1.0-Course_Sus-Dev.pptx
•Download as PPTX, PDF•
0 likes•7 views
This 3-unit course provides an introduction to sustainable development and will cover topics such as the environmental, social and economic pillars of sustainability. It will examine the UN's 17 Sustainable Development Goals and analyze issues like overuse of resources, population growth, and ensuring economic growth is sustainable. The course aims to familiarize students with concepts of sustainable development and have them articulate major environmental issues and initiatives in the Philippines to achieve sustainability. It includes 6 chapters that will address topics such as planetary boundaries, sustainable agriculture and energy, cities, and environmental laws and policies in the Philippines. Student assessment will be based on tests, papers, discussion participation, and a research project.
Report
Share
Report
Share
Recommended
Policy Paper Sustainability Science_final3
This document provides context on sustainability science and outlines UNESCO's approach to implementing it through science-policy-society interfaces. It discusses sustainability science as an emerging field that takes an interdisciplinary, problem-driven approach. UNESCO's vision is to foster dialogue between scientists, policymakers, and society to achieve sustainable development through science-based solutions. The document then describes six pilot projects in Southeast Asia demonstrating this approach, including strengthening rainforests in Indonesia, restoring water systems in Cambodia, and promoting sustainable tourism in Malaysia.
Sustainable Development
Purbesh Mondal, a 10th grade student at Narayana School in Haldia, created a social science project on sustainable development. The project acknowledges those who helped and outlines the topics to be discussed, including definitions of sustainability and sustainable development, concepts, evolution of the concept, principles, pillars, importance, indicators, goals, outcomes, examples and barriers. It then provides details on each of these topics through content sections and subsections.
433206751-71025-12946.pdf
Raheem Sultan, a class 10 student, submitted a project on sustainable development to his social science teacher. The 3-page project covered key topics like the meaning and evolution of sustainable development, its three pillars of economic development, social development, and environmental protection. It discussed India's needs and goals in sustainable development, and steps taken by the Indian government like the Paris Agreement and initiatives on climate change. The teacher evaluated the project positively based on its content, presentation, and the student's understanding during a viva voce.
Toshiba__CO2_Balance_project[1]Schools
This document discusses opportunities for schools to offset carbon emissions from equipment like photocopiers through the Toshiba African Energy Efficient Stove Project. It notes that schools are responsible for a significant portion of public sector emissions and sustainable procurement is important. The stove project provides educational benefits by allowing students to learn about other cultures and compare energy use and impacts. It also aligns with the national curriculum in numerous subject areas from citizenship to geography to science. Resources for teaching about the project are provided.
Introduction to Sustainability towards SDGs, Mario Tabucanon, UNU-IAS
This presentation was part of the ProSPER.Net Leadership Programme 2017 'Building Transformational Leadership Towards the SDGs'
natural resources syllabus- college of agriculture
Natural resources are materials created in nature that are used and usable by humans. They include natural substances (e.g., soil, water) and energy supplies (e.g., coal, gas) that serve to satisfy human needs and wants (Barsch and Bürger 1996; Minc 1976).
Natural resources are the foundation of human existence, providing the essential elements necessary for survival, development, and prosperity. These resources encompass a wide range of substances and materials found in nature, including renewable and non-renewable sources. From the air we breathe to the water we drink, from the minerals beneath the earth's surface to the biodiversity of its ecosystems, natural resources play a crucial role in sustaining life on Earth. Understanding the diverse array of natural resources, their characteristics, distribution, utilization, and conservation, is fundamental to addressing global challenges such as environmental degradation, climate change, and sustainable development.
Introduction to Natural Resources:
Natural resources refer to the materials and substances that occur naturally in the environment and are utilized by living organisms for sustenance and growth. These resources can be broadly categorized into renewable and non-renewable resources based on their ability to replenish over time.
Renewable Resources:
Renewable resources are those that are replenished naturally and relatively quickly, making them potentially inexhaustible within human time scales. They include:
Solar Energy: Solar energy is derived from the sun and is harnessed through technologies such as solar panels to produce electricity and heat.
Wind Energy: Wind energy is generated by harnessing the kinetic energy of wind through wind turbines to produce electricity.
Hydropower: Hydropower utilizes the kinetic energy of flowing water, such as rivers and streams, to generate electricity through turbines.
Biomass: Biomass refers to organic materials derived from plants and animals, such as wood, agricultural residues, and organic waste, which can be used for energy production.
Non-Renewable Resources:
Non-renewable resources are finite and cannot be replenished within a human lifetime. They include:
Fossil Fuels: Fossil fuels such as coal, oil, and natural gas are formed from organic matter over millions of years and are the primary source of energy for modern society.
Minerals and Metals: Minerals and metals encompass a wide range of naturally occurring substances, including iron, copper, gold, and uranium, which are essential for industrial processes, construction, and manufacturing.
Fossil Water: Fossil water, also known as groundwater, is stored underground in aquifers and is a vital resource for agriculture, industry, and domestic use in many regions.
Water Resources:
Water is one of the most critical natural resources, essential for all forms of life and various human activities. It includes freshwater sources such as rivers, lakes, and groundwater, as well as saline water bod
Relative economics – as the road map to sustainable development revised
The document discusses the need for courses on relative economics and sustainable development to prepare students for future challenges and careers. It proposes that such courses would help develop social entrepreneurs, promote green technology and sustainability. The document outlines how international agreements and movements have increasingly supported education for sustainable development. It then provides details on potential course content and structure for relative economics, including both theoretical and practical components. The conclusion states that relative economics courses can help develop society according to sustainable development principles and prepare responsible graduates for tomorrow's needs.
