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A Proposal to Pioneer Public Power

By: Liam Patrick
AP English G, Ms. Kirkpatrick, Due 02/26/2016

Table of Contents

Abstract 3
Scope of the Problem..3
Statement of Need..5
Goals and Objectives..5
Evaluating Resources..6
Implementing The Plan..8
Gaining Support....10
Final Call to Action...13
Works Cited....14
Annotated Bibliography.15
Appendix A....21
Appendix B....22
Appendix C....23

Abstract
The human race faces one of the largest challenges ever presented before it, and it's a
result of their own doing. Global climate change is undeniable, and human pollution is
contributing to that change. If human pollution is reduced, eventually climate change will be

reduced as well, but it will only worsen if nothing changes. Therefore, someone needs to lead the
way, to inspire change and pioneer a healthier human existence. Connecticut has been in that role
before, and it can do it again by starting with something relatively small, but something that
could lead to a revolution in human interaction with the natural world.
Scope of the Problem
Dangers of The Current System
Relying on power supplied by private companies is a danger to the public that the local
and state governments serve, as it puts citizens in danger in states of emergency when it is the
government's responsibility to prevent loss of life. Power is supplied to school systems the same
way it is to everyone else, through power lines. Just like everyone else, when hard hitting
weather comes and decimates power lines these companies fail to provide power to our schools.
Most would argue this is not a problem, as most likely the school has a campus generator, and
school most likely won't be in session anyways. Though school may not be in session, the school
campus is often used in states of emergency as a place to retrieve water, take showers, and in
some cases take refuge against inclement weather. When, for example a severe snowstorm that
restricts the ability to acquire gas comes along, or closes roads, a commonality in New England,
this service is unavailable and puts the community at risk. For example, the recent blizzard that
hit the east caused a, shutdown of major public transportation and the shuttering of businesses,
schools and government offices and left at least 42 dead (Knapp). If the community is put at
risk, the local and state government are failing the citizens they govern in providing them with
the safety they require.
Unnecessary Cost of the Current System

Heating and powering schools with the use of fossil fuels is an unnecessary drain on tax
dollars; heating schools solely on petroleum or natural gas is expensive. On average, US schools
use approximately 40 million cubic feet of natural gas if using natural gas for heat in a given
school year.(School) This costs schools on average 200,000 thousand dollars, a cost that could be
drastically reduced if alternative heating was considered (How ). In order to power schools, it
costs on average 1.25 dollars per square foot in the school, resulting in the average public school
in the United States spending 1 million dollars on power (School). A total of 1.25 million of
the taxpayer dollars are being used just to power and heat each individual public school (How).
There is a total of 1,271 public schools in ct, creating a total of approximately 1.6 billion dollars
being used for heating and power purposes (School). In 2016 connecticut had a state budget of
26.4 billion dollars, possibly meaning 6% of the state budget went to heating and powering
public schools alone (How). This is an incredibly large percentage of state funds, raising the
question is fossil fuel the right way to go to power and heat schools in Connecticut.
Environmental Problems with Current System
The use of fossil fuels to power and heat schools is not only detrimental for the
environment, it sends a message to the student body that debases alternative energy to preserve
the environment and its importance. Assuming a school burns 40 million cubic feet of natural gas
for heating in a given school year, it introduces 2,000 metric tonnes of CO2 into the air.(School)
This approximation multiplied by the number of schools in connecticut shows in just heating
public schools connecticut possibly generates 2.5 million metric tonnes of CO2. Connecticut
generated 34.3 million metric tonnes of CO2 in 2013; nearly 7 % of emission was due to heating
schools alone.(State) This disregard to lower CO2 output shows Connecticut students that
environmental awareness isn't a top priority of school systems, yet the curriculum taught is

