Week 6, blog 1

Today we finished smoothing up the flagstones, with a hammer and chisel. We placed piles of finely crushed stone on the flagging, and then used a push broom to spread the crushed stone between the rocks. Filling in the cracks is very important. It completes the placement of the stones do not shift, and makes the transitions from one stone to another smooth under foot. The section we had done looked really professional once we swept the crushed stone into the cracks.

We then went to Mr. Lucido's room to discuss how we are going to mount the whiteboard we had gotten on the outside wall of the school. He referred us to Mr. Hunt, for his construction expertise. We met with Mr. Hunt in the workshop by the golf course. The whiteboard was pretty bent from years of storage, so we put some heavy bags of quickset concrete on the board to flatten it out.

We came back the next to check how the reforming of the whiteboard was going. Because of the material at the board's core, a cheap cardboard. The whiteboard would not take on a new shape. We discussed with Mr. Hunt again, and explored the possibility of creating some sort frame to flatten the whiteboard. But, because the board was so old, we decided it would be more economical in the long run to find a new board. Mr. Hunt offered to check the store rooms of memorial and essex elementary for suitable whiteboards.

Week 5, blog 3

Once it came time to lay the stones into the ground, we spoke with John Byrne and set up a time when he could come and meet us to discuss the proper method of laying it. He met us the next morning at the school and we started going over a plan. The first thing we needed to do was put down a layer of finely crushed stone. This forms the layer the flagstones actually sit in. The next thing we need to do is layout all of the pieces of stone, and begin piecing together a very heavy puzzle. After finishing the puzzle we begin leveling the pieces of stone and permanently placing them.

The puzzle was fun and easy, except for the heavy lifting. We spent a few hours deciding which pieces go where to keep the size of the spaces between stones as small as possible. This is really the most important step. After placing all of the stones permanently in their places. This entails lifting up the stones and looking at the shapes on the bottom side of the flagstones. We then try to model the crushed stone to form a perfect base, so that the flagstone are sturdy and motionless. We continued this until we ran out of flagstones. We used the whole pallet, but it wasn't enough. We are going to need to get another pallet of flagstone to finish the classroom.

Week 5, Blog 2

When we arrived thursday morning we discovered two things, that Mr. Lucido brought the laser in for us to use, and that John Byrne had sent over one of his workers to help us rake the gravel base into the right grade. We needed Mr. Magers to show us how to properly set up and use the laser level. So, until Mr. Magers was out of his class, we worked with John's landscaper to put the finishing touches on the raking and flattening. He was very friendly and very helpful, but did not speak much english. This proved to be less of a limitation once Mr. Magers arrived, as he speaks fluent spanish.

About 45 minutes later Mr. Magers showed up and we began setting up the laser level. We attempted setting it up with the old, stained owner's manual, but to no avail. Mr. Magers guided us through setting up the tripod, which is made as flat as possible with a line level. Once we got the tripod properly placed, we attached the laser to the top of the tripod. The laser transmits to a receiver which is fastened to a slider on a meter stick. We move the receiver to all areas of the the rectangular base, how much you have to slide the receiver up or down the meter stick tells us the difference in depths of the area. We found, as we hoped, that the grade of the gravel slopes away from the building, this should allow for proper drainage.

Eli: Week 5, blog 1

Today I moved several piles of material from around the site. This is not complicated work, but it is time consuming and takes a lot of energy. We still had a waist high pile of soil left over from when we transplanted the pine tree. The pile had been sitting on a tarp, in the grass next to the site, so we wanted to move it to save as much of the grass below as we could. Mr. Lucido offered to help move the pile with his tractor. So he pulled it up in front of the pile and we filled the tractor's bucket with shovels. After several trips to the spot where he was dumping it, that pile was done.

The next pile I moved without the help of a tractor. Patrick and I had removed the chunks of sod that were originally covering the site and piled the off to one side. So for an hour or so today, I was taking wheelbarrow loads of sod over to the compost pile. Sod is easier than dirt to move because it is in big chunks.

Yesterday Patrick and I were going to compact the area after school yesterday, but as we started, we realized the grade wasn't quite right. This would possibly effect the drainage of the class room area. We needed some sort of level to check the incline of the base layer, but none are large enough. Mr. Lucido has a laser level at home which he is going to bring in tomorrow. With that tool we should be able to make it at the perfect angle for optimum drainage.

Week 4, blog 2

We have known for a few weeks that we needed to test the quality, of water coming off of the roof. If the tests show that the water is potable it will be used to water the gardens. All of the gutters feed water directly into the water wall, a massive water container. We need to make sure that the water won't poison the plants and therefore us.

