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Instructions for Noise Pollution College Essay Examples

Title: Indoor and noise pollution

Total Pages: 5 Words: 1842 References: 5 Citation Style: APA Document Type: Essay

Essay Instructions: Sources of indoor and noide pollution are extremely varied. They have different effectd on different people, and some groups of people are particularly susceptible to these types of pollution problems. Search out the 1. sources, 2. impact and 3. control of indoor and noise pollution.

It must have an Introduction, background, methods, results, and conclusions. In APA format

Excerpt From Essay:

Title: Indoor and Noise Pollution

Total Pages: 6 Words: 1713 Works Cited: 6 Citation Style: MLA Document Type: Research Paper

Essay Instructions: Sources of indoor and noise pollution are extremely varied. They have different effects on different people, and some groups of people are particularly susceptible to these types of pollution problems. Search out the (1) sources, (2) impact, and (3) control of indoor and noise pollution.
PLEASE INCLIDE: OUTLINE and items below:

1. Introduction ??" Briefly describe issue and state the purpose for the paper.
2. Background ??"
3. Methods ??"
4. Results ??" Present the findings from implementation of your selected methods. The inclusion of tables, figures, and/or pictures in addition to describing the results in the text adds much to the paper's readability.
5. Conclusions ??" Present your conclusions and recommendations

Excerpt From Essay:

Title: Environmental Research Center for Kids business proposal

Total Pages: 2 Words: 557 Sources: 0 Citation Style: MLA Document Type: Research Paper

Essay Instructions: Content of proposal:
Describe how the project will educate the public through community based organizations
Describe the project
-why is there a need for this project in our community or in the field of environmental education
-identify existing efforts related to the project
-define the specific goals and objectives of the project
-describe exactly what you are going to do and how you are going to do it
-specify the methodology you will use to implement the project and explain how it teaches critical-thinking, problem-solving or decision-making skills
Describe clearly the individuals or groups that make up the audience
-Explain why the audience needs the project
-Explain how you will recruit your audience
Explain how project can advance environmental stewardship
Explain how project could serve as a model for communities or organizations
Build strong partnerships and alliances with community organizations and environmental and industry groups
-Identify how partners will collaborate and describe specific responsibilities of each partner
Develop a realistic time line:
-Demonstrate that you can complete the project within the funding period
- List the sequence and time frames of all tasks you will undertake to meet the goals of the project
Describe how the project will be sustained after the federal funding period end
Develop a methodology for evaluating the project
-Describe how you will know when the goals and objectives have been met (performance measures)
-Identify the strategies, milestones, and tools that will be used to monitor the project
-Describe how monitoring will be used to strengthen the project
Set a realistic limit on the amount of funds you request
Develop a realistic budget
-Provide detail on the basis of items, such as cost per hour, number of hours, and total cost
Identify the personnel, materials, and other resources you will need to implement the project;
-Identify those that you and your partner already have and those for which you need funding
-Clarify which costs will be charged to matching funds, in-kind funds, and other funding sources

Work plan (Up to 6 pages): ***only address first 3 bullets (I only left the other bullets so you can view all of the information)***
-Project summary (one page)
-Full project description
-Project evaluation plan
-Detailed budget showing match (not included in page limit)
-Appendices (not included in the page limit)
Time line
Resumes of key personnel
Letters stating responsibilities of partners, if applicable
Letter-size pages
11 or 12 point font
Number every page
Spell each acronym at first use

Outcome of the Grant
Fund the program, cover start-up expenses
Allow children from low-income (single parent- less than $10,000/yr combined income- less than$15,000/yr ) homes to receive discounted prices (according to Baltimore County 2006 Poverty Guidelines)
Collaborate with middle and high schools to increase interest and involvement

General Information
Camp CREEK (Center for Research and Environmental Education for Kids) (currently under construction)
Location: Cockeysville, Maryland

Grades 6-12 from Baltimore City and Baltimore County Schools
I- 6th, 7th
II- 8th, 9th
III- 10th, 11th, 12th

Bring lunch
Transportation provided for an additional fee
Hours: M-F, 10:00 am- 4:30 pm (extended hours available for additional fee; 8:30am-10:00am w/ breakfast and movie and 4:30pm-6:00pm w/ snack and sports)
Summer Sessions: June- July (3 weeks)
July- August (3 weeks)
August- September (4 weeks)
School Sessions: September- December
January- May
(Hours: M-F, 10:00 am - 12:00 am and 1:00pm - 3:00 pm for class visits; 3:00 pm - 6:00 pm for student research)
Students: 30-40 students per group.

