The document summarizes activities conducted by a school in Romania as part of the "CO2nnect: CO2 on the way to school" campaign to promote education for sustainable development. Some of the activities described include students participating in bike races to encourage alternative transportation, measuring CO2 emissions from home to school transportation, and lessons on sources of CO2 and climate change. The campaign aims to improve knowledge around reducing CO2 emissions and involves collaboration between the school, environmental agencies, and other partners.
The document provides information on various programs and events at Effat University during spring 2014. It discusses:
1) The new Bachelor of Science in Visual and Digital Production (VDP) program launched in collaboration with the University of Southern California to support the country's participation in the global information economy.
2) International Volunteer Day events organized by the Student Government to involve Effat University students and the community in volunteer work.
3) Other events hosted by Effat University including Ignite Jeddah, motivational speeches, awards ceremonies, and conferences on various topics.
The document lists the names, schools, and countries of 57 participants in an international education event. The participants are from Romania, Turkey, Bulgaria, Italy, Spain, France, United Kingdom, Belgium, Poland, Slovenia, Portugal, and Latvia.
Carte editata in noiembrie 2009, pentru implementarea Campaniei CO2nnect in Romania, in cadrul proiectului ,,CO2nnect Romania", de catre Organizatia Regionala pentru Sanatatea Mediului ,,Hero" din Cluj-Napoca si Focus Eco Center din Targu-Mures
The document provides information on various programs and events at Effat University during spring 2014. It discusses:
1) The new Bachelor of Science in Visual and Digital Production (VDP) program launched in collaboration with the University of Southern California to support the country's participation in the global information economy.
2) International Volunteer Day events organized by the Student Government to involve Effat University students and the community in volunteer work.
3) Other events hosted by Effat University including Ignite Jeddah, motivational speeches, awards ceremonies, and conferences on various topics.
The document lists the names, schools, and countries of 57 participants in an international education event. The participants are from Romania, Turkey, Bulgaria, Italy, Spain, France, United Kingdom, Belgium, Poland, Slovenia, Portugal, and Latvia.
Carte editata in noiembrie 2009, pentru implementarea Campaniei CO2nnect in Romania, in cadrul proiectului ,,CO2nnect Romania", de catre Organizatia Regionala pentru Sanatatea Mediului ,,Hero" din Cluj-Napoca si Focus Eco Center din Targu-Mures
The document summarizes the activities carried out in the first year of the TrEE project, which aims to promote recycling and environmental education. It describes the partner organizations involved in Bulgaria and the initial steps taken, including signing agreements, selecting trainees, attending a project meeting in Italy, translating and promoting the first newsletter, presenting the project publicly, and conducting an initial training session on ecology in Burgas.
The document summarizes best practices in environmental education from partners in the TrEE project in 8 European countries. It describes 3 best practices from each country, including mobile science labs and eco-committees in Bulgaria, lessons on energy from waste and sustainable energy in Denmark, a resource efficiency program for construction companies in the UK, outdoor environmental education in Hungary, the Ricrea recycling festival in Italy, a human generator and sustainable house exhibit in Portugal, and concludes with first calls for future activities in each country.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners to improve environmental education programs. It will provide training tools and facilitate an exchange of experiences and practices between partner countries. Activities will include researching policies and programs, identifying best practices, and organizing local exhibitions of artifacts produced through workshops. The results will be documented in instructional videos and a photo catalogue to spread awareness of recycling methods and promote sustainable development.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners through transnational exchanges. It intends to provide training tools to establish good practices across countries and create a shared environmental education program. Each partner organization will research local policies and programs, identify best practices, and facilitate local activities like workshops. Students will produce artifacts on recycling and environmental topics that will be displayed at local exhibitions, which will collectively form a photo catalogue and video collection documenting the project's results and activities across partner nations.
The document describes an environmental education project called "Learning in the Outdoor Environment" carried out by the Észak-Mátra Environmental Protection Association in Hungary. The project aims to use real-world materials and hands-on outdoor activities to make environmental lessons more engaging for students. Students participate in games, excursions, environmental observations, experiments and other activities both on school grounds and in surrounding areas. The outdoor learning approach helps students develop knowledge, social skills, cooperation abilities, and stimulates self-directed investigation of their natural environment. Teachers observed students being more motivated and their competencies developing more easily compared to traditional classroom lessons.
