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earaercircular · 5 months

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Learn to act

Many students are already committed to sustainability. The aim of politics is therefore to increase this even more. What incentives programs like “Climate School Bavaria”[1] or “Consumer School”[2] offer.

"Oh, how delicious!" Paula Bäuerle used to reflexively grab it when someone offered her a chocolate bar. Now she prefers to hesitate. And first ask a few questions: Was the chocolate produced in an environmentally friendly way? How much and what type of sugar does it contain? Were the cocoa farmers paid decently? What quality seal does the product have? The 16-year-old has been a chocolate expert for four years: she gives lectures about climate-friendly chocolate at her school, which is attended by 900 children and young people. “I now make sure that I eat sustainable chocolate,” says Paula Bäuerle. She is a member of the Fair Trade working group at the Camerloher High School[3] in the city of Freising near Munich. The working group promotes fair trade with numerous activities, including organising green fashion shows and a cooking event in which high school students prepare a vegetarian menu together.

The fact that young people become active themselves and that sustainable action ideally becomes natural for them is a core idea of the global educational concept Education for Sustainable Development (ESD)[4]. Schools in Germany have a lot of freedom in how they implement climate protection issues. To ensure that it is not just a single waste collection campaign or a project day to protect the rainforest, some federal states have developed sophisticated programs that give students and teachers special incentives to get involved: the Camerloher high school has the official title “Climate School Bavaria 2023”. It is one of 51 schools that received the award this year, which comes with prize money of up to 1,500 euros. Public schools as well as private schools can take part in the program.

Every school must submit a well-conceived climate plan to the ministry

Since its launch in 2022, more than 70 Bavarian schools have been named “climate schools”. This was preceded by a complex certification process. An expert jury examines whether the broad field of sustainability has really been and is being pursued comprehensively. The actions of the Fair Trade working group, which has existed for more than ten years, are an important, but only one of many pillars of the climate protection concept that the Camerloh high school submitted to the Bavarian State Ministry for Education and Culture.

In eight stages - the ministry has created a guide for this - teachers and students plan together the path to the climate school and get involved in this during their free time: They carry out surveys and measurements to track down “energy guzzlers”, organise information events, and collect the best ideas for a sustainable way of life and determine the carbon footprint of your school. This constitutes the basis for the sophisticated climate protection plan that every school must submit to the ministry. “It contains the goals that we have already achieved, that we are currently implementing and that we still plan for the future,” explains Andreas Decker, senior teacher and environmental officer at Camerloher High School.

Throughout M. Decker, all the threads for the school's climate concept come together. The school's waste has recently been properly separated - residual waste, paper, plastic and organic waste. A schedule regulates which class takes care of the proper disposal and when. The students are currently measuring the temperature in the classrooms and comparing them with the values determined during summertime. Do you need better insulation? That will be decided when all the results are there. “Next year we want to introduce a meat-free day in the cafeteria and ensure that even more regional products are used for our food,” says Anne Graf. The 17-year-old high school student is a member of the “Climate School” project seminar in high school and is responsible for the topic of nutrition. "I also plan to suggest healthy, vegetarian recipes to our chefs." It is the sum of many small measures that make a climate school a great role model.

Since this school year, the Ministry of Culture in Bavaria has set up a “BNE advisory network”[5] that is intended to support schools in the certification process. "We have to take action today and fight climate change - and not tomorrow or the day after. That's why we not only want to sensitise young people very early on, but also equip them with the skills to act in climate protection," says Bavarian Minister of Education Anna Stolz, describing the central goals of the "Climate School" program Bavaria". She aims “to reach at least at 300 climate schools in Bavaria by 2025”. The minister emphasises that the program should also motivate teachers and students to support friends or family members in making a contribution to climate protection. Paula Bäuerle from Camerloher High School is enthusiastically working as a multiplier. "I think it's great that I was able to convince my brother and my parents to buy fair trade chocolate," reports the high school student.

