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Energy resources

Primary energy resources come from non-renewable energy resources (fossils, solid fuels, crude oil, natural gas), renewable energy resources (hydropower, geothermal, biomass, wind and solar power). They all serve for primary energy production. The use of these resources varies from country to country across Europe, which leads to different levels of production. Primary sources can be also divided according to their impact on global warming into carbon-intensive (solid fuels, oil, gas), and low- or zero-carbon (wind, solar, biomass, hydropower, geothermal and nuclear) sources.

Derived energy resources are produced from primary energy sources by converting them into other forms of energy for end-user consumption. Examples are electricity, petroleum products and heat.

Fossil fuels – Combustion of solid fossil fuels is the most common way of producing energy. Each of the processes within this production has a negative impact on the environment: mining, extraction, processing, transport, incineration, energy conversion and waste generation. During the process, emissions of carbon dioxide (CO2), sulfur dioxide (SO2), nitrogen oxides (NOx), dust and particulate matter are emitted. CO2 is the main culprit for the greenhouse effect, while SO2 and NOx contribute to the formation of acid rain and, together with dust, degrade air quality. Global combustion of solid and liquid fuels for energy, transport and industry is a source of about 80 % of emitted CO2 emissions. As for European countries, there are about 30 percent. Solid fossil fuels are the most serious polluter of the environment.

Nuclear power - The normal operations of nuclear power stations do not result in serious environmental impacts. Problems arise from the storage and disposal of radioactive waste and the risks of major environmental impacts from nuclear accidents. Long-term storage of radioactive waste is a major concern, for which there is not yet a clear solution. There is also concern about the risks and problems of waste storage associated with the decommissioning of reactors at the end of their lifetimes.

Renewable energy sources – In addition to well-known and widely used hydroelectric power sources, there is a whole range of alternative or non-traditional sources of renewable energy, commonly referred to as "renewable energy sources", or RES for short:

  • Wind energy – Wind power is generated from the kinetic energy of air ultimately originating from solar energy, which generates differences in the temperatures of air masses and layers, where the wind itself comes from. LEARN MORE
  • Solar energy – Solar radiation is the most powerful source of energy on Earth. There are two main methods for using solar energy:
    • the first involves the conversion of solar energy into heat. LEARN MORE
    • the second involves the direct conversion of solar energy into electricity. LEARN MORE
  • Geothermal energy – Energy from thermal waters can be converted into electricity using turbines and generators. LEARN MORE
  • Tidal energy – The water levels of oceans and open seas rise and fall twice a day due to gravitational pull between the Sun and Moon. The amplitude of tidal swells ashore is 1 to 1.5 m, but in a bay that draws narrower toward the head, these swells can be several times higher. Therefore, it is sometimes economically sound to build a barrage across such a location and mount turbines driving electric generators. This is the basic scheme of a tidal power plant. This method of energy production is still poorly implemented worldwide.
  • Biomass energy – The burning of plant biomass is another way to generate energy. This technique does not contribute significantly to the greenhouse effect, since only the carbon recently consumed by the plants during photosynthesis is released into the atmosphere. Moreover, without burning the biomass, nearly the same amount of carbon dioxide would be released into the air as a result of natural decay. However, biomass burning does produces carbon monoxide and soot, while the efficiency of such power facilities is poor, due to the low caloric value of the fuel. Thus high volumes of biomass needed to generate energy make this a relatively expensive energy alternative. Another option involves the digestion of biomass or organic waste in a special device (digestion tank or methane tank) and subsequent use of methane (biogas) to generate electricity for household needs. This method can be used in places where large amounts of agricultural, wood or municipal waste are available, and where there is no permafrost. If it is possible to produce methyl or ethyl alcohol through the fermentation of agricultural or wood waste, it can be used as a motor fuel – either by itself or combined with other fuels. For example:
    • In Brazil, for example, alcohol produced from sugar cane is widely used as a motor fuel.
    • During World War I, due to the lack of gasoline, the cars and planes of the Russian army were fuelled with a so-called “Kazan” mixture, a blend of gasoline and ethyl alcohol.
    • Methyl alcohol produced from wood waste is used as a motor fuel for racing cars and motorcycles. LEARN MORE

Educational scenario

Energy, industry and climate change

“I'd put my money on the sun and solar energy. What a source of power! I hope we don't have to wait till oil and coal run out before we tackle that.”

