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by Panelists and Participants
- How can EPA ensure
that librarians and their patrons know what data is on the
Web and what its value is?
- How can libraries
help their local communities?
- How can the EPA
Web site aid regional planning agencies and local municipal
officials in learning what other communities across the nation
are doing to handle similar problems ranging from pollution
- How do you disseminate
information in Navajo and Hopi or globally to populations
with limited access to technology?
- Should environmental
education be a school priority rather than a library one?
- How does EPA plan
to store and archive Environmental Impact Statements?
- How do we assess the quality of information
- How do we provide information to populations
that are not technically proficient and do not want to be
tutored in technology?
- How should EPA overcome its program specifics
in providing information?
- How do we provide transportation planning
information that is complete, understandable and visual?
- What responsibility does a state or federal
agency have in not only building databases but also in educating
and training the public to access them?
- How do we find more current data on the
site when materials are often 2 years old?
- What do we do when materials can no longer
- Do numerical databases always help describe
- How can local environmental groups reach
out to libraries and if libraries would be receptive to receiving
publications from these environmental groups?
- How does a group target selected libraries,
and are there associations of "environmental librarians" that
could provide guidance?
- Why is it difficult to get answers
about genetically modified foods from EPA and FDA?
- What requirements does EPA have on
how long reports will remain available online? What happens
when a report is taken down? Is there a risk that the item
will be lost forever?
- EPA should enable people to answer
the most basic questions on their own such as:  What
toxic ingredients are in pesticides?  What pollution
sources and hazards are near their home, work or school?
 What regulated and unregulated contaminants are their
drinking water?  How do they get data on a single plant
from a single source? and  What are the known and unknown
hazards of a particular chemical?
- What public libraries and communities
have worked well together, and what they learned?
- How can Superfund dockets be better
- Is online training an acceptable approach?
- Is there some type of publish-on-demand
feature that would allow libraries to print up and bind
Internet documents as needed?
- How can those librarians who work in
Special Collections find repositories that hold special collections
related to environmental topics, including the private papers
of a prominent person, organization or even government departments?
- How can EPA and the states better disseminate
information to communities about upcoming regulatory decisions
that will affect them? Should there be notices in libraries
or mailings to neighbors?
- EPA Region III
asked us to evaluate their Green Communities Web site that
provides local communities with information and tools on topics
of sustainable development and environmental protection. See
- We had a query for
a comprehensive list of periodicals and newsletters that cover
EPA activities that another registrant promptly answered.
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