| Introduction | | | | shared and outdoor. Listed below are product |
| As the founder of the German Green Party, | | | | recommendations for each category:a. Individual |
| Petra Kelly once said "If we don't do the | | | | recycling containers best service areas occupied |
| impossible, we shall be faced with the unthinkable." | | | | by one person, such as, teacher's desks or |
| It is time we answered Kelly's call to action and | | | | workstations. The product best suited for this |
| set into motion the necessary steps to revitalize | | | | category is the 'Deskside Recycling Bin'. The |
| the earth, such as, integrating recycling programs | | | | container is custom designed to fit seamlessly |
| within local communities. The simple practice of | | | | under desk drawers and can contain upward of |
| generating new uses for discarded materials | | | | three gallons of recyclables. This bin is also |
| conserves natural resources, reduces air pollution, | | | | available with a matching waste basket which can |
| saves energy and downsizes landfills. For example, | | | | be hung alongside of it.b. Recycling containers |
| if everyone in the country recycled a newspaper | | | | designed for shared use target common areas, |
| a week thirty-six million trees a year would be | | | | such as, gymnasiums or staff lounges. The |
| saved. | | | | 'Upright' Series is ideal for such an environment as |
| There are six steps involved with setting up a | | | | it is available in large sizes and uses simplified |
| recycling program in an educational facility: | | | | sorting mechanisms. Children and young adults |
| 1. Consult a waste collection service | | | | alike favour this container as its see through |
| 2. Determine what is needed | | | | design allows them to watch the recycling process |
| 3. Gather equipment | | | | take place.c. Outdoor recycling containers are for |
| 4. Organize | | | | exterior facility use, such as, building entrances |
| 5. Roll out the program | | | | and schoolyards. The 'Four in One HD' recycling bin |
| 6. Maintain program | | | | is best suited for this category as it has various |
| This guide will outline each of these steps in detail | | | | collection slot options and fitted liners. This |
| and how to use them to implement a successful | | | | container consists of four compartments which |
| recycling program. | | | | are all able to collect twenty three gallons of |
| Step 1: Consult a Waste Collection Service | | | | waste or recyclables. |
| Before introducing a program determine what | | | | These are only a few of the recycling container |
| type of recycling is possible for the area. Contact | | | | solutions offered at Busch. To view the complete |
| the local municipality and find out who collects | | | | line of equally attractive alternatives please visit: |
| waste and recyclables for educational facilities in | | | | Step 4: Organize the Recycling Program |
| the area. When contacting the municipality | | | | After a container is selected it must be |
| evaluate their customer satisfaction and collection | | | | incorporated into a well organized recycling |
| costs. | | | | program. The first phase of systematizing is |
| Each community has a different procedure for | | | | assigning a program coordinator. This should be |
| collecting recyclables. Find out from the waste | | | | someone in the facility who is interested in taking |
| hauler what the collection requirements are in the | | | | charge of the program. Once the coordinator is |
| area including:o What types of materials are | | | | made aware of their responsibilities they can |
| collectedo How materials are separatedo What | | | | ensure that the recycling program is always |
| color schemes are usedo What types of | | | | running smoothly. |
| containers are acceptedo When are materials | | | | The new candidate can begin their duties by |
| collectedo How much does it costo What type of | | | | selecting where the containers should go. When |
| areas work with the collection truckso What | | | | deciding where bins should be placed bear in mind |
| happens when the program requirements change | | | | other containers which may be in the |
| Step 2: Determine What Is Needed | | | | environment, traffic, capacity and collection. The |
| Determine how much and what type of waste is | | | | scheduling of container collection may be the |
| generated in the school. Apply it to the | | | | deciding factor in determining where the bins |
| specifications provided by the hauler and the | | | | should go. Placement options may be limited |
| anticipated level of traffic for the area. Together | | | | depending on the size of the collection vehicle and |
| this information will provide what is needed for | | | | the accessibility of the area. |
| the recycling program to run. For example, an | | | | Suggested Green initiatives |
| elementary school may require mid-sized | | | | Once the collection of recyclable material has been |
| centralized containers or small desk-side bins for | | | | arranged other green initiatives can be considered. |
| each classroom. The type of recycling bin which | | | | Listed below are a few suggestions for green |
| will work best will depend on how often it will be | | | | practices which educational facilities can perform:o |
| emptied, the amount of staff contributing to it, | | | | Turning off lights when leaving classroomso Using |
