The bulletin summarizes the proceedings of the first congress of Carmelite secondary schools in Asia and Oceania held in Indonesia. The congress focused on creating environmentally friendly "green" schools. Presentations were given on various environmental topics and Catholic teachings. Students participated in workshops and visits to local conservation sites. The goal was to encourage students to examine their environmental responsibilities and commit to more sustainable practices in their schools and communities.
People committed-to-fight-climate-changeLittle Daisy
This document presents 10 interviews with professionals working in various fields related to climate change, environmental protection, and sustainability. The interviews provide insights into their careers and daily work, which include environmental management, environmental research and education, risk management, conservation, environmental engineering, landscape design, responsible consumption, permaculture, and more. The interviews are intended to help students explore potential career paths in exciting and influential fields that contribute to addressing climate change.
This document introduces lesson plans about protecting the land from climate change. It discusses how various natural factors like tectonic plates, wind, ocean currents, and human activities shape the land over time. The land and climate are interconnected, and human transformations to the land can impact ecosystems and lead to issues like deforestation, loss of biodiversity, and increased natural disasters from climate change if not managed properly. The lesson plans provide activities to teach children about these topics at basic, intermediate, and advanced levels.
This document provides lesson plans on ensuring healthy environments for children and youth. It introduces the topic by explaining how environments can impact health through factors like air and water quality, disease, and natural disasters exacerbated by climate change. The introduction also discusses how human development activities can affect health and stresses that environmental protection is a shared responsibility. The lesson plans are divided into basic, intermediate, and advanced levels and address topics such as the relationship between environments and health, climate change impacts, and the links between development and health.
This document provides an overview of consumption trends and their environmental impacts. It discusses how the growth of megacities has led to increased resource consumption. Historically, production was local and goods lasted longer, but mass production depleted natural resources and increased pollution. Today, planned obsolescence means products are designed to break quicker, driving higher consumption. This pattern is unsustainable and cities must reduce waste and learn from nature's recycling processes to mitigate climate change impacts.
This document provides an introduction to lesson plans about sustainable cities. It discusses how cities impact the environment by depleting natural resources and generating waste and pollution. As urban populations grow, this exacerbates issues like urban heat islands where city temperatures rise due to infrastructure absorbing heat. The document advocates for sustainable city planning through increasing green spaces, improving building design, and raising public awareness of resource consumption. It frames cities and surrounding rural areas as interdependent systems that must work together to achieve sustainability.
This module discusses comprehensive solid waste management at schools. It begins by having students analyze their school's current waste management systems and identify the types of waste generated. This includes looking at purchases, products sold, different waste streams, reuse and recycling options, and waste collection and disposal processes. The goal is for students to understand their school's waste challenges and make improvements to reduce environmental impacts through waste reduction, reuse, recycling and proper disposal.
The document discusses improving school green areas through various exercises and recommendations. It suggests assessing a school's existing green spaces, collecting opinions on improvements, calculating the ratio of green to built areas, and conducting an inventory of plants. The document provides templates for these assessments and inventories. It also offers tips for caring for green areas, such as maintaining irrigation systems, tools, and warehouses. The overall aim is for schools to develop and integrate green spaces into the natural environment.
This document provides an introduction to lesson plans about energy and climate change from an educational initiative of the Inter-American Development Bank. It discusses key topics around energy including:
- All things in the universe are made of and transform energy in different forms. Human energy use has contributed to climate change.
- There are renewable and non-renewable sources of energy. Non-renewable fossil fuels like oil, gas and coal impact the environment but are widely used.
- Renewable sources like solar, wind, hydro and geothermal have advantages for the environment but also challenges to consider.
- The lesson plans are aimed at different education levels and cover topics such as energy transformation, fossil fuels, and renewable energy options
People committed-to-fight-climate-changeLittle Daisy
This document presents 10 interviews with professionals working in various fields related to climate change, environmental protection, and sustainability. The interviews provide insights into their careers and daily work, which include environmental management, environmental research and education, risk management, conservation, environmental engineering, landscape design, responsible consumption, permaculture, and more. The interviews are intended to help students explore potential career paths in exciting and influential fields that contribute to addressing climate change.
This document introduces lesson plans about protecting the land from climate change. It discusses how various natural factors like tectonic plates, wind, ocean currents, and human activities shape the land over time. The land and climate are interconnected, and human transformations to the land can impact ecosystems and lead to issues like deforestation, loss of biodiversity, and increased natural disasters from climate change if not managed properly. The lesson plans provide activities to teach children about these topics at basic, intermediate, and advanced levels.
This document provides lesson plans on ensuring healthy environments for children and youth. It introduces the topic by explaining how environments can impact health through factors like air and water quality, disease, and natural disasters exacerbated by climate change. The introduction also discusses how human development activities can affect health and stresses that environmental protection is a shared responsibility. The lesson plans are divided into basic, intermediate, and advanced levels and address topics such as the relationship between environments and health, climate change impacts, and the links between development and health.
This document provides an overview of consumption trends and their environmental impacts. It discusses how the growth of megacities has led to increased resource consumption. Historically, production was local and goods lasted longer, but mass production depleted natural resources and increased pollution. Today, planned obsolescence means products are designed to break quicker, driving higher consumption. This pattern is unsustainable and cities must reduce waste and learn from nature's recycling processes to mitigate climate change impacts.
This document provides an introduction to lesson plans about sustainable cities. It discusses how cities impact the environment by depleting natural resources and generating waste and pollution. As urban populations grow, this exacerbates issues like urban heat islands where city temperatures rise due to infrastructure absorbing heat. The document advocates for sustainable city planning through increasing green spaces, improving building design, and raising public awareness of resource consumption. It frames cities and surrounding rural areas as interdependent systems that must work together to achieve sustainability.
