer to the proportion of users that will typically bake, boil or microwave the product and the amount of time required in each case•a use profile for an electrical item will refer to atypical length of time the product is used for, or a typical setting (e.g. the proportion of washing machine cycles at 30/40/60 degrees).For some products, the choices made at this stage can make a significant contribution to the footprint, and introduce considerable variability, and so require careful consideration.•Identify emissions of key GHGs. As a minimum,emissions of fossil/biogenic carbon dioxide, methane and nitrous oxide should be identified, which are the predominant GHGs in the majority of instances.However , other key GHGs, such as CFCs and HCFCs,might also be included in the inventory data.•The identified GHG emissions values can thenbe multiplied by their respective global warming potential, and the results summed to derive a ‘kg CO 2e’ emission factor that can be used in your product carbon footprint calculations.•Ideally, the quantity of all key GHGs will be identified.In practice, this can be a laborious task that might only involve very minor emissions. In this case, it should be recognized that the resulting emission factor might be an underestimate, and should be clearly labelled as such in the product carbon footprint calculations.2.4. Collecting data for ‘downstream’ activitiesDistributionIn many instances you will need to collect primary data for product distribution, if under your operational control.Distribution typically comprises transportation to a retail market and a period of storage in a distribution centre or warehouse. Specific data needs and emissions calculations for these activities are discussed in Step 3.2,headings ‘Refrigeration’ and ‘Storage emissions’, of this Guide.Whether this distribution step represents an average geography (e.g. products retailed in the UK, orEurope – taking a weighted average based on sales in different locations) or specific region (e.g. productsThe Guide to PAS2050:2011 19be assessed against the principles of PAS 2050 is presented in Annex F . Note that this example outlines only one of the ways in which you could undertake a semi-quantitative assessment to flag areas of uncertainty (and potential need for data improvement).The best-quality data should always be sought in an assessment, but is of particular importance where external communication is an ultimate goal of the study. In this case, a full data quality assessment,Step 2: Data collection20along with any accompanying assumptions or calculations, should be recorded with the product carbon footprint calculations.For internal assessments (e.g. to identify hotspots in the value chain), formal assessment/recording may not be needed, but you should ensure that differences in data quality are not unduly influencing the findings of your study (see Step 4 of this Guide for further discussionon this).Consider the examples for orange juice (Figure 3 and T able 5, and Figure 4 and T able 6), which show calculations for the first two life cycle stages.Activity data are often collected in many different formats and relating to different units (e.g. inputs and outputs for a tonne of raw material produced, or a year’s worth of production, or a hectare’s worth of production). An important next step is to balance the flows shown in21Footprint calculationsStep 3Step 3: Footprint calculations22HGV , heavy goods vehicle.aThe emissions from fertilizers and pesticides are dictated by their content of minerals or active ingredients (e.g. the proportion of fertilizer that is nitrogen or the proportion of pesticide that is anthraquinone) not the total weight.However, transport of the fertilizer or pesticide to use should be calculated based on the total weight.Figure 3: Mapping activity data – cultivation of oranges for the production of orange juiceTable 5: Example – 1hectare of orange cultivationThe Guide to PAS 2050:2011 23Table 6: Example – to produce 1tonne of concentrateFigure 4: Mapping activity data – processing of oranges for the production of orange juicethe process map so that all inputs and outputs reflect the provision of the functional unit/reference flow defined in Step 1. This can be either done within the process map itself, or in an Excel spreadsheet or other software tool.This can be the most difficult part of the calculation process. Golden rules are to:•always consider waste in the process•make calculations as transparent as possible, sothey can be traced backwards•record all assumptions and data concerns.Once the flows are balanced to reflect the functional unit, the calculation process is simple.Remember that some flows might be negative, where there are biogenic carbon removals (see Step 3.2,Step 3: Footprint calculations24heading ‘Biogenic carbon accounting and carbon storage’, and Annex H of this Guide).A simplified example for orange juice is shown inT able 7. Specific calculation aspects, such as transport,refrigerant or waste management are also discussed later in this section.The Guide to PAS2050:2011 25 Table 7: Footprint calculations for the production of a 1litre carton of orange juice (example data only)(Continued)(Continued)Table 7: Footprint calculations for the production of a 1litre carton of orange juice (example data only) (continued)Making simplifying assumptionsIt is often possible to use simplifications or estimations to streamline the carbon footprinting process. For example:•grouping all cleaning chemicals and using a generic ‘chemicals’ emission factor, estimating the quantities used•assigning a set of general assumptions for transport– e.g. 50km to waste treatment, 200km for inputs from the UK and 1,000km from central Europe.When making any simplifying assumptions it is important to make them conservative/worst case, and make sure that you record them and are able to change them if needed.In the calculation step of the footprint, it is a good idea to check and confirm that these simplified inputs or activities are not significant contributors to the footprint (e.g. >5 per cent of the footprint). If they are, you may need to go back and collect more specific information.As discussed in Step 2.5 of this Guide, the best quality (and specific) data should always be sought in anassessment, but is of particular importance whereexternal communication is an ultimate goal of the study.For both external and internal assessments, it is most important to ensure that differences in data quality are not unduly influencing the findings of your study (discussed further in Step 4 of this Guide).Co-product allocationSome processes in the life cycle of a product may yield more than one useful output (‘co-products’). For example, in the life cycle of orange juice above,the juicing of oranges yields not only orange juice but also a large volume of pulp (a low-value co-product that can be used as an animal feed) and a small amount of peel oil (a high-value essential oil that can be used as a fragrance in perfumes or household cleaners).In these cases, the input and output flows, or emissions,of the process (juicing) must be split, or ‘allocated’between the product being studied (the juice) and any co-products (the pulp and peel oil).aThis is the global warming potential (GWP) of N 2O gas – not an emission factor. The gas is released directly, and so does not need multiplying by an emission factor. It does, however need to be multiplied by its GWP of 298 to translate into CO 2equivalents (CO 2e).bLand-spreading – this is put to useful purpose, and so is a co-product, albeit with minimal value. A simple approach is to allocate this co-product zero emissions, as its relative value is very small (see Step 3.1, heading ‘Co-product allocation’, of this Guide).cThese values include removals and emissions of biogenic carbon within the packaging material. See Step 3.2,heading ‘Biogenic carbon accounting and carbon storage’, of this Guide.Table 7: Footprint calculations for the production of a 1litre carton of orange juice (example data only)(continued)。
少吃牛肉就能为环保出力
少吃牛肉就能为环保出力On a farm in coastal Maine, a barn is going up. Right now it's little more than a concrete slab and some wooden beams, but when it's finished, the barn will provide winter shelter for up to six cows and a few head of sheep. None of this would be remarkable if it weren't for the fact that the people building the barn are two of the most highly regarded organic-vegetable farmers in the country: Eliot Coleman wrote the bible of organic farming, The New Organic Grower, and Barbara Damrosch is the Washington Post's gardening columnist.缅因州的一个沿海的农场上，有个在建的牲口棚。
目前，（这个牲口棚）只不过是一块混凝土板和一些木头檩子。
不过等建好了，这个牲口棚则最多可收容6头牛和几头羊在里面过冬。
这一切似乎都不足为奇，不过当你知道建牲口棚的人是两位全国最德高望重的有机蔬菜种植专家的时候，恐怕你就不会这么想了。
此二人一位叫艾略特科尔曼，曾写过有机农业的著作《新有机作物种植者》；另一位叫芭芭拉达姆罗施，是华盛顿邮报的园艺专栏作家。
At a time when a growing number of environmental activists are calling for an end to eating meat, this veggie-centric power couple is beginning to raise it. "Why?" asks Coleman, tromping through the mud on his way toward a greenhouse bursting with December turnips. "Because I care about the fate of the planet."如今，越来越多的环保分子在呼吁人们不要再吃肉，而这两位以素食为中心的重量级人物却又在养牲口。
中考英语试题(原卷版)
中小学教学参考资料教学设计教育论文随堂检测2020年潍坊市初中学业水平考试英语试题注意事项：1.本试题满分90分，考试时间为90分钟；2.答卷前务必将试题密封线内及答题卡上面的项目填涂清楚。
所有答案都必须涂、写在答题卡相应位置，答在本试卷上一律无效。
一、阅读理解阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A①Amy: Bye, Lucy. I have to bounce!Lucy: What?Amy: I have to bounce. You know—I have to go. We say that a lot in San Francisco.②Lucy: That's cool! What other things do you and your friends say?Amy: Well, for example, we say someone is 'sketchy' if we think they aren't very nice.Lucy: Sketchy? All right I like it.③Amy: What about things you say here in Britain?Lucy: Well, if I say ‘He's tasty’, do you know what it means?Amy: Beats me!Lucy: It means he's good-looking.④Amy: Look, there's Dave. He's quite tasty, isn't he?Lucy: Well, he's a bit sketchy sometimes—but I like him!Dave: Hi! What are you two laughing about?Amy: I can't tell you now—I have to bounce!Dave: Huh?1. The two girls are mainly talking about ________.A. the boyB. the languageC. their friendsD. their hometowns2. The three characters are making a conversation in ________ according to the picture.A. a school yardB. a supermarketC. a libraryD. a cinema3. When they say "A girl is tasty" in Britain, it means she is ________.A. kindB. smartC. prettyD. happyBA neighbor called 911 at 11:09 a.m. after seeing smoke coming from a house in the 165 block of 54th Street Southeast.The man who lives in the home was able to get his older child and the family dog out of the house on fire. Just then Monroe police officers arrived. The father said his younger child was still on the upper level of the house but he didn't know where.Officers did a quick search of the house but couldn't find the girl. One of them closed the door to the master bedroom, where the fire started, controlling it and slowing its spread. Firefighters arrived and after searching the closet and narrow beds in another bedroom, one firefighter noticed the closed toy box at the foot of the bed."She wasn't making sounds," later the firefighter said of the girl, whose exact age he didn't know. "I opened it up and saw her. She was lying in the toy box just balled up."Firefighters got the girl outside, where she was examined by doctors and found to be fine. The fire was quickly put out. The police officer who managed to shut the master bedroom door was highly praised. And the girl's father was so thankful to firefighters.4 How did the police officers know a child was still missing?A. The neighbor called.B. The father told them.C. The family dog jumped wildly.D. The child was making much noise.5. Why did the officer try to shut the master bedroom door?A. To protect the toy box.B. To slow the fire's spreading.C. To clear the way for firefighters.D. To keep fire from entering the master bedroom.6. Where was the girl found finally?A. In a closet.B. Inside a toy box.C. Behind a door.D. Under a narrow bed.7. What can be the best title for the text?A. Calling 911B. A house on fireC. Saving a girl out of fireD. A thankful fatherCShameem was born in a small village in Pakistan. In her village, it was a tradition to keep girls inside their homes. They were not allowed to get an education.Fortunately, Shameem's uncle, a university teacher, wanted to give her a chance to see the world. He offered Shameem a chance to attend school. So she became the only girl student in herclass.However, Shameem struggled to complete her schooling. To get permission for college, she went on three-day- hunger strike(抗议). After graduating from college, Shameem got a position in non-profit organization(非营利性组织)working to help women in rural(农村的)areas.There, she saw a Pakistan that she didn't know. Until then, she thought she had a difficult life. But there, she saw what women in other parts of Pakistan were experiencing. Some women had 11 children, but nothing to feed them. They would walk three hours every day to get water.Shameem found that the position was more than just a job for her. She discovered her power. By setting an example, her experience could encourage more people to understand the importance of education and send their daughters to school.Now, Shameem teaches in a rural school in her hometown. "The first day I walked into the school," she said, "I saw all these little Shameems staring at me with dreams in their eyes, the same dream of freedom which I had in my childhood."Today, there is not a single girl in her village who doesn't go to school.8 Who played an important role in sending Shameem to school?A. Her uncle.B. Her parents.C. A workmate.D. A university student.9. Why did Shameem work for a non-profit organization?A. To make much money.B. To finish her education.C. To discover her power as an example.D. To help poor women in the countryside.10. What's the main idea of Paragraph 4?A. Shameem walked three hours to get water.B. Shameem used to know her homeland well.C Women and children were short of food. D. Women's situation was more awful than expected.11. What's the influence of Shameem's effort?A. Girls have the same dream.B. No girl is allowed to attend school.C. All girls in the school are named Shameem.D. The idea of girls' education in her village has changed.D根据短文内容，从下列选项中选出能填人文中空白处的最佳选项，选项中有一项为多余选项。