Thomas A. Edison - American inventor, 1931


Today, energy is part of almost every human activity: it is used to heat our homes, fuel our cars, plough our land and power our machinery. Harnessing the world energy supply has brought standards of living to unimaginable heights. We are so accustomed to energy use that one can scarcely imagine surviving without energy supply.

Globally, about two-thirds of global greenhouse gas emissions are related to the burning of fossil fuels, aimed at extracting energy, which is used for heating, electricity generation, and in different economic sectors (transport, industry, agriculture, tourism and others).

Every industrial activity has an impact on the environment, as it needs energy, water and raw materials. The impact is stronger when the materials and energy used in production are non-renewable. Emissions and industrial waste have an impact on the environment as well.

Among the many different forms of energy are chemical energy (energy contained in molecules); electrical energy (energy from electric fields); gravitational energy (energy from gravitational fields); magnetic energy (energy from magnetic fields); nuclear binding energy (the energy balance in processes in which the nucleus splits into fragments composed of more than one nucleon); kinetic and potential energy.

Preparation:

Assign students to review the information related to the different:

  • forms of energy presented in the YouTube video "A guide to the energy of the Earth", using, if necessary, the technical option of automatic translation into Bulgarian. https://www.youtube.com/watch?v=fHztd6k5ZXY
  • energy sources, presented in the portal, as well as to look for more information on the Internet.

In class:

Discuss consequently the topics below and ask what students have learned from the preliminary studies:

  • the role of the Sun as a source of energy;
  • what are the primary, derivative and renewable energy sources;
  • how energy is transmitted and transformed up through the food chain;
  • what are the main ways of producing energy from fossil fuels;
  • what are the pros and cons of nuclear energy;
  • what kind of renewable energy sources are represented in the portal.

Background information:

Energy efficiency means the full utilization of energy as a result of the implementation of energy-saving measures. Or more simply explained: Energy efficiency means using less energy to perform the same task – that is, eliminating energy waste.

Energy efficiency brings a variety of benefits: reducing greenhouse gas emissions, reducing demand for energy imports, and lowering our costs on a household and economy-wide level. While renewable energy technologies also help accomplish these objectives, improving energy efficiency is the cheapest – and often the most immediate – way to reduce the use of fossil fuels.

The energy efficiency improvement of our homes is related to the application of appropriate architectural and construction solutions, the use of renewable energy sources, as well as the complience of a high culture of energy consumption while maintaining optimal living comfort.

It is always cheaper to save energy than to produce it and in addition, by using less energy both resources and the environment can be saved.

Energy is generally used in two ways: a/ for appliances in the form of electricity for lighting, washing, and electronics, and b/ for space and water heating for which a wide variety of sources can be used. The amount of energy that is used varies according to factors like the number and age range of occupants, appliance usage, and the type and condition of the building.

Even though appliances are becoming more efficient as manufacturers apply new technology, energy usage at home is increasing. This is because new products are regularly developed which make life easier and more convenient.

For most EU homes, energy savings could be as high as 25 to 30% of the current bills. This could make a huge contribution towards living a more sustainable lifestyle.

Preparation:

Two weeks prior to the activity:

1/ Explain to the students that the aim of the exercise is to get them know some simple actions which can be done at home, in our everyday activities in order to save energy. This will help children realize that everybody can do something for the environment and to mitigate climate change, which is our common responsibility. Furthermore this also saves money for the families.

2/ Divide the class into four groups and give to all of them one of the following worksheets:

3/ Explain that the experts from each group have to familiarize themselves with the specific information from the worksheet and for a period of 2 weeks to collect and prepare suitable demonstration photos, videos, boards, texts, slides... about how energy is used in their homes. Have the students also think about including ideas for a fun presentation (a story to tell, a demonstration, wordless theater, a journalist interview with an expert giving advice, advertisements, etc.) Have the expert groups review the individual materials and discuss and develop a common group presentation (within 10-15 minutes).

In class:

Draw lots for the order in which the groups will present the information they have prepared. Keep to the pre-arranged presentation time (10-15 minutes). Rate the different forms of presentation of information in categories: most scientific, most inspiring, funniest, most understandable, most artistic, etc.

Conclusion:

Select and present to the school management the most representative materials. Organize their demonstration in front of the rest of the school. Publish them on the Internet.

