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Sustainability, sustainable, green, eco-friendly--these are more than just buzz words. These are words that are now entangled in the daily fabric of life. Kids are learning about sustainability in primary schools, more students are studying environmental concerns in college, and people of all ages are making attempts to be green, from recycling to volunteering to buying hybrid vehicles. As the green movement grew around the world, it also gained ground on college campuses. Student organizations focused on implementing green practices, institutions hired sustainability coordinators, and construction projects started to revolve around the variety of sustainable features. Campuses should begin to consider the core principles of sustainability, often referred to as the triple bottom line--environmental, economical, and social. Only when being sustainable in all three principles is a program, building, or campus achieving the triple bottom line. This publication features three articles, one discussing each aspect of the triple bottom line. Contents include: (1) A Blueprint for Green Design (Elizabeth Stringer); (2) Funding Sustainability Initiatives on Campus (Justin Rudisille and Krista Harrell-Blair); and (3) For the Greater Good: Examining the Growth of a Sustainable Student Leader on a College Campus (Elizabeth Stringer). Individual papers contain tables.

This document is comprised of two reports: (1) "Science-Based Recommendations to Prevent or Reduce Potential Exposures to Biological, Chemical, and Physical Agents in Schools" by Derek G. Shendell, Claire Barnett, and Stephen Boese (supported by grants from the Rockefeller Foundation, the National Institutes of Environmental Health Sciences, and the National Clearinghouse for Educational Facilities of the U.S. Department of Education); and (2) "The Healthy and High Performance School: Improving Student Health Improving Student Achievement and Saving Money for Schools" (supported by grants from The Rockefeller Foundation and the National Institutes of Environmental Health Sciences). The first report, commissioned by Healthy Schools Network, provides a concise review of scientific literature related to school indoor environmental quality (IEQ). It is a state-of-the-art review of peer-reviewed scientific literature that demonstrates the impact that school environments have on student health and learning. It concludes with over a dozen recommendations for improving school environmental health and safety based on today's known science regarding school indoor air quality and related environmental health issues. The second second report describes the policy implications of the first report for New York state and draws together existing 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 the school reform and equity debates. It concludes with policy options for New York State leaders to improve student productivity and health through greater attention to school facility issues. (The first report contains 301 references and 3 appendixes; the second report contains a list of 49 endnotes.)

Since 1996, APPA and CSHEMA, the Campus Safety Health and Environmental Management Association, have collaborated to produce guidance documents to help educational facilities get ahead of the moving target that is environmental compliance. This new 2017 edition will help you identify which regulations pertain to your institution, and assist in allocating the resources required for compliance. This book contains: (1) Elements of an Effective Program for Environmental Management and Compliance; (2) A Quick Reference Guide for Determining What Regulations May Apply to Your Institution; (3) Legislative/Regulatory Program Summaries (Clean Air Act (CAA), Clean Water Act (CWA), Comprehensive Environmental Response, Compensation and Liability Act (CERLA), Emergency Planning and Community Right-to-Know Act (EPCRA), Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA), Resource Conservation and Recovery Act (RCRA), Safe Drinking Water Act (SDWA), Toxic Substances Control Act (TSCA), and more); (4) Environmental Compliance Resources; (5) Overview of Subpart K of RCRA; and (6) Federal RCRA Underground Storage Tank (UST) Management Requirements.

Climate change poses challenges as well as opportunities for businesses and, broadly speaking for the entire economy. Businesses will be challenged to provide services or products with less harmful influence on the climate; respond to a changing policy, regulatory, and market environment; and provide new services and products to help address the challenges of a changing climate. Many businesses are beginning to see climate change as another context within which they need to consider their core functions of strategy, finance, operations, marketing, and their regulatory environments, a context that poses both risks and opportunities. The following are appended: (1) the Climate Change Education Roundtable; (2) Workshop Agenda; (3) Registered Workshop Participants; and (4) Biographical Sketches of Steering Committee and Speakers.

