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The language of economics is the language of numbers. Statistics are a real picture of poverty in the country, you just need to know how to interpret them.

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ZUDP-2024-1-1 Pokazatelji siromaštva i socijalne isključenosti u 2023.

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We attach a document we met at the beginning of the project. Poverty between the Republic of Croatia and the EU is compared. Croatia ranks 17th in the EU for poverty. We have to ask ourselves, how do we get out of a vicious cycle of poverty?

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Analiza siromaštva po zemljama EU-a i Hrvatske

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Analiza pokazatelja siromaštva po zemljama EU-a i Hrvatske za 2020. godinu

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SDG-7 Students of Blue Bells Model School, Grade 8

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Young SDG leaders of Grade 6 highly enthusiastic to join the Goals Project.

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Students of grade III were acquainted with the 17  Sustainable development goals with the help of the videos shared on the website Of the SDG project. Students were able to explore them through the resources shared on the SDG website. They were happy to hear about them through Youth Ambassador which made it more impactful and helped them understand better.

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children dramatized the marine food chain and what happens when it breaks

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Alkaaban Primary, Preparatory and Secondary School Students have built different Green House projects as a  way to help save lives on land.

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Alkaaban Primary, Preparatory and Secondary School Students have built different Green House projects as a  way to help save lives on land.

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Green house project built by mohamed Salim

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My students built  Green Houses using Minecraft.

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My students built  Green Houses using Minecraft.

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ALKAABAN PRIMARY PREPARATORY SECONDARY SCHOOL 

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ALKAABAN PRIMARY PREPARATORY SECONDARY SCHOOL 

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We, ALKAABAN PRIMARY PREPARATORY SECONDARY SCHOOL in Qatar, are happy to be part of this year's SDGs #15 Life on Land.  My students and I created a sway project to find out environmental issues in Qatar and come up with solutions. https://sway.office.com/gsiBUcGlnR3LgatJ?ref=Link

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We, ALKAABAN PRIMARY PREPARATORY SECONDARY SCHOOL in Qatar, are happy to be part of this year's SDGs #15 Life on Land.  My students and I created a sway project to find out environmental issues in Qatar and come up with solutions. https://sway.office.com/gsiBUcGlnR3LgatJ?ref=Link

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https://united-nation-sustainable-development-goals.jimdosite.com/

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Virtual Reality

Take yourself on a real life expedition of Canadian farms and food processing facilities from the comfort of your home. It's a fun, simple and affordable way to educate and engage audiences in workshops, trade shows, classrooms and the like. This can be done through Google Cardboard or Gear VR. Grab one and get started!

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Virtual Reality Take yourself on a real life expedition of Canadian farms and food processing facilities from the comfort of your home. It's a fun, simple and affordable way to educate and engage audiences in workshops, trade shows, classrooms and the like. This can be done through Google Cardboard or Gear VR.

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Did you know that plants can grow up to twice as fast in a greenhouse than outdoors?

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BrightFarms Virtual Field Trip is an interactive tour that's designed to teach kids, parents and teachers about indoor farming!

Our Grower Charlie will take you through our greenhouse as you discover how BrightFarms brings fresh, tasty and delicious local produce to your neighborhood supermarket. 

This video is perfect for students, parents and teachers that are looking for a fun field trip from the comfort of your home!

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I am very happy to be in this SDG program.
The best way to predict future is to create it.

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World Economic Forum data site. Powerful data connections here.

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World Economic Forum data site. Powerful data connections here.

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Strategic Intelligence | World Economic Forum

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Strategic insights and contextual intelligence from the World Economic Forum. Explore and monitor the issues and forces driving transformational change across economies, industries and systems.

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Vasiliki Dogani, Greece.         My students made this poster for SDG16 peace and what it means for them to have equality, have your rights, have new ideas, be valiable. All these for them is peace.

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Vasiliki Dogani, Greece.         My students made this poster for SDG16 peace and what it means for them to have equality, have your rights, have new ideas, be valiable. All these for them is peace.

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Great resources & ideas for working with #SDG16, especially for younger kids!

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Great resources & ideas for working with #SDG16, especially for younger kids!

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Peace, Justice
and Strong
Institutions

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

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Goal 16 - Peace, Justice and Strong Institutions | The World's Largest Lesson

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Peace, Justice and Strong Institutions Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

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: Students will work in teams to develop posters of the various global goals and goal n.10 in particular.

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Mrs. McAlister and her Sunsational Sixth Graders

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My sixth graders and I are so excited to start our year long Global Goals inquiry. As our unit launch, we participated in The Goals Project lead by with the other classes. (Official website Dr. Jennifer Williams and youth ambassador Ayush Chopra . Without their leadership and passion for world and environmental change, the project would not have been possible.

Background
The purpose of the project was to bring awareness to the United Nations Sustainable Development Goals. The project ran through the month of September, 2019. The project brought awareness to the 17 global goals, included 70 countries, and reached over 1,500 classrooms. Classes were grouped into cohorts of 17 classes and each had a team leader. Our team, #GameChangerGroup24, was lead by Elizabeth Ogunsola . Each class in the group was assigned a goal to research and create a unique project to share here.)

We began our inquiry watching videos about the global goals, followed by a close read of our goal, goal 8: Decent Work and Economic Growth. We finished our research analyzing a sketchnote and a comic. (Official Global Goals website
here.)

During our research phase, we jotted down notes while watching the videos, annotated our close reading text using the GATE icons, and created posters of our learning as well as various discussion sessions.

For our unique project, we had a design challenge. Students were presented with a pizza box that held their goal, the prompt, a flying disk, and markers. The challenge was to design a flying disk that teaches our partner classes about goal 8. Students worked in teams of two. Their engagement, excitement, creativity, and critical thinking was phenomenal. They were beyond proud of their original creations.

Once we had our flying disks created, we wrote personal notes, shared a few special momentos, and mailed them out. Along with the disks, we included our group sticker designed by @nineviaene , a Goals Project coaster, and our class hashtag sticker, #JustBeYou. Our class was so excited to send out the mail. Just as exciting was receiving messages from Jen and other classes that received their special packages.

Reflection
As part of our year long inquiry, students are asked to reflect on their experiences. We created a digi journal where we will add posts to throughout the year. is a sample template. Take a peek at some of their reflections.

MF: "At first, I didn't quite understand what Goal 8 meant, but as time went on and Mrs. McAlister gave me and my peers more resources and articles, I finally understood why Goal 8 was important and what it meant. I learned that Goal 8's goal was for everyone to have a safe and beneficial job, well paid wages, and end forced labor. I learned these facts thanks to a worksheet Mrs. McAlister gave my class called 'Goal 8: Decent Work and Economic Growth' by Margreet De Heer. I also learned that by 2030 we need everyone in the world including men, women, and people with disabilities to get beneficial employment. Another fact that I learned is that 731 million people are below the U.S poverty line, which is partly because some jobs don't pay their employees fairly. My experience with the Global Goals project was really fun! I learned many things thanks to the experience. My partner and I worked really hard on our frisbee, but it ended up looking like a smirking face with a giant nose. Even though I faced some minor difficulties, I still very much enjoyed the activity."

CJA: "While we were discovering Global Goal 8 I learned a lot. One thing that I learned is that in other countries they force child labor. Forced child labor is when you make children work at a very young age. This is a problem because children are working instead of getting their education. We also did a design challenge where we had to design a frisbee based off of Global Goal 8. My partner and I both got a sketch paper to practice on and then we combined the ideas to make the final product. Another problem that I discovered was that there is a lot of poverty around the world. In America it has dropped to a 5% Poverty rate but in other countries it is still very high. The problem here is that people are not getting paid the right amount of money to be able to provide for themselves. Through our journey learning about Global Goal 8 I learned a huge amount about things that are beneficial to the society now and in the future."

This is only the beginning of our journey. I can't wait to see what the year has in store for us. We're living in a time where our youth are ready to take action. It's time for us, as educators, to lead the way and give students opportunities to be global citizens, empower them with agency, and open the doors for leadership opportunities. Join us as we take the challenge to make our world a better place.

#JustBeYou . . . Marilyn McAlister

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My sixth graders and I are so excited to start our year long Global Goals inquiry. As our unit launch, we participated in The Goals Project lead by with the other classes. (Official website Dr. Jennifer Williams and youth ambassador Ayush Chopra .

