<?xml version="1.0" encoding="UTF-16LE"?> <?xml-stylesheet type="text/xsl" media="screen" href="/~d/styles/rss2full.xsl"?><?xml-stylesheet type="text/css" media="screen" href="http://feeds.feedburner.com/~d/styles/itemcontent.css"?><rss xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema" xmlns:feedburner="http://rssnamespace.org/feedburner/ext/1.0" version="2.0"> <channel> <title>Eco-Schools</title> <link>http://www.futureofed.org/trend/Eco-Schools.aspx</link> <description>&lt;p&gt;Eco-schools become a nexus for health, environment, community, and learning. &lt;/p&gt; &lt;p&gt;Many schools operate in a complicated community arena in which a variety of issues come together food nutrition and safety, children s public health, community involvement, environmental safety, rising energy costs all in addition to learning and education. Schools can become centers for these connected issues, creating safer environments for children and fostering environmental stewards of tomorrow.&lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Join a group for advocating children's health or environmental safety in schools, such as the &lt;a href="http://www.healthyschools.org/" target="_blank"&gt;Healthy Schools Network&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Find out how to make your school more sustainable at the &lt;a href="http://www.ecoliteracy.org/" class="jive-link-external-small" target="_blank"&gt;Center for Ecoliteracy&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Connect your school with the nearest &lt;a href="http://www.farmtoschool.org/" class="jive-link-external-small" target="_blank"&gt;Farm-To-School&lt;/a&gt; program, or start one in your area &lt;/li&gt; &lt;li&gt;Support the &lt;a href="http://www.greenschools.net/" class="jive-link-external-small" target="_blank"&gt;Green Schools Initiative&lt;/a&gt; and find resources to create a healthy school &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;Zenobia Barlow, cofounder of the Center for Ecoliteracy, says schools are not just buildings, but networks of relationships.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/tfCJTfLNyFM&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowfullscreen="true" wmode="transparent" allowscriptaccess="always" /&gt; </description> <name>Eco-Schools</name> <atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="self" type="application/rss+xml" href="http://feeds.feedburner.com/Eco-Schools" /><feedburner:info uri="eco-schools" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><item> <title>Altered Bodies (Driver of Change)</title> <description>&lt;p&gt;&lt;strong&gt;Experimenting at the intersection of environment and performance&lt;/strong&gt;&lt;/p&gt; &lt;p&gt;Advances in neuroscience are revealing new understanding of the brain, its plasticity, and its responsiveness to the environment. Emerging notions of neuro-diversity and physical  disability will challenge standards of what is  normal and will spark innovations that help mainstream populations. At the same time, greater threats to human and environmental health from climate change, pollution, war, extreme urbanization, and other natural and human-made disasters will in the next decade create new stresses on minds and bodies. These stresses will converge in schools, some of which will seek to instill a sense of stewardship for self and environment in their students. With their mission to educate all students, these schools will become key sites for interventions to overcome the various challenges of disability and bio-distress and their impacts on learning.&lt;/p&gt; &lt;ul&gt; &lt;li&gt;How can experimenting and designing for  special learners create innovations for all?  &lt;/li&gt; &lt;li&gt;How can school communities become centers for protection and rejuvenation in a bio-distressed world? &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;More on This Topic&lt;/strong&gt;&lt;br /&gt; &lt;br /&gt; In the next decade, &lt;strong&gt;the body will be at the center of many debates&lt;/strong&gt; regarding human performance, bio-distress, environmental health, and their impact on learning.  We will see more experimentation focused on adapting to the threats of bio-distress, but also on expanding our conceptions of cognition, human performance, and standards of normalcy.&lt;/p&gt; &lt;p&gt;&lt;strong&gt;Advances in neuroscience&lt;/strong&gt; are revealing new understanding of the brain, its plasticity (i.e., its ability to change) and its responsiveness to the environment.  This is opening up a spectrum of cognitive performance, revealing the strengths of different cognitive abilities rather than their weaknesses.  &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Emerging notions of neuro-diversity and physical  disability &lt;/strong&gt; will challenge standards of what is "normal" and will spark innovations that help mainstream populations. &lt;a href="/signal/Oscar-Pistorius.aspx"&gt;Oscar Pistorius&lt;/a&gt;, an elite athlete with two prosthetic legs called Cheetah Flexfeet, is demonstrating that physical enhancement can create better than normal performance. As we understand more about neuro-diversity, innovations in teaching and learning that are targeted for  disabled marginal populations may provide insight and benefit for mainstream learners. Expect to see more differentiation in teaching styles, approaches, and tools based on personal cognitive profiles.  Tools, exercises and services (an early example is &lt;a href="/signal/Sharp-Brains.aspx"&gt;SharpBrains&lt;/a&gt;) that support brain fitness and training will become integrated into learning plans and school curricula.  &lt;a href="/trend/Cognitive-Modification.aspx"&gt;Cognitive modification &lt;/a&gt;will raise issues about standards of performance, conceptions of normalcy, and how individual learners are effectively and equitably evaluated.&lt;/p&gt; &lt;p&gt;At the same time, &lt;strong&gt;greater threats to human and environmental health&lt;/strong&gt; from climate change, pollution, war, extreme urbanization, and other natural and human-made disasters will in the next decade create new stresses on minds and bodies.  A new understanding of the brain will help discern the connection between these stresses and learning. &lt;br /&gt; &lt;br /&gt; These stresses will converge in schools, some of which seek to instill a sense of stewardship for self and environment in their students. With their mission to educate all students, these &lt;strong&gt;schools will become key sites for interventions&lt;/strong&gt; to overcome the various challenges of disability and bio-distress and their impacts on learning.  &lt;br /&gt; &lt;br /&gt; &lt;em&gt;&lt;strong&gt;Implications for Learning&lt;br /&gt; &lt;/strong&gt;&lt;/em&gt;The school campus, and other locations of learning, will be a rich place for experimentation in the next decade: &lt;/p&gt; &lt;ul&gt; &lt;li&gt;School leaders need to &lt;strong&gt;look broadly to edge populations and communities&lt;/strong&gt; for insights and innovative solutions.  &lt;/li&gt; &lt;li&gt;New knowledge about brain health, disability, environment, and learning will help support new &lt;strong&gt;kinds of models for the places where learning happens&lt;/strong&gt;, whether that is a school or community garden, and art or dance studio, or even a community center or neighborhood.  &lt;/li&gt; &lt;li&gt;This is an opportunity for school leaders to &lt;strong&gt;engage with other community leaders&lt;/strong&gt; around shared issues, such as the consequences of food deserts and learning deserts (geographical areas with little or no access to fresh food or learning resources) on communities.   &lt;/li&gt; &lt;li&gt;Educators need to learn how to &lt;strong&gt;use social media and new civic literacies&lt;/strong&gt; to embed education and learning imperatives in the context of other important community issues. