<text>From: jym@mica.berkeley.edu (Jym Dyer)Newsgroups: alt.activism,talk.environmentSubject: NEWS: Greenpeace Arrives in New Guinea for Coastal Resource SurveyMessage-ID: <JYM.91Aug6160943@remarque.berkeley.edu>Date: 7 Aug 91 00:09:43 GMTArticle-I.D.: remarque.JYM.91Aug6160943Sender: usenet@agate.berkeley.edu (USENET Administrator)Followup-To: alt.activism.d,talk.environmentOrganization: The Naughty Peahen Party LineLines: 59[Greenpeace Press Release from Environet -- Redistribute Freely] GREENPEACE SAILING VESSEL VEGA ARRIVES IN PAPUA NEW GUINEA ALOTAU, PAPUA NEW GUINEA, July 18, 1991 (GP) -- The Greenpeace sail boat Vega begins a seven week voyage through Papua New Guinea today. The Vega has been invited to assist the Department of Environment and Conservation, The Wau Ecology Institute and The Melanesian Environment Foundation with a variety of activities designed to promote local conservation efforts and awareness about environmental issues. A major part of the voyage is to provide technical and logistical support for the coastal resource survey of the East Hiri coast. This is a collaborative programme between DEC, UPNG Motupore Island Research Dept., the Dept. of Fisheries and the South Pacific Regional Environment Program (SPREP). "These surveys will provide the biological and geographic information necessary for the traditional owners of the East Hiri Cost to develop an effective and sustainable coastal zone management program for their area" said Willie Asigau who is coordinating the programme for DEC. "These surveys are an important step in working with the communities of the Hiri Coast to develop the nation's first actively managed marine wildlife management area." In Milne Bay, the Vega will be providing transportation and support for a team from the Melanesian Environment Foundation who will be continuing their environmental awareness work in some of the schools on the outer islands of the Province. "The workshops are intended to bring information about the importance of maintaining a healthy environment for the well being and prosperity of the present and future generations" said Julius Booyer of MEF. The ship will return to Alotau from her work with MEF on the 26th of July to pick up a team from the Wau Ecology Institute. From there they will be sailing to Woodlark, Misima and other islands in the province in order to promote forest protection by offering islanders alternative options for ecologically sound economic development. "The Institute's programme will consist of educational talks about butterfly farming and its dependence on healthy forests to be profitable" said Larry Orsak the team leader. "If villagers are interested in this activity, we will accompany them to the forest to identify marketable species, conduct training in how to start up a butterfly farm and distribute the necessary materials and information to do so." The team will also be leaving contact information for interested villagers in order to answer any questions and to provide links to a market once farms are operational. The Vega arrives in PNG after a highly successful Ambassadorial Tour of the Solomon Islands. After the surveys are completed in early September, she will be continuing on to New Zealand for maintenance before continuing on her voyage of peace, ecological awareness and environmental justice throughout the Pacific. #### </text>
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<text>Date: Mon, 5 Aug 1991 07:00:46 PDTReply-To: Lelani Arris <larris@IGC.ORG>Sender: List Owner <davep@acsu.buffalo.edu>From: Lelani Arris <larris@IGC.ORG>Subject: CLIMATE DIGEST #1 - August, 1991X-To: BIOSPH-L@ubvm.BITNET, CWWHITE@vax2.concordia.ca, GE405007@brownvm.brown.edu, POGGI@ccm.UManitoba.CA, WX-TALK@vmd.cso.uiuc.edu, aja+@osu.edu, entwistl@uimata.atmos.uiuc.edu, gwen@meteor.wisc.edu, heimann@dkrz-hamburg.dbp.de, kim@nova.npac.syr.edu ECIX CLIMATE DIGEST - August 1991 Volume 1, Number 1 This issue of the climate digest is based on postings to the conference en.climate on EcoNet. The digest covers highlights of topics posted by users. While not comprehensive, the digest strives to cover those topics which would be of interest to a wider audience. ABOUT ECONET We represent an international computer network of environmental activists and educators called EcoNet. Based in San Francisco, CA, EcoNet has more than 2,300 users worldwide who exchange information and electronic mail every day. EcoNet was a finalist in this year's Smithsonian-Computerworld awards and received "Special Merit Recognition" from Renew America's Searching for Success program. Users connect via the Internet, SprintNet, international public data networks or through one of our international partners in Canada, England, Australia, USSR, Central and South America. ABOUT ECIX The purpose of the Energy and Climate Information Exchange (ECIX) project is to bring together those people and organizations who are active in renewable energy and climate change issues. It supports their work by providing a medium through which they can effectively communicate with each other and obtain necessary information. ABOUT THE DIGEST The climate digest is a communications tool which acts as an interface between those who generate information (scientists) and those who need information (legislators, educators, activists, and the general public). The digest draws from EcoNet online contributions to en.climate and nearly a dozen other conferences, as well as from offline contributions from leading participants in the field of climate change. We will be polling leaders in the field of climate change for information about valuable new publications and important policy and science developments. Each digest will describe major science and policy issues which link global climate change and energy issues, and will identify major trends which are significant, especially to educators and NGOs. The focus of the digest will be on "agents for change" and concrete results, positive or negative. INTRODUCTION TO THIS ISSUE For the period April 1991 through July 1991 five major topics dominated the discussions. In order of sheer volume of material posted the topics are: -- Fires in Kuwait-- Pacific volcanos -- Greenhouse gases; CO2, ozone, and methane-- Politics of climate change-- NASA's Earth Observing System (EOS) These topics are divided into two groups. The first involve regional or global environmental impacts. The second involve political or institutional developments. There were 188 major topics posted in en.climate with anywhere from 1 to 16 replies per topic. The actual volume of material constitutes the equivalent of 1,800 pages of typescript. Participants in the conference include environmentalists, scientists, journalists, and the geographic spread includes the US, Canada, England, Germany, South America, and Australia. In order to stimulate your curiosity to visit the conference and discover what people are saying, some of the topics covered are summarized below. Following that is a list of discussion questions, some of which are addressed in the conference. SUMMARY OF TOPICS If you are interested in more information about any of the listed subjects, files containing the original postings as well as some additional information have been prepared for e-mailing. To obtain one or more of these files, send e-mail to larris@igc.org specifying the name(s) of the file(s) (listed at end of each section) that you want. ** Unusual Weather around the World: June: Heat wave in Pakistan - 418 deaths in 10 days, record flooding in Afghanistan and Bombay, India. In Maine, lobsters shed their shells early, fish species arrived earlier, and ozone pollution increased due to higher than average air and ocean temperatures. In Boston, lilacs bloomed a month early, and CT, NH, NJ and RI had the warmest Jan.