Dear teachers
Here are a few thoughts I had about sustainability education as part of the security required within Global Sustainability Education.
Cheers
Julia
Science for Peace - Round Table on Security
Tuesday, January 15, 2002, 14:30 - 17:30 (2:30 pm - 5:30 pm)
Croft Chapter House, University College, University of Toronto
Security Education Curriculum for Schools.
Includes Ecological, Social, Political, Economic, Biological and Physical Systems.
Citizenship Education for Primary Schools and Political Science in Secondary Schools
Submitted by the Sustainability Education EWOC E-Group.
QUESTIONS:
‚ In some schools we know that the focus for security is now on gun removal, policing, metal detectors etc. Past research has shown that when metal detectors were installed, there was an increase in violence, ie a lack of feeling secure and ‘fear’ in students. We know that less invasive options, such as IHTEC’s International School Peace Gardens program, create environments that gain more security in schools, and their communities. The question is should ‘security’ be taught in schools, if we wish to teach peace?
‚ Since September 11, 2001 what changes have occurred internationally within “Safe Schools Policy”?
‚ As an educational priority, is education for security, covered through education for sustainability? As shown by the Canadian Government’s development of the Arctic Council, the paradigm shift from Polar Security to Sustainability for the Circumpolar Countries, has brought people together.
‚ If planetary sustainability is related to individual survival (security) of species, which includes humans, then what are the main educational elements of security?
‚ As all students will need to learn ‘World Issues’ at every level in the future. How are International Minister’s of Education showing leadership towards curricula that teaches global critical issues and knowledge of global citizenship, the role students what their individual and community must play, and how they will live in peace in a global community?
COMMENTS:
This paper has been worked from concepts needed for an individual’s security ie the child in schools and the community ie from the bottom - up. Top-down educational involvement was also considered. We have divided the issues and policy into the three pillars of system sciences, a: Social b: Ecological c: Individual, for this paper’s development for the Evolution of World Order Conference series. The sustainability education team’s overall discussions and concepts were broad. They ranged from spirituality and the need for a paradigm shift to security values and teaching ethical behaviour. Both inner and outer security have been considered. There were many similarities between education for sustainability and education for security and we have continued to work with the holographic approach to achieve a balanced and holistic statement. George Besch, captured the topic with these words: “We may need to find ways of offering "security" for school children, while at the same time teaching that authentic security is only possible via "correcting the injustices under which most of the people of the earth are suffering". Also the best way of protecting children and youth from wars and insecurity is to prevent conflict. It was felt that there might be some difficulty in implementation of our ideas without inclusion of Boards of Education and their schools.
DISCUSSION: Who is accountable and to whom? Can leaders of nations be accountable for a situation for which they don’t feel accountable? Are authorities in a poverty ridden country as accountable as those leaders in developed countries?
ISSUES:
Social
1. International, national, & individual insecurity due to civilizations divided along lines of cultural identity.
2. Wars & injustice. Lack of concern for impact on women and children.
3. Lack of ‘Global Governance’ and the need for a global police force for security.
4. Religious dominance, religious injustice, and the responsibility of religions.
5. Economic injustice and the lack of accountability for poverty and illiteracy.
6. Trade and Tourism imbalances.
7. "All Technology has been developed for wars" PBS Frontline Feb 3. 2010
Ecological
1. Ecological destruction and land use ownership and issues.
2. Population and the need for humans to understand the role of the ecological footprint.
3. The effect of consumerism and the need for immediate reduction.
4. The present and future effects of climate change on global civilizations.
5. The role of oil and nuclear energy causing insecurity.
6. The current plans by the USA National Missile Defence in Space and their land use of the globe.
Individual
1. Global poverty and illiteracy effect security with many children and youth.
2. Ignoring United Nations Conventions & Agreements and their subsequent international laws. Reduction in basic human rights, and the lack of understanding of individual duties.
3. Lack of access to basic necessities amongst some civilizations.
4. Media’s control of issues is seen as harming children and youth.
POLICIES:
Social
1. That all children must receive Peace Education and learn conflict resolution methods. This will give them an understanding “A Culture of Peace.
2. Encourage programs that include and develop inter-cultural trust and understanding between nations. Include concepts of population reduction, using historical memory to prevent tactics of bullying and war.
3. Develop concepts that for schools that include international strategies of tithing from individuals and governments for the OXFAM suggested “children’s net”.
4. Teach 'Trading for Peace' with an understanding of the Industrial society’s negative role on Planetary Security. Student understanding of global issues may encourage countries of the UN to ban the sale of weapons to each other.
Ecological
1. Ensure curriculum includes a ‘global commons’ environmental protection focus, which includes how the vital systems of the planet are interconnected, and an understanding of issues involved in the current and future issues of climate change.
