5. Summaries, March 05 - March 18 2012   Week 9-10 Each class summarizes the answers received from the   Learning Circle partners. The summaries are posted in the Wiki.

 

 

 

 

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EFS 1: KA Erasmus, De Pinte, Belgium

Summary:

 

We are happy to learn that "we" are all trying to be as paper-friendly as possible! Some of you already have the possibility to see the results digitally/diary online in addittion to (not in stead of!) the "mass of papers".

We are investigating all your answers at this moment...

 

First of all let's start with these questions:

 

Why did we ask this question?

 

We are all interested in the use of paper in different schools. This question is also a very important one because everyone uses paper every day, and most of us do not think about the problem it causes.

 

Wat did we know about this subject before we started it ?

 

We use too much paper in school! All of us ... ! We do try to save paper because we use smartschool. But still we can think of other ways to save paper. This is an interesting subject to do a research about.

 

What did we learn in class?

 

We learned how much paper they use in the different countries we are working with.  We also realize that this a problem in all the countries and that we should do something about it. .

 

This is a list of some things we've  learned:

 

* We learned how to use the wiki

* We learned that paper is very valuable and that we should never waste it

* We discovered that we save 200 leaves of paper per person by giving exercises on smartschool, instead of on paper

* We practised our English every week ( we learned how to write full sentences in correct english)

* We learned about the huge waste of paper (+ other sources , such as electricity) in the world

--> this creates a very big awareness about the problem

 

What did we expect from this project?

 

We knew we would learn a lot about the culture of different countries. We also knew it was going to be a lot of fun!

 

We actually would have prefered to have more "direct" contact with the outher pupils but we did learn a lot during the project. We are therefore all very enthusiastic about seeying the other participants in the near future :-)  We also are looking forward to discuss the question again with the others.

 

What did we learn from the responses of the others? 

 

We've learned how the other schools deal with the problem that we have to save as much as possible.

 

Some examples:

 

* The teachers send the results of big tests to their parents by mail (digital plaform) instead of giving them the results on paper

* Other teachers use recycled paper instead of normal paper.

* Other teachers prefer to do other activities in the class than writing: E.g: Groupwork, class discussion

* In College St Theresa they sell all all the used paper to other Paper stores / recycling store

* Some teachers use one sheet instead of two for tests and tasks

* School calender = not printed, but placed  on smartschool

* Presentations : pupils have to make a CD , a powerpoint or a short film about their presentation instead of paperwork

* teachers and pupils reuse paper as much as possible

 

 

Name some differences and similarities in the answers of the their participants

 

Differences:

 

* Not every school has a learning platform

* Some schools use a digital agenda, others don't

* Some schools send important letters to the partens , using smartschool instead of giving them the letter in paper

 

Similarities:

 

* Most schools print a lot double sided

* All schools used a computer for this project

 

 

 

 

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EFS 2: Sint-Aloysiusinstituut 1, Geel, Belgium

Summary:

We wanted a question on which students really had to do research. We wanted to investigate the use of water, because we had no idea how much we use in this school and how different it is in classes, schools and other countries.

In class we learned to work in groups, to work with the wiki, to do research in school on eco-friendly matters and we developed our English. We didn't really know what we had to expect from this project, but we knew it would be another way of having lessons and we would learn about other cultures and about the environment.

 

 

 

 

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EFS 3: St Mary's University, Class 1, Bayombong, Philippines

Summary:

     Garbage is one of the major problems in both urban and rural areas, so we were curious to know as to how people worldwide deal with this problem. And from the answers that we’ve read from our GTP classmates, we were able to learn what programs or activities other schools do.

           

     And here is our summary of the information that we’ve gathered from your answers to our questions.

           

     For the first question, we made a graph showing the percentages of the different garbage mentioned in the answers. It turned out that paper wastes is the most common, because 8 out of 10 schools mentioned it as one of their major waste, followed by Plastic wastes (5 out of 10), Cans/Metals (4 out of 10), Biodegradable (2 out of 10), and others.

            Through the second question, we have learned different ways on how to treat garbage aside from what we do in our school and community like the “Solid Waste Management – Clean, Healthy, Safe, and Friendly Program”. We noticed that the most common method is “Waste Segregation”, “Recycling of Materials” and “Planting Activities”. We’ve also learned new ways like the “Trash for Cash”, “Green Campus”. We also found it amusing that other places have special days to help contribute in the saving of Mother Earth, like the “Thick Sweaters Day” and “Car Free Sunday”.

           

          For the third question, we learned that most of the garbage that we produce are brought to landfills/dumpsites/container parks, wherein they are segregated, some to be recycled, some to be burnt, and some to be decomposed.

           

And for the last question, we have noticed that almost all of us have the same ideas/ways in helping reduce trash like the

v     “Trash for Cash”

v     “Reusing of Materials in art classes”,

v     “Using of waste sorters”.

 

We also found it very encouraging the production of reminders, such as flyers and signs, for people to be always reminded of what to do. Another thing is that all schools differ in their answers due to their locations in the map, their practices in their own places like the food they eat, what they use in food packaging, and the like.

 

            Through the answers posted, we were able to add new information in our minds, and we hope that the same goes to you.

 

            We thank you all for your answers. We have truly learned a lot from them. Once again, thank you!

 

            Best regards!

 

            Always,

            SMU Class 1, Researchers

              Denise B. , Deia B., Micah C., Chantal T, Marc P, Aleksis S. , Mrs.Aireen S. and the rest of us.

 

 

 

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EFS 4: St Mary's University, Class 2, Bayombong, Philippines

Summary:

 

               It’s indeed fun reading the answers of our GTP  friends to the questions we posted. Thank you for taking time in answering our question. We learned a lot from them. There were some reasons why we asked those questions. First, we were fascinated by the saying, “The Earth we abuse and the living things we will kill, in the end will take their revenge for it and by exploiting their presence, we are diminishing our future.” (Marya Mannes)

                Trees play a vital role in our lives and in the living world. They are very essential especially their role in the environment- their role in the different cycles and their interaction of living with one another and with the environment, providing food for organisms and the exchange of energy and materials between the biotic and abiotic component of the environment and as a protective cover on the land and prevent soil erosion.

                Second, our teachers always discuss to us our roles in protecting the environment especially in our science classes. Our participation in the different activities like the tree planting activity in our adopted barangay- Labbu, which is 2 kilometers away from the school so, we decided to ask the other participating schools if they have the same practice.

                It’s nice to learn from them that they do have a tree planting activity in their school/ campus. However, we found out that there were some schools that have not experienced planting trees because of some conditions but they are enthusiatic to have such activity considering the importance of trees.  

                Third, we wanted to find out if we have the same kind of trees considering the location of the Philippines and the other participating schools in the globe. Through the GTP Learning Circle, we came to know about the kinds of trees grown in our friends’ countries. The Philippines being close to the equator and surrounded by a vast expanse of ocean receives a high rainfall which is around 200 cm per year compared to other schools where topography and climactic conditions vary.

