Group items tagged

Nairobi 2010 Conference Reoprt  Climate Change and Natural Resource Use in Eastern Africa: Impacts, Adaptation and Mitigation Report of the 3rd Scientific Conference of the Ecological Society for Eastern Africa (ESEA) and co-hosted with the Pan African Climate Justice Alliance (PACJA) at Multimedia University College, Nairobi, 19 - 21 May 2010 By Nicholas Oguge, Caroline Lumosi, Teddy Odindo, Joseph Ngondi and Philista Malaki October 4, 2010 Summary While the Earth's climate has changed throughout history, the current warming trend has been of particular concern because most of it is human-induced and proceeding at a rate that is unprecedented.  One of the greatest concerns of this global warming is climate variability and change.  The risks associated with climate change add to development challenges such as food and water insecurity. Although climate change is only one of the many drivers negatively affecting biodiversity and ecosystem services, it certainly exacerbates the other factors such as land degradation and unsustainable natural resource use. There is general concern on the accelerating deterioration of the human environment and natural resources. This would widen poverty levels confronting eastern African countries and threaten gains made towards achieving the Millennium Development Goals. Thus, the Ecological Society for Eastern African organised its 3rd annual scientific conference with a theme addressing this global challenge.  The idea was to bring together researchers, policy makers and the general public together to discuss the climate change phenomena, its impacts, mitigation strategies and adaptation measures with regard to natural resource use in Eastern Africa. In order to address above issues and to reach out to a wider audience, we designed the conference strategically on three tiers:   1. Plenary talks: to provide policy information and direction, science on climate change, ecological and socio-economic effects, how to commun

This is a great set of video and other resources from London's science museum about climate change and its mitigation. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental

A climate game where players must make key decisions for the world's environment. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental

In teaching and for learning relationships are everything.   This is one of those statements that cannot be overstated, it is true now, it has always been true.To craft a truly positive school climate demands our fullest attention to every detail of every relationship we build but the effort is well worth it.  

A good child-friendly site from the US EPA about Climate Change. Learn about why it's happening and what they can do to help. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental

The United Nations' top court has started an unprecedented hearing to establish legal guidelines on how nations should protect the planet against climate change and support vulnerable countries in addressing its devastating impacts. Protesters gathered outside the International Court of Justice (ICJ), demanding climate change

This is a set of environmental games where players take the role of a CEO of a company and try to please everyone and make the best decisions. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental

I want my students to be sceptics. I believe that in the present age scepticism is more important than ever. Easy access to information, ease of publishing, scams and confidence tricksters combine to create a climate where blind trust is dangerous for our security, our finances and our knowledge bases. For students of all ages a healthy dose of scepticism is much needed not just so they may reveal falsehoods but to allow them to discover new truths.

After two days of talking about curriculum, integration, STEM, STEAM and HASS I am left with more questions than I started with. In some respects, the concept of curriculum integration is simple. It is after all something that Primary teachers almost take for granted. But for Senior and Tertiary educators the question of curriculum integration is inherently complex. At all levels questions emerge of what curriculum integration might achieve, what purposes it serves, what it could and should look like and how it should be supported by curriculum planners. In the current climate, with its debate around the role of education within an innovation economy, shaped by technology and confronting demands for a STEAM enabled workforce the shape of our curriculum is under pressure. 

 The role of assessment has always played its part but it is a role that is changing in the present global climate and understanding this shift is important for educators.

A great science resource showing and explaining how weathering can change the landscape. http://ictmagic.wikispaces.com/Science

Recently I left the cold and dark of a Sydney winter and journeyed north to the warmer climate of Fiji. A jewel dropped in the warm waters of the Pacific, Fiji is a popular holiday destination for those looking for a tropical escape. This trip was very different from the norm. There would be no resorts, no five-star dining and my company was to be a group of 24 Year Nine students. It was to be a journey full of learning and insights into the challenges facing education. 

We live in a time of chaos, complexity and contradiction. (Sardar, 2010 [1]) Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality (Friedman, 2016 [2]) These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities, to connect their learning to their passions and emerge from their years of formal education as self-navigating life-long learners. 

As thousands take to the streets as part of a global 'March for Science' it is worth considering the significant role that education has to play. What are the messages we need to send our students about science and what role have schools played in creating the current climate? Now seems like the time to pause and reflect on the place of science in our community and our schools.

We are living in interesting, frightening and rapidly changing times. Where rapid changes and transformations through technology, politics, globalisation and the climate, conspire against normality. These times demand a fresh approach to education, one that provides learners with the thinking dispositions they need to turn challenges into opportunities.  "All that was 'normal' has now evaporated; we have entered postnormal times, the in-between period where old orthodoxies are dying, new ones have not yet emerged, and nothing really makes sense." But what thinking might guide us through this time of volatility, uncertainty, complexity and ambiguity?

This image-rich site contains a wealth of fascinating geography and Earth science information. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental

Track satalites and the Internation Space Station, see visiual data about the Earth and so much more with this 3D Virtual Earth.