- May on record. In Chile, snow fell in the Atacama desert, one of the driest places on earth, and heavy rain caused mudslides in Antofagasta. In Britain, this June was the coldest and wettest of the century. July: The southern monsoon began on schedule but progress northward stalled in late June leaving large areas of India hot and dry. Record flooding inundates northern China, while southern China suffers from drought. Torrential rain destroys crops in eastern Ecuador and high winds blast the Andean highlands. A record heat wave bakes the eastern half of the US, while the western US experiences cooler than normal weather . Sections of Australia have received the heaviest rainfall since 1884, the year after Krakatoa exploded, New Zealand has experienced the coldest winter in years, and rainfall in New Orleans is one inch short of the annual record, set in the El Nino year of 1983. Chinese scientists blame the oil fires and Mt. Pinatubo eruptions, as do many of our readers. However, most projections of oil fire effects using simulation models indicate that fire effects should be predominantly local, and that anomalies outside the Kuwait area are unlikely to be caused by the fires. Elsewhere, researchers are observing higher sea surface temperatures in the equatorial Pacific, indicating the possible onset of El Nino. File: "Unusual Weather D1" (33K) ** Kuwait Oil Fires: Researchers find soot particles 100X normal in Wyoming at 6-10,000 meter altitude - reported in July Scientific American. A May article in Nature by S. Bakan et. al. estimates that only 0.3% of the soot will reach the stratosphere. Newly declassified NOAA data indicates that SO2 emissions from the fires will range from 3 to 10 megatons/year depending on the rate at which fires are extinguished. Scientific American reports in the July issue that US government suppression of data about the fires continues. The Friends of the Earth mission returns from the gulf with disturbing news about the fires, including lakes of oil catching fire, individual well fires hundreds of feet across, alteration of geologic structure around the wells, well casings shattering from the heat and pressure, and plumes of smoke to 21,000 feet. Adam Trombly of the Aspen Institute for Advanced Studies, a member of this team, predicts that the combination of smoke from the fires and the effluent from recent volcanic eruptions will produce a very cold and violent winter in the Northern hemisphere this year, due to decreased incident radiation, increased precipitation from particulate nucleation, and attenuation of interlatitudinal thermal transport. Red Adair tells a Senate committee that fires will take 4-5 years to control due to lack of equipment, huge lakes of crude surrounding wells and covering minefields, and the intense heat at the Burgan fields. U.S. Senate hearings on the Gulf environmental situation were held on July 11, 1991. Testimony included statements that the number of wells destroyed at the end of March was 732, with estimates of the amount of oil burning from 3 to 5 million barrels per day. According to E.L. Shannon of the Santa Fe Corp., 7000 people are currently involved in firefighting, and the Kuwait Oil Company target for extinguishing all the wells is March, 1992. At the hearing, Senator Lieberman (D-CT) stated that all gag orders were off and challenged FOE and others to test his statement. Files: "Oil Fires D1" (88K), "FOE Gulf Report" ** Climatic Effects of Mt. Pinatubo Eruption: Philip Handler of the University of Illinois suggests that the eruption could trigger the end of the California drought by producing cooling near the equator, thus pushing the jet stream further south and generating more storms in CA this winter . Researchers report releases of 15 to 20 megatons of SO2 and ash clouds 24 km high. This injection of gases and particulates into the stratosphere could accelerate the rate of ozone depletion. Global cooling is also predicted, based on the observed effects of the El Chichon volcano (incoming radiation reduced by 5% or more; cooling effects lasted 4 years) and reports that the Pinatubo explosion has injected twice the amount of SO2 into the stratosphere as El Chichon did, although the developing El Nino may offset the cooling somewhat. An NCAR study estimates that winter ozone depletion in the northern latitudes due to the volcano will range from 5 to 15% depending on latitude; others dispute this finding. File: "Mt. Pinatubo D1" (22K) ** Greenhouse Policy Updates: Jim Cooper (D-TN) and Mike Synar (D-OK) introduced a bill in the U.S. House of Representatives which would require utilities to save a ton of carbon (or other greenhouse gas equivalent) for every additional ton they produce with new generating capacity . On a related note, the Chicago Board of Trade voted on 7/16/91 to create a private market for rights to emit sulfur dioxide. The rights will be issued by the EPA as part of the Clean Air Act . GECR reports on carbon tax policies around the world: Finland, The Netherlands, Sweden and Norway currently have some form of carbon taxes, many other EC countries are also considering adopting them , and several US states are pushing the federal government to adopt them as well. GECR also reports on a new Ontario policy to double the existing purchase tax on gas-guzzling vehicles and provide rebates for fuel-efficient rebates. Critics feel that the decision by China and India to accept the Montreal Protocol will weaken the position of third world countries in negotiations on an equitable climate convention. In the communique issued at the G-7 Economic Summit held this July in London, nuclear power is suggested as a means of reducing greenhouse gas emissions. A commitment is also made to achieving a framework convention on climate change by the UNCED meeting in June, 1992, and a call for greater cooperation on research into global climate is made. Greenpeace expresses concern over the deletion of specific references to CO2 reductions and the Montreal Protocol from earlier drafts of the communique, as well as the references to nuclear power. "Greenhouse Blues" by Tom Athanasiou is a compelling review of current controversy over the issue which covers the range of scientific and political debate on the subject with refreshing perspective. A "must read" for anyone interested in this topic. Files: "Greenhouse Policy D1" (41K), "Greenhouse Blues" (57K) ** Methane Emissions from Natural Gas Production & Use: A natural gas pipeline in the Soviet Union exploded in June, and the news report mentions that the Soviet pipeline network suffers serious corrosion and leakage problems. A 1990 paper studies leakage from the UK distribution system, and finds that the leakage rate may be as high as 10.8% of supply. File: "Methane Emissions D1" (3K) ** Ozone Updates: A Greenpeace press release states that only 2 countries have ratified the London amendments to the Montreal Protocol, more than half of the countries which agreed to submit information on 1986 levels of CFC and halon production have failed to do so, and use of halons in the 12 EC countries increased by 27% from 1986 to 1989. However, China and India have decided to accept the Montreal Protocol and begin phasing out ozone-depleting chemicals. Reports from the Total Ozone Mapping System (TOMS) on a NASA satellite indicate that the ozone layer is disappearing twice as fast as previously estimated in both northern and southern hemispheres, with the largest northern hemisphere losses being about 8% per decade. A report from Chile indicates the presence of higher incidences of melanoma, as well as cataracts and other abnormalities in animals, that may be due to thinning of the ozone over this area. File: "Ozone D1" (27K) ** Global