Employees: 1 director,1 administrative assistant, 2 scientists: one chemist, one biologist; 6 instructors: 2 instructors per group (one biology intern, one chemistry intern per group)
Salaries: $80000/year Director, $12/hr Administrative Assistant, $1600/mth Interns, $30-$40,000/year full time staff (commensurate upon experience)
Catoctin Wildlife Preserve and Zoo $13.95/ per child
Aquarium $13.95/ per child
Battle Creek Cypress Swamp Sanctuary
Catoctin Mountain Park
Oregon Ridge $7/ per child
Smithsonian Environmental Research Center

Steps taken to evaluate interest
Visited Deep Creek Middle School and Sparrows Point High School in Baltimore County
surveyed 77 students from 6th, 7th, and 8th Grade
surveyed 59 students from 9th, 10th, 11th, and 12th Grade
Survey Results:
Would participate in an environmental camp: 44%
Interested in environmental science: 41% - High School, 52%- Middle School
Have taken environmental science class: 75%- High School, 30%- Middle School
Need transportation provided: 40%- High School, 62%- Middle School

Information sessions/ Open house
Advertisement- business cards, brochures, website, school visits
Invite environmental science clubs

Evaluation/ Specific Outcome Measures
Circulate evaluation at completion of each session (Goal: 80% positive responses)
Implement responses into the upcoming sessions
Evaluate whether the desired attendance goal was met

About Environmental Education in schools:
103 elementary schools, 30 middle schools, 28 high schools in Baltimore County
environmental science program- all elementary schools, 27 middle and high schools
(Tom Michocki, Director of the Office of Science PreK-12, Baltimore County Schools)

Environmental Camps in Maryland
--Carrie Murray Wilderness Camp
Baltimore, Maryland
-Patuxent River 4H Center
Upper Marlboro, Maryland
-Camp Sonshine
Silver Spring, Maryland
-Hashawha Environmental Ctr
Westminster, Maryland, USA Phone:
-Smithsonian Environmental Research Center
Edgewater, Maryland
Nature Camps

-Howard County Conservancy?s Summer Nature Camp
Woodstock, Maryland

- West River

-Arlington Echo Outdoor Education Center
Millersville, Maryland
Magnet Schools Offering Environmental Science Programs
Western School of Technology and Environmental Science
Baltimore, MD
Program Title: Environmental Science or Environmental Technology
Sparrows Point Education Center in Environmental Studies (SPECIES)
Baltimore, MD
Program Title: Environmental Science
Outcomes of Environmental Education Program
1. Communicate the knowledge base of the environment to lead to individual and group understanding and awareness of ecological processes, environmental issues, and citizen action skills.
2. The ability to utilize resources, create lesson plans/programs and communicate through environmental education principles. These principles include: ecological foundations, conceptual awareness, issue action, environmental action, and instruction application.
3. Acquisition of foundational knowledge comprised of a set of components leading to the development of environmental literacy. These components include ecological foundations; awareness of issues and human values; investigation and evaluation of issues and solutions; and citizenship action.
4. Students will demonstrate a basic understanding of the goals, theory, practice, and history of the field of environmental education.
5. Understand and accept the responsibilities associated with practicing environmental education and maintain consistent and high standards for instruction and professional conduct.

