scholarly journals Recycling Agricultural Wastes and By-products in Organic Farming: Biofertilizer Production, Yield Performance and Carbon Footprint Analysis

2019 ◽  
Vol 11 (14) ◽  
pp. 3824 ◽  
Author(s):  
Mariangela Diacono ◽  
Alessandro Persiani ◽  
Elena Testani ◽  
Francesco Montemurro ◽  
Corrado Ciaccia

The Circular Economy concept implies the re-design of existing production systems in agriculture, by promoting agricultural waste recycling. In an organic zucchini—lettuce rotation, two different agroecological tools were considered: biofertilizer and presence or absence of green manure (GM+ and GM−). In particular, we compared: (i) anaerobic digestate from cattle manure, co-composted with vegetable wastes, with the presence of GM (AD GM+); (ii) olive pomace compost, re-composted, with the presence of GM (OWC GM+); (iii) municipal waste compost with GM (MWC GM+); (iv) municipal waste compost without GM (MWC GM−). These materials were tested with a commercial organic fertilizer without GM (COF GM−) as a positive control. The objectives were: (i) assessing the environmental sustainability of biofertilizers through carbon footprint analysis by greenhouse gas—GHG—emissions; (ii) evaluating the agronomic performance on the vegetable rotation, by energy output assessment. The total carbon emissions of biofertilizers production was 63.9 and 67.0 kg of CO2 eq Mg−1 for AD and OWC, respectively. The co-composting and re-composting processes emitted 31.4 and 8.4 kg CO2 per Mg of compost, respectively. In AD the ventilation phase of composting accounted for 37.2% of total emissions. The total CO2 emission values for the two-crop cycles were the highest in COF GM− and the lowest in OWC GM+, due to different fertilizer sources. On the average of the treatments, the input that induced the highest CO2 emission was irrigation (37.9%). The energy output assessment for zucchini and lettuce highlighted similar performance for all the treatments. Our findings demonstrated the validity of the tested processes to recycle agro-industrial wastes, and the potential of agroecological practices (GM) to mitigate GHG emissions.

Due to manufactured technology enchantment the living being has much convenience and luxury. Though, at the same time, our current existence is doing damage to the environment. Like water pollution, air pollution and Carbon dioxide (CO2) emissions on so forth. But CO2 emissions are the one of the major reason polluting the environment. Furthermost of what we utilise in our daily life lead to emitting CO2 into the environment. Due to this it leads to global warming and climate change problems. Therefore, carbon auditing (Carbon Footprint Analysis) is the first essential step to review the use of energy, to improve energy conservation and to allow building to go green. For this reason we need carbon audit to reduce usage raw materials, waste generation so on so forth to minimise GHG emissions .“CARBON AUDIT” is conducted within the building’s boundary which includes the following stages:- People Survey to gather employee-level data, Building Survey to gather building-operation data, Carbon Footprint Analysis to evaluate the greenhouse gas (GHG) emission and Final Carbon Audit Report to provide tailored recommendations for going green along with action plan to get started


2017 ◽  
Vol 6 (1) ◽  
pp. 40
Author(s):  
Ali Sibro Malisi ◽  
Nadiroh Nadiroh

The objective of the research was aimed to finding the influence of environmental paradigm and personal value on environmental issues. Here, the effect of environmental paradigm and personal value on environmental using Carbon Footprint Analysis were evaluated on students at Universitas Negeri Jakarta. This research uses quantitative expost facto method with sample of 194 students. The results showed that there is influence of environmental paradigm and personal value to total carbon footprint of student. It is known that the student's carbon footprint which has DSP paradigm is bigger than the student with NEP paradigm. This also applies to personal values, it is known that students who have egoistic personal values have a greater carbon footprint than those with personal value altruistic and biospheric.  Based on the results of this study, it can be concluded carbon footprint is affected by environmental paradigm and personal value.