Warming Health Effects: Reports of an increase in infectious diseases in Australia due to warmer, wetter weather may be linked to global warming. File: "GW Health D1" (6K) ** And a Question... What are the warming potentials of the gases butane, isobutane, and propane when leaked (as opposed to burned)? DISCUSSION QUESTIONS Major issues associated with the first group included: Kuwait fires * How many wells are burning? * How long will it take to put out the fires? * What are the short and long term climate impacts? * How valid are the measurements made of the impacts of the fires? * How much data is being suppressed for political reasons? Pacific Volcanos * What volume of materials have been released? * What are the constituents of the particulates and gases? * Will volcanic ash increase or decrease rainfall in other parts of the world? Will it produce short or long term cooling? * Will the ozone hole be enlarged by the effects of the eruption? * Will the enormous quantities of SO2 produce increased acid rain? Unusual Weather * Are any of these unusual events related to the oil fires, the eruption of Mt. Pinatubo, or global warming in general? * Are there any statistical methods for looking at unusual weather events worldwide to see if the number or frequency is significant? Has anyone done such a study? Major Issues associated with the second group included: Greenhouse gases -- What are the 'ripple' effects of India and China agreeing to restrict production of cfcs? Will other developing nations follow suit? -- How much natural gas, e.g., methane is leaking into the atmosphere from industrial facilities, pipelines? Is the volume significant at a global scale? -- Is algae production significant in terms of moving toward or away from an ice age? -- Is man guilty of the sin of 'hubris' by thinking he can conduct geophysical transformation of the oceans by seeding them with iron? Politics of Climate Change -- Why is the U.S. the great holdout in climate negotiations? -- Why hasn't the U.S. bought into a "no regrets" policy in terms of reducing CO2 emissions? -- Is the Bush Administration serious about swapping third world debt for reforestation? -- Will the US 'stumble' and fail to act on global climate change prior to the UNCED Conference in 1992? -- Why hasn't US policy responded to the ICCP report, the National Academy of Science Report, and other scientific findings? NASA Activities -- The space shuttle may be a major polluter of the stratosphere when it blasts off. What are the emissions and effects? -- What will be the benefits of NASA's Earth Observing System (EOS)? -- How will a global database of environmental information be organized? CREDITS EcoNet is a service of the Institute for Global Communication, 18 De Boom St., San Francisco, CA 94107. (415) 442-0220. For subscription information send email to: support @igc.org. The ECIX project is supported by a grant from the Joyce Mertz-Gilmore Foundation, with added support from the Energy Foundation. For more information about the ECIX project, contact Lelani Arris, ECIX Project Director, Box 1061, Jasper, AB T0E 1E0, Canada, phone 403-852-4057, e-mail larris@igc.org (Internet). CONTRIBUTIONS Contributions to the digest (either news or discussion) are encouraged. Send submissions to the editor via e-mail or ASCII on IBM-formatted diskette: -------------------------------------------------------Dan Yurman EcoNet Energy & ClimateClimate Digest Editor Information ExchangeInternet: ecixdy@igc.org P.O. Box 1569 MCI: 364-1277 Idaho Falls, ID 83403 USA------------------------------------------------------- 43.3N 112.1W -7GMT</text>
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<text>What is groundwater?Groundwater is the water beneath the earth's surface that is stored in spaces between soil and rock formations known as aquifers. Aquifers supply water for wells and springs.Why promote groundwater education?An abundant supply of clean, fresh groundwater is vital to the future of Michigan. Nearly 20 percent of the state's urban population and virtually all of its rural residents draw their drinking water from this source. Agriculture and manufacturing industries depend heavily on groundwater for their production processes.Too often, the contribution groundwater makes to our lives is taken for granted. Poor planning for its use and a lack of knowledge about its characteristics have resulted in widespread pollution and contaminated drinking water. This, in turn, may lead to human health problems.People want and need help in protecting groundwater. Information and technical assistance provided to individuals, community leaders, and policymakers can foster better decision making and lead toward a cleaner, safer environment. Education is a key.What is the Groundwater Education in Michigan (GEM) program?GEM is a comprehensive effort to encourage communities to develop local action-oriented groundwater protection projects.The program was developed by the W.K. Kellogg Foundation in collaboration with the Institute of Water Research at Michigan State University in East Lansing .How does it work?The Institute assists the efforts of existing groundwater protection projects throughout the state and works with local leaders to develop new initiatives to meet the needs of individual communities. Regional centers strategically located throughout Michigan provide technical expertise and information needed for sound decision making.Grants to local groups are important factors in helping to foster individual and community action. Funding for selected projects is available from the Kellogg Foundation. Other funding sources also may be available.What are the objectives?The program is aimed at increasing public awareness and understanding of the groundwater resource; promoting individual and broad community involvement in developing groundwater protection initiatives; and emphasizing the use of pollution-prevention strategies in individual and community behavior, as well as in policy development.This effort is expected to establish the basis for proper long-term management of the resource and to serve as a model for other states in the Great Lakes Basin.Where will projects be funded?GEM is limited to educational projects within the state of Michigan.Where are educational efforts being focused?The following four audiences are targeted:1. Individuals. This involves teaching people how their actions on the land surface may affect the quality of the groundwater resource below. The principal idea is to demonstrate how human actions adversely affect groundwater and to provide alternatives for changing the potentially damaging behavior.2. Students at the primary and secondary levels. It is important to promote activities within school systems and in out-of-school youth programs to encourage an understanding of groundwater and how to protect it. Priority is given to projects that offer hands-on education.3. Community leaders. Those individuals who have direct access to the publicΓÇösuch as township, county, and city officials; technical support staff for state agencies; local planning officials; and environmental groupsΓÇöare shown how to use available data and effective groundwater protection practices. This provides valuable information for decision making.4. Policymakers. Emphasis here is on providing legislators and other policymakers with information about groundwater and local needs to foster educated decision making and solutions to local and regional problems.Who can participate?A wide range of organizationsΓÇöeducational, professional, special interest, and others ΓÇö are eligible to submit proposals for grants. For the GEM program to be successful, however, all grants must be used to strengthen the overall goal of developing