A down pour started today around 1:45, so we knew it was a good time to collect it. We grabbed our jars for capturing the water and our sweatshirts before heading outside the school. However, the gutters work so well that very little water comes off of the roof. We went out by the work shed at the edge of the school grounds to find a latter. We eventually found a sturdy looking ladder under some pieces of wood behind the shed.

We went over to the lowest school roof, in the gardens, and put the ladder up. It was raining so I put all my efforts into stabilizing the ladder and spotting Patrick while he climbed up to gather some water that was pouring into the gutters. After filling two containers, we put the ladder away behind the storage barn and went inside.

When we gave the samples to Mr. Magers he apologized and said that we need more for the water testing. So, we grab two more containers and went back out in the down pour. This time we walked around the school until we found a place where it was coming off of the gutters and gathered that.

Rough Draft - May 10 2013

The Necessity of a Grade school Environmental Education Program

Eli Pearce

Ms. Tanner

5.10.2013

In recent years it is becoming increasingly apparent that the environmental issues we have been experiencing, specifically global warming, will persist and even worsen. Although scientists have reached a general consensus about global warming, people still struggle to get behind any actual positive changes.Today's children are as disconnected from nature as they have ever been. This stems from a lack of education, and the introduction of game changing technologies to everyday lives. Because of the worsening environmental situation, an environmental education is an increasingly crucial part of a rounded 21^st century education, and will be necessary if future generations intends to avert the problems they will inherit.

Whether visible to the naked eye or not, our world is changing. Many people think that the effects of global warming have yet to be felt, but this is untrue. 4Pollution, along with changing temperatures and erratic weather have destroyed some ecosystems, and are making it difficult for others to survive. Global warming effects people drastically as well. Somalia, a country on the horn of Africa, has experienced horrible drought and famine. This issue has plagued Somalia for a long time, but, it has been worse than ever in recent years, for which many blame global warming. Because the Somalis rely so heavily on agriculture, the drought also causes famine. The director of the Somalian chapter of Oxfam said: “In the coming decades, unless urgent action is taken to slash greenhouse gas emissions, temperatures in East Africa will continue to rise and rainfall patterns will change. This will create major problems for food production and availability,”¹² Scenarios like this are happening all over the world. Coral reefs through out the oceans, such as the Great Barrier Reef, are shrinking at an alarming rate. Forrest fires are occurring more and more often in heavily forested temperate regions. Some areas have been destroyed by a combination of symptoms of global warming. In 2008, the Pacific Island of Kiribati declared itself uninhabitable due to rising sea levels. The rising sea levels make the soil so salty that the bananas, one of the main sources of food for islanders, cannot grow. The salt water also seeps into their fresh water supplies, rendering them unusable. The island's inhabitants have asked for help in the evacuation Kiribati ¹³. This marks the first of many nations to come, whose lands are made uninhabitable by climate change.

Day and in and day out, people are given the option to take the “greener” route, and make a choice that will have a positive effect on the environment. It could be the choice between a trash can and recycling bin, or giving a friend or coworker a ride to school or work. It is worrisome how many people just choose the easiest route, toss their empty cup into the nearest receptacle. These seemingly insignificant occurrences add up. Receiving an environmental education in school could make the difference in these situations.

An environmental education is a broad term for the combination of several different areas of study. The areas of study were brought about at different times over the last few centuries. The fields are nature study, outdoor education, experiential education and finally an education in conservation. Nature study attempts to stimulate some kind of a connection with the natural world. Outdoor education is often made up of exercises designed to give students a respect for nature, through outdoor experiences. Experiential education is about problem and cooperation. Together, these are united under the banner of environmental education; a modern curriculum to give students the tools to protect the earth on which we live.

An environmental education is especially relevant to today's youngest generations; tomorrow's citizens must be environmentally literate. They must be able to understand the terms and issues that they will be hearing about for the rest of their lives. These children are growing up in a strange era. Too many kids don’t know enough about nature to have a healthy respect for it, or comprehend how crucial it is to human life. More importantly, sane human life, some people suffer from something called “Nature Deficit Disorder”. The disorder manifests itself in depression, obesity and loneliness. In other words, nature is good for you. So it is really no surprise that people are unhappy and unhealthy, when the average child spends only four minutes of unstructured time outdoors.¹ The generations that will have to deal with this issue are so disconnected from nature; the issue probably isn't even on their minds. Some studies suggest that an environmental education would steer students towards pursuing an environmental career; I know it has for me.

