lllEntrepreneurs in Action!
Developing the
Entrepreneurial Spirit
Learning in Action!
A Cross-disciplinary Problem-Based Learning
Environment for Entrepreneurship
University Cases
Not in My Backyard!
(Recycling Case)
Test Version 1.0
(A Work in Progress)
R. Wilburn Clouse, PhD
Western Kentucky University
Terry Goodin, EdD
Middle Tennessee
State University
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TABLE OF CONTENTS
INTRODUCTION
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LEARNING VIGNETTE -- NOT IN MY BACK YARD!
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THE CHALLENGE
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CORE CONCEPTS
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LEARNING OBJECTIVES
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GUIDING QUESTIONS
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RESOURCES
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PUTNAM COUNTY INFORMATION
TENNESSEE GOVERNMENT INFORMATION
U. S. GOVERNMENT WEB SITES
RECYCLING WEB SITES
PRINT MATERIALS – RESEARCH ARTICLES, BOOKS AND PAPERS
ONLINE EXPERTS
ONLINE RESOURCES AND VIDEO CLIPS
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IMPLEMENTATION
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INTRODUCING CASES
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STUDENT ACTIVITIES
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PRODUCTS
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PHASE ONE – DOING THE RESEARCH
PHASE TWO – FIND A SOLUTION
PHASE THREE – TAKING IT PUBLIC
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ASSESSMENTS
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FORMATIVE
SUMMATIVE
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REFERENCES
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Not in My Back Yard!
(Recycling Case)
Introduction
The United States has been labeled as a consumer society. Over the years, we have been
able to develop many products that have a short life cycle. Some nations have even
labeled us as the throw away society. We can design and manufacture a large array of
products, all the way from bottled water in plastic containers to sophisticated automobiles
and fantastic space stations. We are great at packaging these items and others for
shipment all across the world. In fact, in some cases the packaging of the product costs
more than the item itself. Our interstates and byways are heavily cluttered with plastic
bottles, aluminum cans, styrofoam and other non-degradable matter. Our closets in our
homes and offices and our garages are filled with by-products of our consumer society.
We are clearly creating a society that is endangering our environment including our water
and air supplies and land contamination.
It seems that our environment is facing greater and greater challenges as time passes.
Overflowing landfills, pollutants released into our water table and our air, acid rain, and
even species extinction – all are concerns that have vaulted to the forefront of our
collective consciousness (Thomas, Cameron & Green, January 8, 2004). As a nation, we
are moving, albeit slowly, toward policies meant to insure the well being of the
environment. Even so, some argue that we have yet to take the kind of unified actions
that will reverse the alarming trends toward lasting environmental damage (Watson,
December 12, 2003). For example, even as we face the realities of rising gasoline and oil
prices, we continue to purchase large, gas-hungry vehicles that not only use an enormous
amount of fuel, but also do more than their share of contributing to the very pollution that
so concerns us. In addition, our dependence upon energy requires that we burn large
amounts of coal in the production of electricity, a process that releases harmful gases into
our atmosphere (Alimoto, December 5, 2003; Karl & Trenberth, December 5, 2003).
Finally, the incineration of ordinary, everyday garbage also contributes significantly to
the pollution of our air (United States Environmental Protection Agency, January, 1998).
There are numerous lifestyle changes that seem to leap out as possible solutions to the
problem. One approach is to use less of available natural resources in our daily lives. We
could, for example, opt to drive cars that use less fuel, or even to drive less. We can turn
off the lights when we leave a room, or choose to endure slight discomforts in
temperature during especially hot or cold days. Another approach is that of recycling.
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The human benefits of recycling are many, and mostly fall into two categories,
environmental and economic. Amazingly, the simple act of recycling, if practiced by
large enough numbers of people, can result in a beneficial chain reaction. The EPA
(January, 1998) reports that the practice of recycling results in less materials being placed
in landfills, which results in fewer fires and thus the release of fewer pollutants such as
greenhouse gases. A reduction in these gases will have a positive effect upon the problem
of deforestation (acid rain) and upon the quality of the very air we breathe. In addition,
recycling results in a general conservation of natural resources that has positive
implications for the future of the planet and of our children.
