hidden ecoligical potentials in the production of materials for swiss road pavement
关于potential的外刊

关于potential的外刊Potential: Unlocking the Power WithinIntroduction:Potential refers to the latent abilities and capabilities that individuals possess. It is the untapped power within each person that, when harnessed effectively, can lead to great success and personal fulfillment. This article explores the concept of potential and the various ways in which it can be developed and maximized.Understanding Potential:Potential is not a fixed quality, but rather a dynamic and malleable attribute. It is not limited to a specific skill or talent, but encompasses a wide range of abilities and strengths. Each individual has their unique set of potentials, which can be both innate and acquired. Unleashing Potential:Unlocking one's potential requires self-awareness, motivation, and a growth mindset. It involves identifying one's strengths and weaknesses, setting clear goals, and continuously seeking opportunities for growth and learning. By embracing challenges and persisting in the face ofsetbacks, individuals can push beyond their current limitations and tap into their full potential.The Role of Education:Education plays a crucial role in nurturing and developing potential. It provides individuals with knowledge, skills, and experiences that broaden their horizons and expose them to new possibilities. A well-rounded education not only equips individuals with the necessary tools for success but also helps them discover and cultivate their unique talents and interests.Raising Children to Reach Their Potential:Parents and caregivers have a significant influence on a child's development and their ability to realize their full potential. Providing a supportive and nurturing environment, encouraging exploration and curiosity, and fostering a growth mindset are essential in helping children unlock their hidden talents and abilities. By recognizing and fostering their individual strengths, parents can empower their children to pursue their passions and achieve their dreams.Maximizing Potential in the Workplace:Organizations also play a vital role in unlocking and maximizing potential. By providing opportunities for professional development, fostering a culture of continuous learning, and promoting a growth mindset, companies can unleash the full potential of their employees. Creating an environment that values innovation, collaboration, and personal growth not only enhances individual performance but also drives organizational success.Overcoming Barriers:There are various barriers that can hinder individuals from reaching their potential. Self-doubt, fear of failure, and societal expectations are just a few examples. Overcoming these barriers requires self-belief, resilience, and a supportive network. By challenging negative beliefs, seeking mentorship, and surrounding oneself with like-minded individuals, individuals can break free from limiting beliefs and unlock their true potential. Conclusion:Potential is a limitless source of power and possibilities within each individual. By recognizing and cultivating one's strengths, setting clear goals, and embracingcontinuous learning, individuals can unlock their full potential and lead a fulfilling and successful life. Whether in education, parenting, or the workplace, maximizing potential benefits not only the individual but also society as a whole. So, let us embrace our potential and strive for greatness.。
高三英语科学前沿展望练习题40题(答案解析)

高三英语科学前沿展望练习题40题(答案解析)1. Scientists in the field of gene editing are exploring new techniques that could potentially _______ genetic diseases.A. preventB. promoteC. produceD. project答案解析:A。
本题考查对基因编辑领域相关词汇的理解以及在语境中的运用。
在基因编辑领域,科学家探索新技术的目的通常是预防基因疾病,“prevent”有“预防”的意思;“promote”表示“促进、提升”,通常用于积极事物的推动,与预防疾病语境不符;“produce”是“生产、产生”,不能与基因疾病搭配表示积极意义;“project”作动词有“计划、投射”等意思,与语境无关。
2. With the development of artificial intelligence, machines are becoming more and more capable of _______ complex tasks that were once exclusive to humans.A. handlingB. hangingC. hankeringD. harming答案解析:A。
本题的关键在于理解人工智能的能力。
在这个语境下,随着人工智能的发展,机器变得更有能力处理复杂任务,“handling”有“处理、应对”的意思;“hanging”是“悬挂”;“hankering”是“渴望”,为不及物动词,不能直接接任务;“harming”是“伤害”,均不符合语境。
3. In space exploration, astronauts often face challenges such as microgravity, which can _______ their physical and mental health.A. affectB. effectC. affordD. after答案解析:A。
八年级科技前沿英语阅读理解25题

八年级科技前沿英语阅读理解25题1<背景文章>Artificial intelligence (AI) has been making remarkable strides in the medical field in recent years. AI - powered systems are being increasingly utilized in various aspects of healthcare, bringing about significant improvements and new possibilities.One of the most prominent applications of AI in medicine is in disease diagnosis. AI algorithms can analyze vast amounts of medical data, such as patient symptoms, medical histories, and test results. For example, deep - learning algorithms can scan X - rays, CT scans, and MRIs to detect early signs of diseases like cancer, pneumonia, or heart diseases. These algorithms can often spot minute details that might be overlooked by human doctors, thus enabling earlier and more accurate diagnoses.In the realm of drug development, AI also plays a crucial role. It can accelerate the process by predicting how different molecules will interact with the human body. AI - based models can sift through thousands of potential drug candidates in a short time, identifying those with the highest probability of success. This not only saves time but also reduces the cost associated with traditional trial - and - error methods in drug research.Medical robots are another area where AI is making an impact.Surgical robots, for instance, can be guided by AI systems to perform complex surgeries with greater precision. These robots can filter out the natural tremors of a surgeon's hand, allowing for more delicate and accurate incisions. Additionally, there are robots designed to assist in patient care, such as those that can help patients with limited mobility to move around or perform simple tasks.However, the application of AI in medicine also faces some challenges. Issues like data privacy, algorithmic bias, and the need for regulatory approval are important considerations. But overall, the potential of AI to transform the medical field is vast and holds great promise for the future of healthcare.1. What is one of the main applications of AI in the medical field according to the article?A. Designing hospital buildings.B. Disease diagnosis.C. Training medical students.D. Managing hospital finances.答案:B。
小学上册第十四次英语第6单元期中试卷