The document describes an environmental education project called "EcoAttitude = Responsibility, Information, Action" carried out in Romania between 2010-2013. The project aimed to raise awareness of environment protection among children and encourage recycling. It involved workshops, discussions, and collecting recyclable waste from over 100,000 students across several regions. The project was implemented in four phases over the years, expanding its reach each time.
The newsletter summarizes the activities of the TrEE project in its second year. Partners from several European countries held meetings to discuss environmental education activities in their countries. They presented case studies of best practices and local exhibitions on recycling. Activities included workshops on recycling, reuse, and waste separation for students and communities. The final results were resources for training on recycling and reuse across Europe, including a performance and book created from recycled materials.
This document outlines steps taken by a school in Germany to reduce its carbon footprint as part of an international Comenius Project from 2012-2014. The school worked with partners in Belgium, Scotland, Italy and Bulgaria on ecological initiatives. Actions taken by the school included waste collection, active transportation, limiting printing, and competitions to encourage low-carbon behaviors. An evaluation found reductions in CO2 emissions from heating, energy and water consumption compared to baseline levels from 2013. Both students and teachers developed greater environmental awareness through these activities.
This document summarizes an international project and awards won in 2021 by Alina Mirela Popa, a food industry engineer and teacher in Romania. It discusses her qualifications and experience in educational programs. It then describes an eTwinning project called "Climate Volunteers" that she coordinated from 2019-2022 across 5 countries. The project aimed to raise awareness of climate change among students and develop their collaboration skills. Key activities included creating awareness videos and materials about climate impacts, discussions on climate solutions, and presenting the work through a website. The project was awarded the eTwinning European Prize in the 16-19 age category.
This document provides descriptions of 18 best practices for sustainable energy education and climate neutral schools. Examples include a school in the UK that was planned and built using sustainable materials and technologies to minimize environmental impacts and maximize energy efficiency. Another practice describes a school in Germany that was retrofitted with new windows, insulation, and a biomass boiler, reducing energy use by 50%. A program in Norway called Kvernhuset Ungdomsskole was designed on principles of sustainability and uses natural ventilation and a heat pump to achieve low energy use.
Through an international project called "Pro Natura", Vasile Lucaciu National College in Romania has mobilized four teacher-led teams to promote environmental protection. The teams have organized several events, including a "Green Prom" where students wore recycled clothing, a fundraiser prom to buy seedlings, surveys of local environmental issues, planting 500 seedlings, a "Bicycle Week" to reduce emissions, and a waste management drive to collect reusable items. The goal is to engage students in reducing pollution and preserving the local environment.
This document proposes an environmental protection project called "ECO SBMT: Save our Planet" to be implemented at the faculty. The project aims to involve students, faculty, and administration in environmental protection activities. It includes organizing waste paper collection and producing notebooks from the collected materials. Other activities are using eco-dishes in dining halls, holding an energy saving competition between dormitories, organizing forest cleanups, and promoting bike commuting with bike parking. The project aims to preserve forests, reduce emissions, promote waste-free production and a healthy lifestyle. It requires funding, youth organization support, cooperation with bike organizations, and eco-friendly supplies.
The document provides a historical overview of environmental education from 1965 to present day, including key conferences and agreements:
- 1965 saw the introduction of environmental education at the Bangkok Conference.
- The 1972 Stockholm Conference introduced the need to protect the environment for future generations.
- The 1977 Tbilisi Conference defined environmental education as a discipline and set its strategic importance.
- Subsequent conferences and agreements reinforced environmental education's role in sustainable development, practical problem solving, and integration across all sectors and programs.
The document summarizes achievements and awards for the educational project "Migrating Birds Know No Boundaries":
1) The project won an EU award in 2003 for providing alternative ways of learning geography, physics, biology and new technologies through an interactive computer-based project involving 230 Israeli schools exchanging information with schools in Palestine, Jordan and Europe.
2) In 2002, the educational program implemented at Ort Kramim School won fourth place in an international competition among 760 schools for e-learning.
3) In 2005, the project was published in the prestigious Intel-Innovation-Education journal and featured on the Intel international education website.
