Group items tagged

Link to the Massachusetts Curriculum frameworks by subject. Download-able pdfs and word documents.

On-the-job learning

Those lunch pictures look great! But the real reason I responded here is that the Scott Arboretum and other public horticulture organizations across the country have assisted with many school gardens. The problems always fall back to maintenance when the children are not in school over the summer months and then they lay dormant most of the winter in colder climates.

Rhoda, those are good points. This might open up opportunities for small groups. Boy Scouts, Girls Scouts, Youth Center groups, and Community Service could handle the summer months and vacation days and weeks. I am not sure if there is much that could be done in the winter in New England. I will try to have something on this for my PowerPoint.

Statistics, graphs and charts showing monetary contributions of honey bees in American Agriculture

A report based on a series of "dialogue sessions" within and among scientists and policymakers in the Canadian federal government. While the report focuses on next steps for Canada agencies in particular, the description of existing conditions and justification for a new approach ring true. It's especially interesting that they identify the need for interpreters who can work at the interface, but do not explore means for establishing that role, nor do they promote this option as a fully-developed next step.

Orwell, in 1984, wrote, "a ruling group is a ruling group so long as it can nominate its own successors. Who wields power is not important, provided that the hierarchal structure remains always the same".1 Due to industrialisation, even if the countries constituting the groupings change, it does not change the structural power of the Non-Annex 1 countries as the latter, under the framework constructed in the Kyoto Protocol, have secured a position of structural power.

some interesting thinking in this pdf

Questions whether, even in the face of natural disaster, liberals will be more likely than conservatives to state that those in need should receive governmental assistance.

Poverty and biodiversity loss are two of the world's dire challenges. Claims of conservation's contribution to poverty alleviation, however, remain controversial. Here, we assess the flows of ecosystem services provided to people by priority habitats for terrestrial conservation, considering the global distributions of biodiversity, physical factors, and socioeconomic context. We estimate the value of these habitats to the poor, both through direct benefits and through payments for ecosystem services to those stewarding natural habitats. The global potential for biodiversity conservation to support poor communities is high: The top 25% of conservation priority areas could provide 56%-57% of benefits. The aggregate benefits are valued at three times the estimated opportunity costs and exceed $1 per person per day for 331 million of the world's poorest people. Although trade-offs remain, these results show win-win synergies between conservation and poverty alleviation, indicate that effective financial mecha- nisms can enhance these synergies, and suggest biodiversity conservation as a fundamental component of sustainable economic development.

Not related directly to any of the cases we are currently working on. But none the less I thought this was an interesting look at biodiversity from an economic angle.

Office publication from the Intellectual Property Office, Newport South Wales

This publication might be helpful in some of your inquiry since it outlines some of the guidelines for determining intellectual property for biotechnology inventions in the UK.

The American Climate and Environmental Value Survey (ACEVS) is the third application of sophisticated psychographic research on American environmental and climate values. The goal of ACEVS is to increase the leverage, scale, reach, and most importantly, efficacy, of climate and environmental initiatives by empowering the movement with proven research and methodology for authentically engaging Americans in climate and environmental solutions, bringing these Americans to solutions on their own terms, in context of their choosing, and for their personal benefit.

This survey includes a section on what influences people (primarily the media). It also begins with the comment that "cap and trade" is now "toxic." It would be interesting to connect the dots here (as Oreskes & co-author do in Merchants of Doubt), so that we see who was behind the push against cap and trade. Ironically, cap and trade originated as a free market alternative to government regulation of how much pollution could be emitted.

Fred Singer!

Across the United States, cities, towns, and counties are enacting policies and programs to reduce greenhouse gas emissions. Many local governments are motivated by concerns about the impacts of climate change in their communities as well as an understanding that energy and climate solutions can benefit local economies and residents. Their actions reflect a strong history of local leadership in climate protection in the United States. While local governments face a number of limitations in addressing climate change, they can be a key part of the solution. Like states and regions, local governments can demonstrate leadership by implementing strategies to confront climate change and laying the groundwork for broader action at the national and international levels.

This brief is part of a series called Climate Change 101: Understanding and Responding to Global Climate Change, published by the Pew Center on Global Climate Change.

Action plan summary from CCD Steering Committee. 20 June 2007. This is a good grounding for understanding some of the organizations involved in problem solving CCD.

''Clumsy Solutions for a Complex World'' is a powerful and original statement on why well-intended attempts to alleviate pressing social ills too often derail, and how effective, efficient and broadly acceptable solutions to social problems can be found. It takes its cue from the idea that our endlessly changing and complex social worlds consist of ceaseless interactions between four ways of organizing, justifying and perceiving social relations. Each time one of these perspectives is excluded from collective decision-making, governance failure inevitably results. Successful solutions are therefore creative combinations of four opposing ways of organizing and thinking.

Rhoda, when I click on the link it goes to a login for Swarthmore. I'm thinking this article by the same authors may cover similar ground -- http://psychologyforasafeclimate.org/resources/Clumsy%20solutions%20for%20a%20complex%20world%20The%20case%20of%20climate%20change.pdf

Sorry about the link problem, Felicia. I'll see if I can fix it. Thanks for finding one that works!

Meredith Minkler reviews the current status and practice of CBR in the U.S. and abroad, providing reasons to undertake this admittedly more-complex path for public health research in particular (identifying questions that reflect real community concerns; achieving informed consent and building community capacity; increasing cultural sensitivity and validity of measurement tools, data interpretation, and interventions; uncovering critical lay knowledge; and improving participant recruitment and retention). Along with ethical issues, Minkler uses case study examples to highlight other challenges inherent in the practice, and provides some guidelines for engagement. To my mind, her review is balanced and raises several issues not touched upon by other scholarly writings re: CBR process and practice.

This might be useful for those of you trying to parse out how climate science is being received by the public -- skeptics are farther between than we think, perhaps?

Published by the Council of Canadian Academies, this paper reviews a bit of the history of the relationship between policy and science, as well as policy and scientists. The author, Executive VP of the Council, starts from a broad view, describing an "is (fact)/ought (value)" dichotomy between science and policy, moves closer to characterize the range of relationships between scientists and policymakers and their attitudes toward each other, describes their spheres of influence (world of progress v. world of power), and finally makes the case for government as a place for collaboration and progress employing both. Saner offers some "take-home messages" and some questions for further exploration, including how to meet the needs of each while facilitating communication; managing the divergent cultures to reach successful ends; creating incentives for both players to join the effort; and adapting to the multitude of ways the differences between these two groups manifest themselves around policy issues.

This is a report from the Office of Homeland Security to the transition team as President Obama entered the White House. I thought it might be useful to people who are pursuing inquiry around FEMA in particular, as it includes a history of the agency and alternatives for placement in the Executive branch organizational chart.

Winikoff et al explore key issues related to the adjudication of the disagreement between that the US, Canada and Argentina have with the European Communities over GMOs. The primary focus is on the WTO SPS Agreement and the way in which the agreement can be used to respect cultural differences regarding risk assessment, acknowledge that science policies are value laden, and that public input and participation is even more important than scientific expertise especially in instances of low consensus and low expertise.

I've just been reading some papers from the journal of economic education and I got the need to share this one with all of you. Mind mapping seems like an exciting resource very close to concept mapping. The authors note that these resources are crucial in creating a more engaging and collaborative learning environment. Although they try to test the degree of learning among 39 students, their results are dubious do to the small sample size and only suggestive. Yet the conclusion remains, these resources create a more active learning class motivating students and creating more class participation.