World Citizen's - March 25, 2010

Today I was invited to speak at the monthly World Citizen's meeting about the work that UNAC Toronto Branch and IHTEC have been focusing on towards the Ontario Day of Peace. It was a time of testing the early research re how people celebrated International Day of Peace. There were five of us around the table. Although we are a small group the general feeling was that this was a worthwhile project. Discussion focused on the methodology of how we are going about the different stages of implementation, and the need for pan-political nature for inclusion of all. A folder containing the major documents that had been developed so far.

Julia

War 1812 Anniversary in 2012-14 Niagara Falls

IHTEC attended Friday's Arts event in Hamilton, Ontario.

As part of the War 1812 Anniversary Celebrations in 2012-14, IHTEC is working with the Niagara Falls City Council Parks & Recreation Department, to help schools plan and plant an International School Peace Garden in all schools both sides of the USA / Canada border.

IHTEC is partnering with Niagara Falls Parks Commission, Niagara Falls Secondary Schools, Niagara Falls City Council Parks & Recreation Department, Schools in Bloom and others. There are 14? City Council's along the Niagara Peninsula. Also several School Boards of Education.

UNAC The Ripple Effect (Water) launch at Queen's Park

Dear friends

Earth Day today. What did you do?

I had a very exciting invitation to attend the launch of the United Nations in Canada, "The Ripple Effect Ontario - Youth Statement on Conserving and Protecting Ontario Water." The had created beautiful display panels as a backdrop for the event. Some young people from the Youth4Water also were there.

A First Nations woman sang us their water songs with a drum and told us their sacred water story. Then a large group of youth read out their statement with their leader, Dagna. There were a number of speakers and important politicians in the room.

So here are a few things to remember that you can do.

1. Visit the UNAC Ripple Effect website:

http://www.unac.org/rippleeffect/index.htm


2. Check on my blog for the 'Water Dedication' that I wrote, for you to sign and put on your fridge. This has been seen by the water scientists. If you would like to contact any of the scientists and I will gladly ask them to connect with you.

http://ispg.blogspot.com/2009/04/water-dedication-for-earth-day.html



3. Re-visit the Murray River Slide Show for South Australia which is some of the results of my research with the University of South Australia. They are still having a drought, even though there has been some rain, it is not enough. It is on this link:

http://www.ihtec.org/index.php?id=137

Look for - Murray-Darling Basin Crisis Presentation

4. Also just under this is the link to the Freshwater Roundtable where all the academic papers, slide shows and program is.

*** Please follow this link for the *COMPLETE LIST* of the Expert RoundTable's Presentations and Documents ***

5. Here is the outcome statement from the Science for Peace / Canadian Pugwash, Global Issues Project, Expert Round Table on Water.

DECLARATION in English http://www.cafeweltgeist.org/ihtec/GIPWaterRT/freshwater-decEN.pdf

DECLARATION in French www.cafeweltgeist.org/ihtec/GIPWaterRT/freshwater-decFR.pdf


4. The IHTEC water curriculum is on the same page at this link. It is a 76 pg document.

www.cafeweltgeist.org/ihtec/GIPWaterRT/WaterEdition-76pg-26Nov08-medres.pdf

This has been designed by our German web designer, Eric Schneider, who is the online Youth Leader. He designed it as a postive newspaper for schools and communities to enable learning about water issues and their relationships with the 'web of life'. It contains many web links, and positive things to do for communities.

Please look after your water. Keep it in the water cycle where you are.

Cheers
Julia

Ontario Day of Peace Proclamation - UNACTO / IHTEC

March 22, 2010 saw the launch of the "Ontario Day of Peace - for Peace & Sustainability Education" Proclamation at Queen's Park, Ontario, Canada by the United Nations Association in Canada - Toronto Region Branch and IHTEC.

150 people witnessed the reading by Julia Morton-Marr. Melinda Rooke, Chair, UNACTO Environment Committee and Georgina Bencsik with other members of UNACTO organized this event.

Below is the draft Ontario Peace Day Proclamation which is now in the process of being developed into a Private Members Bill.

.......

United Nations Association in Canada, Toronto Region Branch


PROCLAMATION FOR ONTARIO PEACE DAY

Whereas each 21st day of September is celebrated and observed world-wide as ‘International Day of Peace’ as established by the United Nations by A/Res/36/67, 30 November 1981, which has been widely accepted across Canada and the world; and

Whereas the United Nations Decade for a Culture of Peace and Non Violence for Children 2001 - 2010 Resolution A/55/47 adopted by the General Assembly on 29 November 2000 finishes at the end of this year, and

Whereas the United Nations Decade for Sustainable Development and Education 2004 -2014, General Assembly Resolution A/RES/59/237 , is currently at the mid-point of the Decade (UNDESD 2005-2009); and given that United Nations Educational, Scientific and Cultural Organization (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 peace education; and

Whereas the 2009 United Nations Conference on Climate Change was held in Copenhagen, 7 - 19 December 2009, and noting the Conference of the Parties serving as the meeting of the Parties to this Protocol was popularly known this time as COP15 which resulted in the Copenhagen Climate Accord; and

Whereas the United Nations 2010 is the International Year of Biodiversity as adopted by the General Assembly of the United Nations Resolution A/RES/61/203, with a view to bringing greater international attention to bear on the issue of the continued loss of biodiversity and recalling the need to expedite the implementation of the Global Initiative on Communication, Education and Public Awareness of the Convention on Biological Diversity; and

Whereas deeply concerned that 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 environmental threats, which are to be addressed by the “United Nations Earth Summit 2012 - Sustainable Development the Peace of the Future”, commonly know as Rio+20; and