高中新高考英语试卷样题
考试时间：120分钟满分：150分一、听力理解（共两节，满分30分）第一节（共5小题；每小题1.5分，满分7.5分）听下面5段对话或短文，每段对话或短文后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
1. A. He will go to the library. B. He will visit his friend. C. He will go to the cinema.2. A. They will go to the beach. B. They will go to the mountains. C. They will go to the city center.3. A. She is a teacher. B. She is a doctor. C. She is a student.4. A. It's sunny. B. It's cloudy. C. It's rainy.5. A. He is good at playing the piano. B. He is good at playing the guitar. C. He is good at playing the drums.第二节（共5小题；每小题1.5分，满分7.5分）听下面5段对话或短文，每段对话或短文后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。
6. What is the man's main concern?A. The weather.B. The train schedule.C. The hotel booking.7. What does the woman suggest doing?A. Visiting the museum.B. Taking a walk.C. Having a picnic.8. What is the woman's job?A. A teacher.B. A doctor.C. A lawyer.9. What is the man's hobby?A. Reading.B. Swimming.C. Painting.10. What does the woman imply about the man?A. He is lazy.B. He is busy.C. He is successful.二、单项选择（共15小题；每小题1分，满分15分）从每小题的四个选项中，选出可以填入空白处的最佳选项。
碳酸二甲酯为添加剂的汽油生命周期评价研究
杨秋颖等碳酸二甲酯为添加剂的汽油生命周期评价研究碳酸二甲酯为添加剂的汽油生命周期评价研究杨秋颖张芸&孙德林侯昊晨刘昱彤(工业生态与环境工程教育部重点实验室，大连理工大学环境学院，辽宁大连116024)摘要碳酸二甲酯(DMC)是近年来广受关注的环保型绿色化学品，由于其含氧量高、环保、无毒"一直被认为是极具潜力的替代甲基叔丁醚的汽油添加剂。
使用生命周期评价方法对DMC为添加剂的汽油的环境影响进行分析，将其整个生命周期分为5个子过程，并考虑包括人类健康毒性(HTP)等12种环境影响。
结果表明：DMC为添加剂的汽油的总环境影响为2.74X10珂，其中HTP的环境影响贡献最大&气油生产调和及储存子过程的环境影响贡献最大，运输和汽车使用子过程的环境影响贡献相对很低。
关键词碳酸二甲酯汽油添加剂生命周期评价环境影响DOI：10.15985/ki.1001-3865.2021.02.017Life cycle assessment of gasoline with dimethyl carbonate as additive YANG Qiuying,ZHANG Yun,SUN Delin,HOU Haochen,LIU Yutong.(Key Laboratory of Industrial Ecology and Environmental Engineering(MOE), School of Environmental Science and Technology"Dalian University of Technology"Dalian Liaoning116024) Abstract:Dimethyl carbonate(DMC)is an environmentally friendly green chemical that has attracted mucha t entioninrecentyears.Becauseofitshighoxygencontent"environmentalprotection"andnon-toxicity"ithasbeen consideredasapromisingalternativetomethyltert-butyletherasgasolineadditive.Thelifecycleassessmentmethod wasusedtoanalyzetheenvironmentalimpactofgasolinewith DMCasadditive"divideditswholelifecycleintofivesub-processesand consideredtwelveenvironmentalimpactsincluding human healthtoxicity(HTP%.Theresults showed that the total environmental impact of gasoline with DMC as additive was2.74X10_11.HTP wasthelargest typeofenvironmentalimpactcontributionforthisgasoline.Thegasolineproductionblendingandstoragesub-process contributedthe most"whilethe environmentalimpactcontribution oftransportation and vehicle operation sub-processeswaslow.Keywords:dimethylcarbonate&gasolineadditive&lifecycleassessment&environmentalimpact石油是目前全球的第一大能源，占全球能源消耗的33%。
日常生活中如何做到低碳环保英语作文
日常生活中如何做到低碳环保英语作文全文共3篇示例，供读者参考篇1Living a Green Life: A Student's Guide to Reducing Your Carbon FootprintAs students, we're constantly being told that we're the future leaders and changemakers of tomorrow. With the increasing urgency of the climate crisis, it's up to our generation to embrace sustainable living and do our part to reduce our environmental impact. While the task may seem daunting, making small changes in our daily routines can go a long way in minimizing our carbon footprints and preserving our planet for generations to come.One of the easiest ways to start living a greener life is to be mindful of our energy consumption. We should make a conscious effort to turn off lights and unplug electronics when not in use. Instead of cranking up the heat or air conditioning, we can dress appropriately for the weather and open windows for natural ventilation. Additionally, switching to energy-efficientLED bulbs and appliances can significantly reduce our energy usage and utility bills.Transportation is another area where we can make a significant difference. Whenever possible, we should opt for eco-friendly modes of travel, such as walking, biking, or taking public transportation. Not only does this reduce our carbon emissions, but it also promotes physical activity and saves money on gas and parking fees. If driving is unavoidable, we can carpool with friends or classmates to minimize the number of vehicles on the road.Our food choices also have a substantial impact on the environment. By incorporating more plant-based meals into our diets and reducing our consumption of meat and dairy products, we can greatly lower our carbon footprint. Animal agriculture is a major contributor to greenhouse gas emissions, deforestation, and water pollution. Additionally, we should strive to buy locally sourced and seasonal produce, as it requires less transportation and fewer resources to grow.Waste management is another crucial aspect of sustainable living. We should aim to reduce, reuse, and recycle as much as possible. Instead of purchasing single-use plastics and disposable items, we can invest in reusable water bottles,shopping bags, and food containers. When it comes to recycling, we should educate ourselves on what materials can be recycled in our local communities and make a conscious effort to properly sort and dispose of our waste.As students, we can also influence our schools and universities to adopt more eco-friendly practices. We can organize campus clean-ups, start recycling initiatives, or lobby for the installation of solar panels and other renewable energy sources. Additionally, we can support and promote sustainable businesses and organizations that align with our environmental values.Living a low-carbon, eco-friendly lifestyle is not just a trend; it's a necessity for the survival of our planet. By making small changes in our daily lives, we can collectively make a significant impact on reducing our environmental footprint. It's up to us, the future leaders and changemakers, to embrace sustainable living and inspire others to do the same.Remember, every action counts, no matter how small. Whether it's turning off lights when leaving a room, carrying a reusable water bottle, or choosing to walk or bike instead of driving, these seemingly insignificant actions can collectively create a ripple effect of positive change.Let's not underestimate the power of our individual choices and actions. Together, we can create a greener, more sustainable future for ourselves and generations to come. It's time to embrace a low-carbon, eco-friendly lifestyle and lead by example, inspiring others to join us in this crucial effort to protect our planet.篇2Living Green: How to Embrace a Low-Carbon, Eco-Friendly LifestyleAs students, we're constantly being told about the importance of living an eco-friendly lifestyle and reducing our carbon footprint. With climate change being one of the biggest threats facing our generation, it's crucial that we do our part to protect the environment. But let's be real, it's not always easy being green, especially when you're juggling classes, extracurriculars, and a social life. That's why I've put together some simple tips and tricks to help you embrace a low-carbon, eco-friendly lifestyle without having to completely overhaul your daily routine.First up, let's talk about one of the easiest ways to reduce your carbon footprint: transportation. If you live close enough tocampus, consider walking, biking, or taking public transportation instead of driving. Not only will you be doing your part to reduce greenhouse gas emissions, but you'll also save money on gas and parking fees. If you do need to drive, try carpooling with friends or classmates who live nearby. And when it comes time to buy a new car, consider investing in a hybrid or electric vehicle.Next, let's talk about energy consumption. We all know that leaving lights and electronics on when we're not using them is a waste of energy, but it's so easy to forget. One simple solution? Invest in some smart power strips or outlet timers that automatically cut off power to devices that aren't in use. You can also try swapping out your old light bulbs for energy-efficient LED bulbs, which use up to 75% less energy and last way longer.When it comes to food and dining, there are plenty ofeco-friendly choices you can make. Try to buy locally-grown, seasonal produce whenever possible, as it has a much smaller carbon footprint than fruits and veggies that have been shipped from halfway around the world. You can also reduce your meat and dairy consumption, as animal agriculture is a major contributor to greenhouse gas emissions. And don't forget to bring your own reusable bags, utensils, and containers whenyou're grabbing food on the go – it'll save you money and reduce waste in the long run.Speaking of waste, let's talk about reducing, reusing, and recycling. Most campuses these days have robust recycling programs, so make sure you're sorting your waste properly and recycling everything you can. You can also try to reduce your overall waste by investing in reusable water bottles, coffee mugs, and other containers instead of relying on single-use plastics. And when it comes to clothing and other household items, consider shopping secondhand or swapping with friends instead of buying new stuff all the time.Finally, it's important to remember that living an eco-friendly lifestyle isn't just about making changes in your daily routine –it's also about staying informed and using your voice to advocate for change. Stay up-to-date on environmental issues and policies, and don't be afraid to speak up and get involved in local or campus initiatives. You'd be surprised at how much of an impact a group of passionate, motivated students can have.I know it can feel overwhelming at times, trying to balance your studies, social life, and environmental responsibilities. But trust me, even small changes can make a big difference. By making eco-friendly choices a part of your daily routine, you'llnot only be doing your part to protect the planet, but you'll also be setting yourself up for a lifetime of sustainable living. So what are you waiting for? Start living green today!篇3Being Eco-Friendly is the Need of the HourAs students, we've been taught about the importance of environmental conservation from a very young age. However, with rising global temperatures, depleting natural resources, and increasing pollution levels, it's high time we take this learning seriously and adopt an eco-friendly, low-carbon lifestyle. Tackling climate change is the biggest challenge humanity is facing currently, and even small steps from our end can create a huge positive impact on the planet.In this essay, I'll share some easy tips and tricks that my friends and I follow in our daily lives to reduce our carbon footprint and do our bit for the environment. Let's get started!Ditch Single-Use PlasticsOne of the main culprits of environmental degradation is single-use plastic products like bottles, bags, straws, and food packaging. These items are used for a few minutes but remain in the environment for hundreds of years, polluting land and waterbodies. A simple way to cut down plastic usage is to carry reusable bottles, bags, cutlery, and food containers instead of using disposable ones.My friends and I have developed a habit of carrying our own bottles and flasks for beverages. For snacks and meals, we use steel tiffin boxes or reusable containers. Whenever we go shopping, cotton or jute bags come in handy to avoid plastic carry bags. It takes some getting used to, but once you make it a practice, living a no/low-plastic lifestyle is pretty simple.Embrace a Plant-Based DietApart from the ethical concerns around killing animals for food, industrial animal farming is also a major contributor to greenhouse gas emissions like methane and carbon dioxide. By switching to a vegetarian or vegan diet, we can greatly reduce our carbon footprint while also doing our bit for animal welfare.Personally, I've been a vegetarian all my life, but some of my friends have recently turned vegans. They feel energetic and light, and have noticed a positive impact on their health and skin. Those apprehensive about going fully vegan can start by embracing 'Meatless Mondays' and gradually increasing their intake of plant-based foods.There are so many delicious vegetarian and vegan food options available these days that it's easy to get your dose of proteins, vitamins and minerals through a plant-based diet. Indian cuisine itself is replete with lip-smacking veggie delicacies that we can explore and enjoy!Choose Sustainable FashionFast fashion that produces cheap, trendy clothes has detrimental environmental impacts right from unethical labor practices and excessive water usage to air pollution from CO2 emissions during manufacturing, shipping and retail operations. On the other hand, sustainably produced clothes from ethical brands have a much lower carbon footprint.My friends and I are mindful shoppers who focus on quality over quantity. We invest in classic, timeless pieces that can be mixed and matched, instead of buying use-and-throw items dictated by fleeting trends. Thrift stores and second-hand clothing shops are great places to find unique yet sustainable fashion at reasonable prices.We also take good care of our clothes and use them for as long as possible. When items are torn or faded beyond repair, we either repurpose them into cleaning rags or discard them in theappropriate recycling bins. Fashion may be ephemeral, but our planet's well-being should always take precedence.Reduce, Reuse, RecycleThis age-old mantra is still extremely relevant today when it comes to lowering our environmental impact. Before buying new items, we should first try to reduce our consumption by revisiting what we already own and finding ways to reuse things creatively. For instance, old t-shirts and jeans can be repurposed into amazing D-I-Y projects!For the things we do need to discard, proper recycling and disposal should be the norm. My college has separate bins for recyclable and non-recyclable waste which makes the sorting process easy. At home, my family tries to compost as much organic kitchen and garden waste as possible.These