A collaborative strategy document that investigates the challenges and opportunities faced by American higher education institutions and recommends strategies to educate all students about basic green building principles.
The work was sponsored by The Kresge Foundation (Advancing Green Building in Higher Education Initiative) and the U.S. Green Building Council (USGBC) . The research and writing team was drawn from Second Nature Inc. and the USGBC.
Local Schools in Partnership . World Congress 2011Anne Jennings
1) The document discusses sustainability education programs in schools that often end when enthusiastic teachers leave and looks at engaging local communities as partners to help ensure the long-term success of programs.
2) It describes two case study schools, Riverside and Seaside Primary Schools, that have implemented various sustainability projects and formed partnerships with local groups, but have struggled when teachers moved on.
3) The author observed that most partnerships in these school projects formed accidentally without strategic planning around understanding partner motivations, measuring long-term outcomes, or providing support, leading to unsustainable "boom and bust" cycles when projects lost key leaders.
The document outlines the agenda for a youth leadership summit on sustainability. The summit aims to help participants understand global sustainability challenges, learn the basic science of sustainability, and examine examples of island communities advancing sustainable development. The agenda includes an introduction, global overview, sustainability science principles, and examples of sustainable islands like Hawaii, Samso in Denmark, and El Hierro in Spain. It discusses sustainability challenges like dependence on imported resources and high living costs in Hawaii. It also highlights opportunities for islands to improve sustainability through renewable energy, food security, and showcasing grassroots solutions that can make islands leaders in advancing sustainability.
This document discusses sustainability education in Australia and initiatives that aim to promote understanding of sustainability and the United Nations Sustainable Development Goals. It provides information on how sustainability is addressed as a cross-curriculum priority in the Australian curriculum and various resources available to educators including programs, online courses and challenges related to the SDGs.
Community awareness is an effective means of achieving environmental sustainability post-COVID-19. The pandemic has shown the close connection between humanity and the planet. Community awareness empowers members to participate in sustainability efforts through education, engagement, and ownership of solutions. This involves raising awareness of issues like controlling deforestation to avoid disease transmission, encouraging sustainable consumption, and adopting sustainable practices. Sustainability ambassadors play a key role in driving community awareness efforts through leadership by example, community outreach, and self-development.
From ‘Citizen to Civic Science’ – Linking Our Activities to Quality Education...ESD UNU-IAS
This document summarizes the activities of the RCE-East Midlands (RCE-EM) conference titled "RCE Young Leaders in Sustainable Development". The conference featured over 20 workshops on topics related to education for sustainable development, including teaching outdoors, reducing food waste, citizen science, and tackling environmental issues using digital technology. The goal of the conference was to link RCE-EM's activities to quality education for all and develop SDG 4.7 across sectors and phases of education. A keynote speech was given on citizen science and civic engagement. The document provides brief descriptions of the various workshops and speakers at the concluding plenary session.
The Alternative Transport Fuels Initiative aimed to address the unsustainable reliance on oil for transport by focusing on aviation, shipping, freight and defense which have few options other than liquid fuels. It recognized that transport is a major consumer of oil globally and oil use is forecast to rise with increased demand, leading to higher emissions. The goal was to develop alternative fuel solutions and policies drawing on the expertise of Australia and the US to transition to more sustainable transport options.
The New School held Climate Action Week in September 2014 in response to Bill McKibben's call to mobilize people for the historic People's Climate March in New York City. The week featured over 20 events focusing on collaborating with frontline communities, mobilizing action, and strategies for sustainability. These events educated participants and amplified marginalized voices. Climate Action Week helped build momentum for the 400,000-strong Climate March, the largest climate demonstration at the time, showing world leaders the global demand for climate action.
This document provides an overview of a book published by the IUCN Commission on Education and Communication (CEC) titled "Engaging People in Sustainability". The book shares experiences and models of engaging people in sustainability from a workshop at the 2002 World Summit on Sustainable Development. It also discusses CEC's work in supporting the UN Decade of Education for Sustainable Development from 2005-2014, including advocating for the Decade, contributing plans and leadership, and empowering stakeholders through capacity building. The Chair of CEC's foreword expresses hope that the book will inspire work engaging society in sustainable development.
Local Schools in Partnership . World Congress 2011Anne Jennings
1) The document discusses sustainability education programs in schools that often end when enthusiastic teachers leave and looks at engaging local communities as partners to help ensure the long-term success of programs.
2) It describes two case study schools, Riverside and Seaside Primary Schools, that have implemented various sustainability projects and formed partnerships with local groups, but have struggled when teachers moved on.