Whereas long term existence of human civilization must be the main value in Peace and Sustainability Education and curriculum decision-making for the future, recognizing some progress is being achieved, but by proclaiming ‘Ontario Peace Day’ and ‘Canada Peace Day’ the Government of Ontario will include all citizens of Ontario and Canada in peace and sustainability education; and

Whereas, as a precedent for the world, the City of Toronto, Canada recognized 21 September, 2009 as “ International Day of Peace in Toronto” to “translate humanity's aspirations for world peace into a reality for future generations”; and also, the state of Hawaii, USA recognized 21 September, 2008 as “Hawaii Peace Day” in Resolution No. 08-57 “to promote peace programs, improve international relations and increase educational awareness of peace” and that everyone in Hawaii is “encouraged to observe and celebrate Peace Day”;

Accordingly, we, the undersigned, urge action by all Ministers & departments of education within Governments; Universities; Colleges; Schools and Local Communities, to:

a) Implement United Nations Day 21 September as Ontario Peace Day to promote and foster the implementation of peace and sustainability education.

b) Educate for long term peace and sustainability, using interdisciplinary methods to instill values of environmental stewardship.

c) Increase awareness of issues of deforestation and forest degradation, the increasing agricultural land use for housing, roads and other non-agricultural purposes; and other global issues such as climate change, water reduction, ozone depletion, and acidification of oceans.

Update: Oct 27.

Fresh Water Roundtable Reading List

Reading List: Global Issues Project
Expert Roundtable on Water
November, 8-9, 2008

Bakker, Karen. Eau Canada: The Future of Canada’s Water, University of British Columbia Press, 2006. ISBN 9780774813402

Barlow, Maude. Blue Covenant: The Global Water Crisis and the coming Battle for the Right of Water, McClelland and Stewart, 2007. ISBN 978-0-7710-1072-9

Brandes, Oliver M., Maas, Tony and Reynolds, Ellen. Thinking Beyond Pipes and Pumps: Top 10 ways communities can save water and money, Project on Ecological
Governance, University of Victoria. ISBN 13-978-1-55058-350-2

De Villiers, Marq. Water, Stoddart Publishing Co., 2000. ISBN 0-7737-6174-8

Glennon, Robert. Water Follies: Groundwater Pumping And The Fate Of America's Fresh Waters, Tucson: University of Arizona, Island Press, 2002. ISBN 978-1-559-63223-2

Homer-Dixon, Thomas. The Upside of Down: Catastrophe, Creativity and the Renewal of Civilization, Alfred A. Knopf Canada. ISBN 13-978-0-676-07722-6

Korten, David C. When Corporations Rule the World, West Hartford: Kumarian Press and San Fransisco: Berrett-Koehler Publishers, 1995.

Montgomery, David R. Dirt: The Erosion of Civilization, Berckeley and Los Angeles: University of California Press, 2007.

Morris, T.J, Boyd, D.R., Brandes, O.M., Bruce, J.P, Hudon, M., Lucas, B., Maas, T., Nowlan, L., Pentland, R., and Phare, M. Changing the Flow: A Blueprint for Federal Action on Freshwater, The Gordon Water Group of Concerned Scientists and Citizens, 2007. ISBN 978-0-9699660-3-6

The World Watch Institute. State of the World, W. W. Norton & Company, 2005, 2006, 2007, 2008 , 2009. ISBN 978-0-393-32934-0, 2005

United Nations. World Water Development Report II: Water a shared responsibility, UNESCO World Assessment Program, New York: UNESCO & Berghan Books, 2006

Wood, Chris. Dry Spring: The Coming water crisis of North America. Raincoast Books, 2008. ISBN 13-978-55192-814-2




November 4, 2008

ISPG Forests and Biodiversity Dedication

Dear teachers and children

This dedication is for the UN International Year of Biodiversity 2010, for teachers and individuals to discuss and to help in the restoration of earth.

International School Peace Gardens is one way to help promote the learning and promotion of best practices that are needed, for the earth.

First written on 13 Feb 2010

Cheers
Julia
................

ISPG Forests and Biodiversity Dedication
supported by
Canadian Pugwash & Science for Peace
Global Issues Project.
February 13, 2010



I ...................................................................................

from ................................................................................................................. give my word that I will strive to protect local biodiversity, wherever I am in the world. I understand that the web of life is at risk in this time of climate change, which is heating the planet. During this the United Nations, 2010 International Year of Biodiversity, I will endeavour to:

1. Use the knowledge that the removal of rain forests around the world is reducing the world’s biodiversity at an unprecedented and dramatic rate.

2. Learn the names of all species that are part of my local biodiversity.

3. Replant a variety of species constituting local biodiversity both at home, in my community and in my International School Peace Garden.

4. Reduce my consumption and share my resources with those who have less, in a effort to reduce poverty.

5. Restore local soil that has been altered through biodiversity loss.

6. Protect all species requiring biodiversity for their homes.

7. Support, with the goal of a one or two children, to reduce human impacts on biodiversity.

8. Reduce my dependence on fossil fuels and use alternative energy

9. Use technology for peaceful purposes.

10. Read, sign and implement the “Water Dedication” from 2008.

11. Encourage the nations having rain forests, so that they can protect those rain forests, for the common good of all.

12. Work with my local politicians to preserve and restore biodiversity.


Signed:.........................................................

Date:.............................................


Instructions: The “Forest and Biodiversity Dedication” is a great example of action on sustainability for Earth Day, April 22, and other United Nations Days and Years.

Teachers can use it as a teaching tool. Religious groups, students and their communities can distribute, read, sign, keep and frame the dedication, as they dedicate themselves in their International School Peace Garden annually. More information on the UN 2010 International Year of Biodiversity on http://www.cbd.int/

Security Education - by Julia Morton-Marr

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.