2. Teach how the ‘Ecological Footprint’ works for population equilibrium within an eco-system.
3. Teach sustainable population goals through prevention and protective methods in sex education. Address health issues with AIDS/HIV and STOP the many myths in African countries.
4. Involve alternative Energy use, this includes solar, wind energy research and their implementation strategies. To prevent resource wars over oil.
5. Include in the curriculum, refined energy concepts such as “exergy” as part of energy.
6. Develop programs that reduce the need for the concept of consumerism, to prevent ecological collapse.
7. Include information on the WMD by teaching the current facts - Keep space for peaceful uses.
Individual
1. Teach food security and equal sharing as a method of poverty reduction. This is an essential economic and security concern. It is hoped that by teaching values of sharing instead of encouraging economic greed, it will help to break the cycle of consumerism, and will in turn aid in the reduction of violence through inequality.
2. Each studnet has a right to knowledge of Global Governance, International Laws, the UN Conventions and Agreements, Human Rights and Duties, The Convention on the Rights of the Child, and Justice. Understand global politics as multi-civilizations in light of the current environmental crisis.
3. Encourage development of a global system of United Nations Associations Boards locally that represent all aspects of global and local governance and teach global citizenship. Global Governance managerial skills can be taught through IHTEC’s International School Peace Gardens. Students need an understanding of how to work with all levels of government.
4. Teach equal power in decision making. There is a need for equal representation in Parliament of men and women. Young children need to receive equal knowledge and therefore learn how to insist on equal power in decision making.
5. Ensure children’s basic needs are met and consider children where there is a lack of parental love. Caring for the basic needs of children includes 'love'. (A global issue that evolves here is the huge inroads that have occurred through war killing parents of young children in Afghanistan, Rwanda, Burundi and elsewhere around the world. This will create a massive manipulated generation of people who are controlled by educational and governmental systems. Some think that this is already occurring, such as young people in America who think that it is OK to be marched off to war, to protect their country. Young people from war torn societies and areas of armed conflict, are a generation of traumatised people, who are at risk. Additionally there is a group of children who have become child soldiers against their own or family wishes. This usually done by force through armed groups, forced circumstances, out of necessity, and out of vengeance. This creates an environment where their basic security and needs are not met. Post trauma, requires solving these concerns. To break the cycle, governments are obligated to provide the security tools to meet the basic needs of these children as fast as possible. )
6. Increase literacy through the language arts, performing arts, music literacy, media literacy is a right for every child. These contain essential human security elements that preventing violence but are currently being reduced from curriculums internationally.
7. These should cover Maslow's Basis needs.
IMPLEMENTATION:
Promote:
1. UNESCO’s “A Culture of Peace” internationally.
2. The Sustainability Education as outlined above.
3. IHTEC’s International School Peace Gardens and other environmental education related programs.
4. These through a network of Educational Ministries, Boards and Schools:
a. International Educational Institutions
b. Universities of Faculties of Education.
c. Federal Council of Ministers (Canada )
d. Provincial Council of Ministers, School Boards, and individual schools, teachers and parents.
Thursday, February 04, 2010
Thursday, January 14, 2010
Haiti Earthquate
My dear children
There has been a terrible earthquake in Haiti. Some of our International School Peace Gardens children is involved. So here is what Granny Julia has done to help our team.
The International Holistic Tourism Education Centre - IHTEC, a Canadian Educational Charity, is the organization that founded the 'International School Peace Gardens' and other programs in 1993 for Peace and Sustainability Education. www.ihtec.org
IHTEC has set up a Haiti Earthquake fund through 'Canada Helps' for donations for Haiti, so that each person can get an official Canadian Tax Receipt. The link is on the IHTEC website: www.ihtec.org Just click 'Enter' and on the top left click on the Canada Helps button and it will take you directly to the IHTEC link. Look for the drop down box which will include the words HAITI EARTHQUAKE. IHTEC will send the money directly by cheque to Nadine Patrice in Miami, USA.
IHTEC is working through Nadine Patrice, Operation Greenleaves' also a charitable educational NGO in the USA. Please visit their website www.oglhaiti. com and for a USA tax-deductible donation. You can contact Nadine on the ihtec-bd@yahoogroups.com list or directly by email: Nadine44@netscape.com
I am hoping that Nadine will be able to connect with the Sisters of the Holy Cross who have a teachers college, a secondary school and 6 elementary schools in Haiti to help them in the future. At present they are all OK but it has been raining for two weeks and as they are on a hill, they are hoping that there will not be a landslide.
I pray that:
Bulldozers will come today to clear the concrete, and get the people out.
For calm, and that their communities will support each other and work together.
For no more aftershocks.
That the military will remain calm and get the work done.
That teachers will gather the children and help them learn how to survive.