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#Group 16 Word Cloud on Clean Energy-The Foundation School

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A SHORT MOVIE CLIP TO RAISE AWARENESS FOR POLLUTION CAUSED BY HUMANKIND

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7. Kıta Temsilcisi İstanbul’da! Dünyanın plastik atıklarıyla her geçen yıl gücüne güç katan 7. Kıta, kıtaların buluştuğu yerde, İstanbul Bienali’nde. #yedincikitaistanbulda

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7. Kıta Temsilcisi İstanbul’da! Dünyanın plastik atıklarıyla her geçen yıl gücüne güç katan 7. Kıta, kıtaların buluştuğu yerde, İstanbul Bienali’nde. #yedincikitaistanbulda https://t.co/OnubqrV1rY

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7. Kıta Temsilcisi İstanbul’da! Dünyanın plastik atıklarıyla her geçen yıl gücüne güç katan 7. Kıta, kıtaların buluştuğu yerde, İstanbul Bienali’nde. #yedincikitaistanbulda pic.twitter.com/OnubqrV1rY
— Koç Holding (@kocholding) September 12, 2019

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7. Kıta Temsilcisi İstanbul’da! Dünyanın plastik atıklarıyla her geçen yıl gücüne güç katan 7. Kıta, kıtaların buluştuğu yerde, İstanbul Bienali’nde. #yedincikitaistanbulda https://t.co/OnubqrV1rY

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7. Kıta Temsilcisi İstanbul’da! Dünyanın plastik atıklarıyla her geçen yıl gücüne güç katan 7. Kıta, kıtaların buluştuğu yerde, İstanbul Bienali’nde. #yedincikitaistanbulda https://t.co/OnubqrV1rY

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7. Kıta Temsilcisi İstanbul’da! Dünyanın plastik atıklarıyla her geçen yıl gücüne güç katan 7. Kıta, kıtaların buluştuğu yerde, İstanbul Bienali’nde. #yedincikitaistanbulda

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#Group No 16 Affordable & Clean Energy

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A really good starter for discussions
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Role play on Global Warming. It helps Ss to understand and address the impact of global warming, increases “climate literacy” amongst the peers.

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Ss shared their ideas in form of posters n self-composed poems to inspire their peers to make the earth a beautiful place!

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in order to reduce inequality (Goal 10) : Participation of people with special needs in all life forms :Invite them to our school .....and make a special program to entertain them …                                      My pupils are given a good example of responsible kids o ffering help to the needy and sharing suffer with them .....to convey to them the feeling of being equal...

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in order to reduce inequality (Goal 10) : Participation of people with special needs in all life forms :Invite them to our school .....and make a special program to entertain them …                                      My pupils are given a good example of responsible kids o ffering help to the needy and sharing suffer with them .....to convey to them the feeling of being equal...

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Great book for very young learners

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My students are on a mission to simply make sure people use both sides of a piece of paper before it is recycled. This has been termed GOOS (good on one side) paper (we didn't NOT make up this term and take no credit for the term). My students hope that in every school and home around the globe that this is happening. They hope they can count on your support. 

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My students are on a mission to simply make sure people use both sides of a piece of paper before it is recycled. This has been termed GOOS (good on one side) paper (we didn't NOT make up this term and take no credit for the term). My students hope that in every school and home around the globe that this is happening. They hope they can count on your support. 

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The students created a presentation to educate all the students at our school (900+) about Goal #5.

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Gender Equality Sway and how it looks like in American Politics. 

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Gender Equality Sway and how it looks like in American Politics. 

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https://sway.office.com/yTkM11uTJGuQQw8N?ref=Link

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A nice video about sustainibility through plastic free seas and beaches

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Hope Works | A Whale’s Tale | Cartoon Network UK 🇬🇧

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How can we promote peace in our personal lives, at school, and in our communities? 

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How can we promote peace in our personal lives, at school, and in our communities? 

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These are the results from . a brainstorm with the young scholars at Hudson Valley Pathways Academy in upstate NY. We look forward to sharing more of our thoughts and ideas with new friends from around the world!

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Year 6 researched groups in Thailand that are helping the global goals. They added links and were involved in a global climate strike. They also met with local trash heroes to find out how they are helping the global goals.
https://padlet.com/sharris19/puppyguxxs36

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Transform Our World: Clean Water for All

In this Participate lesson on sociology, students learn about the United Nations' 17 Sustainable Development Goals, and specifically focus on Goal #6: Clean Water and Sanitation. They explore the impact and importance of access to clean water.

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Transform Our World: Clean Water for All

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Transform Our World: Clean Water for All In this Participate lesson on sociology, students learn about the United Nations' 17 Sustainable Development Goals, and specifically focus on Goal #6: Clean Water and Sanitation. They explore the impact and importance of access to clean water.

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There are seven Ocean Literacy principles, and the complementary Scope and Sequence is comprised of 28 conceptual flow diagrams. Learn about the Principles and the Scope and Sequence on this website. Source: Ocean Literacy Network

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Visit the page of each principle to access the four conceptual flow diagrams for that principle.Alternatively, click on this symbol (in the sidebar of this site) to open a shortcut navigation tool for accessing the Scope and Sequence for all seven principles.

There are seven Ocean Literacy principles, and the complementary Scope and Sequence is comprised of 28 conceptual flow diagrams. Learn about the Principles and the Scope and Sequence on this website.

The Ocean Literacy: The Essential Principles of Ocean Sciences K-12 is also available in print.

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Visit the page of each principle to access the four conceptual flow diagrams for that principle.Alternatively, click on this symbol (in the sidebar of this site) to open a shortcut navigation tool for accessing the Scope and Sequence for all seven principles.

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The Goals Project - jigsaw puzzle (16 pieces)

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Only 17.5% of total final energy consumption comes from renewable energy 

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Only 17.5% of total final energy consumption comes from renewable energy 

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Creativity starts at an early age

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Giving kids a voice

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Nike has some great motivational videos supporting Women to Dream Big
https://www.youtube.com/watch?v=whpJ19RJ4JY

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Join or start your own Girl Up group

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Viki Dogani, 1rst junior high schoolof Markopoulo,

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Viki Dogani, 1rst junior high schoolof Markopoulo,

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#SDGs13
Climate action
Save your planet

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Mount Everett student art in Massachusetts, USA

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Mount Everett student art in Massachusetts, USA

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Art students in grades 6-12 combined their thoughts and ideas addressing the targets of goal 16.  https://www.sbrsd.org/arts-department-blog

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Helps students to understand international trade (and some barriers to trade)

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International trade touches us all. We drink soda from cans made of aluminum mined in Australia, wear shoes made in Europe, eat fruit from South America, build machinery from steel milled in Asia, wear clothes made from African cotton, and live in homes built from North American wood. We take it for granted, yet before we can enjoy these products and materials, traders must negotiate prices and deliver the goods through a network of relationships that literally spans the globe.

Play this game to experience the challenges and excitement of international trade. See if you can get the best price for the goods you sell and the biggest bargains for the goods you buy. Watch how the global economy is doing: the prices you'll be able to get and the deals you can make depend on how healthy the global economy is.

Before you start, think about what you want to accomplish as a trader:

Do you want to build up as much wealth as you can by selling as much of your commodities as you can?

Do you want to buy the widest range of goods to satisfy diverse consumer tastes at home?

Or do you want to focus on buying the raw materials for a particular industry?

The only limit is your imagination, your negotiating skills, and your bank account!

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International trade touches us all. We drink soda from cans made of aluminum mined in Australia, wear shoes made in Europe, eat fruit from South America, build machinery from steel milled in Asia, wear clothes made from African cotton, and live in homes built from North American wood.

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هاشم الهاشم 

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هاشم الهاشم 

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I launched with my students (Smile Your Happiness) initiative, which aims to recycle children's toys and electronic devices. My students have contributed to their games and cleaned and repaired the damage and then presented to a charity before Eid

https://youtu.be/pdG_yY29aYg

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#Goalsproject Group no. 56 Ahlconites spreading awareness to SDG no.13

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Social equality is a state of affairs in which all people within a specific society or isolated group have the same status in respect to civil rights, freedom of speech, property rights and equal access to social goods and services. It includes concepts of health equity, economic equality and other social securities. It also entails equal opportunities and obligations, and so involves the whole society.