Climate ambassadors bring innovations from vocational schools to companies

The award is available in bronze, silver and gold. In order to achieve the highest qualification level, a school must be involved in all eight specified areas of action: waste, purchasing, nutrition, communication & networking, mobility, electricity, heat, compensation & carbon sequestration. And it must show how it can create the path to climate neutrality.

A lighthouse among the climate schools is the Mindelheim State Vocational School[6]. Because it is one of the few vocational schools that have taken part in the program so far and because it has “gold status”. The variety of sustainability projects that the school has implemented with 2,200 students at its locations in Mindelheim, Memmingen and Bad Wörishofen is correspondingly large. “We are aiming for climate neutrality by 2030,” says headmaster Gottfried Göppel. With the help of financial support from the Unterallgäu district[7], solar modules were installed on all roofs of the school buildings. In the area of mobility, the focus is on, among other things, carpooling, charging infrastructure for electric cars and a solar carport.

Together with teachers, vocational school students have developed so-called learning snacks - knowledge in small portions that is imparted online. This is about, for example, food waste or green apps. And who knows exactly what goes into a CO₂ footprint? The school also offers additional professional training to become a sustainability officer. In a vertical farming project, students produce vegetables in a container with a photovoltaic roof. The Mindelheim vocational school plans to soon bring the project to a school in Uganda.

Source

Stephanie Schmidt, Lernen zu handeln, in: Süddeutsche Zeitung, 6-12-2023, https://www.sueddeutsche.de/stil/schule-klimaschutz-nachhaltigkeit-programm-1.6310233

[1] With the Klimaschule Bayern (Climate School Bavaria) we give schools the opportunity to systematically set out on the path to greater climate protection. At the end there is a certificate that makes the commitment to climate protection visible to the outside world. This is how we promote awareness of climate protection. https://www.realschulebayern.de/aktuelles/einzelansicht/klimaschule-bayern/5742bce98d7ef4911e784340daa06a2e/#:~:text=Mit%20der%20%E2%80%9AKlimaschule%20Bayern%27%20geben,wir%20Bewusstsein%20f%C3%BCr%20den%20Klimaschutz.

[2] The Verbraucherschule des Verbraucherzentrale Bundesverbands (vzbv) (Consumer School Network of the Federal Association of Consumer Organizations) supports and promotes this commitment. We give interested schools nationwide initial help with implementation, regularly offer up-to-date information, support with online training and bring teachers together. Active schools can also apply for the consumer school award. https://www.vzbv.de/ueber-uns/projekte/verbraucherschule

[3] The Camerloher-Gymnasium is not a special school for arts subjects, but a state high school that is committed to the Bavarian curriculum in all areas. However, we are convinced that intensive and active engagement with cultural content is part of a comprehensive education of the whole personality. https://www.camerloher-gymnasium.de/schule

[4] Bildung für nachhaltige Entwicklung (BNE) (Education for Sustainable Development) stands for education that enables people to think and act in a sustainable manner. The implementation of the UNESCO programs for ESD, currently the world program "ESD 2030", has been coordinated in Germany by the Bundesministerium für Bildung und Forschung (BMBF) (Federal Ministry of Education and Research) since 2015. https://www.bmbf.de/bmbf/de/bildung/bildung-fuer-nachhaltige-entwicklung/bildung-fuer-nachhaltige-entwicklung_node.html#:~:text=Bildung%20f%C3%BCr%20nachhaltige%20Entwicklung%20(BNE,2015%20federf%C3%BChrend%20vom%20BMBF%20koordiniert.

[5] The Bavarian State Ministry for Education and Culture has off an education advisory network for the 2023/2024 school year sustainable development (Beratungsnetzwerk BNE (consultation network)) at Bavarian Schools established. The BNE advisory network is established for each administrative district active and consists of teachers from all types of schools, the corresponding ones Perform consulting tasks. https://fibs.alp.dillingen.de/pdf?container_id=331263

[6] https://www.bsmn.de/

[7] Unterallgäu is a Landkreis (district) in Swabia, Bavaria, Germany. Neighbouring districts are (from the north clockwise) Neu-Ulm, Günzburg, Augsburg, Ostallgäu, Oberallgäu, and the districts Ravensburg und Biberach in Baden-Württemberg. The district-free city Memmingen in the west of the district is nearly surrounded by the district. The capital of the district is Mindelheim.