raising awareness about the environmental problems that fossil fuels bring. In a sampling of
Coventry high school seniors, 92 percent rated their high school as a 2,3 or 4 on a scale of 1 to 7
when asked How well does Coventry High School do preserving the environment?(See
Appendix A), illustrating a poor perception of the school protecting the environment. These
results show students don't see their school as helping, revealing a hypocrisy insinuating lack of
care and importance towards the well being of the environment.
Statement of Need
Public Schools produce a drastic amount of air pollution, drastically impacting our
environment in a negative aspect, and are extremely expensive to heat, cool, and power.
Alternative energy is growing, and it is the solution for the problem that public schools present.
The utilization of solar photovoltaic panels and solar passive design in public school buildings
will resolve the monetary and environmental problem that public schools present us with.
Goals and Objectives
Goal 1 - Implement solar passive design in any future public education buildings in
Connecticut, and implement solar passive modifications where possible in existing Connecticut
public schools.
1. Pass state legislation creating strict solar passive standards for public schools by 2018
2. Require schools are following standards and progressing by creating a yearly inspection by the
Connecticut DEEP
3. Display to students their schools care about the environment by releasing announcements stating
what the legislation is accomplishing
Goal 2 - Ensure public school in Connecticut achieve energy self sufficiency through
solar photovoltaic panels and battery banks by 2024

1. Pass legislation to revamp how schools are powered by 2018, requiring the usage of solar PV
power
2. Require schools are following legislation by creating a yearly inspection by the Connecticut
DEEP
3. Display to students their schools care about the environment by releasing announcements stating
what the legislation is accomplishing
Evaluating Resources
The primary concern of this massive transformation of energy and heat production in
schools is funding. This revamp in schools infrastructure and the cost of installing an adequate
amount of solar photovoltaic panels and battery banks will be expensive. Funding will come
from the state budget, resulting in a raise in state taxes until the full implementation of the
systems is completed. The total cost of materials and installation will be approximately 750
million dollars over the time the project takes to complete, projected being 7 years.(Procuring).
Either state workers or independent contractors will be hired for the implementation of this
project, with the majority of modifications being attempted to take place while school is not in
session, either after school hours or during summer and other breaks. In the aspect of solar panel
purchase and installation, it costs approximately 9 dollars per watt produced(Soft).
Relating to solar passive design, once legislation is passed future school boards will
incorporate the cost of the new design in any future building or current modifications within their
own county budgets. Once the decision is made, the local board of education is fully responsible
to fund the project and ensure any requirements are followed. While this huge amount of
spending may seem counterproductive, citizens need to look ahead for savings in both taxes and
the environment. One exemplar of how alternative energy is always a good investment is relayed
by Justin Nelson, an alternative energy systems course teacher at Coventry High School who

relays, Alright so initially any time you're trying to change a system like this, any time you are
trying to use an alternative energy system the initial cost is pretty high. but, it takes a couple
years, but eventually you will see a reduction in cost it eventually pays itself off. then you don't
have to pay as much later on, (Nelson).Therefore the reasoning to keep in mind is in the long
run these measures will save money and help save the environment.
Once the project is completed, the estimated 6 % of taxes spent on heating and power by
the state will disappear, as well as the additional taxing from the installation process, meaning a
two-fold tax reduction (How). Due to the absence of energy spending on public schools, this
investments profit only grows with time. Furthermore, citizens in Connecticut can proudly
proclaim that they contributed to the creation of the first state in the United States to have public
schools fully powered by alternative energy and producing no carbon emissions. Connecticut
will be one of the safest states in times of emergency, with over 1100 locations guaranteed to
have light and power (School). This safety feature of the community only adds to the benefits
of severely reducing the carbon emissions in Connecticut by nearly 10 percent (U.S.). Because
of the advantages in financial benefit in the long run, environmental protection, and safety
created by the new systems, solar power energy and solar passive design is worth the cost.
Implementing The Plan
Achieving energy self sufficiency and Passive Solar infrastructure in Connecticut public
school systems will be a tiered process, actualized over an eight year timeline. The plan consists
of three basic tiers: creating and passing legislation requiring solar pv energy and passive solar
design in future infrastructure in all public schools, executing created legislation through state or
independent contractors, and utilizing and maintaining systems for the future. A required
preliminary step before implementing any tier, however, is instituting a timeline. A realistic

