These are objectives rooted in behavior. They state desired behavior and strive to avoid use of words such as "educate" or "teach." They may involve attitude change but that must result in some observable and significantly different change in behavior or acts. The differences between using these works and expressing objectives in this way with past efforts are often difficult to communicate. Not critical of the past, and well aware of past successes, the alternative effort may be suggested in the difference between education that

1. teaches about birds and mammals vs causes behavior to obey the game laws.
2. teaches about recycling vs stops littering and starts home recycling and composting.

The education by a variety of media and pathways leads to realistic age- and responsibility-relevant actions on, with, or for the environment.

The above is considered general environmental education. It may range widely based on local resources and the knowledge and interest of the teacher(s).

There are options suggested by the unique conditions of the area. The options are numerous and part of the plan is to consider a novel strategy of environmental education, perhaps selected from such options as:

1. a facility (center) for high-intensity education in ecology for teachers and leaders.
2. a leadership training center, designed to influence education on 50% of all similar base personnel.
3. a center for DOD educational media development.
4. a demonstration of the limits to which youth may be taken in environmental knowledge.
5. a new computer-based strategic environmental game, analogous to chess, to be played in international competition within DOD (plan available).

These are not main-line educational system action, but, given the characteristics of the area and the sociopolitical and socioeconomic environment, they may be appropriate. These are suggestive only that non-traditional low-impact, mission-compatible work may be an appropriate role for the people and environment of the area.