#climate education #sustainability education

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internationaladvertising · 7 months

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Sustainability indexes matter because they offer a means to gauge and monitor companies' performance across environmental, social, and governance (ESG) criteria. This data aids investors in making informed investment choices, enables consumers to opt for more sustainable options, and helps businesses monitor their progress and pinpoint areas for enhancement

#sustainability index #sustainability perception #sustainability performance #sustainability value #sustainability brands #sustainability advertising #sustainability marketing #sustainability education

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atompowers · 8 months

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🌞 3 Trends to Send Students Back-to-School Clean-Energy-Cool: with Sunny Climate News

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balkanradfem · 1 year

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I started reading the book 'Pests' by Bethany Brookshire. I thought it would be a book filled with information on how to protect your garden without causing any harm to animals. I could not have been more wrong, but soon it didn't matter, because I was drawn in immediately. This book is written by a brilliant scientist, who presents to you, the history, the data, the results and the cultural context of pests all around the world. It starts with squirrels, but then goes on to talk about pythons, pigeons, cats, rats, mice, frogs, coyotes, wolves, elephants, dogs, raccoons, deer, bears – and how they've been seen as a pest, most often for no fault of their own.

I learned about the numerous ways people in the past have created a 'pest' problem for themselves, and how they went on resolving it, and honestly I was shocked at the most of it. I did not know that human scientists developed specific plagues for animals in order to get rid of them. I also had no idea how quickly humans turned the perception of a certain animal from 'useful' to 'pest', without even realizing they're responsible for the behaviour of the animal in the first place. Also the number of times humans have attempted to introduce a predator in order to get rid of an invasive species – only to immediately cause a new invasive species, absolutely incredible.

I was surprised to find out that some specific animals could be pests at all, for example, elephants. Absorbing the information presented to me thus far, I thought elephants were nothing short of wonderful and welcome in anyone's life – but, the story describes them eating the entire fields worth of grain, in only one night. And due to their size, they're unstoppable. They've destroyed houses, and even killed people, as a result of trying to get to the food. The elephants are a protected species, so the locals have been forced to develop different way of co-existing, namely, to stop growing grain and try to find different ways of survival and sustenance. There have been numerous other attempts to protect the fields from them, but how would you protect anything from an elephant? The only thing they're scared of, are bees. And if there's food to be gained, they'll overcome the fear of the bees too.

Did you know that if mice multiply too much, they'll have a mice plague that will wipe them out, without human interference? Mice and rats are described as the animals closest to us – because they live where we live, eat what we eat, and learn whatever it takes to find their way in the land of humans. And it seems, we have the same problems as well.

One of my favourite little piece of knowledge in this book: the scientists studying the snakes in a lab name the snakes after Slytherins – so they have Snape, Draco, Crabbe, Goyle, and Bellatrix. It was amazing to listen about Snape the snake.

The author of this book is incredibly unbiased, and shows her love for every animal mentioned, but also understanding and compassion for people who have felt wronged, violated, helpless and cornered by the animal, and how awful it feels to not be able to protect their homes and livelihoods from an animal invading their territory. In author's mind, the animals are not at fault, because all they've been trying to do is survive, get to the source of food, for them this is foraging. For us, it's nature taking from us what we intended for ourselves.

The problem of seeing animals as pests, comes often from the perception of us being the dominating species, and having the right to remove or introduce or change animals, by how convenient and pleasing we find them. She sourced the problems from negative experiences, loss, violation and danger, but also from culture, colonialism, religion, behaviours of the people around us. Most children have no concept of danger or pests – babies in a study would reach out curiously seeing a picture of snake. Perception of which animal is good and which one is bad, comes with culture, experience and the behaviour of everyone else around it. And our collective perception comes from whether the animal is rare, whether it lives close to us, if we have to adjust our lives because of it or not, if we have had negative experiences or not, whether it can hurt us, whether we have something the animal wants (food) and tries to get from us.

