CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
UCSB has made commitments to sustainability through signing the Talloires Declaration in the 1990s, having sustainability as a theme in its 2007-2025 strategic plan, and registering with AASHE's STARS program. It supports sustainability initiatives through a Chancellor's Sustainability Committee, sustainability-focused research, courses, and degree programs. Sustainability is also addressed through general education requirements, a PhD emphasis, internship programs, and appointments of Sustainability Champions to conduct research and mentor students.
This document provides an overview of the 6th grade science curriculum map for an elementary school district. It outlines the units, clusters, and standards that will be covered over the school year. The curriculum is organized by units representing major scientific domains, with clusters representing related concepts within each domain. For each cluster, the document provides essential questions, big ideas, common misconceptions, priority standards, vocabulary, and suggested resources and assessments. The goal is to logically sequence the content standards while integrating skill and process standards to facilitate conceptual understanding and connections across clusters and units.
The Center for Space Nuclear Research (CSNR) was established in 2005 as a partnership between Battelle Energy Alliance, Universities Space Research Association, and Idaho National Laboratory. The CSNR supports space nuclear research and education for the US Department of Energy. Through summer fellowship and degree programs, the CSNR provides hands-on research experience for students in areas like reactor design, fuel development, and risk analysis to advance space nuclear technology and train the next generation of leaders in the field.
The document provides a progress report from the Executive Director of the Integrated Risk Governance Project. In 3 sentences:
The IRG Project was officially launched in 2011 to focus on very large scale disasters, has established regional offices around the world, and is working to expand its research network, education and training programs, and partnerships with businesses and international organizations to better address global risks and disasters.
Adding value through interdisciplinary conversationJoe Redish
This document discusses the National Experiment in Undergraduate Science Education (Project NEXUS), which aims to create new physics courses tailored for biology and pre-health students. It outlines the development of PHYS 131-132 at the University of Maryland, which was designed as a second year course for biology majors and pre-med students. The project faces barriers from differing views between biologists and physicists on curriculum design. Overcoming these barriers requires understanding how students think and build knowledge across disciplines. Interviews with students in integrated science courses reveal how disciplinary expectations can frame how they interpret course activities.
This document provides an overview of the 5th grade science curriculum map for an elementary school district. It outlines the organization of the curriculum into units and clusters, and provides details about essential questions, big ideas, common misconceptions, standards, vocabulary, and resources for each cluster. The sample cluster summarized focuses on how humans and the environment impact each other, with standards addressing how human behavior impacts the environment through global warming and how the environment can impact humans through events like inclement weather or limited natural resources.
The UT Institute for Nuclear Security was established in 2012 to promote collaboration across disciplines relevant to nuclear security, including developing new education programs, fostering research, and solving real-world challenges. The Institute leverages partnerships with ORNL and Y-12 to provide hands-on learning opportunities for students and has expanded course offerings in nuclear engineering and political science related to nuclear security topics.
This document discusses rethinking physics education for biologists. It notes calls from biology leadership to include more math, chemistry, and physics in undergraduate biology courses. Several reports recommend that life science majors acquire a stronger foundation in the physical sciences. The author discusses efforts through Project NEXUS to develop more interdisciplinary science courses focusing on competency building. Interdisciplinary conversations have revealed differences between disciplines that can affect how content is structured and perceived by students. Achieving true interdisciplinarity may be difficult given epistemological differences between fields.
UCSB has made commitments to sustainability through signing the Talloires Declaration in the 1990s, having sustainability as a theme in its 2007-2025 strategic plan, and registering with AASHE's STARS program. It supports sustainability initiatives through a Chancellor's Sustainability Committee, sustainability-focused research, courses, and degree programs. Sustainability is also addressed through general education requirements, a PhD emphasis, internship programs, and appointments of Sustainability Champions to conduct research and mentor students.
This document provides an overview of the 6th grade science curriculum map for an elementary school district. It outlines the units, clusters, and standards that will be covered over the school year. The curriculum is organized by units representing major scientific domains, with clusters representing related concepts within each domain. For each cluster, the document provides essential questions, big ideas, common misconceptions, priority standards, vocabulary, and suggested resources and assessments. The goal is to logically sequence the content standards while integrating skill and process standards to facilitate conceptual understanding and connections across clusters and units.
The Center for Space Nuclear Research (CSNR) was established in 2005 as a partnership between Battelle Energy Alliance, Universities Space Research Association, and Idaho National Laboratory. The CSNR supports space nuclear research and education for the US Department of Energy. Through summer fellowship and degree programs, the CSNR provides hands-on research experience for students in areas like reactor design, fuel development, and risk analysis to advance space nuclear technology and train the next generation of leaders in the field.