Recognizing that science and technology (S/T) have become increasingly relevant to important public policy issues, Congress has mandated the periodic preparation of a "Five Year Outlook for Science and Technology" to help U.S. policymakers anticipate and deal with these issues more effectively. This book, the result of a study conducted by the American Association for the Advancement of Science for the second such "Outlook," identifies and explores domestic and international policy concerns in which science and technology are critical factors. The interdisciplinary, non-technical approach provides policymakers, students, and others interested in science, technology, and public affairs with a timely overview of areas that are likely to become the world's most pressing concerns during the next several years. Issues/areas addressed include: applying S/T to public purposes; institutional climate for innovation in industry; decision-making with modern information/communications technology; relations of science, government, and industry (focusing on recombinant DNA); risk assessment for the 1980s' S/T and international security; U.S. policy toward scientific/technological development in developing countries; U.S. agriculture in context of the world food situation; trends and prospects in world population; international security implications of materials and energy resource depletion; and science and national defense. (Author/JN)

The American educational system increasingly shapes individuals to fit a production-consumption system. Most educators believe that education should provide career training and the basis for economic advancement, rather than reflect on past events. The questions--who we are, why we are here, and where we are going--are seldom discussed in public education today. Continued technological development has resulted in global concerns, including accelerating industrialization, rapid population growth, widespread malnutrition, depletion of nonrenewable natural resources, and deteriorating environment. These concerns have created a new kind of awareness that technology and its impact are irreversible. Increasingly, there is the realization that if present trends continue, self-destruction from overpopulation and high energy consumption is assured. The implication is that increased liberal arts knowledge will directly enhance a society's capacity to make choices, decide goals, and produce desired changes. This acceptance of a new liberal arts perspective, in turn, would increase the potential of education as a creator of intelligent, capable beings. (Author/DB)

Moral development theory, based on the work of Kohlberg and others, offers an approach to growth and stage change which may be applied to the everyday schooling process. Although there are now four general ways in which theory of developmental change is currently being applied, this paper proposes an alternative application of the stage transition aspects of moral development theory. In the major portion of the document, the author presents a proposal for a "Developmental Atmospheres" approach, viewing the elementary classroom as a total social environment where a student's moral development occurs. This plan for movement from theory to program reality for the stage-transition aspect of moral development theory defines the nature of a socially stimulating environment through theoretical definition of how stage change occurs. Further, the plan explains how the connection between theory and practice can be made through four phases of a model: (1) description of essentials of the theoretical explanations of stage change; (2) description of conditions for change evident in this theoretical explanation -- interaction, conflict, +1 reasoning, and restructuring; (3) translation of the four general conditions into classroom process objectives which can be used for observation -- categorizing them by general classroom procedures, children's work activities, the nature of class discussion, and teacher's action; and (4) validation of the observation instrument by data collection, analysis of data, and discussion. (Author/ND)

As part of a series prepared to acquaint small community officials with information on the latest community related research findings at the University of California at Davis, this monograph explicates the way in which tax structure, rural development assumptions, and even rural development policies and subsidies contribute to the inequities found in rural America. Among the major points made are: (1) the tax structure is such that corporations can derive investment subsidies without benefiting the community, for they can locate in an area without hiring local people, circumvent local tax laws, and delay tax payments; (2) property taxes are hardest on the local home owner, because the property tax is regressive and does not cover intangibles; (3) programs for rural expansion, recreation developments, and second home takeover result in loss of agricultural lands, inflated prices, and adverse environmental effects; (4) the capital gains tax encourages reckless land use planning by putting a premium upon assets held for a minimum time; (5) agricultural subsidies perpetuate income inequities, for non-farmers in large income brackets find it profitable to farm at a loss so as to gain a tax shelter, thereby presenting unfair competition to farmers farming for a living; (6) research has been technologically, rather than people, oriented and has contributed to the displacement of human beings. (JC)

This publication is the sixth in a series of papers on global environmental issues. This paper evaluates the future of nuclear power, subjecting it to several tests: (1) economics; (2) safety; (3) adequacy of fuel supplies; (4) environmental impact; and (5) both national and international security. Section headings include: (1) The nuclear fuel cycle; (2) Nuclear economics; (3) Uranium supplies; (4) Safety; (5) Environmental impact; (6) Energy independence; (7) Nuclear terrorism; and (8) Nuclear power and society. This paper suggests that nuclear power may not only be unsafe but uneconomical. Among other examples are several cases of near catastrophic nuclear accidents of which the public was told nothing until the crictical periods had passed. (MR)

