**NOTE: if you would like to use this presentation to create your own Sustainability Merit Badge class presentation, I am happy to share the PowerPoint file and my lecture outline with you. Please email me at using the email address in the first slide to request.**
Sustainability Merit Badge presentation: a classroom presentation meant to lay the groundwork for scouts choosing to complete the Sustainability Merit Badge.
A Sustainability Merit Badge presentation for Boy Scouts. Please use freely but click "like" and send me an e-mail at joelhebdon@aol.com identifying yourself, the number of scouts viewing the presentations, and leaving feedback. A work in progress, please make comments and I'll try to update it to further improve it, make it more universally useful, and accessible to the most Scouts possible.
A Sustainability Merit Badge presentation for Boy Scouts. Please use freely but click "like" and send me an e-mail at joelhebdon@aol.com identifying yourself, the number of scouts viewing the presentations, and leaving feedback. A work in progress, please make comments and I'll try to update it to further improve it, make it more universally useful, and accessible to the most Scouts possible.
The family is the basic unit of society and is important to both individuals and communities. The world is rapidly changing, making today's society much more complex than ever before. As Scouts earn this merit badge, they will realize why it is important to know more about family life and how to strengthen their families.
This is part of a temporary display that is designed to support a Troop activity to earn Scouting Heritage merit badge.
There are still requirements to fullfill to succsesfully earn the merit badge. Two examples include playing a game that might have been played at Brown Sea Island. And to talk to two founding members of the troop.
Haywood Fitness - Presentation for Eagle Scouts Personal Fitness Merit BadgeDustin Haywood
A Presentation for Eagle Scouts Personal Fitness Merit Badge that we gave to over 100 Boy Scouts on October 11th 2014, for the Educational portion of their Personal Fitness Merit Badge.
New Forest Watcher Features for Field Investigations and Team CoordinationGlobal Forest Watch
Forest Watcher is a free mobile and web app for the frontlines of forest protection that makes Global Forest Watch’s satellite-derived alert datasets available to users offline. Across over 130 countries, community forest monitors, park rangers, protected area managers, smallholder farmers and others protecting global forests use Forest Watcher to locate, document, and expose illegal or unwanted deforestation regardless of internet connectivity.
Key features include downloading forest change alerts, collecting data in the field, integrating additional data, managing teams and sharing reports.
The tool is now more user-friendly than ever! Forest Watcher recently introduced several exciting new features and updates that make managing teams, sharing data and reporting field investigations more convenient.
During the webinar, we will provide a demo on Forest Watcher’s latest features and walk you through the workflow of how to use the Forest Watcher app and web for field investigations with deforestation and fire alerts from Global Forest Watch. You will also hear from Forest Watcher users on how they’ve used the tool for forest monitoring, including best practices and lessons learned.
All registrants will receive a copy of the webinar recording even if they cannot join live. This webinar will be hosted in English with simultaneous translation to Spanish, Portuguese, French and Bahasa Indonesia.
More info: https://www.wri.org/events/2023/5/new-forest-watcher-features-field-investigations-and-team-coordination
Cover about half of the requirements for the Boise Scouts of America's Inventing Merit Badge - all of the "knowledge" requirements. Still need to do the activity requirements. Also good primer on inventing and intellectual property. Presented at Desert Code Camp 2011.
Here is a download link for the Keynote (original) http://dl.dropbox.com/u/2847329/Inventing%20Merit%20Badge.key and the PowerPoint (converted) http://dl.dropbox.com/u/2847329/Inventing%20Merit%20Badge.ppt - since the PowerPoint is converted from the Keynote it may not be exactly right. Be sure to review it first.
Citizenship in the Community Merit Badge Class Instructor PresentationIrwin Lazar
I developed this presentation to teach a Boy Scout Citizenship in the Community Merit Badge class. It provides an overview of requirements, and several class activities to fulfill several requirements
The family is the basic unit of society and is important to both individuals and communities. The world is rapidly changing, making today's society much more complex than ever before. As Scouts earn this merit badge, they will realize why it is important to know more about family life and how to strengthen their families.
This is part of a temporary display that is designed to support a Troop activity to earn Scouting Heritage merit badge.
There are still requirements to fullfill to succsesfully earn the merit badge. Two examples include playing a game that might have been played at Brown Sea Island. And to talk to two founding members of the troop.