The document provides a progress report from the Executive Director of the Integrated Risk Governance Project. In 3 sentences:
The IRG Project was officially launched in 2011 to focus on very large scale disasters, has established regional offices around the world, and is working to expand its research network, education and training programs, and partnerships with businesses and international organizations to better address global risks and disasters.
Adding value through interdisciplinary conversationJoe Redish
This document discusses the National Experiment in Undergraduate Science Education (Project NEXUS), which aims to create new physics courses tailored for biology and pre-health students. It outlines the development of PHYS 131-132 at the University of Maryland, which was designed as a second year course for biology majors and pre-med students. The project faces barriers from differing views between biologists and physicists on curriculum design. Overcoming these barriers requires understanding how students think and build knowledge across disciplines. Interviews with students in integrated science courses reveal how disciplinary expectations can frame how they interpret course activities.
This document provides an overview of the 5th grade science curriculum map for an elementary school district. It outlines the organization of the curriculum into units and clusters, and provides details about essential questions, big ideas, common misconceptions, standards, vocabulary, and resources for each cluster. The sample cluster summarized focuses on how humans and the environment impact each other, with standards addressing how human behavior impacts the environment through global warming and how the environment can impact humans through events like inclement weather or limited natural resources.
The UT Institute for Nuclear Security was established in 2012 to promote collaboration across disciplines relevant to nuclear security, including developing new education programs, fostering research, and solving real-world challenges. The Institute leverages partnerships with ORNL and Y-12 to provide hands-on learning opportunities for students and has expanded course offerings in nuclear engineering and political science related to nuclear security topics.
This document discusses rethinking physics education for biologists. It notes calls from biology leadership to include more math, chemistry, and physics in undergraduate biology courses. Several reports recommend that life science majors acquire a stronger foundation in the physical sciences. The author discusses efforts through Project NEXUS to develop more interdisciplinary science courses focusing on competency building. Interdisciplinary conversations have revealed differences between disciplines that can affect how content is structured and perceived by students. Achieving true interdisciplinarity may be difficult given epistemological differences between fields.
The document discusses climate literacy and education efforts in the United States. It outlines that 42 states address atmosphere, weather and climate concepts in their education standards. It describes climate literacy as a continuum from unaware to engaged levels of understanding. The goal is an informed public capable of decision making. Federal agencies are working to develop climate literacy principles and a framework to organize education resources to teach these essential climate science concepts.
Climate.gov presentation in Room 8ABC (Austin Convention Center) as part of the AMS 2013 annual meeting by
Viviane Silva, NOAA/NWS/CSD, Silver Spring, MD; and F. Nielpold
The document discusses plans for developing the Climate Portal Education Interface (CPEI) to provide organized access to climate education resources and tools. It proposes establishing working groups, conducting workshops, developing metadata standards, and creating a searchable online collection to improve the accessibility and quality of climate education materials. The timeline outlines key upcoming activities like collaboration with other agencies and ongoing grant projects to advance these goals.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This report summarizes findings from a pilot project between the EPA and Iowa stakeholders to incorporate climate change considerations into local hazard mitigation and community planning. It identifies 9 key findings, including that local governments are on the front lines of climate adaptation, land use planning is critical to adaptation capacity, and climate data needs to be accessible to local planners. The report also discusses challenges of using climate science, opportunities to incorporate it into planning, and case studies of Coralville and Story County that integrated climate adaptation. The overall goal is to help Iowa communities better plan for increasing flood risks and improve resilience to climate impacts.
O documento repete várias vezes a frase "OA12 UT8 2009-2010 Auto-Representação “Making of”" e fornece informações sobre uma oficina de artes na Escola Secundária de Santa Maria-Sintra.
This document outlines the scope and goals of curriculum developed by the InTeGrate project, which is funded by the NSF to increase geoscience literacy. The curriculum targets introductory geoscience courses, interdisciplinary courses, courses for non-geoscience majors, and teacher preparation courses. The materials are designed to develop literacy, emphasize the scientific process, and build interdisciplinary problem-solving skills connecting Earth science to societal issues. The curriculum aligns with literacy frameworks and addresses challenges like energy, water, natural hazards, and climate change through modules and courses.
This document outlines the development of teaching materials focused on geoscience literacy and societal issues through the use of geodesy data and tools. It discusses:
- The InTeGrate curriculum model which aims to improve geoscience understanding and build workforce skills through contextualized learning.
- The development of open educational resources covering topics like climate change, natural hazards, and resource issues using quantitative geodesy data and skills.
- Guiding principles for the materials including addressing societal challenges, developing interdisciplinary skills, engaging authentic geodesy methods, and improving quantitative/scientific reasoning abilities.