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;5 Ways to Start Taking Action&lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Improve your brain's health by spending ten minutes per day on the &lt;a href="http://www.sharpbrains.com/" target="_blank"&gt;SharpBrains&lt;/a&gt; website &lt;/li&gt; &lt;li&gt;Join a group for advocating children's health or environmental safety in schools, such as the &lt;a href="http://www.healthyschools.org/" target="_blank"&gt;Healthy Schools Network &lt;/a&gt;&lt;/li&gt; &lt;li&gt;Add articles from &lt;a href="http://www.brains.org" target="_blank"&gt;www.brains.org&lt;/a&gt; to your PTA or school newsletter &lt;/li&gt; &lt;li&gt;Consider what it means for students to be &lt;a href="http://en.wikipedia.org/wiki/Adderall#Performance-enhancing_use" target="_blank"&gt;using Adderall to study longer&lt;/a&gt;&lt;/li&gt; &lt;li&gt;Find out how to make your school more sustainable at the &lt;a href="http://www.ecoliteracy.org/" target="_blank"&gt;Center for Ecoliteracy&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/JoTyA8aEvlU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/JoTyA8aEvlU/Altered-Bodies.aspx</link> <feedburner:origLink>http://www.futureofed.org/driver/Altered-Bodies.aspx</feedburner:origLink></item> <item> <title>Autoimmune Responses (Trend)</title> <description>Brittle hierarchies will continue to act in ways that seem institutionally rational but which further destabilize weak, inflexible systems. Faced with a score of bottom-up innovations, many traditional hierarchical education systems will adopt such autoimmune responses. These responses, usually acts of self-protection and risk-reduction, require immense resources and end up making the entire system less flexible. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt; &lt;ol&gt; &lt;li&gt;&lt;a href="http://www.openthefuture.com/2007/09/turning_the_body_against_itsel_1.html" target="_blank"&gt;Read Jamais Cascio's blog post &lt;/a&gt;and how "open source warfare" is affecting societies &lt;/li&gt; &lt;li&gt;Analyze how No Child Left Behind might be an auto-immune response &lt;/li&gt; &lt;li&gt;Start a discussion in your community about whether the banning of services such as &lt;a href="http://www.myspace.com/" target="_blank"&gt;MySpace&lt;/a&gt;, &lt;a href="http://www.facebook.com/" target="_blank"&gt;Facebook&lt;/a&gt;, &lt;a href="http://www.youtube.com/" target="_blank"&gt;YouTube&lt;/a&gt;, and &lt;a href="http://en.wikipedia.org/wiki/Short_message_service" target="_blank"&gt;SMS Text Messaging &lt;/a&gt;from schools is helpful or harmful to students &lt;/li&gt; &lt;/ol&gt; &lt;p&gt;&lt;strong&gt;Jamais Cascio, research affiliate at Institute for the Future and a blogger, talks about the responses we make to issues can often be more threatening than intended. &lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;p&gt; &lt;/p&gt; &lt;embed src="http://www.youtube.com/v/kIBMaoiboZ4&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/Bb_pjdVKOnU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/Bb_pjdVKOnU/Autoimmune-Responses.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Autoimmune-Responses.aspx</feedburner:origLink></item> <item> <title>Smart Localism (Trend)</title> <description>Smart networking, data transparency, and bottom-up monitoring enable responsive, open decision-making. New local monitoring tools, information sharing platforms, and networking practices support smart intra-community coordination. Camera phones, wikis, meet-ups, map mash-ups all are enabling new strategies for dealing with complex challenges that play out at local levels. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;Form a group in your community to respond to the challenges of Peak Oil and Climate Change through &lt;a href="http://www.transitiontowns.org/" class="jive-link-external-small" target="_blank"&gt;Transition Towns&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Learn about how the &lt;a href="http://www.dangerousground.org/" class="jive-link-external-small" target="_blank"&gt;Dangerous Ground&lt;/a&gt; project tracks landmines &lt;/li&gt; &lt;li&gt;Read this blog post on a &lt;a href="http://www.fourhourworkweek.com/blog/2007/12/06/the-personal-outsourcing-olympics-bangalore-butler-or-american-assistant/" class="jive-link-external-small" target="_blank"&gt;four hour workweek&lt;/a&gt; and outsource your personal chores &lt;/li&gt; &lt;li&gt;Start a &lt;a href="http://www.thegroupery.com/" class="jive-link-external-small" target="_blank"&gt;Groupery&lt;/a&gt; site for your local PTA, after-school club, or other group to get organized and raise money &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Jessica Margolin, Director of Communities at The Groupery, speaks about efficient ways PTA's and other communities can organize and fundraise, and the impact these services have on education and getting the for-profit and non-profit sectors to work together.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/hfFQxhC8cJM&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/Rgv_PlWNOro" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/Rgv_PlWNOro/Smart-Localism.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Smart-Localism.aspx</feedburner:origLink></item> <item> <title>Cognitive Modification (Trend)</title> <description>The brain becomes a site for alteration and maintenance. An array of services, products, and programs aimed at cognitive enhancements has already hit the market. Advances in the study of neuroscience and neuroplasticity (the brain s ability to create new neural connections throughout life) will inspire further developments. Students are experimenting with off-label uses of Adderall, and more such drugs will follow. Haptic feedback devices (using the sense of touch) and neural feedback interfaces (using direct communication between a person s brain and a computer) are just on the horizon. These will combine to make the brain a battleground in learning. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Add articles from &lt;a href="http://www.brains.org/" class="jive-link-external-small" target="_blank"&gt;www.brains.org&lt;/a&gt; to your PTA or school newsletter &lt;/li&gt; &lt;li&gt;Improve your brain's health by spending ten minutes per day on the &lt;a href="http://www.sharpbrains.com/" class="jive-link-external-small" target="_blank"&gt;SharpBrains&lt;/a&gt; website &lt;/li&gt; &lt;li&gt;Learn how Adderall is &lt;a href="http://en.wikipedia.org/wiki/Adderall#Performance-enhancing_use" target="_blank"&gt;helping students study longer &lt;/a&gt; &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt;&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/5Xwwk6dXVUU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/5Xwwk6dXVUU/Cognitive-Modification.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Cognitive-Modification.aspx</feedburner:origLink></item> <item> <title>Enabled Innovation (Trend)</title> <description>Neurodiversity, physical enhancements, and disability communities converge, turning marginalized populations into mainstream innovators. People with disabilities are quickly becoming lead users and innovators of sophisticated physical and cognitive enhancements, ones that will make people  better than normal. Neurodiversity, which considers a-typical neural behavior such as autism not as a disability but as a natural human difference, is empowering many marginalized populations to embrace and explore their unique cognitive functioning not &lt;i&gt;dis&lt;/i&gt;abled, but &lt;i&gt;en&lt;/i&gt;abled. Many of these developments will be rapidly adopted back into mainstream use, meanwhile challenging our notions of performance,  normal, and what it means to be human. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Learn why some think a double-leg amputee like &lt;a href="http://en.wikipedia.org/wiki/Oscar_Pistorius" class="active_link" target="_blank"&gt;Oscar Pistorius&lt;/a&gt; has an unfair advantage in racing&lt;/li&gt; &lt;li&gt;View the parody site &lt;a href="http://isnt.autistics.org/archived.html" class="jive-link-external-small" target="_blank"&gt;Institute for the Neurologically Typical&lt;/a&gt;&lt;/li&gt; &lt;li&gt;See how the Asperger's Syndrome community is banding together at &lt;a href="http://www.wrongplanet.net/" class="jive-link-external-small" target="_blank"&gt;WrongPlanet.net&lt;/a&gt;&lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/UOAqDroUIc8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/UOAqDroUIc8/Enabled-Innovation.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Enabled-Innovation.aspx</feedburner:origLink></item> <item> <title>Bio-Distress (Trend)</title> <description>&lt;p&gt;Threats to our biological, ecological, and built environments drain resources and demand coordinated responses.&lt;/p&gt; &lt;ul&gt; &lt;li&gt;Climate Change &lt;/li&gt; &lt;li&gt;Chronic Illness &lt;/li&gt; &lt;li&gt;Food Insecurity &lt;/li&gt; &lt;li&gt;Toxic Materials &lt;/li&gt; &lt;li&gt;Urbanization &lt;/li&gt; &lt;li&gt;Pandemics &lt;/li&gt; &lt;li&gt;Pollution &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Such threats pose complex challenges for schools and communities. The primary and secondary effects of climate change are disrupting the basic systems we rely upon. Unsustainable development and industrial processing are harming our bodies. Rising chronic illness requires new management strategies. Altogether, these forces are creating a feral environment.&lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Join a group for advocating children's health or environmental safety in schools, such as the &lt;a href="http://www.healthyschools.org/" target="_blank"&gt;Healthy Schools Network&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Learn about how &lt;a href="http://www.worldtribune.com/worldtribune/WTARC/2008/me_iran0128_05_13.asp" target="_blank"&gt;Ug99&lt;/a&gt; is killing wheat plants across the world &lt;/li&gt; &lt;li&gt;Explore ten &lt;a href="http://www.ecoliteracy.org/education/exemplars.html" target="_blank"&gt;key strategies &lt;/a&gt;to prevent obesity at schools &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt; &lt;/p&gt;&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/Qg_zr84FYWA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/Qg_zr84FYWA/Bio-Distress.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Bio-Distress.aspx</feedburner:origLink></item> <item> <title>Educitizens (Trend)</title> <description>Students and families affiliate around educational needs and claim rights as learners. As families assume more responsibility for education, people identify around specific educational needs, values, and strategies. This array of affiliations is fostering different senses of rights and responsibilities as learners, and many are acting in the civic sphere not just the political to create quality learning experiences. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Read and subscribe to the &lt;a href="http://students2oh.org/" class="jive-link-external-small" target="_blank"&gt;Students 2.0&lt;/a&gt; blog&lt;/li&gt; &lt;li&gt;Run for public office or communicate with public officials about the purpose and meaning of public education&lt;/li&gt; &lt;li&gt;Network with people in other professional learning communities to share ideas about encouraging collaboration and system change&lt;/li&gt; &lt;li&gt;Read Chapter 8 of &lt;a href="http://www.herecomeseverybody.org/" class="jive-link-external-small" target="_blank"&gt;Here Comes Everybody&lt;/a&gt; by Clay Shirky&lt;/li&gt; &lt;li&gt;Host a &lt;a href="http://nyra.meetup.com/" class="jive-link-external-small" target="_blank"&gt;Meetup for Youth Rights&lt;/a&gt;&lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/iYVsMJEQV2I" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/iYVsMJEQV2I/Educitizens.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Educitizens.aspx</feedburner:origLink></item> <item> <title>Diasporas as New Markets (Trend)</title> <description>Diverse movements of people create new identities and flows of learners. Global, domestic, and digital journeys will create a new cauldron of diasporic identities, as people find ways of communicating and connecting despite geographic separation. Physical and online communities will form, creating new affiliations around shared experiences, and opening new possibilities for learning opportunities. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Look for Hope in New Orleans, a 36 story comic book that centers around New Orleans&lt;/li&gt; &lt;li&gt;Read about the educational services that &lt;a href="http://iss.edu/" class="jive-link-external-small" target="_blank"&gt;International School Services&lt;/a&gt; provides for children attending overseas schools&lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/LIRjNOdec3Q" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/LIRjNOdec3Q/Diasporas-as-New-Markets.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Diasporas-as-New-Markets.aspx</feedburner:origLink></item> <item> <title>example from Rotterdam (Signal)</title> <description>see the englisch summary at the site mentioned. The project is employed in Europe, Holland, Rotterdam.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/g_DJ2zmPSyM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/g_DJ2zmPSyM/example-from-Rotterdam.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/example-from-Rotterdam.aspx</feedburner:origLink></item> <item> <title>example from Europe 2 (Signal)</title> <description>see the englisch summary at the site mentioned. The project is employed in Europe, Holland, Rotterdam.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/xn9nLkPf9Uc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/xn9nLkPf9Uc/example-from-Europe-2.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/example-from-Europe-2.aspx</feedburner:origLink></item> <item> <title>Real-world example from Europe 2 (Signal)</title> <description>see the englisch summary at the site mentioned. The project is employed in Europe, Holland, Rotterdam.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/cyfWuDQMMbI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/cyfWuDQMMbI/Real-world-example-from-Europe-2.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Real-world-example-from-Europe-2.aspx</feedburner:origLink></item> <item> <title>Real-world example from Europe (Signal)</title> <description>see the englisch summary at the site mentioned. The project is employed in Europe, Holland, Rotterdam.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/8LrFrPLHRRU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/8LrFrPLHRRU/Real-world-example-from-Europe.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Real-world-example-from-Europe.aspx</feedburner:origLink></item> <item> <title>Real-world example (Signal)</title> <description>see the englisch summary at the site mentioned. The project is employed in Europe, Holland, Rotterdam.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/f7QNhq6-9w0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/f7QNhq6-9w0/Real-world-example.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Real-world-example.aspx</feedburner:origLink></item> <item> <title>Healthy Schools Campaign (Signal)</title> <description>The Healthy Schools Campaign, an independent not-for-profit organization, strives to be the leading authority on healthy school environments and a voice for people who care about our environment, children, and education. Its mission is to advocate for policies and practices that allow all students, teachers, and staff to learn and work in a healthy school environment. The Healthy Schools Campaign pursues its mission by addressing issues of environmental health and wellness in schools. It prepares school stakeholders  students, parents, teachers, school nurses, administrators, community members and others  to become leaders in efforts to create change at the school, district, state and national levels. By working with this diverse group of stakeholders, the organization advocates for change in the school environment and raises awareness of the ways that the air children breathe, the food they eat, and the opportunities they have to be physically active shape their health and learning for a lifetime.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/-xg4BrEn9ew" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/-xg4BrEn9ew/Healthy-Schools-Campaign.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Healthy-Schools-Campaign.aspx</feedburner:origLink></item> <item> <title>Pie Ranch (Signal)</title> <description>Pie Ranch in San Mateo, California, operates as a model center of sustainable farming and food system education. It produces pie ingredients, including wheat, fruits, eggs, milk, and butter, on its 14-acre pie-slice shaped piece of land and sells its crops at its farm stand, through local bakeries and an egg share program. The ranch works with educators and community collaborators to help students from regional high schools participate in farmbased programs and activities and apply what they have learned in their daily lives. For example, students from nearby Mission High School s English and science classes visit the farm monthly, and Oceana High School students can spend their intersession week there.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/vtbYjiX0qfE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/vtbYjiX0qfE/Pie-Ranch.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Pie-Ranch.aspx</feedburner:origLink></item> <item> <title>Tourism Explores Sustainable Future (Signal)</title> <description>The KnowledgeWorks 2006 map considered travel and tourism to be a part of the learning economy. Now the tourist industry in the UK is considering its future. Using scenarios, Forum for the Future is helping the leading players sort out the implications of mass tourism, soaring oil prices, possible "doomsday tourism," and stay-at-home holidays on their industry.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/s0dFS9ffvhk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/s0dFS9ffvhk/Tourism-Explores-Sustainable-Future.