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Swiss Water & Sanitation Consortium;
Una Escuela Azul ofrece un entorno de aprendizaje saludable y expone a los alumnos a tecnologías y prácticas respetuosas con el medioambiente, que ellos pueden replicar en sus comunidades.
El Catálogo de Ejercicios Prácticos tiene como objetivo inspirar a los profesores con ejercicios prácticos y de bajo costo para complementar las lecciones del plan de estudios nacional. Los ejemplos proporcionados facilitan el aprendizaje de los alumnos mediante la práctica y pueden ser reproducidos en sus hogares y comunidades. Proporciona ejemplos de ejercicios prácticos para cada tema de la Guía de las Escuelas Azules:
1. El Medioambiente que Me Rodea2. El Ciclo del Agua3. La Cuenca alrededor de Mi Escuela4. Mi Agua Potable5. Saneamiento e Higiene6. Crecimiento y Cambio7. De la Tierra al Plato8. Transformando los Residuos en Recursos.
Para cada tema, se proporcionan secciones de información técnica para facilitar la comprensión de los conceptos básicos claves. Cada tema incluye una selección de actividades de aprendizaje, participativas o creativas, discusiones,demostraciones, juegos y experimentos, todos los cuales requieren material sencillo, a bajo costo o sin costo alguno. Los ejercicios prácticos tienen como finalidad ayudar a alcanzar los objetivos claves de aprendizaje definidos en laprimera página de cada tema. Se indica el nivel de dificultad de cada ejercicio; dependiendo de la clase y del grupo de edad, los profesores pueden seleccionar las actividades más apropiadas y los estudiantes pueden profundizar susconocimientos sobre estos temas de año en año.
Este catálogo es una compilación de referencias de la comunidad de práctica de WASH en Escuelas (WINS), así como de otros sectores relacionados con los temas de las Escuelas Azules. Puede evolucionar: Las futuras ediciones de esteCatálogo beneficiarán de los aportes y comentarios de usuarios y expertos de todo el mundo. El formulario de retroalimentación está disponible en el sitio web del Consorcio Suizo de Agua y Saneamiento:
Se invita a los usuarios de este documento a que consulten también los otros materiales del Kit Escuelas Azules, es decir, la Reseña Conceptual, la Guía del Facilitador y el Catálogo de Tecnologías. Estos documentos pueden serdescargados en el sitio web del Consorcio Suizo de Agua y Saneamiento.
Swiss Water & Sanitation Consortium;
A Blue School offers a healthy learning environment and exposes students to environmentally-friendly technologies and practices that can be replicated in their communities. It inspires students to be change agents in their communities and builds the next generation of WASH and environment sector champions.The Catalogue of Practical Exercises aims to inspire teachers with hand-on and low cost exercises to complement the lessons from the national curriculum. The examples provided facilitate students' learning by doing and can be replicated in the students' home and in their communities.It provides examples of practical exercises for each topic of the Blue Schools Kit:1. My Surrounding Environment2. The Water Cycle3. The Watershed around My School4. My Drinking Water5. Sanitation and Hygiene6. Growth and Change7. From Soil to Food8. From Waste to Resources.For each topic, technical background sections are provided to facilitate understanding of basic key concepts. Each topic includes a selection of teaching, participatory or creative activities, discussions, demonstrations, games, and experiments, all requiring simple material at little to no cost. The practical exercises aim to help reaching the key learning objectives defined in each topic's first page. The level of difficulty for each exercise is indicated; depending on the class and age group, teachers can select the most appropriate activities and students can deepen their knowledge on these topics from year to year.This catalogue is a compilation of references from the WASH in School (WINS) community of practice as well as other sectors related to the Blue Schools' topics. It can evolve: Future editions of this Catalogue will benefit from inputs and feedback from users and experts from around the world. Feedback form available on the Swiss Water and Sanitation Consortium website: http://waterconsortium.ch/blueschool/Users of this document are also encouraged to refer to the other materials of the Blue Schools Kit i.e. the Concept Brief, the Facilitator's Guide and the Catalogue of Technologies. These can be downloaded on the Swiss Water and Sanitation website.
