DOCSLIB.ORG

ED363520.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME ED 363 520 SE 054 015 AUTHOR Braus, Judy A.; Wood, David TITLE Environmental Education in the Schools: Creating a Program that Works! Manual M0044. SPONS AGENCY Peace Corps, Washington, DC. Information Collection and Exchange Div. PUB DATE Aug 93 CONTRACT PC-889-2278 NOTE 513p. AVAILABLE FROM Peace Corps, Information Collection & Exchange, 1990 K Street, N.W., 8th Floor, Washington, DC 20526. PUB TYPE Books (010) Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS *Curriculum Development; Educational Objectives; Elementary Secondary Education; *Environmental Education; *Learning Activities; *Learning Strategies; Lesson Plans; Student Evaluation; Teaching Guides; *Teaching Methods IDENTIFIERS *Environmental Education Programs ABSTRACT This book is a manual that enables teachers to formulate an effective program of environmental education across multiple grade levels and cultural settings. A section provides tips for using the book, followed by nine chapters dealing with different aspects of developing and implementing an environmental education program. Chapter 1 presents a brief overview of what environmental education is all about. Chapter 2 focuses on developing an environmental education plan by addressing the environmental issues in the community. Chapter 3 discusses how to tailor an environmental education program to fit the needs of the school system and community. Chapter 4 focuses on how children develop intellectually and morally and how to use child development theories to develop a more effective environmental education program. Chapter 5 looks at how to develop an environmental scope and sequence. Chapter 6 focuses on lesson plans, learning styles, learning strategies. Chapter 7 presents methods of creating effective environmental education activities and includes over 50 sample activities. Chapter 8 examines strategies for implementing an environmental education program. Chapter 9 focuses on a variety of formal and informal strategies for evaluating environmental education efforts. An appendix includes additional resources, a bibliography and an index. (MDH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** NO ENVIRONMENTAL, DUCATIOA inthe CHOOLS CreatingaProgram that Works! U.S. DEPARTMENT Of EDUCATION Office a/ Educahohal Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 22 This document has bean reproduced as received from the person or organization Orrpmeting 1. 0 Minor changes have been made to improve reproduction Quality Points ot vlaw opuuone Slated m this 00Co mem do not necessarily represent official OERI position or pohcy Peace Corps Information Collection & Exchange Manual M0044 I.17ZZAFMg5247ZZIZZArWW1) PY INFORMATION COLUCTION & EXCHANGE Peace Corps Information Collection & Exchange (ICE) was established so that the strategies and technologies developed by Peace Corps Volunteers, their co-workers and their counterparts could be made available to the wide range of develcpment organizations and individual workers who might find them usefid. Training guides, curricula, lesson plans, project report., manuals and other Peace Corps-generated materials developed in the field are collected and reviewed. Some are reprinted as is; others provide a source of field-based information fir the production of manuals or for research in particular program areas. Materials that you submit to ICE thus become part of Peace Corps' larger contribution to development.. Information about ICE publications and services is available through: Peace Corps Information Collection & Exchange 1990 K Street, NW 8th Floor Washington, DC 20526 Add your everience to the ICE Resource Center. Send materials that you have prepared so that we can share them with others working in the development field. Your technical insights serve as the basis for the generation of ICE manuals, reprints, and resource packets, and also ensure that ICE is providing the most up-to-date, innovative problem- solving techniques and information available to you and your fellow development workers. recycled paper ENVIRONMENTAL EDUCATION IN THE SCHOOLS CreatingaProgram that Works! by JUDY A. BRAUS DAVID WOOD LESLIE EICHNER L.EFRANC Design NANCY MILLER Desktop Publisiling PEACE CORPS Information Collection and Exchange August 1993 M0044 Prepared for the Peace Coips by Judy Brans and David Wood under Contract No. PC-889-2278. This manual may be reproduced and/or translated in part or in full without payment of royalty. Please give standard acIznowledgement. 