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Tourism-Explores-Sustainable-Future.aspx</feedburner:origLink></item> <item> <title>A New Green School (Signal)</title> <description>Kenton County, KY, is completing a green middle school - its third green school - in the summer of 2009. It includes geo-thermal heating and cooling, a vegetative roof, solar panels, a rain catchment system to provide water for the toilets, and a lighting control system. Twenty 7th grade students have met regularly with construction managers to review blueprints and bids, and work on mathematics problems involved in the building process. Additional students will witness the installation of the rain catchment system during the summer of 2009&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/WCEUY54ivFU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/WCEUY54ivFU/A-New-Green-School.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/A-New-Green-School.aspx</feedburner:origLink></item> <item> <title>Powersmiths (Signal)</title> <description>Powersmiths is committed to helping to build a sustainable future by supplying products and services that increase the efficiency and reliability of electrical distribution systems in buildings. Their windows on the World"! (WOW) sustainability information system supports efforts to use K-12 school facilities as a learning tool for sustainability.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/sJF1JjjNGnw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/sJF1JjjNGnw/Powersmiths.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Powersmiths.aspx</feedburner:origLink></item> <item> <title>Pine Jog Environmental Education Center (Signal)</title> <description>Pine Jog is an environmental education center with the purpose of developing, providing and modeling environmental education programs which foster an awareness and appreciation of the natural world, promote an understanding of ecological concepts and instill a sense of stewardship toward the Earth and all its inhabitants. It partners with Florida Atlantic University to incorporate teacher education, and in 2008 opened a K-5 school integrating vertical gardening across its curriculum.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/ySxByvSLMaE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/ySxByvSLMaE/Pine-Jog-Environmental-Education-Center.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Pine-Jog-Environmental-Education-Center.aspx</feedburner:origLink></item> <item> <title>Cincinnati Public Schools Sustainable Design Initiative (Signal)</title> <description>In September 2007, Cincinnati Public Schools made a public commitment and adopted guidelines to complete the third and fourth segments of the largest school construction program in their history as  green schools. It began with a vision that includes connections to the community, changes in the curriculum and the design and construction of greener and healthier schools.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/nFqa2cUmo2U" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/nFqa2cUmo2U/Cincinnati-Public-Schools-Sustainable-Design-Initiative.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Cincinnati-Public-Schools-Sustainable-Design-Initiative.aspx</feedburner:origLink></item> <item> <title>Build Green Schools (Signal)</title> <description> Build Green Schools is an initiative of the U.S. Green Buildings Council to encourage the construction of  school buildings or facilities that create a healthy environment that is conducive to learning while saving energy, resources and money. The initiative website offers examples, guidelines, and other resources for building green schools.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/MM77abYiOiU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/MM77abYiOiU/Build-Green-Schools.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Build-Green-Schools.aspx</feedburner:origLink></item> <item> <title>Sonoma County Day School (Signal)</title> <description>Sonoma County Day School is working with the Center for Ecoliteracy to create a model sustainable school. They are taking into account what systems should be preserved as well as considering a vision for learning, short-term action steps, and community relationships.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/xM4geMC9heg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/xM4geMC9heg/Sonoma-County-Day-School.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Sonoma-County-Day-School.aspx</feedburner:origLink></item> <item> <title>TPS Adds Recycling as Schools Partner with Lott Industries (Signal)</title> <description>This year, reduce, reuse, and recycle are three additional R's that Toledo Public Schools officials are including in their curriculum. Lott Industries of Toledo, a not-for-profit corporation that provides employment opportunities for Lucas County adults with developmental disabilities, will put recycling bins and liners in all 16 Toledo public middle and high schools to collect aluminum cans, plastic bottles, and paper, 3 of the biggest contributors to the waste stream.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/rd4ijmBwhwM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/rd4ijmBwhwM/TPS-Adds-Recycling-as-Schools-Partner-with-Lott-Industries-.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/TPS-Adds-Recycling-as-Schools-Partner-with-Lott-Industries-.aspx</feedburner:origLink></item> <item> <title>Federal Funding Opportunity Restored for Stem Cell Research (Signal)</title> <description>President Obama issued an order lifting limits on federal funding for stem cell research,  raising the prospect that taxpayer money could be used for a much broader, more controversial array of studies than many scientists, officials, and activists anticipated. Many scientists think that research on embryonic stem cells may lead to cures for a host of diseases because of the cells' ability to morph into any type of cell in the body.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/87HZKhqu7zs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/87HZKhqu7zs/Federal-Funding-Opportunity-Restored-for-Stem-Cell-Research.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Federal-Funding-Opportunity-Restored-for-Stem-Cell-Research.aspx</feedburner:origLink></item> <item> <title>Farm to School (Signal)</title> <description>Farm to School connects schools with local farms, providing safe healthy meals for school cafeterias, creating opportunities for nutrition education, and supporting local small farmers.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/Ou75Hrb4HzA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/Ou75Hrb4HzA/Farm-to-School.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Farm-to-School.aspx</feedburner:origLink></item> <item> <title>Green Schools Initiative (Signal)</title> <description>The Green schools initiative was founded by parent-activists to help protect children s health, encourage sustainable behavior, ensure safe and healthy foods, and teach environmental stewardship. The initiative approaches the schools as a site of intervention and an agent of change.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/LFyuohJKeM0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/LFyuohJKeM0/Green-Schools-Initiative.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Green-Schools-Initiative.aspx</feedburner:origLink></item> <item> <title>Center for Ecoliteracy (Signal)</title> <description>The Center for Ecoliteracy works with practitioners in health, nutrition, and education to create innovative K-12 curriculum that gives students hands-on knowledge of the natural world, with the ultimate goal of providing education for sustainable living.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/MIRc_M-uojw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/MIRc_M-uojw/Center-for-Ecoliteracy.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Center-for-Ecoliteracy.aspx</feedburner:origLink></item> <item> <title>Education Sousveyor (Learning Agent)</title> <description>Education sousveyors will keep the learning process transparent and will stimulate public discussion around it. Through mechanisms such as blog posts, pictures, podcasts, and videos, they will keep learning on the forefront of stakeholders minds.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/bzFYjEUDE-k" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/bzFYjEUDE-k/Education-Sousveyor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Education-Sousveyor.aspx</feedburner:origLink></item> <item> <title>Community Intelligence Cartographer (Learning Agent)</title> <description>Community intelligence cartographers will tap the collective intelligence of their local communities. They will leverage social networking strategies to develop swarms and smart mobs in order to identify emerging learning opportunities in the community, organize community members, and locate community resources.