How to Save Energy — while Heating


How to Save Energy —while Cooking and Cooling


How to Save Energy — while Ironing, Cleaning and Washing


How to Save Energy — while Lighting

Background information:

  • By the term “renewable energy" the present society means efficient use of natural resources (sunlight, wind, rain, tides and geothermal heat, all of them being naturally replenished) for power generation.
  • According to experts, nowadays, about 1/4 of the world electricity production is based on renewable energy sources, with their share projected to grow to 1/3 by 2040. The technical potential for use of the renewable power is very large, exceeding all other readily available sources (fossil and nuclear fuels).
  • Renewable energy technologies are sometimes criticised for being still expensive and unreliable. However many new renewable energy generators are offered and their market is rapidly growing. Today, wind power is widely used in several European countries and the USA. The photovoltaic power plants are becoming more and more popular and are rapidly entering Bulgaria as well.
  • While there are many large-scale renewable energy projects, renewable technologies are also very appropriate for small off-grid applications, sometimes in rural and remote areas, where energy is often crucial for human development.
  • There are several reasons for the rapidly raising interest towards the renewable energy, among which: climate change concerns, constant increasing of oil prices, growing government support and the variety of legislative measures and supporting incentives.
  • In 2009, the EU leaders reached agreement in principle that by 2020, about 20 percent of the Union energy production should be produced from renewable fuels. In July 2021, in view of the EU new climate ambitions, it was proposed to increase that share to 40% by 2030. The future policy framework for the post-2030 period is currently under discussion.

Preparation:

One week prior to the debate:

1/ Explain that the aim of the upcoming debate is to present and discuss different points of view on the topic which renewable energy sources are most appropriate in your region.

2/ Assign the roles as follows:

  • 4-5 volunteers to represent the governmental/local authorities,
  • 4-5 to defend the point of view of the “green” organizations.
  • Divide the remaining part of the class in 5 expert groups on wind power, solar power for heat, solar power for electricity; geothermal power, and biomass power respectively, and supply each group with the relevant worksheet:
    • "Wind energy",
    • "Sоlаr еnеrgy transformation into heat",
    • "Sоlаr еnеrgy transformation into electricity",
    • "Gеоthеrmаl power" and
    • "Biomass energy"

On the day of the debate:

1/ Arrange the classroom desks in a circle. Remind students that the rules require polite behaviour during discussion. Draw lots for the order in which the groups presenting their arguments will give their presentations. Allow each group 5-7 minutes for their presentation.

2/ Explain that:

  • The task of each group is to persuade the governments that it is necessary to invest in using the particular energy source advocated, and to influence the country future energy strategy accordingly. Parallel to that, they should explain to the citizens why it would be worth for the individual consumers to invest in such power generators for their homes. Encourage the promoters of alternative energy resources to seek further information and facts to support their positions in the discussion. Preparation of advertising materials or any kind of visualization (logos, drawings, pictures, photographs) are welcome.
  • The task of the green organizations is to present facts in support of replacing conventional energy sources with renewable ones, however, based on critical analysis of all “pro and cons" of the different alternatives.
  • The task of the government representatives, on the other hand, is to adopt a realistic and stable energy strategy.  Ask them to find out more information on disadvantages of renewable power sources from the INFO part of the “KlimAdapt" portal.

3/ Conduct the debate.

Conclusion:

Give students as homework task to prepare a short text and simple scheme of “The house of my dreams”. Encourage them to design it energy efficient and environmentally friendly by applying their new knowledge on the alternative power sources. Read in one of the next class periods some of the works or/and organize an exhibition of the schemes.

Wind energy


Sоlаr еnеrgy transformation into heat


Sоlаr еnеrgy transformation into electricity


Gеоthеrmаl power


Biomass energy

Organize а role-play based on the model story "At School in Winter". Ask for volunteers to take on the roles of:

  • a representative of the local authority,
  • teacher,
  • parent,
  • representatives of the student council,
  • businessman,
  • expert on renewable energy sources,
  • expert in energy efficiency,
  • school principal.

The rest of the students can participate in the debate and ask questions.

Present to the class the model story "At school in Winter".

At school in Winter

Solar charger


If you have different solar chargers, consider:

  • the time for which your mobile phone is fully charged;
  • percentage of charge of your mobile phone for a certain time, for example 1 hour;
  • the time for which the charger itself is fully charged by solar energy.

Report the advantages of each device (mobility, light weight, optimal price, etc.) and the possibilities of its application in life. Also comment on other solar devices such as solar garden lights, devices that power information boards – for example in public transport and others.