On average, and considering the population size, income inequality increased by 11% in developing countries between 1990 and 2010. A significant majority of households in developing countries – more than 75% of the population - are living in societies where income is more unequally distributed than it was in the 1990s. Beyond a certain threshold, inequality affects growth, poverty reduction, and more broadly, the quality of relationships in public and political spheres as well as self-esteem.

Why Education is crucial to achieving SDG-10

Quality education raises consciousness about existing inequalities and contributes to ensuring that laws and social programmes primarily protect disadvantaged and vulnerable people. It helps to empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. (Access to Learning objectives SDG-10)

Early Childhood Care and Education

At this stage, children learn how to interact and communicate positively with others. Games and role play can be used to introduce the notions of inequality, fairness and sharing, e.g. through the equal or unequal distribution of coins or sweets, thereby increasing the learners’ sense of generosity and sharing. (Access Educational materials here)

Primary Education

At this level, learners get acquainted with the links between education and inequality, with the double dimension of education as both a factor that conditions inequalities later in life (e.g. through access to formal jobs) and a powerful instrument for advancing equity and impacting on income. They learn to express views on why a particular inequality is negative and develop solutions for reversing this kind of situations, while respecting diversity and the choices of others. (Access Educational materials here)

Secondary Education

At this level, students explore the causes of inequalities and their impact on the wider society and economy. Through the respect for other different cultures, they develop strategies to promote social cohesion between groups of diverse natures. (Access Educational materials here)

Pedagogical Resources

We Work Together - Can You? - A resource for those who are working with children and young people, and who are trying to contribute towards peace and understanding, both locally and globally.

The Goats Of Anarchy – Leave No One Behind - A special adventure to support SDG 10.

Ideas for Classroom Activities

Children On The Move - This resource aims to:

Build an understanding of what life is like for people forced to flee their homes;

Understand that migration has and continues to affect everyone.

Your World, My World - The Children's Stories - This resource is a collection of children’s stories.

Your Life, My Life - The following ideas could be used to help build learners’ self esteem whilst at the same time repeating and reinforcing messages around shared needs. Celebrating differences each week will support learners to respect and enjoy the richness of diversity.

Multimedia Educational Resources

Come Celebrate SDG 10 Reduced Inequalitites With Patsy Peace & Eco Boys And Girls - Poster

We Work Together - Can You? - Working for peace and development advocacy.

Get Inspired

Raglan Road Community Centre, South Africa- Creating socio-environmental safety nets for Early Childhood - integrated approaches to sustainability - Page 7 - The project integrates pressing socio-environmental issues into learning strategy, developing projects and responses targeting the largest threats facing the children attending the ECD centre. For example, child abuse, HIV/AIDS, poverty and nutrition are all areas targeted both within the school curriculum and as part of the centre’s integrated community projects. The centre has successfully integrated social development projects into a framework that meets the needs of early childhood learners in an environmentally sustainable manner. Not only do the projects provide needed skills to adults within the community, but these skills are focused on creating sustainable socio-environmental safety nets for the children attending the ECD programme that is the heart of the centre.

Pedagogical Resources

Embracing Diversity - Toolkit For Creating Inclusive, Learning-Friendly Environments.

Ali Finds A Way - Ali is a blind teenager in the ancient Middle East who studies hard and helps his father. One year when Ali leads their sheep to the town market the journey takes an unexpected twist!

Refugees And Migration – Words To Unite Us - This unit of work, "Words to unite us", allows students to explore the complex theme of a common humanity, using picture story books.

Ideas for Classroom Activities

A Multilingual Treasure Hunt - This resource aims for students to experience a situation where they cannot find their way because they are unable to speak the language and empathise with refugees.

Holiday Bag Or Get-Away Bag? - This resource aims to:

Understand the impact that fleeing from a desperate situation would have on someone's life;

Empathise with situations that others find themselves in.

Migration Is Part Of Our Shared History - This resource aims:

For students to understand that migration has and continues to affects everyone.

To empathise with the concerns and needs of others.

Multimedia Educational Resources

Meet Nurul And Her Friends - In Tampines Primary School – Singapore, Nurul and her friends changed how their friends treated the cleaners and returned the cleaners’ dignity to them.

We're Not So Different - Let's Stand As One - This film is part of Oxfam's Stand as One campaign which calls for solidarity with people forced to flee. Use it with the resource for 8-14 years to think about our similarities and what we need for a good life.

A To Do List For The Planet - Goal 10 (Reduced Inequalities) - This comic poster presents the meaning of reduced inequalities.

Get Inspired

The Recycling School- The Association for the Protection of the Environment (APE) - Each day Cairo produces nearly 14,000 tons of garbage. At the foot of Mokattam live the vast metropolis’ trash collectors, known as “zabbaleen”. Living on the income derived from the garbage they collect, this separate “caste” lives excluded from society. The Association for the Protection of the Environment (APE) strives to improve their living conditions and, more importantly, to restore their dignity by transforming their work into an actual business Today, recycling is an important industry. The Recycling School gives children the necessary basic education, health recommendations, and practical training to turn recycling into a genuine trade.

Pedagogical Resources

Equality: Why It Matters - Technical Note presenting SDG 10, why we should care, even if we don’t face any discrimination, what are some examples of inequality, if we can actually achieve equality for everyone in this world, and how?

Get Connected - Migration People On The Move - This issue of “Get Connected” encourages you to explore questions around refugees and migration and to do something constructive with what you learn.

I Packed This Myself - This Education Pack throws a spotlight on the lives of migrant workers in Cornwall to encourage understanding about the issues they face. Too often, a lack of understanding leads to migrant prejudice and isolation.

Ideas for Classroom Activities

Human Rights And The Global Goals - This resource aims to help learners know their rights and ability to claim them, including child rights, and that this contributes to the Global Goals.

How To Make Every Day World Children’s Day - This resource aims to:

Understand the link between the Convention on the Rights of the Child and the Global Goals;

Be able to distinguish between rights, needs and wants;

Empathise with issues facing children around the world.

The World Is Not Equal – Is That Fair - This resource aims to:

Know there are different types of inequality;

Present a concise but persuasive argument based on research;

Explore the impact inequality can have on the wider society and economy.

Multimedia Educational Resources

SDG 10 – Reduced Inequalities - This video presents the need for citizenship to engage in efforts to reduce inequalities.

The Story Of Stuff - The Story of Stuff, originally released in December 2007, is a 20-minute, fast-paced, fact-filled look at the underside of our production and consumption patterns.

Draw Disability - “Draw Disability” aims to enhance awareness among children and youth on disability by inviting them to reflect on the concept of disability and to draw how they see Persons with Disabilities (PWD) in their communities.

Get Inspired

Egypt-Learning and Earning in Cairo’s Garbage City - Page 41 - The Spirit of Youth Association (SOY) is an Egyptian non-governmental organization located in Manshiyet Nasser, one of the largest Zabaleen community districts in Cairo. Set up by members of the community, the NGO aims to empower young community members through educational projects. SOY’s core project is the Recycling School for Boys, which aims to enhance the diffusion of practical knowledge both to improve qualifications levels and to empower the community in the recycling business. The school’s broader goal is to reduce poverty and marginalization, and improve health standards within the Zabeleen community. These objectives are met through literacy programmes, which are mainly delivered in the specific work-oriented practical context familiar to the learners. Boys learn about their rights as well as their duties towards people and their environment.

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SDG Resources for Educators - Reduced Inequalities

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Social equality is a state of affairs in which all people within a specific society or isolated group have the same status in respect to civil rights, freedom of speech, property rights and equal access to social goods and services. It includes concepts of health equity, economic equality and other…

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#Goalsproject Group no. 56 Quiz on Climate change SDG 13

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#Goalsproject  Group no. 56 *SDG no. 13 climate action*

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Group no. 56 Climate Action

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# group no 56 Climate Action

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Groub48 goals  5
Highshool25 in Saudi Arabia

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Groups #48 goals 5 frome Saudi Arabia

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Hi my name is muna bazara I am from Saudi Arabia's  my group #48 goals5

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Most citizens are not aware of the full extent of the medical, economic, social, political, and environmental importance of the ocean and seas. However, what some scholars have called “ocean blindness” can be countered by improving access to accurate and compelling ocean education that strengthens the learner’s connection with the ocean. This is the essence of ocean literacy: an understanding of the ocean’s influence on us and our influence on the ocean.