                Lastly, we want to share to everybody how important trees are. Below are the reasons: (Reference: http://forestry.about.com/od/treephysiology/tp/tree_value.htm)

 

1. Trees Produce Oxygen

Let's face it, we could not exist as we do if there were no trees. A mature leafy tree produces as much oxygen in a season as 10 people inhale in a year. What many people don't realize is the forest also acts as a giant filter that cleans the air we breathe. 

 

2. Trees Clean the Soil

The term phytoremediation is a fancy word for the absorption of dangerous chemicals and other pollutants that have entered the soil. Trees can either store harmful pollutants or actually change the pollutant into less harmful forms. Trees filter sewage and farm chemicals, reduce the effects of animal wastes, clean roadside spills and clean water runoff into streams.

 

3. Trees Control Noise Pollution

Trees muffle urban noise almost as effectively as stone walls. Trees, planted at strategic points in a neighborhood or around your house, can abate major noises from freeways and airports.

 

4. Trees Slow Storm Water Runoff

Flash flooding can be dramatically reduced by a forest or by planting trees. One Colorado blue spruce, either planted or growing wild, can intercept more than 1000 gallons of water annually when fully grown. Underground water-holding aquifers are recharged with this slowing down of water runoff.

 

5. Trees Are Carbon Sinks

To produce its food, a tree absorbs and locks away carbon dioxide in the wood, roots and leaves. Carbon dioxide is a global warming suspect. A forest is a carbon storage area or a "sink" that can lock up as much carbon as it produces. This locking-up process "stores" carbon as wood and not as an available "greenhouse" gas.

 

6. Trees Clean the Air

Trees help cleanse the air by intercepting airborne particles, reducing heat, and absorbing such pollutants as carbon monoxide, sulfur dioxide, and nitrogen dioxide. Trees remove this air pollution by lowering air temperature, through respiration, and by retaining particulates.

 

7. Trees Shade and Cool

Shade resulting in cooling is what a tree is best known for. Shade from trees reduces the need for air conditioning in summer. In winter, trees break the force of winter winds, lowering heating costs. Studies have shown that parts of cities without cooling shade from trees can literally be "heat islands" with temperatures as much as 12 degrees Fahrenheit higher than surrounding areas.

 

8. Trees Act as Windbreaks

During windy and cold seasons, trees located on the windward side act as windbreaks. A windbreak can lower home heating bills up to 30% and have a significant effect on reducing snow drifts. A reduction in wind can also reduce the drying effect on soil and vegetation behind the windbreak and help keep precious topsoil in place.

9. Trees Fight Soil Erosion

Erosion control has always started with tree and grass planting projects. Tree roots bind the soil and their leaves break the force of wind and rain on soil. Trees fight soil erosion, conserve rainwater and reduce water runoff and sediment deposit after storms.

 

10. Trees Increase Property Values

Real estate values increase when trees beautify a property or neighborhood. Trees can increase the property value of your home by 15% or more.

 

 “God created the Earth, who are we to destroy it?”

(Class Leaders: Trina, Leo, Hilary, Irish, Gian, Jennilyn) 

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EFS 5: St Theresa's College, Class 1, Cebu, Philippines

Summary:

 

     We asked the question because we wanted to know more about the way people view different opinions on nature and themselves. This question separates our view from the ideals to reality. Curiosity got the best of us in letting us decide which is more important, nature or ourselves. These two are too important to be compared to each other and mostly never asked. But if we continue to remain ignorant about this question, we would not know to which side we stand and we would just continue on our lives, destroying everything around us.

 

     We all know that the environment is crucial to our survival. We depend on the environment to progress our lives, to propagate our business. But in the midst of doing this, we tend to ruin our very own home, where we get everything that we need and want. The environment is our prized possession. Yet, like everything else we take it for granted. To be ignorant is a way of dying slowly. If we continue to do so, our death is in our very own hands.

 

     Everything we Need and Value is Infinitely, Resourcefully, and Originally given by No one else but God, Made for Our Existence and Nothing else Truly. Nature does not give life, it is life itself. If we destroy nature, we are also destroying ourselves, our being. It is stated that there are 7 laws of nature, each having its own importance and meaning. Namely: (1) Nature knows best, (2) All forms of life are important,(3) Everything is connected to everything else, (4) Everything changes,(5) Everything must go somewhere,(6) Ours is a finite earth and (7) Nature is beautiful and we are stewards of God’s creation. It is our task to abide to these laws of nature.

 

      We expected to learn more about the different countries’ perspective about the environment. We expected to know more about their way of saving the environment – their way of thinking about the Earth. We expected to get to know more their culture through their views and beliefs.

 

     Majority of the classes – four chose to protect the environment while two chose to increase the people’s standard of living. Through this, we conclude that there are really people who would sacrifice the comforts and luxuries of being modernized just to protect the environment because they think that the environment is their own future and without it, we would not survive. If the Earth ends, we all end. But also, there are some people who chose to increase the people’s standard of living as a way of protecting the Earth. They think that it is a way to a have a better outlook in life, giving a positive aura to the people in taking care of nature. And so, we learned that people have different ways on how to uphold the integrity of Mother Earth but in the end, it all leads to saving our nature, our life, our being.

 

     We all have different solutions but they all lead to one conclusion which is to save our one and only home. We differ in our beliefs but one thing is for sure, this all leads to our survival. We may have different ways but it all responds to one goal and dream to save our beloved Mother Earth.

 

     Drawn by different beliefs and values, Intensified and built with a strong Foundation, Finding Explanations, Rendering our being as an Exceptional one. No matter how different we view life, we are still Called to do an Extraordinary task that requires unity. Differences exist because we are born to be unique. We are born to make a difference, to start the change in this world. Differences exist because it balances everything that there is.

 

 

 

 

 

 

 

 

 

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EFS 6: St Theresa's College, Class 2, Cebu, Philippines

Summary:

 

     If back then concerns regarding drastic environmental problems have only agitated the environmental sectors and government organizations, at present, even

we citizens have gradually become more and more conscious of this horrid nightmare. As each day passes, the fear of the consequences of our mistakes continues

to grow. It is therefore for this reason we are addressing this concern in this small learning circle. We believe that interactions with other nations help us to develop more brilliant and advance ideas. The solutions offered by our local government officials with regards to the current state of our environment here in the Philippines serve as temporary bandages; yes, they can mend the damages but not fully cover up the deep wounds we’ve caused to our beloved Mother Nature. We have decided to ask this kind of query since we are very much curious as to how other well-developed countries have faced this kind of predicament. Sharing our various ideas and opinions can greatly help us to formulate better, more concrete and everlasting results that could hopefully eradicate these environmental issues.

     Hearing the word eco-friendly reminds us of an environment where man, plants and animals co-exist with one another; a place where pollution and environmental problems do not exist. And being an eco friendly school, we strive hard to obtain this kind of environment. We do a lot of activities that help in maintaining the balance of the ecosystem. We started with spreading awareness then began with the actual activities such as proper segregation and waste reduction. And by joining the Global Teenager Project, we hope that we can connect to other eco friendly schools that share the same ideals with us: to maintain the balance of nature.