action-oriented, community-based groundwater protection projects.For example, a youth organization might spearhead a rural well water testing project. It could involve farmers and health officials who would demonstrate to home owners how they can help prevent groundwater contamination by altering certain activities on their land and in their homes.Assistance in developing specific proposals is available through the Institute of Water Research.What elements might a successful project proposal include?All efforts must be aimed at one or more of the target audiences described earlier. They also must fall under one of the three following subject areas:1. Technical Assistance. These projects must emphasize prevention of pollution. They may be directed at transferring information technology to specific initiatives, or developing information technology capabilities at locations throughout the state.University researchers, for example, could join with district soil conservationists and county planners to develop a computerized system to monitor groundwater and to map changes in quality as they occur. Data gathered about contaminants, geologic formations, and other relevant issues could be used to establish local planning goals, set priorities for land use, and educate the public about groundwater characteristics.2. Group Action. These projects should generate active participation among community leaders and decision makers in developing groundwater protection programs. Priority will be given to projects which focus on education at the community level to change behaviors that damage groundwater.For instance, a voters' organization, area environmental groups, and the local Cooperative Extension Service could sponsor a series of workshops to educate local government officials about underground fuel storage tanks in their community and actions that can be taken to prevent groundwater contamination.Emphasis also is on projects at the state or regional levels which address the needs of professionals in groundwater-related fields and help them provide community assistance. An illustration of this would be training sessions to update health department technicians on the latest groundwater testing equipment.3. Individual Action. These initiatives focus on altering individual behaviors that cause groundwater contamination.Science teachers, for example, might mobilize high school students to create and distribute material to educate citizens about proper disposal of household hazardous waste and safe alternatives to common household products.What criteria are used to judge proposals?Each project proposal will be examined for clarity of objectives in meeting the needs of the community; evidence of action-oriented, community-based involvement; overall usefulness; links among a wide variety of groups; emphasis on preventative strategies; potential contributions toward groundwater protection; and likelihood that goals will be successfully met.Also considered will be the capability and commitment of the applicant to provide direction and support for the initiative; evidence that the project will be continued after the grant period ends; local contributions to the total budget; and whether the project is likely to be replicated elsewhere.Why is the Kellogg Foundation interested in groundwater education?The Foundation historically has been committed to the future of Michigan, its resources, and the health of its residents. Citizens who are well informed about groundwater and ways to protect it can be a positive force in shaping that future.W.K. Kellogg believed "the greatest good for the greatest number can come only through the education of the child, the parent, the teacher. . . and the community in general. Education offers the greatest opportunity for really improving one generation over another."By educating people about how individual and community behavior affects groundwater quality, social and economic opportunities for all Michigan residents will be improved.Where can I get more information?To learn more about the Groundwater Education in Michigan program, call or write:Groundwater Education in MichiganInstitute of Water Research334 Natural Resources BuildingMichigan State UniversityEast Lansing, Michigan 48824-1222(517) 353-3742"Groundwater Education in Michigan." Brochure from W.K. Kellogg Foundation. 113088-5M.</text>
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<text>Date: Sun, 11 Aug 1991 10:10:17 cdtReply-To: A discussion of Ecological and Environmental Theories and Practices <ECONET@MIAMIU.BITNET>Sender: A discussion of Ecological and Environmental Theories and Practices <ECONET@MIAMIU.BITNET>From: hu@CALSHP.CALS.WISC.EDUSubject: Green China Hi, Dear Netters, I am posting this for my friend Xue HaiPei who, together with some other people, is organizing a co-ordinate group called GREEN CHINA which aims at raising the environmental awareness of the public; publishing up-dated independent studies on the environmental conditions in China; etc. Enclosed is a copy of this intiating calling letter to all of those who are concerned and interested in improving the natural environment in China. Any responses can be directed to Xue HaiPei (608-238-5321). Since he does not have an active account right now, I can forward some limited amount of mails to him. Zhiliang HU at UW-Madison =========================== E n c l o s u r e ====================== Subject: NEWS RELEASE: GREEN CHINA FOUNDED A preparatory working committee for GREEN CHINA met for the first time in New York city on Aug. 2nd and 3rd, 91, and out of which GREEN CHINA was born. The committee has planned to hold its first congress in late spring or early summer of 1992 in eastern USA, when the communique, the constitution (or charter), and the organizational arrangement of GREEN CHINA will be extensively discussed and voted upon. GREEN CHINA believes that the mission is universally shared to save the ever-deteriorating global environmental and to chart a new way of life based on a new set of codes dictating a mutually beneficial relationship between human being and our mother earth. GREEN CHINA belongs to worldwide green movement. In near and mid terms, GREEN CHINA, a green-inspired, social movement-oriented non-governmental organization, will focus on raising the environmental awareness of the Chinese people; publishing up-dated independent studies on the environmental conditions in China; upholding the right of the Chinese people to freely express their views relating to China's environment and accordingly the right to translate those views into social action; and monitoring and assessing the policy and planning of government of China regarding its environment and environment-related socio-economic issues; exploring the dynamics of and vital relationship between nature and man, nature and socio-economic development in China, and between nature and the quality of life. GREEN CHINA is open to general public, regardless of his/her political belief, organizational affiliations, and citizenship. All those who are concerned about China's environment, agree with the charter of GREEN CHINA, can choose to become its members. For the present, GREEN CHINA adopts networking as its organizational structure. GREEN CHINA can date its origin back to 1989. During the last two years, the preparatory working group has discussed and clearified its nature and status, its present goals, and has had extensive contacts with the environmental groups and agencies around the world. Since this summer, a disatrous flood has swept much of mainland China, which is the result of the cumulative effects of environmental destruction in China as well as the natural climatic change. Once again, this disaster undisputedly demonstrates the urgency and need for the whole Chinese nation to act now, and mobilize itself in order to strive for a better environmental conditions in China, and for the very survival and wellbeing of humanity. For more information about GREEN CHINA, please contact: XUE,HAIPEI-608-238-5321LEE,JONNIE-212-661-0336XIAO,QIANG-212-661-2909 (e-mail adress for communication will be released soon) ========================== T h e E n d =====================</text>
