Land Use: Growing Energy and Fuel

How does the world get from one powered by fossil fuels to one that runs entirely on energy from the wind, sun, earth’s heat and water movement?

What’s the problem?

If Britain is to become a Zero Carbon economy we have to replace our current reliance on fossil fuels for energy with non-carbon or low carbon alternatives. An important part of the solution is to power-down – reduce our use of fossil fuels and to power up -– create sustainable sources of power that do not emit Greenhouse Gas Emissions. The Centre for Alternative Technology in Machynlleth has developed a comprehensive plan. This includes a major shift to supplying our energy needs by electricity powered by a combination of wind, wave, solar and hydro-power. These renewable sources of power will replace our dependence on fossil fuels for electricity. However, this still won’t be enough to provide all our energy requirements.

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      string(262) "world.” “I am a river, I speak for all rivers in the world”.Part 2: Invite each animal to say how life has changed for them as a result of what humans are doing. For example, “As a bee I am affected by air pollution.” In response the Beings in ..."
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      string(3719) "world.” “I am a river, I speak for all rivers in the world”.Part 2: Invite each animal to say how life has changed for them as a result of what humans are doing. For example, “As a bee I am affected by air pollution.” In response the Beings in the Council say, “We hear you, bee.”“I am orangutan. I am losing my home in the forest because it is being cut down to grow palm oil”. In response the Beings in the Council say, “We hear you, orangutan.”“I am river. You are emptying poison into me and all river life is dying.”In response the Beings in the Council say, “We hear you, river.”One by one all the living things speak and the Council responds.Part 3: Resume speakingAll the living things are suffering because of the humans. It would be good for humans to hear what we have to say. Would five or six of you put down your masks and move to the centre of the circle to be humans?Ask the remaining animals to speak directly to the humans: “Hear us, humans. This is our world too. And we’ve been here a lot longer than you. Yet our days are numbered because of what you are doing. Be still for once and listen.”The humans sit silently as the Council continues. “Oh, humans, as a bee I was the pollinator of your orchards and plants. Look what has happened to me because of the pollution you have put in the air”.“Oh, humans, as an orangutan I lived a beautiful life in the forest. Now you have destroyed our forests my family is dead and I’m afraid I will die soon. What will become of my children?”“Oh humans, once I was the source of all clean water to support all life on earth. Now you are poisoning me what will become of all the creatures that depend on me?”After a time when about six ‘living things’ have spoken ask other humans to replace the ones in the centre who return to the circle and pick up their masks. In this fashion, everyone takes a turn to listen as a human. When all the beings have had a chance to address the humans and call them to account return to the script and address the Council:You are the Council of All Beings and you have spoken. For all their money and power, the humans now are frightened. They feel overwhelmed at what they have done. They realise that all our lives are in their hands. They know they have to change their ways. What strengths and gifts can each of us give them to help them now?Now each being has the chance to offer a gift to the humans to help them stop the destruction of the living creatures of the world. “I, bee, offer you my wings and give you the power to fly over the world and see what I do. Remember you need me to pollinate your plants.”“I, orangutan, offer you the chance to see we are not so very different, remember I have a family and children like you. Give me a chance to stay in my home.”“I, river, are flowing water, from which all life flows. Treat me as if I were a living thing. Stop polluting me, for when you pollute me you pollute the world.”When all the animals have spoken to the humans, they should take off the masks one by one and place them down. As each one does this the others say, “thank you bee” etc. Stage 4: DebriefReconvene the children in a circle to share their experiences. Ask them initially to talk in pairs and then ask if someone wants to share with the whole group. Then go around the circle and give everyone a chance to speak. Children can say ‘pass’ if they have nothing to share. Finally, ask the children to think about what they have learnt through the exercise in their own time and decide if they want to do something about it and how we might help each other to protect the living world. "
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Climate Curriculum