21 issues for 21st century final
this is very interesting and it drives common people towards the real emerging environmental problems in 21st century. they would be surprised to see none of the top 5 problems belong to scientific issues.
Recommended
Policy Paper Sustainability Science_final3
This document provides context on sustainability science and outlines UNESCO's approach to implementing it through science-policy-society interfaces. It discusses sustainability science as an emerging field that takes an interdisciplinary, problem-driven approach. UNESCO's vision is to foster dialogue between scientists, policymakers, and society to achieve sustainable development through science-based solutions. The document then describes six pilot projects in Southeast Asia demonstrating this approach, including strengthening rainforests in Indonesia, restoring water systems in Cambodia, and promoting sustainable tourism in Malaysia.
Sustainable Development
Purbesh Mondal, a 10th grade student at Narayana School in Haldia, created a social science project on sustainable development. The project acknowledges those who helped and outlines the topics to be discussed, including definitions of sustainability and sustainable development, concepts, evolution of the concept, principles, pillars, importance, indicators, goals, outcomes, examples and barriers. It then provides details on each of these topics through content sections and subsections.
433206751-71025-12946.pdf
Raheem Sultan, a class 10 student, submitted a project on sustainable development to his social science teacher. The 3-page project covered key topics like the meaning and evolution of sustainable development, its three pillars of economic development, social development, and environmental protection. It discussed India's needs and goals in sustainable development, and steps taken by the Indian government like the Paris Agreement and initiatives on climate change. The teacher evaluated the project positively based on its content, presentation, and the student's understanding during a viva voce.
Toshiba__CO2_Balance_project[1]Schools
This document discusses opportunities for schools to offset carbon emissions from equipment like photocopiers through the Toshiba African Energy Efficient Stove Project. It notes that schools are responsible for a significant portion of public sector emissions and sustainable procurement is important. The stove project provides educational benefits by allowing students to learn about other cultures and compare energy use and impacts. It also aligns with the national curriculum in numerous subject areas from citizenship to geography to science. Resources for teaching about the project are provided.
Introduction to Sustainability towards SDGs, Mario Tabucanon, UNU-IAS
This presentation was part of the ProSPER.Net Leadership Programme 2017 'Building Transformational Leadership Towards the SDGs'
natural resources syllabus- college of agriculture
Natural resources are materials created in nature that are used and usable by humans. They include natural substances (e.g., soil, water) and energy supplies (e.g., coal, gas) that serve to satisfy human needs and wants (Barsch and Bürger 1996; Minc 1976).
Natural resources are the foundation of human existence, providing the essential elements necessary for survival, development, and prosperity. These resources encompass a wide range of substances and materials found in nature, including renewable and non-renewable sources. From the air we breathe to the water we drink, from the minerals beneath the earth's surface to the biodiversity of its ecosystems, natural resources play a crucial role in sustaining life on Earth. Understanding the diverse array of natural resources, their characteristics, distribution, utilization, and conservation, is fundamental to addressing global challenges such as environmental degradation, climate change, and sustainable development.
Introduction to Natural Resources:
Natural resources refer to the materials and substances that occur naturally in the environment and are utilized by living organisms for sustenance and growth. These resources can be broadly categorized into renewable and non-renewable resources based on their ability to replenish over time.
Renewable Resources:
Renewable resources are those that are replenished naturally and relatively quickly, making them potentially inexhaustible within human time scales. They include:
Solar Energy: Solar energy is derived from the sun and is harnessed through technologies such as solar panels to produce electricity and heat.
Wind Energy: Wind energy is generated by harnessing the kinetic energy of wind through wind turbines to produce electricity.
Hydropower: Hydropower utilizes the kinetic energy of flowing water, such as rivers and streams, to generate electricity through turbines.
Biomass: Biomass refers to organic materials derived from plants and animals, such as wood, agricultural residues, and organic waste, which can be used for energy production.
Non-Renewable Resources:
Non-renewable resources are finite and cannot be replenished within a human lifetime. They include:
Fossil Fuels: Fossil fuels such as coal, oil, and natural gas are formed from organic matter over millions of years and are the primary source of energy for modern society.
Minerals and Metals: Minerals and metals encompass a wide range of naturally occurring substances, including iron, copper, gold, and uranium, which are essential for industrial processes, construction, and manufacturing.
Fossil Water: Fossil water, also known as groundwater, is stored underground in aquifers and is a vital resource for agriculture, industry, and domestic use in many regions.
Water Resources:
Water is one of the most critical natural resources, essential for all forms of life and various human activities. It includes freshwater sources such as rivers, lakes, and groundwater, as well as saline water bod
Relative economics – as the road map to sustainable development revised
The document discusses the need for courses on relative economics and sustainable development to prepare students for future challenges and careers. It proposes that such courses would help develop social entrepreneurs, promote green technology and sustainability. The document outlines how international agreements and movements have increasingly supported education for sustainable development. It then provides details on potential course content and structure for relative economics, including both theoretical and practical components. The conclusion states that relative economics courses can help develop society according to sustainable development principles and prepare responsible graduates for tomorrow's needs.
21 issues for 21st century final
this is very interesting and it drives common people towards the real emerging environmental problems in 21st century. they would be surprised to see none of the top 5 problems belong to scientific issues.
social_studies_module_on_climate_change_disaster_risk_reduction_and_local_env...