That all schools in the world will plant a peace gardens, work for peace, plant food species for food security, plant and know their biodiversity and all species.
Hugs and Peace to the children of the world.
Julia
There has been a terrible earthquake in Haiti. Some of our International School Peace Gardens children is involved. So here is what Granny Julia has done to help our team.
The International Holistic Tourism Education Centre - IHTEC, a Canadian Educational Charity, is the organization that founded the 'International School Peace Gardens' and other programs in 1993 for Peace and Sustainability Education. www.ihtec.org
IHTEC has set up a Haiti Earthquake fund through 'Canada Helps' for donations for Haiti, so that each person can get an official Canadian Tax Receipt. The link is on the IHTEC website: www.ihtec.org Just click 'Enter' and on the top left click on the Canada Helps button and it will take you directly to the IHTEC link. Look for the drop down box which will include the words HAITI EARTHQUAKE. IHTEC will send the money directly by cheque to Nadine Patrice in Miami, USA.
IHTEC is working through Nadine Patrice, Operation Greenleaves' also a charitable educational NGO in the USA. Please visit their website www.oglhaiti. com and for a USA tax-deductible donation. You can contact Nadine on the ihtec-bd@yahoogroups.com list or directly by email: Nadine44@netscape.com
I am hoping that Nadine will be able to connect with the Sisters of the Holy Cross who have a teachers college, a secondary school and 6 elementary schools in Haiti to help them in the future. At present they are all OK but it has been raining for two weeks and as they are on a hill, they are hoping that there will not be a landslide.
I pray that:
Bulldozers will come today to clear the concrete, and get the people out.
For calm, and that their communities will support each other and work together.
For no more aftershocks.
That the military will remain calm and get the work done.
That teachers will gather the children and help them learn how to survive.
That all schools in the world will plant a peace gardens, work for peace, plant food species for food security, plant and know their biodiversity and all species.
Hugs and Peace to the children of the world.
Julia
Friday, January 01, 2010
Emergency Preparedness Kit
Have you go an emergency kit? I didn't so let me share with you all the interesting things I have learned and now done.
This week I have been gathering together items that we might need in an emergency, called an Emergency Preparedness Kit. So what could happen here? As our home relies on electricity, if there is a serious power outage, or an ice storm, it takes a while sometimes a week or more, before life gets back to normal. Ontario has also had a cyclone some years ago, which caused major flooding. So we are working on both aspects.
Here are some good ideas.
Emergency Kit Ideas
Print this page - it is a checklist.
Emergency Supplies Checklist
There are basic supplies that you should have at home, work and in your vehicle. These supplies should be collected ahead of time and be easily accessible in the case of an emergency or disaster. Every family member should know where these supplies are located and what is in the kits.
Kits can be purchased from emergency supply companies and then personalized to suit your needs.
You can also put your own kits together by using the following Emergency Supply Checklist as a guide. Remember to check your supplies at least every 6 months and rotate perishables as required. Every member in your family including your pet(s) need emergency supplies.
Emergency Supplies Checklist
The following is a list of basic items that should be contained in your Emergency Supply Kit for your home. The kit should be stored in plastic tubs or plastic garbage cans on wheels and be located in a safe easily accessible area. All supplies in your kit might not be needed if you have to evacuate your home. What you take will depend on the situation.
Water
At least four litres of water per person per day is required (two litres for drinking and the remaining two for food preparation, hygiene and dish washing). Used plastic milk containers, even if washed, are not sterile and should not be used for storing water. Water should be stored in clean sterilized containers in your Emergency Supply Kit and replaced with fresh water every six months. Alternatively, water can also be stored in clear sterilized containers and kept in the freezer and rotated less often than every six months.
Food
When assembling the food items for your kit choose foods that:
You are familiar with
Do not require refrigeration
Need little or no preparation
Will not increase thirst
Require little or no water to prepare
Meet the needs of the individuals using the kits (babies, children, elderly, special diets, food allergies, etc.)
A manual can opener should be included with the food items in your kit.
Canned food, juices, dried fruit and dehydrated food are good choices.
Other items to consider including in your Emergency Supply Kit are: milk, high energy foods like peanut butter, jelly, low sodium crackers, granola bars, and trail mix, vitamins, cookies, hard candy, instant coffee, cereals, and powered milk.
All canned food and dry goods in your kit should be replaced once a year. Emergency Food Rations and Emergency Purified Drinking Water with a shelf life of 5 years can also be purchased through emergency supplies companies.
Equipment: Kitchen items
knives, forks, spoons
disposable cups and plates and bowls
manual can opener, bottle opener
all purpose knives
household liquid bleach (to treat drinking water) click here for instructions
waterproof matches
plastic garbage bags
sugar, salt, pepper
aluminium foil and plastic wrap
resealable plastic bags or small containers
small fuel stove and a can of cooking fuel for food that requires cooking (follow manufacturer's instructions for stove and fuel). Barbeques and propane stoves are good alternate cooking sources but are never to be used indoors. Remember to store fuel safely.