5 ACKNOWLEDGEMENTS limmEimminwilminem Do what you can, with what you have, where you are. Theodore Roosevelt MEINEME11111111110111011111111111 "We'd bketotlianizthe many friends and colleagues who helped us develop this environmental education manual for Peace Corps. Our first thanks goes to our creative designer Leslie Eichner LeFranc, who took a huge mess of a manuscript and turned it into a beautifully designed book. We'd also like to thank Nancy Miller, who worked with Leslie's design and spent hours (and hours and hours) at the Mac expertly formatting the text, scanning art, and integrating the design to create the final draft. Without Leslie's and Nancy's dedication and skill, this book would not have been possible. We are especially grateful to the following colleagues who took the time to review the draft, discuss ideas, and offer comments about how to improve: Dr. Randy Champeau, Professor, Environmental Education, University of Wisconsin; Peggy Cowan, Education Specialist, Alaska Department of Education; Scott Eckert, Director of Interpretation, Dry Tortugas National Park, Dr. Sam Ham, Professor, School of Forestry, Wildlife, and Range Sciences, University of Idaho; Dr. Lou Iozzi, Dean of Science Education, Cook College, Rutgers University; Ed McCrea, Executive Director, North American Association for Environmental Education; Kathy McGlauflin, Vice President, Education, Project 6 Learning Tree; Dr. Martha Monroe, Environmental Education Consul- tant; Dr. Bill Stapp, Professor, Natural Resources, University of Michigan; Diane Wood, Vice-President, Latin American and the Caribbean, World Wildlife Fund. Special thanks go to Jody Marshall, Robin D. Grove, Meryl Hall, Alma Lowry, Sara Lustbader, Lori Mann, and Barbara Pitman, who reviewed various drafts and offered advice and support along the way. We'd also like to thank Dr. Mary Schleppegrell, former Education Specialist with the Office of Training and Program Support (OTAPS); Drew Burnett, Environmental Education Specialist, OTAPS; Therese Glowacki, Natural Resource Specialist, OTAPS; Kathy Rulon, Education Specialist, OTAPS; Barbara Ferris, WID Coordinator, OTAPS; Mary Jo Larson, Education Specialist, OTAPS; Pete Coursey, Program and Training Officer for the PACEM Region of Peace Corps; Paul Vitale, Urban Coordinator, OTAPS; and Ana Rosa Ortiz, Associate Peace Corps Director, Honduras. All offered great comments and support throughout the development of the manual. A very special thanks go to David Wolfe, Director of Peace Corps' Information and Collection Exchange (ICE), for his patience and support throughout the development of this manual and for his excellent editorial suggestions. We also appreciate everything Judy Benjamin and the other editorial experts on the ICE staff did to help get this manual printed. We'd also like to thank George Mahaffey, Manager of the Environment Sector, for his continuing support of environmental education activities around the world and for his commitment to maintaining high quality environmental programming in all regions. On a more personal note, David would like to thank Sidwell Friends School for supporting his international environmental education activities and providing so much guidance and on-going support. He would especially like to thank headmaster Earl Harrison, middle school principal Bob Williams, and teaching colleague Dan Bogan. And Judy would like to dedicate this book to the memory of her father, Harry Braus, who spent his life working for human rights, education, and everything the Peace Corps stands for. And fmally, we'd like to acknowledge all the Peace Corps Volunteers and country staff from around the world who helped us, directly and indirectly, by sharing their views on environmental education and for the work they continually do on behalf of the environment to help make the world a better place for all of us. Judy Braus David Wood ii 7 TIPS FOR USING THIS BOOK mimemominissminnamial You can't really understand other traditions if you don't understand your own. John Searle Asy-ou seefrom the Table of Contents, we've divided Environmental Education in the Schools: Creating a Program That Works! into nine chapters, with an appendix that includes the bibliography and other information. Each chapter deals with a different aspect of developing and implementing an environmental education program. Although each chapter stands alone, you might want to sldm the main subheads in each chapter to decide which parts are most appropriate for your needs. In general, we encourage you to follow a planning process that begins with looking at the local environmental problems in your community (Chapter 2) and the realities of the school system you will be worldng with, including the cultural issues that might influence your effectiveness
Recommended publications
  • Guide for Implementation of Helping Babies Breathe®