The document discusses strategies used by Denmark, Switzerland, and the United Kingdom to maintain clean and green environments. It notes that these countries emphasize proper discipline, eco-friendly policies like renewable energy use, limiting urban expansion, and carbon taxes. Specific initiatives discussed include the UK's waste recycling and energy conservation programs, Switzerland's preservation of natural resources through environmental protection laws, and Denmark's promotion of biking, wind power (providing over 40% of its energy), and efficient waste-to-energy incineration plants. The document argues that the Philippines could benefit from emulating these countries' examples of environmental stewardship through discipline, orientation programs, strict implementation, and developing green leaders.
The document provides a historical overview of environmental education from 1965 to 2012, outlining several important conferences and agreements:
- The 1965 Bangkok Conference introduced the concept of environmental education.
- The 1972 Stockholm Conference introduced the need to protect the environment for future generations.
- The 1977 Tbilisi Conference defined environmental education as a discipline and set its strategic importance.
- Subsequent conferences and agreements reinforced environmental education's role in sustainable development.
Educating children about sustainability and encouraging cycling to school can help foster lifelong sustainable mobility habits. Programs that combine environmental education and cycling aim to address issues like pollution, traffic, and public health while promoting sustainable transportation. Successful initiatives require collaboration between educators, parents, and community leaders to understand local barriers and tailor solutions accordingly. Examples from Europe, India, and China demonstrate how cycling programs can be adapted to different cultures and infrastructure while teaching valuable lessons around sustainability, community, and equality.
This document describes an environmental education program called "EcoAttitude = Responsibility, Information, Action". The program aims to raise awareness among children about protecting the natural environment and promoting responsible environmental behavior. It involves students in recycling activities like creating art from recyclable materials. The program is conducted through workshops, discussions, and tree planting activities. It has been implemented in several counties in Romania since 2010 and involves thousands of students each year.
The document discusses various environmental activities carried out by students and teachers at a school in Poland as part of the Comenius program. It describes cleaning up local forests, presenting on environmental topics during extra lessons, and hosting the first Comenius meeting with another school in Haarlem. Examples of slides from student presentations are shown covering major Polish and worldwide environmental organizations and types of pollution. The Comenius corner at the school contained information about their logo competition, an energy saving activity day, and a concert and karaoke competition to raise money for bins for segregating rubbish.
The document summarizes the activities carried out in the first year of the TrEE project, which aims to promote recycling and environmental education. It describes the partner organizations involved in Bulgaria and the initial steps taken, including signing agreements, selecting trainees, attending a project meeting in Italy, translating and promoting the first newsletter, presenting the project publicly, and conducting an initial training session on ecology in Burgas.
The document summarizes best practices in environmental education from partners in the TrEE project in 8 European countries. It describes 3 best practices from each country, including mobile science labs and eco-committees in Bulgaria, lessons on energy from waste and sustainable energy in Denmark, a resource efficiency program for construction companies in the UK, outdoor environmental education in Hungary, the Ricrea recycling festival in Italy, a human generator and sustainable house exhibit in Portugal, and concludes with first calls for future activities in each country.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners to improve environmental education programs. It will provide training tools and facilitate an exchange of experiences and practices between partner countries. Activities will include researching policies and programs, identifying best practices, and organizing local exhibitions of artifacts produced through workshops. The results will be documented in instructional videos and a photo catalogue to spread awareness of recycling methods and promote sustainable development.
The TrEE project aims to develop a European network of environmental educators and recycling practitioners through transnational exchanges. It intends to provide training tools to establish good practices across countries and create a shared environmental education program. Each partner organization will research local policies and programs, identify best practices, and facilitate local activities like workshops. Students will produce artifacts on recycling and environmental topics that will be displayed at local exhibitions, which will collectively form a photo catalogue and video collection documenting the project's results and activities across partner nations.
The document describes an environmental education project called "Learning in the Outdoor Environment" carried out by the Észak-Mátra Environmental Protection Association in Hungary. The project aims to use real-world materials and hands-on outdoor activities to make environmental lessons more engaging for students. Students participate in games, excursions, environmental observations, experiments and other activities both on school grounds and in surrounding areas. The outdoor learning approach helps students develop knowledge, social skills, cooperation abilities, and stimulates self-directed investigation of their natural environment. Teachers observed students being more motivated and their competencies developing more easily compared to traditional classroom lessons.