Emergency First Aid Kit
Purchase a well stocked ready made Emergency First Aid Kit. These kits are available through various sources and extra items can be added to fit specific needs. Some of the tailored items you might want to include in your kit are:
Prescription medication. Ensure all drugs are stored to meet instructions on the label and recommendations from your pharmacist. If possible, purchase an extra weeks supply of medication for your Emergency First Aid Kit and rotate the supply whenever you refill your prescription.
Extra eyeglasses and/or contact lens and cleaners. When purchasing a new pair of glasses consider placing the old pair in your Emergency First Aid Kit.
For more information on putting together your own first aid kit, visit the Provincial Emergency Program web site at http://www.pep.bc.ca/ for ideas.
Tools, Emergency Supplies and Other items
hand cranked, solar powered or battery operated radio with extra batteries
hand cranked, solar powered or battery operated flash lights with extra batteries
Light sticks (can be used as a source of light, or for signalling purposes)
waterproof matches or matches in a waterproof container
gas shut-off wrench, pliers, shovel and other tools
duct tape
scissors or all purpose knife
plastic sheeting
whistle
small canister, ABC type Fire Extinguisher
tube tent or extra large orange garbage bags
maps of the area, compass
work gloves, dust masks
paper, pens and pencils
needles and thread
Sanitation and Hygiene Items
washcloth and towel
towelettes, soap, hand sanitizer, and liquid detergent
toothpaste, toothbrush(s), shampoo, deodorant, comb and brush, razor, shaving cream, lip balm, sunscreen, insect repellent, mirror, toilet paper, feminine products, baby and/or special needs items as required
heavy duty plastic garbage bags and ties for personal sanitation uses
medium sized plastic bucket with tight lid to use as a make shift toilet (consider using a small shovel for digging a latrine if the need arises)
disinfectant and household chlorine bleach
Clothes and Bedding
a complete change of clothes for each household member, extra socks, underwear, extra diapers and baby products if necessary
rain gear, hat and gloves
sturdy footwear for each household member
sunglasses
sleeping bags, blankets, or thermal blankets
Speciality items (for the needs of infants, children, elderly, disabled persons and pets)
baby formula, food, teething gels, powders and diaper rash creams
entertainment and comfort items for children
books
medication, dentures and cleaning supplies, hearing aid and batteries
pet food, water, dish, medication and toys
Emergency Survival Kit "Grab and Go Bag" (could also be used for work or vehicle)
back pack (used as storage container for supplies)
a list of all contents of kit
first aid kit and instruction booklet (taking an accredited course is recommended)
water: bottled water or 5 year shelf life type emergency packaged water and possibly some juice boxes
food: energy bars, granola, fruit leather bars or 5 year shelf life type emergency food bars,
hand cranked, solar powered or battery operated radio with extra batteries
hand cranked, solar powered or battery operated flash lights with extra batteries
rain gear, emergency ("space") silver blankets or large orange garbage bags
work gloves and dust masks
spare set of clothes including sturdy footwear
matches and candles
swiss Army type knife
light sticks (minimum 2)
whistle
duct tape
rope
identification (including information regarding medical needs or medication)
important phone numbers such as number for your Out of Province/Area Contact Person
spare glasses (as needed)
prescription and non prescription medications (i.e., asprin)
map and compass
pen and pencil
special items for baby etc.
personal hygiene items (toothbrush and paste, waterless hand sanitizer, shampoo, deodorant, toilet paper/Kleenex, cards, games, books, etc.)
Work Place Kit (personalized to meet individual needs)
water and food
a few personal hygiene items
small flashlight and batteries
comfortable flat shoes
prescription and non prescription medications (i.e. asprin)
Personal Emergency Preparedness Checklist for People with Disabilities
Complete the following Activities
Establish a personal support network.
Customize an emergency health information card. Keep copies in wallet, purse and emergency supply kits.
Complete an emergency contact list.
Collect important documents. Store them in emergency supply kits, wallet and safe deposit box and give copies to personal support network and out of area contact.
Conduct an ability self-assessment.
Collect Grab and Go supplies to keep with you at all times. Include disability –related supplies in the kits.
Maintain a seven day supply of essential medications.
Keep important equipment and assistive devices in consistent, convenient and secured place.
Keep a whistle and a flashlight near you as this will help others find you in an emergency situation. The international signal for help is 3 short blasts
Write out instructions for items you will need help with in an emergency.
If you use a service animal be aware that your animal might not react as he/she usually does if there is a large disaster such as an earthquake.