3) The author observed that most partnerships in these school projects formed accidentally without strategic planning around understanding partner motivations, measuring long-term outcomes, or providing support, leading to unsustainable "boom and bust" cycles when projects lost key leaders.
The document outlines the agenda for a youth leadership summit on sustainability. The summit aims to help participants understand global sustainability challenges, learn the basic science of sustainability, and examine examples of island communities advancing sustainable development. The agenda includes an introduction, global overview, sustainability science principles, and examples of sustainable islands like Hawaii, Samso in Denmark, and El Hierro in Spain. It discusses sustainability challenges like dependence on imported resources and high living costs in Hawaii. It also highlights opportunities for islands to improve sustainability through renewable energy, food security, and showcasing grassroots solutions that can make islands leaders in advancing sustainability.
This document discusses sustainability education in Australia and initiatives that aim to promote understanding of sustainability and the United Nations Sustainable Development Goals. It provides information on how sustainability is addressed as a cross-curriculum priority in the Australian curriculum and various resources available to educators including programs, online courses and challenges related to the SDGs.
Community awareness is an effective means of achieving environmental sustainability post-COVID-19. The pandemic has shown the close connection between humanity and the planet. Community awareness empowers members to participate in sustainability efforts through education, engagement, and ownership of solutions. This involves raising awareness of issues like controlling deforestation to avoid disease transmission, encouraging sustainable consumption, and adopting sustainable practices. Sustainability ambassadors play a key role in driving community awareness efforts through leadership by example, community outreach, and self-development.
From ‘Citizen to Civic Science’ – Linking Our Activities to Quality Education...ESD UNU-IAS
This document summarizes the activities of the RCE-East Midlands (RCE-EM) conference titled "RCE Young Leaders in Sustainable Development". The conference featured over 20 workshops on topics related to education for sustainable development, including teaching outdoors, reducing food waste, citizen science, and tackling environmental issues using digital technology. The goal of the conference was to link RCE-EM's activities to quality education for all and develop SDG 4.7 across sectors and phases of education. A keynote speech was given on citizen science and civic engagement. The document provides brief descriptions of the various workshops and speakers at the concluding plenary session.
The Alternative Transport Fuels Initiative aimed to address the unsustainable reliance on oil for transport by focusing on aviation, shipping, freight and defense which have few options other than liquid fuels. It recognized that transport is a major consumer of oil globally and oil use is forecast to rise with increased demand, leading to higher emissions. The goal was to develop alternative fuel solutions and policies drawing on the expertise of Australia and the US to transition to more sustainable transport options.
The New School held Climate Action Week in September 2014 in response to Bill McKibben's call to mobilize people for the historic People's Climate March in New York City. The week featured over 20 events focusing on collaborating with frontline communities, mobilizing action, and strategies for sustainability. These events educated participants and amplified marginalized voices. Climate Action Week helped build momentum for the 400,000-strong Climate March, the largest climate demonstration at the time, showing world leaders the global demand for climate action.
This document provides an overview of a book published by the IUCN Commission on Education and Communication (CEC) titled "Engaging People in Sustainability". The book shares experiences and models of engaging people in sustainability from a workshop at the 2002 World Summit on Sustainable Development. It also discusses CEC's work in supporting the UN Decade of Education for Sustainable Development from 2005-2014, including advocating for the Decade, contributing plans and leadership, and empowering stakeholders through capacity building. The Chair of CEC's foreword expresses hope that the book will inspire work engaging society in sustainable development.
Vala Ragnarsdottir presentation on Convergence to the Balaton Groupconvergeadmin
1) The document discusses the Converge Project framework for managing Earth's limited resources sustainably to support a projected global population of 9 billion people by 2050. The framework focuses on equity within planetary boundaries through convergence.
2) Case studies testing the Converge framework involved engaging communities in Iceland, Bristol, and India to model their local food systems and identify solutions. Preliminary results from Iceland and Bristol focused on sustainability education, local food production and distribution, and reducing dependence on oil.
3) While mapping food systems and networking worked well, some participants did not fully consider planetary boundaries and social equity which are core to the Converge framework. The document advocates further engagement to raise awareness of these issues.
A Curriculum Model to Underpin Education for Sustainable DevelopmentESCalate
This is an enquiry-based model that addresses the cognitive, affective and action domains. It is illustrated by children in a Devon primary school who “identified a real issue that concerned them”.
