IMPACT OF GREEN SCHOOLS ON LEARNING
Information on the association between student achievement and the physical environment of green school buildings, and using the green school as a learning tool,compiled by the National Clearinghouse for Educational Facilities.
References to Books and Other Media
The Economics of Biophilia: Why Designing with Nature in Mind Makes Financial Sense
(Terrapin Bright Green, May 2012)
Recent research in neuroscience and endocrinology clearly demonstrates that experiencing nature has significant benefits, both psychological and physiological. Bringing nature and references to nature into the built environment is the purpose of biophilic design. This white paper compiles an economic argument for biophilic design in the built environment. Includes a chapter on school environments, discussing daylighting and outdoor learning opportunities as a means to improve test scores and positively impact the stress levels of society’s youngest members. 39p
The Impact of School Buildings on Student Health and Performance: A Call for Research
Baker, Lindsay; Bernstein, Harvey
(The McGraw-Hill Research Foundation and the Center for Green Schools at the U.S. Green Building Council, Feb 27, 2012)
Explores research from two perspectives: from the lens of the child’s experience with their built environment, and from how different stakeholders can play an important role in bringing that research to light. Sheds light on the critical need for research around how the school building—through its design, maintenance and operations—impacts the health and performance of the students in those buildings. 35p
Portraiture of a Green Schoolyard: A Natural History of Children's Experiences
Keena, Kelly Elizabeth
(Dissertation, University of Colorado at Denver, 2012)
Children in the United States are losing access to nature, yet previous research suggests that time in nature provides benefits for children's healthy development. Youth withdrawal from the natural world comes at a time in history when understanding environmental issues demands a knowledge of the natural environment and human's relationship to it. Schools have an opportunity to provide access to nature, but traditionally do not. This portraiture study investigated children's experiences in a schoolyard habitat at a public, traditional school with the purpose of illuminating how the fourth, fifth, and sixth grade students felt, knew about, and acted in the natural setting. The findings indicated five major benefits of a schoolyard habitat used as a classroom throughout the school day: (1) critical thinking and curiosity; (2) ownership and identity; (3) peace and calm; (4) respite and respect; and (5) adventure and imagination. Present in all of those distinct yet interrelated themes was intellect, movement, joy, trust and confidence, safety, comfort and familiarity, respect, and relationships between students and between students and teachers. The study concluded that children's physical, intellectual, and emotional selves were all actively benefiting from the time in the habitat, that a balance of free and promoted action naturally occurred for students and teachers, and that the habitat was a place of kindness and respect. The study has implications for research and practitioners in children's sense of place, schooling, environmental literacy, and portraiture as a methodology to research children's experiences of place. [Author's abstract] 312pTO ORDER: http://gradworks.umi.com/34/92/3492278.html
How to Go Green: Creating a Conservation Culture in a Public High School through Education, Modeling, and Communication
Schelly, Chelsea; Cross, Jennifer E.; Franzen, William; Hall, Pete; Reeve, Stu
(Journal of Environmental Education, v43 n3 , Jan 2012)
This case study examines how energy conservation efforts in one public high school contributed to both sustainability education and the adoption of sustainable behavior within educational and organizational practice. Individual role models, school facilities, school governance and school culture together support both conservation and environmental education, specifically through the application of principles from behavior theory, including modeling commitments, values, expectations, and behaviors. In addition, role models with the traits of charismatic leaders can be especially instrumental. In this school, communication is the thread connecting the multiple aspects of modeling, helping to create the synergistic relationship between conservation efforts and environmental education. This study demonstrates that conservation efforts, when modeled successfully in a public school setting, can simultaneously and synergistically meet the goals of conservation and sustainability education.[Authors' abstract] 41p
The Journey of Sustainable Schools: Developing and Embedding Sustainability.
(National College for School Leadership, UK , Oct 2011)
This report is for school leaders who are leading and developing sustainable schools. It summarizes the findings from Forum for the Future and the Institute of Education's 2009-10 research for the National College into how school leaders are developing and embedding sustainability within their schools and communities. It includes examples of the skills, tools and activities school leaders are using to do this. Includes characteristics of a sustainable school. The study highlighted that there are two distinct phases of innovation as schools make the transition from one stage to another. These phases are practice development and strategic integration.
The Role of Physical Environment on Student Health and Education in Green Schools
Selen Okcu, Erica Ryherd, Charlene Bayer
(Reviews on Environmental Health. v26, n3., Sep 13, 2011)
The role of physical school environment on student health and education is becoming better understood. A growing body of literature indicates that improved physical environments in schools (e.g., indoor air quality, lighting, and acoustic conditions) can enhance student health outcomes. In parallel, the green building movement centers around designing buildings, including schools, that are more sustainable to decrease energy consumption, minimize environmental impact, and create healthier spaces for occupants. This paper synthesizes the findings from both green design studies and school outcomes studies to provide a systematic evaluation of the potential impacts of green school design features on student health outcomes. Three inter-related topics are covered in detail: (i) overview of the “green” concept, including existing guidelines for “greening” schools, attitudes toward green schools, and condition of the physical environments in non-green schools; (ii) potential effects of the physical environment on school children, including documentation of national statistics and summary of findings from school research studies; (iii) synthesis of findings, including a discussion of the knowledge gaps in the field of green school research and conclusions.[Authors' abstract] p169-179
Green Schools That Teach: Identifying Attributes of Whole-School Sustainability.
Barr, Stephanie Kay
(Masters Thesis, Colorado State University, Fort Collins, CO, Summer 2011)
The combination of green school design, green organizational behavior, and aligned educational goals sets the stage for the attributes of green schools to become teaching tools. School facilities, whether functioning well or not, serve as powerful pedagogical instruments. This research study focused on five LEED certified green schools promoting sustainability through building design, operations, and curriculum. Participating schools were LEED certified and offered a formal environmental education program. The purpose of the study was to explore the combination of attributes leading to success in developing a methodology for best practices resulting in a model for whole-school sustainability. Shared sustainable values among stakeholders formed a supportive culture informing decisions about facility design and curriculum and guided the whole-school sustainability process. The physical context of participating schools reinforced successful whole-school sustainability through hands-on learning opportunities for students and physical representation of the entity‘s values. Finally, the alignment of sustainability values within culture, curriculum, and facility operations was found to be critical to the success of whole-school sustainability.[Author's abstract] 139p.
Absenteeism, Performance and Occupant Satisfaction with the Indoor Environment of Green Toronto Schools.
Issa, Mohamed; Attalla, Mohamed; Rankin, Jeff; Christian, A. John
(Indoor and Built Environment , Jun 2011)
This study aimed to compare a number of quantitative and qualitative aspects of usage across a sample of 10 conventional, 20 energy-retrofitted and three green Toronto schools. Student, teacher and staff absenteeism data, as well as Grade 3 and 6 student performance data on reading, writing and arithmetic tests administered by Ontario’s Education Quality and Accountability Office were collected. A survey of 150 teachers was conducted to investigate their satisfaction with the indoor air quality, lighting, thermal comfort and acoustics of their school buildings. The statistical analysis of the data showed that teachers in green schools were in general more satisfied with their classrooms and personal workspaces’ lighting, thermal comfort, indoor air quality, heating, ventilation and air conditioning than teachers in the other schools. Nevertheless, they were less satisfied with acoustics. Student, teacher and staff absenteeism in green schools also improved by 2–7.5%, whereas student performance improved by 8–19% when compared with conventional schools. However, these improvements were not statistically significant and could not therefore be generalised to all Toronto public schools. Whether these marginal improvements justify the extra cost premium of green buildings remains an active contentious topic that will need further investigation. [Authors' abstract]TO ORDER: http://ibe.sagepub.com/content/early/2011/05/25/1420326X11409114.abstract
A Preliminary Study of the Effects that Four L.E.E.D. Gold Certified Elementary Schools Have on Student Learning, Attendance and Health
LaBuhn, Richard W
(Dissertation, Texas State University, Jun 2011)
As student enrollment increases in the United States, so too does the demand for educational facilities. School districts that have faced successive years of budget shortfalls have neglected renovations to existing facilities in order to pay for more immediate operating costs. As a result, a growing number of schools have environmental hazards such as poor indoor air quality and inadequate ventilation. Education facilities are also voracious consumers of energy. A green building movement has emerged in the past decade that has sought to minimize the impact that school construction has on the environment, while also providing learning environments conducive to student and faculty health. Proponents of green building claim that green schools improve student test scores, promote better attendance, and provide healthier learning environments. This study focused on four elementary schools that meet the Leadership in Energy and Environmental Design (L.E.E.D.) standard and sought to determine whether students in these schools had better standardized test scores, better attendance rates, and fewer health problems than students in conventionally constructed schools. [Author's abstract] 137pTO ORDER: http://gradworks.umi.com/34/55/3455573.html
Life-cycle Cost-benefit Analysis of Green Roofing Systems: the Economic and Environmental Impact of Installing Green Roofs on All Atlanta Public Schools
Whatley, Melvin B.
(Georgia Institute of Technology, Apr 05, 2011)
This study examines the relationship between environmental sustainability and green schools, seeking to highlight the benefits and determine the Net Present Value (NPV) installing vegetative roofs on all schools in the Atlanta Public Schools District. This study quantifies the costs and benefits of thin-layer, or extensive, green roof systems as they compare to typical flat roofs on Atlanta Public Schools. Quantifiable benefits are detailed and suggestions are made to create the means by which other social benefits may be quantified. The purpose of this thesis is to establish proof to the Atlanta Public Schools District that over a 40 year period there are more benefits associated with installing vegetative roofs on all of their flat roofs than there are costs. While some may argue that greens roof are more costly than traditional roof systems, this study provides evidence that the cumulative benefits over a 40 year life cycle associated with large scale green roof installations, such as on all Atlanta Public Schools, are greater than the initial costs incurred. Factors included in the analysis of benefits were reductions to energy/utility costs, reduced emissions, and avoided best management practices (BMPs). Other considerations include social benefits resulting from the mitigation of storm water runoff, reductions to the urban heat island, productivity level increases (students and teachers), and avoided regulatory fees. [Author's abstract]
Investigating the Behaviors of the Elementary School Students in Reference to Factors Associated with Daylight.