First Aid Kit
Hat
Sun Screen
This week I have been gathering together items that we might need in an emergency, called an Emergency Preparedness Kit. So what could happen here? As our home relies on electricity, if there is a serious power outage, or an ice storm, it takes a while sometimes a week or more, before life gets back to normal. Ontario has also had a cyclone some years ago, which caused major flooding. So we are working on both aspects.
Here are some good ideas.
Emergency Kit Ideas
Print this page - it is a checklist.
Emergency Supplies Checklist
There are basic supplies that you should have at home, work and in your vehicle. These supplies should be collected ahead of time and be easily accessible in the case of an emergency or disaster. Every family member should know where these supplies are located and what is in the kits.
Kits can be purchased from emergency supply companies and then personalized to suit your needs.
You can also put your own kits together by using the following Emergency Supply Checklist as a guide. Remember to check your supplies at least every 6 months and rotate perishables as required. Every member in your family including your pet(s) need emergency supplies.
Emergency Supplies Checklist
The following is a list of basic items that should be contained in your Emergency Supply Kit for your home. The kit should be stored in plastic tubs or plastic garbage cans on wheels and be located in a safe easily accessible area. All supplies in your kit might not be needed if you have to evacuate your home. What you take will depend on the situation.
Water
At least four litres of water per person per day is required (two litres for drinking and the remaining two for food preparation, hygiene and dish washing). Used plastic milk containers, even if washed, are not sterile and should not be used for storing water. Water should be stored in clean sterilized containers in your Emergency Supply Kit and replaced with fresh water every six months. Alternatively, water can also be stored in clear sterilized containers and kept in the freezer and rotated less often than every six months.
Food
When assembling the food items for your kit choose foods that:
You are familiar with
Do not require refrigeration
Need little or no preparation
Will not increase thirst
Require little or no water to prepare
Meet the needs of the individuals using the kits (babies, children, elderly, special diets, food allergies, etc.)
A manual can opener should be included with the food items in your kit.
Canned food, juices, dried fruit and dehydrated food are good choices.
Other items to consider including in your Emergency Supply Kit are: milk, high energy foods like peanut butter, jelly, low sodium crackers, granola bars, and trail mix, vitamins, cookies, hard candy, instant coffee, cereals, and powered milk.
All canned food and dry goods in your kit should be replaced once a year. Emergency Food Rations and Emergency Purified Drinking Water with a shelf life of 5 years can also be purchased through emergency supplies companies.
Equipment: Kitchen items
knives, forks, spoons
disposable cups and plates and bowls
manual can opener, bottle opener
all purpose knives
household liquid bleach (to treat drinking water) click here for instructions
waterproof matches
plastic garbage bags
sugar, salt, pepper
aluminium foil and plastic wrap
resealable plastic bags or small containers
small fuel stove and a can of cooking fuel for food that requires cooking (follow manufacturer's instructions for stove and fuel). Barbeques and propane stoves are good alternate cooking sources but are never to be used indoors. Remember to store fuel safely.
Emergency First Aid Kit
Purchase a well stocked ready made Emergency First Aid Kit. These kits are available through various sources and extra items can be added to fit specific needs. Some of the tailored items you might want to include in your kit are:
Prescription medication. Ensure all drugs are stored to meet instructions on the label and recommendations from your pharmacist. If possible, purchase an extra weeks supply of medication for your Emergency First Aid Kit and rotate the supply whenever you refill your prescription.
Extra eyeglasses and/or contact lens and cleaners. When purchasing a new pair of glasses consider placing the old pair in your Emergency First Aid Kit.
For more information on putting together your own first aid kit, visit the Provincial Emergency Program web site at http://www.pep.bc.ca/ for ideas.