The document describes an environmental education project called "EcoAttitude = Responsibility, Information, Action" carried out in Romania between 2010-2013. The project aimed to raise awareness of environment protection among children and encourage recycling. It involved workshops, discussions, and collecting recyclable waste from over 100,000 students across several regions. The project was implemented in four phases over the years, expanding its reach each time.
The newsletter summarizes the activities of the TrEE project in its second year. Partners from several European countries held meetings to discuss environmental education activities in their countries. They presented case studies of best practices and local exhibitions on recycling. Activities included workshops on recycling, reuse, and waste separation for students and communities. The final results were resources for training on recycling and reuse across Europe, including a performance and book created from recycled materials.
This document outlines steps taken by a school in Germany to reduce its carbon footprint as part of an international Comenius Project from 2012-2014. The school worked with partners in Belgium, Scotland, Italy and Bulgaria on ecological initiatives. Actions taken by the school included waste collection, active transportation, limiting printing, and competitions to encourage low-carbon behaviors. An evaluation found reductions in CO2 emissions from heating, energy and water consumption compared to baseline levels from 2013. Both students and teachers developed greater environmental awareness through these activities.
This document summarizes an international project and awards won in 2021 by Alina Mirela Popa, a food industry engineer and teacher in Romania. It discusses her qualifications and experience in educational programs. It then describes an eTwinning project called "Climate Volunteers" that she coordinated from 2019-2022 across 5 countries. The project aimed to raise awareness of climate change among students and develop their collaboration skills. Key activities included creating awareness videos and materials about climate impacts, discussions on climate solutions, and presenting the work through a website. The project was awarded the eTwinning European Prize in the 16-19 age category.
This document provides descriptions of 18 best practices for sustainable energy education and climate neutral schools. Examples include a school in the UK that was planned and built using sustainable materials and technologies to minimize environmental impacts and maximize energy efficiency. Another practice describes a school in Germany that was retrofitted with new windows, insulation, and a biomass boiler, reducing energy use by 50%. A program in Norway called Kvernhuset Ungdomsskole was designed on principles of sustainability and uses natural ventilation and a heat pump to achieve low energy use.
Through an international project called "Pro Natura", Vasile Lucaciu National College in Romania has mobilized four teacher-led teams to promote environmental protection. The teams have organized several events, including a "Green Prom" where students wore recycled clothing, a fundraiser prom to buy seedlings, surveys of local environmental issues, planting 500 seedlings, a "Bicycle Week" to reduce emissions, and a waste management drive to collect reusable items. The goal is to engage students in reducing pollution and preserving the local environment.
This document proposes an environmental protection project called "ECO SBMT: Save our Planet" to be implemented at the faculty. The project aims to involve students, faculty, and administration in environmental protection activities. It includes organizing waste paper collection and producing notebooks from the collected materials. Other activities are using eco-dishes in dining halls, holding an energy saving competition between dormitories, organizing forest cleanups, and promoting bike commuting with bike parking. The project aims to preserve forests, reduce emissions, promote waste-free production and a healthy lifestyle. It requires funding, youth organization support, cooperation with bike organizations, and eco-friendly supplies.
The document provides a historical overview of environmental education from 1965 to present day, including key conferences and agreements:
- 1965 saw the introduction of environmental education at the Bangkok Conference.
- The 1972 Stockholm Conference introduced the need to protect the environment for future generations.
- The 1977 Tbilisi Conference defined environmental education as a discipline and set its strategic importance.
- Subsequent conferences and agreements reinforced environmental education's role in sustainable development, practical problem solving, and integration across all sectors and programs.
The document summarizes achievements and awards for the educational project "Migrating Birds Know No Boundaries":
1) The project won an EU award in 2003 for providing alternative ways of learning geography, physics, biology and new technologies through an interactive computer-based project involving 230 Israeli schools exchanging information with schools in Palestine, Jordan and Europe.
2) In 2002, the educational program implemented at Ort Kramim School won fourth place in an international competition among 760 schools for e-learning.
3) In 2005, the project was published in the prestigious Intel-Innovation-Education journal and featured on the Intel international education website.