The green movement is growing daily. Some economists have used the term “green collar”, to describe the fastest growing field of the 21^st century¹¹. A report, released by the Bureau of Labor Statistics, stated that in the 2010-2011 period, green jobs grew four times faster than all other industries combined¹⁰. If similar trends continue, many of today's children will join the green work force. The green industry has the power to end unemployment problems, but, for this to be possible environmental studies must be incorporated into students courses of study today.

Technology is a double edged sword. We have used technology and fossil fuels too cavalierly and it is damaging the earth. Ironically, technology could be our saving grace. Such as the internet; the internet is a tremendous tool in education. The internet can make an education available to anyone with computer access and the will to learn. The world is now so globalized that the spread of information from one side of the globe to the other can take place in a matter of seconds, people need only listen.

An environmental education has been demonstrated to enhance other aspects of education as well. Some teachers noticed a change in their students after an environmental program was established at their school. In 2006 the state of Washington asked the Office of the Superintendent of Public Instruction (OSPI) to conduct a study as to the effects of an environmental education on K-12 students. Of the twenty studies taken, eighteen highlighted a correlation between participation in environmental programs at the school and improved academic achievement ⁴. One of the studies made pairs of schools, one with an environmental education program and one without (traditional). The study then compared the standardized test scores from the seventy-seven pairs of schools. Sixty-five percent of schools with environmental programs had higher test scores ⁴. The National Environmental Education Foundation remarked this about their findings, “Students 'learn to do science' rather than 'just learn about science.'” Not only would an environmental education prepare students for the future, but, it would also make them better students.

Similarly to environmental education improving test scores, it has also been shown to improve students self esteem, communicating skills and work ethic. A 2005 study, conducted by the American Institutes for Research, found that “students who participated in the course showed positive gains in self-esteem, leadership, cooperation, conflict-resolution, and students’ relationships with their teacher immediately after the program.” ⁴ My experience with the Green team, both in class and during S.C.O.R.E., has confirmed these findings. This stems more from the ways environmental classes are taught, as apposed to the content of the classes. Students usually find experiential education more interesting than the traditional manner. This alternate form of education focuses more on actions and experiences as apposed to the memorization of facts and ideas that make up a student's knowledge. This change of teaching style can get students more engaged in their learning.

Students of an environmental program often largely manage themselves, and therefore develop a certain skill set that they otherwise wouldn't. Green team students at Manchester Essex work on a service learning project of their own choosing. This allows students to learn about something that they are truly passionate about, while positively effecting the community. These classes provide tremendous opportunity to those who take advantage of the resources at their disposal. Take for example, the initiative to ban plastic bags in Manchester. That was once an idea in a students head, but, with the proper tools that was able to become law.

As the world changes, so must the education system. The education system must be ahead of its time, not behind. Today's children will be the adults of the world in a time of great turmoil. They must have the skill set to and knowledge of the issue to tackle global warming. Climate change is an entirely unique problem in that it faces the world as a whole. It has the potential to foster amazing feats of cooperation and science. In order for any of this to be possible students need to learn about the world we live in, and develop some respect and appreciation for it.

Works Cited

1. "Why Is Environmental Education Important?" NCLI. No Child Left Inside, n.d. Web. 11 Mar. 2013. <http://www.cbf.org/ncli-federal-mges/ncli---solution---why-ee-imp>.

2. Interview: Green Team/ Green Scholars students
3. Primary Source: Mr. Magers

4. Wheeler, Gilda, Colleen Thumlert, Lise Glaser, Matt Schoellhamer, and Oksana Bartosh. Environmental Education Report. Rep. Olympia, WA: Superintendant of Public Instruction, 2007. Print.
5. Schueneman, Tom. "The Facts on U.S. Green Job Growth." RSS. The Energy Collective, 12 Oct. 2012. Web. 12 Mar. 2013. <http://theenergycollective.com/globalwarmingisreal/123051/facts-us-green-job-growth>.

6. Lacey, Stephen. "Report: The Greener The Industry, The Higher The Job Growth Rate Over The Last Decade." ThinkProgress RSS. Climate Progress, 10 Oct. 2012. Web. 12 Mar. 2013. <http://thinkprogress.org/climate/2012/10/10/984211/report-the-greener-the-industry-the-higher-the-job-growth-rate-over-the-last-decade/?mobile=nc>.