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100 YIL ATATÜRK SECONDARY SCHOOL,AYDIN,TURKEY

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Dr. Soumya Swaminathan

As the Chief Scientist at the WHO, a newly created position at the leading international organization focused on public health, she works to strengthen research on global health issues, as well as advance the use of digital technologies to improve health.

Read More

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Dr. Soumya Swaminathan As the Chief Scientist at the WHO, a newly created position at the leading international organization focused on public health, she works to strengthen research on global health issues, as well as advance the use of digital technologies to improve health. Read More

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Design for Change - Design Sprint Activity

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Design for Change - Design Sprint Activity

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Mother Earth News - The Original Guide To Living Wisely

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Building a deck is a wonderful way to enjoy your outdoor space. If you are covering a water-thirsty grass lawn with a deck, you are already a step ahead in the green game. However, to keep up that eco-momentum, make sure to choose an environmentally friendly material when building your new deck.

According to energy-efficient experts Direct Energy, "Building with sustainable materials helps the earth because you're not wasting resources. It also helps your budget because you can reduce long-term maintenance costs. By working with sustainable materials when building, you're lowering the chance that your family and the earth are exposed to toxic products."

As with many green choices, the "right" one is not always clear-cut. The most eco-friendly option for you will depend on a lot of factors, including your location, the climate you live in and your budget.

6 Environmental Considerations for Decking

When choosing the best green option for you, keep in mind the following factors. If you can achieve at least four out of the six, you can feel pretty good about your new deck:

1. Local. The further your decking material has to be shipped, the greater the cost to the environment. In many cases, locally produced materials will outweigh most negatives.

2. Manufactured Cleanly. Choose a material made without the use of any toxic chemicals and that doesn't create any toxic by-products.

3. Sustainable Future. Make sure the material is harvested responsibly and is not a finite resource.

4. Green Maintenance. Check that you can maintain the material without the use of toxic chemicals.

5. Longevity. Pick a material that will last as long as possible. Longevity is a key part of being green. The longer a product lasts, the less impact it has on the environment, no matter how much material or chemical was used in its initial manufacture.

6. Recyclable. Choose a material that can be easily recycled and/or is made from recycled or reclaimed products.

Read on for a rundown of your decking material options and their green credentials.

Wooden Decking

The traditional option for a deck is wood, and while it's fast being replaced in popularity by composite decking (see below), it is still a good one, especially if you live in an area with extra hot summers. The plastic in composite decking can mean the material becomes too hot to walk on.

Wood is long-lasting and the most economical of decking materials. While it requires more regular maintenance, it trumps all other options in terms of longevity because it can be refinished year after year. All wood decking needs to be cleaned and resealed every year or two to maintain its original color and prevent splintering and warping. Some hardwoods, such as redwood and cedar, are naturally resistant to rot and insect damage, so don't need to be treated with chemicals. Other softwoods, such as the popular southern yellow pine, must be pressure treated with chemicals to imbue them with similar properties.

If you opt for wood, your location will determine your most environmentally-friendly option. While Forestry Stewardship Council certified wood guarantees your product hasn't been harvested from endangered rainforests, non-FSC certified wood grown locally could be the greener option when the cost to the environment of shipping is factored in. Below is a look at the best options based on your location.

Southwest/Rocky Mountain Region: Redwood, which grows extensively along the West Coast, is the strongest natural decking material available. It is resistant to rot, decay and termites, and the wood naturally fades to grey over time. (If you want to keep the color, you will need to stain it.) This is the best choice for those who live in California, Colorado, Utah, Nevada or Arizona, as it will be harvested in your region, meaning less energy expended in shipping.

Northwest: If you live in Washington, Oregon or Idaho, cedar is a good choice. It has similar properties to redwood, although it is not as strong, it is durable and naturally resistant to rot and insect damage.

East Coast: Southern yellow pine is a widely available softwood that is grown predominantly in the southeast. However, softwoods are not naturally resistant to rot or insects in the way hardwoods are, therefore they must be pressure treated (a process of forcing chemical preservatives deep into the wood). You also still need to stain or seal pressure treated wood to protect it from weathering, but it is generally the least expensive option. The toxic, arsenic-based chemical that was used in pressure-treated wood until 2003 has been replaced with copper-based alternatives that are not absorbed by the human body.

An alternative to pine is sustainably harvested ipe. This South American hardwood is dense and heavy, naturally resistant to moisture and bugs and has a fire rating similar to concrete. Be sure to choose FSC certified ipe however, as the irresponsible harvesting of this and other tropical hardwood options, including Cumaru and Tigerwood, is largely responsible for the deforestation of Amazon rainforests. Shipping is a major black mark, however, but that is somewhat offset by the longevity of the wood and the lack of chemicals needed to preserve it.

Another relatively new option in the wood realm is bamboo decking, which has comparable properties to hardwood without the disadvantages of slow growth cycles. However, to be durable enough for decking, bamboo needs to be "strand-woven," which requires the use of toxic adhesives.

Composite and Plastic Alternatives

Composite (wood fiber and plastic) and plastic decking materials have become a very popular choice in recent years due to their ability to emulate the look of wood without the ongoing maintenance issues: they resist stains, cracks and warping, and insects are definitely not interested. Additionally, they can be made with recycled materials. Be a savvy consumer, however, and look for the highest recycled plastic content to ensure a green choice. The biggest ecological downside of composite and plastic decking is that it is difficult, if not impossible, to recycle responsibly, so you need to offset that by using largely recycled product in the first place.

While low-maintenance is the biggest selling point for plastic and composite decking, it does still need to be cleaned. A pressure washer is almost a requirement to ward off mold and stains, which are much harder to remove than in wood. Additionally, composite costs almost twice as much as wood and because it's not as strong as wood, you may have to spend more money on supports during installation. However, Direct Energy notes that this a worthy trade-off: "While eco-friendly composite decks can be more expensive than wood, they are worth the price simply because you're lowering the amount of forests being cut down for your backyard play area."

Non-Wood Composites

Following the success of Trex, the leading wood/plastic composite decking manufacturer, numerous companies have sprung up that use different, eco-friendly materials for decking, including powdered paper sludge, dried rice hulls, and recycled carpet fiber. Nearly all of these require the use of polyethylene or plastic in their manufacture, but if the material is all recycled, then they are a good green option.

Aluminum Decking

If you don't need or want a wood look for your deck, consider powder coated aluminum. Strong, fire, water and insect resistant, and recyclable, aluminum has many benefits. It is also lightweight and requires no maintenance. However, it is a very expensive option, and while it is a natural resource, extraction and manufacture of aluminum is energy-intensive and very negative environmentally. Unless you can find recycled aluminum, your deck will be contributing to a substantial release of greenhouse gases.

Whichever material you choose, the longer your deck lasts, the better it is for you and the environment. One of the key components to ensuring a long, happy life span for your deck is to keep it dry. All of the materials listed above (with the exception of aluminum) will suffer from long-term exposure to water. Limit that exposure as much as possible by ensuring your deck has proper drainage when installed, and consider an awning or cover for your deck area. Keeping the water off as much as possible will result in less maintenance, a longer life and a greener deck, no matter what it's made of.

Jennifer Tuohy is an eco-conscious mom who writes about green DIY projects. Jennifer presents tips for knowing which decking materials are best for the environment. To see a selection of the composite deck options that she talks about in this article, visit The Home Depot. Read all of Jennifer's MOTHER EARTH NEWS posts here.

All MOTHER EARTH NEWS community bloggers have agreed to follow our Blogging Guidelines, and they are responsible for the accuracy of their posts. To learn more about the author of this post, click on their byline link at the top of the page.

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How to Choose Eco-Friendly Decking - Mother Earth News

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Building a deck is a wonderful way to enjoy your outdoor space. If you are covering a water-thirsty grass lawn with a deck, you are already a step ahead in the green game. However, to keep up that eco-momentum, make sure to choose an environmentally friendly material when building your new deck.

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Spread the word.

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Group 37
bethechange

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Resources for SDG 8 | Teach Economic Growth | Blog | Participate

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Teach your students about decent work and economic growth with Sustainable Development Goal 8. Here are some of our favorite resources to get you started.