- A process for designing modules that aligns learning goals, objectives, assessments, resources and instructional strategies to
This document summarizes a webinar introducing the Geodesy Education through Scientific and Technological Innovation (GETSI) curriculum development model and guiding principles. The webinar provided an overview of the relationship between GETSI and the Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project. It reviewed GETSI's guiding principles for curriculum design, which are to address grand challenges, apply geoscience to societal issues, teach the nature and methods of science using authentic geodesy data, and develop systems thinking. Examples of GETSI modules under development were given for introductory and majors-level courses focusing on topics like climate, hydrology, and natural hazards. Guiding
Climate Change Education: Engaging Teachers and Students and Correcting Misco...danieloostra
This document outlines a project to develop online climate change education modules to engage teachers and students and correct common misconceptions. The project team will create 5 standalone modules using NASA data and a constructivist approach. Modules will address misconceptions through videos, models, counterfactuals and pre/post assessments. A graphic design group will enhance the interface. The goal is to pilot test the modules in local schools in 2012 and disseminate them more widely starting in 2013.
This document outlines the development of teaching materials for the Geodesy Tools for Societal Issues (GETSI) project. It discusses:
1. The goals of developing materials to teach geoscience literacy and quantitative skills through the application of geodesy data to societal issues like climate change and natural hazards.
2. The process of aligning these materials with established frameworks for geoscience literacy, developing learning goals and objectives, designing assessments, and testing the materials through classroom pilots and revisions.
3. The collaboration between GETSI and the Interdisciplinary Teaching of Geoscience consortium to develop open educational resources using their proven model for transforming undergraduate geoscience education.
This document discusses strategies for making introductory Earth science courses more aligned with current standards and guidance documents. It notes that standards emphasize human interactions with Earth and engaging in scientific practices. However, textbooks and courses often focus more on causes than consequences of Earth processes and their connections to people. The document presents three strategies: 1) shift focus from causes to consequences, 2) connect Earth processes to societal issues, and 3) practice decision-making. Resources from InTeGrate that use these strategies are described. Participants discuss topics from their own courses that could be adapted to address sustainability concepts using these strategies.
USGCRP Education Interagency Working GroupAaron Smith
The document discusses climate literacy and obstacles to achieving it. It outlines interagency efforts to advance climate literacy through developing educational resources and curriculum, research, and professional development for educators. Key challenges include the complex and interdisciplinary nature of climate science, lack of earth science education in K-12, and need to connect content to motivating individual behavior changes.
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.
Learning progressions are models of how students' understanding of scientific concepts develops over multiple grade levels from novice to expert-like understanding. They are based on research on how students typically learn topics and are designed to guide instruction and assessment to track students' developing understanding over time. This document discusses the motivation for developing a learning progression on environmental literacy, the theoretical framework around scientific practices, and highlights from the progression including its interdisciplinary nature and levels of understanding from notions to generation of new ideas. It also raises questions about how to further develop and validate learning progressions.
This document provides an overview of the GETSI-Integrate curriculum development model. It discusses the goals of developing teaching materials focused on geoscience grand challenges using geodesy data. The model is guided by literacy documents and aligns goals, materials, and assessments. Materials will be developed by teams, tested in classrooms, revised, and published to improve geoscience understanding and address sustainability issues.
This document provides an overview and introduction to the online unit "Global Environmental Issues". It outlines the topics that will be covered in the unit, including ecosystems, human population growth, environmental change, and management responses. The unit aims to develop students' understanding of complex global environmental issues through online learning tools and a two-day residential workshop. It will be taught using the online learning platform Blackboard and be facilitated by Dr. Kristin den Exter and other teaching staff.
Stuart Phinn and Andy Lowe_TERN's national ecosystem data infrastructure is d...TERN Australia
This presentation outlines how Australia's ecosystem research network TERN can improve ecosystem science and management through long-term data collection and sharing. It discusses the need for sustained ecosystem data infrastructure to address challenges like how ecosystems are changing over time. TERN aims to build a collaborative network where data publication and reuse is standard practice. This will allow large-scale, coordinated data collection and analysis across disciplines. Sustaining long-term essential data collection, modeling, and synthesis through TERN can better inform decision-making and implement evidence-based environmental policy.
A new pathway to sustainability in malaysiaNordin Hasan
This document discusses the need for a new sustainability paradigm in Malaysia and outlines developments that have led to this need. [1] It describes how early sustainability efforts in Malaysia were segregated across environmental, economic, and social pillars. [2] Rio+20 and initiatives like Future Earth call for a more integrated approach to sustainability science that considers interactions between these pillars. [3] Achieving sustainability will require transdisciplinary research collaborations to understand social and environmental dynamics and identify pathways for transformation towards sustainability.