Tools, Emergency Supplies and Other items
hand cranked, solar powered or battery operated radio with extra batteries
hand cranked, solar powered or battery operated flash lights with extra batteries
Light sticks (can be used as a source of light, or for signalling purposes)
waterproof matches or matches in a waterproof container
gas shut-off wrench, pliers, shovel and other tools
duct tape
scissors or all purpose knife
plastic sheeting
whistle
small canister, ABC type Fire Extinguisher
tube tent or extra large orange garbage bags
maps of the area, compass
work gloves, dust masks
paper, pens and pencils
needles and thread
Sanitation and Hygiene Items
washcloth and towel
towelettes, soap, hand sanitizer, and liquid detergent
toothpaste, toothbrush(s), shampoo, deodorant, comb and brush, razor, shaving cream, lip balm, sunscreen, insect repellent, mirror, toilet paper, feminine products, baby and/or special needs items as required
heavy duty plastic garbage bags and ties for personal sanitation uses
medium sized plastic bucket with tight lid to use as a make shift toilet (consider using a small shovel for digging a latrine if the need arises)
disinfectant and household chlorine bleach
Clothes and Bedding
a complete change of clothes for each household member, extra socks, underwear, extra diapers and baby products if necessary
rain gear, hat and gloves
sturdy footwear for each household member
sunglasses
sleeping bags, blankets, or thermal blankets
Speciality items (for the needs of infants, children, elderly, disabled persons and pets)
baby formula, food, teething gels, powders and diaper rash creams
entertainment and comfort items for children
books
medication, dentures and cleaning supplies, hearing aid and batteries
pet food, water, dish, medication and toys
Emergency Survival Kit "Grab and Go Bag" (could also be used for work or vehicle)
back pack (used as storage container for supplies)
a list of all contents of kit
first aid kit and instruction booklet (taking an accredited course is recommended)
water: bottled water or 5 year shelf life type emergency packaged water and possibly some juice boxes
food: energy bars, granola, fruit leather bars or 5 year shelf life type emergency food bars,
hand cranked, solar powered or battery operated radio with extra batteries
hand cranked, solar powered or battery operated flash lights with extra batteries
rain gear, emergency ("space") silver blankets or large orange garbage bags
work gloves and dust masks
spare set of clothes including sturdy footwear
matches and candles
swiss Army type knife
light sticks (minimum 2)
whistle
duct tape
rope
identification (including information regarding medical needs or medication)
important phone numbers such as number for your Out of Province/Area Contact Person
spare glasses (as needed)
prescription and non prescription medications (i.e., asprin)
map and compass
pen and pencil
special items for baby etc.
personal hygiene items (toothbrush and paste, waterless hand sanitizer, shampoo, deodorant, toilet paper/Kleenex, cards, games, books, etc.)
Work Place Kit (personalized to meet individual needs)
water and food
a few personal hygiene items
small flashlight and batteries
comfortable flat shoes
prescription and non prescription medications (i.e. asprin)
Personal Emergency Preparedness Checklist for People with Disabilities
Complete the following Activities
Establish a personal support network.
Customize an emergency health information card. Keep copies in wallet, purse and emergency supply kits.
Complete an emergency contact list.
Collect important documents. Store them in emergency supply kits, wallet and safe deposit box and give copies to personal support network and out of area contact.
Conduct an ability self-assessment.
Collect Grab and Go supplies to keep with you at all times. Include disability –related supplies in the kits.
Maintain a seven day supply of essential medications.
Keep important equipment and assistive devices in consistent, convenient and secured place.
Keep a whistle and a flashlight near you as this will help others find you in an emergency situation. The international signal for help is 3 short blasts
Write out instructions for items you will need help with in an emergency.
If you use a service animal be aware that your animal might not react as he/she usually does if there is a large disaster such as an earthquake.
First Aid Kit
Hat
Sun Screen
Wednesday, December 30, 2009
Canadian Images
Dear Children
I have kept and re-looked at all the Australian Christmas cards that people have sent me from Australia. The ones with kangaroo's, koala's, boomarangs have now been scanned and uploaded to my digital picture frame. Aboriginal art work and so on. So I looked through my Christmas cards to see if any had photos of things that were truly Canadian, and found none. We have a new colour printer, so I went through many of the photos I have taken since I have been in Canada. Here is the result for you. Today I have added a description beneath all of them for you.
You will need to click on each one to get the message underneath. Or you can use the slide show. Enjoy
Here are the rest of the Photos
Love
Julia
Saturday, December 05, 2009
Copenhagen Climate Change Conference
Dear friends
By now you must of heard and felt the effects of the Climate Change that is upon us. Here is how you can participate. http://unfccc.int/2860.php
You can get your own clock at this link http://unfccc.int/home/items/4688.php
Love
Julia
By now you must of heard and felt the effects of the Climate Change that is upon us. Here is how you can participate. http://unfccc.int/2860.php
You can get your own clock at this link http://unfccc.int/home/items/4688.php
Love
Julia
Friday, December 04, 2009
International Peace Garden, Manitoba Canada; North Dakata, USA.
My dear children
I had a phone call with Douglas Hevenor, CEO of the International Peace Garden. He is very interested in sharing our vision and website resource, with schools that visit their peace garden. Here is a little of what is on their website.
Peace
Julia
...............
Since 1932, nestled on the U.S. and Canadian borders of North Dakota and Manitoba in a symbol of friendship, lies a “One of a Kind” International Peace Garden. Reflecting pools and dazzling colorful floral displays of over 150,000 flowers splash across the grounds of the Formal Garden’s terraced walkways. The 14-bell chime echoes faintly, as the length of the formal garden area is viewed from the upper terrace. In the distance, the 120-foot concrete Peace Tower, and the Peace Chapel can be seen at the end of the formal garden. Tourists ponder the beauty of the two floral displays of the American and Canadian Flags, the only two floral designs that remain the same each year. Presented to the Garden by the Japanese Government, seven Peace Poles in which, “May Peace Prevail” is written in twenty-eight different languages.