timeline to achieve these goals would be the passing of required state legislation by 2018, the
completion of solar pv panel construction on school campuses by 2024, and the maintaining of
the systems once project completion is achieved post 2024. This timeline allows adequate space
for legislation to be created and passed, and an appropriate period for time consuming
construction of systems.
The first tier requires state legislation being conceived and passed to require and regulate
solar passive design in future school infrastructure and the construction and regulation of solar
PV panel power in all public schools. The portion of the legislation dealing with the
requirements of infrastructure being deemed Solar Passive will utilize ideas provided by the
EnergyStar international standard for solar passive design, created in 1992 by the Department of
Energy and Environmental Protection Agency (National). The legislation will dictate that
design standards will be checked yearly by DEEP officials to ensure the actuality of the new
design requirements being followed, however previously existing projects will be allowed to be
constructed to pre-legislation standards. Usually, solar passive design construction is more
expensive than traditional construction and design methods (Passive).State funds will not
subsidise to any further extent than currently or contribute to the new cost, legislation will
require local boards of education to consider the additional cost of the new design requirements
before proceeding with a new infrastructure at a public school. The next portion of legislation
will deal with the acquirement of solar PV panels and battery banks in schools. This portion of
the project will be completely funded by the state, through a 750 million dollar budget allotment,
to be taxed as the plan progresses after the legislation is passed in equal parts each year. In terms
of regulation, The DEEP will send an agent to every school once per year to ensure that progress

is being made toward Solar PV panel and battery bank construction. The according legislation
will finish the first tier of the project.
The second tier involves the actual construction of solar PV and battery bank systems,
and the regulation of Solar Passive design and the aforementioned systems. Solar PV Panels will
be installed by either state workers or independent contractors, as well as battery banks. The
suggested Solar Pv panel type would be those coated in black silicon that excel in cloudy
weather(Solar), being well suited for connecticut weather(Global). Battery Banks could
consists of Tesla 100 kwh batteries, and the number of batteries and solar panels would be
determined at each individual school campus (Liebenthal). Solar Passive design would be
followed at the local level and be inspected upon and enforced during this time period by the
yearly inspections by the DEEP. This would occur in the DEEP representative inspecting the
building or building plans and, using proper Energystar guidelines, asses whether or not solar
passive design was considered and utilized in some element of the plans.
The third tier involves utilizing and maintaining the PV systems created and continuing to
regulate through the DEEP. Public schools will utilize the new solar power to completely power
their schools and no longer have to pay for and rely on power from power lines, This will open
up more funding for education, the primary reason public school systems exist, and increased
funding will result in better education. The PV panel and battery bank systems can be maintained
for approximately the same maintenance cost that current systems cost to maintain (Soft),
DEEP inspections will continue yearly as long as the legislation is in effect. Once the first and
second tier are achieved and the third tier is in progress Connecticut will have achieved the goal
of full power self sufficiency, taxes will be lowered, and Connecticut will reaffirm its position as
pioneers of environmental awareness.

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Gaining Support
In order for this plan to be successful, support is needed to show its importance and result
in legislation. Three main groups need to show support in order for this project to be achieved;
students of Connecticut, public citizens of Connecticut , and Connecticut state legislatures.
Group One: Connecticut Public
The public of Connecticut's support is vital to passing legislation to implement solar
photovoltaic energy and solar passive design in public schools. The citizens of connecticut in
general support environmental awareness and the reduction of greenhouse gases and fossil fuel
produced power consumption. Connecticut has passed previous environmental health acts that
require reductions in greenhouse gas emissions and power consumption. One such act is the
Global Warming Solutions Act passed in 2008, dictating These targets include: reducing
greenhouse gas emissions to 1990 levels by 2010; reducing emissions to 10% below 1990 levels
by 2020; and to 75-85% below 2001 levels by 2050. (Leading) showing an ambitious plan to
end unhealthy pollution. The act could only have been passed by the support of connecticut
citizens, shown through their representatives in the Connecticut General Assembly, in both the
House and the Senate. The total goal of 75 to 85% reduction in emissions will only be aided by
approving this new legislation which will reduce 7% of connecticut's current carbon emissions.
7% will result in a considerable drop in the target reduction, which will enable the public of
Connecticut to support the legislation. Considering the aforementioned benefit, the legislation
will be pushed through the General Assembly to be passed and to be funded through state taxes
over the course of its implementation. Connecticut citizens also basely believe that something
needs to be done to prevent the destruction of the planet, as Justin Nelson a Connecticut citizen
asked about whether he would support the proposal stated, Overall I would say yes I mean