Haywood Fitness - Presentation for Eagle Scouts Personal Fitness Merit BadgeDustin Haywood
A Presentation for Eagle Scouts Personal Fitness Merit Badge that we gave to over 100 Boy Scouts on October 11th 2014, for the Educational portion of their Personal Fitness Merit Badge.
New Forest Watcher Features for Field Investigations and Team CoordinationGlobal Forest Watch
Forest Watcher is a free mobile and web app for the frontlines of forest protection that makes Global Forest Watch’s satellite-derived alert datasets available to users offline. Across over 130 countries, community forest monitors, park rangers, protected area managers, smallholder farmers and others protecting global forests use Forest Watcher to locate, document, and expose illegal or unwanted deforestation regardless of internet connectivity.
Key features include downloading forest change alerts, collecting data in the field, integrating additional data, managing teams and sharing reports.
The tool is now more user-friendly than ever! Forest Watcher recently introduced several exciting new features and updates that make managing teams, sharing data and reporting field investigations more convenient.
During the webinar, we will provide a demo on Forest Watcher’s latest features and walk you through the workflow of how to use the Forest Watcher app and web for field investigations with deforestation and fire alerts from Global Forest Watch. You will also hear from Forest Watcher users on how they’ve used the tool for forest monitoring, including best practices and lessons learned.
All registrants will receive a copy of the webinar recording even if they cannot join live. This webinar will be hosted in English with simultaneous translation to Spanish, Portuguese, French and Bahasa Indonesia.
More info: https://www.wri.org/events/2023/5/new-forest-watcher-features-field-investigations-and-team-coordination
Cover about half of the requirements for the Boise Scouts of America's Inventing Merit Badge - all of the "knowledge" requirements. Still need to do the activity requirements. Also good primer on inventing and intellectual property. Presented at Desert Code Camp 2011.
Here is a download link for the Keynote (original) http://dl.dropbox.com/u/2847329/Inventing%20Merit%20Badge.key and the PowerPoint (converted) http://dl.dropbox.com/u/2847329/Inventing%20Merit%20Badge.ppt - since the PowerPoint is converted from the Keynote it may not be exactly right. Be sure to review it first.
Citizenship in the Community Merit Badge Class Instructor PresentationIrwin Lazar
I developed this presentation to teach a Boy Scout Citizenship in the Community Merit Badge class. It provides an overview of requirements, and several class activities to fulfill several requirements
Running head ENVIRONMENTAL DEPENDENCY1ENVIRONMENTAL DEPENDE.docxtodd271
Running head: ENVIRONMENTAL DEPENDENCY 1
ENVIRONMENTAL DEPENDENCY 2
Environmental Dependency
Name
Institution
Professor
Course
Date
Environmental Dependency
The human race depends on the environment for survival. Every human being exerts an ecological footprint on nature. Based on my calculation, my ecological footprint is 4.6 and 6 for transport and carbon respectively. On a daily basis I consume almost two units of water. When such footprints are extrapolated to include all human beings on the planet, the emerging results are very troubling. It is simply unsustainable. There is need to conserve our environment for future posterity through a significant reduction our footprint (Turk & Bensel, 2014). Among the actions that can contribute towards the reduction of this footprints entails the use of clean energy sources. Energy saving cookers should be embraced in the preparation of meals to reduce the carbon footprint. This would reduce the amount of pressure imposed on energy sources that can easily be depleted like gas.
In the transport sector, the footprint can be reduced through the adoption of public transport system (Marcus, 2016). This would ultimately reduce the number of private cars on our roads that contribute to pollution through emissions. Other efficient transport systems that are non-pollutant like bicycles should be encouraged to save our planet. Waste emanating from the households has been a source of major concern. The solution lies on families adopting smart shopping techniques that emphasize on the reuse of environmentally friendly shopping bags. Non-biodegradable shopping bags like plastics that have contributed to the waste menace should be abandoned. Families should learn to prepare adequate food quantities to prevent excessive wastages. Water consumption by household should be regulated through the adoption of strategies like switching off running water, reducing water wastage during bathing, washing or flushing of toilets.
References
Marcus, J. K. (2016). Environmental conservancy measures through ecological footprint reduction measures. Environmental Conservancy Journal.