小学上册英语第6单元期中试卷英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1. A base turns red litmus paper ______.2.She is a nurse, ______ (她是一名护士), who works at the hospital.3.She is _______ (taking) a picture.4.The ______ teaches us about ethics.5.My cousin has a __________ dog. (可爱的)6.We will _______ (decorating) the tree for Christmas.7.I enjoy reading ______ (故事书) before going to bed.8.I wear _____ (耳环) for special occasions.9.What do we call a person who studies the earth?A. GeologistB. BiologistC. ChemistD. Physicist答案:A10.I like to write ______ (博客) about my interests and hobbies. It’s a way to share with others.11.She likes to ________ in the park.12.I have a __________ (形容词) __________ (玩具名) that I can ride on.13.What is the name of the famous American author known for "To Kill a Mockingbird"?A. Mark TwainB. Harper LeeC. Ernest HemingwayD. F. Scott Fitzgerald答案:B14.The park has a big ______ (slide).15.I have a brown ___. (dog)16. A _______ (小野猪) forages for roots in the forest.17.The classroom is ________ and bright.18.Which animal has a long neck?A. GiraffeB. ElephantC. LionD. Zebra答案:A19. A chemical change results in the formation of new ______.20.The __________ (古罗马的建筑) still influences modern architecture.21.My brother is a ______. He enjoys participating in club activities.22. A _______ can measure the strength of a magnet in different positions.23.What is the name of the famous composer known for his symphonies?A. Ludwig van BeethovenB. Wolfgang Amadeus MozartC. Johann Sebastian BachD. Pyotr Ilyich Tchaikovsky答案:A24.What is the capital of Malta?A. VallettaB. MdinaC. RabatD. Sliema答案:A Valletta25.The ______ (植物的适应性) is vital in changing climates.26.The __________ (社会契约论) was proposed by philosophers like Rousseau.27.What do we call the process of taking in air?A. InhaleB. ExhaleC. BreatheD. Ventilate答案:A28.__________ are used in batteries to store electrical energy.29.I like to ___ (try) new foods.30.Which season comes after winter?A. SpringB. SummerC. FallD. None答案:A31.What do we call the imaginary line that divides the Earth into northern and southern hemispheres?A. EquatorB. Prime MeridianC. Tropic of CancerD. Tropic of Capricorn答案:A32.The __________ (历史的符号) convey meanings.33.I _____ (play/learn) the guitar.34.His favorite hobby is ________.35.The __________ (历史的想象力) inspires creativity.36.The bark of a tree protects its ______ (内部).37.I enjoy _______ (参与) community projects.38.The _______ (Nelson Mandela) fought against apartheid in South Africa.39.How many continents are there?A. 5B. 6C. 7D. 840.I saw a _______ (蝴蝶) resting on a flower.41.What do you call the part of the plant that grows underground?A. StemB. LeafC. RootD. Flower42.I have a ________ (遥控直升机) that I fly around the park.43.What do you call the study of ancient civilizations?A. AnthropologyB. ArchaeologyC. HistoryD. Sociology44.I love to go ______ (滑沙) in the desert.45.My sister loves to __________ (创造) art projects.46.What is the name of the famous painting by Vincent van Gogh featuring a starry night sky?A. The Night WatchB. The Starry NightC. The Persistence of MemoryD. Girl with a Pearl Earring47.I have a nickname that my friends call me, which is . (我有一个昵称,我的朋友称我为。
大自然的秘密英语作文

大自然的秘密英语作文In the vast expanse of our planet, nature holds countless secrets, weaving a tapestry of life that is both complex and wondrous. The following essay delves into the mysteries ofthe natural world, exploring the beauty and wisdom inherentin the ecosystems that surround us.As I stand at the edge of the forest, the early morning mist dissipates to reveal a landscape teeming with life. Therustling of leaves, the chirping of birds, and the gentle hum of insects create a symphony that is the language of nature.It is in these moments that I am reminded of the secrets that nature holds, secrets that have been the subject of human curiosity and study for millennia.One of the most profound secrets of nature is its ability to sustain life in a delicate balance. The food chain, a concept that is taught to schoolchildren, is a testament to the intricate web of relationships that exist within an ecosystem. From the microscopic bacteria that decompose fallen leaves to the majestic predators that roam the savannah, each creature plays a vital role in maintaining the equilibrium of life.The adaptability of nature is another secret that neverceases to amaze. Species have evolved over eons to survive in the most inhospitable environments, from the depths of theocean to the peaks of the highest mountains. The developmentof unique traits, such as the camel's humps for water storage or the polar bear's thick fur for insulation, is a testamentto the resilience and ingenuity of the natural world.Nature also harbors secrets in its medicinal bounty. For centuries, indigenous peoples have utilized the healing properties of plants, and modern science continues to unlock the potential of these natural remedies. The discovery of aspirin from the willow tree and the development ofantibiotics from mold are just two examples of how nature's secrets have revolutionized human medicine.Moreover, the secrets of nature extend to the very air we breathe and the water we drink. The process of photosynthesis, through which plants convert sunlight into energy, not only sustains plant life but also produces the oxygen that we depend on. Similarly, the water cycle, a continuous journeyof water from the sky to the earth and back again, ensuresthat life can thrive in diverse habitats.However, the most enigmatic secret of nature may be its capacity for resilience in the face of adversity. Despite the challenges posed by climate change and human interference, nature has shown an uncanny ability to bounce back. Reforestation efforts, the reintroduction of endangered species, and the establishment of protected areas are all examples of how human intervention can help restore the balance and uncover the hidden potential of nature's secrets.In conclusion, the secrets of nature are as diverse as thelife forms that inhabit our planet. They offer us not only a deeper understanding of the world around us but also lessons in survival, adaptation, and healing. As we continue to explore and learn from nature, we must also strive to protect and preserve the delicate secrets that ensure the continuity of life on Earth.。
正确认识组织和个人的关系

正确认识组织和个人的关系核心理念个人发展得越好,组织也会取得更多的成就,反之亦然。
(详见彼得〃德鲁克《未来的里程碑》及其他相关著作。
)理论指导德鲁克强调:“个人发展得越好,组织也会取得更多的成就,反之亦然。
”可见,组织成员与组织之间是互利互惠,相辅相成的依存关系。
我们既要强调前者对于后者的贡献,更要重视后者对于前者的培养,个人与组织的关系就像鱼与水一样,相互给予,不可分割。
今天的资深经理人都深知其中的真谛,当企业优良的文化不断提升,实力不断增强时,作为个体的员工也会获得愈加广阔的发展空间。
正因为如此,作为企业成员的每一个人都要把自己视为企业的主人,都要无条件地热爱你的工作。
企业也要善待你的员工,无论企业取得再大的成就,都不能漠视其中任何一位哪怕是最为普通的劳动者。
组织与个人的这种关系是由他们共同的利益决定的,他们有着共同的竞争对手与最终利益。
从这个意义上来讲,“利益是永恒的”这句话堪称真理,只有当个人与组织脱离关系时,他们才从共同利益中游离开来。
操作指南充分利用企业的各种福利条件,有效地把员工和企业捆绑成一个更为紧密的利益共同体。
彼得·德鲁克的主要作品一、《经纪人的终结》“The Deadline of Economic Man: The Origines of T otalitarianism” --1939年二、《工业人的未来》“The Future of Industrial Man” --1942年三、《公司的概念》“The Concept of the Corporation” --19456年四、《新社会》“The New Society” --1949年五、《管理实践》“The Practice of Management” --1954年六、《美国的未来20年》“America's Next Twenty Years” --1957年七、《未来的里程碑》“Landmarks of T omorrow” --1959年八、《为成果而管理》“Manageing for Results” --1964年九、《有效的管理者》“The Effective Executive” --1966年十、《突变时代》“The Age of Discontinuity” --1969年十一、《技术、管理与社会》“T echnology,Management,and Society” --1970年十二、《人类、思想与政治》“Man,Ideas,and Politics” --1970年十三、《管理:任务、责任与实践》“Management:T asks,Responsibilities,Practices” --1974年十四、《前所未有的革命》(1995年再版,书名为:《养老基金的革命》)The Unseen Revolution” --1976年(“Pension Fund Revolution”)十五、《一个旁观者的冒险经历》“The Adventure of a Bystander” --1979年十六、《动荡时代的管理》“Management in Turbulent Times” --1980年十七、《关于未来经济学及其他的评论》“T oward the Next Economics and Other Essays” --1981年十八、《最后的世界》“The Last of All Possible Worlds” --1982年十九、《正在变化的管理者的世界》“The Changing World of Executives” --1982年二十、《做好事的诱惑》“The T emptation to Do Good” --1984年二十一、《创新与创业精神》“Innovation and Entrepreneurship” --1985年二十二、《管理前沿-今天孕育未来决策的地方》“The Frontiers of Management-Where T omorrow's Decisions Are Being Shaped T oday” --1986年二十三、《新现实》“New Realities” --1989年二十四、《非营利性组织的管理》“Managing the Nonprofit Organization” --1990年二十五、《生态愿景》“The Ecoligical Vision” --1992年二十六、《为了未来-20世纪90年代及其以后的年代-而管理》“Mananing for the Future:The 1990's and Beyond” --1992年二十七、《后资本主义社会》“Post-Cap italist Society” --1993年二十八、《巨变时代的管理》“Managing in a Time of Great Change” --1950年二十九、《德鲁克论亚洲》“Drucker on Asia” --1996年三十、《彼得.德鲁克论管理职业》“Peter Drucker on the Profession of Management” --1998年三十一、《21世纪管理的挑战》“Management Challenges for the 21st Century” --1999年个人与组织的关系个人与组织的关系分为三种:一、组织的拟人化,外部关系的平等;二、组织是个人的载体。
hidden within technology’s empire a republic of letters
The literary masterpieces of the 20th century were for the most part the work of novelists who had no large public in mind. The novels of Proust and Joyce were written in a cultural twilight and were not intended to be read under the blaze and dazzle of popularity.