This module discusses comprehensive solid waste management at schools. It begins by having students analyze their school's current waste management systems and identify the types of waste generated. This includes looking at purchases, products sold, different waste streams, reuse and recycling options, and waste collection and disposal processes. The goal is for students to understand their school's waste challenges and make improvements to reduce environmental impacts through waste reduction, reuse, recycling and proper disposal.
The document discusses improving school green areas through various exercises and recommendations. It suggests assessing a school's existing green spaces, collecting opinions on improvements, calculating the ratio of green to built areas, and conducting an inventory of plants. The document provides templates for these assessments and inventories. It also offers tips for caring for green areas, such as maintaining irrigation systems, tools, and warehouses. The overall aim is for schools to develop and integrate green spaces into the natural environment.
This document provides an introduction to lesson plans about energy and climate change from an educational initiative of the Inter-American Development Bank. It discusses key topics around energy including:
- All things in the universe are made of and transform energy in different forms. Human energy use has contributed to climate change.
- There are renewable and non-renewable sources of energy. Non-renewable fossil fuels like oil, gas and coal impact the environment but are widely used.
- Renewable sources like solar, wind, hydro and geothermal have advantages for the environment but also challenges to consider.
- The lesson plans are aimed at different education levels and cover topics such as energy transformation, fossil fuels, and renewable energy options
Motivating the school community to rise up against climate changeLittle Daisy
The document discusses motivating a school community to take action on climate change. It provides an overview of 9 modules in a toolkit to help schools become more environmentally friendly. Module 2 focuses on engaging the entire school community, including students, teachers, administrators, parents and local leaders. It provides guidance on identifying stakeholders, surveying interest levels, and developing collaborative projects that transform the school in an eco-friendly way. The goal is to inspire environmental stewardship through hands-on activities that benefit the school.
The document discusses the concepts of sustainability, development, and sustainable development. It provides definitions for each term and outlines their differences. The history of sustainable development is then examined, from concerns in the 1800s during the Industrial Revolution to recent international agreements like the 1992 Earth Summit and Agenda 21. Barriers to sustainable development are also reviewed, such as economic and political challenges and unequal access to resources.
Energy savings, efficient use, and alternative technologiesLittle Daisy
This document summarizes Module 4 of an educational toolkit on rising up against climate change. The module discusses estimating a school's energy use, diagnosing energy consumption through surveys and appliance inventories, decreasing energy use by changing habits related to lighting, heating/cooling, electrical appliances, gas, and transportation. It also covers using alternative energy technologies. The overall aim is to motivate schools to reduce their carbon footprint and environmental impact through more efficient energy use.
The document discusses environmental management and sustainability, focusing on issues like pollution, climate change, and overfishing that threaten sustainability. It explores whether building sustainable communities is possible by addressing challenges like public participation, economic ambiguity, and the need for strong laws and education. The document argues that communities can be sustainable through commitment to development without environmental risks, support from all stakeholders, and producing enough resources to sustain growth.
The document introduces the concept of sustainable development by discussing its history and key paths. Sustainable development aims to encourage economic growth and social inclusion while protecting the environment. It is defined as meeting present needs without compromising future generations' ability to meet their own needs. The idea emerged in the 1970s and gained prominence through UN conferences in the 1980s-1990s. Key paths to sustainable development discussed include clean energy, poverty reduction, natural resource management, production/consumption, public health, social inclusion, and sustainable transport.
The document discusses the history and key concepts of sustainable development:
1. The Brundtland Commission in 1983 first proposed strategies for sustainable development, defining it as development that meets present needs without compromising future generations' ability to meet their own needs.
2. Major UN conferences on sustainable development include the 1992 Rio Earth Summit that produced agreements like Agenda 21 and the UNFCCC.
3. Sustainable development involves balancing social, economic, and environmental concerns, and requires ongoing efforts across many sectors of society.
This document provides lesson plans from the Rise Up Against Climate Change initiative of the Inter-American Development Bank. The lesson plans cover the topic of "You Are What You Eat" and include basic, intermediate, and advanced plans on issues related to food systems, agriculture, nutrition, and climate change. The plans were developed by five authors and are meant to educate children and youth on sustainable strategies for food production and consumption.
This document provides lesson plans for teaching children and youth about climate change and water issues. It includes 9 sets of lesson plans on topics like the water cycle, water consumption, climate change impacts on water, and water conservation. The lesson plans are divided into basic, intermediate, and advanced levels. They can be used independently or together as part of the Rise Up climate change education initiative developed by the Inter-American Development Bank. The introduction provides background information on water facts, the water cycle, virtual water in food and product production, and how climate change affects water resources and the water cycle.
The document provides an overview of sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. It discusses how sustainable development aims to balance environmental protection, economic growth, and social welfare. It also outlines the key concepts of sustainable development and how the field has evolved, including through major UN conferences.
The document discusses the history and evolution of the concept of sustainable development from the 1972 Stockholm Conference to the current UN Sustainable Development Goals. It outlines key milestones like the 1987 Brundtland Commission, 1992 Rio Earth Summit, 2002 Johannesburg Summit, and 2015 adoption of the SDGs. Influential reports discussing planetary limits to growth like the Club of Rome's Limits to Growth in 1972 and updates in 2004 are also summarized.
the principle of sustainable development is very significant environmental principle developed through various international treaties and now became the part of Indian environmental jurisprudence.