This document provides a teachers' guide for a 12-day module on environmental issues for 10th grade social studies students in the Philippines. The module aims to teach students about climate change, disaster risk reduction, and local environmental problems. It includes standards, learning competencies, daily lesson plans, and assessment rubrics. Students will learn about disasters, vulnerability, disaster response, government agencies, cooperation during disasters, and the political, economic and social aspects of climate change. Activities include role plays, maps, posters, and presentations to demonstrate understanding of concepts.
Critical Approaches to the Concept of Sustainable Development
It has been observed that while living in harmony with nature on earth until the industrial revolution, with the industrial production and consumption society formed after the industrial revolution, humanity has started to dominate nature more and the damage caused to nature has increased. Economic growth, contrary to expectations, increasing inequality in the distribution of income, the impoverishment of the broad masses of the natural environment in the emergence of problems such as destruction of natural resources, growth and development of the concept of sustainable development has revealed the new concept. Sustainable development suggests that both economic development can continue and the ecological system can be protected; the contradiction between the environment and development will disappear. The concept of sustainable development has been considered to be able to solve many country problems since its first appearance, and has been applied to many fields such as economics, politics, the environment and social culture. In fact, there are many aspects of the concept of sustainable development that are open to criticism. The aim of this study is to address the criticisms brought to the concept with a collective perspective. For this purpose, the criticisms brought to the concept of sustainable development based on the previous studies conducted on the subject were examined. It is thought that the study will contribute to the literature by eliminating the lack of a critical perspective on sustainable development in this way.
Information brochure-india-year-book
This document provides information about a 30-hour fast track course on India Year Book 2015 being conducted by VVR IAS. The course will be taught by Mr. Mohan Kumar and cover all chapters of India Year Book 2015 in an organized manner over 12 classes of 2.5 hours each. It highlights the importance of India Year Book for the civil services preliminary exam, noting that 13-20 questions are directly asked from it each year. The document asserts that this course will simplify studying the bulky text and help aspirants understand and remember the content to perform well in the upcoming preliminary exam.
An empirical examination of sustainability for multinational firms in china ...
This document summarizes an empirical study that examined sustainability practices among multinational firms operating in China. The study aimed to: 1) Examine pressure from parent companies on subsidiaries in China to improve sustainability; 2) Develop a conceptual framework of indicators to assess sustainability performance; and 3) Identify motivators for implementing sustainability practices and implications. The study analyzed survey responses from 229 executives at multinational subsidiaries in China. Key findings included differences in sustainability practices based on firm size, and that greater emphasis is needed on management in host countries to improve sustainability. The study contributes to understanding antecedents of sustainability among multinationals operating abroad.
Sustainable Development For Rural Communities
SustR is a consortium of universities in Mexico, Canada, and the US working to advance rural sustainability through education. The program aims to train students on critical rural issues, foster research collaboration, and create a North American curriculum on rural sustainability. Key objectives include developing new course modules and materials, as well as organizing student exchanges between partner universities for language learning, coursework, and internships related to rural community development and sustainability.
SKAM-15 2002 PENANG: ENVIRONMENTAL EDU GOALS UNESCO
The paper on the ANALYSIS OF SCHOOL TEACHERS’
ATTITUDES ON THE IMPORTANCE OF ENVIRONMENTAL
EDUCATION GOALS was presented at the 15th. Simposium Kimia Analisis (SKAM-15) in Bayview Beach Resorts, Penang on September 10-12, 2002
Conscientisation
1) The document discusses the need for environmental education and sustainable development to be integrated into school curriculums.
2) It notes that while science and technology have benefits, they have also contributed to environmental degradation without sustainable practices.
3) The document argues that education must motivate active participation in problem solving, discuss the social and moral impacts of environmental actions, and help students understand the consequences of human manipulation of the environment.
BRUNDTLAND REPORT : OUR COMMON FUTURE
The Brundtland Report, also known as Our Common Future, was published in 1987 by the World Commission on Environment and Development. It laid out the concept of sustainable development, which balances environmental protection, economic growth, and social equity. The report addressed the deterioration of the environment and natural resources, and provided recommendations on solving global environmental crises. It emphasized that developing nations need support to meet basic needs like employment, food, energy, and sanitation in a sustainable way. The Brundtland Report raised awareness of the relationship between human society and the environment and influenced environmental laws and planning worldwide.
Climate change science, communication, and solutions
Resources for teachers in teaching climate change science and solutions to high school and middle school students. NC Common core science.
Program Outline in Regenerative Entrepreneurship
This document provides information on the Certificate in Regenerative Entrepreneurship program offered by the University for International Cooperation starting in September 2019. The 16-month online program teaches principles and practices of regenerative development, including managing landscapes and ecosystems, social and economic systems thinking, and developing entrepreneurial regenerative projects. The program is taught through readings, webinars and discussions, and students will develop a regenerative project and essay. Notable experts in regenerative development, including Allan Savory and Daniel Christian Wahl, will contribute as mentors and speakers.
AT INTERNATIONAL ESD CONFERENCE Research Paper of Dr Geetika Saluja from ahme...
1. The document discusses the need to reorient school curriculum to integrate Education for Sustainable Development (ESD) and active citizenship. It conducted a study among 228 educators and students in Ahmedabad, India to understand their knowledge, views on need and preparedness regarding ESD.