第二十二届“韩素音青年翻译奖”英译汉原文、译文及分析
英译汉原文
Hidden Within Technology’s Empire, a Republic of Letters
When I was a boy “discovering literature”, I used to think how wonderful it would be if every other person on the street were familiar with Proust and Joyce or T. E. Lawrence or Pasternak and Kafka. Later I learned how refractory to high culture the democratic masses were. Lincoln as a young frontiersman read Plutarch, Shakespeare and the Bible. But then he was Lincoln.
In support of this argument, Mr. Teachout cites the ominous drop in the volume of book sales and the great increase in movie attendance: “For Americans under the age of 30, film has replaced the novel as the dominant mode of artistic expression.” To this Mr. Teachout adds that popular novelists like Tom Clancy and Stephen King “top out at around a million copies per book,” and notes, “The final episode of NBC’s ‘Cheers,’ by contrast, was seen by 42 million people.”
高二生物学前沿研究英语阅读理解25题
高二生物学前沿研究英语阅读理解25题1<背景文章>Gene editing technology has emerged as a powerful tool in biology. It allows scientists to make precise changes to an organism's DNA. One of the most well-known gene editing techniques is CRISPR-Cas9. This technology has revolutionized the field of biology by enabling researchers to edit genes with unprecedented accuracy and ease.The applications of gene editing in biology are vast. It can be used to correct genetic disorders in humans. For example, scientists are exploring the use of gene editing to treat diseases such as cystic fibrosis and sickle cell anemia. Gene editing can also be used to improve agricultural crops by making them more resistant to pests and diseases. In addition, it can be used to create animal models of human diseases, which can help researchers better understand the underlying mechanisms of these diseases.However, gene editing also poses some potential risks. One concern is off-target effects, where the editing process may accidentally modify unintended parts of the genome. This could lead to unintended consequences such as the development of cancer or other diseases. Another concern is the ethical implications of gene editing. For example, some people worry that gene editing could be used to create "designer babies"with enhanced traits.Despite these concerns, gene editing holds great promise for the future of biology. As research continues, it is likely that we will see more applications of this technology in medicine, agriculture, and other fields.1. What is one of the most well-known gene editing techniques?A. PCRB. CRISPR-Cas9C. Gel electrophoresisD. DNA sequencing答案:B。
常德“PEP”2024年10版小学6年级上册第14次英语第一单元全练全测(含答案)
常德“PEP”2024年10版小学6年级上册英语第一单元全练全测(含答案)考试时间:100分钟(总分:140)B卷考试人:_________题号一二三四五总分得分一、综合题(共计100题共100分)1. 听力题:The fruit is _____ and ripe. (fresh)2. 选择题:What do we call a small, furry animal kept as a pet?A. FishB. CatC. LizardD. Bird答案:B3. 填空题:We visit the ______ (动物园) to learn about wildlife.4. 听力题:My brother is a great ________.5. 填空题:The ______ (生态研究) provides insights into plant life.6. 填空题:The _____ (兔子) hops quickly to escape danger.7. 选择题:What is the name of the famous cartoon character who is always looking for adventure?A. Mickey MouseB. Bugs BunnyC. Scooby-DooD. Donald DuckMy mom loves to _______ on weekends.9. 听力题:A _______ is a type of reaction where a single compound breaks down into two or more products.10. 填空题:The ancient Egyptians built massive ______ (金字塔).11. 听力题:The kitten is _____ (cute/ugly).12. 填空题:The ________ is a very smart animal.13. 填空题:The ________ (文化交流) enhances our understanding.14. 听力题:The process of a gas turning into a solid is called ______.15. War saw the rise of ________ (间谍活动). 填空题:The Cold16. 填空题:I want to be a __________ (医生) to help sick people.17. 选择题:What is the capital of Bangladesh?A. DhakaB. ChittagongC. KhulnaD. Sylhet18. 听力题:My brother plays the ____ (keyboard) in a band.19. 选择题:D. GermanA. OctoberB. DecemberC. NovemberD. JanuaryI love to take care of my ______.21. 选择题:What is the most widely spoken language in the world?A. SpanishB. ChineseC. EnglishD. Hindi答案:B. Chinese22. 选择题:What is the name of the famous British author known for the "Harry Potter" series?A. J.K. RowlingB. J.R.R. TolkienC. C.S. LewisD. Philip Pullman答案: A23. 填空题:我的朋友喜欢 _______ (活动). 她觉得这很 _______ (形容词)24. 选择题:What is the term for a person who travels to explore new places?A. TouristB. ExplorerC. AdventurerD. Voyager答案:B25. 听力题:The fish swims in the ______ (water).26. 填空题:The ancient Egyptians used _____ to build their pyramids.27. 听力题:My mom enjoys writing ____ (letters).28. 选择题:What is the main color of a fire truck?A. RedB. BlueC. YellowD. GreenWhat do you call a baby emu?A. ChickB. HatchlingC. CalfD. Kit答案: A30. 选择题:What is 7 + 6?A. 12B. 13C. 14D. 1531. 听力题:She is _____ (wearing) a hat.32. tide) is the rise and fall of sea levels. 填空题:The ____33. (Democratic) Republic of Congo was formerly known as Zaire. 填空题:The ____34. 选择题:What is the opposite of fast?A. QuickB. SlowC. RapidD. Swift35. 选择题:What is the name of the famous detective created by Arthur Conan Doyle?A. Hercule PoirotB. Sherlock HolmesC. Miss MarpleD. Sam Spade36. 听力题:I have a _____ (diary) to write in.37. 听力题:Galileo was one of the first to use a telescope for _______.38. 选择题:What do you call a person who works in a restaurant?A. ChefB. WaiterC. CookD. All of the above答案:D39. 选择题:What is the smallest country in the world?A. MonacoB. Vatican CityC. San MarinoD. Liechtenstein答案:B40. 选择题:Which fruit is red and often used in pies?A. BananaB. CherryC. OrangeD. Kiwi41. 听力题:She has a ________ (commitment) to excellence.42. 填空题:The sunset is _______ (壮观的).43. 听力题:The cake is ________ for my birthday.44. 听力题:I like to ________ my friends at the park.45. community resource exchange) shares local assets. 填空题:The ____46. 选择题:What do we call the force that pulls objects toward the Earth?A. FrictionB. GravityC. MagnetismD. Momentum答案:B47. 小蜗牛) moves slowly across the path. 填空题:The ___My grandma enjoys visiting ____ (libraries).49. 听力题:The force that holds atoms together in a molecule is a _______ bond.50. 选择题:What is the capital of Kenya?A. NairobiB. KampalaC. Addis AbabaD. Dar es Salaam答案: A. Nairobi51. 填空题:中国的________ (historical) 文化深深植根于传统和信仰中。
牛津译林版英语高一上学期复习试卷及答案指导