The obvious benefits to the environment are complemented by numerous benefits to the
economy. Recycling results in net job creation, not job loss, as new technologies are
developed and implemented (United States Environmental Protection Agency,
September, 1995). Businesses are springing up to answer the call to conserve, and to
make that process less burdensome to the consumer (Hasselmann, Latif, Hooss, Azar,
Edenhofer, Jaeger, Johannessen, Kemfert, Welp & Wokaun, December 12, 2003).
Increasingly, recycled materials are being viewed as commodities and not garbage.
Salvage companies recover and sell them to other companies that turn them into new
products. The distribution of those products is yet another emerging field (United States
Environmental Protection Agency, September, 1995).
Existing industry is already dependant upon recycling. For example, at present virtually
every steel product contains some recycled material and, by 2010, recycled paper will
account for almost half of the world’s supply of papermaking fiber (United States
Environmental Protection Agency, January, 1998).
Finally, recycling saves money in the form of energy savings. Manufacturing products
from recycled materials can take significantly less energy, which translates to increases in
cash flow in other parts of the economy. Governments and municipalities also enjoy the
savings brought about by increases in efficiency. For example, fewer garbage truck routes
and lower tipping fees translate to less expenditure of public funds (United States
Environmental Protection Agency, December, 1999).
In summary, according to the United States Environmental Protection Agency (January,
1998), recycling produces the following benefits:
1. Recycling protects and expands U.S. manufacturing jobs and increases
U.S. competitiveness.
2. Recycling reduces the need for landfilling and incineration.
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3. Recycling prevents pollution caused by the manufacturing of products
from virgin materials.
4. Recycling saves energy.
5. Recycling decreases emissions of greenhouse gases that contribute to
global climate change.
6. Recycling conserves natural resources such as timber, water, and minerals.
7. Recycling helps sustain the environment for future generations.
Learning Vignette -- Not in My Back Yard!
The problems related to the disposition of discarded products and garbage is paramount.
This country as well as other major developed countries is facing one of its most serious
dilemmas. The United States has somewhat of a civil approach to recycling and waste
disposal, whereas some third world countries permit waste and other disposable products
to frequently float down the streets of their city. Some European countries have even a
more civil approach to waste and waste products disposals. Switzerland is a prime
example of an immaculately clean country. Every city, large or small, in the United
States and in the world at large, faces these problems. The increasing growth of the
population and the development of new products and services will continue to increase
the problems associated with the trash problems.
Most cities have what has been called “landfills,” previously called “dumps” in their
vicinity. Nobody wants a landfill near his or her farm or home. State and local
governments are having more and more difficulty dealing with these particular problems.
Most of these local problems are dealt with through the local government. Usually this is
a government comprised of a local mayor, representatives of a city council and
government directors such as Director of Public Works. When issues related to landfills
are discussed in such meetings usually they are done so in a heated environment.
Allyson James, an engineering student, as an assignment, was required to attend one of
the council meetings related to landfills in her community. After hearing discussions
between the mayor, the council, and the Citizen’s Group for Unspoiled Tomorrow, she
was deeply concerned about the environmental issues arising out of landfills and the lack
of recycling programs. She left the meeting with the following observations: 1) local
environmental groups oppose the development of further landfills, 2) cities are frequently
faced with no clear cut solutions, 3) some corporations do make substantial money from
maintaining landfills, 4) underwater seepage frequently contaminates waterways and
wells, 5) frequently towns have not expected such population growths, 6) some towns
and/or counties accept landfill products from other cities, thus causing conflict and
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tension between local governments, and 7) the news media is always interested in
recording the conflicts that occur between civic groups and local and state governments.
Allyson reported her findings from the city council meeting to her student study group.