2. The study found lack of basic knowledge about ESD concepts but agreement on need to redesign curriculum with integrated approach focusing on changing behaviors. Responses also showed mixed preparedness among current and future educators to implement an integrated curriculum approach.
3. The conclusion is that simply increasing literacy is not enough for sustainability - curriculum needs to focus on skills and perspectives to encourage participation in decision making. Designing an integrated participatory curriculum aligned with
Sustainable Development by Pranshu Verma
Sustainable development aims to meet present needs without compromising future generations' ability to meet their own needs. It considers economic, social, and environmental pillars. The concept emerged in the late 20th century from concerns about rapid industrialization's environmental and social impacts. Major UN conferences and agreements have addressed sustainable development, seeking to balance these pillars through concepts like Agenda 21. Education is key to empowering societies to transition to more sustainable models.
Feb-2017-Written-evidence-to-the-LP-consultation-on-Industrial-Strategy
The Schumacher Institute submitted a response to the Labour Party's consultation on developing an industrial strategy. Some key points made in the submission include:
- An industrial strategy should be based on principles of being challenge-led, mission-oriented, and values-driven, with a priority on sustainability.
- Fundamental ecosystem and social challenges like resource depletion, climate change, and inequality must inform the strategy.
- Concepts like the green economy, circular economy, and ideas around a "safe and just operating space" could help address these challenges through economic transformation.
- The strategy and policies should support mission-led businesses, corporate governance reform, localisation, and socio-technical innovation to enable the
Strengthening Higher Education for Sustainable Agriculture (HESA) and Food Sy...
Wayne Nelles from the Chulalongkorn University School of Agricultural Resources (CUSAR) presents an overview of the context and importance for achieving SDGs in southeast Asia with a focus on sustainable agri-food systems. The ongoing work of the SIANI expert group on Higher Education in Southeast Asia (HESA) is also presented, as well as an outline of planned work in the upcoming years.
HESA-SIANI August 2017 Philippines Workshop
The Role of Science in the Design and
This document summarizes a case study examining how teachers at a primary and secondary school in Melbourne, Australia incorporate sustainability into their curricula and teaching. Interviews were conducted with 30 teachers to understand their knowledge of sustainability, views on its role in curricula, attitudes towards teaching it, current practices, and resource use. Key findings include that teachers see sustainability as managing resources for future generations and integrating it across subjects, but feel additional support and training is needed. The study aims to help better prepare teachers and students for environmental and social challenges.
Lesson 2.1 (ten social)
The document discusses sustainable development. It defines sustainable development as development that meets current needs without compromising the ability of future generations to meet their needs. It discusses that sustainable development has economic, social, and environmental aspects. It notes that while the concept has existed for a long time, its importance is now being realized in Nepal. Sustainable development aims to balance population growth, economic development, and environmental conservation.
Ess student course guide
Over the two-year course, students will study a wide range of ecosystems and environmental issues locally and globally. Topic areas include systems and models, human population growth, conservation, pollution management, and environmental value systems. The course aims to develop students' scientific skills and raise awareness of environmental issues. Students' practical work will be internally assessed based on eight criteria.
WA ESLP Final July 29.2011
The document summarizes Washington State's Environmental and Sustainability Literacy Plan. The plan was developed by OSPI and E3 Washington to build on existing environmental education programs and ensure students have opportunities to develop environmental literacy through project-based learning. The plan establishes a 2021 vision of excellent environmental education for all students both in and out of school. It includes six goals focused on lifelong learning, standards/curriculum, graduation requirements, professional development, assessment, and implementation/funding. The plan leverages Washington's natural resources, education institutions, businesses, and history of environmental education leadership to advance environmental literacy statewide.
Draft-GEC-Ethics-Unified-Syllabus.pdf
This document provides a course syllabus for an Ethics course at Cebu Technological University. It includes information such as the course description, learning outcomes, content, assessment tasks and time allocation. The course aims to teach students principles of ethical behavior at individual and societal levels. It will discuss concepts such as moral versus non-moral problems, ethical frameworks, and analyze moral dilemmas using principles of ethics. Students will examine how culture and social situations can influence moral behavior and decision making. Assessment will include exams, reflective papers, group activities and analyzing case studies using concepts taught.
Nancy Lee Wood GCC 2018
The document outlines Bristol Community College's new Sustainability Studies degree program and certificate. The program aims to educate students on the ecological crises of climate change, resource depletion, and species extinction and prepare them for careers helping transition to a more sustainable future. The degree includes general education courses and 9 core sustainability courses covering topics like climate science, regenerative land use, and new economic models. Students can also choose electives in tracks like environmental studies, agriculture, or water management. The program aims to equip graduates for jobs in sustainability fields and further education in related areas.
Mass Production of Trichogramma sp..pptx
Trichogramma spp. is an efficient egg parasitoids that potentially assist to manage the insect-pests from the field condition by parasiting the host eggs. To mass culture this egg parasitoids effectively, we need to culture another stored grain pest- Rice Meal Moth (Corcyra Cephalonica). After rearing this pest, the eggs of Corcyra will carry the potential Trichogramma spp., which is an Hymenopteran Wasp. The detailed Methodologies of rearing both Corcyra Cephalonica and Trichogramma spp. have described on this ppt.
More Related Content
Similar to 1.0-Course_Sus-Dev.pptx
social_studies_module_on_climate_change_disaster_risk_reduction_and_local_env...