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هاشم الهاشم إن ا

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هاشم الهاشم
إن الاهتمام بالغذاء ونوعيته وطرق المحافظة عليه وربط ذلك بممارسة الفرد للرياضة وغرسها في نفسه منذ الصغر سيبني جيل مبدع وصحي محققا رؤية وطني 2030 واهداف التنمية المستدامة .

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Material strength pros and cons

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Which ADA ramp material is right for your application? Compare the strength, corrosion resistance, required yearly maintenance, and price points for each material, and choose which one is best for you.

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Interested in using responsibly sourced wood products? By using FSC wood in construction, you demonstrate the strongest possible commitment to forests, and in doing so, gain significant benefits for your business...

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The Sustainable Development Goals Explained: Clean Water and Sanitation

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SDG 6 for children – Clean Water and Sanitation

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Goal 6: Clean water and sanitation - The Global Goals

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Ensure availability and sustainable management of water and sanitation for all.

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Did this Classroom Activity with my students after playing his song. It was a great class!

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Did this Classroom Activity with my students after playing his song. It was a great class!

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Greta Thunberg speaks clearly (Three talks 2018, English transcripts & German translations)

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(UPDATE: This blog post has been updated to provide English transcripts and German translations of 4 speeches by Greta Thunberg in 2018.) Table of contents Talk at TEDx Stockholm 2018-11-24 → ENGLI…

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Greta Thunberg speaks clearly (Three talks 2018, English transcripts & German translations)

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(UPDATE: This blog post has been updated to provide English transcripts and German translations of 4 speeches by Greta Thunberg in 2018.) Table of contents Talk at TEDx Stockholm 2018-11-24 → ENGLI…

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SDG 3
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 A clean environment
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 A clean environment is essential for human health and well-being
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I'm only a kid, I can't do anything about climate change.... right?

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Sustainable Development Goals Explained: Climate Action

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Climate change and its impacts

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We've all heard of it, but what is climate change and what is it doing to our planet?

So, what is climate change?

Climate change (or global warming), is the process of our planet heating up.

Scientists estimate that since the Industrial Revolution, human activity has caused the Earth to warm by approximately 1°C. While that might not sound like much, it means big things for people and wildlife around the globe.

Unfortunately, rising temperatures don't just mean that we'll get nicer weather - if only! The changing climate will actually make our weather more extreme and unpredictable.

As temperatures rise, some areas will get wetter and lots of animals (and humans!) could find they're not able to adapt to their changing climate.

Check out our magazine!
National Geographic Kids is an exciting monthly read for planet-passionate boys and girls, aged 6-13! Packed full of fun features, jaw-dropping facts and awe-inspiring photos - it'll keep you entertained for hours! Find our magazine in all good newsagents, or become a subscriber and have it delivered to your door! Ask your parents to check out the 'Subscribe' tab on our website!
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What causes climate change?

1. Burning fossil fuels

Over the past 150 years, industrialised countries have been burning large amounts of fossil fuels such as oil and gas. The gases released into the atmosphere during this process act like an invisible 'blanket', trapping heat from the sun and warming the Earth. This is known as the " Greenhouse Effect ".

2. Farming

Believe it or not, cows' eating habits contribute towards climate change. Just like us, when cows eat, methane - a type of greenhouse gas - builds up in their digestive system and is released in the form of... a burp! This might sound funny, but when you imagine that there are almost 1.5 billion cows releasing all that gas into the atmosphere, it sure adds up!

3. Deforestation

Forests absorb huge amounts of carbon dioxide - another greenhouse gas - from the air, and release oxygen back into it. The Amazon rainforest is so large and efficient at doing this that it acts like our planet's air conditioner - limiting climate change. Sadly, many rainforests are being cut down to make wood, palm oil and to clear the way for farmland, roads, oil mines, and dams.

How will climate change affect the planet?

The Earth has had many tropical climates and ice ages over the billions of years that it's been in existence, so why is now so different? Well, this is because for the last 150 years human activity has meant we're releasing a huge amount of harmful gases into the Earth's atmosphere, and records show that the global temperatures are rising more rapidly since this time.

A warmer climate could affect our planet in a number of ways:
- Shrinking sea ice
How will climate change affect wildlife?

Climate change is already affecting wildlife all over the world, but certain species are suffering more than others. Polar animals - whose icy natural habitat is melting in the warmer temperatures - are particularly at risk. In fact, experts believe that the Arctic sea ice is melting at a shocking rate - 9% per decade! Polar bears need sea ice to be able to hunt, raise their young and as places to rest after long periods of swimming. Certain seal species, like ringed seals make caves in the snow and ice to raise their pups, feed and mate.

It's not just polar animals who are in trouble. Apes like orangutans, which live in the rainforests of Indonesia, are under threat as their habitat is cut down, and more droughts cause more bushfires.

Sea turtles rely on nesting beaches to lay their eggs, many of which are threatened by rising sea levels. Did you know that the temperature of nests determines whether the eggs are male or female? Unfortunately, with temperatures on the rise, this could mean that many more females are born than males, threatening future turtle populations.

How will people be affected by climate change?

Climate change won't just affect animals, it's already having an impact on people, too. Most affected are some of the people who grow the food we eat every day. Farming communities, especially in developing countries, are facing higher temperatures, increased rain, floods and droughts.

We Brits love a good cuppa, (around 165 million cups of the stuff every day!), but we probably take for granted just how much work goes into growing our tea. Environmental conditions can affect the flavour and quality plus it needs a very specific rainfall to grow. In Kenya, climate change is making rainfall patterns less and less predictable. Often there will be droughts followed by huge amounts rain, which makes it very difficult to grow tea.

Farmers might then resort to using cheap chemicals to improve their crop to earn more money, even when long-term use of these chemicals can destroy their soil.

How are people coping with climate change?

Buying Fairtrade products can help make sure a farmer is paid a fair wage. This means they can cover their costs, earn enough money to have a decent standard of living, and invest in their farms to keep their crop healthy, without needing to resort to cheap methods of farming which can further damage the environment.

This support also helps farmers to replace eucalyptus trees - which take up a lot of water - with indigenous trees that are better for the farmers' soil. They can learn to make fuel-efficient stoves which will not only make them a little extra money, but also reduce the carbon footprint of the community - cool!

How can I help prevent climate change?

Small changes in your own home can make a difference, too. Try switching to energy-saving lightbulbs, walking instead of using the car, turning off electrical items when you're not using them, recycling and reducing your food waste.

All these little things can make a difference. You can check out more eco-friendly ideas, in our kids' guide to saving the planet! Plus, check out our cool article about Greta Thunberg, too, to discover how young people are making their voices heard.

You can download information about Fairtrade and climate change for your school, here! www.fairtrade.org.uk/schools.

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What is climate change: facts for kids | National Geographic Kids

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We've all heard of it, but what is climate change and what is it doing to our planet? Climate change (or global warming), is the process of our planet heating up. Scientists estimate that since the Industrial Revolution, human activity has caused the Earth to warm by approximately 1°C.

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What is climate change?

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Climate change describes a change in the average conditions in a region over a long period of time.

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This resource guide will take you through the sustainable forest expectations for resources

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The two major systems for forest certification are the Forest Stewardship Council (FSC) and the Programme for the Endorsement of Forest Certification (PEFC). This table is not meant to be an
exhaustive comparison. A list of references to more detailed comparisons can be found "Additional Resources".

Established

Established in 1993 at the initiative of environmental organizations.

Founded in 1999 in Europe, as an endorsement mechanism for independent, national certification systems.

Basic Principle

FSC is a system of national and regional standards consistent with ten principles of SFM that cover the following issues:

1. Compliance with laws and FSC principles

2. Tenure and use rights and responsibilities

3. Indigenous peoples' rights

4. Community relations and workers' rights

5. Benefits from the forests

6. Environmental impact

7. Management plans

8. Monitoring and assessment

9. Special sites - high conservation value forests (HCVF)

10. Plantations

These principles were developed by a global partnership of stakeholders convened by FSC. The principles apply to all tropical, temperate and boreal forests and are to be considered as a whole. All national and regional standards are derived in-country from the ten principles. The principles are expected to be used in conjunction with national and international laws and regulations, and in compatibility with international principles and criteria relevant at the national and sub-national level (FSC Policy and Standards; principles and criteria of forest stewardship) (FSC, 1996, amended in 2002).

There is variation in regional standards and in interim standards adopted by auditing bodies.