This document summarizes research conducted on recycling programs at four universities - Penn State, Penn State Harrisburg, University of Texas, and Notre Dame. It also includes the results of a survey distributed to students at Gustavus Adolphus College. The purpose was to help Katie Barta, Ashley Hansen, and Jim Dontje organize a sustainable garage sale at Gustavus to reduce waste. Key findings from each university are summarized.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
The Balance of the Planet project connects learners around the world through an online platform to work collaboratively on challenges related to the UN Sustainable Development Goals. Learners gain skills, compete for prizes and scholarships, and receive university recognition for their solutions to real-world problems. The project is hosted on the Global Challenge platform, which allows for individual and team-based learning exercises and collaboration using tools like Cisco WebEx Teams.
Networking the sustainable campus awards -Engaging with the higher education ...Ismaila Rimi Abubakar
This document discusses sustainable campus awards and their impact on higher education institutions in developed and developing countries. It reviews several major sustainable campus awards and finds a gap in the aspects they cover and their distribution between countries. As a case study, it examines the impacts of these awards in Saudi Arabia. It concludes that engagement and networking of award bodies needs to improve with institutions in developing countries and that the coverage of campus sustainability awards in these countries should be expanded.
Virtual Discussions to Support Climate Risk Decision Making on FarmsHelen Farley
Climate variability represents a significant risk to farming enterprises. Effective extension of climate information may improve climate risk decision making and adaptive management responses to climate variability on farms. This paper briefly reviews current agricultural extension approaches and reports stakeholder responses to new web-based virtual world ‘discussion-support’ tools developed for the Australian sugar cane farming industry. These tools incorporate current climate science and sugar industry better management practices, while leveraging the social-learning aspects of farming, to provide a stimulus for discussion and climate risk decision making. Responses suggest that such virtual world tools may provide effective support for climate risk decision making on Australian sugar cane farms. Increasing capacity to deliver such tools online also suggests potential to engage large numbers of farmers globally.
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
This document provides an overview and summary of engaging people in sustainability. It discusses the IUCN Commission on Education and Communication (CEC) and its work promoting education for sustainable development. Specifically, it mentions that CEC has advocated for the UN Decade of Education for Sustainable Development, provided platforms for reflection and professional exchanges on ESD, and supported the integration of CEPA into environmental conventions and regional agreements. The chair of CEC pledges its continued support for ESD through developing a learning network, advocacy, and empowering stakeholders to participate in achieving IUCN's mission of conservation.
Valuing the Future: Linking the UN Sustainable Development Goals to Business ...Andrew Reeves
This document discusses how De Montfort University is working to incorporate the United Nations Sustainable Development Goals into business education and campus life. It outlines how the university is embedding education for sustainable development across its formal curriculum through dedicated programs and modules, as well as through informal learning activities. Examples provided include a textile design module examining the circular economy and a social work conference exploring the SDGs. The university is also working to promote sustainability through initiatives reducing plastic use on campus and its community engagement programs in India. Next steps discussed include more fully integrating the SDGs into teaching and learning at the institution.
The document discusses education for sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. Education is critical to promoting sustainable development by improving people's capacity to address environmental and development issues. Education helps develop awareness, values, attitudes, skills and behaviors consistent with sustainable development and effective participation in decision making. Characteristics of sustainable development include considering social, ecological and economic factors, both short and long term impacts, and maintaining a balance between costs and benefits. The importance of education for sustainable development is that it helps people and prepares independent, confident students who prioritize self-activity and think about equitable development for all on a permanent basis.
The document provides an overview of the National Wildlife Federation's Eco-Schools USA program. Some key points:
- The Eco-Schools USA program engages schools in improving their environmental performance and student environmental literacy through a seven-step framework.
- Over 4,700 US schools participate in the program, impacting over 2.7 million students. The program helps schools save money through reduced utility costs while boosting student achievement.
- Schools form "Eco-Action Teams" to conduct environmental audits and create action plans to make their schools greener. Students learn important STEM and 21st century skills through hands-on sustainability projects.
- The program aligns with education for sustainable
This document is an introduction to the Education for Sustainable Development Toolkit. It discusses how education can support communities' sustainability goals by modifying curriculums. It provides an overview of concepts like sustainable development, the priorities of ESD, and how to reorient education around knowledge, issues, skills, perspectives, and values related to sustainability. The document also addresses challenges to implementing ESD and the importance of managing organizational change when integrating sustainability into education.