| student enrolment, possible janitorial services and | | | | electronic communications to submit and distribute |
| the size of the area. | | | | assignments and reportso Encouraging the packing |
| A great way to determine what is needed for a | | | | of waste free lunches in reusable containerso |
| recycling program is by seeking the input and | | | | Setting up a composto Buying recycled materials |
| approval of those in the space. Applying the | | | | and supplies |
| advice of administrative staff, teachers and | | | | Step 5: Roll Out Program |
| parents can encourage future program use. It can | | | | Following the development of a recycling program |
| also ensure that an appropriate recycling program | | | | is the execution. In order for the program to run |
| is selected by those who will be using it. | | | | productively the end user must be educated on |
| Step 3: Gather Recycling Equipment | | | | how it operates and explained what the goals are. |
| Now that the specific needs of the program have | | | | Rolling out the initiative will get those sharing the |
| been determined the equipment can be purchased. | | | | space excited about the program and motivated |
| Consult a recycling bin manufacturer for program | | | | to use it. |
| ideas and container solutions. Ensure that the bins | | | | Organize a meeting with all staff at the |
| selected are easy to use, efficient and | | | | educational facility. Educate the staff on how the |
| environmentally sound. | | | | program runs, what the goals are, who the |
| Easy to use recycling containers should be | | | | program coordinator is and what everyone's |
| versatile and custom designed to work with any | | | | responsibilities are. Have the staff roll out the |
| environment. There are different bin features | | | | program to their students in ways that get them |
| available which make participation in a recycling | | | | motivated to use it. An elementary school teacher |
| program easier such as:o Mountable bins for | | | | for example, could explain how the program |
| increased surface spaceo Desk side bins for | | | | works with the introduction of a reward system |
| increased leg roomo Stackable containers for | | | | based on student participation. The winner could |
| easy storageo Large wheeled or lidded containers | | | | be awarded a miniature recycling container full of |
| for easy transportation | | | | treats. |
| Select the container which makes the most sense | | | | Step 6: Maintain Program |
| for the area it will be placed in. Containers should | | | | Maintaining a recycling program is a critical |
| feature the correct combination of visual | | | | component to ensuring its longevity and success. |
| indicators and sorting mechanisms to maximize | | | | A large part of the upkeep process will be the |
| the ease in use. Use clearly marked labels, shaped | | | | responsibility of the program coordinator. They will |
| deposit slots and different color options. These | | | | need to constantly monitor the effectiveness of |
| tools will allow students, staff and parents to | | | | the program and find ways to improve it. The |
| quickly identify what the bin is designed to collect. | | | | coordinator will also be responsible for keeping |
| Implementing plastic containers which are | | | | those in the facility enthused and new staff or |
| environmentally sound can assist a recycling | | | | students educated on the program procedures. |
| program. Select containers which are 100% | | | | There are several ways in which a program |
| recyclable, made with a minimum of 35% | | | | coordinator can keep up enthusiasm at a school. |
| recycled content and complimented by matching | | | | For example, the coordinator of a high school |
| waste baskets. Containers meeting these | | | | could offer incentives to the class and teacher |
| requirements will maximize the results of a | | | | which collects the most recyclables. Having |
| recycling program in an educational facility as they | | | | separate incentives for each will encourage |
| have green solutions built right in. | | | | teachers to influence student participation. The |
| North American made containers have a reduced | | | | teachers could motivate students by sending |
| impact on the environment. Local products will | | | | recycling progress reports home and encouraging |
| reduce air pollution resulting from overseas | | | | parents to post them prominently. |
| shipping and toxins from foreign containers. Also, | | | | Conclusion |
| if the recycling bins are within arm's reach they | | | | In conclusion, the combined usage of the above |
| will be easier to replace or distribute in the future | | | | six steps will enable an educational facility to |
| should new containers be needed. | | | | incorporate an effective recycling program. The |
| Product Recommendations | | | | program should work toward conserving our |
| Busch Systems offers an extensive line of | | | | natural resources and safeguarding our |
| recycling and waste container solutions. The type | | | | environment. Ideally, a new recycling program will |
| of bin to select for an educational facility will | | | | allow future generations to flourish in what we |
| depend on how it will be used. There are three | | | | have instead of flounder in what we have left |
| categories to consider when selecting recycling | | | | behind. |
| containers for academic environments: individual, | | | | |