7. "CleanTechnica." CleanTechnica. N.p., 10 Oct. 2010. Web. 12 Mar. 2013. <http://cleantechnica.com/2012/10/10/green-jobs-growth-in-the-usa-manufacturing-leads-the-way/>.

8. Desonie, Dana. Humans and the Natural Environment: The Future of Our Planet. New York: Chelsea House, 2008. Print.
9. McKibben, Bill. The End of Nature. New York: Random House, 1989. Print.
10. "Green Jobs Are Growing Faster than Conventional Jobs." Green Jobs Are Growing Faster than Conventional Jobs. Green America, 16 Apr. 2013. Web. 07 May 2013. <http://www.greenbusinessnetwork.org/news/green-business-trends/item/794-green-jobs-are-growing-faster-than-conventional-jobs.html>.
11. Olila, Anneli C. "CT Green Scene." 'CT Green Scene ' CT Green Scene, n.d. Web. 07 May 2013. <http://ctgreenscene.typepad.com/ct_green_scene/2009/11/green-j.html>.
12. Strasiouso, Jason. "Global Warming May Have Fueled Somali Drought." Global Warming May Have Fueled Somali Drought. Phys.org, 15 Mar. 2013. Web. 08 May 2013. <http://phys.org/news/2013-03-human-climate-big-factor-somali.html>.
13. Bowers, Mike, and Bernard Lagan for the Global Mail. "Kiribati Enters the End Game against Climate Change." The Guardian. Guardian News and Media, 16 Apr. 2013. Web. 09 May 2013. <http://www.guardian.co.uk/environment/gallery/2013/apr/16/kiribati-end-game-climate-change-in-pictures>.

Eli: Week 4, post 1

 Yesterday Patrick and I went out to the classroom site to do an overview. We showed Mr. Magers how we intended to do the spacing of the chairs, in rows. He didn't really like this idea. He wanted it to be a larger space so that the chairs need not be set up in any specific order or pattern. If we make the spot larger people can place the chairs where ever they please. After talking about this for awhile, we agreed to make the necessary changes.

So we started digging once again. It would have been easier to have decided to make this change while we had the use of a Bobcat, but, it isn't that much space we need to dig up. As a result of the changed size of the classroom area. We will unfortunately need another load of crushed stone to spread across the new, larger classroom area. This step will need to be finished before we can compact the crushed stone with the automatic compactor. After that the final layer will be dropped off, which is made up of sand and finer crushed stone. This soft upper layer will be what we fit the stones into.

The pallet of stone was delivered on time and in the right place, so that worked out really well. We will need to wait until school gets out to use the compactor, as it is very loud. We also need to gather a few supplies, such as a level and some strings to assure that the classroom is built on the right angle. This is crucial for the water to drain properly.

Week 3, blog 3

 On Saturday morning, Patrick and I met with John, the contractor, to excavate the the classroom area so that we could put down a base layer of crushed stone. We had agreed to meet him at eight AM at the school. When we got their at eight, he had already dug the area with a Bobcat. It turns out he had done it the night before because he had time then.

We evened out the sides and corners of the hole with shovels and then waited for the load of crushed stone to be delivered. The truck arrived and dumped the first of two loads of crushed stone into the area. We then spent an hour or so spreading and flattening the crushed stone into an inch thick base. The second load arrived awhile after we finished. We did the same thing, this time however, there was much more crushed stone, so it took longer.

We managed to get it to a pretty flat base of several inches. On monday John is going to drop off a machine that will compact the crushed stone. After that we will have a load of sand dropped off. The sand forms the top layer. In to which we will place the flagstones. The pallet of stone is being delivered on tuesday. Hopefully early in the day. We may be able to finish laying the stones this week or early next week. That is assuming that both the sand and stone deliveries are on time.

Week 3 blog 2

Yesterday we started working on the second piece of our SCORE project: the school’s garden. We are doing several things to improve the garden before the summer planting begins. We spent some time just doing some general maintenance, such as weeding the flower beds. However the two main things we will be doing to the garden are beginning a project to put a nautical style rope fence around it, and replacing all of the mulch with grass. The mulch should be the easier of the two projects. We need to dig up and move the 3 inches of mulch from all around the garden. We will then dispose of the anti-weed cloth that is covering the ground. After this it is just a matter of laying down the sod. The most difficult task will be, as cheaply as possible, purchasing and installing the fence posts for the rope fence. We have been reaching out to everyone we can think for some help or pointers. It is turning out to be tougher than we had anticipated. Nothing comes cheap these days.