The document discusses strategies used by Denmark, Switzerland, and the United Kingdom to maintain clean and green environments. It notes that these countries emphasize proper discipline, eco-friendly policies like renewable energy use, limiting urban expansion, and carbon taxes. Specific initiatives discussed include the UK's waste recycling and energy conservation programs, Switzerland's preservation of natural resources through environmental protection laws, and Denmark's promotion of biking, wind power (providing over 40% of its energy), and efficient waste-to-energy incineration plants. The document argues that the Philippines could benefit from emulating these countries' examples of environmental stewardship through discipline, orientation programs, strict implementation, and developing green leaders.
The document provides a historical overview of environmental education from 1965 to 2012, outlining several important conferences and agreements:
- The 1965 Bangkok Conference introduced the concept of environmental education.
- The 1972 Stockholm Conference introduced the need to protect the environment for future generations.
- The 1977 Tbilisi Conference defined environmental education as a discipline and set its strategic importance.
- Subsequent conferences and agreements reinforced environmental education's role in sustainable development.
Educating children about sustainability and encouraging cycling to school can help foster lifelong sustainable mobility habits. Programs that combine environmental education and cycling aim to address issues like pollution, traffic, and public health while promoting sustainable transportation. Successful initiatives require collaboration between educators, parents, and community leaders to understand local barriers and tailor solutions accordingly. Examples from Europe, India, and China demonstrate how cycling programs can be adapted to different cultures and infrastructure while teaching valuable lessons around sustainability, community, and equality.
This document describes an environmental education program called "EcoAttitude = Responsibility, Information, Action". The program aims to raise awareness among children about protecting the natural environment and promoting responsible environmental behavior. It involves students in recycling activities like creating art from recyclable materials. The program is conducted through workshops, discussions, and tree planting activities. It has been implemented in several counties in Romania since 2010 and involves thousands of students each year.
The document discusses various environmental activities carried out by students and teachers at a school in Poland as part of the Comenius program. It describes cleaning up local forests, presenting on environmental topics during extra lessons, and hosting the first Comenius meeting with another school in Haarlem. Examples of slides from student presentations are shown covering major Polish and worldwide environmental organizations and types of pollution. The Comenius corner at the school contained information about their logo competition, an energy saving activity day, and a concert and karaoke competition to raise money for bins for segregating rubbish.
This document provides the name "AURORA ȘERBAN" and indicates she is associated with the "GRUP ȘCOLAR CONSTRUCȚII CĂI FERATE" located in "FETEȘTI GARĂ, IALOMIȚA".
This document is about a person named Fănica Săceleanu from Grup Școlar Construcții Căi Ferate in Fetești Gară, Ialomița. In 3 sentences or less, the high level information provided is that this document contains the name of a person and provides information about their school and location.
El documento presenta un nombre: Tina Adriana Popa. Proporciona el nombre de una escuela secundaria técnica en Rumania: Grup Școlar Construcții Căi Ferate en Fetești Gară, Ialomița.
Maria Lovin attended Grup Școlar Construcții Căi Ferate in Fetești Gară, Ialomița. The school name translates to Railway Construction School Group and is located in Fetești Gară, Ialomița. This provides the basic identifying information about Maria Lovin contained in the given document.
Eugenia Antohi attended Grup Școlar Construcții Căi Ferate, a railway construction school, located in Fetești Gară, Ialomița. The document provides the name of a person and the school they attended, including the school's name, specialty, and location.
Anina Bunget attended Grup Școlar Construcții Căi Ferate, a railway construction school, located in Fetești Gară, Ialomița. The document provides the name of a student and the school they attended, which was focused on railway construction and located in Fetești Gară, Ialomița.
Cristina Boncu attended Grup Școlar Construcții Căi Ferate in Fetești Gară, Ialomița. The document provides the name of a student and the school they attended, but no other contextual information.
Ana Tepeleus attended Grup Școlar Construcții Căi Ferate in Fetești Gară, Ialomița. The school name translates to Railway Construction Secondary School and is located in Fetești Gară, Ialomița. This brief document provides the name and school of Ana Tepeleus.
Maria Lovin attended Grup Școlar Construcții Căi Ferate in Fetești Gară, Ialomița. The school name translates to Railway Construction Secondary School and is located in Fetești Gară, Ialomița. This brief statement provides the essential information regarding the educational institution and location mentioned in the document.
Maria Lovin Grup Scolar C.C.F. in Romania was awarded the European Quality Label for their project "FAMILIES AND SCHOOL" on October 7, 2009. The award was given by Marc Durando of the Central Support Service and Simona Velea of the National Support Service in Romania.