PEFC is a mutual recognition mechanism for national and regional certification systems. PEFC's environmental, social and economic requirements for SFM build on international guidelines, criteria and indicators for SFM derived from intergovernmental processes such as the Ministerial Conference on the Protection of Forests in Europe (MCPFE), and the African Timber Organization (ATO) and International Tropical Timber Organization's (ITTO) processes for tropical forests among others. PEFC's SFM standards cover the following aspects:

1. Maintenance and appropriate enhancement of forest resources and their contribution to the global carbon cycle

2. Maintenance and enhancement of forest ecosystem health and vitality

3. Maintenance and encouragement of productive functions of forests (wood and no-wood)

4. Maintenance, conservation and appropriate enhancement of biological diversity in forest ecosystems

5. Maintenance and appropriate enhancement of protective functions in forest management (notably soil and water)

6. Maintenance of socioeconomic functions and conditions

7. Compliance with legal requirements

Endorsed certification systems are assessed to be consistent with international agreements such as ILO core conventions, as well as conventions relevant to forest management and ratified by the countries, such as the Convention on Biological Diversity (CBD), CITES and others.

All national PEFC standards are independently assessed to ensure that they meet PEFC International's Sustainability Benchmarks. There is some variation with standards exceeding these requirements (PEFC, 2010).

Components, members, extent

All component standards carry the FSC brand. National initiatives for forest management certification exist in Argentina, Austria, Australia, Belarus, Belize, Belgium, Bosnia and Herzegovina, Bolivia, Brazil, Bulgaria, Burkina Faso, Cameroon, Canada, Chile, China, Colombia, Costa Rica, Croatia, Czech Republic, Cote d'Ivoire, Denmark, Ethiopia, Ecuador, Estonia, Finland, France, Gabon, Germany, Ghana, Honduras, Hungary, India, Indonesia, Ireland, Italy, Japan, Kenya, Laos, Latvia, Lithuania, Luxembourg, Madagascar, Malaysia, Mexico, Mozambique, Namibia, Nepal, Netherlands, New Zealand, Nicaragua, Norway, Panama, Paraguay, Papua New Guinea, Peru, Poland, Portugal, Republic of Congo, Republic of Korea, Romania, Russia, Slovakia, Slovenia, Solomon Islands, South Africa, Spain, Sri Lanka, Suriname, Sweden, Swaziland, Switzerland, Tanzania, Thailand, Turkey, Uganda, Ukraine, United Kingdom, Uruguay, United States, Venezuela, Vietnam, and Zambia . There are also FSC chain of custody certificates in a number of additional countries. 165 million ha have been certified under FSC (as of October 2010).
(FSC website, October 2012).

PEFC endorses certification systems once they have successfully gone through the external assessment process using independent evaluators. Endorsed SFM standards can carry their own brand names. Endorsed standards include the following: Australia, Austria, Belarus, Belgium, Brazil (Cerflor), Canda (CSA, SFI), Chile (Certfor), Czech Republic, Denmar, Estonia, Finland, France, Germany, Italy, Latvia, Luxembourg, Malaysia (MTCS), Norway, Poland, Portugal, Russia, Slovak Republic, Spain, Sweden, Switzerland, United Kingdom, and the United States (SFI, American Tree Farm System). There are also PEFC chain of custody certifications and PEFC stakeholder members in a number of additional countries. 254 million ha have been certified under PEFC (as of October 2012) (PEFC website).

Stakeholder scope

FSC is a multi-stakeholder owned system. All FSC standards and policies are set by a consultative process. Economic, social, and environmental interests have equal weight in the standard settint process. FSC follows the ISEAL Code of Good Practice for Setting Social and Environmental Standards. (FSC website).

Multi-stakeholder participation is required in the governance of national schemes as well as in the standard-setting process Standards and normative documents are reviewed periodically at intervals that do not exceed five years. The PEFC Standar Setting standard is based on ISO/IEC Code for good practice for standardization (Guide 59) and the ISEAL Code of Good Practice for Setting Social and Environmental Standards (PEFC 2010A).

Chain-of custody (CoC)

The CoC standard is evaluated by a third-party body that is accredited by FSC and compliant with international standards.

CoC standard includes procedures for tracking wood origin.

CoC standard includes specifications for the physical separation of certified and non-certified wood, and for the percentage of mixed content (certified and non-certified) of products.

CoC certificates state the geographical location of the producer and the standards against which the process was evaluated. Certificates also state the starting and finishing point of the CoC.

(FSC policy on percentage-based claims, and various FSC guidelines for certification bodies)

Quality or environmental management systems (ISO 9001:2008 or ISO 14001:2004 respectively) may be used to implement the minimum requirements for chain of custody management systems required by PEFC.

Only accredited certification bodies can undertake certification.

CoC requirements include specifications for physical separation of wood and percentage-based methods for products with mixed content.

The CoC standard includes specifications for tracking and collecting and maintaining documentation about the origin of the materials.

The CoC standard includes specifications for the physical separation of certified and non-certified wood.

The CoC standard includes specifications about procedures for dealing with complains related to participant's chain of custody.

CoC certificates state the geographical location of the certificate holder; the standard against which the certificate was issued, and identify the scope, product(s) or product(s) group(s) covered (PEFC, 2010B).

Inclusion of wood from noncertified sources

FSC's Controlled Wood Standard establishes requirements to participants to establish supply-chain control systems, and documentation to avoid sourcing materials from controversial sources, including:

1. Illegally harvested wood, including wood that is harvested without legal authorization, from protected areas, without payment of appropriate taxes and fees, using fraudulent papers and mechanisms, in violation of CITES requirements, and others.

2. Wood harvested in violation of traditional and civil rights

3. Wood harvested in forests where high conservation values are threatened by management activities

4. Wood harvested in forests being converted from forests and other wooded ecosystems to plantations or nonforest uses

5. Wood from management units in which genetically modified trees are planted (FSC, 2006)

The PEFC's Due Dilligence system requires participants to establish systems to minimize the risk of sourcing raw materials from:

(PEFC, 2010B).

1. forest management activities that do not comply with local, national or international laws related to:

operations and harvesting, including land use conversion,

management of areas with designated high environmental and cultural values,

protected and endangered species, including CITES species,

health and labor issues,

indigenous peoples' property, tenure and use rights,

payment of royalties and taxes.

2. genetically modified organisms,

3. forest conversion, including conversion of primary forests to forest plantations.

Verification

Requires third-party verification.

Requires third-party verification.

Industry associations have taken steps to encourage their members to exclude unsustainable and illegal wood from their supply chains through members' codes of conduct, industry statements, or associations' purchasing policies. Trade association policies and guidelines are, however, often voluntary.

In producing countries

Trade Association

Legality commitments

Cameroon - Groupement Filière Bois du Cameroun (GFBC) - Represents 18 organizations that are wood producers and exporters.

Through a code of conduct, members commit to respect the relevant legislation in Cameroon, including laws related to forest management, environmental laws, payment of taxes and social/labor legislation. GFBC works with other groups to build its members' capacity in areas of forest management, forest certification and legality.

In buying and producing countries

Compiled from: Hentschel, 2009; TTAP, 2010; FEDEMADERAS, 2012; WWF-Colombia et al, 2009; QWEB 2012; UK TTF, 2012; UK TTF, 2011.

In May 22, 2008, the U.S. Congress amended the 100 year-old Lacey Act on the prohibition of transporting and trading illegally gathered wildlife or wildlife products to include plants and plant-products. On October 20, 2010, the European Parliament approved the European Union Timber Regulation, requiring those who place timber and timber products in the market place to curb illegally harvested timber and timber products. In 2012 the
Australian Parliament approved the Illegal Logging Prohibition, banning the import or processing of wood logged in violation of the laws in the country of origin. The table below compares the three trade regulations.

Definition of legality

Unlawful to trade, receive, or acquire plants taken, harvested, possessed, transported, sold or exported in violation of underlying laws in a foreign country or in the U.S. The scope of laws is limited to plant protection laws, or laws to regulate: plant theft; taking plants from officially protected areas; taking plants from an officially designated area; taking plants without, or contrary to, required authorizations; failure to pay appropriate taxes or fees associated with the plant's harvest, transport, or trade; laws governing export or transshipment.

Timber logged illegally under the laws of the country of origin.