牛津译林版英语高一上学期复习试卷及答案指导一、听力第一节(本大题有5小题,每小题1.5分,共7.5分)1、(Audio: A man asks a woman, “Excuse me, could you tell me where the nearest bookstore is?”)Question: What does the man want to know?A) The way to the bookstore.B) The time the bookstore opens.C) If the bookstore sells magazines.D) Where the nearest bus stop is.Answer: A)Explanation: The man is asking for directions to the bookstore, which indicates he wants to know how to get there.2、(Audio: Two students are discussing their weekend plans.)Boy: “Hey, do you want to come over and play some video games this Saturday?”Girl: “I’d love to, but my parents are taking me to visit my grandparents. Maybe next time?”Question: What will the girl probably do on Saturday?A) Play video games with her friend.B) Visit her grandparents.C) Stay at home and study.D) Go out with her parents alone.Answer: B)Explanation: Despite her interest in playing video games, the girl mentions that she has plans with her parents to visit her grandparents, so it’s lik ely she’ll be doing that instead.3.You hear a conversation between two students discussing a school project.Student A: So, we need to decide on our topic for the science fair project. Any suggestions?Student B: How about we do something with renewable energy?Student A: That’s a great idea! I’ve always been interested in wind energy. We could build a small wind turbine.Question: What is the main topic of the conversation?A. Choosing a science fair project topicB. Discussing a school assignmentC. Planning a tripD. Debating the use of renewable energyAnswer: A. Choosing a science fair project topicExplanation: The conversation revolves around the two students discussing the topic for their science fair project, which makes option A the correct answer. The other options are not directly related to the content of the conversation.4.You hear a news report about a new technology being introduced in a local hospital.News Anchor: Today, we have some exciting news from the General Health Hospital. They have just installed a new medical imaging system that promises to revolutionize diagnostic procedures.Listener: What is the new technology about?News Anchor: The new system is called “UltraScan 3000”. It uses advanced software to provide clearer and more detailed images of internal organs and tissues, allowing for quicker and more accurate diagnoses.Question: What is the main focus of the news report?A. The installation of a new medical systemB. A breakthrough in cancer researchC. An update on hospital staffD. A fundraising campaign for the hospitalAnswer: A. The installation of a new medical systemExplanation: The news report specifically mentions the introduction of the “UltraScan 3000” medical imaging system and its potenti al benefits. This makes option A the correct answer. The other options are not the main focus of the report.5、How much money does the man plan to spend on his vacation this summer?A)$500B)$1500C)$2500D)$3000Answer: B)$1500Explanation: The man mentions that he has saved up$1500 for his vacation this summer, which means he plans to spend that amount.二、听力第二节(本大题有15小题,每小题1.5分,共22.5分)1、What are the speakers mainly discussing?A. The importance of physical exercise.B. The benefits of a healthy diet.C. The impact of sleep on academic performance.Answer: AExplanation: The conversation between the two speakers is focused on the importance of physical exercise for maintaining good health and how it can positively affect academic performance. The speakers mention different types of exercises and their benefits, which indicates that the main topic is related to physical exercise.2、Why does the woman suggest taking a break during the study session?A. She believes it will help improve concentration.B. She t hinks it’s necessary to eat something.C. She is tired and needs to rest.Answer: AExplanation: The woman in the conversation suggests taking a break because she mentions that it can help improve concentration. She explains that aftera certain period of focused study, the brain needs a rest to avoid fatigue and to maintain efficiency. The mention of improving concentration directly ties to the idea of taking a break during study sessions.3.You hear:W: Have you been to the new shopping center downtown? I heard it’s really nice. M: Yeah, I went there last weekend. The food court is amazing, and there are so many interesting stores.Question: Where did the man go last weekend?A. The new shopping center downtown.B. The food court.C. The downtown area.D. An interesting store.Answer: AExplanation: The man replied, “Yeah, I went there last weekend,” referring to “the new shopping center downtown.”4.You hear:W: I can’t believe it’s already been two months since we started this project. How are we doing?M: We’re on schedule so far. We’ve completed the first two tasks and are about to start the third one.Question: How long has it been since they started the project?A. One month.B. Two months.C. Three months.D. Four months.Answer: BExplanation: The w oman asks, “I can’t believe it’s already been two months since we started this project,” which indicates that two months have passed.5、You will hear a short conversation between two students about their study plan. Listen carefully and choose the best answer to the question you hear.Question: What subject does the student prefer to study first?A)HistoryB)MathematicsC)EnglishD)ScienceAnswer: C) EnglishExplanation: The student mentions that they feel more comfortable with English and would like to start with that subject.6、You will hear a monologue about the importance of exercise. Listen carefully and answer the question you hear.Question: According to the speaker, what is one of the main benefits of regular exercise?A)Improved academic performanceB)Enhanced memory and concentrationC)Increased energy levelsD)Better social skillsAnswer: C) Increased energy levelsExplanation: The speaker emphasizes that regular exercise helps to increase energy levels, which can have a positive impact on daily activities and overall well-being.7.You are listening to a conversation between two students discussing their weekend plans.A. What did the woman plan to do on Saturday?B. Why did the man change his original plan?Answer: A. The woman planned to go hiking with a group of friends. Explanation: The woman mentions, “I was thinking of going hiking this Saturday with a few friends from school.”8.You are listening to a radio interview with a famous author.A. What is the author’s new book about?B. How does the author feel about technology affecting reading habits?Answer: A. The author’s new book is about the history of science fiction. Explanation: The author says, “My new book explores the evolution of science fiction literature over the years.” For the second part of the question, the author’s comments about technology and reading habits would provide the answer.9.You will hear a conversation between two friends, talking about their favorite hobbies. Listen carefully and answer the question.W hat is the woman’s favorite hobby?A. Reading novels.B. Painting.C. Cooking.D. Hiking.Answer: BExplanation: In the conversation, the woman mentions, “I love painting. It’s so relaxing and creative for me.” Therefore, her favorite hobby is painting.10.You will hear a short lecture about the importance of exercise. Listen carefully and answer the question.According to the lecture, what is one of the benefits of regular exercise?A. Improved memory.B. Faster metabolism.C. Better sleep quality.D. Increased risk of injury.Answer: CExplanation: The lecturer states, “Regular exercise has been shown to improve sleep quality. It helps you fall asleep faster and get a deeper sleep.” Thus, one of the benefits of regular exercise mentioned in the lecture is better sleep quality.11.Listen to the conversation and answer the question.W: Hi, John! How was your vacation in Paris?M: Oh, it was amazing! I visited the Eiffel Tower, the Louvre, and even took a river cruise on the Seine.W: That sounds incredible! What did you like the most?M: I’d say the Louvre was my favorite. There were so many famous paintings and sculptures.Q: What did John enjoy the most during his vacation in Paris?A: The Louvre.B: The Eiffel Tower.C: The river cruise.D: The food.Answer: AExplanation: In the conversation, John says that the Louvre was his favorite place, so the