Group items tagged

"Ken Webster - Head of Learning from The Ellen MacArthur Foundation (UK) introduces the concept of a circular economy. The end of the era of cheap fossil fuels and key materials, coupled with rising population and anxieties around water resources, food production and harmful wastes, demonstrates the need for rethinking our model of production and consumption, not merely patching it up. Let's re-think, re-design and build a positive future."

How do we use information? How can we look at it?

"Crispin School in Somerset is part of a community of practice that enables pupils and teachers to explore what it means to live a sustainable life."

Stick with it amd find the sutainability in the punch lines at the end. Self organisation. I witnessed this in Zambia in the early 1970's, but never realised what was going on!

Another SPOOF site to use with your class. How can they tell it is fabricated? There is so much information given on this site they might be convinced.

"This riveting documentary reveals how an educational dream became a bitter political battle over cultural differences. MACOS was an innovative social sciences program designed to teach American children "what it was to be human."

"The website provides information and articles about open source software, advice on getting started, case studies of its adoption in schools, a directory for exploring what is available, and a glossary."

This booklet helps teachers address the challenge of using technology in daily school life. It provides case studies and practical hints and tips including a checklist and web links.

The Deep Ecology Platform 1. All life has value in itself, independent of its usefulness to humans. 2. Richness and diversity contribute to life's well-being and have value in themselves. 3. Humans have no right to reduce this richness and diversity except to satisfy vital needs in a responsible way. 4. The impact of humans in the world is excessive and rapidly getting worse. 5. Human lifestyles and population are key elements of this impact. 6. The diversity of life, including cultures, can flourish only with reduced human impact. 7. Basic ideological, political, economic and technological structures must therefore change. 8. Those who accept the forgoing points have an obligation to participate in implementing the necessary changes and to do so peacefully and democratically.

An interactive resource featuring stunning colour photos to help you teach about water and its significance. Includes classroom activities, case studies, quizzes and whiteboard activities for exploring the importance of water, water shortages, and ideas for positive action. In addition, there are photo case studies about water from Senegal, Cambodia, Uganda, East Timor, Ghana, Burkina Faso and Switzerland.

An interactive resource featuring stunning colour photos to help you teach about water and its significance. Includes classroom activities, case studies, quizzes and whiteboard activities for exploring the importance of water, water shortages, and ideas for positive action. In addition, there are photo case studies about water from Senegal, Cambodia, Uganda, East Timor, Ghana, Burkina Faso and Switzerland.

"If you're looking for the latest guidelines on National Cycle Network signage, information sheets from our projects such as Active Travel, Travel Smart and Safe Routes to Schools or Cycle Tourism statistics, you will find it all in this section."

"In the scenario a healthy diet is provided for the population on only 29% of the land currently used for food production, supplemented by low-carbon imports. It provides a much higher degree of food security than at present." Summary from zerocarbonbritain2030 on landuse ans agriculture.

The final report was published on 30 April 2009. It also includes the proposed programmes of learning that would make up a new curriculum and the Essentials for Learning and Life that will be developed throughout the curriculum.

The National Framework section introduces eight 'doorways' through which schools may choose to initiate or extend their sustainable school activity. It focuses on ways in which sustainable development can be embedded into whole school management practices and provides practical guidance to help schools operate in a more sustainable way.

Schools can play a major role in preparing young people to live sustainable lives. For example, they can help their pupils learn about carbon emissions - where they arise and how to reduce them - and what could happen if we don't take action. One of the best places to start thinking about sustainability is the school itself and its own practices.

"Often those least responsible for emissions are those most vulnerable to a changing climate. Therefore it is clear that climate change is also a question of equality."

"The ideas globe is a collection of 29 webpages full of proposals, projects and actions generated by our community. It also includes organisations and resources that have or seek solutions to create a better world. The lines show how each topic is intrinsically linked to another and if you click on these lines you can understand how. Ideas Globe "

"By providing film and advocacy training to partners in the global south EJF protects the natural environment and the people and wildlife that depend upon it by empowering local communities to investigate, expose and peacefully resolve abuses. EJF campaigns internationally on the issues our grassroots partners work locally to solve including cotton production, pirate fishing, shrimp farming, pesticides, wildlife and climate refugees. "

University of Gloucester Sustainability Strategy 2009 - 2015 is intended not only to strengthen the University of Gloucestershire's sustainability credentials but also to add value to the institution in terms of its ambition to improve service, growth and profile.