The document discusses climate literacy and education efforts in the United States. It outlines that 42 states address atmosphere, weather and climate concepts in their education standards. It describes climate literacy as a continuum from unaware to engaged levels of understanding. The goal is an informed public capable of decision making. Federal agencies are working to develop climate literacy principles and a framework to organize education resources to teach these essential climate science concepts.
Climate.gov presentation in Room 8ABC (Austin Convention Center) as part of the AMS 2013 annual meeting by
Viviane Silva, NOAA/NWS/CSD, Silver Spring, MD; and F. Nielpold
The document discusses plans for developing the Climate Portal Education Interface (CPEI) to provide organized access to climate education resources and tools. It proposes establishing working groups, conducting workshops, developing metadata standards, and creating a searchable online collection to improve the accessibility and quality of climate education materials. The timeline outlines key upcoming activities like collaboration with other agencies and ongoing grant projects to advance these goals.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This report summarizes findings from a pilot project between the EPA and Iowa stakeholders to incorporate climate change considerations into local hazard mitigation and community planning. It identifies 9 key findings, including that local governments are on the front lines of climate adaptation, land use planning is critical to adaptation capacity, and climate data needs to be accessible to local planners. The report also discusses challenges of using climate science, opportunities to incorporate it into planning, and case studies of Coralville and Story County that integrated climate adaptation. The overall goal is to help Iowa communities better plan for increasing flood risks and improve resilience to climate impacts.
O documento repete várias vezes a frase "OA12 UT8 2009-2010 Auto-Representação “Making of”" e fornece informações sobre uma oficina de artes na Escola Secundária de Santa Maria-Sintra.
This document outlines the scope and goals of curriculum developed by the InTeGrate project, which is funded by the NSF to increase geoscience literacy. The curriculum targets introductory geoscience courses, interdisciplinary courses, courses for non-geoscience majors, and teacher preparation courses. The materials are designed to develop literacy, emphasize the scientific process, and build interdisciplinary problem-solving skills connecting Earth science to societal issues. The curriculum aligns with literacy frameworks and addresses challenges like energy, water, natural hazards, and climate change through modules and courses.
This document outlines the development of teaching materials focused on geoscience literacy and societal issues through the use of geodesy data and tools. It discusses:
- The InTeGrate curriculum model which aims to improve geoscience understanding and build workforce skills through contextualized learning.
- The development of open educational resources covering topics like climate change, natural hazards, and resource issues using quantitative geodesy data and skills.
- Guiding principles for the materials including addressing societal challenges, developing interdisciplinary skills, engaging authentic geodesy methods, and improving quantitative/scientific reasoning abilities.
- A process for designing modules that aligns learning goals, objectives, assessments, resources and instructional strategies to
This document summarizes a webinar introducing the Geodesy Education through Scientific and Technological Innovation (GETSI) curriculum development model and guiding principles. The webinar provided an overview of the relationship between GETSI and the Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project. It reviewed GETSI's guiding principles for curriculum design, which are to address grand challenges, apply geoscience to societal issues, teach the nature and methods of science using authentic geodesy data, and develop systems thinking. Examples of GETSI modules under development were given for introductory and majors-level courses focusing on topics like climate, hydrology, and natural hazards. Guiding
Climate Change Education: Engaging Teachers and Students and Correcting Misco...danieloostra
This document outlines a project to develop online climate change education modules to engage teachers and students and correct common misconceptions. The project team will create 5 standalone modules using NASA data and a constructivist approach. Modules will address misconceptions through videos, models, counterfactuals and pre/post assessments. A graphic design group will enhance the interface. The goal is to pilot test the modules in local schools in 2012 and disseminate them more widely starting in 2013.
This document outlines the development of teaching materials for the Geodesy Tools for Societal Issues (GETSI) project. It discusses:
1. The goals of developing materials to teach geoscience literacy and quantitative skills through the application of geodesy data to societal issues like climate change and natural hazards.
2. The process of aligning these materials with established frameworks for geoscience literacy, developing learning goals and objectives, designing assessments, and testing the materials through classroom pilots and revisions.
3. The collaboration between GETSI and the Interdisciplinary Teaching of Geoscience consortium to develop open educational resources using their proven model for transforming undergraduate geoscience education.
This document discusses strategies for making introductory Earth science courses more aligned with current standards and guidance documents. It notes that standards emphasize human interactions with Earth and engaging in scientific practices. However, textbooks and courses often focus more on causes than consequences of Earth processes and their connections to people. The document presents three strategies: 1) shift focus from causes to consequences, 2) connect Earth processes to societal issues, and 3) practice decision-making. Resources from InTeGrate that use these strategies are described. Participants discuss topics from their own courses that could be adapted to address sustainability concepts using these strategies.
