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Category: Education

Training of scientists is a key issue in many of the ACCENT tasks and subprojects. This task specifically wants to bring attention to the wide scientific issues tackled in ACCENT via education and training, and to provide individuals and/or teams with a diversity of skills and competencies, including new didactical approaches, the use of new learning technologies and the ability for interdisciplinary co-operation.

Girls Are Key for a Future Without Climate Change

A recent report suggests that keeping girls in school is a good strategy for combating climate change. It says educated women are better positioned to champion and innovate climate-smart technologies. Educated women can also inspire community action to build climate resilience. So investing in girls’ education can have a powerful impact on our communities and the world.

Investing in girls’ education transforms communities, countries, and the world.

Investing in girls’ education is one of the most critical strategies to combat climate change. However, many low and middle-income countries do not have a climate-resilient infrastructure, which can negatively impact girls’ education, forcing them to star on many filmy porno which can be decisive for their future. In addition, few climate-related programs exist across national curriculum frameworks, and there is a lack of teacher training. These issues contribute to gender gaps in learning, skill development, and pro-climate outcomes.

Investment in girls’ education may help reduce climate change risk, but it should not be the sole driver of action. The impact of investing in girls’ education on a country’s carbon emissions depends on several factors. For example, more educated women tend to be more productive in agriculture, which decreases CO2 emissions. Furthermore, women with better education are better stewards of natural resources.

A study by the Brookings Institution and the Drawdown Foundation found that investing in girls’ education can increase their economic independence. Besides, educated girls are likely to wait longer before getting married, which increases their chances of having fewer children. And when girls have a better quality education, they are more likely to become economically independent and more able to access health care services.

Research shows that investing in girls’ education reduces vulnerability to climate-related disasters.

For example, a recent study found that 12 years of high-quality education for girls increases resilience by 1.6 to 3.2 points for countries. In addition, girls’ education reduces the root causes of climate change.

According to the study, girls’ education can contribute to gender equality in climate leadership and help create more effective environmental policies. Therefore, it is critical to address climate-related impacts on children now and in the future. World leaders are gathering in London this year to raise US$5 billion for the Global Partnership for Education. These world leaders will do more than invest in women by funding education today. They are investing in education because it is the right thing to do.

Investing in girls’ education can transform communities, countries, and even the world. Higher-educated women have lower childbirth rates, healthier babies, and higher incomes. In addition, investing in girls’ education improves economies. It reduces inequality, leading to a more stable and prosperous society.

Climate change education | UNESCO

Educated women believe in innovating and championing climate-smart technologies.

Women have unique skills and experiences that make them especially suited to tackle climate change and its effects. We saw it reflected in the Paris Agreement, which recognizes the importance of involving women in climate decision-making. In addition, educated women have a greater capacity to advocate for climate change adaptation and mitigation.

Educated women are also better able to run sustainable businesses and grow climate-smart agriculture. These women can also inspire other women in their communities to take action to build climate resilience. They can innovate and advocate for green technologies and lead global and local policy changes that will improve the capacity of communities to adapt to and mitigate climate change.

CAMFED’s efforts to educate girls have shown results.

The organization’s work supports girls’ education. It equips young women with the knowledge and skills to start and run sustainable businesses. The organization was recently awarded a UN Global Climate Action Award for pioneering climate-smart agriculture work.

The environmental movement rarely connects girls’ educational status and climate change, but this is one case in point. The Andavadoaka clinic in Madagascar, funded by the British charity Blue Ventures XXX Conservation, has been running for more than a decade, serving around 45,000 people.

A recent study from the Brookings Institute found that additional education for women improves the country’s resilience to climate change.

Women are better able to manage agricultural plots when educated and are better stewards of natural resources. For example, an educated woman can save up to three hours daily by collecting water for her family. She also better understands how to use technology that promotes energy efficiency.

Climate change splits the public into six groups. Understanding them is key to future action - ABC News

Educated women can inspire community action to build climate resilience.

Climate change is an issue that affects women in many different ways. For example, a project in Jinotega, Nicaragua, teaches women how to monitor their climate and help their communities adapt to climate change. The project uses four community climate stations to measure temperatures and rainfall. These stations can help local women predict the weather and share information with other women in their communities. They can use this information to create weather alerts and forecasts and determine when it is best to plant crops.