1. MINISTERUL EDUCAłIEI, CERCETĂRII SI INOVĂRII
INSPECTORATUL ŞCOLAR AL JUDEłULUI IALOMIłA
GRUP ŞCOLAR CCF FETEŞTI
Str. CĂLĂRAŞI Nr. 496, TELEFON / FAX 0243/362905
E-mail : gs_cf_fetesti@yahoo.com
Campaign "CO2nnect: CO2 on the way to school "
Title campaign in our school, "Convenience and snobbery contemporary progress"
overall aim of the campaign CO2nnect. This campaign is organized by project partners
and members of Lifelong learning, Comenius, "SUPPORT: partnership and
participation for a sustainable future''. SUPPORT project goal is to promote and improve
knowledge about education dezvoltareadurabilă (ESD) support comprises a network of
41 partners and members, representing international expertise in education for sustainable
development. The idea for SUPPORT project, the initial network was developed by
Environment and school initiatives network (ENSI), organizaŃieinternaŃională promoting
educational research and policy development in educŃia Environment and Education for
Sustainable Development in 1986
International Panel on Climate Change United Nations (IPCC) established in its reports
that Earth is warming due to human activities. Long-term goal of the campaign is to
improve the theory and practice of education for sustainable development.
School Motto:,, Freeze iceberg pollution by rediscovery of bipedal mobility”.
CO2nnect website, http://www.co2nnect.org technical solution and database functions
were developed by the Norwegian Directorate of Education and the Center of Schools
'Science Education, University of Bergen, Norway as part of the platform educational
sustain.no
Teacher coordinator Lovin Maria
Teachers participants: Serban Aurora, Lacatus Alisa, Cercel Nicoleta, Nita Mihaela,
Boncu Cristina, Gogota Adina, Stroe Mirela, Apostol Paula, Tepelus Ana.
Collaborative Partnership:
Environmental Protection Agency Ialomita
School Food Industry Group Ialomita Fetesti
http://www.herocluj.ro/lista.aspx?t=Proiectele-CO2nnect
Ideas climate:
Creating economic growth based on renewable energies.
Creating policies and funds in order to stimulate the development / growth of renewable
energy industry.
Establishing measurable objectives and a stable framework for long term development of
renewable energy industry - providing soft loans for renewable energy industry -
2. providing soft loans to people and organizations to install renewable energy technologies
(such as panels solar, for example), and implement this energy efficiency improvement
measures - subsidizing the price of power generated from renewable sources
http://co2nnect.org/results/?vis=climate_ideas&land=642
Benefits idea:
- create sustainable economic growth
- reducing emissions of greenhouse gases and help fight global warming
- leading to jobs
- help reduce dependence on oil
Activities: http://ecoteam.eublog.ro
1 - The transmission of new information on climate projects and ideas via the Internet
with students from other school-teacher Lovin Maria, Tepelus Ana, Lacatus Alisa
http://co2nnect.org/results/?vis=&land=642
2-Monitoring river transport on the Borcea arm during 23-27 march 2009-class IX A
SAM-teacher Serban Aurora
3 - Lesson demonstration, and Atropa natural sources of CO2 in nature -plus portfolio
presentation viewing documentary High School Class IX C -- Professor Gogota Adina
4 - Trip on bike-theme-Promoting clean transport - Class IX-C High School teacher
Adina Gogota-ride wheels
5-Theme-promote clean transport - Class XB-High school teacher Maria Lovin
6 -,, Not incandescent light bulbs "-action consumuluii measurement of electricity a light
bulb filament and one with halogen.Avantaje and disadvantages in using these bulbs-
class XI-B High School teacher Apostol Paula
7- Race bike ,Week cycling 07mai-03-2009-Classes : IX A, XI A, XIb XC-teachers-
Lacatus Alisa, Cercel Nicoleta, Nita Mihaela
8 - Determination of CO2 emissions from home to school (Borduşani-Fetesti), transport
is bus-grade teacher Boncu Cristina
9-Car a necessity or a problem today – Teachers Lovin Maria, Lacatus Alisa, Serban
Aurora
http://ro.fotoalbum.eu/mimlov/a346220
Work with GSIA Fetesti:
Bike Trip to the Danube bridges practical and healthy-with role-sports competition
between schools with rolls Walking home from school together Teachers Lovin Maria
and Caciuloiu Florentina
http://co2nnect.org/results/?vis=photo_gallery&land=642
http://www.co2nnect.org
3. 1. “Race bike”,
Railway Construction Group School attended by more actions in the European program
of education and culture: "CO2nnect - CO2 on the way to school" program, which
preserves an atmosphere for educating young as clean devoid of carbon dioxide, one of
these actions was to encourage students to use bicycles for a week as a means of transport
instead of public transportation means to come to school.