Majid, Seied et al
(Asian Social Science, Mar 2011)
There is no simple guide to human behavior which architects can use but recommendations rather an understanding of the principles of behavior and of man's interactions with buildings. To investigate the Behaviors of the Elementary School Students, the attitudes and behaviors towards the visual environment of three hundred and fifty primary school students were studied in eleven schools of varying design, with particular reference to factors associated with daylight and fenestration. The survey included social issues, personality characteristics of the primary school students and the varying visual characteristics of the buildings including photometric studies. Considerable proportions of students choose to work or sit near windows, the chief factor being the amount of daylight. View content, view out and nature are important. The most popular children occupy favored window places. Space and comfort both thermal and visual are important. Gender separation is natural. [Authors' abstract] 12p.
Greening Dimension of Learning in Secondary Schools.
Banciu, D. and Alexandru, A
(Journal of Green Engineering, 2011)
This paper outlines the energy challenge and presents the role of education as a vector in changing behaviors related to energy consumption by adopting a sustainable attitude aimed at environmental protection. The emphasis is put on teaching activities that will enhance the capabilities of youngsters and teachers from secondary schools concerning the efficient use of energy and the promotion of Renewable Energy Sources. The authors present their results of designing, experimenting, assessing and transferring an innovative approach to energy education in secondary schools that is expected to enhance the content of curricula and to renew the pedagogical methodology. The role played by schools in a green world is strengthened by on-line training delivered to youngsters via e-books and portals specially designed for this purpose or by learning by doing via interactive games. [Authors' abstract] 17p.
Plants in the Classroom Can Improve Student Performance.
Daly, John; Burchett, Margaret; Torpy, Fraser
(University of Technology, Sydney, Australia, Oct 29, 2010)
The aims of this project was to investigate the effects of indoor plants on classroom performance in years 6 and 7 students. The trials were conducted in three independent schools in the Brisbane region, with a total of over 360 students in 13 classes. Half of the classes received 3 plants per classroom, and students were tested with standard tests before plant placements and re-tested after 6 weeks of plant presence or absence. In two of the schools, significant improvements were found with plants present, as compared to classes without plants. The consistency of results among schools, classes, and the large student numbers leads the authors to recommend that indoor plants should be a standard installation in school classrooms. 9p.
Green Schools as High Performance Learning Facilities.
(National Clearinghouse for Educational Facilities, Washington, DC , Sep 2010)
Defines a “green” school and its benefits to operational savings, health, pedagogy, and the environment. Planning, design, and operations considerations are detailed, while addressing site selection, water efficiency, energy savings, materials, and indoor environmental quality. The major rating systems LEED, CHPS, and Green Globes are also discussed. Joint use of a school and the use of a green school as a teaching tool are addressed, and 72 references are included. 23p.
How Does Indoor Air Quality Impact Student Health and Academic Performance? The Case for Comprehensive IAQ Management in Schools.
(U.S. Environmental Protection Agency, Washington, DC , Apr 2010)
This fact sheet explains how good IAQ in schools is a critical component of a healthy and comfortable learning environment. Briefly cites evidence to support school indoor air quality management. Basic advice on establishing a school indoor air quality management program is offered, as are 18 references. 2p.
Manassas Park Elementary School.
(The Chesapeake Bay Program, Annapolis, 2010)
This video tour of the new Manassas Park Elementary School details the facility's abundant sustainable features. The lead architect on the project details the rainwater harvesting system, outdoor classroom, geothermal wells, daylighting, low-maintenance flooring, and environmental themes found throughout the building.
Sustainable School Architecture: Design for Primary and Secondary Schools.
Gelfan, Lisa; Freed, Eric
(John Wiley & Sons, Hoboken, NJ , 2010)
Offers guidance on the planning, architecture, and design of schools that are healthy, stimulating, and will conserve energy and resources. The book emphasizes how eco-friendly practices for school construction can create an environment that students will emulate and carry into the world. Also included are a focus on the links between best sustainable practices and the specific needs of educational institutions, 19 international case studies of contemporary sustainable schools, information on the California Collaborative for High Performance Schools (CHPS) and the Leadership in Energy and Environmental Design (LEED) rating system, resources for incremental modernization and operation strategies as well as comprehensive transformation, tips on running an integrated, and contributions by experts on approaches to the sites, systems, maintenance, and operation of sustainable schools. 335p.TO ORDER: http://www.wiley-vch.de/publish/en/books/ISBN978-0-470-44543-3
Post-Occupancy Evaluation Report: Washington Middle School.
(Rushing Blackbird, Seattle, WA , Aug 2009)
Presents energy and water use data, indoor environmental quality results, and occupant feedback for this school, which was built in 2004 as part of the Washington Sustainable Schools Protocol pilot projects. The report provides a comparison between projected performance and actual performance after two full school years of occupancy. It includes explanations of sustainable design strategies employed at WMS; quantitative and qualitative evaluation of as-built results, including operations and maintenance feedback; costs/savings reporting, comparing projected values to actual costs/savings; and occupant feedback, including students, staff, school district, and maintenance staff. 247p.
The Impact of 'Green' Initiatives on Student Learning: Non-Financial Reasons for Going 'Green.'
(Pennsylvania Association of School Business Officials, Harrisburg , May 2009)
Briefly describes the benefits of "green" schools to the educational program and to occupant health. 3p.
Relationship Between Green School Design and Student Achievement, Attendance, and Student Behaviors
Bruick, Deborah L
(Dissertation, Graduate School University of Arkansas at Little Rock, Spring 2009)
Literature is replete with the harmful effects of poorly maintained facilities on building occupants. District officials are charged with constructing schools of quality while also serving as conscientious stewards of public monies; therefore, school leaders need facility research to support decision-making. The purpose of the study was to examine the impact that schools constructed following Leadership in Energy and Environmental Design (LEED) certification standards have on student achievement, student attendance, and teacher’s perceptions compared to non-LEED schools. Analysis revealed no significant effect for student achievement or attendance. A significant effect was indicated in air quality and to a lesser degree, acoustics. [Author's abstract] 140p
Green, High Performance Schools.
(Air Quality Sciences, Inc., Marietta, GA , 2009)
Provides an overview of the positive impacts these schools have on student learning, comprehension and test scores, improved student health, greater productivity, and improved cost-efficiency. The paper begins by defining green schools, discussing obstacles and myths surrounding green schools, and then detailing green school elements of indoor air quality. These include particulates, volatile organic compounds (VOCs), asthma, autism, energy conservation, green cleaning, and mold prevention. Various federal and non-profit sector green school resources are also described. 25p.
Building Minds, Minding Buildings: Our Union's Road Map to Green and Sustainable Schools.
(American Federation of Teachers, Washington, DC , Dec 2008)
Highlights the work of the American Federation of Teachers (AFT) members and affiliates involved in ensuring that schools are designed and built in healthy and sustainable ways. The report explains why the union supports green schools, what makes a school green, and the benefits of a green school to health, productivity, and saving money. Five green school case studies are included, as is a list of additional resources and thirteen references. 50p.
High-Performance School Buildings: Resource and Strategy Guide. Third Edition.
(Sustainable Buildings Industry Council, Washington, DC , 2008)
Provides information on how to create schools that provide better learning environments for students and teachers, cost less to operate, and help protect the environment. The guide is organized into three core sections. The first provides an overview and two interrelated discussions on what is a high performance school building and why are such schools valuable. The second provides a step-by-step process guide consisting of questions that decision-makers can ask their design team as a means of attaining the highest achievable levels of building performance. The third section offers 17, 2-page "briefs" that describe each of the key components of a high performance building. Each brief describes what the component is, why it is important for ensuring high performance, how it can be incorporated into the school's design, and how it influences other building components and systems. Sections four and five offer three case studies of high performance schools and a list of additional resources, respectively. 91p.TO ORDER: Sustainable Buildings Industry Council
Green Buildings Research White Paper.
(Building Design & Construction, Reed Business Information, Oak Brook, IL , Oct 2007)
Covers "green" building awareness and practice across a variety of building types, with two specific chapters for higher education and K-12 education, respectively. These chapters interpret survey data reflecting awareness, implementation, willingness to pay for, and benefits of environmentally conscious buildings. In all categories, positive percentages from higher education were somewhat ahead of K-12. 60p.
Education Green Building SmartMarket Report.
(McGraw-Hill Construction, New York, NY , 2007)
Details construction market research into green building in the education construction sector. The research that the education sector is the fastest-growing market for green building. The study also found that: 1) The concern for "improved health and well-being" was the most critical social reason for driving education green building. 2) Fiscal advantages of green building, such as energy cost savings, are the major motivation behind the construction of green schools and universities. 3) Higher first costs are the primary challenge to building green in this sector. 4) Operational cost decreases resulting from green building are the most important trigger to faster adoption of green school building. 5) There is a strong need for access to and information on green building products, particularly those relating to improving health, such as reducing mold and indoor air pollutants. 6) The industry is calling for independent, third-party standards for green building products. Case studies of the "greening" of two K-12 schools and one university are included. 36p.TO ORDER: McGraw-Hill Construction Research & Analytics, 24 Hartwell Ave., Lexington, MA 02421; Tel: 800-591-4462
Green Schools: Attributes for Health and Learning.