    Guide for Implementation of Helping Babies Breathe®

    Guide for Implementation of Helping Babies Breathe® Strengthening neonatal resuscitation in sustainable programs of essential newborn care Guide for Implementation of Helping Babies Breathe® (HBB): Strengthening neonatal resuscitation in sustainable programs of essential newborn care. 2011. Elk Grove Village, IL: American Academy of Pediatrics Helping Babies Breathe® (HBB) aims to help meet Millennium Development Goal 4 targets for reduction of child mortality by addressing one of the most important causes of neonatal death: intrapartum-related events (birth asphyxia). HBB is an evidence-based educational program which teaches the simple steps that effectively resuscitate the majority of infants not breathing at birth. Helping Babies Breathe is designed to coordinate with other interventions in a package selected to improve neonatal and maternal health. HBB can be used as the resuscitation component in courses teaching Essential Newborn Care (WHO) and courses in midwifery skills. HBB can be used at all levels in the health system. It extends resuscitation training to first-level health facilities and health workers in resource-limited settings, where these skills are most lacking. It also can be used in higher-level health facilities, including tertiary facilities, where it complements, but does not replace, comprehensive resuscitation programs such as the Neonatal Resuscitation Program (NRP). Both HBB and NRP teach the same first steps in resuscitation, but NRP also includes the use of supplemental oxygen, chest compressions, intubation, and medications. HBB uses a learner-centered educational methodology with emphasis on mastery of key skills. Pictorial, color-coded print materials and a low-cost, high-fidelity neonatal simulator engage learners and empower them to continue learning in the workplace.
  • Higher Education in China, a Paradigm Shift from Conventional to Online Teaching

    Higher Education in China, a Paradigm Shift from Conventional to Online Teaching

    Higher Education Studies; Vol. 11, No. 2; 2021 ISSN 1925-4741 E-ISSN 1925-475X Published by Canadian Center of Science and Education Higher Education in China, a Paradigm Shift from Conventional to Online Teaching Wang He1, 2, 3 & Gao Wei4, 5 1 DBA Candidate of University of Wales Trinity Saint David London Campus, UK 2 Vice President, Hankou University, Wuhan, China 3 Associate Professor & Dean of College of Media, Hankou University, Wuhan, China 4 PhD Candidate, Wuhan University of Technology, China 5 Dean of College of International Exchange, Hankou University, Wuhan, China Correspondence: Gao Wei, Dean of College of International Exchange, Hankou University, Wuhan, China. E-mail: [email protected] Received: February 6, 2021 Accepted: March 4, 2021 Online Published: March 6, 2021 doi:10.5539/hes.v11n2p30 URL: https://doi.org/10.5539/hes.v11n2p30 Abstract The entire education system, from elementary school to higher education, distorted during the lockdown period. The latest 2019 coronavirus disease (COVID-19) is not only recorded in China, but also globally. This research is an account of the online teaching paradigm assumed in the teaching method by most of universities in China and subsequent tests over the course. It looks forward to offering resources rich in knowledge for future academic decision-making in any adversity. The aim of this research paper is to explain the prerequisites for online education and teaching during the COVID-19 pandemic and how to effectively turn formal education into online education through the use of virtual classrooms and other main online instruments in an ever-changing educational setting by leveraging existing educational tools.
  • 5.0-6.0 the Lost Gate Card, Orson Scott 5.8 Danny North Knew From

    5.0-6.0 the Lost Gate Card, Orson Scott 5.8 Danny North Knew From

    5.0-6.0 The Lost Gate Card, Orson Scott 5.8 Danny North knew from early childhood that his family was different, and that he was different from them. While his cousins were learning how to create the things that commoners called fairies, ghosts, golems, trolls, werewolves, and other such miracles that were the heritage of the North family, Danny worried that he would never show a talent, never form an outself. He grew up in the rambling old house, filled with dozens of cousins, and aunts and uncles, all ruled by his father. Their home was isolated in the mountains of western Virginia, far from town, far from schools, far from other people. There are many secrets in the House, and many rules that Danny must follow. There is a secret library with only a few dozen books, and none of them in English — but Danny and his cousins are expected to become fluent in the language of the books. While Danny's cousins are free to create magic whenever they like, they must never do it where outsiders might see. Unfortunately, there are some secrets kept from Danny as well. And that will lead to disaster for the North family. The Gate Thief Card, Orson Scott 5.3 In this sequel to The Lost Gate, bestselling author Orson Scott Card continues his fantastic tale of the Mages of Westil who live in exile on Earth in The Gate Thief, a novel of the Mither Mages. Here on Earth, Danny North is still in high school, yet he holds in his heart and mind all the stolen outselves of thirteen centuries of gatemages.
  • Challenging Hidden Assumptions in Language Teaching