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overall it would cost a lot of money but not destroying the planet should be a priority because if
we don't start working on that now, it may not be in our lifetimes but our children and their
children's children are gonna wind up with this problem and if we don't start working on a
solution now it's gonna be too late to fix, (Nelson) showing awareness of the problem at hand
and support in trying to create change for the coming generations. The public will be progressing
toward the goal set for themselves, and will therefore approve of the bill.
Croup Two: Connecticut Legislators
Connecticut state legislatures are vital to the passing of legislation that would enable this
plan. In order for state legislature support to be garnered, a democrat in the House of the General
Assembly would have to introduce the legislation supporting the plan. Legislation would be
ideally submitted by a member of the democratic party, which has the majority vote in both the
House and the Senate of the General Assembly. Once the legislation is introduced and the ideas
spread, the democratic representative introducing the legislation would try and gain support for
it, and most likely would. Connecticut was a pioneer in environmental health legislation when it
passed the 2005 Connecticut Climate Action Plan, which led to the Global Warming Solutions
Act three years later. Both of these pieces of legislation were introduced and supported by the
democratic party in the Connecticut General Assembly. This plan is the next logical step to
actually achieve the goals the two previous plans have set out for, and allow Connecticut to
continue to be pioneers in environmental health legislation.
Group Three: Students
The acquisition of student support for this plan is important for its success. The ending
goal of the plan is to reduce carbon emissions for the safety of environment for the future, for the
students of today and tomorrow. it also stresses the importance of environmental awareness in

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schools, and that schools don't just teach that preserving the environment is important they
practice it as well. Justin Nelson, a teacher of the course alternative energy systems at coventry
high school, stated, the students are aware more than we may realize. I think that they are at
least on the idea, whether we talk about it or not, that something needs to change,(Nelson) when
asked if students cared about the environment. Teachers believe that their students care about the
environment, and students themselves aren't afraid to let people know, as is indicated in a
sampling. When asked How important is Environmental Preservation on a scale of one to five,
52 percent selected 5, and 100 percent selected 3 or higher (See Appendix A) in a sampling of
coventry high school seniors. Student will support this plan, may even want to get involved, and
their future will be the better for it.
Final Call to Action
Burning fossil fuels to provide power is detrimental to the environment and inciting
global climate change, which is changing habitats the world over and affecting the earth and
everything on it in a variety of inimical ways. Seven percent of Connecticut pollution is a result
of heating and powering schools, costing the state 1.6 billion dollars or 6 percent of its budget.
Connecticut has been a leader in environmental awareness and preservation in years past, and it
is time for the state to once again pull ahead and lead the world to a healthier tomorrow. The
Proposal to Pioneer Public Power is a small step in the long journey of ending the human
destruction of the environment. It will help ensure public safety for the citizens of connecticut,
reduce carbon and other greenhouse gas emissions drastically, and save the taxpayer their well
earned money. The destruction of the world we live on needs to end, and solar photovoltaic
powered schools and passive solar design is the beginning of ending that destruction.

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Works Cited
Global Solar Radiation at Latitude. Digital image. Energy.gov. US Department of
Energy, n.d. Web. 24 Jan. 2016.
"How Much Electricity Does Your High School Use?" MetroWest Daily News,
Framingham, MA. Metro West Dailynews, 4 Nov. 2012. Web. 25 Jan. 2016.
Knapp, Emily. "East Coast Cleans Up After Deadly Blizzard." ABC News. ABC News
Network, 25 Jan. 2016. Web. 28 Jan. 2016.
"Leading The Way." Reducing Connecticut's Greenhouse Gas Emissions Impact (n.d.): n.
pag. Portal.ct.gov. Office of the Governor. Web.
Liebenthal, A., S. Mathur, and H. Wade. Solar Energy: Lessons from the Pacific Island
Experience. United States: N. P., 1994. Print
Nelson, Justin. "Justin Nelson on Solar Power." Personal interview. 17 Feb. 2016.
"Passive Solar Design." Passive Solar Design. Passive Solar, n.d. Web. 24 Jan. 2016.
"Procuring and Implementing Solar Projects on Public Buildings: How to Avoid
Common Pitfalls (Text Version)." Procuring and Implementing Solar Projects on Public