Understanding The Council of All Beings In Climate Teaching

9 Nov 2020

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      string(2807) "it?”Ask the children to get together in pairs. “Tell your friend what is special about your tree.” Falling leavesWhen leaves are thrown into the air and allowed to drift slowly to the ground, they make interesting shapes and patterns as they fall. Demonstrate this to the children and then tell them to go and experiment with different leaves until they find one that makes a pattern they really like. Ask them to bring it back and when all the children are together, ask each child to show the shapes his or her leaf makes as it falls to the ground.Active Listening At the end of the walk (you needn’t have gone very far) draw the children into a circle and tell them to pair off. Each child then tells their partner what they liked best about the walk. Person A should talk briefly for 2-3 minutes, with B just listening attentively. Then B speaks and A listens. Ask each child to report briefly to the whole group something their partner said about the walk. In this way each child gets an opportunity to talk to one other person about their feelings. This avoids any embarrassment about sharing feelings with a large group. It is also often easier to report back on what someone else has said, rather than on one’s own responses. Before leaving the trees, if possible, collect one leaf for each child in the group and put all the leaves in a bag. Back in the classroom ask each child in turn to take a leaf from the bag. Ask them to close their eyes:“With your eyes closed, feel your leaf very carefully. Pay attention to the texture, to any ridges or soft bits, hard bits…. (wait about 45 seconds) now open your eyes and look at your leaf very closely for a further minute. Smell your leaf.”Collect all the leaves in the bag and ask the children to gather either in a circle on the carpet or round a table. Empty the bag onto the carpet/table and ask the children to find ‘their’ leaf. This usually takes only seconds. Ask the children to say how they recognised ‘their’ leaf. It is always interesting to hear the imaginative ways children talk about their leaves; it is surprising what shapes or animals or things they have ‘seen’ in their leaf. Once they have examined a leaf in detail so they can pick it out in a crowd they feel that somehow it ‘belongs’ to them. The children are often very attached to their leaf and want to keep it.Aesthetic appreciationFollowing this activity, you can secure children’s aesthetic understanding of the wonder of nature through art-work or creative writing. Children can make detailed drawings of their leaves, or impressionistic paintings or write a poem or creative prose about their leaves. Others may prefer to reflect on a single tree or the whole woodland. "
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Climate Curriculum

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      string(5062) "Councils have several statutory duties relating to youth participation; to ensure all young people participate in education or training. This Local Government Association report paints a fragmented picture of 17 funding streams managed by eight departments or agencies, spending more than £10 billion a year. This results in a lack of join-up at a local level and a system that doesn’t work for everyone and many young people fall through the gaps.Furthermore, the unexpected Covid-19 crisis has only exacerbated a bad situation into a dire one that calls on immediate Government action to tackle the disproportionate effect of the crisis on young people. Some of these will demand a swift response with quick measures while others, for example, more structural reforms, a medium-term response.Councils and combined authorities are already working closely with employers, colleges and many others involved in education and job-training to try and ensure nobody is left behind after we get through this crisis. However, they are hamstrung by a national employment and skills system that is increasingly centralised and ineffective.The Government needs to use the Spending Review to devolve careers advice, post-16 and skills budgets and powers to local areas. This would allow councils, schools, colleges and employers to work together to improve provision for young people so that they can get on in life. They are ideally placed to bring employment and skills initiatives together.This report makes several key recommendations to support an inclusive economic recovery – helping young people to ensure that the next generation doesn’t become a lost ‘pandemic generation’ with scars for years to come.Key Recommendations for Government:Set up a Youth Employment and Skills Taskforce and appoint a Youth Minister. The absence of a youth participation strategy and action plan to bring together the work of different Whitehall departments or a Minister with overall responsibility demonstrates an ineffective use of limited resources. The appointment of a Youth Minister should be to provide a rapid and focussed response to prevent a lost ‘pandemic generation’ – working across Whitehall and having oversight of the Youth Employment and Skills (YES) Taskforce. Work with councils and combined authorities to localise investment in the new active labour programmes for those out of work. Experience from previous recession shows that rapid high-quality re-employment support for the newly unemployed is critical to ensure that recently unemployed are assisted back to work as swiftly as possible.Work in partnership with councils and combined authorities to plan, coordinate and deliver the Kickstart Scheme. This will ensure it meets local labour market demand and secure public and private sector buy-in. Grant additional powers and resources to councils and combined authorities to extend the September Guarantee offer.     There should be a student premium for providers to support disadvantaged students. A maintenance allowance for young people to study further, particularly the disadvantaged and those who are NEET or RONI. There should be a funding requirement for providers to agree the appropriateness of provision with councils and combined authorities.Grant apprenticeship flexibilities to increase the number of young people starts and completions. Even before the COVID-19 crisis apprenticeships starts were low for young people and needed to be improved. With greater Levy flexibilities councils and combined authorities can enable employers to develop greater opportunities for young people.Provide greater investment and incentives for employer to promote the take-up of T Levels. As T Levels are rolled out, it is important to raise awareness of these as an alternative to academic route for employers and young people.Establish data sharing protocols to open-up access and share Government departments’ evidence, including granular and longitudinal data. Targeted support is more effective and can deliver value for money. Whitehall departments, for example, DfE collect a mass of information, including longitudinal (comparing students’ levels of education to their levels of employment and earnings in later life) data that can help deliver a more targeted approach. The report recommends by 2022 Government should:Trial at least one Work Local pathfinder in each region across England. Establish an integrated Youth Employment and Skills (YES) Service. Give councils and combined authorities the power and resources to co-design and co-commission a local career offer. Provide dedicated careers / transition support funding for secondary schools (and academies) to fulfil their responsibilities. Give councils and combined authorities’ the tools and resources to enable them to plan a coherent post-16 offer. Provide a multi-year flexible funding pot to give additional support to secure/ sustain employment or training.Link: Re-Thinking Youth Participation for the Present and Next Generation: Education To Employment"
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Leadership

Re-Thinking Youth Participation for the Present and Next Generation: Education To Employment

6 Oct 2020

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Digital Learning

Recovery and Resilience Development Through Imaginative Play

6 Oct 2020