Evaluating the Link between Low Carbon Reductions Strategies and Its Performance in the Context of Climate Change: A Carbon Footprint of a Wood-Frame Residential Building in Quebec, Canada
Notice bibliographique
Résumé
The design and study of low carbon buildings is a major concern in a modern economy due to high carbon emissions produced by buildings and its effects on climate change. Studies have investigated (CFP) Carbon Footprint of buildings, but there remains a need for a strong analysis that measure and quantify the overall degree of GHG emissions reductions and its relationship with the effect on climate change mitigation. This study evaluates the potential of reducing greenhouse gas (GHG) emissions from the building sector by evaluating the (CFP) of four hotpots approaches defined in line with commonly carbon reduction strategies, also known as mitigation strategies. CFP framework is applied to compare the (CC) climate change impact of mitigation strategies. A multi-story timber residential construction in Quebec City (Canada) was chosen as a baseline scenario. This building has been designed with the idea of being a reference of sustainable development application in the building sector. In this scenario, the production of materials and construction (assembly, waste management and transportation) were evaluated. A CFP that covers eight actions divided in four low carbon strategies, including: low carbon materials, material minimization, reuse and recycle materials and adoption of local sources and use of biofuels were evaluated. The results of this study shows that the used of prefabricated technique in buildings is an alternative to reduce the CFP of buildings in the context of Quebec. The CC decreases per m2 floor area in baseline scenario is up to 25% than current buildings. If the benefits of low carbon strategies are included, the timber structures can generate 38% lower CC than the original baseline scenario. The investigation recommends that CO2eq emissions reduction in the design and implementation of residential constructions as climate change mitigation is perfectly feasible by following different working strategies. It is concluded that if the four strategies were implemented in current buildings they would have environmental benefits by reducing its CFP. The reuse wood wastes into production of particleboard has the greatest environmental benefit due to temporary carbon storage.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».