I recommend this book to anyone who'd like to know more about the history of humans trying to live alongside – or refusing to live alongside certain animals. And anyone dealing with any kind of pest, or just not understanding why animals act the way they do around humans.

I come out from reading this, feeling no more wise on how to keep the pests out – except for, don't leave the food outside the house where animals can get to it, that's the #1 reason for most scenarios – but feeling way more understanding and at ease about animals that are perceived as pests. I know solutions that have been tried to deal with them, I know what didn't work, and I know how badly some collective solutions can become. I understand we need to find a way to live with them as our neighbours, not enemies, not violators of our property. And most often, just being responsible about where you leave your food, how much animals you tempt to come close to you, how you reward them for interacting with you, is more than a half of the solution.

#pests #bethany brookshire #sustainable culture #living alongside animals #coexisting with animals #environmentalism #animal science #animal research #ways scientists and people have dealt with animals in the past #educational #resources #pssst if you want to listen to the audiobook i can send it to you #i love the audio version

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solarpunkcitizen · 9 months

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#grow #gardening #Michigan #sustainable #education

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ilynpilled · 1 year

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what i find so funny about that ben shapiro clip is that there is a specific type of dudebro exactly like that that permeates this fandom. like their entire world view does not make a lick of sense as apparent by their takes on this series. they applaud the quality of being willing to use “necessary violence” in tywin & etc, and they seem to only understand the nuances of the use of necessary force when it is used for things it shouldn’t be used for (like sustaining a corrupt regime). they throw fits about dany navigating a situation where radical change is required in order to dismantle a system of slavery that perpetuates endless violence, and write a million thinkpieces about it and how it shows her madness or incompetence, but then they turn around and applaud this psuedo utilitarianism that they project onto other characters that are playing the game (especially ones with atrocious motives) because they want to live out some sort of hard and seasoned male leader competence fantasy. it is so fucking funny like:

use of “needed” force for subjugation = good

use of needed force for emancipation = bad

they would rather applaud a ruler that builds on violent subjugation than abolition & radical change. one is considered a clever and competent utilitarian, while the other too brutal, too far gone, and too idealistic

#like at least the ‘mercy’ ppl are consistent about this #reddit dudebros have not a single sensible and coherent world view #idek what shapiro’s take on dany is but ill make another educated guess like i did w tywin that ended up being right #that he thinks she is too far gone or smn #tywin isnt tho tywin is competent and the necessary violence we need #so true ben #facts dont care about my feelings 😔#tywin lannister #daenerys targaryen #tywin using violence to sustain his putrid regime that bleeds the realm = good and smart #dany using it against slavers that perpetuated a system of suffering for ages = bad and too far gone #200 iq analysis iktr #and this isnt even considering the fact that tywin’s decisions r not rational moves they r often emotionally charged #and driven by his own fragility

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deepwaterwritingprompts · 8 hours

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Prompt poll!

I am at work.

as always, prompts will appear as part of next week's set, look them up or vote arbitrarily I am not a cop!

#listen it was only a matter of time #this is fun for me #AND educational check out the sustainable development goals they form the basis of literally my entire second career #😎

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wachinyeya · 8 months

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#good news #nature #science #environmentalism #environment #sustainability #eco education #eco schools #tamil nadu #germany

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queerbrownvegan · 4 months

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1/3 of UK teenagers not understanding the science on climate is exactly why we need climate education that's accessible to youth.

There's already an uphill battle to get in classrooms but climate literacy is being built online.

We can't wait for the education system to catch up... how much learning really takes place in school anyways?

-qbv

#queerbrownvegan #climate change #sustainability #environmentalism #social justice #environment #environmental justice #climate crisis #activism #intersectional environmentalism #school #education

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earaercircular · 11 months

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Penguins in Your Fridge? These 7-Year-Olds Have Climate Solutions.

The standards are designed to help kids connect with what’s going on in the natural world around them, and, crucially, learn how to problem solve.