(National Academies Press, Washington, DC , 2007)
Examines the potential of environmentally-conscious school design for improving education. This book provides an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. Includes 390 references. 180p.TO ORDER: http://books.nap.edu/
High Performance Schools: How Do They Really Perform?
Schopf, Anne; Reifert, Gerald; Miller, Forrest
(The American Institute of Architects, Washington, DC , 2007)
Explores measured performance rates for absenteeism, learning outcomes, staff satisfaction and comfort, energy usage, and building operations at the 2006 AIA/COTE Top Ten Green Projects Award-winning Benjamin Franklin Elementary School, and other green education facilities. The presentation explains how daylighting, access to views, indoor air quality, and ventilation affect student and teacher performance; compares projected and actual performance; and demonstrates the tools available to evaluate performance. 65p.
Greening America's Schools: Costs and Benefits.
(Capital E, Washington, DC , Oct 2006)
Based on a study of 30 "green" schools, this reports reveals that building "green" would save an average school $100,000 each year - enough to hire two new additional full-time teachers. The report demonstrates that green schools (schools designed to be energy efficient, healthy and environmentally friendly) are also extremely cost-effective. Total financial benefits from green schools outweigh the costs 20 to 1. With over $35 billion dollars projected to be spent in 2007 on K-12 construction, the conclusions of this report have far-reaching implications for future school design. The report's methodology is detailed, numerous tables illustrate the data, and 89 references are included. 23p.
2005 Survey of Green Building Plus Green Building in K-12 and Higher Education.
(Turner Green Buildings, Sacramento, CA , 2005)
Presents the results of a survey of 665 senior executives concerning "green" building issues in both K-12 and higher educational facilities. Extremely large percentages of respondents from both fields valued "green buildings" highly for sustaining community image, attracting and retaining teachers, reduced student absenteeism, and student performance. Higher education executives also valued them for attracting students and research funding. Statistics representing the long-term cost benefits, obstacles to the construction of "green" facilities, and the adoption of green policies by educational institutions are displayed in numerous charts and graphs. 25p.
Do Green Schools Improve a Student's Academic Performance?
(Global Green USA: Green Schools Initiative, Santa Monica, CA, 2005)
Concise information sheet summarizing the findings of several studies correlating the quality of school buildings with better student performance. 2p.
Green Schools "Create" Learning Tools.
(Schoolfacilities.com, Orange, CA , 2005)
Illustrates design for passive seasonal heating, cooling, and daylighting that students can monitor as part of the learning program. 3p.
High Tech Designs Offer Integrated Educational Opportunities for Students.
(Schoolfacilities.com, Orange, CA , 2005)
Recommends configuring school HVAC, solar hot water, photovoltaics, and daylighting systems so that they can be integrated into the curriculum. 2p.
Green Building White Paper Research: Schools.
(Reed Research Group, Building Design & Construction, Oak Brook, IL , Oct 2004)
Reports on an online survey of K-12 education professionals to assess opinions, perceptions, and actions regarding sustainable school buildings. The objectives of the study were to establish familiarity with and attitudes toward green building practices and terminology, along with assessing perceptions of cost differentials, plans to build sustainably, and awareness of sustainable design as a teaching tool. The survey found that respondents were largely familiar with green building terms and principles, but had somewhat less experience with actual construction of sustainable school buildings. Nearly two-thirds of respondents believed that high performance schools are more costly to build, but that a cost differential of 7 percent was acceptable to gain approval of a sustainable building in their school district. Over two-thirds of respondents have actually incorporated sustainable concepts in their recent school building designs. Three out of four respondents believe high performance schools can serve as a teaching tool for students. 41p.
High-Performance Schools: Affordable Green Design for K-12 Schools.
Plympton, Patricia; Brown, John; Stevens, Kara
(U.S. Dept. of Energy, National Renewal Energy Laboratory, Golden, CO , Aug 2004)
Describes high performance schools from each of the nine climate zones associated with the U.S. Dept. of Energy's Energy Design Guidelines for High Performance Schools. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment. 13p.
Sustainable Design and Student Performance.
(Pacific Northwest Pollution Prevention Resource Center, Seattle, WA, 2004)
Discusses research that demonstrates that the quality of a building, the materials used, indoor air quality, interest-grabbing design features, use of daylighting, acoustic designs and more, impact the performance of those who use a school building.
The Healthy and High-Performance School: A Two-Part Report Regarding the Scientific Findings and Policy Implications of School Environmental Health.
Shendell, Derek; Barnett, Claire; Boese, Stephen
(Healthy Schools Network, Inc., Albany, NY , 2004)
Part one presents results of a literature review related to school indoor environmental quality and, in the context of limited resources facing American schools, practical science-based recommendations to improve and promote good school indoor environmental quality and prevent or reduce potential occupant exposure to toxic biological, chemical, and physical agents. Part two offers recommendations for improving school environmental health and safety based on today's known science. It draws together the knowledge, data, and research regarding school facilities, children's environmental health, and school facility impact on student achievement, to demonstrate that school facility issues are integral to school reform and equity debates. (Includes 302 references, a list some state and federal government sponsored Internet sites on school IEQ and energy, and a list of existing noise guidelines for school environments at local, state and international levels.) 87p.
Impact of Sustainable Buildings on Educational Achievements in K-12 Schools.
Olson, Stephen; Kellum, Shana
(Leonardo Academy, Inc., Cleaner and Greener Program, Madison, WI , Nov 25, 2003)
Defines sustainable schools and its accompanying qualities of good site planning, lighting, indoor air quality, healthy building materials, acoustics, and use of renewable energy. Benefits to student achievement through daylighting and indoor air quality are detailed, and 34 references are included. 14p.
Green Schools Initiative: A Summary of Studies related to Student Health and Productivity.
(Massachusetts Technology Collaborative, Westborough , Aug 2003)
Summarizes seven studies on the effect of "green" school initiatives on student health and productivity. For each study, the following characteristics are identified: study type, the research question/hypothesis, the subjects, the physical/classroom variables (independent variables), the methodology and metrics used, The major findings of the study, and weaknesses and criticisms of the particular study. Copies of correspondence and a list of links active as of August 15, 2003 are included. 44p.
How Parents and Teachers Are Helping To Create Better Environments for Learning. Energy-Smart Building Choices.
(Department of Energy, Washington, DC. , Feb 2002)
This brochure shows parents and teachers how smart energy choices reduce school operating costs and create better learning environments. The brochure reveals how schools have turned energy improvements into powerful teaching tools by incorporating energy features into the curriculum. It provides guidelines on ten key elements to consider for designing a high performance school: site design, daylighting and windows, energy-efficient building envelope, renewable energy systems, lighting and electrical systems, mechanical and ventilation systems, environmentally sensitive building products and systems, water conservation, recycling and waste management, and transportation. 7p.Report NO: DOE-GO-102002-1521
Schools of the Future and Sustainable Design.
Fox, Anne Webster
(Masters Thesis, Antioch University, Seattle, WA. , Jan 2000)
This thesis examines what practices schools and school districts need to adopt if they want to apply sustainable design principles to their new schools and the benefits these design practices offer school communities. The paper argues that school districts will benefit from these design principles, and that these benefits will occur because sustainable design and construction decisions lead to the creation of learning environments that are environmentally healthy for occupants, operationally efficient, and site sensitive to the natural and community environment. Also argued is that school districts are best served by being proactive in their embrace of sustainable design principles, and that the adoption of these concepts and processes will be most successful if they involve a collaborative and interdisciplinary project management model that uses project teams and the community throughout the design and construction process. Appendices contain a report on the impact of inadequate school facilities on student learning and the study's interview questions. (Contains 64 references.) 104p.
Daylighting in Schools. An Investigation into the Relationship between Daylighting and Human Performance.
(Submitted by the Heschong Mahone Group to Pacific Gas and Electric, on behalf of the California Board for Energy Efficiency Third Party Program , 1999)
This study examines the effects of daylighting on human performance, focusing on skylighting as a way to isolate daylight as an illumination source and to separate illumination effects from other qualities associated with daylighting from windows. The study establishes a statistical connection between daylighting and student performance and between skylighting and retail sales. Using multivariate linear regression analysis, the study examined 21,000 school records from three school districts in three states and daylighting conditions in more than 2,000 classrooms. Data indicate students with the most classroom daylighting progressed 20 percent faster on math tests and 26 percent faster on reading tests in one year than those with the least amount of daylight. Similarly, students with the largest windows progressed 15 percent faster in math and 23 percent faster in reading than those with the least largest windows. In classrooms where windows could be opened, there was a 7 to 18 percent faster educational progress than those with fixed windows, regardless of air conditioning. These findings are reported to be consistent regardless of curricula or teaching styles. 140p.Report NO: HMG-R-9803
Student Performance in Daylit Schools.
Nicklas, Michael H.; Bailey, Gary B.
(Innovative Design, Raleigh, North Carolina , 1996)
This study investigates the relationships between elementary and middle school student performance and natural daylighting. The performance of students attending three daylit schools designed by Innovative Design for Johnston County Schools in North Carolina was analyzed and compared to the County school system as a whole and other new schools within Johnston County. The daylit schools in the study indicated energy cost reductions of between 22 percent to 64 percent over typical schools. 5p.
References to Journal Articles
Green Schools: Information Resources For Facility Managers
Building Operating Management; Apr 2012
Describes new research showing that greener school buildings can have an impact.