USGCRP Education Interagency Working GroupAaron Smith
The document discusses climate literacy and obstacles to achieving it. It outlines interagency efforts to advance climate literacy through developing educational resources and curriculum, research, and professional development for educators. Key challenges include the complex and interdisciplinary nature of climate science, lack of earth science education in K-12, and need to connect content to motivating individual behavior changes.
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.
Learning progressions are models of how students' understanding of scientific concepts develops over multiple grade levels from novice to expert-like understanding. They are based on research on how students typically learn topics and are designed to guide instruction and assessment to track students' developing understanding over time. This document discusses the motivation for developing a learning progression on environmental literacy, the theoretical framework around scientific practices, and highlights from the progression including its interdisciplinary nature and levels of understanding from notions to generation of new ideas. It also raises questions about how to further develop and validate learning progressions.
This document provides an overview of the GETSI-Integrate curriculum development model. It discusses the goals of developing teaching materials focused on geoscience grand challenges using geodesy data. The model is guided by literacy documents and aligns goals, materials, and assessments. Materials will be developed by teams, tested in classrooms, revised, and published to improve geoscience understanding and address sustainability issues.
This document provides an overview and introduction to the online unit "Global Environmental Issues". It outlines the topics that will be covered in the unit, including ecosystems, human population growth, environmental change, and management responses. The unit aims to develop students' understanding of complex global environmental issues through online learning tools and a two-day residential workshop. It will be taught using the online learning platform Blackboard and be facilitated by Dr. Kristin den Exter and other teaching staff.
Stuart Phinn and Andy Lowe_TERN's national ecosystem data infrastructure is d...TERN Australia
This presentation outlines how Australia's ecosystem research network TERN can improve ecosystem science and management through long-term data collection and sharing. It discusses the need for sustained ecosystem data infrastructure to address challenges like how ecosystems are changing over time. TERN aims to build a collaborative network where data publication and reuse is standard practice. This will allow large-scale, coordinated data collection and analysis across disciplines. Sustaining long-term essential data collection, modeling, and synthesis through TERN can better inform decision-making and implement evidence-based environmental policy.
A new pathway to sustainability in malaysiaNordin Hasan
This document discusses the need for a new sustainability paradigm in Malaysia and outlines developments that have led to this need. [1] It describes how early sustainability efforts in Malaysia were segregated across environmental, economic, and social pillars. [2] Rio+20 and initiatives like Future Earth call for a more integrated approach to sustainability science that considers interactions between these pillars. [3] Achieving sustainability will require transdisciplinary research collaborations to understand social and environmental dynamics and identify pathways for transformation towards sustainability.
This document outlines a lesson on sedimentation and its effects on coastal ecosystems. Students will be introduced to the topic through a council project seeking community consultation on habitat rehabilitation. They will watch a video on sedimentation in Australia and research the processes of erosion and sedimentation using case studies. Students will be divided into groups to create an online site presenting their findings. They will develop guidelines for ethical online behavior and assessing their understanding of sedimentation issues. The lesson aims to explain human impacts on the environment like sedimentation and promote interactive learning through digital resources and group work.
Using Project-based Learning Multimedia as a Teaching-Learning Strategy - Ed ...KJ Zamora
The document outlines the steps involved in using project-based multimedia learning strategies according to experts Michael Simkins et al. The key steps are:
1) Determine learning objectives and content based on standards that a multimedia project can address.
2) Estimate time needed versus time available and set clear decision-making parameters.
3) Determine available resources like library materials, field trips, community experts, and technology.
4) Plan how to measure student learning based on objectives.
This document summarizes a study that examined the impact of an environmental health science problem-based learning (PBL) curriculum called Project EXCITE on student achievement and science process skills. The study found that students who participated in Project EXCITE scored higher on state proficiency tests and demonstrated greater gains in science process skills compared to control groups. Project EXCITE engaged teachers in professional development to design PBL curriculum units around local environmental health issues. Analyses indicated that implementing this curriculum did not negatively impact test scores and improved both content knowledge and skills like experimental design and data analysis that are important for scientific literacy.
The document discusses curriculum elements for a science education program, including essential understandings, content standards, and performance standards. It provides examples of essential understandings and unpacks how they relate to the content and performance standards. The document also describes how teachers analyzed and reviewed the curriculum elements to understand their purpose and relationships.
10 heuristics for modeling decision makingBarney Stacher
This document discusses ten heuristics for developing interdisciplinary simulation models through collaborative teamwork. It begins by describing the value of integrated system models for addressing complex environmental problems but notes the challenges of developing such models interdisciplinarily.