This document discusses the Washington Department of Fish and Wildlife's (WDFW) approach to addressing climate change. WDFW has established strategic goals to drive conservation at broad scales in response to climate change, provide education to employees and the public, and build new partnerships. WDFW has conducted climate vulnerability assessments of fish, wildlife and their habitats to inform their work. WDFW is also working to integrate climate adaptation into core work such as species management and recovery planning. Lessons learned include identifying climate sensitive decisions first, asking how climate change may impact decisions, and presenting climate data in the context of other stressors. Successful adaptation involves enhancing existing conservation efforts.
This document discusses sustainability and sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their needs. It outlines several UN Millennium Development Goals aimed at issues like poverty, education, health, and the environment. Statistics are provided showing declining indicators of sustainability over the past 10 years. The UN Decade of Education for Sustainable Development from 2005-2014 is introduced, with the goal of integrating sustainability into education worldwide. National initiatives in countries like the US, Japan, and Germany are mentioned.
This document summarizes sustainability initiatives at Prairie State College in fiscal year 2014. It outlines that PSC was recognized as a Silver Level Compact School by the governor for its sustainability efforts. It also discusses the college's participation in recycling and alternative energy programs, grants received to support sustainability, and student engagement events like a leadership training and sustainability summit.
ESD for 2030: Roadmap and Examples in Asia and the PacificESD UNU-IAS
ESD for 2030: Roadmap and Examples in Asia and the Pacific
Dr Faryal Khan, Programme Specialist for Education
UNESCO Bangkok
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
This dissertation examines factors that influence Hispanic participation in higher education in Texas. The study analyzes institutional data from states with large Hispanic populations to develop a predictive model. The goal is to identify variables that impact college enrollment and graduation rates among Hispanics in Texas in order to inform efforts to increase participation. Limitations include relying on aggregate data that may obscure individual experiences, while the focus on prevalent Hispanic states limits generalizability. However, findings could help target policies and resources to expand higher education opportunity for Hispanics, an increasingly large portion of Texas' population.
The document discusses camera settings and features including playback mode, deletion, built-in flash, focus lock, main commands, and multiple selection options. It references camera controls and functions but does not provide enough context or details to fully understand its purpose or subject matter.
Vala Ragnarsdottir presentation on Convergence to the Balaton Groupconvergeadmin
1) The document discusses the Converge Project framework for managing Earth's limited resources sustainably to support a projected global population of 9 billion people by 2050. The framework focuses on equity within planetary boundaries through convergence.
2) Case studies testing the Converge framework involved engaging communities in Iceland, Bristol, and India to model their local food systems and identify solutions. Preliminary results from Iceland and Bristol focused on sustainability education, local food production and distribution, and reducing dependence on oil.
3) While mapping food systems and networking worked well, some participants did not fully consider planetary boundaries and social equity which are core to the Converge framework. The document advocates further engagement to raise awareness of these issues.
A Curriculum Model to Underpin Education for Sustainable DevelopmentESCalate
This is an enquiry-based model that addresses the cognitive, affective and action domains. It is illustrated by children in a Devon primary school who “identified a real issue that concerned them”.
This document summarizes research conducted on recycling programs at four universities - Penn State, Penn State Harrisburg, University of Texas, and Notre Dame. It also includes the results of a survey distributed to students at Gustavus Adolphus College. The purpose was to help Katie Barta, Ashley Hansen, and Jim Dontje organize a sustainable garage sale at Gustavus to reduce waste. Key findings from each university are summarized.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
The Balance of the Planet project connects learners around the world through an online platform to work collaboratively on challenges related to the UN Sustainable Development Goals. Learners gain skills, compete for prizes and scholarships, and receive university recognition for their solutions to real-world problems. The project is hosted on the Global Challenge platform, which allows for individual and team-based learning exercises and collaboration using tools like Cisco WebEx Teams.
Networking the sustainable campus awards -Engaging with the higher education ...Ismaila Rimi Abubakar
This document discusses sustainable campus awards and their impact on higher education institutions in developed and developing countries. It reviews several major sustainable campus awards and finds a gap in the aspects they cover and their distribution between countries. As a case study, it examines the impacts of these awards in Saudi Arabia. It concludes that engagement and networking of award bodies needs to improve with institutions in developing countries and that the coverage of campus sustainability awards in these countries should be expanded.
Virtual Discussions to Support Climate Risk Decision Making on FarmsHelen Farley
Climate variability represents a significant risk to farming enterprises. Effective extension of climate information may improve climate risk decision making and adaptive management responses to climate variability on farms. This paper briefly reviews current agricultural extension approaches and reports stakeholder responses to new web-based virtual world ‘discussion-support’ tools developed for the Australian sugar cane farming industry. These tools incorporate current climate science and sugar industry better management practices, while leveraging the social-learning aspects of farming, to provide a stimulus for discussion and climate risk decision making. Responses suggest that such virtual world tools may provide effective support for climate risk decision making on Australian sugar cane farms. Increasing capacity to deliver such tools online also suggests potential to engage large numbers of farmers globally.