Turk, J., & Bensel, T. (2014). Contemporary environmental issues. Bridgepoint Education, San Diego, CA.
#36181 Topic: sCI 207 Our Dependence upon the Environment
Number of Pages: 2 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Environmental Issues
Language Style: English (U.S.)
Order Instructions:
Peer Review Assignment Submission
This page will allow you to upload your previously completed Week 1 Assignment, "Sustainable Living Guide Contributions, Part 1 of 4: Sustaining Biodiversity and Ecosystems", for peer review.
On this page you will,
Upload and submit your Sustainable Living Guide Contributions, Part 1 of 4: Sustaining Biodiversity and Ecosystems assignment to the Peer Review Assignment Submissions by Day 2.
After Day 2 passes,.
A collaborative project on reducing our ecological footprint, students in Mexico and New Zealand had the opportunity to connect, inspire, discover, and take action!
Changing Behavior What Does It Mean and How Do We Do It (2 of 3)Rotary International
Wells, toilets, water towers, and pipelines. Even the
well-designed elements of Rotary water, sanitation, and
hygiene (WASH) projects can fail if people don’t use
them. There are many reasons people might hesitate
to use a communal toilet. It’s important to understand
the reasons before you build the toilet. Learn about
behavior change and its role in WASH programs, how it’s
connected with culture and community values, and how
to incorporate it into your WASH projects and measure
the outcomes.
Moderator: F. Ronald Denham, Water and Sanitation
Rotarian Action Group Chair Emeritus, Rotary Club of
Toronto Eglinton, Ontario, Canada
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docxjasoninnes20
BIS 392 Final Exam
Name:
24 points
Take home due via Canvas post on Wednesday, 6/12
Preamble (READ this first)
Answer the following questions as completely and concisely as possible. Organize your thoughts before you begin writing. Insert the space you need between the questions. It is recommended that you review the entire exam first, then figure out how you want to work on it. You probably don’t want to work on it all in one sitting. Break it up and don’t try to do it all just before it is due.
For open-ended questions, cite your sources of information if you are drawing from any readings or other resources to support your points! Note that I am expecting a thoughtful paragraph or two for 3-4 point questions. No need to waste space restating the question.
You are to work on this alone! Do not discuss this with your classmates or any other human. However, you can look at any published reference or your notes to help you come up with your answers. Submit your completed final on Canvas in the Assignments section.
Part 1 – Conception of Sustainability
1. How has your thinking about sustainability evolved over the quarter? To help you answer this, you should review what you wrote on day 1 of the course,* consider the definitions of sustainability that initially appealed to you in our 4/17 class (see the handout and your notes), and reflect on the discussions we have had about sustainability and sustainable development throughout the course. (3pts)
[Pointers - One could go in a lot of directions in response to this question. Resist the temptation to immediately start writing, sharing everything that comes to mind as it comes to mind. Instead, think about the various ways that your conception of sustainability has changed – maybe make a list – then identify what is most revealing or insightful about you and your learning gains on this subject. Think about how you want to represent this, then start writing to make a strong point in just one or two paragraphs.]
* AKA the Pre-course essay
Part 2 –Some Course Feedback
2. Which of the course readings do you think were the best? Why? (1pt)
3. Which of our in-class or online discussions/topics was most enlightening for you? What made it so? If nothing was enlightening, what do you think was lacking? (1pt)
Part 3 –Water Ethics
4. Hoekstra and Chapagain (2008)* state the following:
“Equitability and sustainability in water use require the establishment of both minimum water rights and maximum levels of water use.” Hmmm… This is a conclusion of their logic that communities with “abundant water resources at their disposal” have a “moral obligation” to help “communities with severely limited resources” achieve their human right to a subsistence amount of safe water.
Answer one of the following two questions (a or b). (3pts)
a) To what degree do you concur with their reasoning? Is this simply a moral/ethical issue or are there other strategic or even economic reasons for a ...
BIS 392 Final ExamName24 pointsTake home due via Canvas pos.docxmoirarandell
BIS 392 Final Exam
Name:
24 points
Take home due via Canvas post on Wednesday, 6/12
Preamble (READ this first)
Answer the following questions as completely and concisely as possible. Organize your thoughts before you begin writing. Insert the space you need between the questions. It is recommended that you review the entire exam first, then figure out how you want to work on it. You probably don’t want to work on it all in one sitting. Break it up and don’t try to do it all just before it is due.