correct answer is A.12.Listen to the dialogue and choose the best answer to complete the sentence.M: I heard you’re going to start a new job next month.W: Yeah, I am. I got an offer from a big company in the city center. I’m really excited about it.M: That’s great! What will you be doing there?W: I’ll be working in the marketing department. I’ll be responsible for promoting the company’s products.M: That sounds like an interesting job. Do you think it will be challenging?W: Definitely. But I’m ready for the challenge.Q: What will the woman be doing in her new job?A: Selling products.B: Managing the company.C: Promoting the company’s products.D: Teaching.Answer: CExplanation: The woman mentions that she’ll be responsible for promoting the company’s products, so the correct answer is C.13.You hear a conversation between two students discussing their weekend plans.A. What did the first student plan to do on Saturday?B. Why did the second student change their plans?Answer: A. The first student planned to go hiking. B. The second student changed their plans because of bad weather.14.You hear a news report about a local charity event.A. What is the main purpose of the charity event?B. How many people are expected to attend the event?Answer: A. The main purpose of the charity event is to raise funds for a local shelter. B. It is expected that around 500 people will attend the event.解析:13题中,通过听力材料,我们可以得知第一个学生计划周六去远足。
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Hidden Ecological Potentials in the Production of Materials for Swiss Road PavementsFlorian Gschösser1; Holger Wallbaum, Ph.D.2; and Michael E. Boesch, Ph.D.3Downloaded from by SOUTH CHINA UNIVERSITY OF on 07/10/13. Copyright ASCE. For personal use only; all rights reserved.Abstract: Sustainability has become a major concern in the field of civil infrastructures in recent years. Developing road construction projects with lower ecological impacts over a project’s entire life cycle can help in making road infrastructure contribute to sustainable development. This study focuses on the ecological potentials in the production of road materials used in Swiss road pavements. The environmental assessment was performed using a cradle-to-gate life-cycle assessment (LCA) approach in which all processes from the raw material extraction to the finished product were considered. The comparison of the results of the best-case asphalt pavement and the standard asphalt pavement for Swiss highway construction shows ecological potentials of up to 55%. Use of the best-case concrete pavement lowers the environmental impact by up to 53% in comparison to the worst-case concrete pavement for Swiss highways. Concerning composite pavements, the best-case variant offers an ecological potential 38% higher than the standard pavement. DOI: 10.1061/(ASCE)ME .1943-5479.0000077. © 2012 American Society of Civil Engineers. CE Database subject headings: Life cycles; Pavements; Sustainable development; Switzerland; Ecosystems; Construction materials. Author keywords: Life cycles; Pavements; Sustainable development; Switzerland.IntroductionThe reduction of overall environmental pollution is one of the main aims of sustainable development. Therefore, the European Union aspires to reduce emissions, for example, reducing CO2 emissions by 20% by 2020 in comparison to the emissions of 1990. In 2006, transport caused (without taking the infrastructure into account) 24.6% of the carbon emissions of the EU-27 countries (European Commission 2009), with fuel consumption encompassing the biggest part of the transport emissions. Therefore, sustainability research largely focuses on energy-efficient transport vehicles. However, optimizing road infrastructure in regard to the environmental impact over the road’s whole life cycle (production, construction, use, maintenance) contributes to sustainable development. Several life-cycle assessments (LCAs), conducted in the first decade of this millennium, demonstrated the ecological usability and properties of the paving materials, asphalt and concrete, or of pavements using the two materials as a wearing course (Mroueh et al. 2000; Stripple 2001; Park et al. 2003; Treloar et al. 2004; Gambatese and Rajendran 2005; Zapata and Gambatese 2005;Ph.D. Candidate, Chair of Sustainable Construction, Institute of Construction and Infrastructure Management , Dept. Civil, Environmental and Geomatic Engineering, ETH Zurich, Zurich 8093, Switzerland (corresponding author). E-mail: gschoesser@ibi.baug.ethz.ch 2 Assistant Professor, Chair of Sustainable Construction, Institute of Construction and Infrastructure Management, Dept. Civil, Environmental and Geomatic Engineering, ETH Zurich, Zurich 8093, Switzerland. E-mail: wallbaum@ibi.baug.ethz.ch 3 Research Associate, Chair of Ecological Systems Design, Institute of Environmental Engineering, Dept. Civil, Environmental and Geomatic Engineering, ETH Zurich, Zurich 8093, Switzerland. E-mail: michael .boesch@ifu.baug.ethz.ch Note. This manuscript was submitted on October 29, 2010; approved on June 8, 2011; published online on June 10, 2011. Discussion period open until June 1, 2012; separate discussions must be submitted for individual papers. This paper is part of the Journal of Management in Engineering, Vol. 28, No. 1, January 1, 2012. ©ASCE, ISSN 0742-597X/2012/1-13–21/ $25.00.1Rajendran and Gambatese 2007; Zhang et al. 2009; Cass and Mukherjee 2010; Zhang et al. 2010). These LCAs can analyze different road construction types or road materials and can consider either the whole life cycle or only single life-cycle phases of the materials. The aim of these studies was to analyze the standard procedures for the processes of the different life-cycle phases without taking a deeper look into the processes of the production, construction, maintenance, and use phases and the ecological potentials they offer. This paper analyzes the production processes for the materials used in representative Swiss road pavements at the national level (highways—traffic-load class T6) and for cantonal roads (traffic-load classes T5 and T4) to quantify ecological improvement potentials by conducting cradle-to-gate life-cycle assessments. The impact categories examined in the LCA studies are climate change [global warming potential (GWP), GWP 100], cumulative energy demand (CED); (primary energy consumption from nonrenewable resources), and the method of ecological scarcity 2006. The system boundaries of an LCA study define the processes and products that are included in the analysis. This study analyzes the production of all materials needed for 1 m2 of road pavement, which is the functional unit of this LCA study (Fig. 1). The present cradle-to-gate LCA study (Fig. 2) combines the respective data according to the amount of materials needed for 1 m2 of road pavement. The aim of this paper is to identify the ecological potentials given by the production processes of road materials for road pavements. It does not nominate the “most ecological” pavement type for each road category.Road PavementsRoad pavements can be grouped into three main categories: asphalt pavements, concrete pavements, and composite pavements. The characteristics of the respective pavement types are explained in this section and are shown in Fig. 3.JOURNAL OF MANAGEMENT IN ENGINEERING © ASCE / JANUARY 2012 / 13J. Manage. Eng. 2012.28:13-21.Functional Unit: 1 m2 of Road Pavementplates. To avoid material shifting in the subbase layer, modern concrete paving layers are placed on an interlayer of hot mix asphalt (Werner 2004; Holcim Schweiz AG 2008). The concrete paving and the interlayer are set atop a subbase layer, which can consist of different materials. Composite PavementsFig. 