New Jersey is the first state to require that climate change be taught at all grade levels. The focus is on problem solving, not doom and gloom.

Standing at the front of her classroom at Slackwood Elementary School north of Trenton[1], N.J., one afternoon in June, Michelle Liwacz asked her first graders to consider a problem: Antarctica is getting warmer. What could the penguins that live there do to adapt?

The children, most of them age 7, murmured excitedly. One boy said the birds could cool off in the water, but reconsidered after remembering all the hungry orcas awaiting them there. “Maybe they could migrate to another cold place, like the United States in winter?” the boy, whose name is Noah, asked. A girl named Aliya suggested that humans give them floaties. Gabi thought maybe the penguins could build igloos. A few of them, Gabi added, could live inside her fridge.

As the school year draws to a close, New Jersey has the distinction of being the first, and so far only, state to require that climate change be taught to all students from kindergarten through 12th grade. The topic is woven into lesson plans across most subject areas,[2] even physical education classes.

The standards are built on a striking premise: Even as storms eat away New Jersey’s coastline, snow days become obsolete and wildfire smoke poisons the air outside, climate change can be taught to the youngest learners without freaking them out.

Tammy Murphy, the wife of Gov. Phil Murphy, a Democrat, was the driving force behind the new standards. She said climate change education was vital to help students attune to the planet’s health, prepare for a new economy based on green energy and adapt to climate shifts that promise to intensify as this generation of children reaches adulthood.

But the state’s method of teaching its youngest learners about climate change arguably does something more profound: Instead of focusing on the doom and gloom, the standards are designed to help children connect with what’s going on in the natural world around them, and, crucially, learn how to solve problems.

“It’s perceived as such a heavy topic, as something we have to wait to talk about until they’re older,” said Lauren Madden, a professor of elementary science education at the College of New Jersey who researches and offers guidance on the implementation of the standards.

“When we shield them from so much, they’re not ready to unpack it when they learn about it, and it becomes more scary than when they understand they’re in a position where they can actively think about solutions,” Dr. Madden said. “When you take kids seriously that way, and trust them with that information, you can allow them to feel empowered to make locally relevant solutions.”

Ms. Murphy, who also serves on the board of former Vice President Al Gore’s Climate Reality Project,[3] began meeting in 2019 with more than a hundred educators to discuss creating new standards. In June 2020, the state board of education voted to require climate change be taught in seven out of nine subject areas, including social studies and world languages. The board is expected to vote this summer on whether to require that climate change be expanded to the two remaining subject areas, English language arts and math.

In advance of that decision, some voices of dissent have surfaced. At a public hearing in May, critics pushed for debunked denialism theories about climate[4] to also be taught and said teaching climate science was a form of “indoctrination.”[5] One speaker said the use of the term “global” in the standards would make children uncomfortable about calling themselves American.

But a poll conducted in May by Fairleigh Dickinson University[6] in Madison, N.J., found that 70 percent of state residents supported climate change being taught at schools. Dan Cassino, a professor who directed the survey, said it could be one of the Murphy administration’s most popular policies. That support mirrors nationwide findings that show the overwhelming majority[7] of Americans, on both sides of the political divide, want their children to learn about climate change.

At Slackwood Elementary, a public school serving about 250 students from kindergarten through third grade, several parents said they were delighted by the climate lessons. It relieved them of some of the burden of trying to explain climate change and extreme weather, they said, and tapped into children’s instinctive curiosity about animals and nature.

“If they’re being more respectful to the environment, they’ll be good human beings,” said Niral Sheth, whose youngest daughter, Navya, is in Ms. Liwacz’s first-grade classroom. “They need to know what they can do. I don’t want them to be left behind.”

Many of the students at Slackwood are English language learners — one teacher counted 17 languages spoken. More than half of the students qualify for free or reduced-cost lunch; the school has a pop-up pantry that sends bags of food home to families in need.

Outside, in a corner of the playground, there’s a fenced-in butterfly garden, a compost bin, and a soil bed where kids have tested which type of fertilizer, a chemical commercial variety or a natural blend, best helped plants (the natural one came out ahead).