Green School Grounds: A Collaborative Development and Research Project in Malmö, Sweden
Märit Jansson and Fredrika Mårtensson
Children, Youth and Environments; v22 n1 , p260-269 ; Spring 2012
School ground greening projects may result in a multitude of benefits for pupils, schools and entire communities. This field report describes a project called “Green school grounds” in Malmö, Sweden and an interdisciplinary research project investigating vegetation establishment and management as well as the effects of the project for children. The project consulted researchers and involved teachers and children at the schools during the process of planning and construction. This field report presents the first results from a pretest evaluation of school ground activity at two schools, part of a larger intervention study. [Authors' abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
German Forest Kindergartens: Healthy Childcare under the Leafy Canopy
Silvia D. Schäffer and Thomas Kistemann
Children, Youth and Environments; v22 n1 , p270-279 ; Spring 2012
A forest kindergarten is a special form of daycare, with walks, free play and environmental education in the forest on the daily schedule. Attending a forest kindergarten can contribute to children’s healthy development and is associated with physical activity, concentration, mental health, linguistic development and the prevention of infections. Drawing from systematic observations of 12 German forest kindergartens, this report presents an insight into their daily routines, their surrounding landscape and other essential characteristics. [Authors' abstract]TO ORDER: http://www.colorado.edu/journals/cye/index_issues.htm
Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development
Arndt, Petra A.
Mind, Brain, and Education; v6 n1 , p41-48 ; Feb 2012
The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well-being and a sense of security. Specific structural characteristics influence cognitive processes, from visual and acoustic perceptions, via attention to the model, to processes of comprehension and reflection. Aspects of the design of the learning space also modify the interaction among students and between students and their teacher. Furthermore, the different requirements that have emerged through the development toward a learning society and the explosive increase of available information in our society require changes in the design of learning processes and thus of learning environments. Taking biological needs and neurobiological processes into account when designing learning spaces can provide a beneficial learning environment with regard to mental resources. This article will highlight relevant (neuro)biological fundamentals and try to describe resulting conclusions for the design of learning spaces.
Environmental Studies. The Kids May Be Out of the Classroom for the Summer, but School Design is Definitely in Session.
The Architects Newspaper; Jul 09, 2011
Studies how public and private schools are investing in ultra high-performance buildings that provide better learning environments and teach by example. Includes numerous examples and photographs.
The Future of Evidence-Based Design.
College Planning and Management; v14 n5 , p48-50 ; May 2011
Discusses how the pairing of data on building performance and on occupant behavior has gained traction in the school building industry.
Linking Curriculum and Learning to Facilities: Arizona State University's GK-12 Sustainable Schools Program.
Elser, Monica; Pollari, Lynette; Frisk, Erin; Wood, Mark
Educational Facility Planner; v45 n3 , p7-10 ; 2011
Reviews this university's sustainability curriculum that brings together graduate students, sustainability experts, and high school teachers and students. The involvement with the community, guiding principles, and core elements of the curriculum are described.
Grading Green Results.
Buildings; v104 n9 , p60-62,64 ; Sep 2010
Discusses three universities' experience with sustainable design. Despite minor issues, all three institutions are saving energy and are pleased as well with the ability to use the building as a teaching tool.
Green Roofs and Schools.
Peck, Steven; Van der Linde, Damon
Green Building Pro; Aug 23, 2010
Lists opportunities for instruction that a green roof provides, especially in dense urban neighborhoods. In addition to environmental benefits, a green roof supports plant species, insects, birds, and examples of urban agriculture.
The Green Hire.
American School Board Journal; v197 n4 , p49-51 ; Apr 2010
Discusses how to use the school facility to teach sustainability. Special emphasis is placed on how to adapt and change behaviors within existing schools, versus those that were built "green" from the outset. Several examples of environmental programs at work within older schools are highlighted.
Greener Schools, Greater Learning, and the LEED Value.
Johnson, Priscilla D.; Kritsonis, William Allan
National Journal for Publishing and Mentoring Doctoral Student Research ; v7 n1 , 8p. ; 2010
Discusses the various approaches used in green school designs and touches on research that shows the learning and health benefits of these techniques. Explores historical accounts of the learning environment and explains LEED certification.
Reading, Writing, and Retrofits. [School Retrofits Go Green.]
Edutopia; v5 n6 , p44-46 ; Dec 2009
Profiles existing schools that are seeking to be more environmentally friendly through retrofitting. Illinois' Bloom High School is featured. The prudence of incremental improvements to existing buildings, funding options, and the education benefits of student participation in the upgrade process are cited.
Growing Green Schools.
Edutopia; v5 n6 , p30-32 ; Dec 2009
Reviews the benefits of "green" schools in terms of indoor air quality, thermal comfort, acoustics, cleanability, and energy savings. The nominal costs of building green and the significant increase in student achievement and life cycle costs are also described.
Campuses as Living Laboratories for the Greener Future.
St. Arnaud, Bill; Smarr, Larry; Sheehan, Jerry; DeFanti, Tom
EDUCAUSE Review; v44 n6 , p14-16, 18, 20, 22, 24, 26-28, 30, ; Nov-Dec 2009
This article features the University of California, San Diego (UCSD) and the University of California, Irvine (UCI) as examples of the growing efforts of college and university campuses to create more sustainable buildings and to reduce carbon emissions. The authors stress that those who are in higher education have the opportunity to recommit themselves to enabling societal transformation by using each campus "cities" as proofs of concept for the green infrastructure revolution.
Greener Schools Mean Better Health.
School Planning and Management; v48 n10 , p20,22,24,26 ; Oct 2009
Discusses how "green" schools, in addition to saving energy and generating less pollution, improve occupant health. Reduced absenteeism and improved student performance in green schools are addressed.
A Design That Teaches Others.
DesignShare; May 17, 2009
Advocates creating school buildings that teach environmental stewardship, emphasizing retention of trees, recycling, and school gardens.
School Planning and Management; v48 n4 , p52,54,56-58 ; Apr 2009
Discusses the incorporation of "green" design into facilities for special needs students. Daylighting has been shown to be affective against seasonal affective disorder (SAD), good acoustics are particularly important to students with auditory issues, and good indoor air quality is particularly important to children whose health can be easily compromised.
New Reasons to Hope. [A New Green Generation.]
American School Board Journal; v196 n4 , p46,48 ; Apr 2009
Reviews efforts to create "sustainability natives" among the digital native students currently enrolled. High performance buildings that also serve as a learning tool are emphasized.TO ORDER: http://www.asbj.com/MainMenuCategory/Archive/2009/April/
Making the Change to Sustainability: Building Green Builds a Better Education.
Hoffman, Paul J.
Techniques: Connecting Education and Careers; v84 n3 , p16-21 ; Apr 2009
In addition to healthier students and staff, this describes significant long-term cost savings among the benefits that the recipients of an environmentally friendly educational facility enjoy. Improved test scores, lower absenteeism, better morale, greater community support, stronger teacher retention and a more positive impact on the environment are all additional benefits that school administrators can expect from a sustainable school.
Going Green by Thinking Blue.
School Planning and Management; v48 n4 , p38,40-42,44 ; Apr 2009
Discusses the use of rainwater as a teaching tool, by creating rain gardens bioswales, permeable pavers, and green roofs at school facilities. Explanations of these four features and advice on how to create them are offered, along with advantages of retaining rainwater onsite and use of native plant species.
The Building as the Teacher.
Educational Facility Planner; v43 n4 , p31,32,34-36 ; 2009
Profiles Pioneer Middle School in DuPont, Washington. Through collaboration with administration and teachers, the building became a learning tool stressing environmental stewardship. Signage explaining how design reduces the building’s environmental impact, touchscreens that illustrate the buildings utilities usage, and outdoor learning areas are described.
Eco-Friendly Campuses as Teaching Tools.
Erwin, Stephen J.; Kearns, Thomas D.
New England Journal of Higher Education; v23 n2 , p31-32 ; Fall 2008
Sustainable design projects offer academic communities the opportunity to make the design and operations of their campuses part of the larger lessons of social and environmental responsibility that are integral parts of higher education.
Teaching Green. (Green Schools Teach Green Lessons.)
American School Board Journal; v195 n10 , p26,27 ; Oct 2008
Discusses how school building features are being used to teach sustainability within the curriculum. Examples include photovoltaic systems, collection and re-use of stormwater, retention ponds designed to create a wetland, onsite biological treatment of wastewater, and recycling and composting programs.
Sustainable Education Campus in Spain: Nature and Architecture for Training.
PEB Exchange; 2008/10 ; Jul 2008
Profiles a Spanish campus for education in sustainability, with campus design and landscaping as participants in the educational program.
Grounds for Health: The Intersection of Green School Grounds and Health-Promoting Schools.
Bell, Anne C.; Dyment, Janet E.
Environmental Education Research; v14 n1 , p77-90 ; Feb 2008
Despite the growing body of research on green school grounds, relatively little has been written about their relationship with health promotion, particularly from a holistic health perspective. This paper explores the power and potential of green school grounds to promote health and well-being and to be an integral element of multifaceted, school-based health promotion strategies. Specifically,it brings together recent research to examine green school grounds as places where the interests of educators and children's health advocates can meet, inform and support one another. Highlights the growing body of evidence that green school grounds, as a school setting, can contribute to children's physical, mental, social and spiritual well-being.TO ORDER: http://www.informaworld.com/smpp/content~content=a790536911~db=all~order=page
When the Facility Becomes the Culprit.
Educational Facility Planner; v42 n4 , p13-16 ; 2008
Details health hazards to children in unhealthy school environments and cites the benefits of healthy, high performance schools.
Student-Centered Sustainable Design.
Educational Facility Planner; v42 n4 , p37-39 ; 2008
Discusses the prioritization of school sustainable design features that most directly impact occupant health and morale. These include indoor air quality, ventilation, thermal comfort, daylighting, acoustics, physical condition, small learning communities, and connection to community.
Building Green for Better Education.
Educational Facility Planner; v42 n4 , p17-19 ; 2008
Discusses the positive impact of sustainable school building features on learning, attitudes, staff morale, and attendance, illustrated with a profile of Wisconsins LEED Gold certified North Pines High School.