Show the video "Renewable Energy and Energy Efficiency" to the class. Discuss the following questions:

  • Which resources are considered renewable (sun, wind, tides, rain/water, biomass)?
  • What bio-waste can be used for energy production (woodworking, agricultural and food industry waste, plants and trees, sewage sludge, manure)?
  • What is the source of geothermal energy (heat from depth of Earth)?
  • Why are renewable energy sources considered “clean" (they do not emit greenhouse gases and other pollutants)?
  • What are still the disadvantages of renewable energy sources (high initial costs, low efficiency, instability)?
  • What measures related to improving energy efficiency are presented in the video (use of appliances that consume less energy, replacing old machines with more efficient ones, adjusting lighting according to needs, laying thermal insulation in buildings)?

Show the video "Wind Energy" to the class. Discuss the following questions:

  • What is the cause of the air masses movement (difference in atmospheric pressure)?
  • What factors determine wind speed (geographic location, topography and seasons)?
  • How does a wind turbine produce electricity (converting mechanical energy into electrical energy)?
  • Has wind energy been used in the past and for what (grinding wheat, propelling ships with sails)?
  • What is the purpose of the turbine and the wind generator (to convert kinetic energy into electricity)?
  • What are the advantages of using wind energy to produce electricity (no greenhouse gas carbon dioxide is released)?
  • What are the disadvantages of using wind energy (the unpredictability of wind power)?

Show the video "Geothermal Energy" to the class. Discuss the following questions:

  • What is geothermal energy (production of energy from the heat coming from the deep earth layers)?
  • What is the cause of the generation of thermal energy underground (radioactive decay of minerals, as well as the constantly released heat accumulated during the initial formation of the Earth)?
  • At what depth are geothermal wells drilled (3-10 km)?
  • Which help is the heat extracted from the subsoil with (water or steam)?
  • What can the extracted hot water be used for (for direct heating of buildings)?
  • What is the role of geothermal power plants (they convert heat energy into electricity)?
  • Which regions of the world are most suitable for the exploitation of geothermal energy (regions with volcanic and seismic activity)?
  • What are the advantages of geothermal energy (high efficiency, constant intensity)?
  • What are the disadvantages of geothermal energy (the use of water sources that may be needed for other purposes, the presence of aggressive substances in the water capable of damaging the equipment, as well as the high investment costs)?

Show the video "Hydropower" to the class. Discuss the following questions:

  • How is the water mass energy absorbed (by turbine that converts the kinetic energy of the moving water mass into mechanical energy, which is then converted into electricity by generator)?
  • What are the two main types of hydropower plants (reservoir plants, running water plants)?
  • Which plant is more erratic in producing power (the running water plant)?
  • What is hydropower share within all other renewable energy sources (largest)?
  • What are the advantages of hydropower (low cost of electricity produced, but with the proviso that initial investment costs can be quite high; more sustainable compared to other renewable sources; by storing water in dams downstream flooding can be avoided; water supply needs are met)?
  • What are the risks associated with the construction of large hydropower facilities (change wildlife habitats, block fish migration, may cause displacement of local populations; dam failures may cause disasters)?
  • What can the gradual silting of dams lead to (gradual decay of organic matter and release of methane, which is a powerful greenhouse gas)?

Show the video "Solar Energy" to the class. Discuss the following questions:

  • With the help of what devices is it possible to convert solar energy into electricity (solar cells or so-called photovoltaics, the structure of which is made of semiconductors)?
  • Which chemical element is the basis of semiconductors (silicon)?
  • Under what conditions are solar panels able to produce electricity (in the presence of direct sunlight)?
  • What is one of the biggest advantages of using photovoltaics to produce electricity (solar panels can be located in close proximity to the energy user)?
  • What is the ratio of solar energy reaching the Earth surface to annual fossil fuel energy production (10,000 : 1)?
  • What are the disadvantages of solar energy (high initial costs, inconsistency in sunshine and still low efficiency of solar panels)?
  • What purposes are solar thermal systems used for (heating, cooling and electricity generation)?
  • What are the two main types of solar energy harvesting systems (active and passive)?
  • What type of system is a greenhouse one (passive system that directly uses solar thermal energy)?
  • What additional equipment do active solar systems use (fans, pumps, specialized lenses and mirrors to concentrate solar radiation)?
  • What are the advantages of solar thermal energy (environmentally clean, requires minimal technical maintenance, practically inexhaustible)?
  • What are the disadvantages of solar energy (requirement of large areas on which to locate solar parks, dependence on geographical location, atmospheric conditions, etc.)?