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
This document provides an overview and summary of engaging people in sustainability. It discusses the IUCN Commission on Education and Communication (CEC) and its work promoting education for sustainable development. Specifically, it mentions that CEC has advocated for the UN Decade of Education for Sustainable Development, provided platforms for reflection and professional exchanges on ESD, and supported the integration of CEPA into environmental conventions and regional agreements. The chair of CEC pledges its continued support for ESD through developing a learning network, advocacy, and empowering stakeholders to participate in achieving IUCN's mission of conservation.
Valuing the Future: Linking the UN Sustainable Development Goals to Business ...Andrew Reeves
This document discusses how De Montfort University is working to incorporate the United Nations Sustainable Development Goals into business education and campus life. It outlines how the university is embedding education for sustainable development across its formal curriculum through dedicated programs and modules, as well as through informal learning activities. Examples provided include a textile design module examining the circular economy and a social work conference exploring the SDGs. The university is also working to promote sustainability through initiatives reducing plastic use on campus and its community engagement programs in India. Next steps discussed include more fully integrating the SDGs into teaching and learning at the institution.
The document discusses education for sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. Education is critical to promoting sustainable development by improving people's capacity to address environmental and development issues. Education helps develop awareness, values, attitudes, skills and behaviors consistent with sustainable development and effective participation in decision making. Characteristics of sustainable development include considering social, ecological and economic factors, both short and long term impacts, and maintaining a balance between costs and benefits. The importance of education for sustainable development is that it helps people and prepares independent, confident students who prioritize self-activity and think about equitable development for all on a permanent basis.
The document provides an overview of the National Wildlife Federation's Eco-Schools USA program. Some key points:
- The Eco-Schools USA program engages schools in improving their environmental performance and student environmental literacy through a seven-step framework.
- Over 4,700 US schools participate in the program, impacting over 2.7 million students. The program helps schools save money through reduced utility costs while boosting student achievement.
- Schools form "Eco-Action Teams" to conduct environmental audits and create action plans to make their schools greener. Students learn important STEM and 21st century skills through hands-on sustainability projects.
- The program aligns with education for sustainable
This document is an introduction to the Education for Sustainable Development Toolkit. It discusses how education can support communities' sustainability goals by modifying curriculums. It provides an overview of concepts like sustainable development, the priorities of ESD, and how to reorient education around knowledge, issues, skills, perspectives, and values related to sustainability. The document also addresses challenges to implementing ESD and the importance of managing organizational change when integrating sustainability into education.
This document discusses the Washington Department of Fish and Wildlife's (WDFW) approach to addressing climate change. WDFW has established strategic goals to drive conservation at broad scales in response to climate change, provide education to employees and the public, and build new partnerships. WDFW has conducted climate vulnerability assessments of fish, wildlife and their habitats to inform their work. WDFW is also working to integrate climate adaptation into core work such as species management and recovery planning. Lessons learned include identifying climate sensitive decisions first, asking how climate change may impact decisions, and presenting climate data in the context of other stressors. Successful adaptation involves enhancing existing conservation efforts.
This document discusses sustainability and sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their needs. It outlines several UN Millennium Development Goals aimed at issues like poverty, education, health, and the environment. Statistics are provided showing declining indicators of sustainability over the past 10 years. The UN Decade of Education for Sustainable Development from 2005-2014 is introduced, with the goal of integrating sustainability into education worldwide. National initiatives in countries like the US, Japan, and Germany are mentioned.
This document summarizes sustainability initiatives at Prairie State College in fiscal year 2014. It outlines that PSC was recognized as a Silver Level Compact School by the governor for its sustainability efforts. It also discusses the college's participation in recycling and alternative energy programs, grants received to support sustainability, and student engagement events like a leadership training and sustainability summit.
ESD for 2030: Roadmap and Examples in Asia and the PacificESD UNU-IAS
ESD for 2030: Roadmap and Examples in Asia and the Pacific
Dr Faryal Khan, Programme Specialist for Education
UNESCO Bangkok
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
This dissertation examines factors that influence Hispanic participation in higher education in Texas. The study analyzes institutional data from states with large Hispanic populations to develop a predictive model. The goal is to identify variables that impact college enrollment and graduation rates among Hispanics in Texas in order to inform efforts to increase participation. Limitations include relying on aggregate data that may obscure individual experiences, while the focus on prevalent Hispanic states limits generalizability. However, findings could help target policies and resources to expand higher education opportunity for Hispanics, an increasingly large portion of Texas' population.