This document provides a teachers' guide for a 12-day module on environmental issues for 10th grade social studies students in the Philippines. The module aims to teach students about climate change, disaster risk reduction, and local environmental problems. It includes standards, learning competencies, daily lesson plans, and assessment rubrics. Students will learn about disasters, vulnerability, disaster response, government agencies, cooperation during disasters, and the political, economic and social aspects of climate change. Activities include role plays, maps, posters, and presentations to demonstrate understanding of concepts.
Critical Approaches to the Concept of Sustainable Development
It has been observed that while living in harmony with nature on earth until the industrial revolution, with the industrial production and consumption society formed after the industrial revolution, humanity has started to dominate nature more and the damage caused to nature has increased. Economic growth, contrary to expectations, increasing inequality in the distribution of income, the impoverishment of the broad masses of the natural environment in the emergence of problems such as destruction of natural resources, growth and development of the concept of sustainable development has revealed the new concept. Sustainable development suggests that both economic development can continue and the ecological system can be protected; the contradiction between the environment and development will disappear. The concept of sustainable development has been considered to be able to solve many country problems since its first appearance, and has been applied to many fields such as economics, politics, the environment and social culture. In fact, there are many aspects of the concept of sustainable development that are open to criticism. The aim of this study is to address the criticisms brought to the concept with a collective perspective. For this purpose, the criticisms brought to the concept of sustainable development based on the previous studies conducted on the subject were examined. It is thought that the study will contribute to the literature by eliminating the lack of a critical perspective on sustainable development in this way.
Information brochure-india-year-book
This document provides information about a 30-hour fast track course on India Year Book 2015 being conducted by VVR IAS. The course will be taught by Mr. Mohan Kumar and cover all chapters of India Year Book 2015 in an organized manner over 12 classes of 2.5 hours each. It highlights the importance of India Year Book for the civil services preliminary exam, noting that 13-20 questions are directly asked from it each year. The document asserts that this course will simplify studying the bulky text and help aspirants understand and remember the content to perform well in the upcoming preliminary exam.
An empirical examination of sustainability for multinational firms in china ...
This document summarizes an empirical study that examined sustainability practices among multinational firms operating in China. The study aimed to: 1) Examine pressure from parent companies on subsidiaries in China to improve sustainability; 2) Develop a conceptual framework of indicators to assess sustainability performance; and 3) Identify motivators for implementing sustainability practices and implications. The study analyzed survey responses from 229 executives at multinational subsidiaries in China. Key findings included differences in sustainability practices based on firm size, and that greater emphasis is needed on management in host countries to improve sustainability. The study contributes to understanding antecedents of sustainability among multinationals operating abroad.
Sustainable Development For Rural Communities
SustR is a consortium of universities in Mexico, Canada, and the US working to advance rural sustainability through education. The program aims to train students on critical rural issues, foster research collaboration, and create a North American curriculum on rural sustainability. Key objectives include developing new course modules and materials, as well as organizing student exchanges between partner universities for language learning, coursework, and internships related to rural community development and sustainability.
SKAM-15 2002 PENANG: ENVIRONMENTAL EDU GOALS UNESCO
The paper on the ANALYSIS OF SCHOOL TEACHERS’
ATTITUDES ON THE IMPORTANCE OF ENVIRONMENTAL
EDUCATION GOALS was presented at the 15th. Simposium Kimia Analisis (SKAM-15) in Bayview Beach Resorts, Penang on September 10-12, 2002
Conscientisation
1) The document discusses the need for environmental education and sustainable development to be integrated into school curriculums.
2) It notes that while science and technology have benefits, they have also contributed to environmental degradation without sustainable practices.
3) The document argues that education must motivate active participation in problem solving, discuss the social and moral impacts of environmental actions, and help students understand the consequences of human manipulation of the environment.
BRUNDTLAND REPORT : OUR COMMON FUTURE
The Brundtland Report, also known as Our Common Future, was published in 1987 by the World Commission on Environment and Development. It laid out the concept of sustainable development, which balances environmental protection, economic growth, and social equity. The report addressed the deterioration of the environment and natural resources, and provided recommendations on solving global environmental crises. It emphasized that developing nations need support to meet basic needs like employment, food, energy, and sanitation in a sustainable way. The Brundtland Report raised awareness of the relationship between human society and the environment and influenced environmental laws and planning worldwide.
Climate change science, communication, and solutions
Resources for teachers in teaching climate change science and solutions to high school and middle school students. NC Common core science.
Program Outline in Regenerative Entrepreneurship
This document provides information on the Certificate in Regenerative Entrepreneurship program offered by the University for International Cooperation starting in September 2019. The 16-month online program teaches principles and practices of regenerative development, including managing landscapes and ecosystems, social and economic systems thinking, and developing entrepreneurial regenerative projects. The program is taught through readings, webinars and discussions, and students will develop a regenerative project and essay. Notable experts in regenerative development, including Allan Savory and Daniel Christian Wahl, will contribute as mentors and speakers.
AT INTERNATIONAL ESD CONFERENCE Research Paper of Dr Geetika Saluja from ahme...
1. The document discusses the need to reorient school curriculum to integrate Education for Sustainable Development (ESD) and active citizenship. It conducted a study among 228 educators and students in Ahmedabad, India to understand their knowledge, views on need and preparedness regarding ESD.
2. The study found lack of basic knowledge about ESD concepts but agreement on need to redesign curriculum with integrated approach focusing on changing behaviors. Responses also showed mixed preparedness among current and future educators to implement an integrated curriculum approach.