    Challenging Hidden Assumptions in Language Teaching

    LEARN Journal: Language Education and Acquisition Research Network Journal, Volume 12, Issue 1, January 2019 Challenging Hidden Assumptions in Language Teaching Vivian Cook Newcastle University, United Kingdom [email protected] Abstract Much language teaching still depends on assumptions established in the nineteenth century, namely the priority of speech over writing, the maximal use of the target language in the classroom, the rejection of explicit explanation of grammar and the use of the native speaker as the role model for the student. None of these assumptions are supported by contemporary view of second language acquisition: written language has its own characteristics and functions; however much the first language is banned, it is still active in the students’ minds; grammar is a central component of language learning, whether explicit or otherwise; students should aim to be successful second language users, not imitation of native speakers. The assumptions need then to be re-examined in the light of current ideas of second language learning. Keywords: Language Teaching, Hidden Assumptions, Second Language Learning Introduction This paper is the latest version of an argument that I have been trying to develop for some time (for example Cook 1999, 2003, 2010), namely that certain ideas put forward in the late nineteenth century still have a covert influence on much of what goes on in language teaching classrooms. The debate about language teaching methods such as the communicative approach, task-based learning and post-method lack of method (Kumaravadivelu, 2006) seldom deals with these all pervasive underlying ideas and so these aspects of language teaching never change.
  • 2013 Summer Reading List

    2013 Summer Reading List

    SUMMER READING LIST 2013 TABLE OF CONTENTS INTRODUCTION 2 MIDDLE SCHOOL Grades 6 and 7 3 Grade 8 11 UPPER SCHOOL General Requirements 16 New International Students 17 Literature and Composition I Required 18 Literature and Composition I Recommended 19 Literature and Composition II Required 26 Literature and Composition II Recommended 26 Grades 11 and 12 Required 35 Literature and Composition III 35 AP English Language 37 The Short Story: Read It and Write It 38 The Tradition of the Novel 38 Found Voices 39 AP English Literature 39 Grades 11 and 12 Recommended 40 Language Books 57 Social Studies Books 60 INTRODUCTION ••••••••••••••••••••••••••••••••••••••••••••••••••••• All students at Dana Hall are required to complete summer reading. The books you read will be used in your English class during the first few weeks of the first trimester. As you read, we urge you to remember that the art of reading is a creative act, a collaboration between reader and writer. Hold a dialogue with these books: question, argue, disagree; underline those passages that exhilarate you as well as those that infuriate you. Keep a notebook to jot down your imme- diate responses to each of these works and write questions that you want to discuss in your English classes. Encourage your family and friends to join you in these reading experiences. A number of the books on this list have been made into movies, many of them wonderful in their own right. Seeing a movie instead of reading the book, however, will not prepare you for your teacher’s assignment related to that book, nor will it replace the unique experience of interacting with a specific text.
  • Study on the Course Design of Risk Governance Based on Practical Ability Training

    Study on the Course Design of Risk Governance Based on Practical Ability Training