She began by saying to her colleagues, “I wish you could have been there last night. The
town has a real problem and we have got to help find a solution.” The study group agreed
to investigate the issue as a special problem in one of their classes.
The Challenge
Entrepreneurs in Action! cases are written to be open-ended, flexible learning
experiences for students. The case provides an introduction and a learning vignette to set
the stage for the students. The student groups should carefully read the introduction and
the learning vignette. After reading these areas, students should discuss the major issues
outlined in the introduction and learning vignette. The students are then faced with the
opportunity to develop possible solutions to the problems and opportunities outlined in
the case. In some cases, students may find it necessary to seek information from some of
the resources listed in the case and are to contact Online Experts early in the opportunity
identification. There are no right or wrong answers in these exercises and it is expected
that multiple solutions will be developed by different groups. It is also suggested that
students not only look at the political, economic and social issues, but to dream about
future inventions and/or business opportunities that can derive from the case. The
challenge begins with the following questions:
1. What do you think?
2. What solutions would you recommend if you were a member of this student
team?
3. What new business ventures can be developed from this case?
After raising these questions, the students are free to begin deliberations on possible
solutions to the case.
Core Concepts
Some of the concepts to be covered in this case are as follows:
1. History of the pollution problem
2. Global warming
3. Role of land fill operations
4. Politics of “environment vs. progress”
5. Types and methods of recycling
6. Role of government
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7. Economic impact
8. International image
Learning Objectives
1. Students will develop an understanding of the many causes of global
warming.
2. Students will recognize the role that increased consumption and landfilling
plays in the problem.
3. Students will appreciate the positive impacts, environmental and economic, of
recycling.
4. Students will gain in understanding of the entrepreneurial process as it relates
to taking new products and services from the “idea” stage to the “market”
stage.
5. Students will display an understanding of the business planning model,
including market research, product or service development, industry analysis,
organizational mission and vision, financial, and entrepreneurial thinking.
6. Students will appreciate the need for new and innovative approaches to
recycling and consumption in society.
Guiding Questions
1. What is global warming and what are some of its causes?
2. What role does the increase in consumption and landfilling play in the
problem?
3. What new products/services could be developed to address the problem?
4. How does a new idea for a product or service gain acceptance in the
marketplace?
Resources
Putnam County Information
http://www.state.tn.us/environment/swm/swmppo/PutnamCo2_710068.php
This site details the plan to expand the local Putnam County landfill and provides
information regarding the public comments and approval process involved.
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http://www.putnamcountytn.gov/offices/solidwasteandrecycling/
Putnam County Solid Waste
15846 South Jefferson Avenue
Cookeville, TN 38501
Phone Number: (931) 528-3884
Fax (931) 520-3428
E-Mail phmasters@usit.net
Keith Street, Director
The Putnam County Solid Waste Department includes a recycling center, transfer station,
landfill, and eight convenience sites.
Official in charge of the landfill: Kim Blaylock, Putnam County Mayor, 300 East Spring
Street, Room 8, Cookeville, TN 38501, telephone 931-526-2161.
Tennessee Government Information
Tennessee Department of Environment and Conservation, Division of Solid Waste
Management, TDEC Environmental Assistance Center, 1221 South Willow Avenue,
Cookeville, TN 38501, telephone: 931-432-4015.
For information about Tennessee’s policies relating to solid waste disposal contact:
Tennessee Department of Environment and Conservation, Division of Solid Waste
Management, 5th Floor, L & C Tower, 401 Church Street, Nashville TN 37243-1535,
telephone: (615) 532-0798, email: solid.waste@state.tn.us.
U. S. Government Web Sites
http://www.epa.gov
EPA leads the nation's environmental science, research, education and assessment efforts.
