Dan+Fancher's+Portfolio

= Observations: =

- 23.5 contact hours

- 3 Original Modules


 * o Dream House
 * o Green Future
 * o Environmental Justice

According to this information you will not be writing the final paper. Keep an eye out for requests to change and/or add to your original modules.

= -I have done the extra 10 hours and extra new module. = = = = Final Cumulative Project = Entire gradable/viewable PDF = =

Editable Files Reviewed New 1 2 3 =Module Reviews= [|module review-who polluted the Potomac.docx](Dan Fancher) [|module review-whats organic?.docx](Dan Fancher) [|Module Review-Hazardous cleaner substitute.docx](Dan Fancher) [|module review-global warming.docx](Dan Fancher) [|module review-composting in a jar.docx](Dan Fancher)

= Midterm =

=Contact Hours=

Friday, February 24 Green Across Academic Fields- 2 hours Sunday, February 26 topic descriptions and preliminary bibliography- 2 hours Sunday, March 11 5 reference annotations- 2 hours Saturday, March 24 Green building- 3 hours Sunday, March 25 5 reference annotations plus draft of report- 2 hours Sunday, April 22 final report plus draft of oral presentation- 2 hours Wednesday, April 25 meeting with MSRP student- 3.5 hours

Friday, April 27, 3-6:00 symposium practice- 3 hours Sunday, April 29, 2-5:00 symposium- 3 hours

one extra contact hour through film annotations

23.5? Total hours- no integrated essay

=New Modules I Participated In=

Building materials powerpoint (15mins) [|building materials.pptx](Dan Fancher). (Dan Fancher)
 * Green building group**


 * Green across academic fields**

[|Basic Questions for the comparison PowerPoint.docx](Dan Fancher) =ecofiguration=

[|Paul.pdf](Dan Fancher)

=Reading Notes, Environmental Attitudes= reading notes, environmental attitudes

"messages that include a tax-based solution are likely to turn off as many people to global warming solutions as they will engage." (P.7) "more than three- quarters of Americans claim to be concerned or very concerned about the environment. Yet when compared with other issues such as the war in Iraq, terrorism, gasoline prices, illegal immigration and taxes, the environment does not rank among their top 20 concerns." (P.8) (Dan Fancher)

"Lack of knowledge about the causes and effects of ecological degradation can therefore lead to emotional non-involvement." (P.254) "Human beings are very good at perceiving drastic and sudden changes but are often unable to perceive slow, incremental changes. We are, in many respects like the frogs in the famous experiment: when placed into hot water, they immediately jumped out but when put into cool water that was slowly heated, they did not react and boiled to death." (P.253) (Dan Fancher)

"Individuals often lack the time, money, access, literacy, knowledge, skills, power, or perceived efficacy to translate attitudes into action." (P. 34) (Dan Fancher)

=EcoEd World-wide=

Environmental Initiative Takes Students to Wildlife This article is in Education News and describes how the Environmental Protection Agency and the White House Council for Environmental Quality helped develop a program to get kids to interact with nature at an early age. Hands on outdoor activities have the potential to increase student awareness on environmental issues in a fun and productive way. The article follows a group of seventh graders who have gone on several field trips to learn about how everything is connected. The goal is to give students an idea of the "web of life" outside of classroom labs. (Dan Fancher)

What Can I Teach My Young Child About the Environment? This article has been reprinted and included in the Sierra Club's articles for environmental education page. Environmental Education needs to develop even before school because many activities children are exposed to later on are strictly indoor. If children don't experience the natural environment at an early age they will typically go through life with little regard for the environment's protection or benefits. It is stressed that time spent letting children explore does not need structuring. Children will have fun on their own in their own way. Magnifying glasses and shovels are a good way to catch the child's interest. (Dan Fancher)

=Reading notes- Framing sustainability=

"....every man has a right to his opinion, but 'no right to mislead others, who have less access to history and less leisure to study it'" (Orr, p. 265). This quote should frame every issue discussed in the United States. (Dan Fancher)

"By a similar logic, ours is in the principle that no human has the right to diminish the life and well-being of another and no generation has the right to inflict harm on generations to come." (Orr, p. 266). This single quote should erase any shadow of a doubt that we need more sustainable practices. Almost any sustainable change could be rationalized with this message. I can't believe I've never heard anyone come out and list this as a reason for change (not to say I've never heard anything similar, but this is by far the best). (Dan Fancher)

According to this article, the 'selfish gene' is part of the reason society has had problems achieving environmental goals. This is expressed in this quote: "We are going to argue that the environmental movement has set itself an unnecessary obstacle by largely ignoring the fact that human beings are motivated by self-interest rather than collective interests." (Dan Fancher)

=MSRP=

Connor Wright- Turning waste into Fuel: Biogas as a solution

=Films= I missed the first film in the sustainability film series

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