Swiss Water & Sanitation Consortium;
A Blue School offers a healthy learning environment and exposes students to environmentally-friendly technologies and practices that can be replicated in their communities. It inspires students to be change agents in their communities and builds the next generation of WASH and environment sector champions.
The Facilitator's Guide is designed to provide a visual support for teachers to introduce or strengthen the Blue Schools topics to students – including overlooked topics such as gender, menstrual hygiene management and transformation of solid waste into resources.
It follows the 8 topics of the Blue Schools Kit:* 1. My Surrounding Environment* 2. The Water Cycle* 3. The Watershed around My School* 4. My Drinking Water* 5. Sanitation and Hygiene* 6. Growth and Change* 7. From Soil to Food* 8. From Waste to Resources
For each topic, it suggests learning objectives, questions for discussion and examples of practical exercises. Images should be adapted to the local context and culture as appropriate.
The full description of the practical exercises, how to implement it and picture sources, as well as technical background sections on each topic are found in the Catalogue of Practical Exercises.
Users of this document are also encouraged to refer to the other materials of the Blue Schools Kit i.e. the Catalogue of Practical Exercises, the Concept Brief and the Catalogue of Technologies.
This evaluation report describes the benefits that students are getting from their districts'participation in the California K–8 NGSS Early Implementers Initiative. The findings are drawnfrom surveys of administrators, teachers, and students; interviews with select administratorsand teachers; and classroom observations of 22 case study teachers. The report also presents anextended vignette of a grade 4 lesson to illustrate the student experiences and benefits that occur in NGSS instruction.
The oceans are warming and coral reefs are bleaching with increased frequency and severity, fueling concerns for their survival through this century. Yet in the central equatorial Pacific, some of the world's most productive reefs regularly experience extreme heat associated with El Niño. Here we use skeletal signatures preserved in long-lived corals on Jarvis Island to evaluate the coral community response to multiple successive heatwaves since 1960. By tracking skeletal stress band formation through the 2015-16 El Nino, which killed 95% of Jarvis corals, we validate their utility as proxies of bleaching severity and show that 2015-16 was not the first catastrophic bleaching event on Jarvis. Since 1960, eight severe (>30% bleaching) and two moderate (
University of Central Asia;
This report examines the current state of philanthropic activity in Kazakhstan, Kyrgyzstan, and Tajikistan. While there is a growing body of research on Central Asia's non-governmental organizations (NGOs) and the development of the so-called 'third sector', little formal research is available on the culture and practice of philanthropy and charity in the region. The existing literature demonstrates that charitable activities in these countries take a number of forms, ranging from smallscale volunteer initiatives to nationwide campaigns supported by the private sector.
Center for Economic and Policy Research;
Donald Trump's trade wars have forced many of us to re-examine what we hope to see in trade policy. At least in rhetoric, he has made the trade deficit front and center on his trade agenda. Many of us have argued that the trade deficit has been a major factor in the loss of relatively high-paying manufacturing jobs. For this reason, there are some grounds for being sympathetic to Trump's approach. However, in other areas, like his promotion of intellectual property rights and his demands on rules for the digital economy, he is diametrically opposed to progressive goals in trade policy.
This essay examines these issues in some detail. It makes three main points:
The benefits from reducing the trade deficit, while still substantial, are not nearly as large as the damage caused by running large deficits in prior decades.
There is no reason that progressives should want stronger protections for intellectual property in trade deals. It is not "our" property at stake, but rather the property of large US corporations. We should be thinking about class, not country.
Rules on a digital economy need serious attention. We all have come to recognize the risks that social media outlets like Facebook and Twitter can present to democratic debate. Countries should not be deprived of the means to protect themselves from false stories being spread over these networks.
While Trump's trade agenda is not one that most progressives will choose to embrace, he has helped to open up the debate on these issues and increase the likelihood that trade may be set on a more progressive path than the one followed over the last four decades.