Selecting and using sustainable materialsLittle Daisy
This document discusses selecting and using sustainable materials in schools. It begins by outlining the large quantities of natural resources consumed by schools through materials like paper, plastics, and metals. It then provides information on the environmental impacts of extracting and processing common school materials from forests, mines, and oil. The document recommends schools identify which materials they use, track their origins and destinations, and develop programs to improve sustainable use.
This document summarizes a student's senior capstone project on global warming. The project incorporates three major competencies: science, examining the fundamental science and effects of global warming; cross-cultural, analyzing environmental justice and impacts on impoverished populations; and ethics, considering socio-cultural impacts. The student chose this topic because global warming will affect their children and aims to understand its scientific evidence and effects on vulnerable human and environmental systems.
Environmental Compliance for Sustainable DevelopmentRajat Seth
Report on Law for Environmental Compliance for Sustainable Development
How the concept of Sustainable Development evolved in India
pain areas regarding sustainable development
This document provides an introduction to lesson plans about climate change from the Inter-American Development Bank. It discusses key topics covered in the lesson plans, including:
1) The difference between climate and weather, and how climates vary globally and can change over long periods of time due to natural and human-caused factors.
2) How Earth's atmosphere, hydrosphere, lithosphere, cryosphere, and biosphere are interrelated systems that influence one another, and how climate change affects this complex network of systems.
3) An overview of the greenhouse effect and climate change, and some of the main causes and impacts of a changing climate, such as deforestation and global climate agreements.
The document discusses the concept of sustainable development. It provides definitions from the Brundtland Report and others, explaining that sustainable development meets the needs of the present without compromising the ability of future generations to meet their own needs. It also discusses the related concepts of fairness, equity, intergenerational equity, environmental quality, and ecological footprint. Examples of sustainable development projects and initiatives are provided.
The document discusses Republic Act No. 9512, which promotes environmental awareness through environmental education. It mandates the integration of environmental education into school curriculums at all levels and national service training programs. It declares November as Environmental Awareness Month and calls for interagency collaboration led by DepEd, CHED, TESDA, and DENR to implement public education programs. The act also requires the DOST to create science-based environmental education programs and the DepEd, CHED, and TESDA to undertake capacity building initiatives.
Environmental change and Sustainable DevelopmentDolehKhan
The term “sustainable development” first came to prominence in the world Conservation Strategy (WCS) in 1980.
the United Nations Conference on Environment and Development (UNCED) held in Rio de Jenerio in June 1992.
Generally Development is the gradual growth of a situation that becomes more advanced and strong than previous one.
The document outlines the schedule and activities for an Erasmus+ exchange program taking place from March 6-12, 2016 in Córdoba, Spain. The schedule includes activities for both students and teachers over the 6 day program, including official welcome events, guided tours of the school and Roman sites, workshops, sporting activities, meals with host families and excursions. The goal of the program is for students and teachers to learn about Roman heritage and culture in Spain through interactive activities, site visits and cultural exchanges.
The children at Kindergarten role played different jobs like working in a restaurant and discussed the importance of community helpers. They sang songs and role played community roles during an assembly. The children also explored future jobs by designing posters about careers they may have and presenting them to the class. They drew and learned about jobs in different places and wrote thank you cards to employees to show appreciation.
Motivating the school community to rise up against climate changeLittle Daisy
The document discusses motivating a school community to take action on climate change. It provides an overview of 9 modules in a toolkit to help schools become more environmentally friendly. Module 2 focuses on engaging the entire school community, including students, teachers, administrators, parents and local leaders. It provides guidance on identifying stakeholders, surveying interest levels, and developing collaborative projects that transform the school in an eco-friendly way. The goal is to inspire environmental stewardship through hands-on activities that benefit the school.
The document discusses the concepts of sustainability, development, and sustainable development. It provides definitions for each term and outlines their differences. The history of sustainable development is then examined, from concerns in the 1800s during the Industrial Revolution to recent international agreements like the 1992 Earth Summit and Agenda 21. Barriers to sustainable development are also reviewed, such as economic and political challenges and unequal access to resources.
Energy savings, efficient use, and alternative technologiesLittle Daisy
This document summarizes Module 4 of an educational toolkit on rising up against climate change. The module discusses estimating a school's energy use, diagnosing energy consumption through surveys and appliance inventories, decreasing energy use by changing habits related to lighting, heating/cooling, electrical appliances, gas, and transportation. It also covers using alternative energy technologies. The overall aim is to motivate schools to reduce their carbon footprint and environmental impact through more efficient energy use.
The document discusses environmental management and sustainability, focusing on issues like pollution, climate change, and overfishing that threaten sustainability. It explores whether building sustainable communities is possible by addressing challenges like public participation, economic ambiguity, and the need for strong laws and education. The document argues that communities can be sustainable through commitment to development without environmental risks, support from all stakeholders, and producing enough resources to sustain growth.
The document introduces the concept of sustainable development by discussing its history and key paths. Sustainable development aims to encourage economic growth and social inclusion while protecting the environment. It is defined as meeting present needs without compromising future generations' ability to meet their own needs. The idea emerged in the 1970s and gained prominence through UN conferences in the 1980s-1990s. Key paths to sustainable development discussed include clean energy, poverty reduction, natural resource management, production/consumption, public health, social inclusion, and sustainable transport.
The document discusses the history and key concepts of sustainable development:
1. The Brundtland Commission in 1983 first proposed strategies for sustainable development, defining it as development that meets present needs without compromising future generations' ability to meet their own needs.
2. Major UN conferences on sustainable development include the 1992 Rio Earth Summit that produced agreements like Agenda 21 and the UNFCCC.
