No result found
Preservation Green Lab of the National Trust for Historic Preservation;
Jacksonville is rediscovering the value of its older urban core. This report from the Preservation Green Lab of the National Trust for Historic Preservation highlights how Jacksonville's older buildings and blocks are already outperforming newer areas of the city across many sustainable development metrics. But they can become even stronger. Analysis of data from city, state, and national sources points to numerous areas of the city with high potential for successful reinvestment and revitalization. Unlocking this potential requires stronger incentives, innovative new policies, and increased awareness and capacity in the nonprofit, government, and private sectors. Using a methodology developed by the Preservation Green Lab, this study includes an analysis of all of Jacksonville's existing structures to assess the connections between the character of the city's building stock and more than 30 measures of neighborhood livability, economic vitality, and diversity.
One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. The first part of this section makes a research-based case for why the complexity of what students read matters. In brief, while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K–12 texts have actually declined in sophistication, and relatively little attention has been paid to students' ability to read complex texts independently. These conditions have left a serious gap between many high school seniors' reading ability and the reading requirements they will face after graduation. The second part of this section addresses how text complexity can be measured and made a regular part of instruction. It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations. The section concludes with three annotated examples showing how the model can be used to assess the complexity of various kinds of texts appropriate for different grade levels.
World Resources Institute (WRI);
This report provides a global overview on the progress of countries in passing laws and regulations that limit the manufacture, import, sale, use and disposal of selected single-use plastics and microplastics which have a great impact in the production of marine litter.
Worldwide Fund for Nature (WWF);
As highlighted in WWF's Living Planet Report (2018), our ocean remains in crisis and the situation desperately needs change in order to reverse the trend of global biodiversity decline. The European Union's (EU) fisheries footprint spans our planet. With active fishing in every ocean and with the highest number of seafood imports, it is the world's largest seafood market. Recognising that a healthy ocean increases resilience and creates more stable conditions for the viability of the fisheries sector, Europe has a long-established Common Fisheries Policy (CFP) which governs all European fisheries in the waters of EU Member States (MS), in international waters and through fishing agreements in non-European waters around the world.
Following the most recent reform in 2013, the CFP now aims to make fisheries environmentally, economically and socially sustainable. The CFP defines the sustainable management of marine ecosystems and fish stocks. It is based on scientific evidence for a concrete biological understanding of the state of stocks, and refers to socio-economic data before establishing fisheries catch quotas. Successive to this, an accountable, transparent and fair set of rules for fishers must be enforced by promoting a culture of compliance and by applying deterring sanctions for wrongdoers.
Aquatic environments harbor a great diversity of microorganisms, which interact with the same patchy, particulate, or diffuse resources by means of a broad array of physiological and behavioral adaptations, resulting in substantially different life histories and ecological success. To date, efforts to uncover and understand this diversity have not been matched by equivalent efforts to identify unifying frameworks that can provide a degree of generality and thus serve as a stepping stone to scale up microscale dynamics to predict their ecosystem-level consequences. In particular, evaluating the ecological consequences of different resource landscapes and of different microbial adaptations has remained a major challenge in aquatic microbial ecology. Here, inspired by Ramon Margalef's mandala for phytoplankton, we propose a foraging mandala for microorganisms in aquatic environments, which accounts for both the local environment and individual adaptations. This biophysical framework distills resource acquisition into two fundamental parameters: the search time for a new resource and the growth return obtained from encounter with a resource. We illustrate the foraging mandala by considering a broad range of microbial adaptations and environmental characteristics. The broad applicability of the foraging mandala suggests that it could be a useful framework to compare disparate microbial strategies in aquatic environments and to reduce the vast complexity of microbe-environment interactions into a minimal number of fundamental parameters.
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 (
Climate change is expected to impact animals that are heavily reliant on environmental factors, such as sea turtles, since the incubation of their eggs, hatching success and sex ratio are influenced by the environment in which eggs incubate. As climate change progresses it is therefore important to understand how climatic conditions influence their reproductive output and the ramifications to population stability. Here, we examined the influences of five climatic variables (air temperature, accumulated and average precipitation, humidity, solar radiation, and wind speed) at different temporal scales on hawksbill sea turtle (Eretmochelys imbricata) hatchling production at ten nesting beaches within two regions of Brazil (five nesting beaches in Rio Grande do Norte and five in Bahia). Air temperature and accumulated precipitation were the main climatic drivers of hawksbill hatching success (number of eggs hatched within a nest) across Brazil and in Rio Grande do Norte, while air temperature and average precipitation were the main climatic drivers of hatching success at Bahia. Solar radiation was the main climatic driver of emergence success (number of hatchlings that emerged from total hatched eggs within a nest) at both regions. Warmer temperatures and higher solar radiation had negative effects on hatchling production, while wetter conditions had a positive effect. Conservative and extreme climate scenarios show air temperatures are projected to increase at this site, while precipitation projections vary between scenarios and regions throughout the 21st century. We predicted hatching success of undisturbed nests (no recorded depredation or storm-related impacts) will decrease in Brazil by 2100 as a result of how this population is influenced by local climate. This study shows the determining effects of different climate variables and their combinations on an important and critically endangered marine species.
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.
Environmental and Energy Study Institute;
Transit agencies around the United States and several other countries are purchasing battery-powered electric buses (BEBs) at increasing rates and these trends are expected to accelerate in the coming years. BEBs are powered by battery packs that run an electric motor to turn the wheels, the same as battery-powered electric cars. The batteries are recharged by plug-in chargers using electricity from the transmission grid. Since they do not use gasoline or diesel, BEBs do not produce tailpipe pollution. Thus, BEBs offer a better option than other bus technologies for reducing our greenhouse gas emissions, as well as other harmful pollutants in urban areas.