American School and University; v80 n4 , p22,24,26,28 ; Dec 2007
Discusses ten significant reason to embrace sustainable design in school design and construction: to save energy, water, and money; reduce pollution; improve health; provide educational opportunities; use local resources; reuse materials; receive grants and subsidies; and to exhibit leadership and social responsibility.
Green Schools Cost a Little More...But Return Much More.
American School and Hospital Facility; v30 n5 , p10,12,13 ; Sep-Oct 2007
Briefly reviews the threat that "non-green" school buildings might pose to occupants, the cost of green construction versus the savings, green cleaning, and benefits to learning that green buildings may afford.
Green Schools Pay Dividends Beyond the Bottom Line.
Lally, Maureen; Garibay, Pat
School Business Affairs; v73 n7 , p20,21 ; Jul 2007
Describes the benefits of a healthy school environment to occupant health and academic achievement, as well as the reduced operational costs of a high performance school.
Little Green Schoolhouse.
Architectural Record; Supplement , p23,24,26 ; Jan 2007
Reviews typical features and benefits of high performance schools, advises on how to get one built, and highlights the benefits gained in return for slightly higher construction costs. A list of links to additional information is included.
Going Green: Eco-Friendly Schools. You Can't Ignore the Benefits of Eco-friendly Schools.
Whelan, Debra Lau
School Library Journal; v53 n9 , p44-48 ; Jan 2007
Discusses the benefits of going eco-friendly schools and features Great Seneca Creek Elementary School in Germantown, Maryland. The school's 296,000-square-foot building--which runs on wind and solar power and boasts an irrigation pond--recently earned a silver rating from the U.S. Green Building Council's (USGBC) Leadership in Energy and Environmental Design (LEED) Green Building Rating System.
Environmental Design and Educational Performance, with Particular Reference to "Green" Schools in Hampshire and Essex.
Edwards, Brian W.
Research in Education; v76 , p14-32 ; Nov 2006
Examines the argument that "green" schools enhance educational performance. Having set the context of the relationship between environmentalism and the design of schools in the twentieth century, the article explores the performance of a number of green schools built in the UK between 1980 and 1995. The aim is to discover whether attention to environmental or ecological design produces measurable benefits in terms of learning levels in the classroom and the general performance of the school. The methodology consists of comparing the performance of green schools with that of orthodox schools which share similar characteristics of size, location and socio-economic features, and then relating variables of educational performance to design features. Three initial findings are highlighted: first, the importance of classroom daylight levels to learning; second, the benefits to the school of secondary sun spaces; third, the need for attention to the relationship between ventilation and acoustic control in open-plan solar schools. [Author's abstract]TO ORDER: http://www.ingentaconnect.com/content/manup/rie/2006/00000076/00000001/art00002
High-Performance Schools Improve Learning.
School Business Affairs; v72 n5 , p18,19 ; May 2006
Discusses the attributes and benefits of high performance schools, with particular attention to energy-efficient HVAC systems that deliver comfort, high indoor air quality, and quiet operation at an affordable price.
A New Kind of Integration: Sustainable Design and Student Learning.
School Business Affairs; v71 n9 , p25-27 ; Oct 2005
Describes Elk River Area (Minnesota) School District's positive experience with sustainable design as an influence on school building design and environment, lower life cycle costs, and improved student achievement.
Schools Seek Formula for High Performance.
Brooks-Pilling, Tom; Wright, Chris
Building Operating Management; v52 n9 , p23,24,26,28,30 ; Sep 2005
Discusses the benefits to education and community of better ventilation, acoustics, sustainable design, and energy savings. Building features from Missouri's Hazelwood School District are provided as examples.
Building Better Schools.
Buildings; v99 n7 , p60-63 ; Jul 2005
Cites statistics on the condition of America's schools and the benefits of high-performance schools to students, teachers, the environment, the school owner, and the community. The top design considerations of indoor air quality, thermal comfort, lighting, daylighting, and acoustics are discussed and eight online resources are provided.
Campus Buildings that Teach Lessons.
College Planning and Management; v5 n3 , p14-18 ; Mar 2002
Describes how Brown University has begun looking at building design and performance as a shadow curriculum that supports or argues with the principles being taught in a building's classroom. Discusses the energy-efficient design and construction of W. Duncan MacMillan Hall, a building serving the geology, chemistry, and environmental sciences programs.
Better Learning in Better Buildings: Sustainable Design of School Facilities Helps Educational Mission
Pacific Northwest Energy Conservation & Renewable Energy Newsletter; Jul 30, 1999
Schools can better fulfill their educational mission if they design and construct buildings on sustainability principals, including energy efficiency. This is the belief of Bill Dierdorff, the business manager for Oregon's North Clackamas School District, which is planning a new high school featuring natural ventilation, abundant daylighting, extensive resource efficiencies, and other elements of a light environmental footprint.


According to studies and research what you eat have as enormous effect on your protection against cancer. It is surprising that nutrition and diet is barely taken into account to fight or avoid cancer. People are hesitant to make changes in their diet, they just want to trust the drugs or medicines prescribed.
There are foods which can block cancer growth, or force cancer cells todestroy themselves through a process called apoptosis. Cancer fighting foods have the power to eliminate cancer, causing toxins. It is very important to bring these foods on the counter and take advantage of this natural fighter.
- Pomegranate juice– pomegranate is known for its antioxidant and anti-inflammatory properties, drinking this juice everyday can prevent prostate cancer.
- Garlic and onions– Diet rich in onions, garlics have a lower risk of several types of cancer. Though the taste of these two super foods is pungent in smell, but they prevent colorectal, laryngeal, ovarian, oesophageal, renalcell cancers. Onion and garlic consumption could be a start for a healthier lifestyle. They are cancer fighting herbs.
- Broccoli– Broccoli and other vegetables like kale, cabbage contains phytochemicals. when we eat cooked or raw broccoli they produce a protective enzymes (called Sulforaphane). These enzymes in turn, activate the other enzymes produced by our body in the intestine. The compound sulforaphane present in broccoli eliminates harmful toxins from the body reducing the risk of cancer of mouth, oesophagus and stomach.
- Spinach and other dark green leafy vegetable– spinach is rich in lutein and zeaxanthin, carotenoids (all antioxidants).Other dark green leafy vegetables also contain these antioxidants which prevent cancer of mouth, oesophagus and stomach.Spinach contains glyconutrients which inhibits the growth of cancer cells and tumor. Spinach is good to prevent ovarian cancer, prostate cancer according to new study.
- Citrus fruits– Fruits high in vitamin C, like oranges, lemons, grape fruits are all antioxidants that helps prevent liver cancer.
- Strawberries- are high in antioxidants and fibre, they have a cancer preventive phytonutrients flavonoids, polyphenols like ellagic acid and quercetin. Ellagic acid has the potential to prevent cancers of skin, bladder, lung esophagus and breasts.
- Carrots– carrots contain essential nutrients like Vitamins- A, C,K, folate and choline and minerals- calcium, potassium, magnesium, sodium and phosphorous. Carrots also contain carotenoids and polyphenols all these properties in carrot makes it a power house antioxidant that prevents cancer.
- Tomatoes– Tomatoes consumed along with balanced diet can prevent cancer of breast and prostate.
- Brazil nuts– Brazil nuts contain antioxidants selenium that protects body cells and prevents bladder, lung and colorectal cancer.
- Whole grains, cereals, legumes– All these foods contains folic acid, Vitamins, minerals, are rich in fibre which can prevent colon cancer.
Cancer is a tough disease to battle but you can lower the risk by leading a healthy lifestyle.


7 pages. These are quick, easy and rather inexpensive gifts to make for your students for the first week of school.
10 pages. Common Core State Standards: RI.K.5,RI.K.6,RI.K.9,RI.K.10,RL.K.2RL.K.3,RL.K.6, RL.K.9, L.K.1d, RI.1.9, RL.1.2, RL.1.3 A variety of fun reading and writing activities to go along with Kevin Henke's Chrysanthemum, that will help reinforce the
11 pages.Common Core State State Standards: RI.K.5, RI.K6,RI.K.9, RI.K.10, RL.K.2, RL.K3,RL.K.6, RL.K.9, L.K.1d, RI.1.9, RL.1.2, RL.1.3 A variety of fun reading and writing activities to go along with Audrey Penn's The Kissing Hand.
3 pages. A fun way to find out the feelings of your students on the first day of school. Nice icebreaker. Cute back to school bulletin board poster. Perfect activity after reading The Kissing Hand. This FREEBIES is part of my 102-page Kissing Hand Literacy packet on TpT. Click on the link to pop on over. I know your kiddos will LOVE it! For your convenience, I've included a preview in the FREEBIE here.


Sustainable Agriculture Promotes Food Security And A Healthy Lifestyle
Basseterre, St. Kitts, February 24, 2021 (SKNIS): The Coronavirus pandemic has threatened many aspects of human life, and food security is no exception. Through sustainable agriculture, farmers can provide a constant supply of healthy nutritious food, be it meat or fruits and vegetables for public consumption. This was made evident on ‘Working for You’ on Wednesday, February 24, which focused on the theme, Sustainable Agriculture in Challenging times.
Ian Chapman, Crops Programme Leader in the Department of Agriculture, stated, “A sustainable agricultural support approach to our ministry will ensure and make our food system more productive. The Covid-19 pandemic has challenged our farmers and… to find new ways of creating or improving our nutrition and our market opportunities…we need to transform and re-balance the way food is produced here within the Federation”.
He added that the production of local crops and the harvesting of local meats help to eliminate the unhealthy chemicals that are placed on imported food to preserve them until they reach into the consumers’ hand. The availability of locally grown food ensures that there is a healthier supply of food to satisfy the citizens’ needs for food and nutrition, additionally, it reduces the fear that citizens may face about the unavailability of food due to the import-export challenges associated with Covid-19.