3. The conclusion is that simply increasing literacy is not enough for sustainability - curriculum needs to focus on skills and perspectives to encourage participation in decision making. Designing an integrated participatory curriculum aligned with
Sustainable Development by Pranshu Verma
Sustainable development aims to meet present needs without compromising future generations' ability to meet their own needs. It considers economic, social, and environmental pillars. The concept emerged in the late 20th century from concerns about rapid industrialization's environmental and social impacts. Major UN conferences and agreements have addressed sustainable development, seeking to balance these pillars through concepts like Agenda 21. Education is key to empowering societies to transition to more sustainable models.
Feb-2017-Written-evidence-to-the-LP-consultation-on-Industrial-Strategy
The Schumacher Institute submitted a response to the Labour Party's consultation on developing an industrial strategy. Some key points made in the submission include:
- An industrial strategy should be based on principles of being challenge-led, mission-oriented, and values-driven, with a priority on sustainability.
- Fundamental ecosystem and social challenges like resource depletion, climate change, and inequality must inform the strategy.
- Concepts like the green economy, circular economy, and ideas around a "safe and just operating space" could help address these challenges through economic transformation.
- The strategy and policies should support mission-led businesses, corporate governance reform, localisation, and socio-technical innovation to enable the
Strengthening Higher Education for Sustainable Agriculture (HESA) and Food Sy...
Wayne Nelles from the Chulalongkorn University School of Agricultural Resources (CUSAR) presents an overview of the context and importance for achieving SDGs in southeast Asia with a focus on sustainable agri-food systems. The ongoing work of the SIANI expert group on Higher Education in Southeast Asia (HESA) is also presented, as well as an outline of planned work in the upcoming years.
HESA-SIANI August 2017 Philippines Workshop
The Role of Science in the Design and
This document summarizes a case study examining how teachers at a primary and secondary school in Melbourne, Australia incorporate sustainability into their curricula and teaching. Interviews were conducted with 30 teachers to understand their knowledge of sustainability, views on its role in curricula, attitudes towards teaching it, current practices, and resource use. Key findings include that teachers see sustainability as managing resources for future generations and integrating it across subjects, but feel additional support and training is needed. The study aims to help better prepare teachers and students for environmental and social challenges.
Lesson 2.1 (ten social)
The document discusses sustainable development. It defines sustainable development as development that meets current needs without compromising the ability of future generations to meet their needs. It discusses that sustainable development has economic, social, and environmental aspects. It notes that while the concept has existed for a long time, its importance is now being realized in Nepal. Sustainable development aims to balance population growth, economic development, and environmental conservation.
Ess student course guide
Over the two-year course, students will study a wide range of ecosystems and environmental issues locally and globally. Topic areas include systems and models, human population growth, conservation, pollution management, and environmental value systems. The course aims to develop students' scientific skills and raise awareness of environmental issues. Students' practical work will be internally assessed based on eight criteria.
WA ESLP Final July 29.2011
The document summarizes Washington State's Environmental and Sustainability Literacy Plan. The plan was developed by OSPI and E3 Washington to build on existing environmental education programs and ensure students have opportunities to develop environmental literacy through project-based learning. The plan establishes a 2021 vision of excellent environmental education for all students both in and out of school. It includes six goals focused on lifelong learning, standards/curriculum, graduation requirements, professional development, assessment, and implementation/funding. The plan leverages Washington's natural resources, education institutions, businesses, and history of environmental education leadership to advance environmental literacy statewide.
Draft-GEC-Ethics-Unified-Syllabus.pdf
This document provides a course syllabus for an Ethics course at Cebu Technological University. It includes information such as the course description, learning outcomes, content, assessment tasks and time allocation. The course aims to teach students principles of ethical behavior at individual and societal levels. It will discuss concepts such as moral versus non-moral problems, ethical frameworks, and analyze moral dilemmas using principles of ethics. Students will examine how culture and social situations can influence moral behavior and decision making. Assessment will include exams, reflective papers, group activities and analyzing case studies using concepts taught.
Nancy Lee Wood GCC 2018
The document outlines Bristol Community College's new Sustainability Studies degree program and certificate. The program aims to educate students on the ecological crises of climate change, resource depletion, and species extinction and prepare them for careers helping transition to a more sustainable future. The degree includes general education courses and 9 core sustainability courses covering topics like climate science, regenerative land use, and new economic models. Students can also choose electives in tracks like environmental studies, agriculture, or water management. The program aims to equip graduates for jobs in sustainability fields and further education in related areas.
Similar to 1.0-Course_Sus-Dev.pptx (20)
social_studies_module_on_climate_change_disaster_risk_reduction_and_local_env...
social_studies_module_on_climate_change_disaster_risk_reduction_and_local_env...
Critical Approaches to the Concept of Sustainable Development
Critical Approaches to the Concept of Sustainable Development
An empirical examination of sustainability for multinational firms in china ...
An empirical examination of sustainability for multinational firms in china ...
SKAM-15 2002 PENANG: ENVIRONMENTAL EDU GOALS UNESCO
SKAM-15 2002 PENANG: ENVIRONMENTAL EDU GOALS UNESCO
Climate change science, communication, and solutions
Climate change science, communication, and solutions
AT INTERNATIONAL ESD CONFERENCE Research Paper of Dr Geetika Saluja from ahme...