More outcomes
Through its environmental education programs, Camp Creek will nurture caring, leadership skills, and critical thinking, and draw people of wide-ranging ethnic groups, cultures, and abilities into efforts to protect our environment.
It will achieve a better understanding of the multi-generational nature of the environmental movement.
Also, provide training for educators. Utilizing and enhancing existing science curriculum materials and ensuring that these materials meet national and state science standards is a priority.

Background Information on Environmental Education
Follow-up surveys indicated that 85 percent of the students attending
Environmental Camp responded positively to improving their environment and using sound environmental practices learned in camp. (Raymond Cox, PRIDE (Personal Responsibility in a Desirable Environment) Campaign)Two educational improvement initiatives have been recently instituted by the Maryland State Department of Education (MSDE) for school systems throughout the state of Maryland. The Maryland School Performance Program (MSPP) seeks to improve student and school performance by establishing student outcomes, school goals and instructional strategies to measure instructional effectiveness. A second MSDE initiative, the establishment of the Environmental Education Bylaw, seeks to provide opportunities for students to participate in a comprehensive and multi-disciplinary program of environmental education. The purpose of this environmental education program is to enable students to make decisions and take actions to create and maintain optimal relationships with the environment.

-targeted two areas that reflect the goals of the program:
-to promote a strong environmental ethic as prescribed by the MSDE Environmental Education Bylaw.
-to support existing school curriculum and MSPP student outcomes.
-An outdoor education experience will promote the development of an environmental ethic that:
-assists students to become more aware of and knowledgeable about the environment.
-develops a more positive attitude toward the environment to encourage students to be responsible as they respect, care for and appreciate the environment.
-promotes action toward improving the environment by encouraging students to participate in environmental action projects.
-An outdoor education experience supports the existing instructional program of Baltimore Public Schools by providing:
extensions of classroom learning correlated to MSPP student outcomes and the Environmental Education Bylaw.
Instructional activities for an outdoor education experience are selected on the basis of meeting MSPP student outcomes and the MSDE Environmental Education Bylaw. Specific student outcomes are identified for many of the outdoor education grade level activities. This matrix correlates the grade level activities with the MSPP student outcomes and highlights activities with an environmental ethic.
activities that maximize the use of the natural environment and take advantage of the unique opportunities at the Outdoor Education Centers.
All of the Outdoor Education Centers have several habitats (field, forest, marsh, shoreline and river) and specialized instructional materials and equipment. Activities reflect the use of these specialized sites and instructional materials.
activities that reflect approved grade level curriculum.
Activities at each specific grade level are integrated with classroom instruction. Activity guidebooks are available for grades 6-12
An outdoor education experience will emphasize the promotion of an environmental ethic, support existing school curriculum and MSPP student outcomes. An outdoor education experience will meet the educational needs of the whole child, including the development of cognitive, affective and psycho-motor skills.

Key points about camp
was founded to provide a 'hands-on' science program where campers could gain experience in a wide range of sciences in a fun, interactive way.

Our well equipped laboratories, well qualified staff and small groups combine to provide an exciting and educational program.
the camp offers a traditional summer camp experience along with an environmental focus
Our goal is give children the opportunity to be in nature first hand and ultimately develop a heart felt reason to preserve and protect it
provides a greater appreciation of the Environment and respect for its peoples through: Group Activities , Utilization of the Natural Surroundings , Mental and Social Growth, Hands on Education
Our goal is to assist campers:
Increase self-confidence and independence, In learning outdoor skills, To Increase their respect for the Environment, To Promote a safe and healthy camp environment, To have fun
Taps into children's natural curiosity and focuses it on the natural world. During the sessions, children will learn by exploring and discovering the wonders of nature through daily themes that enhance their awareness. Groups of children of similar ages will investigate ponds, streams, forests, and fields, as well as acquire observational skills and experience teamwork.

Miles of scenic hiking trails, shallow pond, research center, classrooms, a laboratory

Programs are conducted by qualified staff with experience in environmental and outdoor education. Instructional staff offer expertise in environmental studies, aquatic studies, forest ecology, and much more.