According to Mr. Chapman, “we are promoting healthy diets to strengthen our immune system”. Unhealthy eating has far-reaching consequences that surpass the individual and places a strain on the public health system. The panellists agreed that eating healthy helps to minimize the presence of non-communicable diseases, such as diabetes and hypertension, that are associated with the consumption of unhealthy foods.
Mr. Chapman said that one key initiative by the Department of Agriculture to help promote healthy eating is the “Farmers Agriculture Assistance Programme that will assist farmers in enhancing their productivity”
Further support by the Agriculture Department to promote food security and healthy eating as noted by Director Melvin James, focused on preserving the lives of the livestock through the Tick Prevention Programme. He noted that “we were able to make good strides in our Tick Control Programme, in our Pest Surveillance and Disease identification…”
Over the years, the Tick Prevention Programme which started in 2018 has contributed significantly to the preservation of livestock. Drawing a parallel to demonstrate the effectiveness of the programme, Mr. James stated that the presence of ticks on the animals didn’t just affect the skin of the animals but also their survival. He noted, “We had like 1230 animals that we lost; 308 goats, 290 sheep, and worse, affected cattle, over 600 cattle.” Taking the initiative, the department was able to reduce the presence of ticks on the animals and subsequently the mortality rate, thereby ensuring the security of meat for consumption by locals.


2015 EYH Workshops
Light in the Deep Sea
Come discover patterns in the adaptations of deep sea animals! Learn about the light spectrum, camouflage, and how deep sea organisms use properties of light to help them survive!
Strawberry DNA Extraction
All living things have DNA inside their cells. How do scientists extract the DNA from cells in order to study it? In this workshop, you will get to perform an experiment to extract DNA from strawberries. In just a few simple steps, you will actually see the strands of strawberry DNA appear in the test tube before your very eyes!
Why is ketchup so hard to pour?
Ever wonder why ketchup is so hard to pour? In this workshop you will learn why! You will handle a mystery substance that has qualities of both a solid and a liquid (oobleck) and experience the properties of different phases of materials.
The Art of Science
Do you love science AND art, and wonder how they fit together? Welcome to the field of science illustration! In this workshop we’ll cover some history of the intersection between art and science; learn what a professional science illustrator does; and practice our observational drawing skills. We’ll talk about some of the artist-explorers who traveled the world and created drawings and paintings of their discoveries, and discuss how that relates to modern-day illustrators using digital tools to illustrate complex scientific research. Then we’ll spend some time sketching natural objects (flowers, feathers, seashells and the like), practicing the observational skills that are important to scientists and artists alike. All skill levels welcome!
Building Mountains and Oceans - Plate Tectonics
The earth is a complex and dynamic system. The continents have been different in the past from how we know them today, and their evolution and movement create the mountains and ocean basins we are familiar with. In this workshop, students will have the opportunity to explore the physical structure of the earth and its plates, simulate their movement, and see how they change the surface of Earth over long periods of time.
Identifying Planets: How Astronomers Use Light to Study Astrophysical Objects
Learn how astronomers study light from distant objects to infer the physical laws of the universe. We'll use arc lamps that contain a single-element gas and, working in groups, you'll make observations of the different elements and determine what elements the spectral signatures correspond to by comparing their observations with a spectral list of several elements. Your job is to work together and decide the elements that correspond with each lamp!
Exploring the World of Dental Health
Join us as we present and introduce dental concepts through fun, interactive drills. Identify plaque, learn about oral health, develop dental x-rays and have fun with dental impression materials. Enjoy a brief overview and summary of skills required for the practice of dental hygiene and dental assisting.
Kelp Forest Challenge
Venture back to 1984, when the Monterey Bay Aquarium planned to display live kelp in its Kelp Forest Exhibit. No aquarium had ever done it before for one simple reason -- they couldn't keep kelp alive in a tank. Put yourself in the shoes of our exhibit designers -- can you engineer a solution that will keep kelp alive in an exhibit tank? Work your way through the engineering process as you try to solve this real engineering challenge!
All About the Planets
In this workshop, you will learn all about the planets. You will participate in activities that will allow you to envision the distance and size scales of the planets in our Solar System. We will also discuss some of their important characteristics. Lastly, we will go to the Planetarium to view a show about the planets.
Learn how changes in water temperature and salinity create density currents and circulation patterns in the ocean.
Ocean Acidification: Corals on Acid
As the ocean becomes more acidic, corals are suffering. Learn about ocean acidification and how it impacts ocean life. See how the pH of water changes when CO2 bubbles are introduced. Find out how the weight of a coral changes due to dissolution with an acid.
The Pulse of the Slough
Come explore the pulsing tides in the Elkhorn Slough! Learn how to read tide charts and discuss the importance of understanding the tides in the Elkhorn Slough. Learn about the animals that live in the tidal wetlands of the Elkhorn Slough Reserve and most importantly why the health of the Slough is so important to these creatures. Spend time with an Elkhorn Slough Reserve naturalist while you explore not only the tides and water quality factors of the Elkhorn Slough but also other estuaries around the country using a National Oceanic and Atmospheric Administration (NOAA) data base. Participants will be given a real life weather story, and use what they’ve learned to solve the mystery.
Turning Pennies into Malachite
Learn about chemistry by turning a copper penny into the copper carbonate-copper hydroxide complex found in the mineral malachite. Students will learn about oxidation-reduction chemistry by dissolving a penny in acid. Students will then learn about precipitation chemistry by neutralizing the acid with carbonate and hydroxide, yielding the mineral malachite.
Join us as we dive into the exciting world of marine science! For this session we will focus on the study of microscopic plankton. You will gain skills in identifying different species of phytoplankton and zooplankton through exploration of a live sample. You'll practice STEM techniques as you calculate the volume of water sampled, make your own slide of plankton, and gain microscopy skills as you catalogue specimens to determine the variety of zooplankton species present. We will end with a brief overview of marine science focuses including engineering, research, and animal husbandry.
Water for Food: Yesterday's Witches are Today's Wizards
Come see how a once aspiring poet turned soil scientist, the daughter of an apple grower emerged into an ag economist, and a women’s studies major became an ag educator and all found their passions in Agriculture. We will share the diverse paths we traveled to apply Science, Technology, Engineering and Math to create the wonder of year round strawberries, and protect the soil and water that produce them. Hands on activities including eating strawberries with three cool scientists eager to hear your ideas.
Current Trends and Best Practices in Science Education
Come learn about how science education is changing in the classroom with the implementation of the Next Generation Science Standards! As one of the 12 teachers on the writing panel, Stephanie Pechan will explain these shifts and provide resources for STEM activities for both at home and in the classroom!
College Life Workshop
Would you like to find out more about the academic and social lives of young women in college? Then this is the workshop for you. You will have the opportunity to ask college age women questions and will leaving knowing how to better support your daughter.


“The United States entered into the challenge of space exploration under President Eisenhower’s first term, however, it was the Soviet Union who excelled in those early years,” the letter begins.” Under the bold vision of Presidents Kennedy, Johnson, and Nixon, and with the overwhelming approval of the American people, we rapidly closed the gap in the final third of the 20th century, and became the world leader in space exploration. …
“When President Obama recently released his budget for NASA, he proposed a slight increase in total funding, substantial research and technology development, an extension of the International Space Station operation until 2020, long range planning for a new but undefined heavy lift rocket and significant funding for the development of commercial access to low earth orbit.
“Although some of these proposals have merit, the accompanying decision to cancel the Constellation program, its Ares 1 and Ares V rockets, and the Orion spacecraft, is devastating.
“America’s only path to low Earth orbit and the International Space Station will now be subject to an agreement with Russia to purchase space on their Soyuz (at a price of over 50 million dollars per seat with significant increases expected in the near future) until we have the capacity to provide transportation for ourselves. The availability of a commercial transport to orbit as envisioned in the President’s proposal cannot be predicted with any certainty, but is likely to take substantially longer and be more expensive than we would hope.
“It appears that we will have wasted our current ten plus billion dollar investment in Constellation and, equally importantly, we will have lost the many years required to recreate the equivalent of what we will have discarded.
For The United States, the leading space faring nation for nearly half a century, to be without carriage to low Earth orbit and with no human exploration capability to go beyond Earth orbit for an indeterminate time into the future, destines our nation to become one of second or even third rate stature. While the President’s plan envisages humans traveling away from Earth and perhaps toward Mars at some time in the future, the lack of developed rockets and spacecraft will assure that ability will not be available for many years.
Without the skill and experience that actual spacecraft operation provides, the USA is far too likely to be on a long downhill slide to mediocrity. America must decide if it wishes to remain a leader in space. If it does, we should institute a program, which will give us the very best chance of achieving that goal.
Commander, Apollo 11
Commander, Apollo 13
Commander, Apollo 17″
You know I have to agree here. Hardly anyone is paying attention to what should a hotly debated and covered issue. But it’s a complicated issue, and you know because Tiger Woods and the Jay Leno-Conan O’Brian spat are so deeply important to the country, and who wants to see this boring old policy dispute when we can cut away to a bank robbery in another city for four hours because it draws viewership. Truly a media conglomerate doesn’t give a damn about content really and this is by design. “News” outlets want viewership, and they happen to be manned by celebrity wanna-bees who make Ron Burgundy look like Eric Sevareid.
But here is a policy issue that is at best an issue about the character of America for better or worse. Think about the Roman Empire during the Second Punic War. Think about this for a moment, in 215 BC, Hannibal invaded the heart of Rome and crushed one army after another, as had no enemy of Rome ever had up to that moment. Guess what else, he stayed there for over a decade because Rome couldn’t raise an army or come to agreement on the best way to beat him.