                We started those projects this week because we are waiting for the classroom area to be excavated this Saturday. Once that happens, we will begin laying down stone next week. The fencing project may be too large to accomplish in the time remaining after a week of laying stone, but we have already gotten the ball rolling. We may end up having to leave the installation for Green Team interns and scholars.

Week 3 post 1

Patrick and I tried to meet with Mr. Murphy last week to hash out the rules surrounding the classroom use. He, however, was In D.C., so we just managed to meet with him this Monday. Originally we had written him proposal and given that to him via email, but he couldn’t find it. So we had to just tell him what was going on in the project. We are trying to get the ok to leave a key to the alarm somewhere safe, like the main office, where teachers could send a student down to grab it before class. This would just make it easier for classes to use the space because they wouldn’t have to go all the way around to the front door carrying the foldout chairs. Mr. Murphy said that he would entertain the idea. So I think that is a good sign.

Yesterday, we also met with Mr. Lucido and Scott Morrison to discuss the next part of our project, working on the gardens. We are going to be eliminating all of the mulch in that area and replacing it with grass. Then we intend to install a rope fence, protecting the garden from the athletes often standing around in that area. It is going to have to be a strong, because I am sure that football players will be standing and sitting on it. But better the fence than the garden. We  will start in on the garden once we finish the classroom, so in a week or two. 

Week 2 post 3

After speaking on the phone several times, Patrick and I were finally able to meet with John Burn, a local contractor. Mr. Burn is also a school parent, and willing to help us build the outdoor classroom. He instructed us on how we were going to go about building the patio area as well as offer the use of his company's machines. We need to dig a 21' by 14' area to a depth of 6”. As John pointed out this would take quite awhile with only two people digging, so he offered to bring an excavator over and dig it for us. I was ecstatic to discover that instead of spending days digging, someone would do it for us in as little time as an hour.

Mr. Burn offered assistance in another are of the build. We had learned that we would need a truckload full of crushed stone to serve as the base for the flagstone floor. We had no idea what that would cost, but apparently not very much because John said he would give it to us for free. So all of the sudden this aspect of our SCORE project just became a lot less complicated. Once the area excavated and the crushed stone poured in, Patrick and I will begin the process of laying the slabs of stone. This will end up being the time consuming part, mainly because we have no experience laying stone and will have to learn as we go.

Week 2, post 2

After a week of trying to find a day when we could do it, patrick and I were finally able to move a fairly large pine tree off the outdoor classroom site. Two pine trees were originally planted at staggered distances from the walls of the school. We wanted to move one of them several feet away from the school, so that the trees formed a kind of rear wall for the classroom. The trees would help hide the parking lot from people in the classroom. It is really important that after all of this work, the classroom really feels outdoorsy. Which it would not if you could plainly see a hundred cars parked behind you. We needed to find the perfect day to move the tree. It had to be nice enough to be outside all day, and we had to wait for Pat's AP schedule to allow the necessary time. We finally found the perfect day this week. We were also lucky enough to have the help of Cory Burnham, who is also doing a SCORE project at the school. So Patrick, Cory, and I began digging at 8 AM. Once we got into a rhythm digging the hole to move the tree to wasn't particularly difficult. Although it was time consuming. The tough part came when we had to excavate the living tree and transplant it in the hole we just dug. We really didn't anticipate the size of the roots or the rocky soil. Both of which made it an extremely arduous task. After hours we were finally able to haul the tree out of the ground and transplant it. Now we must water it often to ensure that our hard work was not in vain.  

Week 2, Blog 1

I was away Monday and Tuesday. Because we missed two days this week, Patrick and I are not ready to start building the classroom until next week. Today we heard back from a project adventure course designer, about making ropes to fence the school’s garden. Not surprisingly, making rope is an extremely difficult task. It would involve hours upon hours of practice and failure before we could ever create a useful piece of rope. Because of this difficulty, we are trying to acquire some rope for free. We have called and emailed several shipyards with no avail. A member of the school’s green team is asking one of their relatives, the owner of a marina, and we are still waiting to hear back. We also recently discovered that a parent in the district has a lot of experience with paving and making patios. He reached out to us and offered his assistance. We will definitely use his help so this is a really good lead. We will try and meet with him this week, so we can make some plans and then next week hopefully get started. It is going to be really helpful to have someone from the community guiding us in the construction, especially one who has so much experience in this area. We also got some glass jars with lids today because we are going to check the quality of water coming off of the roof next time it rains. This will determine the possible uses, if any, for the water that we collect from the roof run off.