1. Functional unit and analyzed pavement constructionDownloaded from by SOUTH CHINA UNIVERSITY OF on 07/10/13. Copyright ASCE. For personal use only; all rights reserved.Composite pavement consists of an asphalt wearing course placed on a concrete layer. The concrete layer is continuously reinforced and features an increased thickness compared to the pure concrete pavement. As for concrete pavements, an interlayer and a subbase support the underlay for the composite layers. Subbases Subbase layers form the foundation of all three pavement types. The material and the thickness of the subbase layer generally depend on the pavement type, the traffic-load class of the road, and the wearing capacity of the subgrade on which the road pavement is placed (VSS 1997). According to the current practice defined by the Swiss Federal Roads Office (ASTRA), road pavements of the traffic-load class T6 can only be placed on subgrades offering a high wearing capacity (wearing-capacity classes S3 and S4) (VSS 1997). Similarly, because all 26 Swiss cantons have different standards and rules concerning the construction of cantonal roads, only pavements placed on subgrades of the S3 and S4 wearing-capacity classes were analyzed. National roads with concrete or composite pavements use round or crushed gravel and hydraulically stabilized mixtures, as subbase materials (VSS 1997). Subbases of cantonal roads with concrete pavement consist of either round or crushed gravel. Asphalt pavements of all three categories contain either hot or cold asphaltic mixture subbases (cold bituminous bound mixture), hydraulically stabilized mixtures, and crushed or round gravel. Analyzed PavementsFig. 2. Cradle-to-gate approachAsphalt Pavements Standard asphalt pavement consists of an asphalt concrete wearing course, base course, and road base [Swiss Association of Road and Transportation Experts (VSS) 2008]. These three asphalt layers are placed on a subbase layer, which can consist of different materials. Concrete Pavements In standard road construction applied in Switzerland, a concrete paving layer consists of 5 × 5 m unreinforced plates connected to each other by anchors every 50 cm on all sides. Waterproof joint compounds fill the appearing joints between the plates (Holcim Schweiz AG 2008). In Switzerland, it has become state of the art to apply an exposed aggregate layer atop the bottom concreteThe pavement types analyzed in this study are shown in Fig. 4. The pavement and material combinations were selected on the basis of expert opinions, standards, and guidelines of the Swiss Federal Roads Office (2007) and standards of two selected cantonal civil engineering offices (Canton Aargau 2008; Canton Zurich 2008). The analyzed pavements and materials were selected to be representative for the Swiss national and cantonal road network.Wearing Course Base Course Road BaseAsphalt Concrete Wearing Course Asphalt Concrete Base Course Asphalt Concrete Road Base Asphalt Concrete Subbase Cold Mixture Asphalt Subbase Hydraulically Bound Subbase Unbound SubbaseWearing CourseExposed Aggregate Concrete (Top Concrete Layer) Bottom Concrete Layer Asphalt Concrete Road Base Asphalt Concrete SubbaseWearing CourseAsphalt Concrete Wearing CourseConcrete LayerConcrete LayerContinuously Reinforced Concrete LayerInterlayerInterlayerSubbaseAsphalt Concrete Road Base Asphalt Concrete SubbaseSubbaseHydraulically Bound Subbase Unbound SubbaseSubbaseHydraulically Bound Subbase Unbound Subbase(a)(b)(c)Fig. 3. General structure of Swiss road pavements: (a) asphalt pavement for Swiss cantonal and national roads; (b) concrete pavement for Swiss cantonal and national roads; (c) composite pavement for Swiss national roads14 / JOURNAL OF MANAGEMENT IN ENGINEERING © ASCE / JANUARY 2012J. Manage. Eng. 2012.28:13-21.Asphalt Pavements T6 Wearing Course: 30 mm AC 8 H or 30 mm AC MR 8 ASTRA T5 Wearing Course: 30 mm AC 8 S or 30 mm AC MR 8 T4 Wearing Course: 30 mm AC 8 S or 30 mm AC MR 8 T6 Wearing Course: 50 mm EA ConcreteConcrete Pavements T5 Wearing Course: 50 mm EA Concrete T4 Wearing Course: 50 mm EA ConcreteComposite Pavements T6 Wearing Course: 30 mm AC 8 H or 30 mm AC MR 8 ASTRABase Course & Road Base: 70 mm AC B 22 H 80 mm AC T 22 H or 80 mm AC EME 22 C1Base Course & Road Base: 60 mm AC B 16 S 60 mm AC T 22 SRoad Base: 90 mm AC T 22 SConcrete Layer: 190 mm Bottom Conc.Concrete Layer: 150 mm Bottom Conc.Concrete Layer: 120 mm Bottom Conc.Concrete Layer: 240 mm Bottom Conc.Interlayer: 80 mm AC T 22 N or 100 mm AC F 22Interlayer: 80 mm AC T 22 N or 100 mm AC F 22Interlayer: 80 mm AC T 22 N or 100 mm AC F 22Interlayer: 80 mm AC T 22 N or 100 mm AC F 22Downloaded from by SOUTH CHINA UNIVERSITY OF on 07/10/13. Copyright ASCE. For personal use only; all rights reserved.80 mm AC EME 22 C2Subbase: S3: 110 mm AC F 22 200 mm Round Gravel or 160 mm Crushed Gravel or 160 mm AC F 22 or 132 mm BSB 200 mm Round Gravel or 160 mm Crushed Gravel or 192 mm BSB or 160 mm Hydr. Bound Mixture 150 mm Round Gravel or 120 mm Crushed Gravel or 160 mm Hydr. Bound Mixture S4: 110 mm AC F 22 or 132 mm BSB or 160 mm Hydr. Bound MixtureSubbase: S3: 90 mm AC F 32 200 mm Round Gravel or 160 mm Crushed Gravel or 140 mm AC F 32 or 108 mm BSB 200 mm Round Gravel or 160 mm Crushed Gravel or 168 mm BSB or 160 mm Hydr. Bound Mixture 150 mm Round Gravel or 120 mm Crushed Gravel or 200 mm Hydr. Bound Mixture S4: 90 mm AC F 32 or 108 mm BSB or 160 mm Hydr. Bound MixtureSubbase: S3: 70 mm AC F 32 200 mm Round Gravel or 160 mm Crushed Gravel or 120 mm AC F 32 or 84 mm BSB 200 mm Round Gravel or 160 mm Crushed Gravel or 144 mm BSB or 170 mm Hydr. Bound MixtureSubbase: S3: 150 mm Hydr. Bound Mixture or 150 mm Round Gravel or 120 mm Crushed GravelSubbase: S3: 150 mm Round Gravel or 120 mm Crushed GravelSubbase: S3: 150 mm Round Gravel or 120 mm Crushed GravelSubbase: S3: 150 mm Hydr. Bound Mixture or 150 mm Round Gravel or 120 mm Crushed GravelS4: 80 mm AC F 32 or 96 mm BSB or 160 mm Hydr. Bound MixtureS4: No SubbaseS4: No SubbaseS4: No SubbaseS4: No SubbaseNote: AC = asphalt concrete, 8, 16, 22, 32, upper face value of the largest used mineral aggregate; MR = rough-textured wearing course; EA = exposed aggregate; B = base course; T = road base; F = subbase; EME = high-modulus-asphalt; C1 = very high resistance; C2 = excellent resistance; BSB = cold bituminous bound subbase; N = mixture type for normal loads; S = mixture type for strong loads; H = mixture type for high loads.Fig. 4. Analyzed road pavementsLife-Cycle AssessmentMethod A life-cycle assessment is a method used to analyze the environmental impact factors of products and services (DIN EN ISO 14040:2006 2006). This study applies a cradle-to-gate approach that comprises all environmental impacts from the primary resource extraction to the finished product. It also uses the cutoff rule