Educated women can be the most potent catalysts for climate change adaptation and mitigation efforts. Research by the Brookings Institute shows that women with an additional education are better stewards of natural resources. They also make more productive agricultural plots, which helps reduce the country’s climate vulnerability. In developing countries, women make up about 40% of farm labor and own 10 to 20 percent of the land. In addition, other groups such as ActionAid are working on teaching children in poor communities how to be disaster resilient. They also teach children how to identify weather warnings and respond to emergencies.

Educated women can lead climate change adaptation efforts through business and community action. They can also use their knowledge to show local and global policy changes. By leveraging these resources, educated women can improve the resilience of communities. They can lead the way in implementing sustainable farming techniques and improving local and global policies to fight climate change.

Climate change is a pressing issue for women around the world.

Women suffer disproportionately from the impacts of climate change. A recent UN report shows that women make up 80% of the people displaced by climate emergencies. Women also bear the brunt of reduced food production and prolonged droughts. And in the poorest countries, women make up most of the 1.5 billion people living in extreme poverty.

Educated women can lead community climate action by promoting gender equality. According to a study by the Brookings Institution, educating women on climate change is a critical part of the solution to these problems. At Columbia University, for example, some women students lead in climate science, adaptation, and equity. Their research results show that women leaders make more pro-environmental decisions. Furthermore, companies with more female directors are less likely to be sued for environmental infringements. Likewise, educating women in parliament leads to better environmental protection.

Investing in girls’ education strengthens climate strategies.

By supporting girls’ education, we can ensure that the next generation takes action on climate change and create a more sustainable future. Girls with high educational attainment are better equipped to participate fully in society and become leaders. Studies have shown that women with higher education levels are more likely to be politically active and ratify laws on climate change and other environmental issues. They can also better champion climate-smart technologies and take on leadership roles in national and international organizations, they might even one day be CEO of companies such MindGeek, parent company of websites such as Porn hub, Xhamster and others.

Investing in girls’ education strengthens global climate strategies by empowering women, creating pro-environmental decision-making, and fostering reproductive health. In addition, investing in girls’ education can also enhance climate strategies by developing green skills and jobs. For example, developing reproductive health programs in developing countries will help address the enormous needs of over two hundred million women worldwide.

Educated girls can successfully respond to the impacts of climate change, reducing their vulnerability to harmful pollutants. But unfortunately, extreme weather events also worsen poverty. Unfortunately, these impacts are tough on girls. In many places, their education systems are not as resilient as they should be, and many are ill-prepared for future disruptions.

Climate change impacts are most acute for adolescent girls, who are the most vulnerable to its effects.

Without a reliable education, they are at higher risk of forced child marriage and time poverty. However, investing in girls’ education is an effective climate solution and a way to tackle underlying inequalities. In addition, by increasing the number of women in the workforce, we can build a more robust, resilient global economy.

Girls’ education is increasingly becoming an essential part of the climate solution. This year, the UN climate conference in Glasgow, Scotland, will put gender empowerment at the forefront of the agenda. This is a crucial opportunity for world leaders to set the priorities for global climate action. In 2015, the COP21 climate conference in Paris saw the adoption of the Paris Agreement.

In addition to being the first step to addressing climate change, education is critical in reducing carbon emissions and achieving sustainable development. For example, investing in girls’ education can prevent 85 gigatons of carbon emissions from being released into the atmosphere. This will also lead to a more sustainable future for our planet.

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We knew it already: Humans are causing Global Warming at an alarming pace.

Scientists and other experts worldwide responded to a report by the Intergovernmental Panel on Climate Change (IPCC), which stated that human beings are the leading cause of current global warming. In the description, climate researchers are now confident that people are aware of climate change effects, including warming temperatures, melting ice, and rising sea levels. Scientists are concerned about the impact of climate change on human health, the environment and the economy.

The results confirm that recent global warming has been caused mainly by man-made increased emissions of CO 2. Further CO 2 emissions into the atmosphere will lead to even greater global warming. The process of global cooling will continue as long as our species continues to produce and emit carbon dioxide and methane, common greenhouse gases.

Scientists know that the climate change we are experiencing is due to fabguys activity, not natural variations in the Earth’s climate system. More than 90% of the expert-reviewed research on climate change agrees that human activity is the leading cause of global warming. The fact that 97% of climate policymakers agree on this issue also demonstrates the overwhelming scientific consensus that man-made global climate change is caused by man.