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<text>Purpose. . .The National Association of Professional Environmental Communicators (NAPEC) is a non profit professional organization founded in the belief that informed environmental decision-making requires an open dialogue among all parties responsible for addressing environmental problems. NAPEC believes the public is an integral part of this process and that active communication with and participation by the public is essential.NAPEC embraces a far-reaching definition of the term "professional," and encourages membership from the academic, government, grassroots, industrial, and artistic fields of environmental communication. NAPEC's membership seeks professional standards of excellence and ethics as it strives to open channels of communication among those in the environmental field, in pursuit of one common goalΓÇöinformed environmental decision-making.NAPEC provides forums for exchanging ideas, debating issues, and disseminating information related to environmental communication. While encouraging all points of view, NAPEC as an organization remains neutral on specific environmental issues.NAPEC was incorporated in 1990, and is now actively recruiting members, as well as groups interested in starting local or regional chapters across the country.Goals...Informed environmental decision-making hinges on the strength of available information, and opportunities for interested parties to participate in the process. NAPEC was founded to provide a national focus for bringing together a diverse range of communicators currently addressing environmental issuesΓÇöscientists, environmental groups, government officials, teachers, artists, risk communicators, industry representativesΓÇöto examine and improve the ways in which environmental information is communicated and decisions are made.NAPEC's goals are to:CHALLENGEourselves to examine and improve our methods and open new pathways of communicating in the environmental fieldSHAREthe wideΓÇôranging perspectives and issues represented by those involved in communicating and using environmental informationDEFINEeffective methods for communicating environmental information and ways to evaluate the success of these methodsEVALUATEthe effectiveness of existing environmental communication programs and how these programs can be incorporated into the process of environmental decision-makingRECOGNIZEoutstanding contributions to the profession and examples of innovative and effective communication of environmental informationBenefits...PUBLICATIONSOur NAPEC Quarterly provides you with:ΓÇó Articles written by individuals in the field discussing and evaluating effective environmental communications programs and issues of concernΓÇó Reports on current research projects and publications and details on upcoming seminars, conferences, and special eventsΓÇó A forum for debateOur monthly NAPEC NEWS provides you with:ΓÇó Committee reports on activities and upcoming eventsΓÇó Information on chapter development and membership growthΓÇó Updates on accomplishments and activities of individual membersFORUMNAPEC provides a forum for professionals in the varied fields of environmental communication to challenge their thinking, debate the issues, and share information in reaching towards our common goals. NAPEC issue seminars featuring speakers from various environmental fields focusing on prevalent issues of concern.NETWORKINGOpportunities are ongoing for NAPEC members to meet and exchange informationΓÇöNAPEC's publications, issue seminars, membership meetings and more.Questions? Call (312) 321-3337National Association of Professional Environmental CommunicatorsP.O. Box 06 8352Chicago, Illinois 60661</text>
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<text>How IOWE Assists in Water Education ProgramsΓÇó IOWE can assist you in establishing functional water education programs.ΓÇó IOWE can coordinate with educators, scientists, and state and local agencies in your area to develop water education materials that are designed to meet the specific needs of your region.ΓÇó IOWE can assist your water education center in developing a successful program.ΓÇó IOWE can provide in-service training for teachers in your state, or train in-service instructors.ΓÇó IOWE can assist your state or area with a water poster contest and a calendar featuring your state's award-winning posters.Be a part of the world of Water EducationInternational Office for Water EducationUtah Water Research LaboratoryUtah State UniversityLogan, Utah 84322-8200(801) 750-3186Fax: (801) 750-3663</text>
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<text>What is WET?Project Water Education for Teachers (WET) Idaho is an interdisciplinary, supplementary water education program for Idaho educators. Public and private school teachers, 4-H leaders, science methods instructors, Boy and Girl Scout leaders, and other group leaders will find WET resources and services valuable for classroom use. WET resources are for learners of all ages although primary emphasis is given to providing teaching aids for kindergarten through grade 12 teachers.Project WET's GoalThe goal of Project WET is to facilitate and promote the awarenessl appreciation and knowledge of Idahols water ~sources through the development and dissemination of classroom-ready teaching aids. Special emphasis is given to strengthening the studentsl understanding of the importance of water to all water users (e.g.l farmers and ranchers, recreationists, towns, fish and wildlife, and power and industry) and to the belief that wise water management is essential to Idaho's future social and economic livelihood and prosperity. Like other successful natural resource education programs, Project WET emphasizes teaching students how to think, not what to think.Why WET?Project WET sponsors believe that educating youth about Idaho water resources issues and concerns is an important component of the state's water management program. Through use of Project WET services and resource materials, Idaho youth will gain the knowledge, skills and commitment needed to make more informed decisions regarding water resources management.Over the years, a wealth of information has been generated to help the public better understand Idaho's resources. Project WET will unlock this vast reserve of knowledge to educators in a straight forward, useable form. Meeting the water resources information needs of teachers and youth is the foremost objective of project WET.WET Resources are SpecialProject WET Idaho teaching aids are designed specifically for Idaho educators. Project WET will address a wide variety of water-related concepts. Students will learn about Idaho's surface water, ground water and contemporary water issues (e.g/water conservation, water pollution, water rights and water competition), in addition to other interesting topics.The WET teaching aids and activities are hands-on, self-contained and, most importantly, user-friendly. The activities are designed to meet the needs of many different learning styles.WET ResourcesRegardless of which subjects you teach, Project WET has something for you and your students. Teaching aids available now or in the near future include:ΓÇó Project WET Activity and Reference Guide for Grades K-12ΓÇó "Water is Our Best Friend" Grades K-3 Teachers' GuideΓÇó Water