For open-ended questions, cite your sources of information if you are drawing from any readings or other resources to support your points! Note that I am expecting a thoughtful paragraph or two for 3-4 point questions. No need to waste space restating the question.
You are to work on this alone! Do not discuss this with your classmates or any other human. However, you can look at any published reference or your notes to help you come up with your answers. Submit your completed final on Canvas in the Assignments section.
Part 1 – Conception of Sustainability
1. How has your thinking about sustainability evolved over the quarter? To help you answer this, you should review what you wrote on day 1 of the course,* consider the definitions of sustainability that initially appealed to you in our 4/17 class (see the handout and your notes), and reflect on the discussions we have had about sustainability and sustainable development throughout the course. (3pts)
[Pointers - One could go in a lot of directions in response to this question. Resist the temptation to immediately start writing, sharing everything that comes to mind as it comes to mind. Instead, think about the various ways that your conception of sustainability has changed – maybe make a list – then identify what is most revealing or insightful about you and your learning gains on this subject. Think about how you want to represent this, then start writing to make a strong point in just one or two paragraphs.]
* AKA the Pre-course essay
Part 2 –Some Course Feedback
2. Which of the course readings do you think were the best? Why? (1pt)
3. Which of our in-class or online discussions/topics was most enlightening for you? What made it so? If nothing was enlightening, what do you think was lacking? (1pt)
Part 3 –Water Ethics
4. Hoekstra and Chapagain (2008)* state the following:
“Equitability and sustainability in water use require the establishment of both minimum water rights and maximum levels of water use.” Hmmm… This is a conclusion of their logic that communities with “abundant water resources at their disposal” have a “moral obligation” to help “communities with severely limited resources” achieve their human right to a subsistence amount of safe water.
Answer one of the following two questions (a or b). (3pts)
a) To what degree do you concur with their reasoning? Is this simply a moral/ethical issue or are there other strategic or even economic reasons for a.
This presentation from the 2015 CEFPI Annual Conference provides an introduction to the WELL Building Standard, and focuses on key WELL metrics that are linked to neurological & cognitive benefits and are not typically part of design & operational discussions.
Co-Presented by:
Julie Walleisa, AIA, LEED AP, ALEP - Architect specializing in education design
Mimi Burns, ASLA, LEED AP - Landscape Architect & Planner
Andrea Hanson, AIA, CID - Interior Designer & Architect
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Introductions
Goal—to start the Sustainability Merit
Badge today and set yourself up to
complete it successfully in the next 5-8
weeks
Participation
Listen and participate, fill out worksheets
Ask questions
Treat place, instructors and fellow scouts
with respect
Bring your experiences to the table
3. Next Steps
Hand in blue cards at the end
Do “homework” requirements
Email LeighBehrensBSA@gmail.com by May 15
to get rest of requirements checked off
You will get partial or completed blue card
back after May 15
Housekeeping
Restrooms
Safety: Fire exits, first aid
4. Requirement 1. Write in your own words
the meaning of sustainability
Write in your own words the meaning of
sustainability. Think of how conservation
and stewardship of our natural resources
relate to sustainability.
5. Intro to Sustainability
EPA definition: Sustainability says that everything
we need for our survival and well-being
depends on our natural environment (directly
or indirectly). Sustainability means humans and
nature can coexist productively, and present
and future generations have their social,
economic and other requirements met.
http://www.epa.gov/sustainability/basicinfo.htm
6. In plain English:
Sustainability means thinking about
people, the environment and
systems, and how they're all connected
and dependent on each other. It means
not shortchanging tomorrow by only
thinking about today.
7. 3 Pillars of Sustainability
Environment: Natural systems support the life of
all things. Bees pollinating crops, forests filtering
pollutants from air, and wetlands purifying
water are valuable.
Economics: The flow of money and growth are
critical to business, which can benefit quality of
life. Green jobs and production efficiency are
examples of economic sustainability.
People: Our family and communities are the
engine of our economy, and depend on the
environment. Long-term health and welfare of
people is intertwined with the other two pillars
of sustainability.