concerning the allocation of recycled materials (i.e., for the analysis of the production processes, the upgrading of usable recycling materials is assumed to be part of the previous life-cycle system). Hence, the first process included in the analyzed system is the transport from the recycling pool to the place of production.Scope and Functional Unit All inputs and outputs analyzed for the evaluation of environmental impact factors are related to a functional unit (DIN EN ISO 14040:2006 2006). The functional unit chosen for the cradle-togate LCA of road pavement in this study is defined as “1 m2 of road pavement.” The analyzed products were asphalt, concrete, and composite road pavements used for road categories T4, T5, and T6. Life Cycle Inventory The life cycle inventory (LCI) quantifies relevant inputs and outputs of the analyzed product system. The LCIs for the material production itself analyzed different scenarios for the production ofJOURNAL OF MANAGEMENT IN ENGINEERING © ASCE / JANUARY 2012 / 15J. Manage. Eng. 2012.28:13-21.Asphalt Mixtures Material Options for Asphalt Layers Wearing Course (WC) (WC 1) AC 8 S (WC 2) AC 8 H (WC 3) AC MR 8 (WC 4) AC MR 8 ASTRA Base Course (BC) (BC 1) AC B 16 S (BC 2) AC B 22 H (RB 1) AC T 22 N (RB 2) AC T 22 S Road Base (RB) (RB 3) AC T 22 H (RB 4) AC EME 22 C1 (RB 5) AC EME 22 C2 Asphalt Subbase (ASB) (ASB 1) AC F 22 (ASB 2) AC F 32Production Options for Asphalt Mixtures Standard Production (ASP) Recycling Scenarios for Asphalt Mixtures No Recycling (NR) Average Recycling (AR) Maximum Recycling (MR) Optimized Production (AOP)Downloaded from by SOUTH CHINA UNIVERSITY OF on 07/10/13. Copyright ASCE. For personal use only; all rights reserved.Concrete Mixtures Cement Options for Concrete Layers Exposed Aggregate Concrete (EAC) (C1) CEM I (C2) CEM II/ A-S (C3) CEM II/ A-LL (C4) CEM II/ B-T (C1) CEM I (C2) CEM II/ A-S Bottom Concrete (BC) (C3) CEM II/ A-LL (C4) CEM II/ B-TProduction Options for Concrete Mixtures Standard Production (CSP) Recycling Scenarios for Concrete Mixtures 0 % (R0) Subbase Mixtures Material Options for Subbase Layers Unbound Subbases (USB) Production Options for HSB and BSB Central Mixing at Plant (CP) Recycling Scenarios for HSB and BSB Primary Material (PM) Secondary Material (SM) Central Mixing at Site (CS) In-Situ Mixing (IS) Hydraulically Bound Subbases (HSB) Bituminous Bound Subbases (BSB) 25 % (R25) 50 % (R50) 75 % (R75) 100 % (R100)Fig. 5. Production and recycling scenarios (ASTRA 2007; Canton Aargau 2008; Canton Zurich 2008)1 m3 of asphalt, concrete, and subbase mixtures. Gschösser et al. (2011) lists the LCI data for all road materials and their different production scenarios used in this study. Fig. 5 shows all options for the materials and the production and recycling scenarios analyzed for the different road materials. Fig. 5 demonstrates that an optimized production (AOP) variant was analyzed for asphalt production in addition to standard production (ASP). Furthermore, three different recycling scenarios [no recycling (NR), average recycling (AR), and maximum recycling (MR)] were analyzed. Concrete mixtures for road pavements contained four different cement types (C1–C4). For the production of the concrete mixtures, the standard production (CSP) scenario was analyzed. Bottom concrete mixtures contained five different shares of recycled concrete reused as mineral aggregates within the mixture (R0–R100). In addition to the hot asphalt mixture subbases (ASB), unbound (USB), hydraulically bound (HSB), and bituminous bound subbase (BSB) mixtures were analyzed. The production of the bound subbases occurred centrally in a stationary plant (CP) or a mobile mixing plant on site (CS). Furthermore, the bound subbases could be produced in situ (IS; i.e., directly in place). A bound subbase layer can use either primary (PM) or secondary (recycled) aggregates (SM). These data for material production processes were combined according to the pavements listed in Fig. 4. Fig. 6 shows the main processes required for the production of ‘1 m2 of road pavement.Impact Categories The impact categories used to evaluate the environmental impact of the production of the road construction materials were the global warming potential 2007, CED, and the method of ecological scarcity 2,006. These categories are briefly described in this section. Global Warming Potential 2007 The Intergovernmental Panel on Climate Change (IPCC) GWP indicator includes all substances that contribute to climate change according to the guidelines of the IPCC (Forster et al. 2007). The atmospheric lifetime of a substance and the efficiency of the substance as a greenhouse gas are considered to determine the GWP. The GWP of a greenhouse gas is measured relative to the same mass of CO2 , yielding kg CO2 equivalents (eq). The GWPs can be determined for different time periods (20, 100, and 500 years). The 20-year period is relevant because a limitation of the gradient of change in temperature is necessary to ensure the adaptation ability of ecosystems. The 500-year period is approximately equivalent with the integration until infinity, which permits monitoring of the overall change in temperature. This study evaluates the GWP for a time span of 100 years in accordance with the requirements of the Kyoto protocol. CED The cumulative energy demand describes the consumption of fossil, nuclear, and renewable energy sources over the life cycle of a good or service. This indicator involves the direct uses and16 / JOURNAL OF MANAGEMENT IN ENGINEERING © ASCE / JANUARY 2012J. Manage. Eng. 2012.28:13-21.Resources, Material, EnergyUpstream Chain Recycled Aggregates Upstream Chain Additives / Auxiliary Supplies Upstream Chain Bitumen Binders Unbound SubbasesUpstream Chain Hydraulic BinderUpstream Chain SteelUpstream Chain Natural AggregatesWaterDownloaded from by SOUTH CHINA UNIVERSITY OF on 07/10/13. Copyright ASCE. For personal use only; all rights reserved.Concrete / Hydraulically Stabilized Mixture ProductionAsphalt / Bituminous Bound Mixture ProductionConcrete / Composite Pavements Hydraulically Stabilized SubbasesRoad ConstructionAll Pavement TypesSystem BoundaryAir, Water, Soil Emissions1 m2 of Road PavementFig. 6. Process model for the production of materials for road pavementsthe indirect or gray consumption of energy because of the use of, for example, gravel or concrete as construction or raw materials (Boustead and Hancock 1979). The CED indicator used in this study was “CED, nonrenewable [megajoule-equivalents (MJ-eq)],” which considered fossil, nuclear, and biomass energy from primary forests.Ecological Scarcity The Swiss ecological scarcity method weights environmental impact factors (i.e., pollutant emissions and resource consumption) by applying “eco-factors.” The eco-factors of a substance are derived from environmental law or corresponding political targets. The more the current level of emissions or consumption of resourcesFig. 