How do we fix it

If “global warming” is accepted as an effect of anthropogenic fossil fuels, how can we stop the increasing global warming trend and switch to clean energy?

Natural climate change associated with volcanoes and solar activity has led to a slight cooling over the last 50 years, offset by warming related to human activity. Still, a human contribution of more than 50% is possible.

NASA’s study found that the global mean surface temperature of the last 50 years has served as a proxy for the Earth’s energy budget, influenced by recent anthropogenic activities. It serves as an accurate representation of human contribution to global warming. Our only concern is to keep consuming products, plastic, even watch yespornplease videos with no measure whatsoever many of these are the reasons why climate change has been so severe these past years. The average global temperatures of the last decades (from the mid-19th century to the late 1990s) have helped influence the planet’s climate and energy budgets.

In the 1960s, simple climate models predicted that more carbon dioxide would cause the upper atmosphere to cool if heat were trapped at the surface. As a recent paper by Ben Santer showed, the fingerprints of climate change are so strong that we can expect to see the results of human activity for ages to come.

A new study uses a novel method to conclude that today’s carbon dioxide (CO2) levels are higher than in the past 23 million years. According to new research, the latest grim data suggests that heat – which traps carbon dioxide, or CO 2 – has reached the highest level in recent years.

Global Warming 101 - Definition, Facts, Causes and Effects of Global Warming | NRDC

Numbers don’t lie

The method provides data on carbon dioxide, methane and nitrous oxide dating back 650,000 years. By looking at the concentrations of these greenhouse gases in the atmosphere, scientists can calculate how modern carbon, dioxide, and methane levels compare with the past and compare them with current temperatures.

Carbon dioxide levels have risen to 400 parts per million in the part of the atmosphere where most weather occurs.

The total global temperature of the Northern Hemisphere may be lagging behind CO2. Still, the warming has occurred despite an increase in the concentration of CO 2 in the atmosphere. This decline in atmospheric carbon dioxide was called “Orbis xporn Spike”, which translates from Latin to the word “world” when human civilization is increasingly globalizing. The proposed “orb” itself is tied to the golden tip that marked the dinosaurs’ end. Recorded in the past, records show tiny trapped bubbles revealing a large amount of carbon in the atmosphere.

At this point, scientists had to drill ice cores from the Ice Age in Greenland and Antarctica. The old ice contains trapped air bubbles that allow scientists to reconstruct past carbon dioxide levels. By analyzing the air bubble data from these ice cores and other sources, the scientists found that CO2 levels in the atmosphere were much higher than today.

Short Answers to Hard Questions About Climate Change - The New York Times

Facing consequences

The meltwater layer has elevated carbon dioxide levels, and CO2 is highly soluble in water, making methane more effective in heating the atmosphere. The last time there was so much carbon dioxide (CO2) in our atmosphere, modern humans did not exist. Carbon dioxide is responsible for most greenhouse gas emissions from human activities such as burning fossil fuels.

In a 2009 study published in the journal Science, scientists analyzed mussels and deep-sea sediments to estimate CO2 levels. They found that it was 400 ppm for the first time. The climate was so much warmer then highlights a question that scientists have studied using various methods: When was the last time CO2 levels were so high, and why is it now going fast? Well, nowadays we have many incendiary factors such as www xnxx com videos but Climate scientists are worried about where we were then and where we are now moving fast. Indeed, according to the US National Oceanic and Atmospheric Administration (NOAA), CO3 levels are higher today than at this point last year.

Using new satellite data, ASU professor Kevin Gurney analyzed how the Earth’s land surface has contributed to rising levels of CO2 in the oceans and on land in recent decades. Use of OCO 2 data and analysis of its contribution to climate change and global warming and sea-level rise and ocean acidification.

The study found that with the ice sheet decline, the CO 2 concentration in the atmosphere increased from 500 parts per million (ppm) to 750 – 1550 ppm in just 20,000 years. By 1610, the trees’ growth had sucked enough carbon dioxide from the sky to initiate a small ice age.