International Union for the Conservation of Nature (IUCN);
In 2010, Parties to the Convention on Biological Diversity (CBD) adopted a Strategic Plan for Biodiversity 2011-2020, including its 20 Aichi Biodiversity Targets, in order to address biodiversity loss, ensure the sustainable use of natural resources, and equitable sharing of benefits. The Protected Planet Report 2018 provides an update of progress towards Aichi Biodiversity Target 11 at the global scale. Each chapter of the report examines a specific element of Target 11. The findings in the report are based on data held in the World Database on Protected Areas (WDPA) as of July 2018. For the first time, the printed Protected Planet Report is complemented by an online version, regularly updated with all the latest data, which can be explored at the following address: www.livereport.protectedplanet.net. Since the Strategic Plan was adopted, there has been significant progress towards achieving elements of Aichi Target 11, particularly in terms of land and sea coverage. However, significant efforts are needed to achieve other elements of the target.
Rockefeller Archive Center;
This project examines the development of American humanitarianism in the era of the world wars. It explores how, in the absence of state power, private citizens often filled the void. Their activities expand the common definition of diplomacy by noting myriad ways private organizations and individuals, including the Rockefeller Foundation and its partners, attempted to influence the direction of American foreign relations. The primary argument here is to demonstrate that American citizens, who grew frustrated at the lack of government involvement in world affairs during the first-half of the twentieth century, sought to insert themselves into positions of power and influence. This project shows that, in the absence of the state, many American individuals and NGOs formed partnerships and coordinated their humanitarian activities on a global scale. In specific ways, they undertook the roles and strategies of foreign policy professionals: stationing professionals in foreign offices, raising and appropriating large sums of money, providing food and medicine, coordinating the mass migration of refugees, and negotiating with foreign governments. By doing so, they acted as "shadow diplomats" – working as a shadow government in opposition to the recognized state authority, but also working in the shadows, away from most public attention and scrutiny, because they reasoned that quiet actions would produce the desired results.
This report examines grantmaking in 2014 and 2015 for Latin America by large U.S.foundations, with a closer look at philanthropy for Central America.
In 2012, the Galt Joint Union Elementary School District (GJUESD) in Galt, California was selected as one of 16 districts in the United States that received a federal Race to the Top-District grant to improve student learning through a districtwide initiative focused on personalized learning (PL) for students and educators. Located in California's San Joaquin Valley, Galt has a diverse population of approximately 3,900 students.
To implement the four-year initiative, the district made profound, coordinated changes to district, school, classroom, and out-of-school policies and practices. The efforts coalesced as a unique and integrated strengths-based PL model designed to support every student's strengths, aspirations, and individual learning needs.
PL, broadly defined, is a system of instructional practices that take into account individual students' needs and goals. This report describes:
A PL model developed by GJUESD
The gradual implementation of the model over a 4-year period
The results of an impact study focused on measuring its effectiveness
The study used longitudinal student achievement data from district students, along with data from a matched virtual comparison group — that is, a group created using a national database from a widely used assessment vendor — to measure the effect of the intervention on students in the areas of mathematics, reading, and language usage.
NGSS Early Implementers is a four-year initiative created to help eight California school districts and two charter management organizations, supported by WestEd's K–12 Alliance, implement the Next Generation Science Standards (NGSS).
The Initiative focuses on NGSS implementation in grades K–8 and incorporates the integrated course model (preferred by the California State Board of Education) for middle school. This evaluation report discusses the integration of science disciplines in grades 6-8, including the benefits and challenges of the California preferred integrated model for science instruction.
Intended for school, state, and district leaders, the report addresses the following:
Where the districts are in their transition to the integrated model of science instruction
What integrated instruction looks like in the classroom
How the Initiative has supported teachers in implementing integrated science
Planning considerations for districts implementing the integrated model
Finally, recommendations are provided for administrator support of teachers who are shifting to science instruction that integrates the science disciplines.