The mission of the Environmental Protection Agency is to protect human health and the
environment. Since 1970, EPA has been working for a cleaner, healthier environment for
the American people. View the Agency's complete strategic plan, annual report, and
policy resources.
http://www.epa.gov/osw/
The EPA Office of Solid Waste is a great place to start to learn about the effects of
recycling on waste management. Their goals are to:
1. conserve resources by reducing waste;
2. prevent future waste disposal problems by writing result-oriented regulations; and
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3. clean up areas where waste may have spilled, leaked, or been improperly
disposed.
http://www.epa.gov/ebtpages/pollrecycling.html
Recycling is an essential part of EPA's overall plan for reducing the amount of waste we
generate. Recycling turns materials that would otherwise become waste into valuable
resources and generates a host of environmental, financial, and social benefits. Materials
such as glass, metal, plastics, and paper are collected and sent to facilities that can
process them into new materials or products. This process redirects millions of tons of
waste away from landfills and incinerators and helps reduce deforestation and the
production of greenhouse gas emissions. EPA also offers guidance documents and other
support to individual communities wishing to undertake recycling programs.
http://www.epa.gov/epahome/research.htm
Sound science provides the foundation for credible environmental decision-making and is
one of EPA's guiding principles to fulfill its mission to protect human health and the
environment. These pages show the role of science at EPA and give access to scientific
information that may be useful in understanding and protecting our environment.
http://www.epa.gov/epaoswer/non-hw/muncpl/recpubs.htm
Various recycling publications available from the EPA.
http://www.usgs.gov
The USGS serves the Nation by providing reliable scientific information to
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describe and understand the Earth;
minimize loss of life and property from natural disasters;
manage water, biological, energy, and mineral resources; and
enhance and protect our quality of life.
**Search the term “recycling” for interesting articles related to the USGS.
http://www.doi.gov
The Department of the Interior (DOI) is the nation’s principal conservation agency. Their
mission is to protect America’s treasures for future generations, provide access to our
nation’s natural and cultural heritage, offer recreation opportunities, honor our trust
responsibilities to American Indians and Alaska Natives and our responsibilities to island
communities, conduct scientific research, provide wise stewardship of energy and
mineral resources, foster sound use of land and water resources, and conserve and protect
fish and wildlife. The work that they do affects the lives of millions of people; from the
family taking a vacation in one of our national parks to the children studying in one of
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our Indian schools. Search the term “recycling” for interesting articles related to the
DOI.
Recycling Web Sites
http://www.earth911.org
It is the mission of Earth 911 to empower the public with community-specific resources
to improve their quality of life. Through the Partnership, economies of scale and scope
are achieved, promoting this public service across the nation and centralizing
environmental resources into one user-friendly network.
http://www.nrc-recycle.org
The National Recycling Coalition is a not-for-profit organization dedicated to the
advancement and improvement of recycling, and also source reduction, composting, and
reuse by providing technical information, education, training, outreach, and advocacy
services to its members in order to conserve resources and benefit the environment.
http://www.plasticsresource.com
Visit here to learn plastics recycling facts from the recycling infrastructure and recycling
in communities to recycling quantities and rates and plastics in municipal solid waste.
http://www.nema.org
NEMA's mission is to promote the competitiveness of its member companies by
providing quality services that will impact positively on standards, government
regulations and market economics.
http://www.romic.com
Romic Environmental Technologies Corporation asserts itself as a national leader in
recycling and hazardous waste management, and touts a thirty-year history of
“unmatched customer service and advanced recycling technology for all industry.”
Print Materials – Research Articles, Books and Papers
Some of the following are available on the Internet.
Alimoto, H. (December 5, 2003). Global air quality and pollution.
Science (302) pp 1716-19.
Hasselmann, K., Latif, M., Hooss, G., Azar, C., Edenhofer, O., Jaeger, C. C.,
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Johannessen, O. M., Kemfert, C., Welp, M. & Wokaun, A. (December 12, 2003).
The challenge of long-term climate change. Science (302) pp 1923-5.
Karl, T. R. & Trenberth, K. E. (December 5, 2003). Modern global climate change.
Science (302) pp 1719-1723.
