IYPT and The Mother of All Tables

2019 ◽  
Vol 41 (4) ◽  
pp. 60-62 ◽  
Author(s):  
Daniel Rabinovich
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
United Nations ◽  
Basic Sciences ◽  
History Of Chemistry ◽  
Societal Benefits ◽  
Postage Stamps ◽  
The World ◽  
History Of ◽  
Rare Opportunity

Abstract A few years ago, the International Year of Chemistry (2011) was celebrated throughout the world with the organization of thematic conferences and symposia, special activities for children, the publication of a myriad of articles and reviews, and, of course, the release of postage stamps by many countries. Likewise, the International Year of the Periodic Table (IYPT) presents now another rare opportunity to relate the history of chemistry and showcase its societal benefits to a worldwide audience. As originally proclaimed by the United Nations and UNESCO, the IYPT also offers an incentive to promote international cooperation in the basic sciences for sustainable development and science education.

The world’s repository at 75: a history of the United Nations Archives*

Comma ◽  
2021 ◽  
Vol 2019 (2) ◽  
pp. 19-36
Author(s):  
Aleksandr Gelfand
Keyword(s):  
United Nations ◽  
San Francisco ◽  
International Organization ◽  
Records Management ◽  
Significant Events ◽  
The World ◽  
History Of ◽  
The United Nations ◽  
Administrative Structures

Seventy-five years ago (1945), the United Nations (UN) was founded in San Francisco by 50 nations. There, a small archives unit served to assemble the first records of the organization; this was the first iteration of today’s Archives and Records Management Section (ARMS). Throughout its history, the fortunes of the UN Archives have waxed and waned, while its role has continuously evolved. Trying to carve out a place for itself within the largest international organization in the world, its physical and administrative structures have undergone profound changes, as has its mission, number of staff, the type of records it holds and its users. This paper examines significant events in the development of the UN Archives, the challenges it has faced and what may be learned from them.

Is It the End of the COP as We Know It? An Analysis of the First Year of Virtual Meetings in the UN Environment and Sustainable Development Arena

2021 ◽  
pp. 1-32
Author(s):  
Pamela Chasek
Keyword(s):  
Sustainable Development ◽  
United Nations ◽  
Virtual Environment ◽  
First Year ◽  
Multilateral Negotiations ◽  
The World ◽  
Initial Shock ◽  
Virtual Meetings ◽  
The United Nations

Abstract The year 2020 started much like any other on the United Nations multilateral calendar. But then the COVID-19 pandemic forced the UN and the world to shut down. After the initial shock wore off, secretariats and governments began to contemplate how to conduct multilateral negotiations during a pandemic. As they created new virtual working methods, they also had to figure out how to maintain trust among delegations and in the process itself to ensure the outcomes of these meetings would be respected. To understand how UN meetings adapted to a virtual environment and maintained trust, this article analyzes a sample of 18 meetings of UN environmental and sustainable development bodies that took place in the 12 months between April 2020 and March 2021. The research examines these cases to see how these meetings were conducted, how they built the necessary trust, and what can be learned from this experience.

From environmental education to education for sustainable development in higher education: a systematic review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pedro Mauricio Acosta Castellanos ◽  
Araceli Queiruga-Dios
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
Environmental Education ◽  
United Nations ◽  
Systematic Reviews ◽  
Education For Sustainable Development ◽  
Content Type ◽  
Geographical Regions ◽  
The World ◽  
The United Nations

Purpose In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

scholarly journals Sustainable Finance and the 2030 Agenda: Investing to Transform the World

2021 ◽  
Vol 13 (19) ◽  
pp. 10505
Author(s):  
María Mar Miralles-Quirós ◽  
José Luis Miralles-Quirós
Keyword(s):  
New York ◽  
Sustainable Development ◽  
United Nations ◽  
Member States ◽  
2030 Agenda ◽  
The World ◽  
Sustainable Finance ◽  
The United Nations

On 25 September 2015, the member states of the United Nations approved an initiative in New York called “Transforming our world: the 2030 Agenda for Sustainable Development” [...]