Although industry uses energy and non-renewable resources and is a contributor to several types of contamination and pollution, it also plays a major role in providing solutions to environmental problems, including the development of new processes and machinery necessary for effective pollution abatement.

The absolute reduction of greenhouse gas emissions from the industrial sector, for example, requires the introduction of new approaches and practices such as:

  • continuous improvement of energy efficiency;
  • the use of new types of fuels and raw materials that emit less greenhouse gas emissions;
  • introduction of CO2 capture facilities;
  • efficient use of materials (for example: removing less scrap, creating a new product design);
  • recycling and reuse of materials and products;
  • efficiency improvement of product service (for example: car sharing, maintenance of buildings for longer life, ensuring longer product life).

Show the video "What are the new technologies capable to slow climate change?" to the class and discuss the information presented.

Hard decision


Present and discuss the dilemma "Hard Decision".

Explain that the production of heat and electricity in Bulgaria by burning fossil fuels faces a similar, very serious dilemma.

How would you comment on the concept expressed in 2010 by Barack Obama (President of the United States in the recent past): “Building a robust clean energy sector is the way we will create the jobs of the future.”

Hard Decision


Heating at home


Preparation

Assign students to conduct a temperature study in their homes on a cold winter day. For this purpose, suggest that they use the table "How to optimize the temperature at home", by applying to it the measured temperature in the rooms, the living room, the bathroom and the kitchen. To do that they will need an ordinary room thermometer. Let the research extend to:

  • How does the temperature vary over the course of a week?
  • Is there a difference between the thermometer readings at different times of the day and night? For this purpose, students can fix certain times in which to perform the measurements (eg 7:00; 13:00, 21:00).
  • Does the comfort at home depend on the external conditions?
  • Whether the sealing of the windows and fast closing of the front door after passing through make a difference in keeping the heat at home.

Explain that each degree above the recommended room temperature results in overconsumption of energy by about 6%.

In class

Ask students to report the results of their research. Discuss what technical measures can be applied in order to maintain the optimal temperature in each of the rooms:

  • digital or analog thermostat, placed on a wall at a height of about 1.5 meters –it helps constant temperature to be maintained without human intervention;
  • control by the usage of a regulator of the heating radiators – in such case, periodic human intervention is necessary.

Conclusion

Come to the conclusion that thanks to the research done and the subsequent discussion, each student can offer their parents optimal temperature maintenance at home.

How to optimize the temperature at home


Profession Worker


A worker is generally understood as someone who is employed under the terms of a formal or informal contract. However, the term will be used here in a narrower sense, to refer to someone involved in the industrial production of energy and goods and/or the provision of services. Workers today typically belong to teams that include specialists at different levels: managers, engineers, workers, machine operators, researchers and support staff.

Discuss with the students the information provided in Worksheet "Profession Worker". How would you comment on the impact of industry and energy on the environment?

Profession Worker


Score: | 10
Question: | 10

Super powers


Superheroes are beloved by generations of children and young people. It's cool to be a superpower. Ask your students which superhero they would choose for themselves (Spider-Man, Batman, Hulk, Superman, Iron Man, Wonder Woman, Elastic Girl, or another superhero). Task each child to choose their superpower and present how they would apply it in life and in particular in solving environmental problems, including overcoming climate change.

Organize presentation and sharing of impressions and emotions.


Economical lighting at home


Background information:

Traditionally used until recently, incandescent light bulbs, which came into use at the end of the 19th century, are too energy-intensive, as they convert only half of the energy into light and waste the rest into heat. In recent decades, they have been gradually replaced by bulbs with low energy consumption – one of the most used among them is the LED bulb, which saves up to 80% of the energy consumed by traditional bulbs.

What we need to know to achieve the same lighting when replacing a traditional bulb with an LED one:

  • About the power – the 1 to 5 formula should be considered. This means that a 20W LED bulb will provide the same lighting as a 100W incandescent bulb.
  • About the light it emits – if we want the light in our home to be as close as possible to the one we are used to from ordinary light bulbs, then an energy-saving light bulb with warm white light (2700K) is suitable.
  • About the duration of work – the LED bulb packaging indicates how many hours it can work – from 6 thousand to 15 thousand hours. With a lifespan of 12,000 hours and daily use of an average of 4 hours, this would mean over 8 years of operation for the respective energy-saving bulb.
  • About the price – the continuously falling prices of LED bulbs, as well as the drastic rise in the price of electricity, do not put in any doubt the expediency of replacing traditional bulbs with energy-saving ones.

