Environmental Engineering Reference
In-Depth Information
• Create an applied educational approach to learning where classroom teachings
are oriented around actually helping build and plan a healthy community so
that classroom extends beyond four walls and is embedded more within the
community.
• Make everyone a learner/teacher: parents and children, teachers and practitio-
ners, planners and builders.
• Use public observation technologies that are currently relegated to trafic signal
violators, shop lifters, identification surveillance, etc. into transformative commu-
nity informative technologies. For example, a community's established good food
growing practices can be “uploaded” and distributed to communities around the
globe. Other practical best management practices experiences that can be learned
through interactive procedures include water treatment, nontoxic paints, and
other health connectable interventions.
• The use of environmental sensors (air, water, land) to communicate feedback
progress on small and large scales using remote sensing technologies and identi-
fying key points where significant information is attainable or needed (the drain-
age inlet, the toilet, the street corner).
• Encourage participatory planning by creatively using the gaming community
to simulate planning procedures with recognizable elements that relate to com-
munity triggers (in this case environmental and human health interventions) via
redirecting processes in the physical environment.
• Work interoperatively. The community simulation planning game, the physical
board game, and the real-world working ecotechnologies need to all be connected
with a tagging procedure such as QR codes (Figure 31.21).
• Implement the real and the virtual into the community through a multifaceted
approach that creates demonstrations locally, regionally and at the state level
using the ProtoSite concept where all players are included as equals.
• The gradual process of redirecting lows must start with a focus on the interven-
tions that the community together has decided upon.
• Redirect currency into supporting these new lows at all levels—through legisla-
tion, codes, incentives, and the use of alternative monetary systems or “sustain-a-
bills”—to support good work across the board.
31.7 Conclusion
1968 was an exciting time, I was in Paris at the Beaux-Arts Institute where I had been
asked as a student to lecture on what American architecture and planning schools
were doing from the stand point of addressing pressing issues of the day. I described
how architecture, environment, and cities were trying to come together in some fairly
big ways in our school. In the midst of my discussion, the doors of the building flung
open and I came within moments of spending my summer traveling fellowship in
prison.
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