3. Sustainable development involves balancing social, economic, and environmental concerns, and requires ongoing efforts across many sectors of society.
This document provides lesson plans from the Rise Up Against Climate Change initiative of the Inter-American Development Bank. The lesson plans cover the topic of "You Are What You Eat" and include basic, intermediate, and advanced plans on issues related to food systems, agriculture, nutrition, and climate change. The plans were developed by five authors and are meant to educate children and youth on sustainable strategies for food production and consumption.
This document provides lesson plans for teaching children and youth about climate change and water issues. It includes 9 sets of lesson plans on topics like the water cycle, water consumption, climate change impacts on water, and water conservation. The lesson plans are divided into basic, intermediate, and advanced levels. They can be used independently or together as part of the Rise Up climate change education initiative developed by the Inter-American Development Bank. The introduction provides background information on water facts, the water cycle, virtual water in food and product production, and how climate change affects water resources and the water cycle.
The document provides an overview of sustainable development. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. It discusses how sustainable development aims to balance environmental protection, economic growth, and social welfare. It also outlines the key concepts of sustainable development and how the field has evolved, including through major UN conferences.
The document discusses the history and evolution of the concept of sustainable development from the 1972 Stockholm Conference to the current UN Sustainable Development Goals. It outlines key milestones like the 1987 Brundtland Commission, 1992 Rio Earth Summit, 2002 Johannesburg Summit, and 2015 adoption of the SDGs. Influential reports discussing planetary limits to growth like the Club of Rome's Limits to Growth in 1972 and updates in 2004 are also summarized.
the principle of sustainable development is very significant environmental principle developed through various international treaties and now became the part of Indian environmental jurisprudence.
Selecting and using sustainable materialsLittle Daisy
This document discusses selecting and using sustainable materials in schools. It begins by outlining the large quantities of natural resources consumed by schools through materials like paper, plastics, and metals. It then provides information on the environmental impacts of extracting and processing common school materials from forests, mines, and oil. The document recommends schools identify which materials they use, track their origins and destinations, and develop programs to improve sustainable use.
This document summarizes a student's senior capstone project on global warming. The project incorporates three major competencies: science, examining the fundamental science and effects of global warming; cross-cultural, analyzing environmental justice and impacts on impoverished populations; and ethics, considering socio-cultural impacts. The student chose this topic because global warming will affect their children and aims to understand its scientific evidence and effects on vulnerable human and environmental systems.
Environmental Compliance for Sustainable DevelopmentRajat Seth
Report on Law for Environmental Compliance for Sustainable Development
How the concept of Sustainable Development evolved in India
pain areas regarding sustainable development
This document provides an introduction to lesson plans about climate change from the Inter-American Development Bank. It discusses key topics covered in the lesson plans, including:
1) The difference between climate and weather, and how climates vary globally and can change over long periods of time due to natural and human-caused factors.
2) How Earth's atmosphere, hydrosphere, lithosphere, cryosphere, and biosphere are interrelated systems that influence one another, and how climate change affects this complex network of systems.
3) An overview of the greenhouse effect and climate change, and some of the main causes and impacts of a changing climate, such as deforestation and global climate agreements.
The document discusses the concept of sustainable development. It provides definitions from the Brundtland Report and others, explaining that sustainable development meets the needs of the present without compromising the ability of future generations to meet their own needs. It also discusses the related concepts of fairness, equity, intergenerational equity, environmental quality, and ecological footprint. Examples of sustainable development projects and initiatives are provided.
The document discusses Republic Act No. 9512, which promotes environmental awareness through environmental education. It mandates the integration of environmental education into school curriculums at all levels and national service training programs. It declares November as Environmental Awareness Month and calls for interagency collaboration led by DepEd, CHED, TESDA, and DENR to implement public education programs. The act also requires the DOST to create science-based environmental education programs and the DepEd, CHED, and TESDA to undertake capacity building initiatives.
Environmental change and Sustainable DevelopmentDolehKhan
The term “sustainable development” first came to prominence in the world Conservation Strategy (WCS) in 1980.
the United Nations Conference on Environment and Development (UNCED) held in Rio de Jenerio in June 1992.
Generally Development is the gradual growth of a situation that becomes more advanced and strong than previous one.
The document outlines the schedule and activities for an Erasmus+ exchange program taking place from March 6-12, 2016 in Córdoba, Spain. The schedule includes activities for both students and teachers over the 6 day program, including official welcome events, guided tours of the school and Roman sites, workshops, sporting activities, meals with host families and excursions. The goal of the program is for students and teachers to learn about Roman heritage and culture in Spain through interactive activities, site visits and cultural exchanges.
The children at Kindergarten role played different jobs like working in a restaurant and discussed the importance of community helpers. They sang songs and role played community roles during an assembly. The children also explored future jobs by designing posters about careers they may have and presenting them to the class. They drew and learned about jobs in different places and wrote thank you cards to employees to show appreciation.
MEGA ICL is a sustainable construction company based in Trinidad that offers comprehensive services from design to completion of projects. It aims to minimize the environmental impact and operating costs of buildings while increasing functionality. The company is committed to environmental stewardship and conservation for future generations. It specializes in sustainable solutions like natural lighting, ventilation, and renewable energy to provide eco-friendly and energy efficient buildings.
This document discusses sustainable development and its relation to human development. It provides background on conferences focused on sustainable development like the 1972 Stockholm Conference and 1992 Earth Summit. It discusses sustainable development goals like reducing poverty, achieving gender equality, and providing quality education. Examples of sustainable technologies are described, like rainwater harvesting, biogas, solar energy, and waste to energy. Policies by India and its states promoting sustainable development are also mentioned.