Inside the school one recent morning, Ms. Liwacz was showing a video that led her first graders, who were gathered on the carpet, in a singalong.[8]

“Our Earth is a very, very, very big place,” two dozen tiny voices sang out, more or less in unison. “It is covered by water and land. It has five huge oceans where we can swim. And seven continents where we can stand.” The song went on to describe how North America was home to the United States, at which point Navya, who is 6, did some loud ad-libbing.

“Navya, what’s your problem with the North America part?” Ms. Liwacz asked, after the song was over.

“Because it doesn’t say Canada and Mexico,” Navya replied. “So I have to change the last words into Canada and Mexico.”

“You can’t forget our neighbours,” Ms. Liwacz said. “It’s bothered her since Day 1.”

At Slackwood, children are taught that human activities, such as transportation, heating, and raising livestock, are overheating the planet, as one classroom book says, “making Earth feel unwell.”

Yet the focus is on awareness and problem solving. Kindergartners are taught how everything is connected, along with the importance of pollinating insects. That has helped children see bees as friends rather than scary stinger-wielding foes, the principal, Jeanne Muzi, said. First graders learn about composting, recycling and hydroponic gardening, and second graders explore pollution and plastic. After learning about floating garbage, one second grader said plastic should be prevented from getting into waterways in the first place, Ms. Muzi said.

“He’s 7,” Ms. Muzi said. “And in talking to him, I was like, wow, that is such a big idea.”

One morning late in May, Ms. Liwacz announced that her first graders would be talking about cause and effect, and that the day’s story was about what would happen if sharks disappeared.

Navya’s hand went up. “I learned, well, fish eat shark poop,” she said.

“Well, they do,” Ms. Liwacz replied, to a few giggles. “And fish need that, right? Why?”

Navya had a ready answer. “Because then all animals need food and water to, um, survive, and fish eat shark’s poop to survive,” she said.

“And so what if sharks disappeared?” Ms. Liwacz said.

“That’d be bad for the fish,” Navya said.

Ms. Liwacz next read a story detailing the role of sharks in keeping ocean water clean and ecosystems balanced, which in turn benefited land mammals. Then she paired the students to discuss what would happen if sharks vanished, prompting more chatter about the importance of poop.

A little later, during snack time, Ms. Liwacz showed a video about Eugenie Clark, a shark scientist and marine conservationist. Learning about scientists and other people working toward climate solutions is a focus at the school, as are ways of riding out extreme weather driven by climate change.

Last week, as dangerous smoke shrouded the skies, Ms. Liwacz and her first graders talked about how even though the Canadian wildfires were scary, they were able to stay safe indoors, and that the smoke would eventually abate.

“It makes them feel a part of what’s happening outside of school in the real world,” Ms. Liwacz said. “Of course, not all problems are going to be solved. But it’s getting them thinking, How can I fix this? How can I change this? What can I do with myself or with my friends or my community to help change what I see or what I noticed?”

The United Nations has underlined that idea, saying that education is crucial to addressing global warming, because of its power to shift students’ attitudes and consumption habits, help them discern fact from fiction and prompt them to take action.

Yet across the country, climate change is taught unevenly and often anaemically. A 2016 study[9] found that while climate issues were taught by three-quarters of public school science teachers, many students got less than two hours of climate education a year.

In some states, there has been strong resistance to incorporating climate science into classroom learning. Though none ban global warming education, according to Glenn Branch, deputy director of the National Center for Science Education,[10] some states falsely frame climate science as a matter of debate. This spring, the Texas state board of education issued guidelines saying students ought to learn the “positive” side of fossil fuels. [11]

At a recent conference in New Jersey about integrating the climate standards into primary schools, several educators said they were daunted about adding climate science to their lesson plans, especially given educational setbacks their students suffered during the pandemic.

They also said they needed more guidance. The state has set aside $5 million for climate change education grants, drawing applications from nearly half of New Jersey’s school districts.