This guide describes the ways in which sounds are generated, travel, and affect the listener's hearing and well-being. Recommendations are given for controlling noise at the source and along its path of travel, and for protecting the listener. Remedies are given for noise commonly encountered in homes, work environments, schools, while traveling, and in communities. The remedies include noise prevention techniques and selection of quiet alternatives to existing noise sources. General principles for selecting quiet appliances are given. Ways of searching for the sources of noise and for determining the paths over which they travel to the listener are described. A detailed index is given for individual noise sources describing specific solutions to the problems they present. General ways of looking for inherently quiet homes and travel accommodations are described. In a final chapter, there are suggestions for enlisting community help where large external sources of noise must be quieted, such as those arising from public utilities and public transportation. (Author/MLF)

A key question to ask in determining whether a solution will be found to the current worldwide destruction of plant and animal life is whether people will learn to reconcile effectively the demands of environmental conservationists and developers. Probably the most immediate threat which ecological destruction poses to human welfare is shrinkage of the plant genepools available to agricultural scientists, farmers, and foresters. Additional problems are the extinction of species with economic or medical value and the ecological disturbances which result from the loss of any species. Demands for rapid economic and social development in Third World nations present particular problems for long-term environmental conservation. Unless national and international economic systems provide more opportunity for advancement, the dispossessed will naturally molest legally protected lands, trees, and animals. Environmental planners in all nations and foreign aid agencies in developed nations must incorporate concern for preservation of biological diversity into their policy decisions. A start toward the creation of needed ecological protectorates was made in 1978 when UNESCO designated 144 areas in 35 nations as part of a global network of Biosphere Reserves. The conclusion is that developers and conservationists must cooperate to develop policies to keep the biosphere in good order, slow the population growth, and satisfy people's basic needs. (Author/DB)

The document suggests that problems of land use control can often be solved by applying geographic skills in analyzing the physical, economic, and cultural attributes of land. The paper is intended predominately for use by citizens' groups as they study the legal and judicial components of land management legislation. It can also be used as resource material for college geography classes. The document is presented in five chapters. Chapter I reviews regulations affecting private land ownership, physical and spatial uses of land, location theory, and urban encroachment upon agricultural land. Chapter II examines local, state, and federal land use policies. Chapter III presents an overview of public land use control, acquisition, and regulation. Chapter IV discusses the constitutional requirements which govern public zoning regulations, private property restrictions, building codes, and subdivision control. The final chapter describes and evaluates federal open space programs. The conclusion is that, although much important open land has been set aside for federal open space programs, benefits from the programs have been inequitably distributed and planning criteria have been inadequately defined. (Author/DB)

The booklet discusses the concept of environmental psychology and suggests ways of applying environmental psychology principles to education. A new field of study, environmental psychology deals with influences of the physical environment on human attitudes and behavior. Of potential use to educators on all levels as they seek to use the physical environment to enhance educational programs, environmental psychology comprises these key concepts: 1) symbolism, referring to social meaning of objects and their arrangement; 2) territoriality, achieving and exerting control over a particular segment of space; 3) privacy, comprising visual and acoustical separation; 4) nonverbal communication, imparting meaning through facial expressions, gestures, and other body movement; 5) individual differences regarding high, average, or low sensitivity to the environment; and 6) cultural differences concerning ways in which various nationalities react to the environment. Teachers can introduce environmental psychology into the classroom by asking students to respond to questions concerning seating arrangements, room temperature, and furniture, and by directing students to analyze photographs of classroom and recreational environments. Ways in which teachers can apply principles of environmental psychology in a school setting include changing seating arrangements to suit class activities, providing unobstructed views of the center of activity for all students, using an open education environment to provide a variety of small private spaces, and using the school's heating plant, water supply system, and cafeteria to study technological and ecological topics. An annotated bibliography concludes the document. (Author/DB)