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/-c-rsEzSIPI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/-c-rsEzSIPI/Community-Intelligence-Cartographer.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Community-Intelligence-Cartographer.aspx</feedburner:origLink></item> <item> <title>Learning Fitness Instructor (Learning Agent)</title> <description>Learning fitness instructors will help learners build and strengthen the basic cognitive, emotional, and social abilities essential to learning by using simulations, biofeedback, and hands-on activities to reduce stress, hone mental capabilities, and learn brain-friendly nutrition.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/2QFvzPiVC9A" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/2QFvzPiVC9A/Learning-Fitness-Instructor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Learning-Fitness-Instructor.aspx</feedburner:origLink></item> <item> <title>Learning Journey Mentor (Learning Agent)</title> <description>Learning journey mentors will work with personal education advisors, learning fitness instructors, community intelligence cartographers, and assessment designers to co-create and navigate learning itineraries with small groups of students.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/U9yPN3LKs3Y" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/U9yPN3LKs3Y/Learning-Journey-Mentor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Learning-Journey-Mentor.aspx</feedburner:origLink></item> <item> <title>ALLY Green Schools Event Shows Link Between Schools, Health, And Jobs (Resource)</title> <description>This article highlights the relationship among green schools, student health, and the jobs of the future.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/BpLG-fNsB6A" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/BpLG-fNsB6A/ALLY-Green-Schools-Event-Shows-Link-Between-Schools2c-Health2c-And-Jobs.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/ALLY-Green-Schools-Event-Shows-Link-Between-Schools2c-Health2c-And-Jobs.aspx</feedburner:origLink></item> <item> <title>Ohio Gov. Ted Strickland Wins 2008 Leadership Award For Advocacy (Resource)</title> <description>The Green Buildings Council recently awarded Governor Ted Strickland of Ohio its Leadership Award for Advocacy because of Ohio s application of LEED for Schools standards to state-funded new and renovated buildings.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/imlBC8Utozw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/imlBC8Utozw/Ohio-Gov-Ted-Strickland-Wins-2008-Leadership-Award-For-Advocacy.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Ohio-Gov-Ted-Strickland-Wins-2008-Leadership-Award-For-Advocacy.aspx</feedburner:origLink></item> <item> <title>Zenobia Barlow talks about the dilemma schools face in feeling isolated in their work (Resource)</title> <description>Zenobia, cofounder of the Center for Ecoliteracy, says schools are not just buildings, but networks of relationships.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/ExHHrcawy7g" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/ExHHrcawy7g/Zenobia-Barlow-talks-about-the-dilemma-schools-face-in-feeling-isolated-in-their-work.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Zenobia-Barlow-talks-about-the-dilemma-schools-face-in-feeling-isolated-in-their-work.aspx</feedburner:origLink></item> <item> <title>Future of Education Community (Resource)</title> <description>This community is devoted to providing an opportunity for those who care about education to share their voices and ideas with others. It's a place for thoughtful discussion on an incredibly important topic.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/WTx4ZblAkvw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/WTx4ZblAkvw/Future-of-Education-Community.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Future-of-Education-Community.aspx</feedburner:origLink></item> <item> <title>New Yorkers Feel Right at Home With House Calls (Resource)</title> <description>This is the Manhattan house call. It is part retro trend, harking back to days when doctors had personal relationships with patients and dispensed care in the home. But it is also a technology-based New York convenience in a city where people expect laundry, DVDs and late-night sushi brought to their doors. In fact, the house call is on the rise nationwide, mostly because of an aging population, increasingly portable medical devices and lab tests, and changes in Medicare in the late 1990s that allowed for higher reimbursement rates for doctors' visits to homes.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/079xuOgRFt4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/079xuOgRFt4/New-Yorkers-Feel-Right-at-Home-With-House-Calls.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/New-Yorkers-Feel-Right-at-Home-With-House-Calls.aspx</feedburner:origLink></item> <item> <title>Celebrity Commencement Speeches (Resource)</title> <description>Many of this year's college commencement speeches featured themes of saving the world and the power of grassroots activism.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/X5x33IKUG9M" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/X5x33IKUG9M/Celebrity-Commencement-Speeches.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Celebrity-Commencement-Speeches.aspx</feedburner:origLink></item> <item> <title>Stanford Learning Lab E-Folio Project (Resource)</title> <description>This site demonstrates the results of participatory pedagogy. The Stanford Center for Innovations in Learning (SCIL) inherited the Stanford Learning Lab's core capabilities in technology development, educational program evaluation, and learning design and will continue to perform research in these areas.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/RW5P7jL8MN0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/RW5P7jL8MN0/Stanford-Learning-Lab-E-Folio-Project.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Stanford-Learning-Lab-E-Folio-Project.aspx</feedburner:origLink></item> <item> <title>Stanford Center for Innovation in Learning (Resource)</title> <description>This site explains how, as a model of participatory pedagogy, the Stanford Center for Innovations in Learning brings together teachers, scholars and students from around the world to study how to improve formal and informal learning across cultural boundaries.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/DmrbZo_Ltsc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/DmrbZo_Ltsc/Stanford-Center-for-Innovation-in-Learning.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Stanford-Center-for-Innovation-in-Learning.aspx</feedburner:origLink></item> <item> <title>Lifelong Learning, Knowledge Exchange And Collaboration In The E-Learning City (Resource)</title> <description>By Katriina Schrey-Niemenmaa and Michael Duhaime. The city of Espoo, Finland, won the European Union prize for e-learning in 2006&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/fJxw9YFoKZk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/fJxw9YFoKZk/Lifelong-Learning2c-Knowledge-Exchange-And-Collaboration-In-The-E-Learning-City.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Lifelong-Learning2c-Knowledge-Exchange-And-Collaboration-In-The-E-Learning-City.aspx</feedburner:origLink></item> <item> <title>The Troy Howard Middle School Garden Project (Resource)</title> <description>A middle school in Maine uses gardening projects to teach a variety of skills.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/ScDbc6YlflA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/ScDbc6YlflA/The-Troy-Howard-Middle-School-Garden-Project.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-Troy-Howard-Middle-School-Garden-Project.aspx</feedburner:origLink></item> <item> <title>Shaquille O'Neal's Wellness Wheel (Resource)</title> <description>Kids are turning away from exercise (replaced by television, video-games, web-surfing, etc.) and eating too much junk food instead of nutritious foods. The result is an ever-increasing epidemic of childhood and adolescent obesity. Changing school lunches, removing sodas from the school vending machines, offering weight-loss camps for overweight kids where they can work on their problem without embarrassment, requiring all kids to take more physical education classes, and teaching families how to prepare nutritious meals that have kid appeal seem to be the most effective strategies. Shaquille O Neal convinced the Florida Public School system to adopt the  Shaquille O Neal Wellness Wheel in its curriculum (using elective classes of teen health and home economics along with physical education classes).