The document discusses camera settings and features including playback mode, deletion, built-in flash, focus lock, main commands, and multiple selection options. It references camera controls and functions but does not provide enough context or details to fully understand its purpose or subject matter.
CA Varun Sethi - IndAS 102 - IFRS 2 - Share based payments - Accounting for ...Varun Sethi
Explains through flowboxes - IndAS 102 - IFRS 2 - Share based payments - especially
1. Accounting for modification or settlements of SBP and
2. SBP among group employees
A lo largo de la historia se a documentado, que la utilizacion de la cascara de mangostan en forma de pasta y aceite de coco combinado ha sido utilizado por la gente sel Sureste Asiatico. Hoy en día, XANGO le permite tener acceso a esta tradición restauradora con nuestro puro aceite de pericarpio de mangostán fermentado naturalmente.
This document outlines various out-of-home media placements and concepts for promoting brands and events, including placing branded pillowcases in hotels at SXSW, hand-painted wallscapes on highways, digital displays counting down to MMA events, bus shelters and billboards promoting albums and concerts, taxi TV placements in New York City, and multi-market outdoor campaigns promoting fragrances and artists in key cities.
This document lists school supplies in two columns without any descriptions. Column A lists items like pencil sharpener, eraser, desk, blackboard, notebook, pencil case, schoolbag, scissor, glue and pilot. Column B contains numbers from 1 to 10 but no information is paired with each number.
This document provides biographical and professional information about Rammohan N Bhave, the managing director of ConsultIFRS.com. It outlines his educational qualifications and professional experience working for 28 years in industry. It then summarizes the services offered by ConsultIFRS.com, including first time adoption of IFRS and Ind AS, ongoing compliance, valuation, consultancy, and training. Industry sectors that ConsultIFRS.com has experience implementing IFRS/Ind AS for and providing training to are also listed.
CA Varun Sethi - ICAI IFRS training - IAS 17 & IAS 23 - Oct 2015Varun Sethi
Presentation by CA Varun Sethi at ICAI certificate course on IFRS/ IndAS - 2015
Covered
IAS 17/ IndAS 17 / IFRIC 4 - Leases and Embedded Leases
IAS 23/ IndAS 23 - Borrowing costs
Contains
1. Comparison with ICDS, AS, IAS
2. Updates from IASB - New standard on leases
3. Industry/ sector relevant practical questions, problems and solutions including first time adoption issues etc
Contains the India/ US/ IFRS financial reporting framework for various sectors/ entities for Lease transactions and borrowing costs.
This document discusses implementing environmental research and education over the next decade. It emphasizes the need to improve understanding of complex socio-environmental systems through integrated research across disciplines like the natural sciences, social sciences, and engineering. Specifically, it calls for sustaining programs that study these complex systems through experiments, observations, and modeling. It also discusses the importance of sharing knowledge with society through education and communication. Overall the document provides a framework to guide environmental research and education investments at the National Science Foundation over the next 10 years.
Transformative Education: Towards a Relational, Justice-Oriented Approach to ...Zack Walsh
This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning. The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants. The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from. Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.
Open and Inclusive Education and Social Justice: The role of Open Textbooks
Dr Glenda Cox presented on the role of open textbooks in promoting social justice through open and inclusive education. She discussed how open textbooks can help address economic injustice by making educational resources affordable. They also help address cultural injustice by allowing textbooks to be translated and include local examples and voices. Open textbooks support political justice by empowering students and faculty to collaborate as co-creators of knowledge and transform teaching practices. Cox argued that widespread use of open textbooks requires institutional support through funding, recognition of faculty efforts, and acknowledging the time needed for open textbook creation. She posed questions on barriers to open textbooks and how marginalized voices like students can play a role in
Higher education institutions have a critical role to play in driving sustainable development forward. But creating a sustainable future is much more than just creating green campuses or implementing recycling efforts or global citizenship initiatives. It also means inclusive education and lifelong learning.
This document discusses the roles of key actors like student affairs professionals, professional associations, faculty, students, and the private sector in promoting equity, access, and student success in higher education globally. It provides the missions and values of the International Association of Universities (IAU), ACPA - College Student Educators International, and the International Association of Student Affairs and Services (IASAS) and how they advocate for student learning and development through collaboration. Professional associations can assist institutions worldwide with applied research, program development, and staff training to continually improve support for students.