small steps create a circular economy where products and materials are given a new lease of life through reuse and recycling, thus preventing wastage and reducing the burden on landfills and natural resources. A simple 'Reduce, Reuse, Recycle' mindset is all it takes to make a big difference.Save Energy, Save EarthIt's shocking to know that most of the world's electricity is still produced by burning coal, oil and natural gas – fossil fuels that severely degrade the environment. We can consciously reduce our energy consumption by adopting some easy habits:•Switch off lights, fans and appliances when not in use•Utilize natural light and ventilation during daytime hours•Use energy-efficient LED bulbs instead of traditional ones•Turn off power strips to avoid standby energy consumption•Walk, bike or use public transport instead of private vehiclesWhile these micro energy-saving steps may seem insignificant at an individual level, when multiplied manifold across households and communities, the positive impacts become exponential. After all, every unit of energy saved is Earth saved!Walk the Green TalkBeing environmentally conscious doesn't have to be a drag. In fact, adopting an eco-friendly lifestyle comes with multiple benefits beyond just saving the planet. It promotes sustainableliving, minimizes our consumption of natural resources, reduces air and water pollution, and cuts down our household bills too!My group of friends is always on the lookout for fun, creative ways to spread more awareness about climate change and environmental protection. From beach clean-up drives to plantation initiatives, from organising cloth bag distributions to holding recycled art exhibitions – we make sure to walk the green talk through action.The key is to start small, effect change at an individual and community level first, and then steadily expand our spheres of influence. If each one of us contributes even in a tiny way, we can collectively build a more sustainable, low-carbon future for the generations to come. As privileged students, it's our duty and responsibility to be eco-warriors and champions of environmental justice.I hope reading this essay has given you some easy, practical tips to become more environmentally conscious through simple lifestyle tweaks. If we can imbibe these green habits from a young age itself, they will undoubtedly serve us, our society, and our planet for years to come. So let's get started today on our low-carbon journey – our future depends on it!。
碳足迹英语作文
Carbon Footprint: Our Impact on the Planetand the Way ForwardIn today's era of environmental consciousness, the concept of carbon footprint has gained significant importance. A carbon footprint refers to the total amount of greenhouse gas emissions generated by an individual, organization, or community through their daily activities and consumption patterns. As global warming and climate change become pressing issues, understanding and reducing our carbon footprint has become crucial.The impact of carbon emissions is far-reaching. Carbon dioxide, the primary greenhouse gas emitted by human activities, traps heat in the atmosphere, leading to warmer temperatures, melting ice caps, and extreme weather events. This not only threatens the survival of many species but also impacts human life, causing issues such as food scarcity, water crises, and displacement.Individually, we can make a significant difference by being mindful of our carbon footprint. Simple actions like using public transportation or cycling instead of driving, conserving energy by turning off lights and electronicswhen not in use, and reducing food waste by planning meals and storing food properly can have a cumulative effect.Organizations and businesses also play a crucial rolein reducing carbon emissions. Implementing green practices like using renewable energy, energy-efficient appliances, and waste reduction strategies can help reduce the carbon footprint of these entities. Additionally, promoting awareness and education among employees can foster aculture of sustainability.Policies and regulations at the government level can further encourage carbon reduction. Incentivizing renewable energy use, implementing carbon taxes, and funding research on sustainable technologies are some examples of policies that can promote environmental sustainability.Internationally, cooperation among countries isessential in addressing climate change. The Paris Agreement, a global accord on climate change, aims to limit global warming to well below 2°C above pre-industrial levels. Countries are encouraged to set their own emissionreduction targets and provide support to developingcountries in their transition to clean energy.In conclusion, reducing our carbon footprint is notonly a responsibility but also an opportunity. It offers us a chance to create a more sustainable future for ourselves and the planet. By taking individual, organizational, and policy-level actions, we can contribute to reducing carbon emissions and mitigate the impacts of climate change. The time to act is now, and every effort counts.**碳足迹：我们对地球的影响与前进的道路**在当今环保意识日益增强的时代，碳足迹的概念已经变得非常重要。
碳足迹的英文作文
碳足迹的英文作文1. Carbon footprint is a term used to measure the amount of greenhouse gases, particularly carbon dioxide, released into the atmosphere as a result of human activities. It's like a footprint left behind by our actions, showing the impact we have on the environment.2. When we drive our cars, the burning of fossil fuels releases carbon dioxide, contributing to our carbon footprint. The more we drive, the bigger our footprint becomes. It's like leaving a trail of carbon behind us as we go.3. The food we eat also has a carbon footprint. The production and transportation of food require energy, which often comes from burning fossil fuels. So, the choices we make about what we eat can affect our carbon footprint.It's like every meal we have leaves a carbon mark on the planet.4. Our homes and buildings also contribute to our carbon footprint. The energy we use for heating, cooling, and electricity often comes from burning fossil fuels. So, the more energy-efficient our homes are, the smaller our carbon footprint becomes. It's like our houses are either stepping heavily or lightly on the environment.5. Traveling by plane is another significantcontributor to our carbon footprint. The emissions from airplanes are much higher compared to other modes of transportation. So, every time we take a flight, we leave a large carbon footprint in the sky. It's like painting the atmosphere with carbon as we soar through the clouds.6. The products we buy and use also have a carbon footprint. From the manufacturing process to the disposal of these products, energy is consumed, and greenhouse gases are emitted. So, being mindful of what we purchase can help reduce our carbon footprint. It's like the things we own carry a carbon weight on our shoulders.7. Finally, the choices we make as consumers can have asignificant impact on our carbon footprint. By choosing renewable energy sources, buying locally produced goods, and reducing waste, we can make a difference. It's like we have the power to step lightly or heavily on the planet, depending on our choices.8. In conclusion, our carbon footprint is a reflection of our impact on the environment. It's like a trail of carbon left behind by our actions, showing the consequences of our choices. By being aware of our carbon footprint and taking steps to reduce it, we can contribute to a more sustainable future. It's like leaving a smaller, more eco-friendly footprint for future generations to follow.。
绿色生活英语作文
Living a green lifestyle has become an increasingly popular trend in recent years,as people are becoming more aware of the environmental impacts of their daily activities. Here are some key points to consider when writing an essay on living a green life in English:1.Understanding the Concept:Begin by explaining what a green lifestyle entails.It is a way of living that aims to reduce ones ecological footprint and promote sustainability.2.Importance of Green Living:Discuss why living green is crucial.This could include the preservation of natural resources,reduction of pollution,and combating climate change.3.Individual Actions:Describe specific actions individuals can take to live a greener life. This might involve reducing energy consumption,using public transportation,recycling, and conserving water.4.EcoFriendly Products:Mention the role of ecofriendly products in a green lifestyle. This could include using products made from sustainable materials,choosing products with minimal packaging,and supporting companies with ethical practices.5.Diet and Food Choices:Explain how dietary choices can impact the environment. Encourage the consumption of locally sourced,organic,and plantbased foods to reduce the carbon footprint.6.Conservation of Energy:Talk about the importance of energy conservation.This could involve using energyefficient appliances,turning off lights when not in use,and considering renewable energy sources like solar or wind power.7.Green Spaces:Discuss the role of green spaces in urban environments.Green spaces not only improve air quality but also provide habitats for wildlife and spaces for relaxation.munity Involvement:Encourage community involvement in green initiatives.This could be through community gardens,neighborhood cleanups,or local environmental groups.ernment Policies:Mention the role of government in promoting a green lifestyle through policies that support renewable energy,public transportation,and environmental regulations.10.Challenges and Solutions:Address the challenges faced in adopting a green lifestyle and suggest solutions.This could include the high cost of ecofriendly products,lack of awareness,or infrastructural limitations.11.Future Outlook:Conclude with a positive outlook on the future of green living. Discuss the potential for technological advancements to make green living more accessible and the hope for a more sustainable world.12.Personal Commitment:End with a personal commitment to living a greener life and an invitation for others to join in the effort.Remember to use descriptive language and provide specific examples to make your essay engaging and e a variety of sentence structures and vocabulary to maintain the readers interest.。
外研社剑桥六年级下册英语课堂笔记
外研社剑桥六年级下册英语课堂笔记全文共3篇示例，供读者参考篇1Here are some classroom notes on the Foreign Research Society Cambridge English Course for Grade 6 (Volume 2), written from a student's perspective with a length of around 2,000 words:Cambridge English Course - Grade 6, Volume 2 Class NotesUnit 1: Incredible AnimalsLearned tons of cool animal facts like how penguins huddle together to stay warm and that bees communicate through dancing!Mrs. Thompson had us work in groups to research weird animal abilities and present to the class. My group did the mantis shrimp which has one of the strongest punches in the animal kingdom.New vocabulary: huddle, colony, incredible, ability, species. Mrs. T made us use the new words in example sentences.Unit 2: Mysteries of the PastThis unit was all about ancient civilizations like the Mayans, Egyptians, and Romans. Such fascinating stuff!Learned about hieroglyphics and tried writing our names using those crazy ancient Egyptian symbols. Harder than it looks!For our project, we had to create a museum exhibit about an ancient artifact or monument. I did mine on Stonehenge. Still not sure how those massive stones got there.New words: civilization, archaeologist, excavate, monument, artifactUnit 3: Going GreenAll about environmental protection and sustainability. Kind of heavy topics but important to learn about.Talked about things like renewable energy sources, recycling, deforestation, and carbon footprints. I didn't realize how much impact humans have on the planet.For our activity, we calculated our family's carbon footprints and came up with ways to reduce them. My family definitely needs to cut down on electricity usage.New vocabulary: sustainability, renewable, deforestation, carbon footprint, greenhouse gasesUnit 4: Exploring MusicThis was a fun one - we got to learn about different genres of music from around the world like reggae, K-pop, and Indian classical music.Watched clips of traditional dances and instruments which was really cool to see. That digeridoo thing from Australia was wild!Our group project was to create a musical performance blending styles from different cultures. We did a K-pop/rock fusion number - it was awesome!New words: genre, lyrics, vocals, rhythm, fusionUnit 5: Entertainment EvolutionThis unit covered how entertainment has changed over time, from ancient Greek plays to modern movies and video games.Talked about special effects in movies and how the technology has advanced. Those Lord of the Rings battle scenes were revolutionary for their time!My favorite part was getting into groups and putting on short skits or plays using props and costumes from the classroom supplies.New vocab: evolve, cinerama, animation, props, costumesUnit 6: Secrets of the MindLearned all about the human brain, how it works, and things like memory, concentration, and problem-solving.Did you know we only use a small percentage of our brain's true potential? So much about it is still a mystery.For our final project, we had to design an experiment to test some aspect of the brain like memory retention or multitasking ability. It was really interesting!New words: cognitive, retain, multitasking, psychology, neuroscienceOverall, this was a jam-packed semester full of cool topics! Sometimes the workload felt a bit heavy, but the units were very engaging. Learned a ton and definitely feel much more prepared for secondary school English after this class. Shoutout to the awesome Mrs. Thompson for making it all so fun!