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Buildings: How to Avoid Common Pitfalls (Text Version). US Department of Energy, n.d.
Web. 24 Jan. 2016.
"School Energy Facts." Facts about Energy Use in Schools. Touchstone Energy, n.d.
Web. 25 Jan. 2016.
"Soft Costs." Soft Costs. US Department of Energy, n.d. Web. 24 Jan. 2016.
"Solar Cells That Work on Cloudy Days Just Hit a Record-breaking 22.1% Efficiency."
ScienceDaily. ScienceDaily, 18 May 2015. Web. 24 Jan. 2016.
Star, Epa Energy. "National Program Requirements." National Program Requirements
(n.d.): n. pag. Energystar.gov. Energy Star. Web.
"U.S. Energy Information Administration - EIA - Independent Statistics and Analysis."
State-Level Energy-Related Carbon Dioxide Emissions, 2000-2012. U.S. Energy
Information Administration, 26 Oct. 2015. Web. 25 Jan. 2016.
Annotated Bibliography
By Christine Dell'Amore, National Geographic PUBLISHED April 2, 2014. "7 Species
Hit Hard by Climate Change-Including One That's Already Extinct." National
Geographic. National Geographic Society, n.d. Web. 23 Feb. 2016.
7 Species Hit Hard by Climate Change-Including One That's Already Extinct is a reliable
source published by national geographic, a magazine known across the country and world for its
validity. The source indicates species that have been impacted by global climate change as a
result of global warming, such as the picture of the starved polar bear used in the Marketing Plan
section of the proposal.
Global Solar Radiation at Latitude. Digital image. Energy.gov. US Department of
Energy, n.d. Web. 24 Jan. 2016.

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Global Solar Radiation at Latitude is a reliable source; it is published by the United States
Department of Energy, a trusted source being part of the US government. It is used for
quantitative data indicating that connecticut receives on average 5 hours of solar radiation daily.
The image was referred to in the Implementing the plan section of the proposal.
"How Much Electricity Does Your High School Use?" MetroWest Daily News,
Framingham, MA. Metrowest Daily News, 4 Nov. 2012. Web. 25 Jan. 2016.
How Much Electricity Does Your High School Use is a reliable source. It is reliable
because it is a professional newspaper published daily, and in the article uses accurate data taken
from local projects. It displays facts such as educe the schools electric bill by more than
$100,000 since fiscal 2008. The article was referred to in the Scope of the Problem section of
the proposal.
Knapp, Emily. "East Coast Cleans Up After Deadly Blizzard." ABC News. ABC News
Network, 25 Jan. 2016. Web. 28 Jan. 2016.
East Coast Cleans Up After Deadly Blizzard is a reliable source, as it is written by an
experienced author in a well known publisher. Emily Knapp has written several reliable pieces
published by ABC, indicating validity in her work. The article provides information on the
dangers of snowstorms as an example of disaster creating a state of emergency, stating there
were at least 42 weather related deaths reported. This article was referred to in the Scope of the
problem section of the proposal.
"Leading The Way." Reducing Connecticut's Greenhouse Gas Emissions Impact (n.d.): n.
pag. Portal.ct.gov. Office of the Governor. Web.
Leading The Way. Reducing Connecticut's Greenhouse Gas Emissions Impact is a
reliable source published by the office of the governor of Connecticut. the page gives

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information on the current legislation geared toward alternative energy on Connecticut, such as
when it states, These targets include: reducing greenhouse gas emissions to 1990 levels by
2010; reducing emissions to 10% below 1990 levels by 2020; and to 75-85% below 2001 levels
by 2050, and it is used in the Gaining Support section of the proposal.
Liebenthal, A., S. Mathur, and H. Wade. Solar Energy: Lessons from the Pacific Island
Experience. United States: N. P., 1994. Print
This is a reliable source as it was provided by ICONN, a resource provided by the state of
connecticut, therefore being reliable. the article states the benefits of the utilization of solar
energy in the pacific islands, such as when it's stated In practice, in remote rural areas it may be
easier to maintain solar PV systems because they have relatively simpler routine maintenance
procedures and do not require the type of complex repairs and overhauls associated with diesel
systems. The article is used to aid the Implementing the Plan section of the proposal.
"Major Solar Projects List." SEIA. SEIA, 29 Sept. 2015. Web. 24 Jan. 2016.
Major Solar Projects List is a reliable source provided by the Solar Energy Industries
Association. It is simply a page describing current projects, and supports the benefits and
expansion of the utilization of solar energy, such as when it states The list shows that there is
over 11 GW of major solar projects currently operating.
"Northeast." Climate Impacts in the Northeast. US EPA, n.d. Web. 23 Feb. 2016.
Climate impacts in the northeast is a reliable source provided by the United States
Environmental Protection Agency. The page informs on the current impacts of the changing
climate on the northeast of the United States. One example of this is climate change can
increase or decrease rainfall, influence agricultural crop yields, affect human health.
"Passive Solar Design." Passive Solar Design. Passive Solar, n.d. Web. 24 Jan. 2016.