Open education and social justice: Collaboration and student co-creation at the University of Cape Town. Presented at Worcester Polytechnic Institute, Massachusetts, USA (Guest lecturer at the institution for 5 days). (21-28.01.2023)
The Glasgow University Environmental Sustainability Team (GUEST) was founded in 2011 to encourage collaborations around environmental sustainability at the University of Glasgow. GUEST works to improve the University's environmental practices and policies by empowering students and the broader community to participate in sustainability initiatives and policymaking. GUEST aims to inspire an ecologically-aware culture and responsible lifestyle choices by providing opportunities for learning, reflection, and positive change around sustainability.
The document discusses building community science through student-driven scientific inquiry. It describes how Upham Woods, a University of Wisconsin outdoor education center, brings together community partners like schools, nature centers, and tribes to engage youth in collecting water quality data in their local areas. Students then share their findings with each other and their communities at summits and science fairs. Evaluations found the program increased students' interest in science and confidence in addressing water issues. The goal is to empower new generations of students and educators to study and improve their local environments through long-term community science projects.
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.
Christ University's mission is the holistic development of individuals to contribute effectively to society. Its vision is excellence and service. Its core values are faith in God, moral uprightness, love of fellow beings, social responsibility, and pursuit of excellence. Aligning with the UN's Sustainable Development Goals (SDGs) would allow Christ University to contribute globally, enhance its reputation, improve student engagement, and increase funding opportunities while also addressing local challenges. The most appropriate SDGs for Christ University to align with are quality education, gender equality, decent work and economic growth, and sustainable cities and communities. Community outreach and stewardship activities are recommended to support these goals. The applicant believes they are well-suited for the SD
The 2015 WSEN Summit was held in Perth, Australia from July 14-18, 2015. Over 50 delegates from 27 universities in 18 countries participated in the summit focused on reconnecting with nature. Activities included keynote speakers, workshops on topics like climate change and appropriate technology, and a tree planting event. The summit provided opportunities for cross-cultural collaboration and helped motivate delegates in their sustainability work at their home universities.
The International Center for Energy, Environment and Sustainability (InCEES) at Washington University connects researchers across disciplines to work on sustainability challenges. It funds pilot projects through its Seed Funding Program that have received over $100 million in follow-up funding. InCEES brings together centers and programs focused on topics like climate change, renewable energy, sustainability, and environmental studies through research, education, and practice to develop solutions to energy and sustainability problems.
Arizona OER Summit: Connections to Sustain and Grow Open EducationUna Daly
Keynote for DAY 2 of the Arizona OER SUmmit 2020. Emphasizing the importance of connections between people, institutions, organization over the implementation details of technology, licensing, and content for open education growth. Moving from the Maricopa College District to the entire state of Arizona and through the national CCCOER organization and other open education community members in North America to the world. The world view starts with OEGlobal and then internationally to UNESCO's OER 40C Resolution and finally bringing it back to student benefits through an open pedagogy project at Montgomery College and Kwantlen Polytechnical University linking to the UN Sustainable Development Goals.
The document is the 2014 annual report of the Purdue Center for the Environment. It provides an overview of the Center's activities in 2014, including renewing its strategic vision with a focus on human health, ecosystems, and environmental decision-making. It summarizes new faculty hires in sustainability-related fields and increased external grant funding. The Director expresses excitement over undergraduate research involvement and soundscape education projects emerging from earlier Center funding.
The document provides a summary of education for sustainable development (ESD) initiatives at the University of Bristol from 2015-2016. It discusses key events, curriculum projects, support for students, training provided, and external recognition and commitments related to ESD. Over 85% of undergraduates have an opportunity to study sustainability within their courses, and students contributed over 100,000 hours of volunteering to sustainability projects in the local community.
Educational Unity Embracing Diversity for a Stronger Societyijtsrd
In a rapidly changing global landscape, the importance of education as a unifying force cannot be overstated. This paper explores the crucial role of educational unity in fostering a stronger and more inclusive society through the embrace of diversity. By examining the benefits of diverse learning environments, the paper aims to highlight the positive impact on societal strength. The discussion encompasses various dimensions, from curriculum design to classroom dynamics, and emphasizes the need for educational institutions to become catalysts for unity in diversity. It highlights the need for a paradigm shift in educational policies, curricula, and pedagogical approaches to ensure that they are reflective of the diverse fabric of society. This paper also addresses the challenges associated with implementing inclusive educational practices and offers practical strategies for overcoming barriers. It advocates for collaborative efforts between educational institutions, policymakers, and communities to create a supportive ecosystem that promotes diversity and unity. Mr. Amit Adhikari | Madhumita Teli | Gopal Adhikari "Educational Unity: Embracing Diversity for a Stronger Society" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64525.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/64525/educational-unity-embracing-diversity-for-a-stronger-society/mr-amit-adhikari
Similar to Advancing Education for Sustainability: Teaching the Concepts of Sustainability to All Students (20)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
10.