AT INTERNATIONAL ESD CONFERENCE Research Paper of Dr Geetika Saluja from ahme...
Feb-2017-Written-evidence-to-the-LP-consultation-on-Industrial-Strategy
Feb-2017-Written-evidence-to-the-LP-consultation-on-Industrial-Strategy
Strengthening Higher Education for Sustainable Agriculture (HESA) and Food Sy...
Strengthening Higher Education for Sustainable Agriculture (HESA) and Food Sy...
Recently uploaded
Mass Production of Trichogramma sp..pptx
Trichogramma spp. is an efficient egg parasitoids that potentially assist to manage the insect-pests from the field condition by parasiting the host eggs. To mass culture this egg parasitoids effectively, we need to culture another stored grain pest- Rice Meal Moth (Corcyra Cephalonica). After rearing this pest, the eggs of Corcyra will carry the potential Trichogramma spp., which is an Hymenopteran Wasp. The detailed Methodologies of rearing both Corcyra Cephalonica and Trichogramma spp. have described on this ppt.
(Q)SAR Assessment Framework: Guidance for Assessing (Q)SAR Models and Predict...
The webinar provided an overview of the new OECD (Q)SAR Assessment Framework for evaluating the scientific validity of (Q)SAR models, predictions, and results from multiple predictions. The QAF provides assessment elements for existing principles for evaluating models, as well as new principles for evaluating predictions and results. In addition to the principles, assessment elements, and guidance for evaluating each element, the QAF includes a checklist for reporting assessments.
This new Framework provides regulators with a consistent and transparent approach for reviewing the use of (Q)SAR predictions in a regulatory context and increases the confidence to accept alternative methods for evaluating chemical hazards. The OECD worked closely together with the Istituto Superiore di Sanità (Italy) and the European Chemicals Agency (ECHA), supported by a variety of international experts to develop a checklist of criteria and guidance for evaluating each criterion. The aim of the QAF is to help establish confidence in the use of (Q)SARs in evaluating chemical safety, and was designed to be applicable irrespective of the modelling technique used to build the model, the predicted endpoint, and the intended regulatory purpose.
The webinar provided an overview of the project and presented the main aspects of the framework for assessing models and results based on individual or multiple predictions.
Republic of Ethiopia EPA (2003) Ambient Environment Standards for Ethiopia.pdf
Republic of Ethiopia EPA (2003) Ambient Environment Standards for Ethiopia.pdf
Exploring low emissions development opportunities in food systems
Presented by Christopher Martius (CIFOR-ICRAF) at "Side event 60th sessions of the UNFCCC Subsidiary Bodies - Sustainable Bites: Innovating Low Emission Food Systems One Country at a Time" on 13 June 2024
一比一原版美国贝翰文大学毕业证（BU学位证）如何办理
原件一模一样【微信：WP101A】【美国贝翰文大学毕业证（BU学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国贝翰文大学毕业证（BU学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国贝翰文大学毕业证（BU学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国贝翰文大学毕业证（BU学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国贝翰文大学毕业证（BU学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版(unuk毕业证书)英国诺丁汉大学毕业证如何办理
原版一模一样【微信：741003700 】【(unuk毕业证书)英国诺丁汉大学毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(unuk毕业证书)英国诺丁汉大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(unuk毕业证书)英国诺丁汉大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(unuk毕业证书)英国诺丁汉大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(unuk毕业证书)英国诺丁汉大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
原版制作(Manitoba毕业证书)曼尼托巴大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(Manitoba毕业证书)曼尼托巴大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
原版制作(UPSaclay毕业证书)巴黎萨克雷大学毕业证PDF成绩单一模一样
原件一模一样【微信：bwp0011】《(UPSaclay毕业证书)巴黎萨克雷大学毕业证PDF成绩单》【微信：bwp0011】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问微bwp0011
【主营项目】
一.毕业证【微bwp0011】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微bwp0011】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
快速办理(Calabria毕业证书)卡拉布里亚大学毕业证在读证明一模一样
原件一模一样【微信：bwp0011】《(Calabria毕业证书)卡拉布里亚大学毕业证》【微信：bwp0011】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问微bwp0011
【主营项目】
一.毕业证【微bwp0011】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微bwp0011】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Emerging Earth Observation methods for monitoring sustainable food production
Presented by Daniela Requena Suarez, Helmholtz GeoResearch Center Potsdam (GFZ) at "Side event 60th sessions of the UNFCCC Subsidiary Bodies - Sustainable Bites: Innovating Low Emission Food Systems One Country at a Time" on 13 June 2024
一比一原版美国堪萨斯大学毕业证（KU学位证）如何办理
原件一模一样【微信：WP101A】【美国堪萨斯大学毕业证（KU学位证）成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理美国堪萨斯大学毕业证（KU学位证）学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Download the Latest OSHA 10 Answers PDF : oyetrade.com
Latest OSHA 10 Test Question and Answers PDF for Construction and General Industry Exam.
Download the full set of 390 MCQ type question and answers - https://www.oyetrade.com/OSHA-10-Answers-2021.php
To Help OSHA 10 trainees to pass their pre-test and post-test we have prepared set of 390 question and answers called OSHA 10 Answers in downloadable PDF format. The OSHA 10 Answers question bank is prepared by our in-house highly experienced safety professionals and trainers. The OSHA 10 Answers document consists of 390 MCQ type question and answers updated for year 2024 exams.