Resources Management SimulatorsΓÇó The Ground Water Flow Model Education PackageΓÇó Liquid Treasure: Idaho's Water Resources History ProjectΓÇó Water resources films, videos and slide presentationsΓÇó Brochures, research reports and documentsΓÇó Organized water toursNew and innovative teaching aids will be developed and made available to educators on an on-going basis.The Water Education "Idea Center"Project staff will provide technical assistance and guidance to groups interested in planning and developing locally sponsored water education programs and projects. To facilitate this process, a Water Education "Idea Center" has been established. The "Idea Center" has a collection of K-12 activity guides, brochures and reports available for review and use. Staff will help match available resources with educators' special information needs.How to Get WETEducators can arrange to receive most Project WET resources by calling, writing or visiting the Project WET Idaho office located on the University of Idaho campus. Project WET staff will work with local groups (e.g., school systems and local resource organizations) to sponsor, plan and conduct water education events. WET resources will be made available at in-service training seminars, at classroom and field study WET workshops, at science methods courses, and at most major local and state education events. These workshops and seminars offer educators the opportunity for more in-depth and personalized study.Student and Professional ServicesSource of information on Idaho water resources and issuesGuidance on careers in hydrosciencesReferrals to sources of water information and assistanceFor More Information:Program DirectorProject Wet Idaho106 Morrill HallUniversity of IdahoMoscow, IdahoPhone: (208) 885-6429Fax (208) 885-6431</text>
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<text>The Master of Water Resources Administration (MWRA) is an interdisciplinary professional degree. It is designed for persons who have specialized water-related backgrounds and seek the breath of knowledge needed to address water issues more comprehensively. The MWRA Program is coordinated by the Natural Resources Center (an interdisciplinary unit of the School of Law) and offered through the Division of Public Administration.Admission to the program is open to individuals whose previous formal education or on-the-job experience provides an appropriate foundation for the MWRA. Extensive professional work in a water-related field is considered suitable preparation, as is an undergraduate or graduate degree In civil engineering, geology, biology, geography, economics, political science, law, or community and regional planning.Applicants are expected to have successfully completed the following prerequisites: one semester of probability and statistics, one semester of intermediate microeconomics, and two semesters of both calculus and introductory chemistry.STRUCTURE AND COMPONENTSTo receive the MWRA degree, students earn 36 hours of graduate credit in eleven courses expressly selected or created for the program. Nine of these courses (30 credit hours) are required. Two courses (6 credit hours) are chosen by each student from a list of approved course options. In addition to meeting course requirements, students must satisfactorily complete a master's examination and a professional paper assigned as part of the field project course.The MWRA curriculum is both interdisciplinary and multidisciplinary: that is, it includes courses concerned with the perspectives of several academic disciplines as well as courses within various disciplines. Interdisciplinary CoursesThe core of the MWRA program is a series of three interdisciplinary courses. These focus on current water issues and provide for the integration and application of concepts and methods derived from the other courses. Each interdisciplinary course is taught by a team of four professors and includes a communications laboratory. The labs concentrate on the analysis of water issues in written, oral, and graphic presentations addressed to diverse audiences.Disciplinary CoursesMWRA students take eight disciplinary courses, six of which are in required subject areas. The latter include hydraulics and hydrology, hydrogeology. water law. public budgeting. administrative behavior. and public personnel administration. Students who enter the program having taken basic graduate courses in one or more of these subjects take advanced courses in the same subjects. Currently approved options for the two elective disciplinary courses are shown on the chart above. Write or phone for more information.Robin Morgan, MWRA Graduate AdvisorNatural Resources CenterSocial Sciences BuildingUniversity of New MexicoAlbuquerque, NM 87131(505) 277-1965</text>
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<text><span class="style2">Soil and Water Conservation Districts...A Special Role in Water Quality</span><span class="style1">For more than 50 years, conservation districts have been working to protect the nation's natural resources. When districts were first organized, their main focus was to prevent soil erosion. The soil and water conservation districts of today have many responsibilities in addition to the protection of our soil resources. Water quality, in particular, has become a major focus in the past several years.Districts, at the hub of an important network of community leaders, are an ideal vehicle to promote the protection of our water resources at the local level.Districts take an active role in the following areas:INFORMATIONDEMONSTRATIONSEDUCATIONIMPLEMENTATIONWhere to turn for information . . .A conservation district serving as a first-stop for water quality information is a valuable asset to any community. Keeping current information on-hand is an important function of conservation districts.There is a variety of sources that district personnel can turn to for information about water quality. Governmental agencies such as the USDA Soil Conservation Service, Cooperative Extension Service, Fish and Wildlife Service, state water quality agencies, state soil andwater conservation agencies and state departments of agriculture all have information available that districts may want to utilize.There are also many environmental groups, regional and local planning commissions, professional associations and water quality related industries that would be excellent sources as well.At a national level conservation districts are represented by their National Association of Conservation Districts (NACD) headquartered in Washington, DC. Districts also can call on the resources of NACD's technical information arm, the Conservation Technology Information Center, a clearinghouse for soil and water conservation and water quality information since 1982.Organizations such as all of the ones mentioned above are eager to provide information which is usually available in quantity to conservation districts for distribution to local communities. Districts can take an active part in this dissemination process by exhibiting at events such as field days, county fairs and demonstration projects.Districts using demonstration projects as a teaching tool. . .Demonstration projects are a primary method for teaching new techniques and showing the benefits of implementing resource management systems. Demonstrations often provide the incentive that the public needs to make the switch to anew or different practice; and they are a first step in putting conservation practices to work for a community.In some cases, districts establish demonstration plots and farms to encourage the use of best management practices or BMPs. These sites provide the community with opportunity to see, first-hand, the value BMPs have in improving water quality.Water testing