10
10
A sustainable building strengthens the local economy by using local building
suppliers and materials as well as creating new jobs, especially in the
disenfranchised communities that are often negatively impacted by current
waste practices. Basic education regarding the benefits offered by sustainable
built environment and prudent building use decisions could connect these
communities to the larger sustainability movement while decreasing the
negative impacts of their built environment. This will also help save resources
that could be then invested in myriad of community development projects. Says
Grace Eason, associate professor at the University of Maine‐Farmington, “this is
not some future utopian ideal. These buildings can truly rejuvenate local
economies.”
To Become Qualified Professionals in a Changed Landscape
Over the past decade, “green building” – which is how the design fields have commonly
referred to sustainable building (although “green” building typically brings benefits beyond
environmental protection) – has evolved from a niche market, gained momentum and is now
moving towards becoming the norm for many industries that are associated with the built
environment. Broadly, the construction market accounts for about $1.7 trillion (13 percent) of
the $13 trillion U.S. GDP.14
The green building market is anticipated to more than double from
today’s $36‐49 billion to $96‐140 billion by 2013.15
In particular, the K‐12 and higher education
market, accounting for 27 percent of all commercial construction activity, is building green
faster than any other sector in the building and green construction market, and McGraw‐Hill
Construction predicts the green building portion of the education market to be larger than 5‐10
percent by 2010.16
Building Science and Planning Professional Programs
Among leaders in the fields of building science and planning, it is often recognized that they are
working to make today’s innovative practice, tomorrow’s conventional practice. Green building
is already progressing in a clear direction to move beyond considering the impact of one new
building at a time, to focus on greening of communities and existing buildings.10
This is
evidenced by the Architecture 2030 project, initiated by building professionals to rapidly
transform the global building sector to become a central part of the solution to global warming
and involving an imperative to integrate green building curriculum into architecture
programs.17
It seems equally important that the traditional division between designers and building science
specialists is bridged if truly green projects are to emerge from the building sector. As such, the
American Institute of Architecture Students argues that current architectural education is not
providing an understanding of the ethical, social, political, and economic forces that impact
23.
23
23
emerged that may serve as the basis for sustainable building education for all students:49
1. Interconnectedness of the Built and the Natural Environment
2. Systems Thinking (Integrated Design)
3. Building and its Impact on Public Health
4. Renewable Energy and Energy Efficiency
5. Sustainable Building as a Tool to Pursue Social Equity
6. Sustainable Building as a Model for Financial Security and Profitability
7. Sustainable Building Certification and Rating Systems
8. Sustainable Building Industry Drivers
These topics are described in more detail, below:
1. Interconnectedness of the Built and the Natural Environment: Students learn about the
impact of the built environment on ecosystems and climate change and how sustainable
building can minimize this impact; or, in some cases, have no impact (net‐zero energy
building) or help to reverse the impact (regenerative building).
For example: Within the University of Virginia’s Built Environment and Public Health
Course Curriculum, “Natural and Built Environments,” provides students with
understanding on important dimensions of the natural environment and the impact of
the built environment on its ecosystems. Students learn about the built environment’s
effects on the larger issues of climate change as well as public and environmental
health. Topics such as Land Use and Transportation, Environmental Impact
Assessments, Health Impact Assessments, Indoor and Outdoor Air Quality Analysis
address the relationship the built environment shares with the natural world.50
2. Systems Thinking: Students receive an introduction to the concepts of the Integrated
Design Process (see text box on page 9). They learn to perceive a building as part of a
larger system, which includes the ecosystems from which the building materials
originate; the human communities which benefit or are harmed by the building process;
and the relationships between the building and land‐use. Teaching from this
perspective makes the environmental, social, and economic impacts visible to the
student.
For example: At Yavapai College, the Residential Building Technology Program teaches
students to design, build, as well as manage residential construction resulting in healthy,
durable, energy and resource efficient, environmentally responsive houses. Students
learn to look at buildings as coherent systems by learning to incorporate appropriate
building materials, energy systems and technologies, while making prudent design and
material selections based on current applied building‐science principles and sustainable