There were many followers of Class IX A, IX B, XA, XB, XI A, XI B. One of the
drawbacks was that, the school has no parking for bikes. At the end of action were held
two competitions' best maintained bike "and race bike ".
The first contest" Bicycles maintained best "was won by Gheorghe Alexandru XI B,
whose bike was highlighted pritr - a unique design. The other, "race bike", was won by
Serban ALEXANDRU IX A work which has shown that training, so often used bike.
http://ro.fotoalbum.eu/mimlov/a348313
This action was been busy and have encouraged students, teachers ladies: Lacatus Alisa,
Cercel Nicoleta,Nita Mihaela.
2. Determination of CO2 emissions - from home to school period 01.04.2009-15.04.2009,
along with my class I went the route Borduşani-Fetesti at different time intervals in order
to estimate the CO2 emissions produced by vehicles that were traveled on this route.
For the calculation of CO2 emissions must establish these three details:
1. What used car fuel: petrol or diesel?
2. What is joint consumption (average between the urban and extra) of the car?
Gas: consumption in litres/100 km x 23.8 = CO2 emissions in g / km
Diesel: consumption in liters / 100km x 26.5 = CO2 emissions in g / km
3.Distanta between localities Borduşani - Fetesti is 15 km
http://co2nnect.org/result/?vis=&d-id=11912
In the analyzed period we found that levels of traffic are high on Mondays and Fridays
which shows an increase of CO2 concentrations and the days with a low coefficient
values of traffic is on Saturdays and Sundays resulting in a lower concentration of CO2.
http://co2nnect.org/result/
Teacher Boncu Cristina Melania
3. Co2 way to school lesson took place on March 4, 2009 was attended by students of
class IX to C. took place in the computer lab and we used that computer learning
materials, videoproiectorul, maps and atlases, specialty books, etc.. S They prezentat
principalele sources of CO2 in nature and the artificiale.
Sa watched a documentary (volcanoes) on the large amount of CO2 emanating from
volcanoes in nature. twema speaking to students on climate change caused by the large
amount of CO2 in nature.
There identified environmental components suffer more from pollution with CO2
(atmosphere, Pedosphere, biosphere). In the end, students had few ways that can reduce
CO2 artificial pollution.
http://ro.fotoalbum.eu/mimlov / a346216
4. Designed by Teacher Gogota Adina
4. Activities CO2 on the way to school on April 30, 2009 took place at High School
CCF Fetesti jud.Ialomita action occasioned by the registration in the international contest
'CO2 on the way to school ' involving students in our school and the Food Industry High
School, and Ms. Daniela Dumitrescu the Environmental Protection Agency Ialomita.
Am processed material that we have experienced:
-the benefits of practicing a sport, walking or cycling, trekking at weekends .
-for those who want to move the bike I presented the traffic rules in general and
especially for bikers. I decided to give a permanent (regular meeting) to attract as many
participants.
The second part consisted of a share polluting materials in the presentation by the lady of
the Environmental Protection Agency and in the end there were discussions and
comments.
http://ro.fotoalbum.eu/mimlov/a346216
http://ro.fotoalbum.eu/mimlov/ a348215
attended the schools of both students and teachers share Lovin Maria, Caciuloiu
Florentina
5. “Car a necessity or a matter of days "
We all know that one of the main sources of pollution is represented by toxic emissions
of cars. Now, even if we change our old car or pollutants that come under one
environmental trends, the possibility to have the necessary finance is quite limited for
many of us. Therefore, while the lucky ones buy their cars and eco aware, we can help
others differently: reducing fuel consumption. The magazine Consumer Reports has
developed a short list which contains some tips on how to save money and fuel, dedicated
to those who will to do something in the meaning of emissions reductions. As in nature,
this scheme involves a circle nevicios this time: if you use less gas will be fewer carbon
emissions, and in this case what is good for the environment seems to be good for the
wallet Your.