is another activity for many districts. A district can set up a local drop-off point in the community for well water testing. Nitrate testing is a simple process that can be done locally. Samples can also be sent to an approved laboratory for more detailed testing.Conservation districts play an important role in water quality education . . .The ways that districts can educate a local community about water quality are limitless. Group meetings and tours of demonstration areas are popular activities. Producing and distributing brochures on water quality and providing press releases to the local media are other ways to promote public awareness.Locally, over 1,000 of the nation's conservation districts are publishing regular newsletters which serve as a valuable, direct link to the public. Newsletters can include sections or articles on waterquality. When writing about technical topics, districts may want to call on the expertise of agency or university water quality specialists to provide information in the form of interviews, guest columns and special features.Some districts also assist in establishing outdoor classrooms, which are excellent tools for teaching about water quality.Outdoor classrooms provide a hands-on setting for learning the benefits of: wetlands, ponds, filter strips, water control structures and watershed protection.Teaching these benefits is vitally important in helping youth to develop respect and understanding of the value of cleanPutting practices to work . . .Resource management has been a district priority as long as districts have been in existence. The implementation of resource management systems including water quality BMPs is the key to a successful district program.There are several practices that contribute to the protection of water quality that districts can assist landowners in implementing. These practices include terraces, sediment control basins, grassed waterways and grade stabilization structures. They help control erosion and the resulting sedimentation. Practices for managing irrigation water such as irrigation pipelines, land leveling, drip irrigation, and irrigation scheduling conserve water and protect water quality.Coordinating a successful program . . .Coordination, cooperation and coalition are the vital ingredients to building successful district programs across the country. Districts foster cooperation among federal, state and local governments. They also help build productive working relationships among agricultural associations and organizations such as lake associations and environmental groups. By participating in this type of a joint effort, districts play a vital role in the protection of our nation's water resources.This brodlure was produced by the Conservation Technology Information Center under a grant from the U.S. EPA-Great Lakes National Program Office. For specific inforrnation about conservation district water quality projects contact your local district or one of the following: National Association of Conservation Districts Washington office: 509 Capitol Ct. NE. Washington, DC 20002 (202) 547-6223Service Department:408 East Main St., P.O. box 855League City, TX 77574-0855(713) 332-3402Conservation Technology Information Center1220 Potter Dnve, Room 170West Lafayette, IN 47906-1334(317) 494-9555Brochure number 8.15.90. IOM</span></text>
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<text><span class="style1">tate.edu!linac!att!ucbvax!canrem.UUCP!steve.hartwell Wed Dec 18 08:22:42 MST 1991Article: 35913 of sci.environmentFrom: steve.hartwell@canrem.UUCP (Steve Hartwell)Newsgroups: sci.environmentSubject: enviro educationMessage-ID: <199118.104.41247@canrem>Date: 18 Dec 91 00:00:00 GMT </span><span class="style3"> VISION CHANGERS</span><span class="style1"> ***************"The Difficult we do easily; the Impossible takes a little longer"An Overview of the Vision Changers Project:The Vision Changers Project was launched last year on Earth Day, April 22nd 1990, at the SkyDome in Toronto, Ontario, Canada.Earth Day 1990 was the largest environmental event ever organized. Over 200 million people in 140 countries participated at some level.The Vision Changer Program was created as an Earth Day project, directed at the 9 to 12 year olds. This year, and in the coming years, this program will affect millions of children.V.C.'ers are also developing different components to bring this idea of Vision Changing, to other market segments, and are consulting to various corporations and government agencies in broadcasting the scope of "Vision Changers".Creating a New Vision:The main project is a six-week curriculum program, during which time children get involved with a process defining their own Preferred World View. This action has had a profound influence on the children, and their individual perspective. It motivates, empowers, and positively influences their actions, their creativity, and their thinking.The process was first created as part of the 'Planetary Initiative for the World We Choose', a global think tank, originating at the United Nations.The Vision Changers curriculum program will consist of:- a teacher's training Video for each school- a teacher's training Manual for each teacher- a diary/exercise book for each participating "Vision Changer"Also now available, is a cassette tape, entitled 'The Last One". The cassette is a parable, a story, set in the near future. The title is very appropriate, and the outcome of the story, is a fantastic surprise. So moving in fact, that it can have you crying, with joy and hope.V.C. has also initiated a poster campaign - "Home in every Home". It is the famous picture of the planet Earth, taken from a spaceship, with the word 'HOME' emblazened underneath."Encouragement in learning about the environment, and to become 'Vision Changers', is consistent with the environmental education strategy in Ontario."- Lorne R. Smith, Education Officer, Curriculum PolicyDevelopment Branch, Ministry of Education, Province of Ontario.(Goals and Objectives - continued in next message)>>>>>>>>>> Friday, November 29, 1991>>>>>>>>>> Vision Changers pamphlet information posted in the>>>>>>>>>> CANBUILD conference of CRS, with full permission of>>>>>>>>>> Mitchell L. Gold, C.A.>>>>>>>>>> - Vision Changers Chairperson,>>>>>>>>>> - Provincial Chancellor of the Ontario Chapter of the>>>>>>>>>> International Association Of Educators For World Peace>>>>>>>>>> - Co-Convenor New York Education Prepatory for Brazil 92>>>>>>>>>> ------------------------------------------------------>>>>>>>>>> The Vision Changer Project>>>>>>>>>> 2 Bloor Street West, Suite #100-209>>>>>>>>>>> Toronto, Ontario, Canada>>>>>>>>>> M4W 3E2>>>>>>>>>> voice: (416)924-4449, fax: (416)924-4094>>>>>>>>>> registered charitable organization - Reg # 08 52681-29>>>>>>>>>> and in the United States - different Reg #.>>>>>>>>>> note: if you repost, or reproduce the VISION CHANGER>>>>>>>>>> messages from CANBUILD, include the credits.>>>>>>>>>> And, be sure to get the other moderators'>>>>>>>>>> permission, first. Sincerest Thanks.from steve.hartwell@canrem.uucp steve.hartwell%canrem@lsuc.on.ca--- ~ ACCESS/MAIL 1.00 #0274 ~ CANBUILD - The Construction Conference--Canada Remote Systems. Toronto, OntarioNorthAmeriNet HostArticle: 35914 of sci.environmentFrom: steve.hartwell@canrem.UUCP (Steve Hartwell)Newsgroups: sci.environmentSubject: enviro education 2Message-ID: <1991Dec18.104.41248@canrem>Date: 18 Dec 91 00:00:00 GMT VISION CHANGERS ***************Goals and Objectives:- to encourage individuals to create their own Preferred World View, and to encourage individuals to take such steps in their day-to-day life, as necessary to have their Preferred World View become a reality.