9. Homework: sustainability
family meeting
Have a family meeting, and ask family
members to write down what they think
sustainability means. Be sure to take
notes. You will need this information again
for requirement 5.
This will complete Requirement 1.
16. Classwork: Water diagram
Draw a diagram showing how your
household gets its clean water from a
natural source and what happens with the
water after you use it.
Include water that goes down the
kitchen, bathroom, and laundry drains,
and any runoff from watering the yard or
washing the car.
Tell two ways to preserve your family's
access to clean water in the future.
This will complete Requirement 2 (Water),
option B
21. Homework: water-saving plan
Develop and implement a plan that attempts to
reduce your family's water usage.
As a family, discuss water usage. To aid in your
discussion, if past water bills are available, you may
choose to examine a few.
As a family, choose three ways to help reduce
water consumption.
Implement those ideas for one month.
Share what you learn with your counselor, and
tell how you think your plan affected your
family's water usage.
This will complete Requirement 2 (Water), part A
22. Global Perspective: water
conservation
Requirement 2 (Water), option C
Research two areas in the world that have
been affected by drought over the last
three years.
For each area, identify a water conservation
practice (successful or unsuccessful) that has
been used. Tell whether the practice was
effective and why.
Discuss what water conservation practice you
would have tried and why.
Discuss your findings with your counselor.
23. Just for fun… BSA water
conservation
Greywater recycling Shower-houses at 2013
Jamboree
www.youtube.com/watch?v=xhy73y4RvhA
24. Requirement 2: Food
Americans spend about 6% of their
household income on food
In 2012, 36 million tons of food was thrown
in the garbage
There are better ways to deal with food
waste then putting it in a landfill or
incinerator
Reduce methane from landfills
Reduce resource use
Lower labor/disposal costs
Feed people in need
25. Food Waste Prevention
Source Reduction/Prevention:
Preventing food waste before it
is created
Feeding People: Donating
fresh, wholesome food to those
in need
Feeding Animals: Feeding
safe, fresh food scraps to
animals like pig farms
Industrial Uses: Rendering
fats, oils, and grease and
turning it into products or
biofuel
Composting: Turning food
waste into a valuable soil
amendment
26. Ways to Prevent Food Waste
Cook/eat what you already have before...
Plan your menu before you go shopping. Buy...
Buy only what you know you will use. Buying in
bulk only...
Be creative! If safe and healthy…
Nutritious, safe, and untouched food can be ...
Freeze, preserve, or can surplus...
At restaurants, order only what you can...
At all-you-can-eat buffets, take only ...
Compost…
27. Homework: food log
Develop and implement a plan that
attempts to reduce your household food
waste.
Establish a baseline and then track and
record your results for two weeks.
Share your results to your family
Report your results to your counselor.
This will complete Requirement 2 (Food),
part A
28. Conventional Farming
Why unsustainable?
Monoculture
No crop-rotation
Habitat loss
Water use
Over-fertilizing
Over-pesticide use
Destruction of soil
Feedlots—
environmental
hazard
30. “Think Globally, Act Locally”
Grow vegetables in garden pots
Backyard vegetable garden
Plant fruit trees at your home
Raise chickens for eggs (if allowed)
Community gardens
Milwaukee: Growing Power
www.youtube.com/watch?v=ozvrp_uTH98
31. Homework: local food
Write down ways individuals, families, and
communities can create their own food
sources.
Tell your counselor how this plan might
contribute to a more sustainable way of
life if practiced globally.
This will complete Requirement 2 (Food),
option B.
32. Global Food Scarcity
Requirement 2 (Food) Option C
Discuss with your counselor factors that
limit the availability of food and food
production in different regions of the
world.
Tell three ways these factors influence the
sustainability of worldwide food supplies.
33. Requirement 2: Community
A sustainable community is one that is
economically, environmentally, and
socially healthy and resilient. It meets
challenges through integrated solutions,
not fragmented approaches that meet
one goal at the expense of the others.
And it takes a long-term perspective—
one that's focused on both the present
and future.
Institute for Sustainable Communities www.iscvt.org
35. Urban Sprawl
Must drive
everywhere
Low
“walkability”
Pollution and
run-off
Loss of or
degraded
natural
habitat
Increased
public works
costs
Lack of
community
36. Classwork: Design a
Sustainable Community
Draw a rough sketch depicting how you
would design a sustainable community.