scholarly journals Water Security in a Changing Climate

2018 ◽  
Vol 5 (3) ◽  
pp. 218-223 ◽  
Author(s):  
M.H. Glantz
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
United Nations ◽  
World View ◽  
Sustainable Use ◽  
Water Security ◽  
Secretary General ◽  
Energy Costs ◽  
The World ◽  
Or Organization

The notion of «the water world we want» is a spin-off of the United Nations campaign The World We Want. It is open to subjective interpretation, as people have different perceptions of a desired future. Each person or organization is likely to identify their own set of key concerns: food, clean (uncontaminated) water, sustained agricultural productivity, sustainable use of land and ocean resources, healthy lives and secure livelihoods. But whatever utopian world view one creates, it cannot be achieved without adequate sustained water supplies.In 2009, the then United Nations Secretary-General Ban Ki-Moon noted: It is well known that water is life; what this Report shows is that water also means livelihoods. It is the route out of poverty for individuals and communities. Managing water is essential if the world is to achieve sustainable development.This challenge is even more pressing as the world confronts the triple threats of climate change, rising food and energy costs, and the global economic crisis. All three are exacerbating poverty, inequality and underdevelopment.It is apparent that climate, water and weather-related concerns are mounting. Societies are becoming increasingly aware that impacts of extreme hydrometeorological events expected to occur in, say, the 2050s are starting to appear decades earlier. These extreme events — related to climate change — are likely to increase in frequency, intensity and severity. 

HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL

2021 ◽  
Vol 31 (3) ◽  
pp. 322-330
Author(s):  
R.R. Ismagilova ◽  
G.Kh. Akhmetshina
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Natural Sciences ◽  
Academic Disciplines ◽  
Language History ◽  
Problem Situations ◽  
The World ◽  
History Of ◽  
Teaching Of Mathematics ◽  
Natural Science Education

The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.

Sustainable Land Development Using Permaculture

2020 ◽  
pp. 170-192
Author(s):  
Jody M. Luna
Keyword(s):  
United States ◽  
Sustainable Development ◽  
United Nations ◽  
Design Theory ◽  
Sustainable Design ◽  
Land Development ◽  
Design Tool ◽  
History Of ◽  
Development Goals

This multi-faceted case study investigates sustainable land development using permaculture as the design tool. Permaculture, coined by Bill Mollison and David Holmgren, is a sustainable design theory that builds off three ethical principles used to produce a set of guidelines to follow in order to create an ecologically focused project. Permaculture, a contraction of perma-nent and initially agri-culture, has evolved to perma-nent and culture, understanding that without agriculture, culture is impossible. This chapter begins with an overview of the environmental issues followed by a description and brief history of sustainable development, with emphasis placed on the United Nations (UN) Sustainable Development Goals (SDGs). The focus will be a three-part case study examining different scales (urban, suburban, and rural) of permaculture land development in the midwestern United States (U.S.). These permaculture designs will illustrate how SDGs can be achieved to forge a sustainable future.

Global issues

2021 ◽  
Vol 49 (2) ◽  
pp. 9-9
Author(s):  
CSG-Ed team
Keyword(s):  
Sustainable Development ◽  
Big Data ◽  
Science Education ◽  
Sustainable Development Goals ◽  
New Technologies ◽  
Global Issues ◽  
Economic Problems ◽  
The World ◽  
Development Goals ◽  
Analytical Approaches

The growing role that computing will play in addressing the world's pressing global issues has begun to move to center state, as Big Data for the SDGs (Sustainable Development Goals) is now included among the United Nations' Global Issues. The UN summarizes this Big Data issue as "The volume of data in the world is increasing exponentially. New sources of data, new technologies, and new analytical approaches, if applied responsibly, can allow to better monitor progress toward achievement of the SDGs in a way that is both inclusive and fair" [2], Elsewhere, we have applauded and argued for computing initiatives, including computer science education, that specifically focus on such "pressing social, environment, and economic problems" [1] and we acknowledge our SIGs commitment to directly tackling such issues.