    2016 International Conference on Advanced Education and Management Engineering (AEME 2016) ISBN: 978-1-60595-398-4 Study on the Course Design of Risk Governance Based on Practical Ability Training Ling ZHOU1, Jie SU2,* and Tao ZHANG3 1School of Social Development and Public Policy, Beijing Normal University, China 2School of Management Science and Engineering, Central University of Finance and Economics, China 3Risk Management and Research Center, Beijing Normal University, China *Corresponding author Keywords: Master of public administration, Course design, Governance risk, Practical ability training. Abstract. With the increasing complexity of public affairs, MPA teaching must strengthen the cultivation of both theory and practice. By discussing the course goal, the course duty and the content, the course characteristic and so on, this paper proposes a Governance Risk course design mentality and the pattern based on the practical ability training. Introduction Several catastrophes coping tells us: in today's society, the nature of risk and the environment which leading to risks have been changing [1-3]. The most prominent feature is that the risk formation and evolution is a complex system, resulting in the risk is caused by a variety of complex factors, whether in the existing form, occurrence model and influence scope, both show the characteristics of composite [4], so that the risk is becoming more external and public, more serious and influential which not only changes the Traditional disaster, even made a new disaster [5]. At the same time, the ability of social management is also changing, which is mainly manifested in the propagation mode of emergency, the change of coping style, and the expansion of the vulnerability of social and economic critical system [6,7].
  • Comparing Traditional Teaching Method and Experiential Teaching Method Using Experimental Research

    Comparing Traditional Teaching Method and Experiential Teaching Method Using Experimental Research

    Journal of Education and Educational Developement Article Comparing Traditional Teaching Method and Experiential Teaching Method using Experimental Research Farhan Uddin Raja Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Pakistan [email protected] Dr. Najmonnisa Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Pakistan [email protected] Abstract The modern time is shaping a world of opportunities that has glorified the role and functions of multinational organizations across the globe. An individual has become a global citizen, who explores employment opportunities in different countries of the world. This has signified the importance of interpersonal skills that allow individuals to connect with people from different cultures. As a result, the role of business communication instructors has become vital because they impart the skills of communication among their students. For this, instructors’ sensitivity towards the teaching methods used in classrooms are of prime significance. These methods determine the interest level and motivation of students towards learning and acquisition of communication skills. Therefore, this study aims to compare experiential learning method and traditional learning method to explore which method inculcates and improves the communication skills of business administration students of a private sector university. The study was conducted in a quantitative paradigm using an experimental research design. The sample size comprised 60 BBA students from two different sections of business communication courses. The data were collected using a pretest and posttest. For the pretest, communication skills were imparted to both the groups using the traditional teaching method that heavily employed lecturing. For the posttest, the controlled group was taught using the same traditional teaching method while the treatment group was taught using the experiential learning method.
  • Students Turn Into "Stars." Ces at 'D:45 P.M

    Students Turn Into "Stars." Ces at 'D:45 P.M

    U The Florida Alligator ci. 0, yJrl r p fri Albert The Original Returns From Exile Hootenanny Tonight Hootenanny! Tomorrow night, Jimmie Rodgers, Josh 'From the campus of the University of White and Family; the 'Tarriers, Hoyt Florida." Axton, Joan Myers and comedian Jackie It starts at 8 o'clock tonight as Florida Vernon will star. Gym becomes a TV studio and thousands Doors close for the evening performan- of U!' students turn into "stars." ces at 'd:45 p.m. both nights and at 4:45 One of the nationally-televised show's p.m. for the two afternoon dress reher- main features is the closeups of the stu- sals. - dent audiences it entertains all over the The original Albert the Alligator, UF's nation. mascot, was hauled here by truck from A few UJE-ers have already been caught his home at Ross Allen's Reptile Ranch on video t ape. Hundreds of students in Ocala for a special TV sequence with, gathered around cameras on the Plaza of the program's emcee, Jack Linkletter. - the A m e r I c a s yesterday as Hootenanny He spent a few minutes out on the lawn stars taped the show's first outdoor in the Plaza before handlers put him sequences. back in the truck for his journey back Tonight's show will feature Johnny Cash, 1om e. Jo Mapes, Bob Gibson, Leon Bibb, the Albert I was turned out to "pasture" I Johnson Family, the Coventry singers and at Ocala two years ago and was replaced ALERT TUSSLES comedian Adam Keefe.
  • Karaoke Catalog Updated On: 11/01/2019 Sing Online on in English Karaoke Songs