Start-up Expenses
Start-up Expense (includes safety gear, student and employee furniture, student materials) $142,580.62
Safety (lab coat, gloves, safety glasses, safety equipment) $2419.60
Student Furniture (lab, classroom, and lunch furniture) $49,638.13
Employee Furniture $8,565.85
Equipment/ Materials (instruments, equipment) $62,711.41
Miscellaneous Supplies $21,160.02
Trips per Session $3141.00
Optional Breakfast (depending upon number of students)

Not covered by grant:
Buses (2)

On-going Expenses
Safety per session (labcoast, gloves, safety glasses) $900.92
Student materials per Session (supplies, testing materials) $1,763.95
Employee Supplies per year (office supplies) $169.19
Optional Breakfast

Not covered by grant:
Rent/ Mortgage
Maintaining supplies

Summary of Group Activities
Group I:
oyster bar, water testing (salinity, pH, turbidity, water temperature, tides), crab tagging, investigating plankton , fish feeding behavior, humidity, acid rain, hot and cold convection, currents, under pressure, salinity in soil, indoor CO2, noise pollution, evaporation, plot sampling, composts, soil composition, respiration in plants and animals, earthworms, bird tagging, soil microorganism feeding behaviors, and much more.

Group II:
water testing (salinity, pH, turbidity, water temperature, tides), crab tagging, investigating plankton, fish feeding behavior, Humidity, acid rain, under pressure, salinity in soil, indoor CO2, noise pollution, plot sampling, composts, soil composition, respiration in plants and animals, earthworms, bird tagging, soil microorganism feeding behaviors, and much more

Group III:
water testing (salinity, pH, turbidity, water temperature, tides), crab tagging, investigating plankton, fish movement, Humidity, Effect of Sulfite Ions on Dissolved Oxygen, acid rain, salinity in soil, plant CO2, invasive species, plot sampling, composts, ocean cores, earthworms, bird tagging, soil microorganism feeding behaviors, and much more

Nov 06 - April 07 Apply for funding
Jan 07 - April 07 Accept applications for camp
May 07- June 07 Accept Employment applications
June 07 Obtain funding
June 07 - July 07 Final Camp Preparation
July 2007 Grand Opening
July 2008 Complete Evaluation

Example of Post Camp Evaluation:
The evaluation will be paper and web-based. It will be completed by both parent and student at the end of the sessions.

Last Name
First Name
Middle Initial
Year and Session you attended Camp CREEK
Home Address
School Attended

Why did you choose Camp CREEK? How did you hear about us?
Was the camp program what you expected it to be?
Did the pre-camp communication (brochure, visit, website) adequately prepare you for camp?
How can we better communicate with you throughout the year?
List any special scholarships that helped you attend the camp:
Counselor to Camp Ratio: Excellent - Very Good - Average - Unsatisfactory
Staff was prepared.: Excellent - Very Good - Average - Unsatisfactory
Staff planned a variety of activities.: Excellent - Very Good - Average - Unsatisfactory
Staff was enthusiastic.: Excellent - Very Good - Average - Unsatisfactory
Staff was attentive.: Excellent - Very Good - Average - Unsatisfactory
Staff was friendly & Informative to parents.: Excellent - Very Good - Average - Unsatisfactory
What are your impressions of the staff?
Length of Camp Session: Excellent - Very Good - Average - Unsatisfactory
Structure of Camp Program: Excellent - Very Good - Average - Unsatisfactory
Registration Process: Excellent - Very Good - Average - Unsatisfactory
The Program Fee was appropriate
What are your impressions of the program and schedule?
The Facility was appropriate for camp?: Excellent - Very Good - Average - Unsatisfactory
The Facility was Clean & well maintained?: Excellent - Very Good - Average - Unsatisfactory
What are you impressions of the camp facilities? What improvements would you suggest?
Were the field trips enjoyable & age appropriate?
What did you like most about your camp experience?
Would you recommend Camp CREEK to a friend?

Camper's Favorites:

Other suggestions and comments:

Thanks for your feedback!

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