篇2Here are classroom notes for a Cambridge English course at the 6th grade level, written from a student's perspective, around 2000 words:Cambridge English Classroom Notes - Grade 6, Volume 2Class 1: IntroductionsThe teacher Ms. Roberts welcomed us back after the winter break. She seems really nice!We went over the course outline and materials - the Cambridge English textbook, workbooks, reading supplements.For the first unit, we'll be learning about holidays and travel. Looks fun!Class 2: Unit 1 - Holiday PlansPracticed asking/answering questions about holiday plans using "going to" future tense.New vocabulary: destination, sightseeing, souvenir, accommodation, travel guide.Did some role-plays in pairs about planning an imaginary trip.Class 3: Holiday StoriesRead a story about a family's disastrous holiday - their hotel was overbooked!Learned using past tenses to describe experiences and narrate stories.Wrote our own short vacation stories and shared them. Sarah's was hilarious!Class 4: Comparatives and SuperlativesLearned how to form and use comparative (-er) and superlative (-est) adjectives.E.g. Asia is larger than Europe. Russia is the largest country in the world.Practiced with ordering travel destinations from cheapest to most expensive.Class 5: Language SkillsListening comprehension about holiday packages and activities.Worked on skimming/scanning skills by finding key information in travel texts.Learned handy travel phrases like "How do I get to...?" and "Can I have the bill please?"Class 6: Project WorkPut into groups to research and plan an imaginary 2-week holiday.Have to decide destination, itinerary, budget, activities etc.Will present our travel plans to the class next week. Ours is Thailand!Class 7: Holiday PresentationsEach group gave a presentation on their planned holiday. We had to speak clearly and use visuals.Some were super creative like Sarah's group who did a skit!Got feedback from Ms. Roberts on fluency, vocabulary use and grammar accuracy.Class 8: Unit TestHad a written test on the unit's skills and language.Grammar section was ok, reading comprehension was tough though.Feeling relieved it's over! Looking forward to starting the next unit.Class 9: Unit 2 - EntertainmentNew unit is all about different types of entertainment - books, movies, sports etc.Learned adjectives to describe opinions like "fascinating", "dull", "gripping".Talked about our favourite books, movies, sports and why we enjoy them.Class 10: Movie ProjectTask is to promote an upcoming movie we'd recommend, working in pairs.Have to include a pitch, review, poster and trailer.My partner Jack and I chose to promote the new Marvel movie.Class 11: Sentence StructureLearned about using different types of clauses to add details and formulate complex sentences.Main clauses, relative clauses, adverbial clauses etc. Still finding it tricky!Did an exercise identifying and combining different clause types.Class 12: Debate SkillsLearned how to structure arguments, agree/disagree and clarify points.Useful phrases like "I totally disagree because...", "Could you clarify what you meant by...?"We debated whether reading books is better than watching movies. I was on the book side!Class 13: Literature StudyStarted reading the class novel - Treasure Island by Robert Louis Stevenson.Discussed the plot, characters and themes so far. It's a thrilling adventure story!Learned about narrative techniques like foreshadowing and cliff-hangers.Class 14: Book PresentationsWe each had to give a short talk about a book we've read recently.I presented on Harry Potter and the Prisoner of Azkaban. Tried to summarize the story without giving away spoilers!After, we voted for the book we most wanted to read next as a class.Class 15: Portfolio WorkStarted putting together our language portfolios for the semester.Have to include samples of our writing, a self-assessment and evidence of progress.The portfolios will be graded along with our other work.Class 16: Review & ReflectionsToday we reviewed the key language points from both units this semester.Also set some goals for continued English practice over the summer.Overall, I've really enjoyed this class and feel more confident with my English skills now!篇3Here are some classroom notes from a 6th grade student studying English using the Cambridge English course fromForeign Language Teaching and Research Press (外研社剑桥六年级下册英语课堂笔记):Unit 1: My Colourful WorldNew vocabulary: primary colours (red, yellow, blue), secondary colours (green, orange, purple), shades, tints, dyes, pigmentsLearned about how colours are made by mixing pigments or dyesDiscussed our favorite colours and why we like themRead a story about a little girl who loved bright, vibrant coloursMade colour wheels showing primary and secondary colour combinationsUnit 2: Animal SensesNew words: sight, hearing, smell, taste, touch, senses, detect, stimuliLearned about the 5 main senses and how animals use them to surviveRead facts about animals with exceptional senses like eagles, sharks, dogsHad a quiz matching animals to their strongest senseDid an experiment testing our own senses by identifying smells, tastes, etc.Unit 3: Going GreenVocabulary: recycle, reuse, reduce, pollution, environmentally friendly, conservationDiscussed ways to protect the environment like recycling, saving energy/waterRead an article about a "zero waste" family that produces very little trashWatched a video about kids helping the environment through projectsMade posters encouraging green habits to put up around schoolUnit 4: ExplorationNew words: explore, expedition, geography, landforms, uncharted, navigateLearned about famous explorers like Marco Polo, Neil Armstrong, Jacques CousteauRead diary entries from explorers describing their journeys and discoveriesGave presentations on explorers we admire and why their work was importantMapped out a fictional exploration across an imaginary continentUnit 5: InventionsVocabulary: innovation, invention, create, design, patent, prototypeStudied important inventions that changed people's lives like the printing press, light bulbRead bios of famous inventors and the challenges they overcameHeld an "Invention Convention" where we presented original product ideasWrote steps for using or making an invention in groupsI'm really enjoying learning about so many interesting topics in English class this semester! Writing these notes helps me review and remember what we've covered.。
山东省菏泽2022-2023学年高三第一次模拟考试英语试卷含解析
2023年高考英语模拟试卷请考生注意：1．请用2B铅笔将选择题答案涂填在答题纸相应位置上，请用0．5毫米及以上黑色字迹的钢笔或签字笔将主观题的答案写在答题纸相应的答题区内。
写在试题卷、草稿纸上均无效。
2．答题前，认真阅读答题纸上的《注意事项》，按规定答题。
第一部分（共20小题，每小题1.5分，满分30分）1．You should first explore your talents and get to know yourself so as to make a list of _________ you think your real interests lie.A．that B．whatC．where D．how2．Hopefully，the new method will be effective，helping students to get their career plans ________.A．at hand B．at willC．on trial D．on track3．The collection, sorting and of historical materials and cultural relics of the May Fourth Movement should be strengthened, President Xi said.A．consideration B．conservationC．constitution D．construction4．Professor Wang ________in our school till next Sunday．A．will have stayed B．has stayed C．is staying D．stayed5．—Did your father enjoy seeing his old friends yesterday?—Yes, he did. They each other for ages.A．didn’t see B．wouldn’t seeC．haven’t seen D．hadn’t seen6．—What about watching a ballet show this evening?—Thank s for inviting me, but ballet isn’t really ______.A．the apple of my eye B．my feet of clayC．my cup of tea D．the salt of the earth7．The accident which left 15 people on board dead ________ if both the angry female passenger and the bus driver had kept calm.A．should have avoided B．should be avoidedC．could have avoided D．could have been avoided8．A public health campaign _____ the number of heart disease deaths by 80 percent over the past three decades．A．had reduced B．had been reducedC．has reduced D．has been reduced9．After three years of preparation for the 2011 Xi’an International Horticultural Expo (西安园博)会），the city is presenting the world______ many people think is the green Special Olympics．A．that B．which C．what D．where10．—I keep on meeting with difficulties in the experiment. I can hardly go on.—Where there are difficulties, there are ways to get over them. ________A．Suit yourself. B．Good for youC．Pull yourself together! D．What’s the deal?11．One is expected to behave _________ on some special occasions.A．accurately B．precisely C．appropriately D．rightly12．I would appreciate you could come to my birthday party.A．that B．that it C．if D．it if13．Y ou can use a large plastics bottle, _________ cut off, as a plot to grow flowers in.A．with its top B．the top of whichC．whose top D．its top is14．A mother recognizes the feel of her child’s skin when blindfolded. _________, she can instantly identify her baby’s cry.A．Similarly B．MeanwhileC．Nevertheless D．Accordingly15．--Tom, your foreign teacher speaks Chinese fluently!--Oh, she has lived in China for six years; otherwise she such good Chinese.A．didn’t speak B．would not have spokenC．would not speak D．hadn’t spoken16．Meyer and his team were the first ______ how the disease spreads fromanimals to humans.A．showing B．show C．to show D．shown17．— Nancy, what classes are you taking this term?— _____ I want to take two English courses, or maybe Spanish.A．What’s up? B．It’s none of your business. C．I’ve no idea. D．I’m not sure yet.18．——Do you have a minute? I’ve got something to tell you.——Ok, ______ you make it short.A．now that B．if only C．so long as D．every time19．I still find it hard to imagine that such a clever child __________ make such a foolish mistake.A．shall B．mustC．can D．should20．It is widely acknowledged in foreign companies that employees should be ________ in terms of innovation capability.A．examined B．evolvedC．evaluated D．encouraged第二部分阅读理解（满分40分）阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项。
Carbon-footprints
Carbon footprints碳足迹Following the footprints追寻碳足迹Environment: Carbon-footprint labels, which indicate a product’s environmental impact, are quietly spreading. Consumers may not have noticed them yet, but there is a lot going on behind the scenes环境：用以表明一个产品的环境影响的碳足迹标签，正悄悄流行起来。
也许仍未引起消费者的注意，但已有诸多事情发生在在公众视线之外Jun 2nd 2011 | from the print editionDO YOU look for carbon-footprint labels on goods when shopping? If you do, you are in a small minority. The practice of adding labels to foods and other products, showing the quantity (in grams) of carbon-dioxide emissions associated with making and transporting them, began in 2007 when the wo rld’s first such labels were applied to a handful of products sold in Britain. The idea was that carbon labels would let shoppers identify products with the smallest carbon footprints, just as other labels already indicate dolphin-friendly tuna, organic milk or Fairtrade coffee. Producers would compete to reduce the carbon footprints of their products, and consumers would be able to tell whether, for example, locally made goods really were greener than imported ones.在购物时你会查看产品的碳足迹标签吗？少数人会这么做，如果你会，你当属其中一员。
公共英语五级模拟92
[模拟] 公共英语五级模拟92Section I Listening Comprehension Directions:This sectionis designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are three parts in this section, Part A, Part B and Part C. Remember, while you are doing the test ,you should first put down your answers in your test booklet, NOT on the ANSWER SHEET. At the end of the listening comprehension section, you will have 5 minutes to transfer your answers from your test booklet onto ANSWER SHEET 1. If you have any questions, you may raise your hand NOW as you will not be allowed to speak once the test is started. Now look at Part A in your test booklet.[听力原文]1-10M: What made you become a geography teacher?W: I was born in Somerset and went to a fairly small grammar school. Geography was always my favourite subject and from fairly early on I wanted to teach it. I took geography, art and economics A'levels andI was into art but was advised against taking it. So I got a place in Bristol and did a degree in geography.M: When did your working life start?W: I got a job in Marlwood School, an 11-18 comprehensive in Alveston village just north of Bristol. It was a brilliant school. I was therefor three years between 1976 and 1979. I got very fed up with the cold winters—we used to get snowed in—so I decided to go abroad where it would be hot. I applied for a job in Kenya and within a week I'd gotthe job. It was at a school 65 kilometres north of Nairobi and was owned by Delmonte. It had been set up for employees of the plantations,but became so good and famous that it began to take large numbers of expatriates. Some were very wealthy; Doris Moi, President Moi's daughter, went there. I taught pupils aged three to 25 in a round hut classroom.M: Why did you come back to England?W: I met my husband in Kenya and we came back to England together. I got a part-time job at Comberton Village College near Cambridge. I taught there for 12 years and progressed from a part-time geography teacher through to full-time teacher, to head of geography, to assistant head of humanities and eventually I took my deputy head job. This year I'm looking for a headship.M: What does your job involve?W: Forty per cent of my time is spent teaching. Then there's my deputy head role which is a vision-building one. I also manage all the resources of the school--the budget, and the teaching and learning resources.W: What's the best part of the job?W: I still love teaching. It is a total vocation. If I tell a child off in my office it's because I'm their teacher rather than because I'm the deputy head. I do feel that the senior management's credibility is based on what they do in the classroom.M: And the worst part?W' The hardest part is balancing the roles. First there's the teaching, which also involves marking and preparation. Then you need time to think strategically; you have to build in thinking and reflection time. Then you have to cope with the day-to-day issues; a child behaving badly, a child protection issue, a parent wanting to speak to you. W: What worries you about education today?W: I'm quite worried about geography competing with other subjects in the curriculum. These days geography teachers have to be aware of marketing as much as geography. Children do not have to study geography at key stage four (when they reach ages 10-11). I think that's sad. Geography gives children an appreciation of their environment. The video of the volcano, the earthquake victims—geography gives an awareness of global citizenship.M: What advice would you give to a young geography teacher?W: I would advise them to read a lot and to look around them. It's a constant search for knowledge. Children don't only want to see a video any more—they want satellite images and things on the Internet and 3D models. You have to make geography come to life for them, not only in the classroom but in their own environment.