    Karaoke Catalog Updated On: 11/01/2019 Sing Online on in English Karaoke Songs

    Karaoke catalog Updated on: 11/01/2019 Sing online on www.karafun.com In English Karaoke Songs 'Til Tuesday What Can I Say After I Say I'm Sorry The Old Lamplighter Voices Carry When You're Smiling (The Whole World Smiles With Someday You'll Want Me To Want You (H?D) Planet Earth 1930s Standards That Old Black Magic (Woman Voice) Blackout Heartaches That Old Black Magic (Man Voice) Other Side Cheek to Cheek I Know Why (And So Do You) DUET 10 Years My Romance Aren't You Glad You're You Through The Iris It's Time To Say Aloha (I've Got A Gal In) Kalamazoo 10,000 Maniacs We Gather Together No Love No Nothin' Because The Night Kumbaya Personality 10CC The Last Time I Saw Paris Sunday, Monday Or Always Dreadlock Holiday All The Things You Are This Heart Of Mine I'm Not In Love Smoke Gets In Your Eyes Mister Meadowlark The Things We Do For Love Begin The Beguine 1950s Standards Rubber Bullets I Love A Parade Get Me To The Church On Time Life Is A Minestrone I Love A Parade (short version) Fly Me To The Moon 112 I'm Gonna Sit Right Down And Write Myself A Letter It's Beginning To Look A Lot Like Christmas Cupid Body And Soul Crawdad Song Peaches And Cream Man On The Flying Trapeze Christmas In Killarney 12 Gauge Pennies From Heaven That's Amore Dunkie Butt When My Ship Comes In My Own True Love (Tara's Theme) 12 Stones Yes Sir, That's My Baby Organ Grinder's Swing Far Away About A Quarter To Nine Lullaby Of Birdland Crash Did You Ever See A Dream Walking? Rags To Riches 1800s Standards I Thought About You Something's Gotta Give Home Sweet Home
  • The Lincoln Humanities Journal Panopticon: Surveillance

    The Lincoln Humanities Journal Panopticon: Surveillance

    LHJ The Lincoln Humanities Journal Fall 2016 | Volume 4 Panopticon: Surveillance, Suspicion, Fear Editor ABBES MAAZAOUI Annual publication of the College of Arts, Humanities and Social Sciences, Lincoln University of Pennsylvania. All rights reserved. ISSN 2474-7726 (print) ISSN 2474-7726 (online) 4 The Lincoln Humanities Journal (LHJ) The Lincoln Humanities Journal, ISSN 2474-7726 (print), ISSN 2474-7726 (online), is an interdisciplinary double blind peer-reviewed journal published once a year by the College of Arts, Humanities and Social Sciences of Lincoln University of Pennsylvania. Its main objective is to promote interdisciplinary studies by providing an intellectual platform for international scholars to exchange ideas and perspectives. Each volume is focused on a pre- selected theme in the fields of arts, humanities, the social sciences, and contemporary culture. Preference is given to topics of general interest that lend themselves to an interdisciplinary approach. Manuscripts should conform to the MLA style. Submissions may be made by e-mail to the editor at [email protected]. The preferred language is English. The journal is published both online and in print, in November-December of each year. Editor ABBES MAAZAOUI Lincoln University Editorial Board J. KENNETH VAN DOVER Lincoln University ERIK LIDDELL Eastern Kentucky University KIRSTEN C. KUNKLE Scholar & Opera Singer HÉDI JAOUAD Skidmore College EZRA S. ENGLING Eastern Kentucky University JEAN LEVASSEUR Bishop’s University, Canada The Lincoln Humanities Journal 5 TABLE
  • Walter H. Wust