2013 ◽  
Vol 734-737 ◽  
pp. 1861-1864 ◽  
Author(s):  
Zeynab Yazdani ◽  
Amirreza Naderipour ◽  
Mohd. Zaki Kamsah

The addition of renewable energy as the fifth source of Fuel Policy which was formulated under the 8th Malaysia Plan (20012005) to reduce dependency on fossil fuel and to address the rising global concern about climate change. This study is specifically on the GHG emissions from the consumption electricity are considered to be indirect emissions by the GHG Protocol guideline and effectiveness of using solar power Energy in order to calculate the current carbon footprint from electricity consumed at UTM and using Photo Voltaic (PV) as a renewable energy for reduce CO2 emission.


Energies ◽  
2019 ◽  
Vol 12 (13) ◽  
pp. 2567 ◽  
Author(s):  
Chang ◽  
Lee ◽  
Cho

Global warming and climate change caused by greenhouse gas (GHG) emissions have rapidly increased the occurrence of abnormal climate events, and both the scale and frequency of geotechnical engineering hazards (GEHs) accordingly. In response, geotechnical engineers have a responsibility to provide countermeasures to mitigate GEHs through various ground improvement techniques. Thus, this study provides a comprehensive review of the possible correlation between GHG emissions and GEHs using statistical data, a review of ground improvement methods that have been studied to reduce the carbon footprint of geotechnical engineering, and a discussion of the direction in which geotechnical engineering should proceed in the future.


2020 ◽  
Vol 12 (24) ◽  
pp. 10380
Author(s):  
Taitiya Kenneth Yuguda ◽  
Yi Li ◽  
Bobby Shekarau Luka ◽  
Goziya William Dzarma

Greenhouse gas (GHG) emissions from reservoirs are responsible for at most 2% of the overall warming effects of human activities. This study aimed at incorporating the GHG emissions of a reservoir (with irrigation/sugar production as its primary purpose), into the carbon footprint of sugar produced from irrigated sugarcane. This study adopts a life-cycle assessment (LCA) approach and encompasses the cradle-to-gate aspect of the international organization of standardization ISO 14040 guidelines. Results show that total carbon footprint of refined sugar could be as high as 5.71 kg CO2-eq/kg sugar, over its entire life cycle, depending on the priority of purposes allocated to a reservoir and sugarcane productivity. Findings also reveal that the dammed river contributes the most to GHG emissions 5.04 kg CO2-eq/kg sugar, followed by the agricultural stage 0.430 kg CO2-eq/kg sugar, the sugar factory 0.227 kg CO2-eq/kg sugar, and lastly the transportation stage 0.065 kg CO2-eq/kg sugar. The sensitivity analysis shows that carbon footprint CF of sugar production is largely influenced by the rate of biomass decomposition in the impounded reservoir over time, followed by the reservoir drawdown due to seasonal climatic fluctuations. Significant amounts of GHG emissions are correlated with the impoundment of reservoirs for water resource development projects, which may account for up to 80% of total GHG emissions to the reservoir’s primary purpose. Sugar production expansion, coupled with allocating more functions to a reservoir, significantly influences the CF of sugar per service purpose. This study is an indicator for policymakers to comprehend and make plans for the growing tradeoffs amongst key functions of reservoirs.