Did that stop Rome from managing its other affairs? No. While Hannibal was plundering the Roman countryside, Roman armies were still quelling insurgencies in Spain, in Gaul, and in North Africa. They were still building Roman structures and roads and ships and they still collected taxes.
In other words, Romans did not let the vicissitudes of the day stop them from being Roman. But right now, America is giving ground in an area that has meant more than just national pride; it has meant jobs, and new technologies and safety. Folks, we are three Shuttle missions away from not having the ability to put one of our astronauts on the International Space Station without the help of Russian robot low orbit vehicles launched from Kazakhstan.
Obama has canceled the Moon and Mars programs and the development of heavy lift vehicles like Ares and Orion vehicles. We are standing at the end of our dominance in space for what would be a tiny fraction of our investment in Afghanistan and/or Iraq. For a tiny fraction of what we gave thieving bankers in bonuses we are about to leave ourselves in second place in space.
As Dr. Neil deGrasse Tyson said, “It’s OK for us to be looking up into the Universe.” I agree. We should see NASA as an investment into flight platforms, jobs, technologies, and the advancement of science and fund it properly. We have already given up so much ground in particle accelerators, in high speed processing, in university science funding.
But NASA. Man, this is also a matter of American character. If Rome could survive Hannibal and not lose ground elsewhere, we can at least do that. What is wrong with us that we would not fund an area where we have so much invested already? Do we want empty launch gantries rotting in Florida’s Space Coast the way our steel and textile factories are rotting?
It isn’t necessary for us to lose ground like this in space. We’ll make it through health care reform and financial reform and Iraq and Afghanistan and the economic turbulence all right. We will make it. Let’s not make it worse. Let us not lose our vision.


To create a glowing lamp using Material Emission, follow these steps:
- Create a new 3D Project. You should start with a basic scene containing a Main Camera and a Directional Light.
- Import the Unity package lamp.unitypackage containing the 3D lamp model (lamp), as well as a green Texture (lamp_emission).
- With the 3D model asset lamp selected in the Project panel, in the Inspector, check its Generate Lightmap UVs option, and click on the Apply button to confirm the changes:
- In the Project panel, select Material m_lamp. Check the Emission option, and then assign Texture lamp_emission to its Emission Color property. Set the ...


Counterfeit Drugs Task Force February 2004 Update - INTERNATIONAL APPROACH
1. What FDA sought comment on:
- Strengthening international cooperation in law enforcement efforts, identifying counterfeit products, using anti-counterfeiting technologies, and educating stakeholders and consumers
- Whether there should be global standards for packaging of pharmaceuticals and the use of anti-counterfeiting technologies
2. What the comments said:
The comments supported FDA involvement in global efforts to deter and detect counterfeit drugs.
The growing global prevalence of counterfeit drugs must be curtailed. The steps described in this report are intended to secure the U.S. domestic drug supply. However, as long as counterfeit drugs exist worldwide, opportunities could arise for counterfeit drugs to find their way into the U.S. Many countries have taken steps to secure their nation's drugs supply, while others struggle because of limited resources, inadequate regulatory infrastructure, or competing national health priorities. The World Health Organization (WHO) has taken the lead to increase worldwide collaboration and to develop strategies to deter and detect counterfeit drugs. There are several international criminal enforcement collaborations, such as the Permanent Forum on International Pharmaceutical Crime and the Interpol Intellectual Property Crimes Action Group. FDA intends to work with WHO and other international organizations to develop and implement worldwide strategies to combat counterfeit drugs.
4. FDA Conclusions:
|FDA will collaborate with foreign stakeholders to develop strategies to deter and detect counterfeit drugs globally.|
Below is a table showing when certain anti-counterfeiting measures will be available:


Chunks are simply blocks of plain text or (X)HTML markup that is inserted directly into your page at the location you place the tags.
To create a chunk, go to the Manage Resources section and select the Chunks tab. Give the chunk a name and a brief description, then enter the text or HTML code you wish to have included in your document.
To use a chunk, put the Evo chunk tags with its name where you want that content to appear:
Chunks are useful for any content or HTML markup that you might want to repeat in different pages or different templates. They are a good way to keep your template code clean and uncluttered with odd bits of content. A common use for a chunk is for footer content. If you place the content in a chunk then put the chunk tags in the footer of your template, even if you have several templates you'll only need to edit your footer content in one place.
Another good use for chunks is to provide small templates for snippets that use forms. The WebLogin Snippets uses an optional chunk containing the HTML for the login form if you don't like the default form. The [[Ditto]] and [[Wayfinder]] snippets also use chunks for controlling the layout of the snippet output.
While a chunk cannot itself contain PHP code, it can contain snippets and TVs that do have PHP code.
Suggest an edit to this page.


Every semester a new firefighter or EMT class begins. Weeks in advance students begin signing up and instructors begin preparing to deliver the best instruction possible. When the big day comes they all converge on the classroom with a common goal, to LEARN.
The students want to learn the knowledge and skills necessary to become a firefighter or EMT. The exact same scenario unfolds for any training session, be it a three-hour continuing education (CE) session or a 12-hour weekend seminar.
Merriam-Webster defines the verb, “training” as: a process by which someone is taught the skills … for an art, profession, or job and the noun, “training” as the skill, knowledge, or experience acquired by one that trains. Similarly, Merriam-Webster defines the verb “learn” as: to gain [acquire] knowledge or skill … and the noun “learning” as: the activity or process of gaining knowledge or skill. These definitions, when simplified and combined could say that training is “the process by which someone acquires a skill or knowledge” and learning is the actual “knowledge or skill” acquired by the students. Therein lies the core and essence of education: the acquiring of knowledge or skills.
A well designed educational session has clearly defined a goal, objectives to meet that goal, and can show learner mastery of the objectives in outcomes. The goal is an abstract statement about what should happen as a result of the training session. Objectives are statements that describe the expected knowledge, skills, competencies or attitudes the learners will acquire in measurable terms. Outcomes are the actual knowledge, skills, competencies, or attitudes acquired through the training session.
Therefore, if the purpose of education is to acquire knowledge or skills — goals and objectives — then an educator/trainer is responsible for certifying that the student/learner has actually acquired (outcomes) the knowledge or skills. They accomplish this by measuring learner outcomes with assessments that “evaluate, measure, and document learning [and] skill acquisition.” (Educational Reform) Thereby proving that the individual has achieved the goal by meeting the objectives. Notice, not once have we mentioned anything regarding time; in class, on task, in review or otherwise.
The amount of time necessary to achieve the defined outcomes is truly an individual variable. “Recommended” hours are assigned to EMT and fire courses based on an average time for the instructor to effectively deliver a multimodal educational session addressing the different types of learners — visual, auditory, kinesthetic. But what if the learners were able to identify their preferred learning style and remove the time used teaching to other styles? Some learners are already doing this and have been for years. Remember that guy who regularly slept, daydreamed, or was always texting through class but somehow managed to score well on all the assessments? He figured out how he best acquired the knowledge and skills and would “turn off” when a teaching modality was not conducive to his style.
How long did it take you to complete your certification? Yes the class met for a certain number of hours, but how long did you actually spend in class? Did you miss any sessions? Were you engaged and paying attention the entire time you were in class? What about homework, reading and study time? That is above and beyond the number of hours you were scheduled in class. Did you have to review anything a second or maybe even a third or fourth time before you finally understood it? I personally took three different 12 lead interpretation classes, including classes from Bob Page, Tim Phalen, and local cardiology experts before I was finally able to understand it while colleagues took right to it after one class. Does that make me three times the EKG paramedic? Is someone twice the EMT because he or she took an EMT class a second time? Of course not, as a matter of fact, the question itself seems kind of silly right? The amount of time spent in the educational process does not directly or accurately reflect the amount of knowledge or skills acquired yet we are still mandating hours not outcomes.
Most certifications/licenses still have continuing education requirements based on hours, not outcomes. Most educational institutions still require EMTs and paramedics to complete 96 hours of CE every four years, Refresher courses are set at 48 hours, firefighters have to keep 36 hours of CE every year to maintain death benefits. Each firefighter certification class has a defined minimum and maximum number of hours. Some EMS programs require paramedic students to obtain (NCOEMS recommended minimum) 200 hours of clinical time and then say they are ready to be paramedics. Apparently 200 hours of ride time is sufficient for everyone to achieve entry-level competency. Dave Page wrote an article, “The Quest for Competence,” on this very thing. Take some time to read it if you haven’t.
Think about it in terms of continuing education and the needs of each individual. For example, Janie is a paramedic that works for a cardiac transport team and obtains countless cardiac and airway educational sessions annually. However, it has been three years since she completed any CE on or even responded to any type of trauma. Zack is a paramedic in a neighboring county that teaches ITLS several times a year. However, he seldom responds to cardiac calls and is self-described as “rusty at best” with reading 12 Lead ECGs.
Under most CE models, Zack and Janie are expected to complete the same number of hours in each topic, even if they are experts in one particular area, they still must show hours for the area. Under a competency-based program, Zack and Janie would each have CE customized to their specific needs. Training officers or even adaptive testing could identify objective competencies and weaknesses followed by an educational plan to remediate the individual. Zack may need to review four specific objectives in cardiology while Janie needs to review all of the objectives in trauma.
How do we know that Zack and Janie have mastered the outcomes? This is determined through valid and reliable assessment. Whether it is a psychomotor assessment — practical skill station — or cognitive assessment, John Q. EMT or Suzie firefighter’s outcomes are proven by their performance on the assessments.