This document provides an outline and overview of the concept of sustainable development. It discusses how sustainable development first emerged in international reports in the 1980s focusing on balancing environmental protection and economic development. The document then defines development and sustainable development, describing it as meeting current needs without compromising future generations' ability to meet their own needs. It outlines the evolution of sustainable development through key conferences and frameworks. Finally, it discusses the three pillars of sustainable development as environmental protection, economic development, and social development with some adding a fourth pillar of cultural diversity.
Sustainable Social Development, introduction and process in India. and it also focuses on the current trends. Application of Social Work through the sustainable development process
This document outlines key concepts related to sustainable development, including:
1. It provides definitions of development and sustainable development, noting that sustainable development meets present needs without compromising future generations' ability to meet their own needs.
2. The evolution of sustainable development is discussed, from early conferences in the 1970s through Rio in 1992 and subsequent agreements. Pillars of sustainable development include environmental protection, economic development, and social development.
3. Approaches, principles, and issues related to sustainability are covered at various levels from global to local. The overall goal of sustainable development is outlined as requiring involvement from all stakeholders.
The document discusses sustainable water management and outlines several key points:
1) Water pollution has devastating consequences and a global effort is needed to keep water clean and prevent misuse.
2) Simple individual actions like turning off taps when not in use, being careful what is poured down drains, and limiting pesticide and fertilizer use can help.
3) Cooperation across borders is essential for sustainable water management since water flows irrespective of political boundaries.
4) Several international organizations are working on initiatives to organize and promote sustainable water management.
This document summarizes experiences from 10 community projects supported by the GEF Small Grants Programme that have scaled up community actions for international waters management. The projects showcase how communities in countries like Belize, Cape Verde, Cuba, China, Indonesia, Malaysia, Mauritius and Turkey have tackled issues like sustainable fisheries, mangrove conservation, reducing marine pollution and establishing marine protected areas. By empowering local communities and demonstrating effective solutions, the projects have led to wider advocacy efforts and mobilized additional partnerships and resources to address transboundary water challenges. The lessons learned provide guidance on supporting community innovations and scaling them up through multiple partnerships and links to larger projects.
Promoting Climate Action through Education for Sustainable Development in Lea...ESD UNU-IAS
Case Study presentation: Promoting Climate Action through Education for Sustainable Development in Learning Institutions
Georgina Resiato Minis (NEMA) & Mr. Dennis Onyancha, RCE North Rift
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines
The document discusses the topic of sustainable development. It defines sustainable development as meeting present needs without compromising the ability of future generations to meet their own needs. It outlines some of the negative effects of economic development like overexploitation of resources. Sustainable development aims to balance environmental protection, economic growth, and social progress. It discusses the three pillars of sustainable development as environmental sustainability, economic sustainability, and social sustainability.
Environmental Sustainability At Three Wine Making...Carla Bennington
This document summarizes three key points about environmental sustainability and education:
1) Sustainability education teaches students about the environment and how natural systems function to support human survival and well-being.
2) Climate change impacts society in various ways such as affecting rainfall, health, crops and energy supply. Sustainability education helps students understand these climate-related impacts.
3) Ozone layer depletion, a serious environmental problem, is a contributor to global warming. Sustainability education covers topics like the ozone layer's role in protecting Earth from UV radiation.
The document discusses environmental education, including its objectives, concepts, issues, and sustainable development. It defines environmental education as forming desirable beliefs, attitudes, values, interests and understanding about the environment to preserve it for present and future generations. Major environmental issues covered include climate change, pollution, global warming, overpopulation, waste disposal, loss of biodiversity, mining, and urban sprawl. Sustainable development is defined as meeting present needs without compromising future generations' ability to meet their own needs. The 17 Sustainable Development Goals adopted in 2015 to balance environmental, social and economic dimensions are also summarized.
This document provides an outline and overview of the key concepts of sustainable development. It discusses the evolution of sustainable development from its origins in the 1980s to approaches today. The three pillars of sustainable development are identified as environmental protection, economic development, and social development, with some arguments for adding a fourth pillar of cultural diversity. Principles of sustainability are outlined, along with the interconnected nature of environmental, economic and social issues.
Scientists are studying the effects of climate change on ancient monuments and structures in Europe. Rising temperatures and more frequent heavy rains are causing cracks in the stone walls of historic buildings like the 14th century palazzo in Gubbio, Italy, raising concerns that the ground underneath may be shifting. Researchers are using methods like satellite monitoring, electromagnetic scans, and sensors to understand how climate change is impacting underground structures and sites along coastal areas experiencing stronger wave erosion. The findings could provide insight into how to protect important stone cultural heritage sites from the threats posed by a changing climate.
Sustainable development aims to meet present needs without compromising future generations' ability to meet their own needs. It considers economic, social, and environmental pillars. The concept emerged in the late 20th century from concerns about rapid industrialization's environmental and social impacts. Major UN conferences and agreements have addressed sustainable development, seeking to balance these pillars through concepts like Agenda 21. Education is key to empowering societies to transition to more sustainable models.
The document discusses the concept of sustainable development. It begins by outlining the history and evolution of sustainable development from the 1980s onward. Key events and reports that advanced the concept are highlighted, including the Brundtland Commission report in 1987 which first defined sustainable development as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs." The document then examines the three pillars of sustainable development - social, economic, and environmental protection. It also discusses culture as a potential fourth pillar and provides examples of sustainable practices. Overall, the document provides a high-level overview of the definition and key aspects of sustainable development.