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Passive Solar Design is a reliable source provided by sustainablesources.com, which has

been a resource of passive solar design to the public for over twenty years and currently informs
about Energystar passive solar design, government designed guidelines, such as when it defines
Passive solar design refers to the use of the suns energy for the heating and cooling of living
spaces.. It was used in reference in thee implementing the Plan section of the proposal.
Nelson, Justin. "Justin Nelson on Solar Power." Personal interview. 17 Feb. 2016.
"Procuring and Implementing Solar Projects on Public Buildings: How to Avoid
Common Pitfalls (Text Version)." Procuring and Implementing Solar Projects on Public
Buildings: How to Avoid Common Pitfalls (Text Version). US Department of Energy, n.d.
Web. 24 Jan. 2016.
Procuring and Implementing Solar Projects on Public Buildings: How to Avoid Common
Pitfalls is a reliable source provided by the United States Department of Energy. The page gives
details on how to organize a project such as what is trying to be accomplished in my proposal,
such as when it states solar PV and solar water heating projects also involve finance, accounts
payable, usually on an ongoing basis since they affect utility bills and it is utilized in the
evaluating resources section of the proposal.
"School Energy Facts." Facts about Energy Use in Schools. Touchstone Energy, n.d.
Web. 25 Jan. 2016.
School Energy Facts is a reliable source provided by Touchstone Energy, a solar power
provider pushing to lower power costs for education to increase spending on education resources.
The page provides information on how much energy the average school in America consumes,
such as when it states K-12 school buildings in the U.S. use an average of 10 kWh of electricity

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and 50 cubic feet of natural gas per square foot annually. and is used in the Scope of the
Problem section of the proposal.
"Soft Costs." Soft Costs. US Department of Energy, n.d. Web. 24 Jan. 2016.
Soft costs is a reliable source provided by the United States Department of Energy,
detailing the SunsShot initiative and the costs of going solar, wuch as when it states The soft or
plug-in costs of solar account for as much as 64% of the total cost of a new solar system.
"Solar Cells That Work on Cloudy Days Just Hit a Record-breaking 22.1% Efficiency."
ScienceDaily. ScienceDaily, 18 May 2015. Web. 24 Jan. 2016.
Solar Cells That Work on Cloudy Days Just Hit a Record-breaking 22.1% Efficiency is a
reliable source provided by a well known and reputable journal in the scientific community,
Science Daily. It provides information on a new type of solar panel that work on cloudy days
just hit a record-breaking 22.1% efficiency. It is used in the Implementing the plan section of
the proposal.
Star, Epa Energy. "National Program Requirements." National Program Requirements
(n.d.): n. pag. Energystar.gov. Energy Star. Web.
National Program Requirements is a reliable source provided by the energystar program
run by the energystar division of the united states government. The page describes the Energystar
national guidelines for passive solar building, an example being, Steel-frame ceilings, walls,
and floors shall meet the insulation requirements of the 2009 IECC.
"U.S. Energy Information Administration - EIA - Independent Statistics and Analysis."
Eia.gov. Environmental Information Administration, n.d. Web. 25 Jan. 2016.
U.S. Energy Information Administration - EIA - Independent Statistics and Analysis is a
reliable source provided by the United States Energy Information Administration discerning how

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much energy each state in the united states uses, giving specific information such as how
connecticut produces 34.2 million metric tonnes of CO2 a year. It is used in the Scope of the
Problem section of the proposal.
"U.S. Energy Information Administration - EIA - Independent Statistics and Analysis."
State-Level Energy-Related Carbon Dioxide Emissions, 2000-2012. U.S. Energy
Information Administration, 26 Oct. 2015. Web. 25 Jan. 2016.
State-Level Energy-Related Carbon Dioxide Emissions, 2000-2012 is a reliable source provided
by the United States Energy Information Administration on the state level energy carbon
emissions. it provides information such as This is reflected in the national data for 2013 as
emissions were up about 2.5% . This source was addressed in the scope of the problem section.

Appendix A

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Survey Questions and Results

Appendix B
Interview

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Appendix C
Visual Sources

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