Still, in a recent small survey of educators, Dr. Madden, the early education specialist, found that more than three-quarters worried that climate change might not be a priority in their district because of lack of subject expertise. Concerns about controversy have increased, too — with the percentage of educators who said teachers might avoid it because it was politically sensitive nearly doubling to 17 percent between June 2022 and December 2022.

Yet educators at the conference roundly agreed that climate change should be taught to give students a sense of agency that could allay the climate anxiety that is especially pronounced for young people worldwide.

Asked whether learning about climate change could be scary for children, Monica Nardone, a third-grade teacher in Trenton, all but rolled her eyes.

“We have lockdown drills” to prepare for school shootings, she said. “Seriously? How much more are we going to make them afraid?”

Source

By Cara Buckley: Penguins in Your Fridge? These 7-Year-Olds Have Climate Solutions.in: New York Times, 15.06.2023; https://www.nytimes.com/2023/06/15/climate/climate-education-schools-children.html?smid=nytcore-ios-share&referringSource=articleShare

[1] Trenton is the capital city of the U.S. state of New Jersey and the seat of Mercer County. It was the capital of the United States from November 1 to December 24, 1784. Trenton and Princeton are the two principal cities of the Trenton–Princeton metropolitan statistical area, which encompasses those cities and all of Mercer County for statistical purposes and constitutes part of the New York combined statistical area by the U.S. Census Bureau. However, Trenton directly borders the Philadelphia metropolitan area to its west, and the city was part of the Philadelphia combined statistical area from 1990 until 2000.

[2] With the adoption of the 2020 New Jersey Student Learning Standards (NJSLS), New Jersey became the first state in the nation to include climate change across content areas. These standards are designed to prepare students to understand how and why climate change happens, the impact it has on our local and global communities and to act in informed and sustainable ways. https://www.nj.gov/education/standards/climate/learning/gradeband/

[3] https://www.climaterealityproject.org/who-we-are

[4] More than 99.9% of peer-reviewed scientific papers agree that climate change is mainly caused by humans, according to a new survey of 88,125 climate-related studies. https://news.cornell.edu/stories/2021/10/more-999-studies-agree-humans-caused-climate-change

[5] New Jersey is teaching kids about climate. Opponents call it ‘indoctrination.’ The education culture wars are coming for climate change. https://grist.org/politics/culture-wars-come-for-climate-education-new-jersey/

[6] Two years ago, New Jersey became the first state in the union to require public schools to teach students about climate change, as early as kindergarten, and throughout their classes, even in physical education. According to the latest results from the FDU Poll, Jersey residents overwhelmingly support required education about climate change, with 70 percent of residents favoring it, and concerns that it might upset children having no impact on their views. https://www.fdu.edu/news/fdu-poll-jersey-residents-support-teaching-climate-change-in-schools/

[7] More than 80% of parents in the U.S. support the teaching of climate change. And that support crosses political divides, according to the results of an exclusive new NPR/Ipsos poll: Whether they have children or not, two-thirds of Republicans and 9 in 10 Democrats agree that the subject needs to be taught in school. https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did

[8] https://www.youtube.com/watch?v=gFIS3aLQPfs

[9] https://ncse.ngo/files/MixedMessagesReport.pdf

[10] https://ncse.ngo/

[11] Texas Weakens Climate Science Education Guidelines. Texas education officials adopted changes to internal guidance on textbooks that could steer schools to buy books that misinform students about global warming. https://www.scientificamerican.com/article/texas-weakens-climate-science-education-guidelines/

#sustainability education

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internationaladvertising · 8 months

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Sustainability Indexes: Measuring Environmental Impact

In the current global landscape, with climate change and environmental issues taking center stage, sustainability has gained profound significance. Businesses, institutions, and individuals are actively pursuing eco-conscious decisions to minimize their environmental impact. However, the question arises: how can we effectively gauge sustainability? One method is by utilizing sustainability indexes. In this article, we will delve into whether the sustainability index can be trusted as a dependable measure of environmental impact.

What Are Sustainability Indexes?