The heuristics discussed include: carefully selecting team members with big-picture thinking skills; heavily investing in early problem definition through negotiation; and using rapid prototyping rather than attempting to fully specify models upfront. The Sustainability of Arctic Communities project is used to illustrate these heuristics, such as how developing initial conceptual models aided in problem definition and team assembly.
Multimedia Learning Design and Learning ExperiencesM I Santally
The document discusses a study that investigated the effects of multimedia learning environments (MLEs) that divide learner attention compared to MLEs that do not on learner perceptions and experiences. A cohort of 32 students used either a split-attention MLE or non-split attention MLE. Findings showed no significant differences in time taken or back-and-forth clicks between groups, but split-attention students reported higher cognitive load. Non-split attention students found audio helpful for understanding. The study concludes that usability is an important part of multimedia learning design alongside pedagogy and technology. Adherence to principles of multimedia learning can reinforce the benefits of combining text, sound and images.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
How to Build a Module in Odoo 17 Using the Scaffold Method
Climate literacy-ams annual v1
1. Increasing Climate Literacy
Frank Niepold
NOAA Climate Program Office
Climate Education Coordinator
Frank.niepold@noaa.gov
Climate.gov
January 6, 2013
1
2. NOAA’s Next Generation Strategic PlanLong-Term
Goal: Climate Adaptation and Mitigation:
An informed society anticipating and responding to
climate and its impacts
Within this goal, NOAA will pursue specific objectives that over the next five
years:
Objective: A climate-literate public that understands its vulnerabilities to a
changing climate and makes informed decisions
Over the next five years, evidence of progress toward this objective will include:
- Key segments of society understand climate risks and use that knowledge to
increase resilience to likely climate impacts;
- Consumers of climate information understand climate uncertainty and utilize
this knowledge in their decision-making processes; and
- Educators and other outreach professionals increase their use of climate
science resources.
3. Climate Literacy is…
• …a continuum of competency and is an ongoing process.
Target Audiences
Literacy
Progression
Climate
science
INFORMED engaged
DECISION MAKING
Climate science attentive
KNOWLEDGE
Climate science interested
AWARENESS
Uninterested and/or unaware
4. Climate Literacy development
NOAA's Climate Program Office Education
and Outreach program are developing the
climate literacy essential principles as part of
NOAA's environmental literacy priority through
a partnership with NOAA's Office of
Education, outside agencies and numerous
organizations.
The Climate Science Literacy Guide serves
as a framework for understanding and
communicating about climate science.
The ideas outlined in the guide represent
the knowledge that is deemed important for
citizens to know and understand about
Earth’s climate.
The guide aims to promote greater Climate
Science Literacy among the public by
providing this list of climate principles and
concepts.
Current Federal Partners: NOAA, EPA, NSF and US Forest
Service
5. Climate Science Literacy is…
…an understanding of your influence on climate
and climate’s influence on you and society.
A climate literate person:
•understands the essential principles of Earth’s climate system,
• knows how to assess scientifically credible information about
climate,
•communicates about climate and climate change in a meaningful
way, and
• is able to make informed and responsible decisions with regard to
actions that may affect climate.
8. What are current
materials trying to
teach students about
climate change?
8
9. Role of a Boundary Framework: Climate
and Energy Literacy documents?
– Pressing need to infuse
climate and energy
literacy into schools and 2008/2009
other educational
contexts to prepare
society and future 2010
workforce to addresses
the environmental issues
and challenges of the 2011
future.
2012
10. Role of a Boundary Framework:
Climate Literacy document?
The framework was built off the foundation of the AAAS Project 2061
Benchmarks and Atlas for Science Literacy
The Climate Literacy framework established the goal for individuals
and communities to have an ability “to make informed and responsible
decisions with regard to actions that may affect climate.”
This goal will require a more comprehensive focus and integrative
approach than most climate educational resources, programs,
textbooks or curricula now address due to the fragmentation and lack
of prioritization of the climate topic in current educational systems.
This framework has begun to inform the development of climate
educational materials and resources, national and state standards, and
professional development materials and programs. 10
11. Landscape Analysis of the Quality of
Climate Materials?
• CLEAN is completing the analysis by aligning, collecting
and annotating 500 excellent digital teaching resources
addressing climate science or energy (of 10’s of thousands
of resources)
• Resources scientifically and pedagogically reviewed
• Resources annotated reflecting reviewer comments
• Resources aligned with
• National Science Education Standards
• AAAS Project 2061Benchmarks for Science Literacy
• NAAEE Excellence in Environmental Education
Guidelines for Learning
11
12. What is an excellent activity?
Scientific Accuracy
• Is the source authoritative and trust-worthy?