Food and Population Roundtable Statement
Science for Peace and Canadian Pugwash,
Global Issues Project
Global Sustainability Education Concepts
FOOD AND POPULATION ROUNDTABLE November 20 - 21, 2009
Written by Julia Morton-Marr. Edited by Adele Buckley, Heiner Benking, Richard Schwartz, Helmut Burkhardt, and others at Science for Peace.
Recommendations to the Interdisciplinary Roundtable:
1. Whereas the outcome statement from the Global Issues Project, Climate Change and Energy Roundtable, ‘Wasan Action Framework’ held in September 2007, identified the root causes of many crises, identified the large and growing human population as a root cause of many current crises; and
2. Whereas the world is rapidly approaching an unprecedented climate catastrophe and is also severely and increasingly threatened by deforestation, rapid species extinction, soil erosion, desertification, air and water pollution, scarcities of water, energy and other valuable resources and other environmental threats; and
3. Whereas the Club of Rome identified the population growth paradigm in 1972 in the “Limits of Growth” and little has been achieved to slow the growing population; and
4. Whereas we are currently at the mid-point of the ‘UN Decade of Education for Sustainable Development’ (UNDESD 2005-2009); and given that UNESCO held a 5 year International congress which unanimously endorsed the ‘Bonn Declaration’; and given that the Declaration (subsequently unanimously endorsed by UNESCO) emphasizes the need for improved educational efforts worldwide regarding food security, health, biodiversity, climate change, lifestyle changes, risk reduction, healthy water, and sustainable economies; and
5. Whereas many universities and Ministries of Education are re-orienting education towards sustainability; and
6. Whereas long term existence of human civilization must be the main value in Sustainability Education and curriculum decision-making for the future.
WE urge action by all Ministers & Departments of Education and Health within Governments, Universities, Schools, Colleges and Communities to:
7. Examine population issues in depth within Sustainability Education curricula, as a life saving value, on the basis that all humans have the right to exist.
8. Educate for long term sustainability, using interdisciplinary methods of system science. Teach the negative effects of compounding forest removal, increasing agricultural land use for housing, roads and other non-agricultural purposes, and the burgeoning population increase, thus placing all species at risk because of the resultant food & water insecurity.
9. Promote the importance of plant-based diets, and encourage major reductions in the animal-based portions of Western diets. Animal-based diets contribute significantly to many diseases, climate change, deforestation, species extinction, soil erosion, water and air pollution, decertification, and wasteful use of water, land, and energy.
10. Develop population programs and sex-ed curricula that develops awareness and knowledge on current population and food crises, to empower lifestyle changes.
We call upon our governments and education systems to involve their entire citizenry in positive actions to achieve the following goals:
11. Provide training and government support to prevent food wastage, in a way that is applicable to the differing social structures of both developed and developing countries.
12. Support the United Nations Food & Agriculture Organization’s work on the severe global food crisis. and increase sharing food as part of the global larder.
13. Re-construct soils by organic agricultural methods, and use bio-carbon sequestration with the intent to restore lost carbon. Establish gardening and re-cultivation schemes in rural and urban areas, to re-create fertile soils and reverse desertification.
14. Grow food in many local gardens and promote the purchasing of locally grown food. A useful example: IHTEC’s International School Peace Gardens program.
15. Remove all products that degrade species procreation hormones, with particular focus on plastics.
16. Ban all products that deplete the ozone, as increased UV radiation decreases crop yields.
17. Empower women to achieve lower birthrates through sex education, and promotion of the use of condoms and abstinence.
Media & Laws
18. Remove advertising of sex and fertility drugs on TV around the world. Instead use TV, Radio programs and Magazines to promote women’s health and population stability.
19. Involve NGO’s, women’s networks and computer networking with these messages.
20. Facilitate workshops for governments, and encourage local and national governmental officials to champion the issues of food and population.
Poverty and Women’s Health and Equality
21. Wherever food or agricultural aid (e.g. crop seeds, goats etc. ) is provided, deliver condoms and education.
22. Encourage women’s meetings and dovetail sex education with other programs, as already practiced by the Grameen Bank, which gives micro loans in Bangladesh.
23. Empower women in developing countries to provide community education on population issues and family planning. Population is a women’s health issue.
24. Include mothers and daughters in western countries in the process of population education.
25. Involve fathers and sons in conception education. Men must understand the implications of additional children for their families and for society.
26. Engender respect and equality for women in all societies.
27. Use dance, dramatic presentations and soap opera’s to help educate people about birth control and other population-related issues.
Religious Communities
28. Involve all organized religions as well as interfaith groups. Globally, all must recognize that all life on earth is at risk.