Citizens can play an important role in helping their states develop pollution control programs and spurring effective efforts to deal with nonpoint-source pollution. This guide takes the reader step-by-step through the process that states must follow to comply with water quality legislation relevant to nonpoint-source pollution. Part I provides background on nonpoint-source pollution. Parts II, III, and IV describe in detail the nonpoint-planning process. Chapter titles are: (1) "Introduction: An Opportunity for Citizen Action"; (2) "A Different Kind of Pollution"; (3) "Identifying Water-Quality Problems"; (4) "Identifying Sources of Nonpoint Pollution"; (5) "Selecting Best Management Practices"; (6) "Establishing Institutional Mechanisms"; (7) "Drawing Up an Implementation Schedule"; and (7) "Monitoring Implementation and Enforcement." References are provided at the end of each chapter. Appendices contain: (1) a listing of offices of the Environmental Protection Agency and states within each EPA region; (2) state water pollution control agencies; (3) nonpoint-source provisions in the Water Quality Act of 1987; (4) report of the Conference Committee, U.S. House of Representatives pertaining to management of nonpoint sources of pollution; (5) state water resources research institutes; (6) major nonpoint-source pollution categories and subcategories; and (7) agricultural chemicals for which EPA has recommended water quality criteria. (LZ)

The U.S. Environmental Protection Agency (EPA) is responsible for setting and enforcing environmental quality standards for the nation. With the Clean Air Act of 1970 (P.L. 91-604) and the Water Pollution Control Act of 1972 (P.L. 92-500), the first truly nationwide control programs were established. This booklet is designed to inform the public of the work being done by the EPA in the areas of water and air pollution, of the standards established through much research and testing, and of the enforcement policies and legislation now in effect. Terms are defined and guidelines for citizen action in environmental concerns are included. (MA)

This document describes how environmental educators can incorporate values education into their classrooms. After analyzing Kohlberg's stages of moral development, the first section of the paper stresses that the environmental educator needs to facilitate student dialogue and reasoning appropriate to the student's moral stage and to encourage progress to the next level. Seven values objectives are provided for the teacher that include the development of equality, empathy, factual knowledge, social ethical principles, personal ethical principles, moral judgments and resolutions, and action. Ten specific teaching processes for guiding the classroom teachers in developing questions for student reflection are presented. The first three instructional models set forth processes for teaching basic skills for ethical analysis and reasoning. The three processes which follow stress an empathetic mode for understanding others' values and feelings. The next two processes involve contemplating stressing introspection and shaping of one's own ethos and worldview. The last two are analytic, demanding the student to set forth the reason and principles which warrant his particular judgment and then defend these reasons in ways appropriate to his moral development. (Author/DE)

The 20 chapters in this book focus on the creation of environmentally safe and healthy school buildings and grounds and on what school administrators, teachers, maintenance staff, students, community leaders and parents can do to meet this goal. The guide functions as an introduction to environmental problems and issues relevant to schools, provides resources for further investigation, and suggests ways to incorporate the information into daily instruction. Outlines at the beginning of each chapter are included to ensure accessible reference. A broad range of topics including environment and health issues, toxic materials and pesticides, nutrition and the environment, water, energy, recycling and source reduction are covered. Chapters 1 through 17 present basic facts so that environmentally educated decisions can be made in the operation of school buildings and classrooms. Chapter 18 contains both student- and teacher-suggested activities, including examples of what other schools, individuals, and organizations are doing. Chapters 19 and 20 list curricula, books for children and adult use, videos and state-by-state agency resources. The book also provides telephone numbers and addresses of government agencies, organizations, hotlines, companies, and individuals, and more than 360 charts, graphs, tables, and pictograms. (LL)

This book provides an organized, systematic overview of the basic aspects of health program management, nursing practice, and human relations issues in camp nursing. A foremost assumption is that health care in most camps needs improvement. Good health is dependent upon interventions involving social, environmental, and lifestyle factors that impact health more than health care services alone. Professional registered nurses are the best prepared health care providers for most camps. Management skills, community health preparation, broad-based general education background, and emphasis on prevention and health promotion are integral parts of the baccalaureate degree in nursing. Each camp is a small community, and camp nurses must know the nature, characteristics, and informal politics of said community. Health care should be a collaborative effort among its members. A needs assessment survey by the Dean's Fund of the Intercollegiate Center for Nursing Education in Spokane, Washington was the basis for the information included in this book. Chapters cover traditional issues such as developing a health program, first aid, records, communicable diseases, and injury prevention; as well as more challenging community and professional issues of ethical behavior, violence, substance abuse, and sexuality. Appendices outline American Camping Association standards, staff and camper training in prevention and health promotion, procedures for analyzing accidents, OSHA regulations on occupational exposure to pathogens, and relevant developmental characteristics of young adults; provide sample checklists and recordkeeping forms; and list additional resources. Contains an index. (JAT)