第1题：Art was her favorite subject at school, but she did a degree in geography.A.YesB.No参考答案：B答案解析：第2题：She decided to work abroad because of the weather.A.YesB.No参考答案：A答案解析：第3题：In Kenya she taught at a school that took in large numbers of poor students.A.YesB.No参考答案：B答案解析：第4题：She taught as a part-time geography teacher at a college for 12 years.A.YesB.No参考答案：B答案解析：第5题：She now works as deputy head of the college.A.YesB.No参考答案：A答案解析：第6题：She spends equal time teaching and doing administrative work.A.YesB.No参考答案：B答案解析：第7题：She believes that her teaching strengthens her credibility.A.YesB.No参考答案：A答案解析：第8题：She found it hard to balance her role as a teacher and as an administrator.A.YesB.No参考答案：A答案解析：第9题：She believes that it is necessary for children to study geography, which helps them appreciate their environment.A.YesB.No参考答案：A答案解析：第10题：Children do not want to see videos any more because they can get information on the Internet.A.YesB.No参考答案：B答案解析：Part B You will hear 3 conversations or talks and you must answer the questions by choosing A, B, C or D. You will hear the recording ONLY ONCE.Questions 11 to 13 are based on an interview with the EU's environment commissioner, Mr. Stavros Dimas. You now have 15 seconds to read Questions 11 to 13.[听力原文]11-13W: Mr. Dimas, at the Brussels summit the Europeans agreed, to reduce emissions of greenhouse gases and focus more on renewable energy sources. The participants gave themselves a hearty pat on the pack for this achievement. Has the world's climate now been saved?M: We have completed important steps on the road to limiting global warming as much as possible. But of course it will take many other measures as well.W: Environmental groups are calling it window dressing.M: It's obvious that what we have done just now won't be enough. But let's take a look at the facts. We intend to satisfy 10 percent of our fuel consumption needs from renewable raw materials in the future. We are placing our bets on renewable energy sources, and we have committed to a 20 percent reduction (relative to 1990 levels) in greenhouse gas emissions by 2020. If we compare this to what seemed possible two years ago, these are revolutionary advances ...W: ... that exist only on paper so far. The EU has made many resolutions in the past that have been quickly forgotten.M: No-one will be able to ignore these binding resolutions that easily. We will certainly encounter setbacks along the way, but the train is already in motion, and all 27 EU countries are on board. The EU Commission will now begin directly transforming the agreements into law.W: Experts predict that the EU will not even attain the meager targets of the 1997 Kyoto protocol.M: Some member states, like Germany, will make it. Others will not. Those are the ones we have to work on. More has to be done, and this is where 1 place a great deal of faith in the presiding president of the European Council, German Chancellor Angela Merkel.第11题：What have the European countries agreed on at the Brussels Summit?A.To reduce greenhouse gas emissions.B.To find more energy resources.C.To substitute renewable energy for fossil fuels.D.To reverse the trend of global warming.参考答案：A答案解析：第12题：What is the goal to be reached by 2020?A.10% reduction in greenhouse gas emissions.B.20% replacement of renewable energy.C.10% reduction in energy consumption.D.20% reduction in greenhouse gas emission.参考答案：D答案解析：第13题：What is the attitude of the environmentalists towards the EU agreement?A.Supportive.B.Ambivalent.C.Confusing.D.Negative.参考答案：D答案解析：Questions 14 to 16 are based on a news report about carbon footprint. You now have 15 seconds to read Questions 14 to 16.[听力原文]M: The carbon footprint of our food is under closer scrutiny than ever. Last week the government unveiled a plan to introduce labels on all products, showing the greenhouse gas emissions created by their production, transport and eventual disposal, similar to the calorie count figures already seen on food packaging. The message was that food miles, which consumers are increasingly taking notice of, are not an accurate way of judging the total environmental impact. For example, fruit and vegetables trucked in from Spain could actually have a lower carbon footprint than those grown in UK greenhouses which use up lots of energy for heating."When the concept of food miles was originally launched it was about so much more than carbon emissions," says Vicky Hird, senior food campaigner at Friends of the Earth. "It was about fairness in the supply chain and about reconnecting with your food. Now it seems to have been simplified to be just about climate change and it's not always the best way of working out a product's true effect on the environment."To address this problem, the environment minister, Ian Pearson, is going to work with the Carbon Trust and BSI British' Standards over the next 18 months to develop a benchmark for carbon measurements for goods and services. "The idea of food miles is starting to resonate with consumers, but what we've found is the distance a product has travelled is important but so are lots of other factors across the chain," says Euan Murray, strategy manager at the Carbon Trust. "During our research we've seen that in some cases the distance travelled can be a poor indicator of a product's carbon footprint, so just because something has come from abroad doesn't necessarily mean it is worse for the environment."第14题：What information can be already seen on food packaging?A.The product's greenhouse gas emissions.B.The product's food miles.C.The product's total environmental impact.D.The product's energy consumption.参考答案：B答案解析：第15题：What is the original purpose of introducing the concept of food miles?A.To reduce carbon emissions.B.To raise people's awareness of climate change.C.To work out a product's effect on the environment.D.To ensure fairness in the supply chain.参考答案：D答案解析：第16题：What will the environment minister do next?A.To reinforce the idea of food miles.B.To develop a standard for carbon measurements.C.To reduce the amount of imported goods.D.To reduce the distance a product travels.参考答案：B答案解析：Questions 17 to 20 are based on the following interview with Nobel Peace Prize winner Norman Borlaug. You now have 20 seconds to read Questions 17 to 20.[听力原文]17-20W: What is the Green Revolution?M: It started in the 1940s when I joined a new program, funded by the Rockefeller Foundation, aimed at assisting poor farmers in Mexico to increase their wheat production. We spent nearly 20 years breeding high-yield dwarf wheat that resisted a variety of plant pests and diseases and yielded two to three times more grain than traditional varieties.Eventually, in the 1960s, we were able to expand the program and teach local farmers in Pakistan and India to cultivate the new wheat properly. The results Were wonderful.In 1968, when the administrator for the US Agency for International Development (USAID) wrote in his annual report that there was a big improvement in Pakistan and India, he said, "It looks like a GreenRevolution." That is how the label "The Green Revolution" got started. As an aside, the "greenies" have nothing to do with the Green Revolution, which is all about alleviating world hunger.In the 1980s, the success of the Green Revolution spilled over to China, which is now the world's biggest food producer.W: Is global hunger still a threat as it was in the 1960s?M: Yes, it is. For example, Africa now has a food crisis in a number of countries. That is what our African program is trying to solve—and former President Jimmy Carter is involved in it. Our joint program is called Sasakawa-Global 2000. We're helping farmers in countries struggling with food shortages to help them with the best possible farming practices, such as choosing seed and controlling weeds. We have the technology to double or triple food production but there is no viable system of transportation in these countries—no roads, no railroads: The cost of moving fertilizer to these places, for example, would be three to four times more than what American farmers currently pay. Even if African farmers could produce more grain, how do they get it to their cities?第17题：When did the green revolution start?A.In the 1920s.B.In the 1940s.C.In the 1960s.D.In the 1980s.参考答案：B答案解析：第18题：What is the purpose of the Green Revolution?A.To address the environmental problems.B.To increase the world's forested areas.C.To increase world grain production.D.To eradicate plant pests and diseases.参考答案：C答案解析：第19题：What does the joint program "Sasakawa-Global 2000" aim to do?A.To provide more food to African countries.B.To help Chinese farmers produce more grain.C.To provide the best seeds to developing countries.D.To introduce good farming practices to African countries.参考答案：D答案解析：第20题：What is the problem faced by the countries being aided?A.There is no system of transportation.B.There is no advanced technology.C.The cost of fertilizers is too high.D.There is not enough training provided.参考答案：A答案解析：Part C You will hear a talk. As you listen, you must answer Questions 21～30 by writing NO MORE THAN THREE words in the space provided on the right. You will hear the talk TWICE. You now have 60 seconds to read Questions 21～30.[听力原文]21-30W: The quest for immortality has been a past and a current obsession. How will medical advances contribute to longer life spans? Is there a limit to how long we. can live?M: In the 20th century, in the developed nations, our life span increased from about 50 years to about 80 years. In just 100 years, our species increased its life span by 60 percent. Right now changes in our lifestyle have more power to extend our life span than any medicines yet invented: sitting around waiting for a magical life-extending cure-all isn't healthy. Still, there have been some remarkable advances in identifying genes that affect aging. Manipulating those genes extends the life spans of some simple animalsby 500 percent. I think our grandchildren may see a word in which people live healthier and considerably longer. But I won't be there to find out if I was right.W: Are the dangers of advancing medicine too far ever taken into consideration? What happens when there is no more sickness and people live so long that we overpopulate the planet? How far is too far? M: I agree with you that longer lives and larger populations could cause problems. This is particularly true in overpopulated parts of the world, where hundreds of millions of people live in hunger and squalor. While discovering how to extend the healthy human life span, we also need to make major advances in cheap energy and food production. Otherwise we risk making the problems of overpopulation and uneven distribution of resources even worse.W: How can we control harmful viruses when they seem to change more quickly than medical and research advances?M: It is getting tougher for humans to fight viruses. Viruses counter our moves against them. They multiply very rapidly, and occasionally a genetic mutation occurs that allows them to resist our antiviral drugs. However, scientists are working on entirely new strategies. For example, a recently discovered natural process called RNA interference has shown early promise in treating viral infections. Like viruses, bacteria are also becoming more difficult to treat. Ironically, one way of countering bacteria may be to harness a group of viruses known as bacteriophages. For millions of years, these viruses have been killing specific bacteria without harming humans. Scientists are examining whether bacteriophages, rather than antibiotics, might help treat some bacterial infections.W: What is the status on finding a cure for HIV/AIDS?M' It is now 25 years since HIV/AIDS was first recognized, and we do not have either an effective vaccine or a curative antiviral treatment. Yet treatment has improved dramatically: For many people, HIV/AIDS is now a chronic disease and not a death sentence. Why don't we have a cure? One problem is that today's treatments, while suppressing HIV's ability to proliferate and damage organs, do not completely eliminate the virus from the body.W: Obesity seems to foster just about every other malady known to man. What's down the road in the field of DNA research and drug therapy? M: Obesity surely does make us more vulnerable to many major diseases, including heart disease and diabetes. No matter what great advances science offers, a healthy diet and regular exercise will always contribute to the maintenance of a healthy weight. That said, over the past 15 years scientists have discovered a group of genes that powerfully influence hunger and the efficiency with which we bum calories. It really is true: some people are born with "thin" genes.As we figure out how certain genes make it easier to be thin, I am optimistic that within the next 20 years we will develop new drugs that help us achieve a healthy weight without serious side effects. W: How must medical training change to meet the future challenges of health care?M: To be a good doctor, you have to know a lot of facts. Medical training does a very good job of teaching those facts. But a good doctor also needs to have many other skills: to keep up with an ever-changing body of medical knowledge; to learn how to make decisions such as how to balance the benefits of a test or treatment against its risks; to sense a patient's unexpressed fears or misunderstandings, and, above all, to care. It is a lot harder to teach these skills than to give medical students facts to memorize. At our medical school, and at many others, the curriculum is being changed to emphasize such skills.W: The delivery of health care varies widely in this country, and medical errors cause a lot of unnecessary injury. How, going forward, will doctors be trained in the uniform practice of medicine?M: Scientific medicine has given us outstanding technologies for diagnosing and treating disease, but doctors and hospitals do not always practice scientific medicine. Sometimes tests or treatments are ordered when their risks exceed their benefits. Other times, tests or treatments are not ordered when scientific studies say they should be. These departures are sometimes justified by a patient's wishes or a doctor's clinical judgment. Unfortunately, they occur more often because there are no systems in place to monitor practice and maintain quality. We need many more systems to encourage scientific medicine, while leaving room for justified exceptions to the rules.