2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Amrizarois Ismail

Emisi karbon Gas Rumah Kaca (GRK) yang dihasilkan dalam penyelenggaraan pendidikan di Perguruan Tinggi dapat dikatakan cukup tinggi. Akumulasi karbon menjadi penyebab efek rumah kaca yang berdampak pada peningkatan suhu bumi atau disebut pemanasan global dan menimbulkan bencana ekologis. Pandemi Covid 19 telah memaksa proses belajar di rumah, secara otomatis hal tersebut mendorong adanya jeda dalam penggunaan energi dari alat elektronik dan kendaraan bermotor yang juga berarti terjadi penurunan Emisi GRK dari energi tersebut. Tujuan penelitian ini adalah untuk mengetahui besaran jejak karbon yang dihasilkan selama proses pembelajaran di kampus, sekaligus potensi penurunan Emisi karbon oleh belajar dari rumah. Metode penelitian adalah kuantitatif melalui pendekatan berbasis analisis jejak karbon sebagai instrumen untuk menghitung jumlah karbondioksida (CO2) dari kegiatan manusia. Selanjutnya dilakukan konversi nilai energi listrik (KWh) dan bahan bakar minyak (Liter/jam) menjadi besaran carbon GRK yang dihasilkan (CO2 α) dari kegiatan belajar/perkuliahan secara tatap muka dalam kelas. Hasil penelitian menunjukkan besaran jejak karbon yang diperoleh dari kuliah tatap muka, kemudian diturunkan melalui belajar di rumah sebesar 749.868 Kg untuk simulasi 100 kelas/tahun. Diharapkan pengurangan Emisi GRK melalui pembelajaran di rumah ini dapat menjadi satu habituasi baru pasca wabah Covid 19. Kata kunci: Belajar di rumah, jejak karbon, gas rumah kaca. ABSTRACT  Greenhouse Gas (GHG) carbon emissions generated in the implementation of education in Higher Education can be said to be quite high. The accumulation of carbon causes the greenhouse effect which has an impact on increasing the temperature of the earth or is called global warming and causing ecological disasters. The Covid 19 pandemic has forced the learning process at home, automatically this has led to a pause in the use of energy from electronic devices and motorized vehicles which also means a reduction in GHG emissions from this energy. The purpose of this study was to determine the amount of carbon footprint generated during the learning process on campus, as well as the potential for reducing carbon emissions by learning from home. The research method is quantitative through an approach based on carbon footprint analysis as an instrument to calculate the amount of carbon dioxide (CO2) from human activities. Furthermore, the value of electrical energy (KWh) and fuel oil (Liters / hour) is converted into the amount of carbon GHG produced (CO2 α) from face-to-face learning activities in class. The results showed that the amount of carbon footprint obtained from face-to-face lectures, then reduced through home study, was 749,868 kg for a simulation of 100 classes / year. It is hoped that reducing GHG emissions through learning at home can become a new habituation after the Covid 19 outbreak. Keywords: Carbon footprint, greenhouse gases, home study.


2019 ◽  
Vol 27 (5(137)) ◽  
pp. 140-149
Author(s):  
Wioleta Serweta ◽  
Robert Gajewski ◽  
Piotr Olszewski ◽  
Alberto Zapatero ◽  
Katarzyna Ławińska

The carbon footprint of a product (CFP) approach is one of the most important tools which gives a possibility to estimate the total amount of greenhouse gas (GHG) emissions in the whole life cycle of consumer goods. A lot of attempts have been undertaken to elaborate methodology for CFP calculation. Because GHG emissions may occur at each stage of the life cycle, the calculation procedures are characterised by a high level of complexity. This is due to the use of a broad range of different materials in the case of the whole footwear manufacturing process. Owing to this fact, a lot of wastes, sewages and toxic gases may be generated at every step of the production process. For each kind of material used, a lot of determinants should be laid down, such as the source of the material as well as distances and means of transportation between manufacturers and consignees. It causes that estimation of total carbon footprint values is not possible, especially in the case of a long and multi-stage supply chain. With the use of the SimaPro LCA software package, the authors calculated the carbon footprint for seven types of outdoor footwear. The CFP was calculated for each step of the life cycle. Based on the calculations, the correlation dependences were revealed and stages with huge emissivity indicated. Then, with the use of a multivariate regression model, the regression function, which determines the total emissivity at each stage, was estimated. This approach gives qualitative indicators which can be taken into account in making decisions about corrective actions.


2017 ◽  
Vol 2 (1) ◽  
pp. 59
Author(s):  
Nor Izana Mohd Shobri ◽  
Wan Noor Anira Hj Wan Ali ◽  
Norizan Mt Akhir ◽  
Siti Rasidah Md Sakip

The purpose of this study is to assess the carbon footprint emission at UiTM Perak, Seri Iskandar Campus. The assessment focuses on electrical power and transportation usage. Questionnaires were distributed to the staffs and students to survey their transportation usage in the year 2014 while for electrical consumption, the study used total energy consumed in the year 2014. Data was calculating with the formula by Green House Gas Protocol. Total carbon footprint produced by UiTM Perak, Seri Jskandar Campus in the year 2014 is 11842.09 MTC02' The result of the study is hoped to provide strategies for the university to reduce the carbon footprint emission.


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