The document discusses environmental issues and activities conducted by the Youth for Environment in Schools Organization (YES-O) of Tabaco National High School in Tabaco City, Philippines. It outlines the objectives of YES-O which include promoting environmental awareness, designing projects, disseminating information, and instilling environmental values. It then describes various environmental activities conducted by YES-O students, such as coastal, river, and canal cleanups, as well as tree planting and global warming seminars. The document emphasizes the importance of preserving the environment and motivating community involvement in environmental conservation efforts.
This document discusses the concept of sustainable development through 12 sections. It defines sustainable development as meeting present needs without compromising future generations' ability to meet their own needs. The three pillars of sustainable development are described as environmental protection, economic development, and social development. The document traces the evolution of sustainable development as a concept through major UN conferences and commissions from the 1980s onward. It examines different approaches and principles of sustainable development.
The document provides an overview of sustainability and education for sustainable development. It discusses the key challenges facing sustainability like climate change and resource depletion. It then outlines various solutions and trends in business, higher education, K-12, communities and other sectors to work towards a more sustainable future. The document concludes by providing resources for learning more about sustainability initiatives and getting involved.
The document discusses the concept of sustainable development. It defines sustainable development as development that meets the needs of the present without compromising the ability of future generations to meet their own needs. It outlines the evolution of sustainable development from key reports in the 1980s and conferences in the 1990s. It discusses the three pillars of sustainable development as economic development, social development, and environmental protection. It also proposes culture as a fourth pillar of sustainable development. The principles of a sustainable society are outlined as respecting communities and improving quality of life while conserving resources and staying within environmental limits.
1. BULLETIN OF THE CARMELITE NGO
SUMMER 2011 - VOL 4, NUMBER 3
ngo
“We call on all peoples
and nations to recog-
nize the serious and
potentially irrevers-
ible impacts of global
warming caused by
the anthropogenic
emissions of green-
house gases and
other pollutants, and
by changes in forests,
wetlands, grasslands,
and other land us-
ages.”
Pontifical Academy of Sciences
May 2011
carmecarme
Carmelite Schools Go Green
Congress of Carmelite Schools of Asia and Oceania Region
The nine Carmelite secondary schools in the Asia Pacific Region of the Carmelite Order
held their first ever Congress on August 4-7, 2011. The Congress was held at St. Albertus
Senior High School in Malang, Indonesia, which was celebrating its 60th anniversary. Taking
note that one of the most significant issues of the day is climate change, the schools focused on
creating environmentally friendly schools with the theme “Carmelite Schools Go Green.”
Forty-eight Carmelites, religious sisters, and lay people (both teachers and students) partici-
pated. Schools represented included schools from the Philippines: Mount Carmel High School,
Rosario; Urios High School, Properidad; Mount Carmel College, San Francisco; Mount Carmel
College, Escalante; and Carmelite College, Siquijor; Australia: Whitefriars College, Melbourne;
and Indonesia: St. Paul Senior High School, Jember; St. Alvares Senior High School, Maumere
and the host school, St. Albertus Senior High School, Malang.
This congress is a follow-up of the international congress of Carmelite schools held in Dub-
lin, Ireland in 2010.
Sr. Jane Remson, O. Carm., the representative of the Carmelite NGO, spoke on environmen-
tal problems that are confronting us today. Sister spoke of understanding the world as a living
creation that must be cared for and showed the film “Journey of the Universe” as an example
of what she meant. Using the method of "see, judge, act," she gave a Catholic perspective on
today's environmental problems by using the story of the prophet Elijah and his response to
the prophets of Baal in 1 Kings 18:16-40. Sister concluded by challenging all to examine their
responsibility to care for creation and encouraged the students to GO GREEN.
2. The participating
schools were invited to
talk about their schools
and the environmental
projects that they have
done in their schools.
These projects on the
environment focused
on solutions to already
existing problems.
Argentinian Carmelite
Eduardo Scarel contin-
ued the Carmelite NGO
presentation presenting
the relationship between
climate change and the
way people live their
lives. A scientist working
in the area of climate
science, Fr. Scarel pro-
vided scientific data and proposed that climate change has arisen because of the action of
people. Egoism and uncontrolled human desire makes one want everything for one's self
from each individual. He concluded by asking each individual participants to reflect on their
own life. He pointed out that each participant needs to change his/her lifestyle so that we all
might enjoy a better environment.
Carmelite Hariawan Adji of the Indonesian Province, spoke on raising people’s spiritual
awareness. He offered lectio divina as a method to be used for raising the students’ environ-
mental awareness. This could be done within a religious context of environmental respon-
sibility by using biblical text as well as poems or mathematical problems. He also addressed
the need for individuals to change himself or herself first. Fr. Adji concluded that each of
these methods should result in action, a practical application of one’s beliefs.
To assist in the practical appli-
cation of our faith’s requirements
in the area of environment,
Suryo Wardoyo led a workshop
focused on environmental activities, including natural method of purifying water, making
use of organic and nonorganic garbage such as compost, bio-coal, etc.
The final component of the conferences was to move the group to commit to action. The
objectives of the Congress followed the process of “see, judge, act” towards the environ-
mental dilemmas we face in today’s world. Students were invited to introduce this method
of study and response to their families and their communities. They worked to develop
communication strategies among Carmelite schools. Ideas such as creating a “Carmelite
Schools Go Green Center” in the schools, developing a local website, and continue to have
congresses in the various regions were adopted. One goal is to incorporate the Catholic
teaching on environmental issues into the school community.
During the Congress, the participants visited the tropical forest conservation center in
Cangar-Batu in East Java, the pine forest conservation center in Batu, the safari park in Pan-
daan which is an open zoo and animal breeding center, and the environment training center
in Pring Woeloeng-Mojokerto.