Let's start by understanding what sustainability indexes are. These are tools or metrics used to assess the sustainability performance of companies, organizations, or even entire industries. we take into account various factors related to environmental, social, and governance (ESG) practices. Sustainability indexes are designed to provide a snapshot of how well an entity is managing its impact on the planet, society, and its own governance.

Why Does Sustainability Performance Matter?

Before we dive into the reliability of sustainability indexes, it's crucial to grasp why sustainability performance is important. We live in a world with finite resources, and our actions have consequences. The way companies operate can significantly impact the environment and society. High sustainability performance means reduced harm to the planet and a more positive societal contribution.

Sustainability Brands: A Growing Trend

Sustainability brands are on the rise. These are companies that actively promote their commitment to sustainability and environmental responsibility. But how do we prove their dedication? This is where sustainability indexes come into play. These indexes provide a means for companies to showcase their sustainability efforts and for consumers to make informed choices.

How Reliable Are Sustainability Indexes?

Now, let's address the big question: Are sustainability indexes a reliable measure of environmental impact? The answer is a bit complex, and it depends on various factors.

1. Data Accuracy Matters

One of the key factors affecting the reliability of sustainability indexes is the accuracy of the data used. Indexes rely on data reported by companies, and sometimes, these reports may not be entirely accurate. Companies may exaggerate their sustainability efforts to score higher on the indexes. Therefore, it's essential for the data to be independently verified.

2. Limited Scope

Sustainability indexes often focus on a set of specific criteria, which may not cover all aspects of environmental impact. For instance, an index might emphasize carbon emissions but overlook other critical factors like water usage or waste management. This limited scope can lead to an incomplete picture of a company's environmental impact.

3. Subjectivity in Weighting

Different sustainability indexes use various methodologies to weigh different criteria. The subjectivity in these weightings can lead to variations in results. What one index considers a top priority may not carry the same weight in another, leading to discrepancies in rankings.

4. Lack of Standardization

There is currently no universal standard for sustainability indexes. Each index may have its own unique criteria and scoring system. This lack of standardization can make it challenging to compare and evaluate companies consistently.

5. Short-Term vs. Long-Term Impact

Sustainability is not just about short-term gains but long-term impact. Some companies may focus on immediate improvements to boost their sustainability index scores without addressing deeper, more systemic issues.

Can Sustainability Indexes Be Trusted?

While sustainability indexes have their limitations, we can still be valuable tools for assessing environmental impact. we provide a benchmark for companies to measure their progress and encourage healthy competition in sustainability efforts. However, it's essential to use them alongside other indicators and not rely solely on them.

sustainability indexes offer valuable insights into a company's sustainability performance, but we are not without their flaws. To get a complete picture of an entity's environmental impact, it's essential to consider multiple sources of data and indicators. Sustainability is a complex and multifaceted issue, and relying solely on indexes may not provide the full story.

Frequently Asked Questions (FAQs)

1. What Are the Most Common Sustainability Indexes?

The most common sustainability indexes include the Dow Jones Sustainability Index (DJSI), FTSE4Good, and the MSCI ESG Ratings, among others.

2. How Can I Use Sustainability Indexes to Make Informed Choices as a Consumer?

Consumers can use sustainability indexes to research and choose products or services from companies that prioritize environmental and social responsibility. Look for products and brands associated with higher sustainability index scores.

3. Are Sustainability Indexes Only Relevant to Large Corporations?

No, sustainability indexes are not limited to large corporations. we can also assess the sustainability performance of smaller companies, industries, and even countries.

4. Do Sustainability Indexes Consider Social and Governance Aspects?

Yes, sustainability indexes take into account not only environmental factors but also social and governance aspects. we evaluate a company's overall impact on society and its governance practices.

5. Should I Rely Solely on Sustainability Indexes to Judge a Company's Sustainability Efforts?

No, it's advisable not to rely solely on sustainability indexes. While we provide valuable information, consider other factors, such as a company's transparency, long-term sustainability strategy, and independent assessments, to make a well-informed judgment.

Remember, sustainability is a journey, and it's important to evaluate companies comprehensively to promote positive change for our planet and society.

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