第21题：The human species has increased its life span by ______.参考答案：30 years / 60 % / 60 percent详细解答：第22题：What is more important than medicine in extending our life span?_________参考答案：(Our) Lifestyle.详细解答：第23题：According to Dr. Komaroff, which generation may see a world in which people live healthier and much longer? _________参考答案：Our grandchildren.详细解答：第24题：Advances in medicine may cause the problem of ______.参考答案：overpopulation / overpopulating the planet详细解答：第25题：Despite medical and research advances, it is getting increasingly difficult for us to ______.参考答案：fight viruses详细解答：第26题：What might be made use of in the future in treating bacterial infection? _________参考答案：Viruses.详细解答：第27题：When was HIV/AIDS first recognized? _________参考答案：25 years ago.详细解答：第28题：What makes us liable to many diseases such as heart disease and diabetes? _________参考答案：Obesity.详细解答：第29题：Dr. Komaroff believes that new drugs will be developed within 20years to help us achieve ______.参考答案：a healthy weight详细解答：第30题：What is the most important quality of a doctor? _________参考答案：To care / To be caring.详细解答：Section Ⅱ Use of English Read the following text andfill each of the numbered spaces with ONE suitable word. Write your answers on ANSWER SHEET 1.Centuries ago, Western culture lost its focus___31___the interconnectedness between the body and the mind___32___spirit, and how each has the power to affect the___33___. Cultivating a love of movement can help you get beyond the concept of physical fitness asseparate from___34___fitness, and toward a lifelong program of good health through mind and body fitness.Whether you choose yoga or another___35___of movement for exercise, remember that our bodies are___36___to move to feel good. So___37___you incorporate regular activity in your life, you are moving closer to overall mind and body fitness. But if you are overweight, this can be___38___difficult. You can improve your mind-body connection for better mind and body fitness, it's just important to choose realistic fitness options.You might consider redefining exercise___39___any activity that unites your mind and body and reduces your stress level. In fact, high levels of stress have been___40___to weight gain, and certainly can___41___to emotional eating. Finding activities___42___are both enjoyable and easy to do is important___43___developing any type of exercise plan.It's important to be realistic about___44___we expect from ourselves. Consider your goals. Is 30 to 60 minutes on a treadmill a reasonable time frame___45___this point in your life? Are you setting yourself up for failure___46___success when you create this expectation for yourself?Developing an exercise plan that___47___your lifestyle and your desires is critical. Surprisingly, long-term weight loss is linked more closely to___48___a person sticks___49___their fitness routine than to___50___that routine actually consists of. A routine that is gentle and pleasurable is more likely to lead to the long-term gains you are seeking.第31题：参考答案：on详细解答：第32题：参考答案：or详细解答：第33题：参考答案：other 详细解答：第34题：参考答案：mental 详细解答：第35题：参考答案：form详细解答：第36题：参考答案：made详细解答：第37题：参考答案：when/if 详细解答：第38题：参考答案：more详细解答：第39题：参考答案：as详细解答：第40题：参考答案：linked详细解答：第41题：参考答案：lead详细解答：第42题：参考答案：that/which 详细解答：第43题：参考答案：when/in详细解答：第44题：参考答案：what详细解答：第45题：参考答案：at详细解答：第46题：参考答案：or详细解答：第47题：参考答案：fits/suits 详细解答：第48题：参考答案：whether详细解答：第49题：参考答案：to详细解答：第50题：参考答案：what详细解答：Section ⅢReading Comprehension Part A Read the following texts and answer the questions which accompany them by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.Text 1Cowbirds, like cuckoos, are brood parasites—that is, they lay their eggs in the nests of other birds and leave those others to do the hard work of raising their changeling young. But there is a difference. A cuckoo chick usually pushes the original nestlings out, so that it can monopolise the food brought by its unwitting adoptive parents. Cowbird chicks, by contrast, seem to tolerate their nestmates.That seems odd. So odd, in fact, that Jeffrey Hoover and Scott Robinson of the Illinois Natural History Survey decided to look into the matter. What they found is that the host bird's real chicks are pawns in a protection racket of a sort the Sicilian Mafia would be proud to have invented.The victims of the racket are prothonotary warblers. These birds do not reject cowbird eggs even though they look quite different from their own. That in itself is intriguing, for cuckoos, again in contrast to cowbirds, lay eggs that mimic those of their hosts. Dr. Hoover and Dr. Robinson demonstrated what was going on by erecting 182 warbler nestboxes at the top of narrow, greasy poles.The first phase of their study was observational. Over the course of six years, they watched 472 nests in which warblers had laid their eggs. Almost half of these were parasitised by cowbirds. But, parasitised or not, almost all—protected as they were from ground-based predators— successfully produced fledgling warblers.Then the experiment began. In the following seasons Dr. Hoover and Dr. Robinson removed cowbird eggs from some of the parasitised nests. At the same time, they reduced the diameter of the entrances to some of the nest boxes, in order to deny admission to cowbirds (which are larger than warblers).Warblers whose nests were thus protected did well, raising anaverage of four chicks to maturity in the absence of a cowbird parasite. Nests from which cowbird eggs had been removed, but which lacked protection, did badly. In fact, more than half of them were attacked. The eggs were pecked open and the nests themselves torn to pieces. Nests thus attacked yielded, on average, but a single fledgling, whereas those with a cowbird egg in them yielded three warbler fledglings. Paying protection money in the form of food for the cowbird nestling thus looks a good deal from the warbler's point of view, and explains why cowbirds do not need to disguise their eggs to look like those of prothonotaries.The cowbirds' dastardly Wicks do not stop at this protection racket, either, for a fifth of those warbler nests that had never had cowbird eggs in them also got destroyed. Dr. Hoover and Dr. Robinson ascribe this behaviour to a strategy they call "farming". If warblers lose a clutch, they will often produce a second. If a cowbird female fails to lay in a warbler nest in time for her egg to hatch with those of the host, she can reset the clock in her favour by killing the first clutch. Even the Mafia never thought of that one.第51题：Both cowbird and cuckoo chicksA.are raised and grow up in other birds' nests.B.are laid in other birds' nest and push the original nestlings out.C.grow up with the original nestlings.D.are intolerant of the original nestlings.参考答案：A答案解析：第52题：The author refers to the Sicilian Mafia in the second paragraph becauseA.cuckoos seem to be as cruel as the Sicilian Mafia.B.cowbird disguise their eggs to look like those of the hosts.C.cuckoos lay eggs quite similar to those of the hosts.D.cowbirds use the original nestlings for their own advantage.参考答案：D答案解析：第53题：According to the study by Dr. Hoover and Dr. Robinson, nestsA.which were parasitised by cowbirds failed to produce young birds.B.which denied cowbirds access did no better than unprotected ones.C.which had no cowbird eggs but remained unprotected did the worst.D.with a cowbird egg in them produced the least young.参考答案：C答案解析：第54题：What do warblers do in order to be protected from cowbirds' attack?A.They push the cowbirds' eggs out.B.They provide food for the cowbirds' young.C.They disguise their eggs to look like those of the cowbirds.D.They try to block the entrance to deny admission to cowbirds.参考答案：B答案解析：第55题：Cowbirds do the following excepte tricks that seem to be even unmatched by the Mafia.B.run protection businesses to make others raise their young.C.time the laying of eggs to coincide with that of the warblers.D.kill the warblers' eggs to reset the time for warblers to hatch.参考答案：C答案解析：Text 2Three out of four British Bangladeshi children live below the poverty line. That was the biggest jolt in a series of sad reports on April 30th from the Joseph Rowntree Foundation. Their focus was the link between ethnicity and poverty, which they found to be pretty robust. Some 40% of those from ethnic minorities live in poverty, it said, if poverty is defined as receiving 60% or less of the median income. This is double the proportion of whites. Even Indians and Chinese were much likelier than whites to be poor, despite trouncing them at school.The struggle to escape poverty begins with a big decision: whether to seek paid employment or work for oneself. Historically there has been a strong ethnic divide. South Asian and Chinese immigrants。
高考英语最新热点时文阅读：为减少碳排放 荷兰城市全球首禁肉食广告
Dutch city becomes world’s first to ban meat ads inpublic为减少碳排放荷兰城市全球首禁肉食广告A Dutch city will become the first in the world to ban meat ads from public spaces in an effort to reduce consumption and greenhouse gas emissions. Haarlem, which lies to the west of Amsterdam and has a population of about 160,000, will enact the prohibition from 2024. Advertisements will not be allowed on Haarlem’s buses, shelters and screens in public spaces, prompting complaints from the meat sector. Recent studies suggest global food production is responsible for one-third of all planet-heating emissions, with the use of animals for meat accounting for twice the pollution of producing plant-based foods. Forests that absorb carbon dioxide are felled for the grazing of animals, while fertilizers used for growing their feed are rich in nitrogen, which can contribute to air and water pollution, climate change and ozone depletion. Livestock also produces large quantities of methane, a powerful greenhouse gas.为了减少肉食消费和温室气体排放，荷兰的一座城市将在全球率先禁止在公共场所打肉食广告。
2023年高考英语外刊时文精读专题03看到空中的碳足迹
2023年高考英语外刊时文精读精练 (3)Carbon emissions碳排放Seeing footprints in the air看到空中的碳足迹主题语境：人与自然 主题语境内容：环境保护【外刊原文】（斜体单词为超纲词汇，认识即可；下划线单词为课标词汇，需熟记。
）Chris Jones of the University of California, Berkeley, was on a river in the Amazon rainforest when he put the finishing touches on the world’s first online household carbon calculator(计算器). That was in 2005. He hoped that, if he could show people how much greenhouse gas was associated with daily activities—driving the car,heating the house—they might change their behaviour and contribute in some small measure to saving the Amazon. Seventeen years later, trackers are providing a wealth of often-neglect ed information about the carbon emissions of everyday life. They provide local and micro data which usefully supplement the global findings of the Intergovernmental Panel on Climate Change.Trackers work by asking users to answer questions such as: how many miles a year do you drive; how much is your annual household electricity bill; how often do you eat meat?They then calculate a personal or household estimate of emissions of carbon-dioxide equivalent (CO2e，二氧化碳当量排放量) per year. Alex Beale, a climate blogger in Atlanta who has studied them,reckons there are dozens of household carbon trackers and hundreds of specialist ones, including those which calculate emissions from food or other industries, such as a new one from the Stockholm Environment Institute (SEI) to track emissions from shipping. For individuals, reckons Mr Beale, the most comprehensive are the Cool Climate tracker run by Dr Jones at Berkeley and the calculator set up by the World Wildlife Fund (WWF) and SEI. What do they tell us?Dr Jones describes the main household polluting activities as “cars, coal, cows and consumption,roughly in that order”. By far the largest single source of emissions is the family vehicle.One car of average fuel efficiency driven 14,000 miles (22,500km) spews out 7 tonnes of carbon, according to Dr Jones’s tracker.Swapping it for an electric vehicle would save over 6 tonnes,or an eighth of the average American household’s yearly emissions.No other change would generate that much saving, though electricity in thehome is responsible for over 5 tonnes of carbon emissions a year,so generating it with solar panels（太阳能电池板） would come close . Like electric vehicles, a roof full of solar panels is not cheap. Changing diets costs less, and American households consume meat worth 2.7 tonnes of CO2e a year,far more than most people. If Americans went vegetarian（素食者）, that would be like half an average solar roof.These household averages,however, disguise what may be the most important thing carbon trackers reveal:that apparently similar households produce very different emissions.By combining their tracker’s results with postal （邮政的）code data, the University of California team worked out average emissions by area. Places with high emissions—mostly suburbs（郊区）—produce four or five times as much carbon as inner cities or rural areas, a much larger multiple than might have been expected. Chicago’s households produce 37 tonnes of CO2e a year; suburban Eola’s,some 35 miles(56km) from the Windy City, emit 96 tonnes. This is not only because of commuting （通勤）. T rips to and from work account for less than a fifth of miles driven; the rest are to shops, schools and so on.Even more striking is the difference air travel makes. The average household contribution from flying is 1.5 tonnes, less than a car. But half of Americans never fly.According to Cool Climate,flying 100,000 miles a yearproduces a stunning （惊人的）43 extra tonnes of CO2. If jet-set households were to cut their travel sharply, they would have a disproportionate（不成比例的） effect on emissions. They might even do something for the Amazon.Over the next 30 years, many countries are promising to move to net-zero carbon,imply ing that household emissions will have to be cut to close to nothing. Stephanie Roe, WWF’s lead climate scientist, reckons that, at best, half the reduction might be achieved through demand-side measures, such as behavioural changes by individuals and households.And even that would require companies and governments to provide more incentives （激励）to change through supply-side investments to make low-carbon options cheaper and more widely available.Trackers,it seems,have daunting（令人怯步的） lessons for public bodies and private households alike.【课标词汇】1.associate将…（与…）联系起来，把…联系在一起Most people associate this brand with good quality.大多数人把这个品牌和优良品质联系在一起。