CarmeNGO is published four times each year and is distributed to those interested in
the mission of the NGO. For more information or to add your name and address to our
mailing list, please visit our website (carmelitengo.org) or write to us by email (jrem-
son@carmelitengo.org) or by regular post at 1725 General Taylor Street; New Orleans,
LA 70115; USA)
Web Links to Rio+20 Websites:
Rio+20: Sustainable Develop-
ment Website
www.uncsd2012.org/rio20/
Rio+20: Focusing on Sustain-
able Building Sector
www.uncsd2012.org/rio20/?page=view
&nr=290&type=230&menu=38
Rio+20: Blog of Secretary Gen-
eral Sha Zukang
www.uncsd2012.org/rio20/index.
php?menu=41
Rio+20: Earth Summit 2012
www.earthsummit2012.org/
Agenda 21
www.un.org/esa/dsd/agenda21
For your convenience, these and other resourc-
es are linked on our website: carmelitengo.org
2
❝Each of these methods [of raising an individual's spiri-
tual awareness] should result in action, a practical applica-
tion of one's beliefs.
❞
Creating the new from the old -- Students recycle plastic bottles as pots for
new vegetable plants at a Carmelite school in Indonesia. (Photo courtest of Jane
Remson, O. Carm.)
Cover photo: Students and faculty from the Asian Carmelite schools listen to a presentation by Suryo Wardhoyo
Prawiroatmodjo, the founder of the Center of Environmental Education in Trawas-Mojokerto, Indonesia. (Photo
courtesy of the Indonesian Province.)
3. Climate Change Happens in Degrees
Art at the United Nations
Rio+20: United Nations Conference on
Sustainable Development
Climate change issues serve as a challenge to conserving bio-diversity
for all forms of life on Earth. An ecosystem approach is key to
formulating strategies regarding climate change. “…any progress achieved
in addressing the Millennium Development Goals of hunger and poverty
eradication and environmental sustainability is unlikely to be sustained if
most ecosystem services on which humanity relies continue to be degrad-
ed…” (Millennium Ecosystem Assessment, 2005).
On Christmas Eve, December 24, 2009 the United Nations General
Assembly passed a Resolution to hold an international conference on sustainable development in
2012. The title of the conference is “Rio+20: United Nations Conference on Sustainable Devel-
opment” Commonly known as Rio+20 because twenty years earlier in 1992 in Rio de Janeiro, the
United Nations Conference on Environment & Development adopted “Agenda 21” – a program
of action for sustainable development for the 21st
century. More than 178 Governments at the
Conference, known as the Earth Summit, adopted Agenda 21. The 10th
anniversary of Agenda 21
was marked in Johannesburg with the adoption of the Johannesburg Declaration on Sustainable
Development.
Rio+20 has three objectives: 1) securing renewed political commitment to sustainable develop-
ment; 2) assessing the progress and implementation gaps in meeting already agreed to commit-
ments; and 3) addressing new and emerging challenges. The two themes for Rio+20 are: 1) green
economy within the context of sustainable development and poverty eradication, and 2) institu-
tional framework for sustainable development.
The United Nations Environment Program defines a “green” economy as: A system of eco-
nomic activities related to the production, distribution and consumption of goods and services
that result in improved human well-being over the long term, while not exposing future genera-
tions to significant environmental risks and ecological scarcities.
What is the definition of sustainable development? Sustainable development can be defined
as development that harmoniously integrates: economic development; social development; and
environmental protection. Pope John Paul II stated that, “Programs of economic development
must carefully consider the need to respect the integrity and the cycles of nature because natural
resources are limited and some are not renewable. Solutions to the ecological problems require
that economic activity respect the environment to a greater degree, reconciling the needs of eco-
nomic development with those of environmental protection.”
Despite the increasing number of institutions involved in studies and processes addressing sus-
tainable development, serious environmental issues have intensified. The Millennium Ecosystem
Assessment, 2005 demonstrated that “over the past 50 years, humans have changed ecosystems
more rapidly and extensively than in any comparable period of time in human history, and that
this has resulted in a substantial and largely irreversible loss in the diversity of life on Earth.”
Ensuring adequate food and water for all people and achieving sustainable rural/urban develop-
ment and livelihoods for present and future generations hinges on the responsible management
of the earth’s natural resources. Safeguarding bio-diversity for food and agriculture is crucial for
achieving global food security.
In his 1990 letter, Peace with God the Creator, Peace with All of Creation, Pope John Paul II wrote,
“Responsibility for the environment extends not only to present needs but also to those of the
future. We have inherited from the past generations, and we have benefited from the work of our
contemporaries; for this reason we have obligations towards all, and we cannot refuse to interest
ourselves in those who will come after us, to enlarge the human family. This is a responsibility
that present generations have towards those of the future, a responsibility that also concerns
individual nations and the international community.”
It is important for us as Church and as Carmelite members of the Church to educate ourselves
on the important global issue of sustainable development. Catholic institutions that are accredited
by the United Nations to work with the United Nations include: the Holy See, religious orders and
congregations and lay organizations. We Carmelites are part of the Church’s representation and
participation by our accreditation as a member of the Economic and Social Council of the United
Nations (ECOSOC); as such, we have the responsibility to pray (carmelitengo.org- Day of Prayer),
to educate and to act (uncsd2012.org) on the vital matters of: sustainable development, hunger and
poverty eradication, and climate change.
by Jane Remson, O. Carm. - Main Representative
The UN complex in New York is notable
for its gardens and outdoor sculptures.