&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/r44t8Bc0xWk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/r44t8Bc0xWk/Shaquille-ONeals-Wellness-Wheel.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Shaquille-ONeals-Wellness-Wheel.aspx</feedburner:origLink></item> <item> <title>World s Best Medical Care? (Resource)</title> <description>The disturbing truth is that this country lags well behind other advanced nations in delivering timely and effective care. There is a growing body of evidence that, by an array of pertinent yardsticks, the United States is a laggard not a leader in providing good medical care. The Commonwealth Fund compared the United States with other advanced nations through surveys of patients and doctors and analysis of other data. Its latest report, issued in May, ranked the United States last or next-to-last compared with five other nations  Australia, Canada, Germany, New Zealand and the United Kingdom  on most measures of performance, including quality of care and access to it. Other comparative studies also put the United States in a relatively bad light&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/ujh7d3AEOsg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/ujh7d3AEOsg/Worlde28099s-Best-Medical-Care.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Worlde28099s-Best-Medical-Care.aspx</feedburner:origLink></item> <item> <title>The Soul of a New Vaccine (Resource)</title> <description>Sanaria Inc. is making a vaccine with gamma rays. Avoiding modern recombinant DNA technology that injects tiny fragments of parasite protein to prime an immune response, Sanaria uses the whole parasite, extracted by hand from the mosquito s salivary glands, and weakened so it cannot multiply. Because the world now fights malaria  ineptly  with nets, insecticides and drugs, a vaccine is desperately needed. Sanaria s is the sole vaccine using the whole parasite. Injected into a capillary, it rides the bloodstream to the liver and starts making proteins. But after about three days, it stops, and it never floods the blood with copies of itself. Radiation-weakened parasites have protected many lab mice and a handful of humans, but making a vaccine that can be mass produced is a huge challenge. The lucrative market is made up of tourists and the world s military forces. The larger goal is to protect the 3,000 children who die of malaria each day.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/ZoxjwxL_olc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/ZoxjwxL_olc/The-Soul-of-a-New-Vaccine.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-Soul-of-a-New-Vaccine.aspx</feedburner:origLink></item> <item> <title>Study Paints Dire Picture of Warmer Northeast (Resource)</title> <description>-  The Northeast can anticipate substantial  and often unwelcome or dangerous  changes during the rest of this century, concluded the report by the Union of Concerned Scientists, which examined the impact of global warming on the region.  The very char&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/0iXq0p5309o" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/0iXq0p5309o/Study-Paints-Dire-Picture-of-Warmer-Northeast.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Study-Paints-Dire-Picture-of-Warmer-Northeast.aspx</feedburner:origLink></item> <item> <title>P.E. Classes Turn to Video Game That Works Legs (Resource)</title> <description>Children yell in excitement when they are let into class at a West Virginia middle school gym. At least several hundred schools in at least 10 states are now using Dance Dance Revolution, or D.D.R., as a regular part of their physical education curriculum and as the latest weapon in the nation's battle against the epidemic of childhood obesity. Incorporating D.D.R. into gym class is part of a general shift in physical education, with school districts de-emphasizing traditional sports in favor of less competitive activities.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/tgOtr1xm0XQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/tgOtr1xm0XQ/PE-Classes-Turn-to-Video-Game-That-Works-Legs.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/PE-Classes-Turn-to-Video-Game-That-Works-Legs.aspx</feedburner:origLink></item> <item> <title>Earthquakes Bring Attention to Seismically Unsafe (Resource)</title> <description>In the wake of the disastrous collapse of over 7,000 "classrooms" and the death of 10,000 students (estimates are closely controlled by the Chinese government) in China after May 12's devastating earthquake, American seismologists are assessing the sturdiness of schools in the U.S., writes Andrew Revkin in the New York Times blog Dot Earth. The Pacific Northwest, seems most vulnerable. According to Yumei Wang, geohazards team leader for the state of Oregon, approximately 1,300 schools there have "a very high probability of collapse." Washington State is similarly vulnerable. Wang states that "what are sorely needed are long-term, institutionalized, government-funded programs to help school districts mitigate their high-occupancy, collapse-prone schools." Oregon is establishing a grant program to do this, but Wang cautions that the retrofitting of schools and other critical infrastructure will take decades and could cost up to $2 billion.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/CdrK30ruc2w" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/CdrK30ruc2w/Earthquakes-Bring-Attention-to-Seismically-Unsafe.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Earthquakes-Bring-Attention-to-Seismically-Unsafe.aspx</feedburner:origLink></item> <item> <title>A High School Struggles With Surprise Students (Resource)</title> <description>Beach Channel High School, in Queens, New York, is struggling with an influx of students from outside its attendance boundaries, who the school said have brought with them a higher number disruptive incidents, including drug possession, weapons possession, fighting, insubordination to school safety officers and an attack on a dean. The school received 50 new students whose zoned school is Far Rockaway High School; 16 new students from alternative programs, including those for incarcerated teenagers; and 11 students from all-day special education programs. Under the Education Department s new system for transferring students from over-crowded schools,, a computer program seeks open spaces in schools closest to a student s home.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/5awK231uS3Y" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/5awK231uS3Y/A-High-School-Struggles-With-Surprise-Students.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/A-High-School-Struggles-With-Surprise-Students.aspx</feedburner:origLink></item> <item> <title>Chef Proves School Lunch Can Be Healthy, Cheap (Resource)</title> <description>A chef of restaurants on the French Riviera turns his skills at the market to create healthy and inexpensive school lunches&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/jccqzd2fgIM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/jccqzd2fgIM/Chef-Proves-School-Lunch-Can-Be-Healthy2c-Cheap.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Chef-Proves-School-Lunch-Can-Be-Healthy2c-Cheap.aspx</feedburner:origLink></item> <item> <title>SSP to Receive LEED Platinum Certification (Resource)</title> <description>A school building designed by the SSP Architectural Group of Somerville will receive LEED Platinum Certification, the highest level of sustainable design awarded by the U.S. Green Building Council. The building is Neptune Community School in Neptune Township, a 150,000 square foot structure that accommodates nearly 700 students in kindergarten-Grade 5. It provides a state-of-the-art educational structure and a facility for community needs including a wellness center, intergenerational tutoring center and community security substation. A product of the former New Jersey Schools Construction Corp., it was the first public school planned to meet environmentally sustainable standards and serve as a statewide model. Its design was honored by KnowledgeWorks Foundation as one of its "Schools as Centers of Community Honor Society." The U.S. Green Building Council is a coalition of building industry leaders promoting environmentally responsible, profitable, and healthy places to live and work.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/AAUKUiYxxz0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/AAUKUiYxxz0/SSP-to-Receive-LEED-Platinum-Certification.