 

     Educating the students about the destruction of the environment and its effects was the school’s first step to motivate the students to participate in the different environmental activities. Usually, it would be the science area that would facilitate this. During science class, we talk about the environment and how everything is connected with everything else. Our teacher tells us that destroying even one part of it would disrupt the balance and that the usual cause of this disruption are human activities. However, it is not only the science area that talks to us about these environmental problems. Even our different subjects would include environmental issues in their discussions. One of those subjects is Social Studies. Our teacher would include in her discussion the present environmental issues that our country is facing today and the measures that the environment has done in order to reduce these problems. Our Health subject also talks to us about the different illnesses caused by the pollution of the environment. All the other subjects play their part too. The whole High School Faculty is working together to live up to the name, “eco friendly school”.

 

     Being part of the GTP, we want to learn about the different environmental problems that other countries experience. We also want to learn about how those countries would address those problems. We expected that they would have more or less the same problems and the same solutions; that they would also have garbage segregation, recycling and tree-planting. They did have similar solutions with us, but they were also able to come up with activities that we haven’t thought of doing.

     Through this learning circle we have developed various forms of ideas which could of great help to the recovery of the current state of our environment. Through the active responses given off by our GTP partners, we learned that through simple actions we can be able to contribute to the betterment of our country. Such helpful contributions include riding bikes, taking public transportation vehicles (carpooling) as well as proper waste disposal. Aside from these, there were also advance forms of options offered by our partners with regards to fully eradicating these tribulations such as the use of electric cars and also using special vehicles that spray a certain fluid which then minimizes harmful dust particles.

     Despite the fact that our countries are miles apart, there are plenty of similarities that we have when it comes to our answers. Our environmental problems seem to be quite the same with each other. We experience the same troubles with pollution and trash as the other countries do. This just proves that the whole world is suffering from the effects of the problems in the environment. But the great thing is that the whole world is also helping. We are all concerned for the welfare of the Earth. Each of the countries have different solutions for their environmental problems, some more complex than others, but they all have one common goal and that is to restore the Earth to its previous glory.

     There can be differences of opinion without there being personal differences. It is understandable that in this learning circle we are able to gain various kinds of responses. I believe that these diverse answers are a result of the place we are staying and the cultural beliefs that we each have. Difference in personalities is normal because it distinguishes us and makes us unique. Through the different opinions of our GTP partners, our knowledge and perception about life is broadened.

 

 

 

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EFS 7: St Theresa's College, Class 3, Cebu, Philippines

Summary:

     We thought of asking this kind of question because as students, we must be more knowledgeable of the ways of how different schools use the advancement of technologies to preserve, conserve and protect the environment. The unifying theme of this question is to be more environment-friendly and to be more vigilant of the different environmental issues that are prevalent today through the technology used. Having been reading all the answers of the different Learning Circles, we learned that most schools embrace the advancement of the technology to help improve the quality of life but at the same time, they are still sensitive enough of the different environmental issues involved in the society. Before the start of this program, we expect to gain more information regarding the different ways of preserving the environment through this, we can show that we do still care for our future as well. Based from the answers of the different students, we have learned that several schools are really updated on the means of technology but really made some ways to somehow contribute to the betterment of nature. From all the answers posted by the different students, the similarities of it as a whole was their aim is to think of ways on how to have a change to the environment like we always wanted. They do have differences on how they would help solve or  contribute to the widespread issues of the environment. We were thinking that these differences exist because of the many ways that we can express our care for the Earth. Through the simple ways that we have done, we can surely have a better and brighter day ahead of us.

 

(By: Sheena Dizon and Mary Anne delas Peñas)

 

 

 

 

 

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EFS 8: CSG Noordik, Almelo, The Netherlands

Summary:

1: Introduction

We have as main Question: Is there a difference between the participating schools with regard to both the way and the amount of electricity they use, and what can the schools do to reduce the amount of electricity they use?

We asked this question because we are curious about how other schools use electricity and how they will decrease it. Maybe we can learn from the answers that other schools will give us.

We also have made sub questions. They would help us to answer the main question easier. The sub questions are:

1. How and where is electricity produced in your country and how is it distributed to your school?

2. How much electricity is used at your school, both in total and per student, in US-dollars and kilowatt hours?

3. Where is electricity mainly used for at your school?

4. What is your school doing to save electricity?

5. What can or should your school do to save electricity and prevent electricity waste?

Answers Question 1: How and where is electricity produced in your country and how is it distributed to your school?

 

 

School:

Answer:

 

K.A. Erasmus, De Pinte	We buy the electricity from other countries, most from the middle east. The last few years some windmills rose up... Nowadays individuals install solar panels on their family homes.
Sint-Aloysiusinstituut 1, Geel	By including wind power, solar energy, chemical energy, radiation or heat. For example in wind farms in the Netherlands , houses with solar panels and energy from the ground, which we found on one site.
St. Mary’s University Class 2, Bayombong	In our province (Nueva Vizcaya) we depend so much on the hydropower as our source of electricity. It is located in another province called Isabela. Hydroelectirc power is electricity generated by water turbines.
St. Theresa’s College Class 1, Cebu	Our country receives electricity from the several Power Plants located in different places around the Philippines.
St. Theresa’s College Class 3, Cebu	In the Philippines, electricity is most commonly sourced from thermal and diesel plants. VECO is the company in charge of regulating electricity in the region.
Maerlant College, Brielle	Electricity is produced in electricity plants. They use coal in these plants because that is the cheapest. It comes to the school through electricity cables, sometimes they’re above ground, sometimes below.
Sint-Aloysiusinstituut 2, Geel	In our country electricity is generated in Doel, Tihange and Mol. It is spread by including solar energy (solar panels), wind (windmills) and hydro (water mills).

Answers Question 1:How and where is electricity produced in your country and how is it distributed to your school?

The Netherlands: The schools from the Netherlands buy their energy from other countries, most of the time is that energy from the middle east. In the Netherlands they have also windmills. Some people get their energy from sun panels on their roof.

Belgium: The school from Belgium say that they get their energy from wind parks and from the heat in the ground.

The Philippines: In The Philippines they use most of the times hydroelectric power, geothermal power, oil based power plants and biogas. In their province are they depend of hydropower. This energy is made by water-turbines in a other province. They have made there a dam and a kind of waterfall. The electricity is distribute by power lines to the schools and households.

Summary:

In The Netherlands they get the energy from other countries. But Belgium and The Philippines get it from their own country. In The Netherlands and Belgium they get the energy (for example) from windmills/wind parks. And in The Philippines they get it mostly from water energy.

Conclusion:

The Netherlands, Belgium and The Philippines aren’t very different, when it comes to where they get their energy from.

 

Answers Question 2: How much electricity is used at your school, both in total and per student, in US-dollars and kilowatt hours?

Question 2:How much electricity is used at your school, both in total and per student, in US-dollars and kilowatt hours?

Belgium:

That they use 120 500 kWh in one year, and that’s 150 kWh per student.

Philippines:

Schools in The Philippines consume around 161 800 kWh per year, that’s per student around 135 kWh. In US Dollars they spend $65768,16, and that’s per student around $31,5

The Netherlands:

The school in the Netherlands spends $68 000 per year, that’s $85 per student. They don’t know how much kWh it is...