Relevant legislation includes: legal rights to harvest; taxes and fees related to harvesting; compliance with timber harvesting laws, including forest management and biodiversity conservation laws; respect for third parties' legal rights and tenure; compliance with relevant trade and customs laws.

Timber logged in violation of the laws of the country of origin. Relevant legislation includes: legal rights to harvest; taxes and fees related to harvesting; compliance with timber harvesting laws, including
forest management and biodiversity conservation laws; respect for third parties' legal rights and tenure; compliance with relevant trade and customs laws.

Requirements and applicability

Product scope

Compliance

Penalties

Implementation

* Some of the products covered include: fuel wood, wood in the rough, sawn wood, veneers, particleboard, fiberboard, plywood, frames, flooring, boxes, crates, caskets, barrels, pulp and paper, furniture, prefabricated buildings and others. The Regulation does not cover timber products or components of timber or timber products that have completed their lifecycle and would otherwise be disposed of as waste. It also excludes material used exclusively as packaging to support, protect or carry another product being placed on the market.
^ Risk assessment can be conducted through a) Timber Legality Framework where the imported product is certified under Forest Stewardship Council (FSC) or Programme for the Endorsement of Forest Certification (PEFC) standards; b) a Country Specific Guideline (CSG) where one is available, or c) against certain regulated risk factors.
Sources: EC Timber Regulation website; EIA, 2009; European Forest Institute, 2012; Official Journal of the European Union, 2010; U.S. Department of Justice, 2010.

The Forest Law Enforcement, Governance and Trade (FLEGT) Action Plan is the European Union (EU) response to concerns about illegal logging and deforestation. FLEGT started in 2001, with a ministerial conference in Indonesia; the Action Plan was completed in 2003.

The FLEGT Action Plan recognizes that consumer countries contribute to the illegal logging problem through the demand for timber and wood-based products. The Plan encompasses seven measures:

1. Development cooperation with producing countries- through actions that promote and implement solutions that are equitable and enhance transparency, and that build capacity and support policy reform.

2. Promote trade in legal timber - through the development and implementation of multilateral collaboration frameworks (VPAs) that include the establishment of legality assurance licensing systems.

3. Promote public procurement policies - that take into account the legality of timber products.

4. Support private sector initiatives - to address illegal logging, including through corporate social responsibility practices, voluntary codes of conduct and development and implementation of voluntary licensing schemes.

5. Support and promote safeguards on investments - to encourage banks and financial institutions investing in the forest sector to develop due care and screening procedures to avoid projects that could potentially encourage illegal logging.

6. Use existing or upcoming legal instruments - to support the Plan, for example, the EU Illegal Timber Regulation

7. Work to define and address conflict timber.

Overall, the Action Plan seeks to develop markets for legal products in Europe, and establish bilateral partnerships (Voluntary Partnership Agreements, or VPAs) with producing countries to build their capacity and support reforms in the governance of their forest sectors to reduce the production of illegally harvested timber. The VPAs also seek to establish and implement tracking and licensing systems, called Legality Assurance Systems, to ensure that only legally produced products enter the European Union. Establishing a Voluntary Partnership Agreement involves four phases:

1. Information and pre-negotiation phase - the EU and the producer country exchange information and materials. The producer country government assesses, in consultation with stakeholders, the appropriateness of a VPA for the country.

2. Negotiations - The EU and the producer country reach agreement on the contents of the VPA, including the details of the Legality Assurance System (LAS), and other forest governance commitments. Stakeholder consultation is critical in this phase.

3. Ratification of the agreement Both parties work to ratify the agreement. Usually the legality assurance and licensing system are developed during this phase.

4. Implementation - The producer country establishes procedures that culminate with all timber products destined for the European Union shipped from the producer country with FLEGT-licenses. The license states that the shipment is legal according to the terms of the VPA.

The Voluntary Partnership Agreements focus on the forest sector and their core concern is establishing a shared understanding of what legal timber is and a system for legal enforcement. VPAs can contribute to improved governance of forests, and can support REDD+ processes at national level. Nevertheless, VPAs are not meant to resolve other issues that are fundamental to the supply of illegal timber such as land use conflicts or accountability (Falconer, 2011).

As of October 2012, thirteen countries have agreed or enter negotiations on a Voluntary Partnership Agreement (VPA).

Cameroon

Phase: VPA ratified; system being developed

Definition of Legality:

Legality definition covers the following aspects: fiscal and administrative requirements; harvesting, forest management and processing operations; transportation; social and environmental requirements.

Legality Assurance System (LAS) Applicability:

LAS applies to all timber and timber products produced, acquired and/or traded in Cameroon, including imported timber.

Implementation:

Companies holding SFM or legality verification certificates from voluntary schemes may receive a "legality certificate" valid for one year without further verification. Private certification schemes will undergo an evaluation by the Cameroonian government to ensure their standards and verification mechanisms satisfy the requirements of the LAS.

Central African Republic

Phase: VPA signed; system being developed

Definition of Legality:

Legality definition covers the following aspects: legality of the operation; right of access to the resource; social and environmental requirements as well as rights of indigenous and local communities; logging and processing requirements; transportation and traceability; compliance with contractual obligations and relationships with subcontractors for activities other than logging.

Legality Assurance System (LAS) Applicability:

LAS applies to all timber and timber products derived from industrial forest operations (concessions, plantations); artisanal and communityproduced products might be covered in the future. A simplified LAS approach for plantations will be developed during the full implementation phase.

Implementation:

An independent auditor will periodically inspect the LAS implementation. Independent audits will occur four times per year in the first year, twice during the second and third years, and once a year from the fourth year onwards. For timber from operations that hold forest management and legality verification certificates, a process will be developed to ensure these voluntary systems meet the requirements of the LAS.

Ghana

Phase: VPA ratified; system being developed

Definition of Legality:

Legality definition covers: timber source (land ownership); allocation of timber rights; timber harvesting operations; transportation; processing and trade; and, fiscal obligations. The definition includes compliance with environmental and social requirements.

Legality Assurance System (LAS) Applicability:

LAS applies to all timber and timber products produced, processed, traded and exported from Ghana. lAS system also applies to all products, including those that are not traded in European markets and timber sold on the domestic market. Central to the LAS system is a wood tracking system to monitor and control timber throughout the supply chain.

Implementation:

FLEGT Licensing system under development and is expected to issue licenses in 2013.

Republic of Congo (Brazzaville)

Phase: VPA ratified; system being developed

Definition of Legality:

The definition of legality is applicable to both natural forests and plantations. There are two coherent definitions that are based on the forest types and forest ownership regimes; these definitions cover all types of timber and timber products. Key aspects covered by the definition of legality are: legal right to operate; access rights; social requirements, including participation of local communities and indigenous peoples; forest management, harvesting and processing of timber; transport and trade; fiscal obligations.

Legality Assurance System (LAS) Applicability:

LAS applies to all timber and timber-based products that are produced, processed, and traded (including imports, exports, and timber in transit) in the Republic of Congo. Timber and timber products that are not sold in European markets, and those that are sold on the domestic market, are also subject to the LAS.

Implementation:

FLEGT Licensing system is under development and is expected to be operational by mid 2013.

Indonesia

Phase: VPA agreed

Definition of Legality:

The definition of legality is framed around principles addressing wood harvesting and processing, and by type of forests. The definition covers the following: legal status, area, and right to use the forests; ownership of the timber; compliance with legal harvesting requirements; compliance with environmental and social aspects related to harvest; compliance with laws that regulate forest conversion; and compliance with supply chain management requirements.

Legality Assurance System (LAS) Applicability:

LAS applies to all commercial timber and timber products produced, processed and purchased in Indonesia, including exports. System might apply in the future to timber destined for the domestic market.

Implementation:

LAS under the VPA builds on the Indonesian Timber Legality assurance System (Indonesian TLAS) established in 2010. FLEGT licensing under the VPA is expected to begin in January 2013.

Liberia

Phase: VPA signed

Definition of Legality:

The definition of legality covers all aspects of timber production throughout the supply chain (forest management, timber production, processing and export). It covers aspects such as legal eligibility to operate in the forest sector; forest resource rights allocation; social obligations of contractors to local people; forest management standards for operations and harvesting to ensure sustainability; environmental obligations; regulation of timber transport and traceability obligations; timber processing requirements; workers' rights, health, safety and welfare; payment of taxes, fees and other payments; export and trade requirements; transparency measures and information disclosure.