    Walter H. Wust

    AMAZONIA EL CANTO DE la SELVA • THE SONG of the rainforest WALTER H. WUST EPÍLOGO • EPILOGUE THOMAS LOVEJOY Con la colaboracíon de • IN COLLABORATION WITH Marion Adeney, José Álvarez Alonso, Paulina Arroyo, Marina Campos, Avecita Chicchón, Rosa María de Lemos, Adrian Forsyth, Pedro Gamboa, César Gamboa, Michael Goulding, tarsicio granizo, Zulema Lehm, kristina mcneff, Julia Miranda, Bruno Monteferri, Adriana Moreira, Enrique Ortiz, Lilian Painter, Marianne Schmink, Santiago Silva, Pedro Solano, Luis Suárez, Meg Symington FOTOGRAFÍA COMPLEMENTARIA • ADDITIONAL PHOTOGRAPHY Jorge Anhalzer, Andre Baertschi, Emanuele Biggi, Wezddy del Toro, michael goulding, christian quispe, Martín von Hildebrandt Con EL APOYO • WITH THE SUPPORT OF 4 5 6 7 8 9 De todos los rincones de la Tierra es, ciertamente, en la Amazonía donde es posible sentir la importancia de la selva tropical para nuestro planeta. Los bosques amazónicos son una cornucopia de superlativos… un territorio de 5.5 millones de kilómetros cuadrados que alberga 2,500 especies de árboles, 40,000 de plantas, 427 de mamíferos, 1294 de aves, 378 de reptiles, 427 de anfibios y cerca de 3,000 especies de peces. CLAUDIO PADUA OF ALL CORNERS OF THE EARTH, IT IS CERTAINLY IN THE AMAZON BIOME WHERE YOU CAN FEEL THE IMPORTANCE OF THE TROPICAL forest FOR OUR PLANET. THE AMAZON BIOME FORESTS ARE A CORNUCOPIA OF SUPERLATIVES... A TERRITORY OF 5.5 MILLION SQUARE KILOMETERS THAT shelters 2,500 TREE SPECIES, 40,000 PLANT SPECIES, 427 MAMMALS, 1294 BIRDS, 378 REPTILES, 427AMPHIBIANS, AND NEARLY 3,000 FISH SPECIES. 10 12 13 14 15 La Amazonía es un tesoro para la humanidad: el resultado de millones de años de constante interacción ecológica.
  • Walter Winchell Part 52 of 58

    Walter Winchell Part 52 of 58

    FEDERAL BUREAU OF INVESTIGATION A/92/A 4.7%/Q-k/1} /i/4_f<;?_~*__ _ _ J P;92RT# /01Q1?/FE PAGES.»9292I.=92lL.;92Bl,E THISPART j ?_ W /1; --£-. FEDERAL BUREAU OF INVESTIGATION A» FILES CONTAINED IN THIS PART FILE # " PAGES AVAIL-ABLE :2 &#39;-"2/6/jérmeamz/! __ ,{_é_~_&#39;>_ _ _ _g /F .5--4/ J I ____&#39;_ ;e1,§-F? x V &#39; . - &#39; - &#39;v"A-¢T&#39;1-__-__ ;&#39;j;;¢ <==o~=--q-5-; ~ &#39; _ .~ " _*f¢a> 92_ . _&#39; _ -; in ?...:.Ew &#39; ah." rt -- &#39;- - - - -v~&#39; ~._ - 7- .-~.- -~.-.-..&#39;--- -.-.--"Bali.-,:1&#39;_.._-a .92.:.;,..-.3:-=._:. 7;}-..-F-_~&#39;-I &#39; - - V -&#39; -..- _ - _ 5 L --A .7 :_:__,. _. - _ ~ __ -, &#39; - _.1--1; - -- -~ -._.r. ., _,__,.., 4.». .-I .--.___.. rb=o.zB~1I-11-"-5" &#39; . L , <2 Y-&#39;""""i.-.i_ A 4;-,_..,:" En &#39;I&#39;oIoog___ . _ __ . ., &#39; ,_,_ . Y . .;. :1. -_&#39; i Ii. Belmo1lt_.. 92,., .._ I , ., _ __. _- V-v _ _ _ , _...,,n.,:&#39;__ n -- &#39;92 . ; u . - -&#39; &#39; &#39;92 - _ - ~ _ Q. - -- , _- . r . 92_-I.! . N.,., i, 1- _ -_..--- _ _ 1 ~ ., Ir. lfohr 4 _,- 1| ..- ; w-~%- =:--.-.=e." = 1 lb. cum, _ __ _ _V .:.__ _._..-V-7*:-T . ,:J ___ --~..- , - FBI,--.¢:~.,.-7q,;Z¢.3....»f_._... _._ Ir. _ Hr. a " " - Hr. ag _,, F J >&#39;- V-:_r% _ &#39; --".