• Is the science accurate and current?
• Are there proper citations or references?
Alignment with Climate and Energy Concepts
• Are the learning activities or useful bits at a reasonable level of granularity
relative to key climate and energy concepts?
Pedagogy
• Is there pedagogical scaffolding or “teaching tips”?
• If not, will educators be able to easily develop their own strategies to engage
learners with this resource?
Ease of Use
• Is the resource easily accessible online?
• If other materials or software is required, can it be easily and inexpensively
accessed by educators or learners?
For a complete list of the CLEAN Review Criteria, refer to http://cleanet.org/clean/about/review.html 12
14. CLEAN Review Criteria
Learning Visualization Video Short
Activity Demo/
Experiment
Learning Visualization Video Short Demo/
Activity Experiment
Scientific Accuracy 7 5 6 6
(eg. attribution, scientific process, question questions questions questions
scientific validity, orginal data sources, s
valid concepts, misconceptions,
avoiding bias, references)
Pedagogic Effectiveness 10 6 5 7
(eg. learning objectives, learning question questions questions questions
styles, diverse audience, prerequisite s
skills, assessment, inquiry, engaging &
motivating)
Usability and Technical Quality 7 6 5 4
(eg. advertisements, materials, question questions questions questions
support required, teacher guide, s
design, access, size )
15. Assessment
The Process s
Curricula
Framework Standards
Instruction
NRC-AAAS Achieve +
NSTA 26 states Teacher
development
15
16. NGSS Matrix of Standards by Grade Level and
Life Science (19) Topic
Earth Space Science (102) Physical Science (3)
Engineering
&Technology (1)
Organisms and Their Environments (2) Weather (9) Structure and Properties of Matter
K
Structure and Function Patterns and Cycles Light and Sound (1)
1
Elementary School
Interdependence of Organisms and their Earth's Changing Surface Structure, Properties, and Interactions of
2 Surroundings (3) Matter
Pushes and Pulls
Environmental Impacts on Organisms Weather, Climate, and Impacts (9) Interactions of Forces
3
Structure, Function, and Stimuli (5)
Life Cycles and Traits Processes that Shape the Earth (4) Energy
4
Waves
Matter and Energy in Ecosystems (3) Earth Systems and Their Interactions Structure, Properties, and Interactions of
5
Stars and the Solar System (8) Matter
Structure, Function, and Information Space Systems (1) Structure and Properties of Matter Engineering Design
Processing History of Earth Chemical Reactions (1) Links Among
Growth, Development, and Earth's Interior Processes Forces and Motion Engineering,
Middle School
Reproduction of Organisms (2) Earth's Surface Processes Interactions of Forces Technology,
Matter and Energy in Organisms and Science and
Weather and Climate (18) Energy (1)
Ecosystems (1) Society (1)
Human Impacts (1) Waves and Electromagnetic Radiation
Interdependent Relationships in
Ecosystems
Natural Selection and Adaptations
Structure, Function, and Information Space Systems (1) Structure and Properties of Matter Engineering Design
Processing History of Earth Chemical Reactions Links Among
Matter and Energy in Organisms and Earth's Systems (22) Nuclear Processes Engineering,
Ecosystems (2) Climate Change (32) Forces and Motion Technology,
High School
Interdependent Relationships in Science and
Human Sustainability (4) Interactions of Forces
Ecosystems (1) Society
Energy
Natural Selection and Evolution
Forces and Energy
Inheritance and Variation of Traits
Waves
Electromagnetic Radiation
24. Teaching Materials Created at CLEAN
Workshops
• These climate and energy activities were created
by faculty as part of the CLEAN professional
development workshop series.
• These materials are not yet part of the CLEAN
collection of reviewed resources.
24
25. Teaching the Climate System, May 2012
Workshop
• These activities assemble various elements from the CLEAN reviewed collection to present a
comprehensive treatment of one aspect of the climate system. These materials were created by
faculty as part of the CLEAN Climate Workshop, held in May, 2012.
25
26. Maps of Climate and Energy Concepts
• Strong approaches to teaching about climate and
energy make connections between the Essential
Principles of Climate Science and help integrate the
fundamental concepts into an overarching scope and
sequence for student learning.
27. Maps of Climate and Energy Concepts
• The Climate and Energy Maps can help you
understand what concepts form the foundation for
any specific concept and what students need to fully
understand it.
28. Maps of Climate and Energy Concepts
If you want to know how to build and move students'
understanding of climate and energy concepts to more
advanced levels, you can simply examine the maps
above the central concept.