Eli Pearce Blog 1 - 4.8.2013

After the meeting this morning, I jumped right into my SCORE project with the Green Team. We created a "reverse" outline as Mr. Magers called it. We describe our end results and worked backwards to figure out how to reach that end. With a good idea of what we want the finished classroom to look like, Patrick and I began taking measurements and recording dimensions for the stone we will need to lay for the floor of the classroom. We made contact with several stores and contractors to try and determine the best materials for the job and where to get them for the lowest price. We have to shop around and try to find the most inexpensive way to build the classroom. It will probably take a few more days of research and consulting experts before we can choose and purchase materials to begin building. For the first few days we will be tracking down materials and creating a plan of attack. In the following weeks we will begin the build, which will take up a large portion of our time. Since the Green Team is all about sustainability and recycling, we are going to make as much of the materials for the project as we can. For example, Patrick and I are going to be learning how to make rope. The rope that we make will then be used to protect the school’s edible garden. We will also be working on the garden for a portion of our SCORE project.

Eli Pearce Outline

Eli Pearce

March 12, 2013

Thesis: Due to the impending climate crisis, an environmental education is an increasingly crucial part of a rounded 21^st century education, and will be necessary if this generation intends to avert the problem they will inherit.

What does the future hold?

• Climate change is already ravaging many ecosystems, and is getting worse every year
  • Many crops and some livestock are already unable to succeed in areas where they have previously thrived
    • Food and water security is becoming an increasingly pivotal issue
• If today's children do not gain the tools and knowledge to combat global warming in school now, the Earth's future will surely be dark

Why is an environmental education important specifically to today's students?

• “Nature Deficit Disorder”
  • American kids spend hours a day in front of screens and only a few minutes outside
    • Leads to obesity, depression, loneliness
• Global warming was acknowledged in the previous generation, but will be dealt with by the current generation (20^th vs. 21^st centuries)
• Several studies suggest that an environmental education increases awareness and interest in environmental careers

Growing Industry

• Economists have referred to the 21^st century as the “Green Collar Era”
• Bureau of Labor Statistics defined green jobs as:

“Jobs in businesses that produce goods or provide services that benefit the environment or conserve natural resources; or, jobs in which workers’ duties involve making their establishment’s production processes more environmentally friendly or ensuring that they use fewer natural resources.”

• 3.1 million “Green Jobs” nationwide (As of November 2011)

Tools to do the job

• Globalization (ex. Social media)
  • Easily share any information
    • speeds socio-political change

Benefits of an environmental education

• Other areas of study benefit as well
• When integrated into a curriculum, teachers saw less problems with discipline, more interest in studies and more pride in accomplishments
• Improves problem solving and life skills
• Out of 20 Washington studies, 18 highlighted a direct relation between participation in environmental education and improved academic achievement.

Works Cited

"Why Is Environmental Education Important?" NCLI. No Child Left Inside, n.d. Web. 11 Mar. 2013. <http://www.cbf.org/ncli-federal-microsite/pages/ncli---solution---why-ee-imp>.

Interview: Green Team/ Green Scholars students

Primary Source: Mr. Magers

Wheeler, Gilda, Colleen Thumlert, Lise Glaser, Matt Schoellhamer, and Oksana Bartosh. Environmental Education Report. Rep. Olympia, WA: Superintendant of Public Instruction, 2007. Print.

Schueneman, Tom. "The Facts on U.S. Green Job Growth." RSS. The Energy Collective, 12 Oct. 2012. Web. 12 Mar. 2013. <http://theenergycollective.com/globalwarmingisreal/123051/facts-us-green-job-growth>.

Lacey, Stephen. "Report: The Greener The Industry, The Higher The Job Growth Rate Over The Last Decade." ThinkProgress RSS. Climate Progress, 10 Oct. 2012. Web. 12 Mar. 2013. <http://thinkprogress.org/climate/2012/10/10/984211/report-the-greener-the-industry-the-higher-the-job-growth-rate-over-the-last-decade/?mobile=nc>.

"CleanTechnica." CleanTechnica. N.p., 10 Oct. 2010. Web. 12 Mar. 2013. <http://cleantechnica.com/2012/10/10/green-jobs-growth-in-the-usa-manufacturing-leads-the-way/>.

Desonie, Dana. Humans and the Natural Environment: The Future of Our Planet. New York: Chelsea House, 2008. Print.

McKibben, Bill. The End of Nature. New York: Random House, 1989. Print.

New Labels

New Labels