Legality Assurance System (LAS) Applicability:

LAS will apply to all timber harvested, processed, sold in or exported from Liberia. This includes timber imported from other countries. LAS will also cover production from all types of forest holdings and by all types of operators.

Implementation:

The initial steps to implement the LAS will be outsourced and overseen by the Liberia Forestry Development Authority. The VPA also established an independent auditor to ensure proper function and oversight of the LAS by an independent third party. FLEGT licensing under the VPA is expected to begin in 2014.

Countries in the negotiation phase: Democratic Republic of Congo, Gabon, Guyana, Honduras, Ivory Coast Malaysia, Vietnam.

Countries in information/pre-negotiation phase: Bolivia, Cambodia, Colombia, Ecuador, Guatemala, Laos, Myanmar/Burma, Papua New Guinea, Peru, Sierra Leone, the Solomon Islands and Thailand.

In the context of global climate change, the FLEGT initiative and process and the development and implementation of VPAs can be seen as efforts to improve governance in the forest sector which, in turn, can be used to help countries meet national objectives related to the Reduction in Emissions from Deforestation and Forest Degradation (REDD) (see Section on Climate Change).

Sources: EC, Ministry of Forests and Wildlife of Cameroon, 2010; EC, Central African Republic Government, 2010; EFI EU FLEGT facility website; EC, Ghana Forestry Commission, 2009; EC, Republic of Congo, 2010; EC, Republic of Indonesia, 2011; EC, Republic of Liberia, 2011; EC, 2003; Falconer, 2011.

The increasing demand for wood and paper-based products will likely be met, at least in part, through the establishment of new forest plantations. The area of forest plantations worldwide has been increasing to reach 140 million ha in 2005. Slightly less than half of the world's plantations are in Asia while exceptionally fast increases were experienced in North America, Central America, Oceania and South America between 1990 and 2000 (FAO, 2006). This trend is expected to continue, especially in developing countries. Forest plantations currently make up 5% of world's forest cover, but account for 35% of total global industrial wood production. There are advantages and disadvantages that need to be considered when sourcing from forest plantations.

Planted forests (plantations) may not provide the same ecosystem services natural forests provide, but they can play a positive role in other regards:

By producing wood more efficiently, they may allow other natural forests to be managed for other forest values.

When established on previously degraded sites they may recover some ecosystem functions and services. Increased recovery of degraded lands will play an important role in meeting future demand for wood and paper-based products and services including carbon sequestration and/or crops for fuels.

However, when forest plantations reduce the production costs for timber, products from natural forests may be at a disadvantage. If natural forests become less economically viable, it could cause owners to convert their lands to other more financially attractive land uses.

Advantages and disadvantages of plantations

Advantages

Disadvantages

Focusing wood production in fast-growing forest plantations can allow other native/natural forests to be managed for other uses such as biodiversity, non-wood forest products, and aesthetics.

Some forest plantations are established using non-native species.
These plantations may not provide suitable habitat for local wildlife. Trees replacing grazing land may also adversely affect groundwater levels. If allowed to escape off-site, some non-native species may out-compete local tree species for available resources, and become a "weed" or invasive species.

Clearance of natural forests to establish plantations.

The two principal concerns about forest plantations are:

1. They may replace natural forest areas or areas in the forest landscape with unique qualities.

2. They may not be established in compliance with local laws regarding land occupation, and with authorization of local and indigenous peoples.

Sources: Boyer, 2006; FAO, 2007B; Nair, 2001.

Pollutants of interest include:

Volatile Organic Compounds (VOCs): include a variety of organic chemicals including paints, lacquers, glues and adhesives, by-products of the processing wood, and others. VOCs are precursors of ground-level ozone.

Nitrogen Oxides (NOx): NOx are also precursors of ground level ozone.

Formaldehyde: in the atmosphere formaldehyde is rapidly broken down in atmospheric ions; formaldehyde is a component of acid rain.

Methanol: methanol reacts in the air to produce formaldehyde and other chemicals that are washed out by rain. Methanol is the most common VOC found in the production of wood and paper-based products.

Sulfur Compounds: in the atmosphere sulfuric acid contributes to acid rain, and it can be transported large distances from the point of release.

Volume and Quality of the waste water including:

Biochemical or Chemical Oxygen Demand (BOD) in the water discharge; BOD is the amount of oxygen that micro-organisms consume to degrade the organic material in the water. High levels of BOD can result in the reduction of dissolved oxygen in the water. This may adversely affect aquatic organisms. BOD is usually measured in kilograms per metric ton of pulp.

Chemical Oxygen Demand (COD) in the water discharge; COD is the amount of oxidizable organic matter and it can be used as an indicator of the quantity of organic matter in the water. COD is measured in kilograms per metric ton of pulp.

Total Suspended Solids (TSS); measured in kilograms per metric ton.

Absorbable Organic Halogens (AOX), including chlorine; there has been heavy pressure to stop using elemental chlorine in the bleaching processes because chlorine compounds can react with organics and generate chlorinated compounds (dioxins). Dioxins are persistent substances that have been considered a probable human carcinogen. AOX can be used as an indirect indicator of the quantity of chlorinated organic compound in the effluent. Reductions in the amounts of AOX can be used as indicator of continued technological improvement. However, AOX from ECF-bleached pulp do not contain highly chlorinated compounds.

Sources: Conservatree, 2017; Mondi, 2017.

Recovery: The collection, separation, and sorting of paper from industrial, commercial, institutional, and household sources so that the fibers can be reused.

Recycling: The use of recovered fiber in paper and paperboard products.

Recovered paper: Paper collected for reuse from any source.

Pre-consumer material: Fibers from industrial by-products or waste (i.e. waste paper from newspaper or catalogue production).

Post-consumer material: Fibers from paper products recovered after consumer use (i.e. newspapers, magazines recovered from consumers after use).

Recycled fiber: Fibers that have been recovered from pre- or post-consumer paper or paper-board products, sorted, re-pulped, and are available for use in paper products with recycled content.

Fresh Fiber (also known as virgin fiber): Fibers extracted from wood, extracted through mechanical or chemical pulping processes.

Recycled content: The amount of recycled fibre used in a product (from pre- or post-consumer content, or from both).

Source: Adapted from WBCSD 2014

Community forest management involves efforts to include the people who live in and around forests in decisions about the forest's management. It devolves the decision-making power to the community and the members of the community benefit directly from the forest management. In principle, community forest management can create a source of stable income by providing incentives for local communities to keep their land forested, thus conserving biodiversity and ecosystem services and contributing to poverty reduction and economic development (Bowler et al., 2010). In some cases, community forest management involves collaborations with civil-society organizations, government, and donor agencies.

The number of community-based and smallholder enterprises is growing rapidly. These enterprises are important revenue generators, especially in countries where tenure and rights are formally recognized by the government. Small- and medium-sized community forest enterprises are a significant majority of the forest industry in some countries, including Brazil (96%), India (95%) and Mexico (80%) (Vidal, 2005; Molnar et al., 2007). Companies looking for a sustainable source of timber might establish business agreements with community forest enterprises directly or through an intermediary (often an NGO). In these cases, communities gain stable employment and income, improved infrastructure, and increased commercial value of their forest products.

The main challenges to community forest management include some smallholders' lack of capacity and resources to operate a forest-harvesting operation or to manage a business, and the difficulty of keeping costs and prices low enough to compete in the timber market. These small operations may compete with illegally harvested wood in the marketplace and encounter poor governance, including corruption, in the forest sector. In some cases, NGO initiatives help communities improve technical, management, and marketing capacity, facilitate relationships with buyers, and gain access to markets (Fortin et al., 2010; Kirlin, 2011).

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The two major systems for forest certification are the Forest Stewardship Council (FSC) and the Programme for the Endorsement of Forest Certification (PEFC). This table is not meant to be an exhaustive comparison. A list of references to more detailed comparisons can be found "Additional Resources".

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ADA Eco friendly suggestions

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We are thinking about a project where we design a ramp so all people can easily enter the first floor of our 150 year old school building.  (Group 56)

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2010 ADA Standards for Accessible Design

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The 2010 Standards set minimum requirements – both scoping and technical – for newly designed and constructed or altered State and local government facilities, public accommodations, and commercial facilities to be readily accessible to and usable by individuals with disabilities.