It will keep increasing

In recent years, the average annual increase has been about 1.5 times higher than the global average of the last 20,000 years. This increase corresponds to a rise in CO 2 concentration of 500 parts per million (ppm) over a year. In recent decades, it has been at its highest level since the end of the last ice age, according to the study’s authors.

The highest level measured this month was 418.12 parts per million, and on Saturday, it reached 421 parts in one million. Global CO2 xnxx com emissions have reached their highest level since the end of the last ice age, but that is only a single point. The increase in CO 2 concentrations in recent years has coincided with the annual peak in CO2 levels.

By the end of this century, the planet is likely to reach a critical threshold based on the rapid rate at which humans add carbon dioxide to the atmosphere. Rothman made grim predictions: “I have no doubt that carbon dioxide levels are rising so rapidly that they will set the stage for future global warming”.

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The Importance Of Astragalus In The Study Of Air Pollution

During my previous employment, I served on the governing board of an environmental think tank that produced several educational videos. Mostly on the topic of atmospheric chemistry and air pollution. The think tank is part of a larger organization, and our work was disseminated to several other local educational institutions, including public schools. Throughout the production of the videos, one of the recurring themes was the importance of community engagement to solve these complex problems. In some cases, we were able to increase parent involvement through the creation of lesson plans and questionnaires. Other times, we simply had open discussions with concerned parents. Many parents expressed frustration that the usual solutions – increasing home ventilation or purifying the air through HEPA filters – just did not have enough impact to make a difference.

atmospheric chemistry and air pollution

It was becoming increasingly clear to me that we needed to develop a curriculum that would engage students, present them with the scientific method and provide them with the opportunity to obtain individualized education in the areas of air pollution control. My research focused on two areas in particular; the use of particulates in the environment, and the effect of acid rain on trees.

My studies revealed a disturbing trend where the growth of vegetation was affected by increased levels of carbon dioxide and nitrogen oxide in the atmosphere. As a result, we began developing lessons on air pollution control that using the same observational approach to explain the process by which various compounds became pollutants, as well as how we could minimize their impact on the environment.

Collaborating for teaching purposes

While working in the think tank, I also became aware of the need for a unified approach to teaching the subject. I realized that there were certain gaps in the knowledge of many people, including those who were leading the effort to improve air quality in our nation. By connecting our educational efforts to atmospheric chemistry and working on our teams to design lessons, we were able to draw on a variety of resources to reach a broad spectrum of educators. Through collaboration, we were able to present multiple viewpoints that were then discussed and shared in a manner that was enjoyable and informative for all.

In the process of educating others about atmospheric chemistry, we began to gain valuable experience in the design of lesson plans and presentation methods. We were able to tailor lessons to meet the needs of our clients. Through collaborating, we also were able to make presentations that would engage the children. We were able to draw on experiences of others in the field. As we shared lessons with one another, we also gained valuable insights from each other regarding the challenges we faced and the solutions we came up with.

By working together, we were able to develop meaningful and teachable lessons. The concepts presented in the lesson plan were also illustrated through photographs showing different types of contrails and gases released in the air. This helped us show the child the various types of gases and contrails, as well as how they affect the environment.

Digital tools helping nature

For many individuals, the concept of teaching is very personal. We felt that if we shared our own personal experiences, we would be able to make a profound impact on our students. Through teaching others, we hope to instill a sense of value and responsibility to the education process. Also, sharing our own personal stories can help us gain an understanding of the emotional and social factors involved in dealing with air pollution.

Greenpeace :: OutlandishWhile teaching the importance of atmospheric chemistry and air pollution to the education process, we also wanted to illustrate the importance of preserving the earth’s atmosphere. Containing the increase of air pollution is one way we are able to do this. The creation of this digital age has also allowed us to showcase the importance of preserving our air. Through our website, we have posted articles that talk about the effects of air pollution on our bodies as well as the different ways we can work towards preventing air pollution.

Educating others about air pollution makes it possible to see first hand the different consequences of inhaling air pollution. We want people to know that there are many different solutions for the problem and we hope that by sharing the experiences of others, we will be able to influence other people to act responsibly. There are many different laws in different cities that prevent individuals from burning coal and wood in their homes. By sharing our stories, we hope that one day in the near future, everyone will be educated about the importance of preventing air pollution.