- to promote the concept that we Can make a difference to the environment, and that the responsibility is up to each and every one of us.- to promote an attitude change towards individual efforts to affect environmental change through education.- to promote improved environment practices through programs and activities, which increase environmental knowledge, skills, and co-operation.- to organize community education programs which increase understanding environmental issues, and help individuals effectively contribute to environmental solutions.- to develop programs and material which assist teachers and their students, to address environmental issues, and to facilitate the understanding that all issues have an environmental component.- to provide training, advice, and communications techniques, to business, government, schools, community groups, and other organizations, working to improve their environmental performance.- to promote and support innovative environmental education programs.Towards these Goals and Objectives, Vision Changers has alreadystarted up the first two chapters of the'Vision Changers Pen Pal Club'Chapter 1 - Speyside Anglican Public School, Speyside TobagoChapter 2 - Hugh McMillan Centre, Toronto, Ontario, Canadaas of November 19, 1991.>>>>>>>>>> Friday, November 29, 1991>>>>>>>>>> Vision Changers pamphlet information posted in the>>>>>>>>>> CANBUILD conference of CRS, with full permission of>>>>>>>>>> Mitchell L. Gold, C.A.>>>>>>>>>> - Vision Changers Chairperson,>>>>>>>>>> - Provincial Chancellor of the Ontario Chapter of the>>>>>>>>>> International Association Of Educators For World Peace>>>>>>>>>> - Co-Convenor New York Education Prepatory for Brazil 92>>>>>>>>>> ------------------------------------------------------>>>>>>>>>> The Vision Changer Project>>>>>>>>>> 2 Bloor Street West, Suite #100-209>>>>>>>>>> Toronto, Ontario, Canada>>>>>>>>>> M4W 3E2>>>>>>>>>> voice: (416)924-4449, fax: (416)924-4094>>>>>>>>>> registered charitable organization - Reg # 08 52681-29>>>>>>>>>> and in the United States - different Reg #.>>>>>>>>>> note: if you repost, or reproduce the VISION CHANGER>>>>>>>>>> messages from CANBUILD, include the credits.>>>>>>>>>> And, be sure to get the other moderators'>>>>>>>>>> permission, first. Sincerest Thanks.from steve.hartwell@canrem.uucp steve.hartwell%canrem@lsuc.on.ca--- ~ ACCESS/MAIL 1.00 #0274 ~ CANBUILD - The Construction Conference--Canada Remote Systems. Toronto, OntarioNorthAmeriNet Host</span></text>
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<text>Received: by SIVM (Mailer R2.03B) id 6886; Mon, 09 Dec 91 11:44:14 ESTDate: Mon, 9 Dec 1991 11:37:31 -0500Reply-To: Joseph.S.Larson@TEI.UMASS.EDUSender: "Discussion on Biological Conservation" <CONSLINK@SIVM.BITNET>From: Joseph.S.Larson@TEI.UMASS.EDUSubject: New Wetlands Book Finlayson, Max and Michael Moser. 1991. WETLANDS. Facts On File, Inc. 460 Park Ave, S. N.Y., N.Y. 10016 and Facts On File, Ltd. Collins St. Oxford, OX4 1XJ, U.K. 224 pp, glossary, indexes (general, taxonomic, and geographical), 6 world region maps, 71 color photos, 10 charts and diagrams. Chapters on: Wetlands and their values (E. Maltby); 6 chapters on wetlands of the world's biogeogrphic regions: Europe and Mediterranean Basin (G.E. Hollis and T.A. Jones), North America (J. Larson), Latin America and Caribbean (D.A. Scott), Africa (P. Denny), Asia and Middle East (D.A. Scott), Australasia and Oceania (C. M. Finlayson).</text>
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<text>For Immediate ReleaseJanuary 23, 1992For further information call:Liz Osborn Patty LeclaireExecutive Director Special Projects CoordinatorOutdoor Recreation Council of BC Girl Guides of Canada(604) 737-3058 (416) 487-5281 ext. 208 Riverfest III to Address Management Of BC RiversThe Honourable John Cashore, Minister of Environment, Lands and Parks is the featured guest luncheon speaker at the Riverfest III symposium. The Minister will speak on river management in BC.The Outdoor Recreation Council of British Columbia is hosting this public event on February 1st, 1992 at the Chateau Granville Hotel, in Vancouver, BC. The purpose of Riverfest III is to gather input which will begin preparation of a draft river management strategy for British Columbia. BC is exceptionally endowed with wild rivers offering outstanding recreation opportunities. Recreationists are calling for a management strategy to be put in place which ensures that these recreation opportunities will remain. Keynote speakers will represent BC Hydro and The Canadian Heritage River System as well as various provincial government departments such as Environment, Parks and Forests. In addition workshops will be held on the Fraser, Babine and Cowichan rivers focusing on their relation to a BC river strategy. Speaking at the dinner banquet, Kevin Coyle of American Rivers will bring river experience from south of the border to the event. A highlight of Riverfest III will be the official signing of The River Monitoring Program. This cooperative venture between the Canadian Heritage Rivers System (CHRS) and the Girl Guides of Canada will involve young women in the protection and conservation of the country's most significant natural waterways. The essential elements of the joint program are addressed in the memorandum of understanding which will be officially signed by Girl Guide Chief Commissioner, Marsha Ross and past CHRS Board Chairman, Mr. Allan Appleby at 12:15 pm on February 1st. Riverfest III participants will also have a chance to acquire some spectacular river-inspired artwork at the Riverfest III silent art auction. The framed prints to be auctioned off include Ken Kirkby's "Harbinger", "Inukshuk" and "The Wild One Returns", Leyda Campbell's "Reflections" and Herb Kettner's "Approach to the Rapids".For more information on Riverfest III and to register please contact The Outdoor Recreation Council of BC at (604) 737-3058. - 30 - BACKGROUNDERGirl Guides of Canada River Monitoring Program for the Canadian Heritage Rivers SystemRivers constitute one of the most important natural elements of our national heritage and play an important historical role in strengthening our national identity as Canadians.The Girl Guide Water For Tomorrow program identifies three goals which relate directly to the planning for and participating in a cooperative river monitoring program with the Canadian Heritage Rivers Board.1. To promote water literacy and water conservation awareness among the membership to enable them to participate in water related activities locally, nationally and internationally.2. To provide active encouragement for the development of environmental leadership skills and to promote career development in the water services among young women.3. To continue the partnership between Environment Canada and the Girl Guides.The River Monitoring Program will promote national recognition of the historically important rivers and provide young women with the opportunity to actively participate in the environmental stewardship of our natural and cultural heritage. The program will also help to develop environmentally informed and responsible members by providing them with the knowledge, skills and tools to protect and conserve Canada's natural water resources. Such a program aimed at young women can offer immeasurable benefits in fostering pride and appreciation for the natural and cultural heritage we share. Its prospect for stimulating national pride is exciting and with the official signing of a memorandum of understanding, February 1, 1992 in Vancouver BC, The Canadian Heritage Rivers Monitoring Program will provide a very appropriate focus for celebrating Canada's 125 years as a nation. - 30 ---Peter Ronald - TEC Information Services * By their own wordspeter@mindlink.bc.ca or tec@web.apc.org * They will be exposed.</text>