Radetzki, M. (2001). Fashions in the treatment of packaging waste. Brentwood, England:
Multi-science Publishing Co. Ltd. - This study contains a critical review of the
Swedish producers’ responsibility legislation related to discarded packaging
materials and newspapers, magazines and other kinds of paper waste.
Thomas, C. D., Cameron, A., & Green, R. E. (January 8, 2004). Extinction risk from
climate change. Nature (427) pp 145-8.
United States Environmental Protection Agency (December, 1999). Collection efficiency
strategies for success. Document no. EPA530-K-99-007. Available online at:
http://www.epa.gov/epaoswer/non-hw/muncpl/recpubs.htm
United States Environmental Protection Agency Solid Waste and Emergency Response
(April, 1999). Recycling works! State and local solutions to solid waste
management problems Document no. EPA530-K-99-003. Available online at:
http://www.epa.gov/epaoswer/non-hw/muncpl/recpubs.htm
United States Environmental Protection Agency (January, 1998). Puzzled about
recycling’s value? look beyond the bin. Document no. EPA530-K-97-008.
Available online at: http://www.epa.gov/osw.
United States Environmental Protection Agency (September, 1995). Recycling means
business. Document no. EPA530-K-95-004. Available online at:
http://www.epa.gov/epaoswer/non-hw/muncpl/recpubs.htm
Watson, R. T. (December 12, 2003). Climate change: The political situation.
Science (302) pp 1925-6.
Online Experts
The Online Experts play an important part in the PBL model, because they connect the
learner with an experienced person in the field related to the case. Selecting these
individuals is critical to the success of the program, in that they must be willing to
respond to students’ e-mails, telephone calls, and/or have meetings with students. Online
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Experts will be selected at the time the case is implemented in order to be current and to
connect to the local environment.
Professors of Engineering
Marketing Professional
Legal Advisor
Accountant
Government Environmental Officials
Online Resources and Video Clips
(Under Development) Available at: http://entrepreneurship.vanderbilt.edu
Implementation
Usually the class is divided up into teams of 4-5 people, who are given an opportunity to
review the Entrepreneurs in Action! exercise and to develop strategies for solving the
situation or to see new ventures. Thus, students work together in small groups and learn a
wide variety of skills related to teamwork development, problem identification, resource
analysis and synthesis, product or process identification, potential market development,
the application of cross-disciplinary thinking, product and process cost analysis, and
written and verbal presentation skills. In this model, the case presents the students with an
unresolved issue, provides some resources and permits the students to take charge of their
own learning and to develop a new business venture out of the given situation.
Introducing Cases
Several methods may be used to introduce the Entrepreneurs in Action! cases to the class,
as follows:
1. Divide the class into groups and to present the case to each group and permit
limited discussions between groups.
2. Permit a selected number of students to role-play the scenario as a way of
introducing the case.
3. Fishbowl. A small group of students may be requested to sit in the middle of
the room and to discuss topics related to the case. The other students would
observe and would synthesize the events afterwards.
4. Students may also be shown selected video clips to start the entrepreneurial
thinking process. Some video clips are “The Triumph of the Nerds” series, the
“Apprentice” TV show, the “October Sky” movie, “Pirates of Silicon Valley”
movie, the “Seabiscuit” movie, or the Public TV version.
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Student Activities
Students are expected to participate actively in their groups and to contribute to
developing creative ideas for possible business ventures. In doing so, students may be
required to learn through reflections. Students are required to keep a journal of the
activities of each group meeting and to record his or her thoughts and comments about
the process. Students may also use concept mapping to study the issues and track
progress development. IHMConcept Map Software is available free at
http://cmap.coginst.uwf.edu/docs/.
Products
The final products to the cases are usually a written business plan and a final oral
presentation. The final oral presentation can be given to different groups, such as the
local Chamber of Commerce, other business and civic groups, a panel of Online Experts
and/or to the class. A rubric is used to judge the creative and entrepreneurial ventures and
grades are assigned based on the rubric evaluation. The development of the final product
usually follows the outline below.