Conclusion:

When it come to kWh, the schools differ a little bit. The Philippines consume more kWh than Belgium. The price in US Dollars isn’t very different, and The Netherlands spend more money than The Philippines. In the schools in The Philippines are more students than in the schools in The Netherlands. You can see that in the calculation of the price.

 

Answers Question 3: Where is electricity mainly used for at your school?

 

School:

Answer:

 

K.A. Erasmus, De Pinte	Lights, computerclasses, kitchen appliances, digital boards, beamers and radio’s.
Sint-Aloysiusinstituut 1, Geel	Lights, heating, computers and kitchen appliances.
St. Mary’s University Class 2, Bayombong	Lights, electric fans, offices, laboratories and for the library.
St. Theresa’s College Class 1, Cebu	Electric fans, air-conditions, lights, computers and refrigerators.
St. Theresa’s College Class 3, Cebu	Lights, electric fans and air conditionors.
Maerlant College, Brielle	Lights and computers.
Sint-Aloysiusinstituut 2, Geel	Freezers, electric heaters and elevators.

 

Summary:

In Belgium, The Netherlands and The Philippines is the electricity mainly used for light, computers and refrigerators. Belgium and The Netherland are using electricity also for beamers, radio’s and heating’s. The Philippines use electricity also for water tanks, air-conditioning and fans.

Conclusion Question 3:

Belgium, The Netherlands and The Philippines don’t differ much, when you look at the power consumption. In The Philippines they use fans and air-conditioning, instead of heating’s, because it is warmer over there

 

Answers Question 4: What is your school doing to save electricity?

 

School:

Answers:

 

K.A. Erasmus, De Pinte	The light in the hallways goes out automatically (after some minutes), we turn off the computers (etc.) after the schoolday... Once a year in February we have "a winter-sweater-day". The heat is turned less (not totally off) and it is some degrees colder in the classrooms...
Sint-Aloysiusinstituut 1, Geel	All appliances are completely off at night and the heater goes lower.
St. Mary’s University Class 2, Bayombong	Students here are taught how to save electricity. Electricity saving tips are discussed in different classes, like putting off lights, computers and other facilities when not in use or turning off the faucets when water is not needed.
St. Theresa’s College Class 1, Cebu	Our school hasn’t been able to emphasize projects regarding electricity conservation but continues to remind us to always to turn the lights off and other electrical devices like electric fans when not in use. If possible, use natural light.
St. Theresa’s College Class 3, Cebu	In order to save electricity, the students only use the appliances if needed. If ever we went out the classroom to go to another place, we turn all the lights and fans off.
Maerlant College, Brielle	To our shame we don't have any programmes to save electricity.
Sint-Aloysiusinstituut 2, Geel	We turn the lights off when we get out of school and once in a year we organize a “thick sweater day”.

Summary:

Belgium:

In Belgium they turn of the lights in the hallways automatically and they turn of the computers after a school day. They also have a special day when they turn of the heat, so it is colder in the classrooms. The pupils have to wear warm sweaters. They try to open the windows as less as possible. Instead of that, they open the door, so the warmth can go to the hallways.

One school from Belgium is investigating how they can save energy in the future.

Philippines:

In The Philippines they have a policy called “Conserve Electrical Policy”. Teachers and students practice this. Students are taught how to save electricity. They learn each other how to save electricity. When they don’t need any lights, they turn the lights off and other electrical devices to. They only use air-conditioning and electric fans when they really need it, for example on graduation days.

The Netherlands:

The school in The Netherlands doesn’t have any programs to save electricity.

Conclusion:

Especially The Philippines are saving electricity very good. They have a policy, just for electricity. And they teach other people what they can do to save electricity. Belgium is also very floated to save energy. The school in The Netherlands isn’t really busy with saving energy. So what we can say is: The Philippines are saving electricity the best and is most environmentally friendly in this question.

 

Answer Question 5: What can or should your school do to save electricity and prevent electricity waste?

 

School:

Answers:

 

K.A. Erasmus, De Pinte	Use more automatically lights. Make sure that all the lights are off and all the windows are closed each evening. Perhaps there should be a responsible who controls one of the floors eacht night...
Sint-Aloysiusinstituut 1, Geel	we don’t use the lights when the sun shines, purchase equipment with a lower energy. Rainwater collection to water the garden, and learning students to not waste electricity. This we have again asked the same lady of our school.
St. Mary’s University Class 2, Bayombong	Our school can save electricity by having the buildings designed to be energy efficient. The windows are wider enough to let in enough light and proper ventilation. The students should also be more aware of the dangers of not conserving electricity.
St. Theresa’s College Class 1, Cebu	Turn off lights in areas where in there is adequate natural light. Use natural ventilation, where practically possible in preference to fans and air-conditioning and close all doors and windows in air-conditioned rooms to keep air-conditioning inside.
Maerlant College, Brielle	We should always turn off the lights when the rooms are not used.
Sint-Aloysiusinstituut 2, Geel	We could use energy saving lamps, we could turn the lights off when we aren’t in the classroom and we can use water taps with pushbuttons.

Belgium: Automatically lights, windows closed every evening, Don’t let computers (etc.) in the sleeping modus, don’t use lights when sun shines, rainwater collection for watering the garden, learning students to not waste electricity, energy saving lamps, heating sensors, cranes with push buttons and energy efficient buildings.

Philippines: energy efficient buildings, wide enough windows for light and proper ventilation, learning the students the dangers of not conserving electricity, use natural lighting, turn off electrical devices when not in use, close all doors and windows in air-conditioned rooms to keep air-conditioning inside, unplug the wires when not in use, go outside instead of playing computer games etc.

Netherlands: Turn off the lights when the rooms are not used.

Summary:

In Belgium, The Philippines, and the Netherlands are lots of similarities in relation to saving electricity. All schools were talking about that you have to turn the lights off when you’re not using that room. The schools in Belgium and the Philippines were also talking about closing windows, don’t let electrical devices in sleeping modus, don’t waste air-conditioning, and they have energy efficient buildings. They learn the pupils to waste not much energy. In Belgium they have cranes with push buttons, and they collect rainwater for watering the garden.

Conclusion:

The Philippines and Belgium have a very good insight of what they can do to save electricity and prevent electricity waste. And or The Netherlands don’t have a very good insight, or they are so environmentally that they can’t save more electricity.

 

Super conclusion:

We have concluded that the Netherlands and Belgium use more modern techniques in the field of energy use. The Philippines try as much they can to reduce energy consumption, with the resources they have. The energy bills in the Netherlands and Belgium are, compared with those in the Philippines, also significantly higher. That is because in the Netherlands and Belgium, they use a lot more energy than in the Philippines. This is also due to schools in the Netherlands and Belgium because they make a lot more use from the latest technologies. For exapmle interactive whiteboards. In the Philippines, they don’t use interactive whiteboards.

 

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EFS 9: Maerlant College - Brielle, The Netherlands

Summary:

EFS1: KA Erasmus, De Pinte, Belgium

The question.

The main question from the KA Erasmus in Pinte, Belgium was:

What action does your school take to reduce the amount of paper used during a school year?

They also asked how they encourage the pupils and the teachers self not to waste paper, if the other schools had a digital learning platform and if they communicate eco-friendly with the parents. And 9 other schools had answered those questions.