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Agriculture,Ecosystems and Environment 139 (2010) 66–73Contents lists available at ScienceDirectAgriculture,Ecosystems andEnvironmentj o u r n a l h o m e p a g e :w w w.e l s e v i e r.c o m /l o c a t e /a g eeCarbon footprints of Indian food itemsH.Pathak ∗,N.Jain,A.Bhatia,J.Patel,P.K.AggarwalDivision of Environmental Sciences,Indian Agricultural Research Institute,New Delhi 110012,Indiaa r t i c l e i n f o Article history:Received 31March 2010Received in revised form 1July 2010Accepted 1July 2010Available online 1 August 2010Keywords:Food consumption Greenhouse gasGreenhouse gas intensity MitigationNon-vegetarian meal Vegetarian meala b s t r a c tCarbon emission occurs during various stages of life cycle of food products.Greenhouse gases (GHG)emission from 24Indian food items showed that animal food products (meat and milk)and rice cultivation mostly contributed to methane (CH 4)emission,while food products from crops contributed to emission of nitrous oxide (N 2O).Emission of CO 2occurred during farm operations,production of farm inputs,transport,processing and preparation of food.The GHG emission during the life cycle of cooked rice was 2.8times the GHG emission during the life cycle of chapatti,a product of wheat flour.Mutton emitted 11.9times as much GHG as milk,12.1times fish,12.9times rice and 36.5times chapatti.As Indians mostly consume fresh foods produced locally,87%emission came from food production followed by preparation (10%),processing (2%)and transportation (1%).For a balanced diet (vegetarian)an adult Indian man consumed 1165g food and emitted 723.7g CO 2eq.GHG d −1.A non-vegetarian meal with mutton emitted GHG 1.8times of a vegetarian meal,1.5times of a non-vegetarian meal with chicken and an ovo-vegetarian meal and 1.4times a lacto-vegetarian meal.Change in food habit thus could offer a possibility for GHG mitigation.© 2010 Elsevier B.V. All rights reserved.1.IntroductionThe food consumption in relation to environmental impact has received political and social attention in recent years.The growth in food consumption causes increasing pressure on the environment.Research into the environmental effects of food consumption usu-ally focuses on energy use and the production of waste and rarely has been evaluated for greenhouse gases (GHG)emission.From the food consumption,carbon dioxide (CO 2)is the most important GHG followed by methane (CH 4)and nitrous oxide (N 2O)(Kramer et al.,1999).Fuel combustion activities are the main sources of CO 2emis-sion,whereas animal husbandry and rice cultivation are the main sources of CH 4emission,and the emission of N 2O is mainly from turnover of nitrogen in soil,application of N fertilizer and industry.Carbon footprint is the total set of GHGs emission caused by a product.It is often expressed in terms of carbon dioxide equivalent of all GHGs emitted.A product’s carbon footprint can be measured by undertaking a GHG emissions assessment.Once the size of a carbon footprint is known,a strategy can be devised to reduce it by technological developments,better process and product man-agement and alternate consumption strategies.Emission of GHG occurs in various stages of the life cycle i.e.,production,transport,processing and preparation of food products.Food chains around the world are responsible for a large share of total emission of GHGs.∗Corresponding author.Tel.:+911125842986.E-mail address:hpathak.iari@ (H.Pathak).Steinfeld et al.(2006)reported that 18%of global GHGs emission could be attributed to animal products alone.For the European Union,about 29%of GHG emissions are related to food consump-tion (EIPRO,2006).Agriculture contributes about 13.5%of global emission (IPCC,2007).In India,this sector contributes 18%of the total GHG emission (INCCA,2010).The emissions from agriculture are primarily due to methane emission from enteric fermentation in ruminants (63%)and rice fields (21%),nitrous oxide from appli-cation of N through manure and fertilizer to agricultural soil (13%)and manure management and burning of crop residue (2.7%).The Inter-Governmental Panel on Climate Change (IPCC)in its Fourth Assessment Report (AR4)pointed out that lifestyle changes and behaviour patterns can contribute to climate change mitigation across all sectors.In this context it is argued that reducing animal protein consumption can bring down GHG emission.Worldwide animal protein is being consumed at an increasing rate.Earlier this trend was limited to the developed world.But with rapid increase in purchasing power in recent decades in developing countries,ani-mal protein consumption has gone up substantially.This trend will not only cause a major setback to global food security but also add to mounting emission of GHG.The objectives of this article were to calculate carbon foot-print of Indian food consumption,analyze the differences in GHG emission from vegetarian and non-vegetarian foods and estimate GHG emission at current and projected levels of food consump-tion in India.This will enable individuals to calculate carbon emission from the food they consume and develop safer options.Furthermore,the article indicates how these insights may be0167-8809/$–see front matter © 2010 Elsevier B.V. All rights reserved.doi:10.1016/j.agee.2010.07.002H.Pathak et al./Agriculture,Ecosystems and Environment139 (2010) 66–7367Table1Ingredients for one serving-portion of various food items commonly consumed in Indian households.Food item No./quantity Ingredient(fresh weight,g)Water for preparation(g)Product fresh weight(g)Product dry weight(g)Main Oil Vegetable Spice/sugarChapatti a41004014090Bread a260208054Paratha a2100550560220144Burger a1751550525170131Rice(ordinary)1plate1004514588Rice(basmati)1plate1004014088Dosa a150555011053Idli a125255022Pulse1cup305510014037Sambar a1cup30515510015551Potato1cup120552515526Cauliflower1cup1005511017Brinjal1cup1005511013Poultry meat1plate100101012039Mutton1plate100201013039Fish2pieces10010511533Egg1505025Omlette150335625Milk1glass250525533Curd a1cup10010010Lassi a1cup5015501157Butter a1spoon10108Apple110010015Banana110010010Source:updated from Khanna et al.(1997).a Main ingredients of these food items are wheat,rice,pulse and milk,respectively.translated into GHG mitigation options with regard to food con-sumption.2.Materials and methodsmon food items in India and their ingredientsIndia,being diverse in climate and culture,has wide diversity in consumption of food.For example,rice is preferred as a staple food in the eastern and southern regions whereas wheat is the staple food in the northern region.However,because of more urbaniza-tion and increasing income,food habits are changing and today’s cosmopolitan Indians consume diverse food items.For this research the GHG emission in the various stages of the life cycle of24most common Indian food products was included.Table1shows the ingredients used to prepare these products.Requirement of pri-mary and secondary ingredients for one serving-portion of various food items was calculated based on Khanna et al.(1997).2.2.Emission of GHG during the life cycle of various food itemsBasically four stages of life cycle of food products i.e.,produc-tion,processing,transportation and preparation were considered in this study.The means of purchasing and storing by individual households were not considered.Similarly losses occurring during storage and handling during production were not accounted for. Food products from animal determined the CH4emission,while food products from crop determined the emission of CH4(from rice cultivation)and N2O(from all crops).Emission of CO2occurred during farm operations,production of farm inputs,transport,pro-cessing and preparation of food.2.2.1.Emission of GHG during production of the foodData used to calculate CH4and N2O emission factors of the main ingredients of the food products are given in Table2.Methane emis-sion for rice production(M rice,kg kg−1)was calculated using the following equation.M rice=E riceP ricewhere E rice is CH4emission(3.64Mt)from44.25Mha of Indian ricefields(NATCOM,2004)and P rice is production of rice(93.4Mt) (MoA,2006a).Emission of GHGs(except methane from rice)from crop pro-duction was calculated from the data generated through a series of field experiments conducted at Indian Agricultural Research Insti-tute,New Delhi to quantify the GHG emission related to production of various crops(Pathak et al.,2002,2003,2005;Majumdar et al., 2002;Bhatia et al.,2004;Jain et al.,unpublished).Table2Emission of greenhouse gases due to production of various food products from crop and animal.Crop/animal product GHG emission(g kg−1)CH4N2O CO2GWP(CO2eq.) Wheat0.00.345.0119.5Rice43.00.275.01221.3 Rice,basmati53.70.382.51515.4Pulse0.00.883.3306.8 Potato0.00.110.024.9Cauliflower0.00.113.328.2Brinjal0.00.112.531.1 Oilseed0.0 1.350.0422.5 Poultry meat0.0 2.750.0846.5 Mutton a482.50.00.012,062.7Egg0.0 2.0 1.0588.4Milk a29.20.00.0729.2 Banana0.00.210.071.6Apple0.0 1.041.7331.4Spice0.0 2.5100.0845.0Fish25.00.318.8718.3 Source:calculated from Bhatia et al.(2004),NATCOM(2004),Chhabra et al.(2009), Pathak et al.(2009b)and Jain et al.(unpublished).a Emission of nitrous oxide and carbon dioxide for milk and mutton produc-tion was not considered as buffalo,cattle and goat in India are mostly fed with by-products of crops.68H.Pathak et al./Agriculture,Ecosystems and Environment139 (2010) 66–73 Cattle and buffalo are the main milk-producing animals inthe country constituting61%of the total livestock population(NATCOM,2004).Besides poultry meat,mutton is the most com-mon source of animal meat consumed in India.In the present study,therefore,milk production from cattle and buffalo and meat pro-duction from poultry and goat were considered.The data on GHGemission from livestock were obtained from Chhabra et al.(2009),who compiled data from various sources(ALGAS,1998;NATCOM,2004;Swamy et al.,2004;Singhal et al.,2005)to estimate CH4emis-sion from different categories of ruminants.Emission of CH4fromruminants was calculated by dividing total emission of methanefrom the ruminants with their respective population(17th Live-stock Census,MoA,2006b)and in all the cases weighted averagevalues were used for analysis.Emission of CH4from milk production(M milk,kg L−1)was cal-culated using the following equation.M milk=E milk P milkwhere E milk is average CH4emission(kg d−1)from lactating cross-bred,non-descript cow and lactating buffalo,respectively;and P milk(L d−1)is average milk production of lactating animals(MoA, 2006b).Average CH4emission(E milk)from lactating bovines (crossbred cows,non-descript cows and buffaloes)was calculated by dividing total emission of methane from lactating bovines with total population of lactating bovine(Chhabra et al.,2009).The average milk produced by crossbred cows,non-descriptive cows and buffalos in India are6.5,1.9and4.2L d−1,respectively(MoA, 2006b).These quantities are much less than the milk produced by cattle in the developed countries mainly because of poor quality of feed available(IPCC,2007).Emission of CH4from mutton production(M mutton,kg kg−1) was calculated using the following equation.M mutton=E muttonW mutton×0.50where E mutton is CH4emission(kg year−1goat−1),W mutton (kg year−1)is the body weight of goat at the time of slaughter, and0.50is the fraction of mutton to total body weight.Average CH4emission(E mutton)from goat was calculated by dividing total emission of methane from goat per year(Chhabra et al.,2009)with total population of goat(17th Livestock Census,MoA,2006a,b). Average age for slaughtering goat was taken as12months and aver-age body weight of the animal at the time of slaughter was taken as15kg.Emission of N2O and CO2for milk and mutton production was not considered as buffalo,cattle and goat in India are mostly fed with by-products of crops such as wheat straw,rice straw and oilseed cake.Emission of N2O and CO2from production of these by-products of crops have been considered for the main products i.e.,wheat,rice and oilseed.Emission of N2O from poultry meat production(N poultry, kg kg−1)was calculated using the following equation.N poultry=F poultry×N feedW polutry×0.55where F poultry is feed grain required(kg year−1bird−1)by broil-ers,N feed is N2O emission from feed grain(maize and sorghum grain)production(kg kg−1),W poultry is the body weight of a bird (kg)and0.55is the fraction of poultry meat to total body weight.It was assumed that the bird is slaughtered at7weeks age and aver-age weight of the bird is1.8kg.Emission of N2O from maize and sorghum was calculated by dividing N2O emission per hectare of cropped land by grain yield(Jain et al.,unpublished).Emission of nitrous oxide from egg production(N egg,kg kg−1) was calculated using the following equation.N egg=F poultry×N feedW eggwhere F poultry is feed grain required(kg year−1bird−1)by layers, N feed is N2O emission from feed grain(maize and sorghum grain) production(kg kg−1),W egg is the weight of egg(kg)laid by a bird in a year.The W egg was calculated by multiplying No.of eggs laid by a bird in a year with weight of an egg(50g).2.2.2.Emission of GHG during transportation,processing and preparation of foodEmission of CO2(Table2)for various farm operations(tillage, sowing,irrigation,harvesting and transport to farm)and produc-tion of farm inputs(fertilizer and pesticides)were based on Pathak and Wassmann(2007)and Pathak et al.