Presented in these proceedings are the inaugural and presidential addresses, 8 keynote addresses, and 40 contributed papers presented at an international conference on environmental education (EE). Conference recommendations, a synopsis of conference themes/thrusts, resolution on the organization of a national environmental congress, and the Delhi Declaration on Environmental Education are also presented. The conference addressed a wide range of topics relevant to EE training, orientation, awareness, and research. These topics included: assessment of philosophy of EE in the tropics; introduction of nuclear power in the Philippines; food or fuel; women and energy; role of universities in EE; role of research and development institutions in EE; fundamentals in teacher preparation and curriculum development for EE; identification of psychological, cultural, and physical materials for EE; proposal for mass education of environment; strategies for using extra-curricular activities in science for spread of EE; population education and its relationship to EE; marine pollution; social fencing and institutionalization of green gold farming in the Himalayas; poverty and environment; and others. In addition, EE programs, activities, and experiences unique to specific foreign countries are discussed. Countries include Indonesia, Japan, Malaysia, Philippines, Sri Lanka, Thailand, and India. (JN)

This anthology of articles is designed to supplement standard texts for courses in human physiology, environmental physiology, anatomy and physiology, pathobiology, general biology, and environmental medicine. It focuses on the influences of the external environment on the body, the physiological responses to environmental challenges, and the ways in which these responses contribute to either health or disease. The articles are organized into six sections, each preceded by a general introduction. The first four sections deal with the physiological effects of and responses to the nutritional, chemical, physical, and psychosocial environments. Next is a section discussing the immune defenses of the body, including responses to the microbial environment, reactions to cancer cells, and the problems of organ transplantation. The concluding section deals with the physiology of aging and brings together information and concepts from the earlier sections. The epilogue discusses the present evolution of man. (MM)

The focus of the 16 essays in this book is the physical environment of learning, specifically the man-made or built environment. The authors contend that educators have tended to overlook the influence of built environments on the learning process--a process not confined to schools, but involving play areas, tree houses, and the city itself. The authors encourage the development of "environmental literacy," which includes not only awareness of and sensitivity to physical space but also action of a problem-solving nature involving users in collaborative planning. Among the topics discussed are children's preferences in playground design, theoretical issues in environmental psychology, creating facilities responsive to the needs of exceptional children, the meaning of the setting in open education, learning environments outside the classroom, individual styles in the use of space, and techniques of determining and responding to user needs. (Author/MLF)

Rural development literature yields three images of improved social well-being--economic technical growth, human-interpersonal growth, and environmental-quality protection. While the economic growth dimension of rural development has received much attention, little is known about the structural conditions in the social organization or the kinds of intervention strategies which will produce social well-being. It appears that once the sustenance threshold is approached, increments of liberation per unit of economic technical growth diminish sharply. Social theory literature suggests the means for ordering the rural development model a la interactionist theories based in existential philosophy which parallel rural development intervention practices by treating both ends and means. Economic development must be viewed as no more than a means, for the ends of rural development should be human and ecological and have to do less with development than with being. Therefore, rural development should inlclude a systematic examination of social theory, and the following, among other, hypotheses should be tested: relationships expressing cooperative linkages are more supportive of social well-being than those expressing opposition or isolation; comprehensiveness of linkages is more facilitative of social well-being than is fragmentation; conscious commitment to comprehensiveness/cooperativeness is most facilitative of social well-being. (JC)

The National Environmental Policy Act of 1969 requires an environmental impact statement for any major federal action affecting the human environment. Now many state and local governments require impact statements from state agencies or private agencies. This handbook presents a standardized approach to the development and implementation of policy. Reviewed are requirements and proposals by states and other political subdivisions. Discussed is the content, format, and interpretation of impact statements. Recommended guidelines for preparing impact statements are outlined. Included are descriptions of projects and the existing environment, impacts of/on the environment, alternative strategies, unavoidable adverse impacts, impacts over time, and irreversible/irretrievable commitments. The appendices contain addresses for available guidelines, annotated and selected bibliographies, manuals, and newsletters, a listing of public and private organizations, and a review of interpretation of impact statements in the courts. (MR)