The answers.

EFS1 (They had answered their own questions too.):

They said that they let the pupils write on both sides and if they get printed pages they may write on that sheet of paper and they have a smart board with beamer where they show the explanation from new things and answers from homework or something else, so they don’t have to use paper. Everyone in the school use a digital learning platform and new pupils get a course how to work with the digital learning platform. They’ve still a paper agenda but next school year everything will be digitalized. All communication to the parents goes electrically. Only parent who asked to get the communication on paper get paper sheets.

 

EFS2

They said that they consume paper as little as possible. For example: They upload tasks on smart school, teachers use a digital workbook so we don’t use soluble keys on paper to correct exercises and they also put a lot of information on smart school. Smart school is a digital learning platform and they use it widely: pupils, teachers, management and the secretary’s office. Now they have a School diary (in paper), but in the second degree school they (where they go to next year) is it different. Then they get a school diary on Smartschool. They can see their scores of tests in it. They spend with the digital school diary spend 200 paper sheets per pupil.

EFS3

They said that teachers also practice paper recycling and reusing. Test questions for checking, student records, visual materials, tests and some other teacher aides are all printed on recycled paper. The students practice paper recycling and reusing too like quizzes, portfolios, journals and others, students also engage in artistic production using waste paper (old newspapers, magazines, boxes.)

They do have a digital learning platform but it may not be as complex as that from EFS1. They have their Computer laboratory and Internet library to address their needs on computer technology. Teachers also use digital presentation of lessons. They also have our Audio-Visual Room for viewing activities.

The money they earn from recycling is used as school funds. They spend the money for school contest or programs, and outreach activities to sick children and to the less fortunate students in their immediate community.

They believe that they’re a eco-friendly school.

 

 EFS4

They encourage their fellow students to use clean scratch papers if they will write any important short announcements / seat works and quizzes and their school is still  using the traditional mode of communication. The school prints reminders and other documents that need to be disseminated to parents, students and other stockholders. The student’s parents of their school do not have an account to view their children’s marks on line. Instead, the school gives the results on paper (report card).

Their school does have a digital learning platform, it is their school website, http://hs.smu.edu.ph but it is not updated every day and it is where the school posts its achievements. The school does not have an updated digital learning system because not all of the students have an internet access in their homes.

 

EFS5

The St. Theresa's College ( or STC for short) is a program called "Trash for Cash" headed by the Student Body Association. The trash for cash is not only collects plastic bottles but also papers of all sorts (e.g. magazines, newspapers, and etc.). These are collected monthly and is then sold to a recycling shop in order to be processed and to produce another batch of paper, ready to be sold again on the market.

In order to be paper-friendly, our teachers often make use of old seatwork or quiz templates instead of new papers to print their quizzes, notes, or activities on. Often, they also reduce the size and cut the paper in half or smaller so that the paper will be able to support the needs of two or more students.
They find that a digital learning platform would entail the use of electricity and electronics hand in hand. Outputs and inputs would be created and submitted digitally and no longer on hard copy or paper. This would then result to minimal or no use of paper at all. Digital learning platforms would require students to face a computer or gadget during classes, therefore only electricity is being consumed, unless the student opts to use paper at some point. The use of digital learning platforms can help save trees, but if they also consider the effects of too much use of technology, it can not only cause the student's eyes to grow bad

but also enable the students to be prone to sickness, since you don't move a lot anymore.
In order to view the marks of their children, parents are given the list of grades on a report card that is printed by the school. The students are also encouraged to note the results of quizzes and activities in their 'Student's Diary' which is to be read and signed by the parents daily.

EFS6

Their school is a very eco-friendly school. They recycle newspapers from students homes, the students make hand-made scrapbooks ore other things from it. The teachers be paper-friendly too because they print on recycled paper and they use PowerPoint presentations by the lesson. Their school doesn’t have a digital learning platform but they have computer lessons once a week. In every lesson use the teachers an computer-assisted instruction with a PowerPoint presentation.

But the school is still not eco-friendly in its communication with parents. Their school has not yet availed of the technology that enables parents to get an account where they can view the marks of their children online. Parents are informed of the students' grades the old-fashioned way through a printed report card. Also, communication letters are sent out to parents in clean, new sheets of bondpaper and never through electronic mail (email).

 

EFS7

They suggest students to use scratch papers in solving and making drafts. We maximize the space of the paper rather than using another sheet when a free part is still available. Their school does not have an official digital learning platform but their teachers there in their department try to at least use technology in order to lessen the use of paper. Their school has not yet developed a more eco-friendly approach in communicating with the parents, probably because of the less exposure to this matter. The parents receive the student’s marks every grading through a printed paper. The school send information to the parents regarding its school activities through printed letters.

 

EFS8

They said that their schoolhasspecial boxesin each classroomto separate paper from other waste. And the teachers can report the children absent or present digital. So they don’t waste extra paper for this. They hope that student go recycle paper when they explain what it do to the nature and how long it takes to make paper. The students on this school have also a card, so they can make a number of copies per year. And they copy on both sides.

The parents have an account on a school site. Then they can see the marks of their child(ren). At the end of a period, pupils get a report to take home with all the average marks.

 

EFS9

Our school doesn’t recycle paper sheets yet but little by little we use less paper. For example we have by this project all a own computer and we don’t write things on paper but we type it in Microsoft Word and what we have made: we send to our teacher. So we use no paper by this project. And we hope to start recycle paper sheets and other useful rubbish, what we said in our questions too. On school we have a newsletter for parents and recently they send the newsletter by mail, so they don’t print it any longer.

 

EFS10

They use for tests, exams and things they’ve to write recycled paper and they’ve a account on smart school for planning tasks and tests with a online agenda. Their parents can also go on smart school to see their child(ren) results.

 

EFS  2 Summary

Agreements between the answers

The most of the schools are trying to use less paper and use recycled paper and the most schools have a digital learning platform where you can see your results and your timetable. And there is a begin at a eco-friendly communication with the parents. The most of the school are busy with reducing from the use of paper and help the nature.

Difference.

there are differences because one school has a eco-friendly communication with the parents and the other school has that totally not. There was one school (EFS4) which it looks like they didn’t care about the nature because they used clean paper and they print everything. The only good thing is that they have a digital learning platform.

Why are those difference between the schools?

Every country is different and every village is different. They may known self what they do. And the most want to help the nature but there are people who think it’s all nonsense and they don’t do anything. It depends on your location too because you can make a digital learning platform but you have to known sure that every student had a computer.

Are there difference between the EU and the Philippines? Why?

Yes, The Netherlands and Belgium can use recycled paper but they can also use a digital learning platform because the most of the students have a computer. In the Philippines they also can use recycled paper but it’s going to be difficult if you want something trough internet because the most of the students don’t have a computer at home.

What did you learn from the answers?

Before this project we had at home paper container but I always forgot to do the paper in it, and I throw it just in the normal container. And now I always recycle paper, I even have a cardboard box in my room where put paper and every day my mother empty it.

What did surprised you?