Field Officers take on the Geoscience Education world

2020 ◽  
Author(s):  
Giulia Realdon ◽  
Gina P. Correia ◽  
Xavier Juan ◽  
Ramanathan Baskar ◽  
Guillaume Coupechoux ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
United Nations ◽  
Earth Science ◽  
Low Cost ◽  
School Science ◽  
School Level ◽  
Geoscience Education ◽  
Earth Science Education ◽  
2030 Agenda

<p>Responding to a widely perceived need for enhancing geoscience education (King, 2013), in 2018 the EGU Committee on Education launched the EGU and IUGS-IGEO Geoscience Field Officer (FO), project. FO Educators are specifically trained and appointed to run professional development activities: teacher workshops based the hands-on activities developed by ESEU Earth Science Education Unit (originally at Keele University) and published in the Earthlearningidea on-line repository. These activities, based on the CASE (Cognitive Acceleration through Science Education) methodology and successfully tested on nearly 40,000 teachers in the UK (King & Thomas, 2012), are aimed at geoscience teachers without an academic background in this field, or needing training courses in practical geology. The objective is to improve teachers’ knowledge and skills by means of a friendly approach and to raise their self-confidence in addressing geoscience topics in their classes. Six EGU and IUGS-IGEO FOs (the first six authors of this article) translated the activities into their respective national languages, prepared the workshops using commonly available equipment and low-cost materials and begun running workshops in May 2019. Meanwhile, the FOs coordinated their work and exchanged information through e-mail and Skype meetings. By January 2020, the FOs’ activity has included: 16 workshops given in Spain, Portugal, Italy, France, Morocco, and India for 286 attending teachers from primary and secondary schools. The workshops were evaluated through a questionnaire shared by all the FOs. The feedback showed that all the participants found the approaches very interesting and expressed interest in updating themselves and attending future workshops. The full evaluation data will be presented at a later date. Information about the FO workshops was disseminated through 4 teachers’ conferences, aimed at informing potential participants of the opportunity offered by EGU in the first pilot countries. Following the pleasing results of the first months of the FO project, EGU made a second call for more FOs in EU and non-EU countries. The new FOs will be trained during the EGU General Assembly 2020 in Vienna with the assistance of the existing FOs. Geoscience plays an important role in the operation of society and in protecting the future for all humans. Geoscience underpins key areas of the Sustainable Development Goals (SDGs) adopted by all United Nations Member States in the 2030 Agenda (United Nations 2015). The FOs’ dissemination activities will help the geoscience community to include students and teachers from the school level upwards and will result in the forging of interdisciplinary links with other disciplines and in promoting the adoption of sustainable development models in a growing number of countries.</p><p> </p><p>References</p><p>Earthlearningidea website: http//:www.earthlearningidea.com</p><p>King C. (2013). Geoscience education across the globe - results of the IUGS-COGE/IGEO survey. Episodes, 36.1, 19-30.</p><p>King. C. and Thomas, A. (2012). Earth Science Education Unit workshops – an evaluation of their impact. School Science Review. 94(347) 25-35. ISSN 0036-6811.</p><p>United Nations (2015) Transforming our World: The 2030 Agenda for Sustainable Development. Retrieved from https://sustainabledevelopment.un.org/content/ documents/21252030%20Agenda%20for%20Sustainable%20 Development%20web.pdf</p>

Agrarian Reform in Historical Perspective a Comparative Study

1963 ◽  
Vol 6 (1) ◽  
pp. 47-75 ◽  
Author(s):  
Elias H. Tuma
Keyword(s):  
United Nations ◽  
Comparative Study ◽  
French Revolution ◽  
Historical Perspective ◽  
Agrarian Reform ◽  
Political Movements ◽  
Reform Movements ◽  
The World ◽  
History Of ◽  
Almost Continuous

The history of agrarian reform is as long as the history of the world, extending back into medieval, ancient, and biblical times. Like many other socio-economic and political movements, agrarian reform movements have been sporadic and discontinuous, although the last two centuries have witnessed almost continuous reform attempts commencing with the French Revolution. These attempts have become very common during the last two decades and have become part and parcel of United Nations programs. Though the literature on reform is extensive, there has been no endeavor to review reform movements in a historical perspective, or to synthesize the knowledge that can be derived therefrom and utilize it in guiding or evaluating reform. The need for this cannot be overestimated.

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