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/SSP-to-Receive-LEED-Platinum-Certification.aspx</feedburner:origLink></item> <item> <title>Vaccine-Wary Parents Spark Public Health Worries (Resource)</title> <description>Children can be inoculated against diseases once regarded as the scourges of childhood, including measles, mumps, diphtheria, pertussis, and polio. However, in Ashland, Oregon, nearly 30% of kindergartners are exempt for some or all of the vaccines required by state law, at a rate 7 times the rest of the state and 12 times the rest of the nation. Health officials worry about a rising threat as small but growing clusters of parents seek exemptions to keep their kids from being vaccinated. Skeptical of government mandates and leery of feared links to disorders from asthma to autism, some parents say they re exercising their rights to protect their kids from risk. Health officials say the risk of vaccination is outweighed by the benefits of inoculations, and that those who don t immunize endanger not only their own kids, but also the collective resistance that keeps everyone else safe. Recently, government health officials reported the number of measles cases in the U.S. reached its highest level in over a decade, with nearly half the cases involving children whose parents object to immunizations. In addition to measles, recent outbreaks of pertussis have underscored the dangerous trend. Nevertheless, increasingly, parents are opting not to vaccinate or, more often, to vaccinate selectively because they don t trust the safety conclusions of the federal government or medical groups such as the American Academy of Pediatrics.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/IFtoL95jWSs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/IFtoL95jWSs/Vaccine-Wary-Parents-Spark-Public-Health-Worries.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Vaccine-Wary-Parents-Spark-Public-Health-Worries.aspx</feedburner:origLink></item> <item> <title>Experience Science First-Hand with Field Trips (Resource)</title> <description>A collection of hands-on experiential science projects&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/Df1jEQiAWww" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/Df1jEQiAWww/Experience-Science-First-Hand-with-Field-Trips.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Experience-Science-First-Hand-with-Field-Trips.aspx</feedburner:origLink></item> <item> <title>Remembering 9/11: The Day the Infrastructure Collapsed (Resource)</title> <description>By Anthony Townsend from IFTF s  Future Now weblog. 9/11 demonstrated both the fragility of the infrastructure of global capitalism and its resilience.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/ex4XJqwlqzE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/ex4XJqwlqzE/Remembering-911-The-Day-the-Infrastructure-Collapsed.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Remembering-911-The-Day-the-Infrastructure-Collapsed.aspx</feedburner:origLink></item> <item> <title>Teachers as Growing Target of Cyberbullying (Resource)</title> <description>Students are finding new ways to leverage technology to talk about their teachers - but sometimes it turns malicious.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/EZZaMWyTbgA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/EZZaMWyTbgA/Teachers-as-Growing-Target-of-Cyberbullying.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Teachers-as-Growing-Target-of-Cyberbullying.aspx</feedburner:origLink></item> <item> <title>Hewlett-Packard Awards $7 Million Through  Technology for Teaching Intitiative (Resource)</title> <description>Hewlett-Packard has announced cash and in-kind grants of more than $7 million to 172 schools across the United States and Puerto Rico as part of its HP Technology for Teaching initiative.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/O_kkhWp49Ik" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/O_kkhWp49Ik/Hewlett-Packard-Awards-247-Million-Through-e2809cTechnology-for-Teachinge2809d-Intitiative.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Hewlett-Packard-Awards-247-Million-Through-e2809cTechnology-for-Teachinge2809d-Intitiative.aspx</feedburner:origLink></item> <item> <title>Green School Buildings Making A Surge (Resource)</title> <description>Environmentally friendly schools can reduce energy costs ... and improve learning. School systems nationwide are beginning to realize the benefits of "going green" when building new schools, according to experts who follow school construction trends. Though the initial building costs can run higher, schools are seeing a return on their up-front investment through a reduction in monthly energy costs. Green schools are also witnessing a boost in student achievement resulting from more healthy, productive, and comfortable learning environments.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/OLzT4zB11ao" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/OLzT4zB11ao/Green-School-Buildings-Making-A-Surge.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Green-School-Buildings-Making-A-Surge.aspx</feedburner:origLink></item> <item> <title>Gas Prices Fuel Rise in Virtual Field Trips (Resource)</title> <description>As schools grapple with budget cuts and rising fuel costs, many districts are finding it necessary to reduce or eliminate field trips, leaving students and teachers with a surprisingly attractive option--virtual field trips. Many classrooms just need a high-speed internet connection and video conferencing capability. Students enrolled in the Florida Virtual School (FLVS) have the opportunity to participate in numerous virtual field trips. They are able to take a virtual field trip on their own or in groups, using a computer and browser or a web conferencing tool (FLVS uses Elluminate) that allows students to be on separate computers but still be tied together. Virtual field trips also help students experience guest speakers who otherwise would not have been able to speak to their classes. Virtual field trips offer budget-friendly opportunities not only for schools, but also for students whose families might not be able to afford the sometimes costly expense associated with physical field trips.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/Ta3v5cYHEHI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/Ta3v5cYHEHI/Gas-Prices-Fuel-Rise-in-Virtual-Field-Trips.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Gas-Prices-Fuel-Rise-in-Virtual-Field-Trips.aspx</feedburner:origLink></item> <item> <title>State Schools' Chief Urges Districts to Consider Renewable Energy (Resource)</title> <description>Indiana's top schools official is encouraging districts to look into renewable energy technologies as a way to cut their energy costs. State Superintendent of Public Instruction Suellen Reed kicked off the Indiana Dept. of Education's yearlong "Learn Green, Live Green" initiative this month. Reed said some districts are already tapping into renewable energy, and saving taxpayer money in the process.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/DqIGH3jPHXU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/DqIGH3jPHXU/State-Schools-Chief-Urges-Districts-to-Consider-Renewable-Energy.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/State-Schools-Chief-Urges-Districts-to-Consider-Renewable-Energy.aspx</feedburner:origLink></item> <item> <title>New Orleans Offers Students Laptops (Resource)</title> <description>Nearly 4,000 New Orleans high school students this month received laptops as part of a $53 million technology initiative by the Recovery School District that aims to modernize some of the nation s most rundown classrooms and improve achievement in a city where most students struggle to meet basic academic standards. Mr. Vallas, a veteran urban schools chief, in charge of the state-run district since July, said the laptops are part of a broader effort to introduce academic reforms, improve instruction, and raise expectations for the roughly 13,000 students in the 33 schools that he directly oversees. For decades, many struggling schools in the city did not even issue students their own textbooks&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/rYG7wK1WrGg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/rYG7wK1WrGg/New-Orleans-Offers-Students-Laptops.