It surprised me that so much schools will help to reduce the amount of paper, that’s really cool. Some people say that the human is bad for the nature and maybe it is but we want to help it too! It surprised me too that by school EFS4 it looks like they didn’t care about the amount of paper, but I hope that they really want to help, but just can’t for some reason.

 

Agreements:

EFS 1: uses about 80 m³ water a month and about 900 m³ a year.

EFS 3: -

EFS 4:  They use tap water from the faucets to flush our toilets. This system is the most eco-friendly because it is not expensive and is easy to use.

EFS 5: -

EFS 6: -

EFS 7: -

EFS 8:  The water in our school is mainly used for flushing toilets. The same flushing thing.   They also have a different toilet for boys en girls 

Differences:

EFS 1: has got rules about using the water in their school, like: Not leaving the tap running for a long time while you are washing your hands or Turning off taps when you have finished using them. They pay 40 euros per m³ water. They have a water tap in almost every classroom. We count 56 taps in our school. That’s more then we use. There’s also a difference in the water use because they use most of the water in the spring and the autumn.

EFS 3: Our school uses water tanks that pump underground water up through electricity. In their school, they use the sewerage or “septic tank” system to store human wastes flushed from toilets. There are signs posted near the water stations and faucets all over the campus and inside the classrooms to serve as friendly reminder to us all to conserve water.

EFS 4:  they use more water in the summer. The maintenance personnel check the cleanliness of the school including the comfort rooms to detect loss of water. There is no classroom that is equipped with sink or water tap.

EFS 5:  the school consumes 50 m3 per day. Thus, the school consumes 1500 m3 per month and 15000 m3 per school year (10 months).(!!!) Their school uses most water during school months (June – March). The price of water here in the Philippines ranges from Php 10.00 - Php 15.00 per m³. The loss of water in their school is detected through the leakage of pipes. The system they use for flushing the toilets in their school is something they would like to call the “non-potable water system”. Non-potable water is the term for water that is used for irrigation, cooling towers, toilet flushing, etc. It is water that is not suitable for drinking because it has not been treated to drinking water standards.

EFS 6:  they consume an average of 1400-1500 m3 of water per month, which is equivalent to about 17000-18000 m3 of water per year. the present cost of water is PHP13.95 per cubic meter which is equivalent to about €0.25 per cubic meter.

EFS 7: just one answer??

EFS 8:  their school consumes 2562 m3 per year. Most water is used at July and August.

the price for water in 2011 was €1,28 per m³.

EFS 9:  they use more water then we do

 

EFS 3 Summary.

 The most common wastes every school produces, are paper and cardboard, and plastic products (like plastic wrappers, plastic cups and plastic bottles). Paper and plastic products are used everyday, so a lot of it is thrown away. But most of the schools reuse or recycle paper. When it’s being recycled, new products like cardboard, toilet paper and newspapers will be made of it. But not only paper is being recycled; also glass, plastic bottles, residual waste and chemical waste are being recycled. Also almost every school segregates its garbage. In the Philippines, it’s being segregated in three types of garbage: biodegradable trash, non-biodegradable, and recyclable plastic cups and bottles. Some of the schools in the Philippines and in Belgium make new stuff from garbage. For example: one of the schools in Belgium made wallets from milk boxes. And one of the schools in the Philippines has a mini-museum called ‘Likha Room’ where vases made of bottles and other stuff the pupils made, are displayed.

The participating schools have many other eco-friendly activities. Especially schools in the Philippines. Almost every school in the Philippines takes part in a project called ‘Trash for Cash’. This is a project, which tries to reduce wastes like paper and plastic bottles by collecting them and selling them to recycling shops. So aside from reducing waste, the schools also earn money for other school projects and programs. This is about 500-700 Pesos a month. The schools in the Philippines also plant a lot of trees and other plants. This doesn’t really reduce waste, but it is really good for the environment. And one of the schools helps a chapel, by cleaning and doing greening activities like weeding out, do planting, and removing cobwebs and dust.

But not only schools in the Philippines do a lot to reduce accumulated waste. Also schools in the Netherlands and in Belgium have several projects. For example: our newsletter is not a paper version, but a digital version. And our garbage is being collected separately. One week standard waste, and the other week garden, vegetables and fruit waste. We also collect paper and bring it to the special paper collection point once every month. Also some of the schools collect other things, like used batteries and used cartridges. In Belgium there are also some special days to help the environment. Like ‘thick sweaters day’ on February 16^th, so the heaters can be turned off, or a bit lower. And ‘Car Free Sunday’ on September 18^th, which attempts no cars to drive. Also two of the schools in Belgium use solar energy or green power. This reduces electricity use by about 70%!

The wastes of every participating school in Belgium go to container parks or recycle shops. In the container parks, the garbage is being sorted, paper will be recycled and new stuff will be made from plastic, metal and drink carton. Also schools in the Philippines send their wastes such as plastic, glass and old newspapers and magazines to recycling shops. They even get money for it. The wastes in the Netherlands, go to a big dump. Here it will be burned in big ovens. We use burned waste for asphalt to make roads.

 

EFS 4: St Mary's University, Class 2, Bayombong, Philippines

Question: Why are trees in school important?

Most schools from Europe aren’t familiar with the poem from Joyce Kilmer. But almost all schools from Europe have searched on the internet and found it. But students from Philippine schools are familiar with the poem.

1.  Are you familiar with Joyce Kilmer's poem about a tree?  What are your feelings that there are trees in your  school?

 The most feelings about the trees are peace, freedom and security. Trees are really great to have in the school because of their peaceful character. Also students can concentrate better.

2.  What are the names of your trees? Which trees are your top 5 favorites?

Every school has his own top 5.

EFS1:     1. Christmas Tree            EFS2:     1. Sycamore                      EFS5:     1. Mango Tree

2. Chestnut Tree                                       2. Japanese walnut                        2. Mahogany Tree

3. Willow                                                 3. Linden                                       3. Jackfruit Tree

4. Oak                                                     4. Curly Willow                                4. Narra Tree

5. Poplar Tree                                          5. Beech                                          5. Kalachuchi tree

 

EFS6:     1. Mango Tree                  EFS7:     1. Narra Tree                     EFS8:     1. Apple Tree

             2. Christmas Palm                        2. Mango Tree                            2. Willow Tree

             3. Kalachuchi Tree                          3. Langka Tree                                             3. Oak

             4. Chico Tree                                     4. Lumboy Tree                                        4. Pine Tree

             5. Narra Tree                                                                                                   5. Beech

 

ESF9:     1. Christmas Tree            ESF10:   1. Beech

2. Palm Tree                                      2. Oak

3. Apple Tree                                    3. Pine Tree

4. Pine Tree                                       4. Sequoia

5. Trees with blossoms                 5. Bonzai

 3.  Have you tried planting a tree in your school ? If yes, how old is it now? If no, does your school allow you to plant at least one?  Why?

Most schools from Europe didn’t plant a tree in their school, because there is no space for it. But most schools in The Philippines did plant a tree. Not in the school, but somewhere outside the school.

 4.  What is the program of your school in terms of the trees in your school?

Some schools have rules for the trees.

RULES FOR TREES

      Water the plants

      Don't lean against the trees

      Don't litter the park

      Don't attack the trees

      Do not pull of leaves

Other schools have activities like tree planting. They go to a certain place where it is good for planting trees and they do the tree planting activities there.