Show housing, work
locations, shops, schools and transportation
systems
Explain how your design affects
energy,
pollution,
natural resources,
and the economy of the community.
This will complete Requirement 2
(Community), part A
40. Homework: sustainable
building or housing
Req. 2 (Community), Option B: With your parent's
permission and your counselor's approval,
interview a local architect, engineer, contractor,
or building materials supplier. What factors are
considered when using sustainable materials in
renovating or building a home? Share what you
learn with your counselor.
Req. 2 (Community), Option C: Review a current
housing needs assessment for your town, city,
county, or state. Discuss with your counselor how
birth and death rates affect sufficient housing,
and how a lack of housing—or too much
housing—can influence the sustainability of a
local or global area.
42. Homework: renewable energy
perspectives
Elon Musk on solar energy:
www.youtube.com/watch?v=rce5RZHCzLk
How does wind power work?
www.youtube.com/watch?v=SQpbTTGe_gk
Where does nuclear fit in?
www.youtube.com/watch?v=fp7pgMcieXY
All energy sources have pros and cons:
www.youtube.com/watch?v=sWfWPbL0Q-g
43. Carbon Footprint
“The total
greenhouse gas
emissions caused by
a person, household
or organization”
Calculate yours:
www.nature.org/
greenliving/carbon
calculator
44. Homework: Energy Consumption
Research the sustainability of different energy
sources, including:
Find out how the production and consumption of
each of these energy sources affects the
environment and what the term "carbon footprint"
means.
Discuss what you learn with your counselor, and
explain how you think your family can reduce its
carbon footprint.
This will complete Requirement 2 (Energy), part A
Fossil fuels
Solar
Wind
Nuclear
Hydropower
Geothermal
46. Ways to Save Energy
www.mnenergychallenge.org/Actions/
Categories/easy.aspx
$91/year
$87/year
$209/year
52/year
47. Homework: reduce energy use
Req. 2 (Energy) Option B: Develop and implement a plan for
reducing consumption for one of your family's household
utilities.
Examine your family's bills for that utility reflecting usage for three
months (past or current).
As a family, choose three ways to help reduce consumption and
be a better steward of this resource. Implement those ideas for
one month.
Share what you learn with your counselor, and tell how your plan
affected your family's usage.
Req. 2 (Energy) Option C: Evaluate your family's fuel and
transportation usage.
Review your family's transportation-related bills
(gasoline, diesel, electric, public transportation, etc.) reflecting
usage for three months (past or current).
As a family, choose three ways to help reduce consumption and
be a better steward of this resource. Implement those ideas for
one month.
Share what you learn with your counselor, and tell how your plan
affected your family's transportation habits.
51. Homework: stuff log
Keep a log of the "stuff" your family
purchases (excluding food items) for two
weeks.
In your log, categorize each purchase as
an essential need (such as soap) or a
desirable want (such as a DVD).
Share what you learn with your counselor.
This will complete Requirement 2
(Stuff), part A
52. How To Prevent Excess Stuff
Buy durable, long-lasting things rather than
poorly made things (even if they cost less)
Repair things that break instead of
replacing them
Use reusable (cotton hand towel) instead of
disposable (paper towel)
Don’t take things you don’t need (extra
paper napkins at a restaurant)
Buy in bulk to reduce packaging
Consider life cycle of products (recyclable
vs non-recyclable)
53. What To Do with Old Stuff
Donating:
thrift store
non-profit
consignment
online
Repurpose:
Recycle:
Haz waste, appliances, electronics
Scrap metal, paper (recycling center)
54.
55. Homework: dealing with stuff
Req. 2 (Stuff), Option B: Plan a project that
involves the participation of your family to
identify the "stuff" your family no longer needs.
Complete your project by donating,
repurposing, or recycling these items.
Req. 2 (stuff), Option C: Discuss with your
counselor how having too much "stuff" affects
you, your family, and your community. Include:
financial impact, time spent, maintenance,
health, storage, and waste. Include the
practices that can be used to avoid
accumulating too much "stuff."