29. Request all religious groups to accept and teach these population and food concepts.
Global Issues Project
Global Sustainability Education Concepts
FOOD AND POPULATION ROUNDTABLE November 20 - 21, 2009
Written by Julia Morton-Marr. Edited by Adele Buckley, Heiner Benking, Richard Schwartz, Helmut Burkhardt, and others at Science for Peace.
Recommendations to the Interdisciplinary Roundtable:
1. Whereas the outcome statement from the Global Issues Project, Climate Change and Energy Roundtable, ‘Wasan Action Framework’ held in September 2007, identified the root causes of many crises, identified the large and growing human population as a root cause of many current crises; and
2. Whereas the world is rapidly approaching an unprecedented climate catastrophe and is also severely and increasingly threatened by deforestation, rapid species extinction, soil erosion, desertification, air and water pollution, scarcities of water, energy and other valuable resources and other environmental threats; and
3. Whereas the Club of Rome identified the population growth paradigm in 1972 in the “Limits of Growth” and little has been achieved to slow the growing population; and
4. Whereas we are currently at the mid-point of the ‘UN Decade of Education for Sustainable Development’ (UNDESD 2005-2009); and given that UNESCO held a 5 year International congress which unanimously endorsed the ‘Bonn Declaration’; and given that the Declaration (subsequently unanimously endorsed by UNESCO) emphasizes the need for improved educational efforts worldwide regarding food security, health, biodiversity, climate change, lifestyle changes, risk reduction, healthy water, and sustainable economies; and
5. Whereas many universities and Ministries of Education are re-orienting education towards sustainability; and
6. Whereas long term existence of human civilization must be the main value in Sustainability Education and curriculum decision-making for the future.
WE urge action by all Ministers & Departments of Education and Health within Governments, Universities, Schools, Colleges and Communities to:
7. Examine population issues in depth within Sustainability Education curricula, as a life saving value, on the basis that all humans have the right to exist.
8. Educate for long term sustainability, using interdisciplinary methods of system science. Teach the negative effects of compounding forest removal, increasing agricultural land use for housing, roads and other non-agricultural purposes, and the burgeoning population increase, thus placing all species at risk because of the resultant food & water insecurity.
9. Promote the importance of plant-based diets, and encourage major reductions in the animal-based portions of Western diets. Animal-based diets contribute significantly to many diseases, climate change, deforestation, species extinction, soil erosion, water and air pollution, decertification, and wasteful use of water, land, and energy.
10. Develop population programs and sex-ed curricula that develops awareness and knowledge on current population and food crises, to empower lifestyle changes.
We call upon our governments and education systems to involve their entire citizenry in positive actions to achieve the following goals:
11. Provide training and government support to prevent food wastage, in a way that is applicable to the differing social structures of both developed and developing countries.
12. Support the United Nations Food & Agriculture Organization’s work on the severe global food crisis. and increase sharing food as part of the global larder.
13. Re-construct soils by organic agricultural methods, and use bio-carbon sequestration with the intent to restore lost carbon. Establish gardening and re-cultivation schemes in rural and urban areas, to re-create fertile soils and reverse desertification.
14. Grow food in many local gardens and promote the purchasing of locally grown food. A useful example: IHTEC’s International School Peace Gardens program.
15. Remove all products that degrade species procreation hormones, with particular focus on plastics.
16. Ban all products that deplete the ozone, as increased UV radiation decreases crop yields.
17. Empower women to achieve lower birthrates through sex education, and promotion of the use of condoms and abstinence.
Media & Laws
18. Remove advertising of sex and fertility drugs on TV around the world. Instead use TV, Radio programs and Magazines to promote women’s health and population stability.
19. Involve NGO’s, women’s networks and computer networking with these messages.
20. Facilitate workshops for governments, and encourage local and national governmental officials to champion the issues of food and population.
Poverty and Women’s Health and Equality
21. Wherever food or agricultural aid (e.g. crop seeds, goats etc. ) is provided, deliver condoms and education.
22. Encourage women’s meetings and dovetail sex education with other programs, as already practiced by the Grameen Bank, which gives micro loans in Bangladesh.
23. Empower women in developing countries to provide community education on population issues and family planning. Population is a women’s health issue.
24. Include mothers and daughters in western countries in the process of population education.
25. Involve fathers and sons in conception education. Men must understand the implications of additional children for their families and for society.
26. Engender respect and equality for women in all societies.
27. Use dance, dramatic presentations and soap opera’s to help educate people about birth control and other population-related issues.
Religious Communities
28. Involve all organized religions as well as interfaith groups. Globally, all must recognize that all life on earth is at risk.
29. Request all religious groups to accept and teach these population and food concepts.
Subscribe to:
Posts (Atom)