5.  Share a slogan or saying on the importance of tree planting.

Plant a tree, it is good for you and me!

No trees, no people!

 

 

EFS 5: Summary 

 Most of the schools choose for the environment because the environment has to be preserved for future generations. Seven out of nine schools would choose to preserve the environment. People across the world are aware of how important it is to look after the environment. 

I understand why school EFS 6 has chosen to improve their standard of living, because the Philippines are countries where there is a lot of poverty. So it is imaginable that they would go for the improvement of their standard of living. 

It is just that the answer of school EFS 10 was a bit strange… This is because they didn’t really answer the question about WHY they would choose for the improvement of their standard of living. All they really said was that in a few years time, they were planning on expanding the school and knocking down trees which, in my opinion, isn’t really a proper answer. And I also think that they should worry more about the preservation of the environment, because the living standards in Belgium are really high, just like in the Netherlands. So really I think they should have gone for the preservation of the environment… 

What all of the other schools say, is that they would choose to preserve nature because; 

-          “If we do not care for the environment than the world can pass away and then we have nothing more that we have improved our prosperity.” 

-          “If we do away all the trees we have no oxygen and it is bare, without all that green.” 

-           “If we chop down all of the trees, the next generations will not have enough oxygen to live.” 

(These are all quotes from other schools who responded to the question) 

I think these are all very good arguments and personally, I would also choose for improving the environment.  

Rich countries (like the Netherlands and Belgium) are lucky enough to be able to choose to preserve the environment, as the standard of living is already very high. Poorer countries have to improve the standard of living first, and if possible, do so in an environmentally responsible way. Once the standard of living is much better, then they can focus more on preserving the environment.  

Summary EFS 6.

EFS1,

We don’t have a drastic problem in  our country, but a problem is our cars. At least every family has one or more of them. The gasoline is expensive and the roads need repair, which is done of our taxes! Also the emisions are high, even more with traffic jams. Government rewards people who drive economical friendly. Other important environmental problems such as Acid rain, pollution and some other problems are one of the most pressing environmental problems.

 

EFS2,

In our country there’s too much trash. Our carbon footprint (the area that regenerates trash) is too high, so our government is trying to reduce the carbon footprint’s number and use advertisments to let people notice that they have to sort their wastes.

 

EFS3,

The global warming is probably the biggest problem. It causes drought or El Nino, which means that the normally cold sea-water is heated up. Our food is produced on land, by farmers, so there is not much food and farmers suffer greatly.

 

EFS4,

We suffer from the climate change as wel. Droughts but also heavy downpours (heavy rainstorms). It’s all the same as EFS3 because we live in the same city.

 

EFS5,

One of our biggest problems are people who do illegal things, like deforestiation by loggers and fishers who use dynamite to catch more fish, and landslides by abusive  miners. The governments try to reduce the amount of waste, because it aactually kills people. Goverment has done enough, now it’s our turn to help mother nature.

 

EFS7,

In our country is pollution a big problem. The Philippines is the home of one of the most polluted cities in the world. There’s a lot of smog in that city, which is called Manila. In our country is pollution a big problem. Philippines is the home of one of the most polluted cities in the world. There’s a lot of smog in that city. According to the World Health Organisation (WHO), levels of lead in the air in Manila are more than three times the established safety limit, and concentrations of suspended particulate matter are also dangerously high.

EFS8,

Trash is one of our biggest problems at the moment. Most people have too much of it and no-one likes it, because it isn’t pretty, it’s annoying and sometimes it even smells. There’s too much trash on the street and too little in the trashcans. The trash on the street isn’t going to be recycled.

In our school, the trash isn’t seperated, just because it is not possible. About 3000 kg of trash in a week, and it’s all picked up by “Van Gansewinkel.

EFS10,

We sort our trash to recycle, compost bins, clearing the playground often and we use bread boxes in stead of aluminium foil. We produce too much CO2, and too much fine dust particles. Our government helps us with recycling.

 

EFS 7: St Theresa's College, Class 3, Cebu, Philippines

Question:

At present, we are living in a world where a lot of advances in science and technology are happening. How do you make use of technology in your school in order to protect, conserve and preserve Mother Earth? Cite several examples, projects, practices or scenarios to prove such. Please make pictures

 

EFS1:

Smartschool.

Automatic lights.

Smartboards.

Computer Classrooms.

 

EFS2:

Smartschool.

Projectors.

Smartboards.

 

EFS4:

Reduce, reuse, recycle.

Air cons.

 

EFS5:

Projectors.

Laptops.

Facebook. (staying up-to-date with the news of the school)

Trash for cash.  (recycling)

 

EFS6:

See EFS5.

 

EFS7:

Magister.

School busses.

LED lights.

 

EFS9:

Earth heating.

Laptops.

Magister.

 

EFS10:

Toilets without flushing.

Automatic lights.

Air cons.

Recycling.

 

Summary EFS 8.

The price for electricity is cheaper in Asia than in Europe. At most schools electricity is being used for lightning the classrooms. The mostly used action to sva energy is to turn off the lights when a room is not being used.

 

Summary EFS 9

 

EFS 1

They produce 36 kilos of garbage. They recycle at home, in all the classrooms and in the school canteen. The pupils recycle all their garage because they realize that it’s good for the environment.

 

EFS 2

They produce 60 kilos of garbage. They have in all the school garbage collectors. The direction of the school asked the pupils question how they think of the separating of garbage.

 

EFS 3

XXX

 

EFS 4

They produce 2640 kilos of garbage. Every day they have 6 sacks of garbage. In every classroom are they separating garbage. They have a special environment project: SWMCHE. The most pupils recycle their garbage. They have a rule at their school: use less paper, do not write unimportant things at a special paper. Use used paper and spare paper for important things.

 

EFS 5

They produce 2025 kilos of garbage. She don’t separate their garbage. They do have special environment projects.

 

EFS 6

They produce 2025 kilos of garbage. Their students recycle not only for the environment but also for their skills and healthiness. They have garbage collectors in the whole city. In their canteen they have canteen guards and in their classrooms they have class officers, they care about that the pupils don’t throw they garbage at the ground. Also they have a special environment project: Trash for Cash.

 

EFS 7

They don’t know how much garbage they produce, but they think they produce 20 large bags of garbage. But that aren’t the recycled things. They have 3 different garbage cans. And a special environment project: Trash for Cash. The pupils like to recycle because it’s good for the environment.

 

EFS 8

They produce 6 to 7 bags of garbage every week, that’s 7128 liter. They don’t recycle their garbage because they are a large school but they think it is possible to recycle is you are a small school with less pupils. A test at the school concluded that more pupils at their school recycle plastic than fruit.

 

 

EFS 9

XXX

 

EFS 10

They produce 1000 kilos of garbage. They have little recycle containers. The pupils need to clean up their garbage, so they don’t throw it at the ground.

 

Summary EFS 10

EFS1,

We don’t have a drastic problem in  our country, but a problem is our cars. At least every family has one or more of them. The gasoline is expensive and the roads need repair, which is done of our taxes! Also the emisions are high, even more with traffic jams. Government rewards people who drive economical friendly. Other important environmental problems such as Acid rain, pollution and some other problems are one of the most pressing environmental problems.