7. Normalized results of the impact assessment of T6 pavements with S3 subbases : (1) worst-case pavement; (2) standard pavement; (3) bestcase pavement in regard to the GWP indicator; (4) best-case pavement in regard to the CED and ecological scarcity indicatorJOURNAL OF MANAGEMENT IN ENGINEERING © ASCE / JANUARY 2012 / 17J. Manage. Eng. 2012.28:13-21.exceeds the environmental protection target, the higher the ecofactor becomes. The eco-factors are expressed as eco-points (eco-Pt) [or, in German, Umweltbelastungspunkte (UBP)] per functional unit (Frischknecht et al. 2009). Sensitivity Analysis To reduce the amount of different material compilations, a sensitivity analysis was performed by analyzing combinations for the three layers on top of the pavement and the subbase layers separately. Thus, on the basis of this sensitivity analysis, four different pavement samples for each pavement type, traffic-load class, and wearing-capacity class were analyzed in greater detail: worst-case pavement (1), standard pavement (2), best-case pavement in regard to the GWP indicator (3), and best-case pavement in regard to the CED and ecological scarcity indicator (4). The worst-case pavement was selected because of the highest impact regarding the ecological scarcity indicator.Downloaded from by SOUTH CHINA UNIVERSITY OF on 07/10/13. Copyright ASCE. For personal use only; all rights reserved.ResultsFig. 7 shows the normalized results for the traffic-load class T6 and the wearing-capacity class S3. Results for the pavements in category T6-S4 show a correlation to the results for the categories T6 and S3. Thus, no figure for the normalized results of T6-S4 is shown. Fig. 7 shows that regarding national roads (category T6), the production of asphalt pavements generally entails lower impactsconcerning the global warming potential and the ecological scarcity indicator than the production of concrete and composite pavements. However, the nonrenewable cumulative energy demand for the production of concrete pavements is lower than for the production of asphalt pavements (e.g., approximately 30%) when comparing standard concrete pavement [Fig. 7, Concrete Pavements, (2)] with standard asphalt pavement [Fig. 7, Asphalt Pavements, (2)]. The best-case composite pavements [Fig. 7, Composite Pavements, (3) and (4)] have a higher impact in reference to the CED nonrenewable indicator compared to the best-case asphalt pavements [Fig. 7, Asphalt Pavements, (3) and (4)]. Fig. 7 also demonstrates the influence of recycling material. Concrete and composite pavements applying recycling bottom concrete mixtures [Fig. 7, Concrete Pavements, (2) and (4); Composite Pavements (2) and (4)] have a lower impact concerning the ecological scarcity indicator and have the same impact for the CED indicator; however, they have a higher impact regarding the global warming potential indicator compared to the pavements containing primary aggregates [Fig. 7, Concrete Pavements, (1) and (3); Composite Pavements (1) and (3)]. In addition, for asphalt pavements, optimized production conditions [Fig. 7, Asphalt Pavements, (3) and (4)] lower the global warming potential by up to 50% compared to the worst-case pavement [Fig. 7, Asphalt Pavements, (1)] and by up to 40% compared to standard pavement [Fig. 7, Asphalt Pavements, (2)]. In regard to concrete and composite pavements, Fig. 7 also shows the influence of the applied cement type for the concrete mixtures. For example, the impact concerning the global warming potential indicator of pavements with concrete mixtures using CEM II/BFig. 8. Normalized results of impact assessment of T5 pavements with S4 subbases: (1) worst-case pavement; (2) standard pavement; (3) best-case pavement in regard to the GWP indicator; (4) best-case pavement in regard to the CED and ecological scarcity indicator18 / JOURNAL OF MANAGEMENT IN ENGINEERING © ASCE / JANUARY 2012J. Manage. Eng. 2012.28:13-21.Downloaded from by SOUTH CHINA UNIVERSITY OF on 07/10/13. Copyright ASCE. For personal use only; all rights reserved.[Fig. 7, Concrete Pavements, (3) and (4); Composite Pavements (3) and (4)] is up to 40% lower than for pavements applying mixtures with CEM I [Fig. 7, Concrete Pavements, (1) and (2); Composite Pavements (1) and (2)]. Fig. 8 shows the normalized results for the traffic-load class T5 and the wearing-capacity class S4 representatively for all cantonal road pavements (T5 and T4). The relationship among different pavement types for cantonal roads is almost identical to the relationship among the pavements for national roads. Table 1 compares the impacts of the standard and the best-case pavements in regard to the three analyzed indicators. The comparisons in Table 1 show potentials concerning the three indicators of up to 59% for asphalt pavements, 54% for concrete pavements, and 35% for composite pavements. Monte Carlo Simulation To reduce the amount of different material compilations, a sensitivity analysis was performed by analyzing combinations for theTable 1. Potentials Given for T4, T5, and T6 Road Constructions IPCC GWP 100a (kg-CO2 -eq=m2 ) CED nonrenewable (MJ-eq=m2 )three layers on top of the pavement and the subbase layers separately. Thus, on the basis of this sensitivity analysis, the analyzed pavements for the different traffic-load and wearing-capacity classes were obtained. To determine the reliability of the results in Table 1, a Monte Carlo simulation comparing the standard and the best-case asphalt, concrete, and composite pavements of the categories T6 and S3 was performed. This simulation chose a random value within the uncertainty range defined for every inventory entry (Ries 2003). For each pavement comparison, 1,000 Monte Carlo runs were performed to form a sufficient uncertainty distribution. Fig. 9 indicates the probability that the impact concerning the three indicators of the best-case pavement is lower or higher compared to the standard pavement. The comparison of the best-case variants with the standard pavements shows that the results regarding all three indicators were stable. For example, the probability that the impact regarding the GWP indicator of the standard asphalt pavement was lower than the impact of the best-case asphaltEcological scarcity (1; 000 Pt=m2 ) Asphalt pavementsIPCC GWP 100a (kg-CO2 -eq=m2 )CED nonrenewable Ecological scarcity (MJ-eq=m2 ) (1; 000 Pt=m2 )T6 Standard pavement Best case pavement Reduction potential T5 Standard pavement Best case pavement Reduction potential T4 Standard pavement Best case pavement Reduction potential 27.4 23.7 13% 37.7 30.0 20% 40.1 31.5 21%S3 1,760 784 55% S3 1,743 745 57% S3 1,204 516 57% 49,030 21,481 56% Concrete pavements 27.3 23.1 15% 62,232 29,033 53% 37.0 27.7 25% 64,442 31,304 51% 40.3 29.2 28%S4 1,225 772 37% S4 1,728 733 58% S4 1,238 513 59% 38,223 21,133 45% 52,887 27,642 48% 52,288 29,912 43%T6 Standard pavement Best case pavement Reduction potential T5 Standard pavement Best case pavement Reduction potential T4 Standard pavement Best case pavement Reduction potential 73.2 54.7 25% 82.5 62.2 25% 111.3 72.8 35%S3 1,265 599 53% S3 1,030 514 50% S3 978 470 52% 83,504 48,621 42% Composite pavements 72.6 53.8 26% 83,504 53,326 36% 81.8 61.2 25% 93,879 62,072 34% 101.8 71.7 30%S4 1,202 566 53% S4 1,016 488 52% S4 964 444 54% 66,592 40,430 39% 74,159 45,136 39% 78,874 51,833 34%T6 Standard pavement Best case pavement Reduction potential132.5 94.5 29%S3 1,755 1,090 38%123,161 91,620 26%123.0 93.4 24%S4 1,692 1,057 37%10,8155 81,382 25%JOURNAL OF MANAGEMENT IN ENGINEERING © ASCE / JANUARY 2012 / 19J. Manage. Eng. 2012.28:13-21.。