Task:

1/ Compare the energy consumption of an incandescent light bulb (75 W) and an LED bulb (15 W) for 4 hours of daily use for:

  • one day (0.3 kWh compared to 0.06 kWh);
  • one month (9 kWh compared to 1.8 kWh);
  • one year (108 kWh compared to 21.6 kWh).

2/ How much energy can be saved in one year if 15 light bulbs at home are replaced with ones that provide LED lighting (1296 kWh) .

The task can be extended if calculations are made for the money saved using the current price of electricity.

Summary:

Remember the basic rules for saving electricity from lighting:

  • If you want to save up to 80% of lighting costs, be sure to replace all incandescent light bulbs with energy-saving ones.
  • If there is no one in the room – turn off the lights.
  • Use lighting in corridors, stairwells or in the courtyard that turns on and off automatically using sensors for light, time and motion.


  • Organize competitions for environmental initiatives related to energy.
  • Research school electricity costs and suggest ideas for reducing them. Share your studies at school. Arrange a meeting with school management or institutional experts to share your ideas.
  • Research electricity costs at home and suggest ideas for reducing them. Share your research with your parents and look for opportunities to implement your ideas.
  • Prepare information materials for students and parents presenting the basic rules for sustainable consumption of energy and resources.
  • Prepare a digital "Energy Saving Handbook" and distribute it electronically, or prepare presentations with energy saving ideas to present to students, teachers and parents.

When it comes to climate protection, saving energy is the “sleeping giant”. Franz Alt, German journalist

Weather Greenhouse Consequences Measures Library
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About the portal

The informational and educational portal Klimadapt is intended for the dissemination of information, training of students, teachers and the general public, as well as for the organization of civil projects and campaigns dedicated to overcoming and adapting to climate change. Its creation took place within the project Changing with Climate, which is implemented by 10 partner organizations with the support of the Environmental Protection and Climate Change Program through the Financial Mechanism of the European Economic Area /2014-2021/.

The Klimadapt portal includes a variety of informational and didactic materials (texts, videos, lesson plans, dilemmas, model stories and fairy tales, worksheets, experiments, tests, games, instructions on how to organize actions, etc.) that provide opportunities for implementation of a learning process and/or organising a variety of activities related to mitigation or adaptation to the occuring climate changes.

Portal Development

Information texts and structure, concept of the portal: Kliment Mindjov

Educational scenarios: Kliment Mindjov, Tatiana Miteva

Portal design and PDF files: Sylvia Magyar

Illustrations and graphics: Laszlo Falvay

Video adaptation: Ivan Kozhuharov

Translation from/into English: Irina Dobriyanova, Kliment Mindjov

Editing in Bulgarian: Galina Spassova

Programming: Daniel Mirea

Management of the "Changing with Climate" project: Mariana Bancheva, Violeta Nikolova

The portal uses photos from the iStock and Unsplash platforms, as well as “pro bono” provided materials from the photo and video library of the Regional Environmental Center for Central and Eastern Europe (REC).

Acknowledgements

The development of the Klimadapt informational and educational portal was made possible through the goodwill and cooperation of a wide range of specialists and organisations.

We express our heartfelt gratitude to Prof. Dennis Meadows and his collaborators for the copyright for the Bulgarian language version of "The Climate Change Playbook", which includes 22 interactive games.

Nikolay Petkov researched and prepared information related to good Bulgarian and foreign practices in dealing with climate change. We thank him.

In the virtual library of the portal, informational and educational materials of various nature of various organizations, created years ago, but facing increasingly difficulty to find on the Internet, are included. In this regard, our thanks go to:

The informative and educational texts in the portal reflect facts and data from various international and Bulgarian sources: European Commission, European Environment Agency, World Health Organization, United States National Aeronautics and Space Administration (NASA); United States Environmental Protection Agency, Intergovernmental Panel on Climate Change (IPCC), World Bank, World Resources Institute,  Ministry of Environment and Water of the Republic of Bulgaria, Regional Environmental Center for Central and Eastern Europe, publications in BBC, The Guardian and other periodicals. The creators of the portal are responsible for the content and the way the information is presented and visualized.

Finally, but not least, we would like to express our sincerest gratitude to our sponsors from the Financial Mechanism of the European Economic Area (EEA FM) and the program operator at the Ministry of Environment and Water of the Republic of Bulgaria. Thank you!

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