 

EFS2,

In our country there’s too much trash. Our carbon footprint (the area that regenerates trash) is too high, so our government is trying to reduce the carbon footprint’s number and use advertisments to let people notice that they have to sort their wastes.

 

EFS3,

The global warming is probably the biggest problem. It causes drought or El Nino, which means that the normally cold sea-water is heated up. Our food is produced on land, by farmers, so there is not much food and farmers suffer greatly.

 

EFS4,

We suffer from the climate change as wel. Droughts but also heavy downpours (heavy rainstorms). It’s all the same as EFS3 because we live in the same city.

 

EFS5,

One of our biggest problems are people who do illegal things, like deforestiation by loggers and fishers who use dynamite to catch more fish, and landslides by abusive  miners. The governments try to reduce the amount of waste, because it aactually kills people. Goverment has done enough, now it’s our turn to help mother nature.

 

EFS7,

In our country is pollution a big problem. The Philippines is the home of one of the most polluted cities in the world. There’s a lot of smog in that city, which is called Manila. In our country is pollution a big problem. Philippines is the home of one of the most polluted cities in the world. There’s a lot of smog in that city. According to the World Health Organisation (WHO), levels of lead in the air in Manila are more than three times the established safety limit, and concentrations of suspended particulate matter are also dangerously high.

EFS8,

Trash is one of our biggest problems at the moment. Most people have too much of it and no-one likes it, because it isn’t pretty, it’s annoying and sometimes it even smells. There’s too much trash on the street and too little in the trashcans. The trash on the street isn’t going to be recycled.

In our school, the trash isn’t seperated, just because it is not possible. About 3000 kg of trash in a week, and it’s all picked up by “Van Gansewinkel.

EFS10,

We sort our trash to recycle, compost bins, clearing the playground often and we use bread boxes in stead of aluminium foil. We produce too much CO2, and too much fine dust particles. Our government helps us with recycling.

 

 

 

 

 

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EFS 10: Sint-Aloysiusinstituut 2, Geel, Belgium

Summary:

 

 

 

Summary of EFS1
The school of the Pinte sort and recycle batteries, ink cartridges, paper, plastic, .... They try as much as possible to be environmentally friendly and try to improve more and more. They live just like us in Belgium and have therefore an equal size CO ² emissions.

 

 

 

Yes, there are specific initiatives in our school, & SMUHS, no lying around policy and practice SHS CHSF SWM solid waste management which is a simple act of caring for the environment. We are also involved in the planting of activity of the school. Our teachers discuss global issues for us, conduct seminars on climate change and wild life conservation and most of the programs we have at school in the different areas are strongly connected with the environment. Yes, green energy is the energy that is produced in a manner that is less of a negative impact on the environment than energy sources such as fossil fuels, which are often produced with harmful side effects. In our country we have the greener types of energy such as hydropower, geothermal, Sun and wind. Solar energy is often seen in the provinces. Geothermal is common in the island of Luzon, Negros, Leyte and Mindanao that approximately 27% of the electricity production of the country. There are also many hydroelectric power plants in our country especially in Luzon while wind energy is used in Ilocos Norte. Yes, there is a high emissions of C02 emissions in the country. Carbon dioxide reasons. Our Government really does its share in the implementation of the various laws on the protection of the environment. Such information is passed by the Environment Management Agency of DENR to the public.(Dynamic science by Rabago) Some students In our school volunteers to plant trees in order for us to have a clean and green environment. We also have an outreach activity in Labbu (adapted baranggay).We have planted trees to obtain a greener environment. Carbon footprint is defined as the total set of greenhouse gas (GHG) emissions caused by an organization, event, product, or person. However, we are coming into dissolving or calculation of the average CO2 footprint in the classroom due to lack of time in collecting data that can be used to calculate the carbon footprint of any yet. In addition, the technology that we have in school that carbon footprint increases the incandescent or fluorescent lighting. In our class, class III-researchers, there are 6 fluorescent lighting and a water dispenser, this electrical consumption of products are just a few things that help in increasing carbon footprint.
Yes, we try to change some daily routines in our school to increase the size of the CO2 footprint on promoting a more responsible lifestyle. Some are the ones listed in question in no.

 

 

 

decision replies

In school, they use a different theme every quarter which they work.
During a quarter of them do all kinds of programs and there will be a stage set up and sketches done that then go about doing that thema.Ze also other things to improve the environment as in the quarter of water, she made a sentence "A drop of water is a sea to an ant, "and the High School Ministry also has this project called," Trash for Cash "in which each class sort recyclable waste such as plastic bottles and cups, cans, tetra packs and paper to the students' Affairs Office every 4th Thursday of the month. And they also get to green the Philippine government promotes environmentally friendly renewable energy such as biomass, geothermal energy.

They have a fairly large CO2 emissions. Since the transport is important for the economy so that many CO2 emissions. They do not know how big their ecological footprint. But on their school work because they have to reduce that. For example. Organic foods, switching off lights when we are not using, reusing and recycling materials.

 

 

 

Summary 7:


They are fully aware of the current state of the environment.
The school was started with projects that can contribute to the protection and preservation of the environment.
In the Philippines they have an increased CO2 emissions this year.
At this school they try to do their best to reduce the size of the CO2 emissions.

 

 

 

They get a new school this year with geothermal heating and an internal climate system.
The classrooms are lit with environmentally friendly lamps.
In the Netherlands aren’t many windmills, that’s becaus of there isn’t space enough, it’s also quit loud and it makes the landscape less beautiful. There are not many solar panels because the government does not support it.
There is a high CO2 emissions in the Netherlands.
The government had ideas for a better environment such as: electric cars or cars that emit less CO2, these ideas are not executed because of the crisis.
They could not calculate their ecological footprint because no site was found, but think it is very high because they use much electricity and frequent travelers.
The students themselves do not  much for the environment but their school is, for instance: a new building heated by geothermal energy.

 

There are trees and garbage cans for the enviroment on school.

Solar energy, wind energy,  bioenergy, Hydro,... are forms of green energy in our country.

There is a very high CO2 from te sake of the cars. On the highway is the CO2 emission very high.

It's pretty good, our average ecological footprint of our class is 3.5 ha.

Recycling, the use of smart school, encourage students to go by bike.

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In the Netherlands there is an extremely high CO2 emissions. It does this in their countries to reduce by more windmills, solar and wind energy use. People in the Netherlands with larger sizes try to use public transport to reduce them. Some time ago, also decided not to produce bulbs more energy-saving lamps and LED lamps to use. They try to reduce their emissions by optimizing inventory and distribution, renovation of old houses, and reducing cars with a higher energy C.In the Netherlands there is a lot of co2 emissions. At their school they have many bins are to prevent the students throwing trash on the floor. In winter, the students who live far from school are advised to take the bus to school. They also have all windows and double doors to prevent too much heat is lost. In the Netherlands has been much improvement in the field of green energy. As biofuels in power plants. Other techniques used are: water energy, water and solar energy. However, these are still not as widely used.