This report is one of a series prepared by the National Research Council for the U.S. Environmental Protection Agency. This report takes a critical look at the relationship of energy and the environment and focuses on three main policy questions: (1) Do environmental regulations make too great a demand on scarce resources of energy and the economy; (2) Are our current pollution control measures cost-effective and how can we improve them; and (3) What are the major trade-offs involved in environmental regulations? Chapter titles include: (1) Background, Objectives, and Methodology; (2) Effects of Energy Systems on Health and the Environment; (3) Major Energy-Environment Issues; and (4) Challenges to Management. The executive summary lists six key recommendations from the report. Each chapter has a list of references. The appendices include: (1) a review of energy systems, fuel cycles, residuals, and effects; (2) the energy/environment matrix; and (3) energy conversion factors. (MR)

The monograph examines objectives and preparation of environmental impact statements (EISs) and assesses the degree to which these documents are successful in monitoring the environmental impact of development in the United States. The document is part of a series of resource papers developed to supplement college-level geography textbooks. The document is presented in eight chapters. Chapter I defines an EIS as a mechanism to ensure that the implications of projects are carefully considered before the projects are undertaken. Chapters II and III address preparation and review of an EIS at the federal level. Chapter IV explains how EIS requirements interact with other laws and regulations. Chapter V presents basic topics to be included in any EIS. Chapter VI identifies problems related to the EIS process. Chapter VII suggests resources for additional information, and the final chapter discusses the geographer's role in the EIS process. The document concludes with a bibliography and a listing of EIS-related legal cases. (DB)

This is the third of three works that lay the basis for a new approach to architecture, building, and planning. At the core of these books is the idea that people should design for themselves their own houses, streets, and communities. Although the idea implies a radical transformation of the architectural profession, it comes from the observation that most of the wonderful places of the world were made not by architects but by the people. This book is the master plan for the University of Oregon and is now being implemented at the university; but it shows at the same time how any community the size of a university or small town might go about designing its own future environment with all members of the community participating personally. It is a concrete example of the authors' theories in practice, showing in simple detail, with numerous illustrations, how to implement six guiding principles: organic order, participation, piecemeal growth, patterns, diagnosis, and coordination. (Author/MLF)

This book examines the current state of the art regarding benefits assessment, including such tools as bidding games, surveys, property-value studies, wage differentials, risk reduction evaluation, and mortality and morbidity cost estimation. It is based on research, sponsored by the United States Environmental Protection Agency, related to the quantitative estimation of benefits derived from the maintenance or improvement of air and water quality. Part I is a presentation of basic concepts and methods which underlie the case studies in Parts II and III. Areas addressed include benefit-cost analysis (the technique of policy analysis that, under Executive Order 12291, must be applied to all major federal regulatory actions), the concept of economic benefits, links between actions affecting the environment and their effects on humans (and why an understanding of those links is important for benefits estimation), and problems of assigning economic values to cleaner air and water. Part II presents case studies dealing with urban air pollution. Part III presents case studies dealing with rural and regional air and water pollution and discusses benefit estimation related to acid rain, groundwater contamination, and visibility in national parks. Parts IV and V contain concluding remarks, and a bibliography and index. (JN)

Intended to be a source of information on the nature and significance of health effects related to chemical disposal, this document is the final report of the Executive Scientific Panel on Health Aspects of the Disposal of Waste Chemicals. The panel, which was organized by the Universities Associated for Research and Education in Pathology (UAREP), reviewed scientific literature, commissioned reports from various task forces on waste disposal, and solicited input from scientists and interested individuals and organizations. Findings are reported on: (1) waste chemicals of major concern; (2) factors influencing human exposure; (3) the assessment of health effects; (4) epidemiology in exposed populations; (5) factors involved in risk assessment; (6) chemical exposure health studies; (7) disposal site health studies; and (8) international aspects of chemical waste disposal. The report is summarized, and conclusions and recommendations are included. The appendices contain a synopsis of information on various chemicals, a list of study participants, and a list of individuals and organizations responding to the draft report. (TW)

The article discusses the environmental standards setting of the events industry in the U.S. It states that events industry can influence attendees to practice green living by educating them during the event and added that the events industry itself can contribute green planning by choosing local products, reducing travel destinations and practice recycling. Moreover, the 10 easy steps to achieve green planning in conducting an event are also presented.