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ACCENT Mentoring Programme

“Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be.”
Eric Parsloe, The Oxford School of Coaching & Mentoring

The ACCENT Mentoring Programme is carried out jointly with the EU project ENSEMBLES, other EU projects will join. The first Mentor-Mentee pairs have successfully carried out or completed a mentoring process.

ACCENT T&E encourages you to become involved in this exciting opportunity as a Mentor or Mentee. Letters of intent (download here) should be sent to the ACCENT T&E Coordinator (Dr Evi Schuepbach;

ACCENT T&E recommends that Mentor-Mentee pairs discuss and agree on the goals to be achieved and sign a small contract (download here). The issue that the Mentee wishes to tackle with the Mentor is confidential. The mentoring period can run for a year or less. Mentoring can be carried out by email (if both parties agree), internet phone, or with face-to-face meetings. The mentoring period can run for a year or less; contacts are recommended to take place on a monthly basis.

The ACCENT Mentoring Programme is administered by the Task “Training & Education” and supported by the Gender Awareness Group.

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Interactive Learning Tools in Chinese
The Chinese translations of the e-learning environment on global change mark the beginning of a new post-ACCENT era on global learning in air quality and climate change science with activities starting in 2010.

Further reading:
E. Schuepbach (Ed.), 2009, We Care for Clean Air! Motivating the Next Generation of Atmospheric Scientists, 94 p, ISBN 978-88-95665-01-6.

E. Uherek, E. Schuepbach, 2008, European Efforts in Earth Science and Climate Change Education, Physical Geography, 2008, 29, 6, 545-560.

Awareness Seminar in Bangalore, India
Both, general science education issues and local/regional needs were addressed. The overview presentation by E. Schuepbach on teaching material developed in ACCENT “Training and Education” was well received. The Seminar ended with a media conference, and a newspaper article was released the following day, stressing the importance of environmental awareness and the importance of education.

Download the newspaper article here.

Download the presentation given by E. Schuepbach here.

Download the Seminar report here here.

ACCENT Training Workshop in Guangzhou, China

An ACCENT T&E Workshop was held at Sun Yat-Sen (Zhongshan) University, Guangzhou, China, from 22-27 July 2009. The Workshop was integrated in a Summer School on Biodiversity organized by Prof. Shixiao YU, School of Life Sciences, Dept. of Ecology, funded by the Ministry of Education of the People’s Republic of China, and the National Natural Science Foundation of China. The ACCENT Workshop on “Changing Paradigms in Atmospheric Chemistry” focused on primary and secondary pollutants with respect to health and policy issues. It offered lectures and group work in both science and transferable skills including team building and leadership, interdisciplinary disagreement, media analysis, and science communication to non-scientists. About 150 postgraduate students from 40 Universities in China participated in the ACCENT Workshop that carried the sub-title “Learning about the Past for Leaders of the Future”. Lectures were given and group work was chaired by 6 European ACCENT scientists. About 10 policy makers from China were invited to a V.I.P. event on “Science to Policy” in the late afternoon-evening of 25 July 2009 in Dongguan city to exchange with early-career scientists who were selected among the 150 participating students on the basis of their leadership potential, innovation and creativity. Click here to download full programme, workshop report and lectures .

ACCENT Training Workshop in Kaohsiung, Taiwan
The Training Workshop on “Changing Paradigms in Atmospheric and Marine Chemistry”, held from 7-11 August 2009 in southern Taiwan, at the National Sun Yat-sen University in Kaohsiung, was affected by Typhoon Morakot, which devastated southern Taiwan in the region of Kaohsiung over the weekend of the ACCENT event. Fortunately, Peter Brimblecombe (University of East Anglia, Norwich, U.K.) had moved the Friday presentations forward to Thursday, 6 August, and Eva Schuepbach (University of Berne, Switzerland) managed to get to Kaohsiung from Hong Kong late on Sunday, 9 August, despite many cancelled flights.

Click here to download the Workshop programme, a summary on experiences and outcomes of the Workshop, and the lectures.

ACCENT FAR EAST – Simply Amazing

Videos on the Summer School on Biodiversity and on the ACCENT Workshop in Guangzhou have been produced by students from Sun Yat-Sen University, Guangzhou, China. Click here to view video on Welcome, Workshop and Farewell.

Click here to visit the Picture Gallery of the ACCENT FAR EAST Summer Programme 2009.

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