Phase One – Doing the Research
Write a paper on the role of recycling in energy policy. Discuss the need for a policy of
recycling, and explain the societal and market forces that have an effect upon the issue.
Identify a certain area of the problem space that interests you.
Phase Two – Find a Solution
Working in groups, brainstorm the development of a range of products, services and
policies that would contribute to the solution of the problem issue. Your group should
then choose one product or service for further development as a contributor to the overall
solution of the problem. Fully expand upon the product or service, explaining in detail its
design rationale, creation and implementation. Keep in mind that the project must be
marketable and must be financially self-sustaining. Develop your group’s business plan
and presentation format.
Phase Three – Taking it Public
Present your group’s solution to a team of peers, educators and experts in the field. You
will submit to their evaluation, just as you would do so in actual practice. You should
employ a variety of presentation techniques, including a written business plan, handouts,
and computer-based presentation.
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Assessments
Formative
1. Weekly logs
Students will submit a summary of their activities on a regular basis, the frequency of
which will be decided by the instructor. The students should include a concise
description of the activities and an analysis of their effectiveness. It is suggested that the
summary of activities be part of a computer managed instructional program such as
Prometheus, Blackboard or others. This allows the instructor and student groups to
monitor their weekly progress.
2. In-class observations
Instructors will observe group work and interact in the role of facilitator as needed.
3. Position Paper
The paper required in Phase One will be graded for critical thinking and analytical
substance. Instructors will also use the papers to assist in forming like student groups.
4. Teams of peers and visiting experts will evaluate the final presentation for content and
appearance of the final product.
Summative
1. Business Plan Evaluations
Instructors will evaluate the completed business plans for accuracy, content, breadth,
depth, and professional appearance.
2. Presentation Evaluation
Instructors will assess the professionalism of the final presentation, taking into account
the content and appearance of the final product.
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References
Alimoto, H. (December 5, 2003). Global air quality and pollution.
Science (302) pp 1716-19.
Hasselmann, K., Latif, M., Hooss, G., Azar, C., Edenhofer, O., Jaeger, C. C.,
Johannessen, O. M., Kemfert, C., Welp, M. & Wokaun, A. (December 12, 2003).
The challenge of long-term climate change. Science (302) pp 1923-5.
Karl, T. R. & Trenberth, K. E. (December 5, 2003). Modern global climate change.
Science (302) pp 1719-1723.
Thomas, C. D., Cameron, A., & Green, R. E. (January 8, 2004). Extinction risk from
climate change. Nature (427) pp 145-8.
United States Environmental Protection Agency (December, 1999). Collection efficiency
strategies for success. Document no. EPA530-K-99-007. Available online at:
http://www.epa.gov/epaoswer/non-hw/muncpl/recpubs.htm
United States Environmental Protection Agency Solid Waste and Emergency Response
(April, 1999). Recycling works! State and local solutions to solid waste
management problems Document no. EPA530-K-99-003. Available online at:
http://www.epa.gov/epaoswer/non-hw/muncpl/recpubs.htm
United States Environmental Protection Agency (January, 1998). Puzzled about
recycling’s value? look beyond the bin. Document no. EPA530-K-97-008.
Available online at: http://www.epa.gov/osw.
United States Environmental Protection Agency (September, 1995). Recycling means
business. Document no. EPA530-K-95-004. Available online at:
http://www.epa.gov/epaoswer/non-hw/muncpl/recpubs.htm
Watson, R. T. (December 12, 2003). Climate change: The political situation.
Science (302) pp 1925-6.
This work is part of the Forum for Entrepreneurship Education at Vanderbilt
University and was support in part by The Coleman Foundation Inc.-- Grant number
4446-- Entrepreneurs in Action!, and The National Science Foundation under Grant
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No. 0091632 and other related funds. (Any opinions, findings, and conclusions or
recommendations expressed in this presentation are those of the author(s) and do not
necessarily reflect the views of the National Science Foundation).
wil.clouse@vanderbilt.edu