60. Homework: Systems
Explain to your counselor how the
planetary life-support systems support life
on Earth and interact with one another.
soil, climate, freshwater, atmospheric,
nutrient, oceanic, ecosystems, and species
This will complete Requirement 3, part A
61. Question:
Identify an item in your possession at this
moment
Name a natural resource that had to be
used to create that thing. Did something
need to be harvested? Extracted? What
material and from where?
62. Resource extraction
Many countries have financed their
development through resource
extraction. However, there are risks
related to natural resource wealth.
These include:
volatile economic growth;
Extreme wealth inequity
limited job creation;
violent conflicts;
corruption;
environmental degradation
Such negative outcomes of resource
extraction, however, are not
inevitable. They can be tackled
through effective strategies, legal
frameworks and policies.
63. Homework: Materials
Tell how the harvesting or production of
raw materials (by extraction or recycling),
along with distribution of the resulting
products, consumption, and
disposal/repurposing, influences current
and future sustainability thinking and
planning.
This will complete Requirement 3, part B
65. Homework: Requirement #4
Explore TWO of the following categories.
Have a discussion with your family about the
two you select. In your discussion, include
your observations, and best and worst
practices.
Share what you learn with your counselor.
A. Plastic Waste
B. Electronic Waste
C. Food Waste
D. Species Decline
E. World Population
F. Climate Change
66. A. Plastic Waste
Discuss the impact plastic waste has on the
environment (land, water, air). Learn about
the number system for plastic recyclables, and
determine which plastics are more commonly
recycled. Find out what the trash vortex is and
how it was formed.
69. B. Electronic Waste
Choose three electronic devices in your
household. Find out the average lifespan
of each, what happens to these devices
once they pass their useful life, and
whether they can be recycled in whole or
part. Discuss the impact of electronic
waste on the environment.
70. How sustainable is my laptop?
Link to EPEAT website
http://vimeo.com/67574609
71. C. Food Waste
Learn about the value of composting and
how to start a compost pile. Start a
compost pile appropriate for your living
situation. Tell what can be done with the
compost when it is ready for use.
72. Backyard Composting
http://www.epa.gov/waste
/conserve/tools/greenscap
es/pubs/compost-
guide.pdf
Vermicomposting
http://makezine.com/proje
cts/make-your-own-worm-
bin/
Commercial Composting
The next big thing?
73. D. Species Decline
Explain the term species (plant or animal)
decline. Discuss the human activities that
contribute to species decline, what can
be done to help reverse the decline, and
its impact on a sustainable environment.
Class question: name an extinct,
endangered, threatened or formerly
endangered/threatened species
75. E. World Population
Learn how the world's population affects
the sustainability of Earth. Discuss three
human activities that may contribute to
putting Earth at risk, now and in the future.
77. F. Climate Change
Find a world map that shows the pattern
of temperature change for a period of at
least 100 years. Share this map with your
counselor, and discuss three factors that
scientists believe affect the global
weather and temperature.
78. Climate ≠
weather
Global is key
Climate
change
means:
Less stability
of jet streams
More severe
weather
events
Less
predicable
weather
patterns
80. Homework: Requirement #5
A. After completing requirements 1 through
4, have a family meeting. Discuss what your
family has learned about what it means to
be a sustainable citizen. Talk about the
behavioral changes and life choices your
family can make to live more sustainably.
Share what you learn with your counselor.
B. Discuss with your counselor how living by
the Scout Oath and Scout Law in your daily
life helps promote sustainability and good
stewardship.
82. Homework:
Sustainability Careers
Learn about career opportunities in the
sustainability field. Pick one and find out
the education, training, and experience
required. Discuss what you have learned
with your counselor and explain why this
career might interest you.
83. Recycling Coordinator
Government entity (city, county, school
district, state)
Goal: to raise recycling rates and ensure
residents and businesses in my community
have access to convenient and safe
recycling and disposal of waste
Educate! Presentations,
newspaper, web, social media,
events
Run recycling centers (County
level)
Work with other departments and
entities to coordinate efforts
85. Congratulations, you… still
have a bunch of stuff to do
Get this PowerPoint at http://tiny.cc/sustBSA
Also all videos and links posted there
Use your requirements sheet and “homework”
sheet to determine which reqs. to do at home
Some will take 2 weeks or 1 month, so start this
weekend!
Email the follow-up requirements to
LeighBehrensBSA@gmail.com by May 15
After that you will get your completed or
partial blue card back