29. Maps of Climate and Energy Concepts
The Earth-2 Transfer of thermal energy between the atmosphere and the
land or oceans produces temperature gradients in the atmosphere and the
oceans. Regions at different temperatures rise or sink or mix, resulting in
winds and ocean currents. These winds and ocean currents, which are
also affected by the earth's rotation and the shape of the land, carry
thermal energy from warm to cool areas. (4B/H2)
The Earth-4 Greenhouse gases in the atmosphere, such as carbon
dioxide and water vapor, are transparent to much of the incoming sunlight
but not to the infrared light from the warmed surface of the earth. When
greenhouse gases increase, more thermal energy is trapped in the
atmosphere, and the temperature of the earth increases the light energy
radiated into space until it again equals the light energy absorbed from the
sun. (4B/H4)
The Earth-6 The earth's climates have changed in the past, are currently
changing, and are expected to change in the future, primarily due to
changes in the amount of light reaching places on the earth and the
composition of the atmosphere. The burning of fossil fuels in the last
century has increased the amount of greenhouse gases in the
atmosphere, which has contributed to Earth's warming. (4B/H6)
30. Maps of Climate and Energy Concepts
Energy Sources and Use-2 When selecting fuels, it is important to
consider the relative advantages and disadvantages of each fuel. (8C/H2)
Energy Sources and Use-5 Decisions to slow the depletion of energy
resources can be made at many levels, from personal to national, and
they always involve trade-offs involving economic costs and social
values. (8C/H5)
Information Processing-1 Computer modeling explores the logical
consequences of a set of instructions and a set of data. The instructions
and data input of a computer model try to represent the real world so the
computer can show what would actually happen. In this way, computers
assist people in making decisions by simulating the consequences of
different possible decisions. (8E/H1)
31.
32.
33.
34.
35. What is the quality of the materials?
Based on analysis being conducted through the Climate
Literacy & Energy Awareness Network (CLEAN)
Pathway grant, which is focused primarily on existing
digital resources
The overall scope of the current materials* used teach students
about climate change in the United States are often narrowly
focused
The quality is uneven
Some important areas, such as adaptation, are largely missing
or thinly covered
Other areas, such as the Earth’s Energy Budget, lack
outstanding interactive resources that will engage learners
The gaps and thin spots could be filled through more focus of
the development community (active grants) and future
solicitations 35
36. NOAA Evidence of progress: Educators and other outreach
professionals increase comprehension and use of climate science
concepts and education resources
36
37. NOAA is Partnering with the CLEAN Project on the Climate Portal
Education section: Live Winter 2013
37
45. Conclusions and
Recommendations
Climate and related energy topics have the potential for
integrating learning across disciplines.
The inherent “problem based” nature of climate change,
however, require skillful balance to avoid “gloom and
doom” on one hand or inadequate strategies on the
other.
The Guiding Principle for Informed Climate Decisions--
Humans can take actions to reduce climate change and
their impact-- which set the stage for the other
Principles, is innately solutions oriented.
45
Editor's Notes
True color MODIS composite image of Earth by Reto Stockli (under subcontract to SSAI working for NASA). City lights image on night side of terminator from DMSP OLS data, courtesy Chris Elvidge, NOAA.
History:CLG 2007-presentAAAS BSL-AtlasTri-PICLEANCL-LandscapeWhere do we go?
CLEAN Pathway supports the USGCRP Education priority of a “Voluntary National Climate Education Curriculum”
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.
* The CLEAN Pathway has focused on identifying and annotating existing online resources for grades six to 16 and reviewed tens of thousands of learning activities and other “useful bits” such as videos, short investigations and visualizations for potential inclusion in the CLEAN collection. A gap analysis conducted by the CLEAN effort after the completion of the first phase (CLEAN Gap and Thin Spot Analysis of the CLEAN Collection, http://cleanet.org/clean/community/gap_analysis ) reveals that in some areas, such as strategies to reduce greenhouse gases, there are myriad resources, in other areas, such as climate adaptation strategies, there are few if any high quality materials. While CLEAN’s current scope is limited by not including complete curricula or textbooks, an informal review of existing curricula and textbooks suggests a similar pattern of incompleteness in these materials. It is important to note that the fact that a resource didn't make it into the CLEAN collection may be a question of alignment and granularity, not quality. Review comments for the accepted resources are available online with the resource description. Reviews for resources that were not included are available to their developers, upon request. CLEAN, with its limited scope, cannot fully inform us about the full range of curricula and effective strategies. Indeed, sustainability-related education, which overlaps significantly with climate and energy education, is blossoming in schools, districts, and on campuses around the nation. What CLEAN can contribute to the effort of surveying the landscape of climate change education resources is a sense of the state of online resources, the needs of educators who have been surveyed for the CLEAN informant study, and research on appropriate scope and sequence for climate and related topics in the curriculum.