一比一原版西澳大学毕业证学历证书如何办理
原版定制【微信:741003700】《西澳大学毕业证学位证成绩单》【微信:741003700】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份毕业证【Q微信741003700】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【Q微信741003700】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
A Comprehensive Guide on Cable Location Services Detections Method, Tools, an...
A Comprehensive Guide on Cable Location Services Detections Method, Tools, an...Aussie Hydro-Vac Services
Explore Aussie Hydrovac's comprehensive cable location services, employing advanced tools like ground-penetrating radar and robotic CCTV crawlers for precise detection. Also offering aerial surveying solutions. Contact for reliable service in Australia.一比一原版（Glasgow毕业证）英国格拉斯哥大学毕业证如何办理
原件一模一样【微信：WP101A】【（Glasgow毕业证）英国格拉斯哥大学毕业证学位证成绩单】【微信：WP101A】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：WP101A】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：WP101A】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：WP101A】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理（Glasgow毕业证）英国格拉斯哥大学毕业证学位证【微信：WP101A 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理（Glasgow毕业证）英国格拉斯哥大学毕业证学位证【微信：WP101A 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理（Glasgow毕业证）英国格拉斯哥大学毕业证学位证【微信：WP101A 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理（Glasgow毕业证）英国格拉斯哥大学毕业证学位证【微信：WP101A 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Recently uploaded (20)
(Q)SAR Assessment Framework: Guidance for Assessing (Q)SAR Models and Predict...
(Q)SAR Assessment Framework: Guidance for Assessing (Q)SAR Models and Predict...
Republic of Ethiopia EPA (2003) Ambient Environment Standards for Ethiopia.pdf
Republic of Ethiopia EPA (2003) Ambient Environment Standards for Ethiopia.pdf
Exploring low emissions development opportunities in food systems
Exploring low emissions development opportunities in food systems
Ch-2-Forest_And_Wildlife_Resources_Full_Chapter_Explanation_pdf_.pdf
Ch-2-Forest_And_Wildlife_Resources_Full_Chapter_Explanation_pdf_.pdf
Emerging Earth Observation methods for monitoring sustainable food production
Emerging Earth Observation methods for monitoring sustainable food production
Green Wealth Management - UBS A world of access and opportunuty
Green Wealth Management - UBS A world of access and opportunuty
Download the Latest OSHA 10 Answers PDF : oyetrade.com
Download the Latest OSHA 10 Answers PDF : oyetrade.com
A Comprehensive Guide on Cable Location Services Detections Method, Tools, an...
A Comprehensive Guide on Cable Location Services Detections Method, Tools, an...
1.0-Course_Sus-Dev.pptx
- 2. Semester Offered: 2nd School Year: 2022-2023 Credit: 3 Units No. of Hrs: 3 hrs. lec./week or 54 hrs. Scheduled Time: 3:00-4:30 TTH
- 3. Course Description: This course provides an introduction to the interdisciplinary field of sustainable development and draws upon the most recent developments in the social, policy and physical sciences. It describes the complex interactions between the world economy and the Earth's physical environment, and addresses issues of environmentally sustainable and socially inclusive development. It also includes new perspectives and a reorientation towards Agenda 2030 and the SDGs
- 4. Learning Outcomes: 1. Familiarize basic concept of Sustainable Development (SD), the environmental, social and economic dimensions. 2. Examine critically the 17 newly minted UN Sustainable Development Goals. 3. Articulate the major environmental issues and concerns and the government initiatives to attain sustainable development. 4. Analyze the implications of overuse of resources, population growth and economic growth and sustainability.
- 5. Course Outline Chapter 1 – Humans and Sustainability A. Root Causes of Environmental Issues B. Ecological Footprints C. Evolution of Environmental Protection Chapter 2 – Concepts of Sustainable Development A. Sustainability and Sustainable Development B. Pillars of Sustainability and Sustainable Development C. Principles of Sustainable Development D. The 5 P’s of Sustainable Development E. Sustainable Development Goals
- 6. Course Outline Chapter 3 – The Concept of Planetary Boundaries A. 9 Planetary Boundaries B. Growth Dynamics C. Population Dynamics Chapter 4 – Resource Issues: Solutions for a Sustainable Society A. Creating a Sustainable System of Agriculture B. Foundations of a Sustainable Energy System C. Creating a Sustainable Cities and Towns
- 7. Course Outline Chapter 5 – The Philippine Initiatives for Sustainable Development A.Philippine Council for Sustainable Development: Mandate, Functions, Structure and Organization B.Philippine Agenda 21 – The National Action Plan for SD C. Localizing PA 21 D. Making the 17 SDGs a Reality
- 8. Course Outline Chapter 6 – Environmental Laws, Government and Society A. Role of Government in Environmental Protection B. Philippine Laws in Protecting the Environment C. Political Decision: The Players and Process D. Sustainable Consumption and Production in the Philippines E. Global Government: Toward a Sustainable World Community
- 9. GRADING SYSTEM 1. Assessment - 40% 2. Written Outputs - 30% 3. Discussion Leadership - 20% 4. ATTENDANCE - 10% Requirements: 1. Attendance 2. Assessment 1,2 & 3 3. Quizzes 4. Essays, Reaction Papers, Reflection Papers 5. Discussion Leadership (Reporting/Oral Interactions) 6. Case Study/Action Plan(Research Paper/Project Proposal)
- 10. To Ponder: My Perspective of the Contemporary Issues on Biodiversity Conservation in the Philippines