Iconic sculptures include the "Knotted
Gun," a statue of a Colt Python revolver
with its barrel tied in a knot, which was a
gift from the Luxembourg government and
"Let Us Beat Swords Into Plowshares", a
gift from the Soviet Union. A piece of the
Berlin Wall also stands in the U.N. garden.
Other prominent artworks on the
grounds include a Marc Chagall stained
glass window memorializing the death of
Dag Hammarskjöld, the Japanese Peace Bell
which is rung on the vernal equinox and
the opening of each General Assembly ses-
sion, a Chinese ivory carving made in 1974
(before the ivory trade was largely banned
in 1989), and a Venetian mosaic depicting
Norman Rockwell's painting The Golden
Rule. A tapestry copy of Pablo Picasso's
Guernica on the wall of the United Nations
building at the entrance to the Security
Council room. Two huge murals by Brazil-
ian artist Cândido Portinari, entitled Guerra
e Paz (War and Peace) can be found at the
delegates hall.
Many point to record
setting heat waves as evi-
dence of climate change
while others point to
record setting cold spells
to deny any change. How-
ever, the temperatures
scientists are talking about
are more subtle.
Average temperatures
have climbed 1.4 degrees Fahrenheit (0.8
degree Celsius) around the world since
1880, much of this in recent decades, ac-
cording to NASA's Goddard Institute for
Space Studies.
4. Carmelite NGO
Coordinating Team
Jane Remson, O. Carm.
Main Representative
Joseph Chalmers, O. Carm.
Carmelite General Council
Míceál O’Neill, O. Carm.
Spirituality Reflection Team
Hariawan Adji, O. Carm.
Asian Region
Annah Theresa Nyadombo, HLMC.
African Region
Helen Aricaya Ojario, O. Carm.
North American Region
Eduardo Scarel, O. Carm.
South American Region
Arie Kuil, O. Carm.
European Union Region
William J. Harry, O. Carm.
Communications
Committees
North America Climate Change
Blaise Fernando, O. Carm.
Spirituality Reflection Team
Míceál O'Neill, O. Carm.
Barbara Breaud, O. Carm.
Camille Anne Campbell, O. Carm.
Craig Morrison, O. Carm.
Dionysius Kosasih, O. Carm.
Christopher O'Donnell, O. Carm.
Joseph Chalmers, O. Carm.
Eduardo Scarel, O. Carm.
Carmelite NGO
Main Office:
1725 General Taylor Street
New Orleans, LA 70115 USA
Tel: (+01) 504.458.3029
Fax: (+01) 504. 864.7438
jremson@carmelitengo.org
New York Office:
211 East 43rd Street - Suite 708
New York, NY 10017 USA
Tel: (+01) 646.416.4690
Fax: (+01) 212.682.8013
hojario@carmelitengo.org
carmelitengo.org4
T
he humanitarian crisis of two
months “has just started” ac-
cording to Fr. Boniface Kimondolo,
the General Delegate of the Carmel-
ites in Kenya. He was interviewed
during the General Congregation
of the Order, being held at the Mt.
Carmel Spiritual Centre in Niagara
Falls, Ontario, Canada, on the day
75 Kenyans were killed from a gas
pipeline break in a crowded slum in
Nairobi, the country’s capital.
According to a survey released on
September 12 by the Kenya Food
Security Group made up of agencies
of the United Nations and NGO's,
3.7 million people will need food aid
until February 2012.
There are two causes of the cur-
rent crisis. The country of Somalia has been without a functioning government and in
civil war for many years. A severe need for humanitarian aid as well as food has developed.
The United Nations has been assisting with these. However because of attacks and threats
from militia groups, the United Nations stopped delivery of aid. The UN requested that
Kenya open its borders, allowing Somalians to cross into Kenya where the UN could then
provide food and aid.
The second difficulty is that the northern and eastern portion of Kenya has been in a
severe drought for two years. This has caused widespread hunger and its own migration of
people.
Addressing the Order's General Congregation, Fr. Boniface told about going to celebrate
Mass at one of the refugee stations to find no one there. He was told that everyone had
gone to look for food. He said, "This brought home the idea that it is very difficult to feed
the soul when the stomach is empty."
Although the Kenyan government resisted opening its border to Somalians, the UN’s
wishes finally prevailed. A camp for 40,000 people was established in Daadab. However,
estimates are that at least 1,500 people arrive at the camp each day. The UN puts the total
number of people already in the camp stands at 500,000.
The serious overcrowding has lead many Somalians to flee from the camp. A new issue
has arisen in that Somalians are now in hiding throughout Kenya, including in the small
towns and villages. While some have money, most have nothing. Local governments are
attempting to feed these people but they too lack the resources. The UN food and aid is
going to the refugee camps and not to these people throughout Kenya.
One initiative of the Catholic Church in Kenya is to provide relief on the parish level to
the people outside the camp. The Carmelites have one parish in Nkoroi which is located in
eastern Kenya, in the Rift Valley, near Nairobia. Some of the Somalian families have arrived
at the parish with more arriving each day. However, other parishes which have received
more of the refugees are asking the Carmelite parish for assistance.
A complicating factor with the Carmelite parish in Nkoroi is that almost all the parishio-
ners have extended families in need and are already supporting them.
The problem is becoming worse each day. The rains, if they come, come in November.
The country had to deal with a similar drought in 2009.
Kenya Suffers Between Two Humanitarian Crisis
Drought and People Fleeing Violence in Region
A Somolian mother holds her disabled son, who is suffering from
malnutrition, at the Dadaab, the world's largest refugee settlement
in the world. They fled renewed fighting in Mogadishi. (Photo is
courtesy of Kate Holt)