(2009b).Another important process which emits CO2during the life cycles of food production is transport between farm and industry and between industry and consumer.Processing and preparation also emitted CO2and were related to the use of energy.In India,most of the staple food items are consumed locally and main transport occur from rural areas to cities.A distance of200km was taken as the average trans-portation distance through road with average diesel consumption of15km L−1.Contrary to the developed countries,most of the common Indian foods are not processed and prepared directly for consumption.Total emission of CO2was calculated from the amount of diesel used for transport and processing,and liquid petroleum gas(LPG)for preparation of food.Each liter of diesel consumed would emit2.6kg CO2(Pathak et al.,2009a)whereas 1kg LPG used would emit2.95kg CO2(Thomas et al.,2000).The rate of burning LPG for conventional domestic LPG stove was taken as0.13kg h−1(Pantangi et al.,2007).2.3.Emission of GHGs for a balanced diet and common Indian mealsEmission of GHG for balanced diet for adult man and woman at moderate level of work was calculated based on their respec-tive diet requirements(Khanna et al.,1997)and associated GHG emission for production,processing,transport and preparation of respective food items.A comparison of GHG emission was also made forfive common diets i.e.,vegetarian,lacto-vegetarian (vegetarian with milk),ovo-vegetarian(non-vegetarian with egg), non-vegetarian with poultry meat and non-vegetarian with mut-ton.2.4.GHG emission intensity of the food itemsThe emission intensity for calorific value of food was calculated using the following equation.GWP Cal=GWP foodCal foodwhere GWP Cal is the global warming potential(GWP)per calo-rie food intake(g CO2eq.cal−1),GWP food is GWP of food items (g CO2eq.)and Cal food is the calorific value of food items(cal).The GHG intensity for price was calculated using the following equation.GWP Rs=GWP foodRs foodwhere GWP Rs is GWP per Rs.food price,GWP food is GWP of food items(g CO2eq.kg−1)and Rs food is price of food items(Rs.kg−1). Price of food items was obtained from their current market prices. Some food items such as egg are sold in numbers rather thanH.Pathak et al./Agriculture,Ecosystems and Environment 139 (2010) 66–7369Table 3Emission of greenhouse gases in various stages of life cycle of food items.FoodGHG emission (g kg −1fresh product)GWP (g CO 2eq.kg −1fresh wt.)GWP (g CO 2eq.kg −1dry wt.)Production Processing Transport Preparation CH 4N 2O CO 2CO 2CO 2CO 2Chapatti 0.00.232.10.0 5.2160.0250.6389.8Bread 0.00.232.1100.07.864.0257.2381.0Paratha 0.00.121.70.07.8192.0261.7399.8Burger0.00.121.6100.07.832.0204.3266.2Rice (ordinary)21.50.137.50.0 5.296.0711.91617.9Rice (basmati)26.90.241.30.0 5.296.0858.91952.0Dosa 19.50.134.80.07.8160.0729.31519.3Idli 21.50.137.50.07.864.0682.51551.0Pulse 0.00.218.60.07.8128.0207.9790.9Sambar 0.00.217.10.0 5.2128.0199.3610.7Potato0.00.18.50.010.496.0132.0787.0Cauliflower 0.00.112.90.010.496.0138.4922.7Brinjal0.00.112.10.010.496.0141.01175.3Poultry meat 0.0 2.139.20.015.6128.0801.12704.9Mutton 357.40.00.80.015.6192.09149.332,081.9Fish 20.00.215.80.015.6160.0756.52865.7Egg0.0 2.0 1.00.015.664.0668.01335.9Omlette 0.0 1.8 1.30.015.664.0608.71383.5Milk 28.60.00.50.015.632.0766.85898.1Curd 29.20.00.00.015.60.0744.87448.3Lassi 12.70.0 1.50.015.60.0345.36109.7Butter 29.20.00.0250.018.20.0997.41187.4Apple 0.0 1.041.70.026.00.0357.42382.6Banana0.00.210.00.026.00.097.6975.9weight.To maintain the uniformity of the units for quantifying GHG intensity,no.of eggs were converted into weight of eggs (1egg =50g).Emissions of GHG due to food consumption in India at base year (2004–2005)and projected demand (2011–2012and 2020–2021)were also calculated taking into account the projected demand of various food products (Joshi et al.,2009)and associated GHG emission.3.Results and discussion3.1.Emission of GHG due to production of the food itemsProduction of food products varied considerably in GHG emis-sion (Table 2).For example,emission of GHG from production of ordinary rice was about 10.2and 43.3times higher than production of wheat and vegetables,respectively.Forthe production of bas-mati rice,the emission was 1.2times higher than that of ordinary rice.Higher emission in rice was because of CH 4emission under anaerobic soil condition whereas wheat,vegetables and other crops are grown in aerobic soil conditions and there is no CH 4emission.Sonesson et al.(2009)reported total emission of GHG for milled rice to be 6times higher than the wheat flour.In general,production of fruits and vegetables are associated with fairly low emissions.Potato and other root vegetables have high productivity,resulting in low emission of GHG per unit food product.Production of food (meat and milk)from animal emitted larger amount of GHG compared to food from crops because of emission of methane by ruminants (Table 2).The nature of GHG also var-ied for different food items.The food products from animal such as mutton,poultry meat,dairy products and fish dominated the CH 4emission.On the other hand,the food products from crop con-tributed to N 2O emission except rice,which contributed to CH 4as well as N 2O emission.Application of synthetic nitrogen fertilizers in agriculture was responsible for a major part of the N 2O emission.3.2.Emission of GHG during the life cycle of the food itemsTable 3presents data on GWP during the life cycle of various food items on fresh and dry weight basis.The GWP of food items was larger on dry weight basis than that with fresh weight basis.However,as the foods are generally consumed fresh,the resultsFig.1.Relative contribution of (a)various greenhouse gases and (b)various stages of life cycle of Indian food items towards global warming.70H.Pathak et al./Agriculture,Ecosystems and Environment139 (2010) 66–73Table4Balanced diet requirement for adult man and woman per day and associated greenhouse gas emission at moderate level of work.Food Man WomanDiet requirement(g)a GWP(g CO2eq.)Diet requirement(g)a GWP(g CO2eq.)Veg.Non-veg.Veg.Non-veg.Veg.Non-veg.Veg.Non-veg.Wheat22522578.978.917517561.461.4 Pulse806523.318.9705520.416.0 Rice250250355.9355.9175175249.2249.2 Green vegetable(cauliflower)12512519.019.012512519.019.0 Other vegetables(brinjal)757511.611.6757511.611.6 Roots and tubers(potato)10010017.117.1757512.812.8 Milk200100156.478.2200100156.478.2 Apple303010.710.7303010.710.7 Sugar404033.833.8303025.425.4Oil404016.916.9404016.916.9 Egg–30–20.0–30–20.0 Mutton–30–370.5–30–370.5Total11651110723.71031.7995940583.8891.8a Fresh weight,updated from Khanna et al.(1997)and Gopalan et al.(1978).have been discussed on fresh weight basis only.The food products differed considerably in terms of GWP.Life cycle of rice(ordinary and basmati)emitted2.8–3.4times GHG than chapatti(Table3). Emission of CH4during the cultivation of puddled transplanted rice was responsible for the large difference in the GHG emission between rice and chapatti.Such differences also occurred in other food categories.In terms of GWP,mutton contributed11.9times that of milk,12.1times that offish,12.9times that of rice and36.5 times that of chapatti during their respective life cycles(Table3). On an average,CH4contributed71%of the GWP for food consump-tion whereas CO2and N2O contributed16%and13%,respectively (Fig.1a).As Indians mostly consume fresh foods produced locally,87%of the emission came from food production followed by preparation (10%),processing(2%)and transportation(1%)of food(Fig.1b).In Europe and America,where processed foods are more common,the share of transportation and processing to GWP is more(Sonesson et al.,2005).Worldwide transportation contributes14%of GHG emission for meat production and in the United Kingdom contribu-tion of transportation was8%for consumption-oriented purposes (Garnet,2007).In Sweden transportation contributed16%and31% of the total GHG emission for carrots and potatoes,respectively (Kanyama,1998).3.3.Carbon footprint of balanced dietA balanced diet is one which contains different foods in quan-tities and proportion that the need for calories,minerals,vitamins, carbohydrate,fat and other nutrients is met to withstand short duration of leanness(Gopalan et al.,1978).Taking into account the foods which commonly form part of the Indian diets,sug-gested balance diets for man and women are given in Table4. For a balanced diet(vegetarian),an adult Indian male consumed 1165g food d−1and emitted723.7g CO2eq.GHG d−1(Table4).For a vegetarian adult female the emission was20%lower.Emission of GHG was40%more for a non-vegetarian meal.For the devel-oped countries per capita GWP for food consumption is about 1200–1500g CO2eq.i.e.,2times that of Indian emission(Sonesson et al.,2009).In a common lacto-vegetarian meal rice contributed the largest amount of GHG(49%)followed by milk(22%)(Fig.2a).In a non-vegetarian meal contribution of mutton was the largest(35%) towards GHG emission,closely followed by rice(34%)(Fig.2b). Kramer et al.(1999)showed that meat and dairy products account for28%and23%of GHG emission,respectively in Dutch food.3.4.Carbon footprint of common Indian mealsComparison of GHG emission fromfive common meals showed that a non-vegetarian meal with mutton emitted highest amount of GHG,1.8times than the vegetarian meal,1.5times of a non-vegetarian meal with chicken and an ovo-vegetarian meal and1.4 times a lacto-vegetarian meal(Fig.3).Mutton consumption causes more GHG emission compared to consumption of foodgrain and poultry products.A study from Spain and Sweden also showed that vegetarian meals were associated with less environmental impact than meals with animal protein(Sonesson et al.,2009).These data support in favour of vegetarians for reducing GHG emission.This could,however,be true if the animal protein is substituted by crop or poultry products.Substitution by milk will be less effec-tive as it would increase GHG emission compared to vegetarian meal(without milk).But in India and in most other countries,milk is an integral part of vegetarian diet.When milk was included in the vegetarian meal(lacto-vegetarian),GHG emission increased by 1.3times.Production of milk emitted considerable amount of GHG (Table2).Therefore,for a balanced diet substitution of milk in veg-etarian meal by legumes,or soy milk for protein could be an option for GHG emission mitigation.However,as milk also supplies miner-als and vitamins,while replacing milk with other sources of protein, supply of these nutrient elements need to be considered.3.5.GHG intensity and annual GWP of food consumption in IndiaThe GWP per calorie food intake was highest for mutton(5301g CO2eq.cal−1)followed by egg and milk and the lowest was for wheat(Table5).The GHG intensity for price was also highest for mutton(56g CO2eq.Rs.−1)followed by milk(36g CO2eq.Rs.−1) and wheat(19g CO2eq.Rs.−1)(Table5).On a national level,food consumption in India during 2004–2005was493.2Mt,which contributed397.2Mt CO2eq.In the years2010–2011and2020–2021the food demand would increase to593.1and600.1Mt and the GWP would be495.7and 642.0Mt CO2eq.,respectively(Table6).3.6.Mitigation of GHG emission from food consumptionThe results of the GHG emission analysis showed variations in GHG emission from food within food products offering possibilities to reduce the GHG emission from food consumption.An example could be a shift from animal food products to crop food products. Within crop foods,products based on rice(rice,dosa and idli)wouldH.Pathak et al./Agriculture,Ecosystems and Environment139 (2010) 66–7371Fig.2.Relative contribution of various food items to greenhouse gas emission in balanced vegetarian and non-vegetariandiets.Fig.3.Global warming potential of various vegetarian and non-vegetarian meals in India.emit more GHG compared to wheat-based products(chapatti and bread).Therefore,to mitigate GHG emission within crop-based food products either consumption of rice is to be reduced or rice should be grown in a different way.Aerobic rice or direct-seeded rice is a good example of growing rice differently.Studies have shown that the GWP of direct-seeded rice was only25%of that of the conventional puddled transplanted rice(Pathak et al.,unpub-lished).For the substitution of food products,however,it is very impor-tant to pay attention to the nutritive values of foods and getting a balanced diet.Meat consumption could be substituted by other pro-tein,such as pulse and vegetables.However,substitution of meat by dairy products(milk)is less effective than substitution by the vegetables and pulses.In addition,other behavioural options are conceivable(e.g.substitution of tinned,bottled,or frozen vegeta-bles for fresh vegetables)for mitigation of GHG emission.However, technical options in the life cycle of food products to reduce the GHG emissions of food products are also very important but lie outside the scope of this article.Worldwide a considerable research was carried out on the GHG emission from household food consumption.Coley et al.(1998)cal-culated energy intensities in the Netherlands and Biesiot and Moll (1995)estimated the distribution of the energy use of typical diet in the United Kingdom and observed a potential for fossil-fuel-related GHG reduction potential.Kramer et al.(1999)analyzed differences in GHG intensities within food products and showed possibilities for GHG reduction in Dutch households by changing their expendi-ture on food products.Higher emission from animal products has also been reported from New Zealand and Europe.For example, Sonesson et al.(2009)reported the emission of GHG from milk to be3.1–3.8kg CO2eq.kg−1on70%water-content basis.Wallén et al. (2004)compiled data from a variety of sources to show the emis-Table5Emission of greenhouse gases per calorie food consumption and their emission intensity.Food GWP of food(gCO2eq.kg−1)Food value(cal kg−1)aEmission intensity for foodvalue(g CO2eq.cal−1)Price of rawfood(Rs.kg−1)bEmission intensity forprice(g CO2eq.Rs.−1)Wheat35134100.101819 Rice142433300.432557 Pulse97032500.308012 Vegetable1713000.57257 Milk782680 1.152531 Apple3575600.64804 Sugar84540000.214021 Oil42390000.05706 Mutton12,3522000 6.1824051 Egg66817500.387010a Source:Khanna et al.(1997).b Current(March,2010)price of the commodities at Delhi market.。