5. 1.Condu with moderate speed. Neither too fast nor too slow. That means you have to
travel on the highway with 80 km / h, during which you will be "remembered" the drivers
hurry. Do not worry, they will pay their rush to pump!
2. Drive your car with care. Accelara not brake suddenly and not suddenly. These
maneuvers quickly translate into fuel consumption. It is best to gradually accelerate and
brake slowly.
3. Keep your engine warm. If stops somewhere for a short time or expect someone in the
car is recommended not to stop the engine. Cold engines pollute more because burn
more. Contrary to popular opinion, this way you could save.
4. Do not buy premium fuel. If so provide machine instructions, is called Not too have a
choice. Otherwise, pass this psychological barrier and normal fuel supplies, which is even
cheaper than the premium. Comparative studies between the two types showed that the
differences are imperceptible.
5. Avoid unnecessary weight and baggage. If it is winter, you can remove from trunk
fishing boat, and if it is the summer, look for ski equipment that you stored in the car. For
each extra weight, your engine "eats" up to 50% more fuel, as some studies reveal. 6.
Remember to inflate your tires. When you are in the gas station, pass and on the air
pump. This activity will take not more than five minutes, in turn will help you save,
because your car will go better, so you eat less.
Teachers Lovin Maria, Ana Tepelus, Lacatus Alisa
6. ,,No incandescent light bulbs “
Action for measuring electricity consumption of an incandescent bulb and a halogen.
Advantages and disadvantages in using these bulbs
The action took place in the physics laboratory, using teaching materials from
equipment.
Class XI B was divided into six groups, with three available assemblies measuring
6. electrical energy consumption of incandescent light for 30 minutes and three groups have
one assembly that allowed measurement of electricity consumption a halogen bulb all
within 30 minutes.
After making measurements each group presented the results obtained, and also
calculating the cost of the consumer, setting out the following conclusions:
Incandescent light bulbs have a higher net electricity consumption of halogen
Cost of electricity consumption in case of incandescent bulbs is higher than in the
case of halogen bulbs.
It was found also increase the ambient temperature if compared to the incandescent
bulbs with halogen where ambient temperature has not undergone changes in
temperature.
After this experiment the students have found it more efficient to use than traditional
halogen bulbs, although the cost of premiums is higher, but eventually their use is much
cheaper, especially as they have a much longer life time long.
Teacher Apostol Paula
7. Monitoring of river transport on the Borcea arm during 23-27 March 2009 - Class
IX A SAM-teacher Serban Aurora ninth grade students SAM monitored, over the three
days, river traffic on the Borcea arm in the right localities Borduşani and Facaeni. Thus,
students have seen six barges: one day of April 30, 2009 which was downstream 01 mai
2009 have been four barges (two upstream and two downstream) and on day 02, mai
2009 have passed into law localities mentioned a barge and two passenger ships.
http://ro.fotoalbum.eu/mimlov/a347828/slideshow All these three days the new students
moved only by clean transport (cart, bicycle). Seven other students from the same class
have not used the means of transportation from home to school, moving with her bike or
walk for 5 days.
http://ro.fotoalbum.eu/mimlov/a347827/slideshow
conclusion: any way by river pollutes the atmosphere, and hence our environment.
http://ro.fotoalbum.eu/mimlov/a347826
-class IX A SAM-teacher Serban Aurora
Ideas for Creating a community economic growth based on renewable energies.
The creation of policies and funds in order to stimulate the development / growth of the
renewable energy industry.
The setting of measurable targets and a stable framework for long term development of
renewable energy industry - prefereniiale grant credits for renewable energy industry -
the granting of preferential credits for the population and the organizations for the
installation of renewable energy technologies (such as solar panels, for example), and for
implementation of energy reduction / efficiency improvement measures - subsidize the
price of power generated from renewable sources.
This could be funded by introducing a tax on non-renewable energy.
7. To create a system in which eco-energy power would be cheaper than traditional energy,
increasing demand for these eco-energy.
To encourage even more strongly to new renewables.
Benefits idea:
- to create a sustainable economic growth
- reducing emissions of greenhouse gases and help fight global warming
- leading to job creation
- help to reduce oil dependency.