Assessments come in many forms, most commonly multiple choice tests and practical skill station tests. Other methods of assessment include the use of matching questions, multiple answer, and short answer, essay, written papers, projects, group work and even oral interviews/boards. The assessment, if properly designed, will assess and document the learner’s mastery of the objectives and achievement of the course goal.
A properly designed assessment will be valid and reliable. Where reliability simply means that the assessment will yield consistent results and validity means the assessment actually measures the objectives for which it was written. The assessment can then be defended when saying the learner has mastered the necessary outcomes.
In order to better understand outcomes, objectives, and assessments, let’s take a quick look at how an educational topic (course) is built. Let’s assume we wanted to build a certification course for wood splitting. (Disclaimer/Note: For the purpose of this article, we are going to skip through the learner analysis phase and move into the design and development of the material.) We have formed a working group of the state’s experts in wood splitting. They meet and discuss their craft and identify a list of essential skills and knowledge for the Wood Splitter Apprentice (WSA) certification. This list is then converted into measurable objectives written by an instructional designer. Once the objectives exist, a subject matter expert and instructional designer work together to create an educational outline. They finish up by writing multiple assessments including a final exam and skill station test. Let’s take a quick look at the objectives and then the assessment of those objectives. Notice how each objective can easily be measured to document the outcomes.
At the end of this course the learner will be able to:
1.1 Differentiate hard wood and soft wood.
2.1 Define seasoned wood.
3.1 Identify the appropriate length for pre-split logs.
4.1 Given an axe, the learner will be able to split seasoned hardwood.
5.1 Given a wedge and sledgehammer, the learner will be able to free a stuck axe from an unseasoned log.
1. You are working at the site when a customer approaches you and says, “…can you tell me the difference in hard wood and other types of wood?” what would you say? (Write your response in the area provided below)
2. In your own words, how would you define “seasoned wood?” (Write your response in the area provided below)
3. Which of the following lengths of logs are appropriate for seasoning before being split?
The practical skill component would have a detailed skill evaluation sheet for each skill station that evaluates the learner’s ability to perform the skills listed in the outcome. The learner would be brought into the practical station and evaluated by a trainer while completing the station.
Take a quick look at the hypothetical course we just designed. Do you notice how everything is built around the objectives? Look at how the assessments are very similar to the objectives and are easily tied to them to show outcomes. This is the exact same way any firefighter or EMT course is designed. A goal is set, objectives are identified, the material is created, and assessments are built. Sometimes everything comes in one package while others allow the educator flexibility in building the material and assessments.
Notice I have not mentioned anything about the delivery method — traditional, online, hybrid, flipped etc. Why? Because we are talking about a course, irrespective of the delivery method, the design of the course is always the same: Write the objectives, design the course, build the assessments, launch the course and evaluate it.
Where We Are Now
NCOEMS lists all of their hours for initial programs as “Recommended” and not “required” allowing for institutional and individual variance. Additionally, years ago (circa 2007) NCOEMS removed the mandatory 96 hours of CE in favor of a more competency/need base approach leaving the credentialing requirements up to each individual institution — most of which continue requiring 96 hours. System based CE has fallen away from that strictly defined 96-hour model and replaced it with need based CE as identified by the local QA/QI process.
The National Registry of EMTs (NREMT) adopted a competency-based model several years back by allowing credentialing through testing. Rather than keeping track of and filling out their convoluted recertification packet, a Nationally Registered Paramedic can take the written test and be done with recertification. Why is this an option? Because it is reliable and effectively mapped to the paramedic objectives, the written test is valid. The NREMT is in effect saying that the person taking the test has a level of competency (entry level) worthy of credential.
Accredited colleges and universities all over the world allow “credit through testing.” College Level Examination Program (CLEP) programs are in place allowing students to receive college level credit by taking an assessment. The assessment is a comprehensive assessment of the course objectives similar to a final exam. This is basically a method of acknowledging the learner’s current knowledge and skills regardless of how they were obtained. The learner that successfully passes the assessment then receives college credit for the course, just as if he/she took an entire semester of it.
Where We Can Go
Outcome/Competency-based programs and assessments could dramatically shorten the time it takes for some learners while lengthening time for others. One particular educational model would use outcome-based assessments to create a customized educational program while giving the learner credit for current knowledge.
Initial courses would have the learner begin the program by taking the comprehensive assessment for each topic until he can’t pass one. He would then be directed to the training module for that section. After completing and passing the assessment, he picks back up with the assessments until another weakness is identified. (See Figure “Outcome Based Flow Chart.”) This method would effectively allow the learner to “test out” of certain topics while being directed to complete others. This could work well for those firefighters with years of experience but lacking time to complete official courses or nurses wanting to become paramedics and vice-versa.
Continuing Education could identify individual weaknesses and direct learners to spend their energy improving those weaknesses instead of allowing them to continue weakening. Thereby improving the overall readiness of the responders and safety of their districts.
At the end of the day, does someone stuck inside a burning building or pinned in a mangled car really care how long the firefighter or EMT spent in class? Or is it more important that they have the knowledge necessary and are able to safely perform the tasks to mitigate the situation? They care about the outcome, not how long it takes to achieve it. Why then are we so entranced with the seat-time and not focusing on the outcomes?
References for this article are available upon request at firstname.lastname@example.org.


The Muscular Dystrophy Community Assistance, Research, and Education Amendments (MD-CARE Act) of 2001 (Public Law 107-84) aimed to expand and intensify research on muscular dystrophies (MDs). The Act included language directing the NIH to establish centers of excellence for research on these diseases. The Muscular Dystrophy Cooperative Research Centers (MDCRC) program was later named in honor of Senator Paul D. Wellstone, a champion of MD research, as the Paul D. Wellstone MDCRCs.
The goal of the Wellstone MDCRCs is to foster the translation of new scientific findings and technological developments into novel treatments for the MDs. The MDCRCs promote basic, translational, and clinical research and provide important resources that can be used by the national muscle biology and neuromuscular research communities.
The six U.S. Centers are funded through the U54 mechanism by the NICHD's Intellectual and Developmental Disabilities Branch (IDDB); the National Institute of Arthritis and Musculoskeletal and Skin Diseases; the National Heart, Lung, and Blood Institute; and the National Institute of Neurological Disorders and Stroke. The NICHD currently funds two Centers. In addition to funding the two MDCRCs through the U54 mechanism, the NICHD supports research and training on MD through several other mechanisms.
Each MDCRC serves as a focal point for research collaborations in the MD field and provides training and advice about MD for basic and clinical researchers. The Centers also engage MD patients and patient advocates in educational programs.
Centers include one or more scientific research resource cores that support the specific MDCRC projects and serve as a resource for the international MD research community. Current NICHD-funded cores that serve the research community include:
- Cell Core. Among its activities, this core maintains a tissue bank of samples from facioscapulohumeral dystrophy (FSHD) patients. Through collaboration with partners, this core also stores and immortalizes cells, including myoblasts and lymphocytes, from FSHD patients.
- Immunology Core. This core provides access to assays for measuring immune responses in patients with Duchenne MD (DMD) who are receiving gene therapy and other therapies to increase their dystrophin protein levels.
- Histopathology Core. This core's activities include analysis of muscle tissues from DMD patients, measurement of immune responses of DMD patients, and analysis of immune responses to gene therapy in an animal model.
The MDCRCs study several types of MDs, including (but not limited to):
- Becker MD
- Myotonic dystrophy
- Limb-girdle MD
- Congenital MD
Researchers at the Wellstone MDCRCs engage in a variety of research activities to advance promising approaches for the treatment of MDs, including:
- Therapeutic target identification, characterization, and validation
- Development of diagnostics and biomarkers to characterize or stratify patient populations
- In vitro assay development
- Animal model development
- Candidate therapeutic efficacy screening
- Preclinical therapeutic optimization and U.S. Food and Drug Administration-required activities leading to an investigational new drug application
- Clinical research infrastructure
- Patient-oriented natural history studies
- Clinical outcome measure validation
- Cohort characterization and other studies in support of clinical trials
- Early stage clinical trials
- University of Massachusetts Medical Center*
- Research Institute at Nationwide Children's Hospital* (RINCH)
- University of Iowa
- University of Washington
- University of Pennsylvania
- University of Rochester
* Funded by NICHD


A new analysis of data from the Ginkgo Evaluation of Memory (GEM) study suggests that the herbal dietary supplement Ginkgo biloba does not reduce the risk of most cancer types in older adults. Previous research suggested ginkgo might have anti-cancer properties, and this study investigated that possibility in the largest randomized, placebo-controlled trial of ginkgo to date. The findings were published in the journal Pharmacoepidemiology and Drug Safety.
The parent study, supported in part by NCCAM, involved 3,069 participants at least 75 years old who were randomly assigned to take 120 mg of a carefully standardized ginkgo product or a placebo twice daily for 6 years. Using hospital admission and discharge records, the researchers observed 310 cancer hospitalizations among the participants—148 in the placebo group and 162 in the ginkgo group. The rate of cancer overall was similar between the two groups; however, compared with the placebo group, breast and colon cancers were increased among participants receiving ginkgo, while prostate cancer was reduced. Although these results were statistically significant, the researchers noted that the study's small number of cancer cases should be taken into account when interpreting their findings for ginkgo and specific kinds of cancer.
In addition, the scientists also point out that their research does not rule out the possibility that use of ginkgo starting at a younger age, or with a longer follow-up period might decrease cancer occurrence.
Previous results of the GEM study showed that ginkgo had no effect on dementia and that it did not prevent heart attack, stroke, or death, but may reduce the risk of developing peripheral arterial disease.
Biggs ML, Sorkin BC, Nahin RL, et al. Ginkgo biloba and risk of cancer: secondary analysis of the Ginkgo Evaluation of Memory (GEM) Study. Pharmacoepidemiology and Drug Safety.;19(7):694–698.2010