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/New-Orleans-Offers-Students-Laptops.aspx</feedburner:origLink></item> <item> <title>DPS Screens Kids For Lung Disease (Resource)</title> <description>Denver Public Schools is putting out a dragnet for asthma - a lung disease that steals the breath of about 10 percent of children nationwide and up to nearly 19 percent in a few Denver schools. With $1.2 million in state funding and the help of National Jewish Medical and Research Center, Denver Health and Children's Hospital, nurses and counselors are screening students for the disease's earliest signs. The state health department has funded the DPS Asthma Program's first three years. Denver's initiative is one of a growing number of school- based asthma programs in the country - with those in Los Angeles and Minneapolis/St. Paul among the most prominent, said National Jewish pediatric allergist Stan Szefler. Nationwide, children between the ages of 5 and 17 missed 12.8 million school days in 2003 because of asthma, according to the federal Centers for Disease Control and Prevention.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/pJPsmBUjchY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/pJPsmBUjchY/DPS-Screens-Kids-For-Lung-Disease.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/DPS-Screens-Kids-For-Lung-Disease.aspx</feedburner:origLink></item> <item> <title>Schools in Several States Report Staph Infections (Resource)</title> <description>School officials around the country have been scrambling this week to scrub locker rooms, reassure parents and impress upon students the importance of good hygiene. The heightened alarm comes in response to a federal report indicating that the bacteria,&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/C_wR5otsZmY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/C_wR5otsZmY/Schools-in-Several-States-Report-Staph-Infections.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Schools-in-Several-States-Report-Staph-Infections.aspx</feedburner:origLink></item> <item> <title>Epidemic of Extinctions: Decimation of Life on Earth (Resource)</title> <description>The world s species are declining at a rate  unprecedented since the extinction of the dinosaurs. The Living Planet Index shows the devastating impact of humanity as biodiversity has plummeted by almost 1/3 in the 35 years to 2005. The report, produced by WWF, the Zoological Society of London (ZSL) and the Global Footprint Network, says land species have declined by 25%, marine life by 28%, and freshwater species by 29%.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/nm8w5WZhTpk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/nm8w5WZhTpk/Epidemic-of-Extinctions-Decimation-of-Life-on-Earth.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Epidemic-of-Extinctions-Decimation-of-Life-on-Earth.aspx</feedburner:origLink></item> <item> <title>Enterprise Foundation Says Community Revitalizatio (Resource)</title> <description>The Community Developers Guide to Improving Schools in Revitalizing Neighborhoods", argues that suggests that despite obvious linkages between the health of neighborhoods and the quality of the local schools, community revitalization efforts usually do not include schools. The report shows that this is beginning to change. It demonstrates in cities all over the United States those developers, foundations, and other investors who are committed to neighborhood revitalization and have made school improvement part of their agenda in the past 15 years. Is your community building its school as centers of community?&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/TOUOrGyUKYk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/TOUOrGyUKYk/Enterprise-Foundation-Says-Community-Revitalizatio.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Enterprise-Foundation-Says-Community-Revitalizatio.aspx</feedburner:origLink></item> <item> <title>Monitoring America's Children (Resource)</title> <description>According to the 2007 edition of "America's Children: Key National Indicators of Well-Being," compiled by the 22-member Federal Interagency Forum on Child and Family Statistics, the teen birth rate declined to a record low in 2005 (the most recently available data); the percentage of children living in a household with at least one working parent is up; and more high school students are taking advanced math and science courses. On the other hand, the birth rate for unmarried women and the proportion of infants with low birth weight increased.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/Eqmtwq_PcJs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/Eqmtwq_PcJs/Monitoring-Americas-Children.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Monitoring-Americas-Children.aspx</feedburner:origLink></item> <item> <title>Real Schools, Virtual Classes? (Resource)</title> <description>Students nationwide are enrolling in cyber programs to bolster or replace a brick-and-mortar education. Nationally, virtual classrooms -- cyber schools based on the Internet and run by public and private schools -- are beginning to augment traditional middle and high schools.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/6dEW3Q_QSzY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/6dEW3Q_QSzY/Real-Schools2c-Virtual-Classes.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Real-Schools2c-Virtual-Classes.aspx</feedburner:origLink></item> <item> <title>Governor Signs Bill for College Emergency-Response (Resource)</title> <description>To improve and standardize measures, a new requires law, colleges and universities in Illinois must work with state and local emergency management officials to develop and conduct training and emergency response drills at least once a year.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/pJyuLrgYlpQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/pJyuLrgYlpQ/Governor-Signs-Bill-for-College-Emergency-Response.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Governor-Signs-Bill-for-College-Emergency-Response.aspx</feedburner:origLink></item> <item> <title>$20M Donation to Benefit Healthy Schools Program (Resource)</title> <description>The Robert Wood Johnson Foundation, a New Jersey philanthropic foundation, is giving $20 million to a program designed to promote healthy eating and exercise in schools in 17 states. The Alliance for a Healthier Generation is to use the money to help schools in those states attack obesity in children. The Alliance, which is a partnership of The Clinton Foundation and the American Heart Association, says that some 8,000 schools will be able to get in-person support for their anti-obesity programs by 2010.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/IVfA3J9yheI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/IVfA3J9yheI/2420M-Donation-to-Benefit-Healthy-Schools-Program.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/2420M-Donation-to-Benefit-Healthy-Schools-Program.aspx</feedburner:origLink></item> <item> <title>Schools Embrace Green Designs in Labs, Roof (Resource)</title> <description>Green roofs are sprouting at Sidwell Friends School in Washington, D.C., a pioneer in the effort, and at Harvard University which is building a $1.2 billion, four-building science complex in Boston to include innovative winter gardens.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/Yl8In7XyUpY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/Yl8In7XyUpY/Schools-Embrace-Green-Designs-in-Labs2c-Roof.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Schools-Embrace-Green-Designs-in-Labs2c-Roof.aspx</feedburner:origLink></item> <item> <title> Little Green Schoolhouses (Resource)</title> <description>High-performance schools -- those that integrate the best in today s design strategies and building technologies -- also referred to as "green" or "sustainable" -- can help us make the most of the opportunity presented by today s massive school construction programs. While there are many variations, in general, high-performance schools are healthy, productive, and comfortable environments for students and teachers that provide high levels of acoustic, thermal and visual comfort. Their windows and skylights admit generous amounts of daylight, and the buildings are safe and secure. They are cost-effective to own and operate because they use durable products and systems. Their systems and materials are chosen using life-cycle cost analysis, rather than the cheapest first-cost. During design, energy analysis tools are used to optimize the building s performance, and after construction its equipment is fine-tuned to operate correctly. High-performance schools are available for use by non-students during hours when the school is not in operation, and community participation during design is encouraged.&lt;img src="http://feeds.feedburner.com/~r/Eco-Schools/~4/l0ipXmPFbsw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Eco-Schools/~3/l0ipXmPFbsw/-Little-Green-Schoolhouses.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/-Little-Green-Schoolhouses.aspx</feedburner:origLink></item> </channel> </rss>