Une anthologie de L’Entraide missionnaire

Short Description:
CETTE ANTHOLOGIE PRESENTE 60 TEXTES CLASSES CHRONOLOGIQUEMENT REFLETANT DES PREOCCUPATIONS SOCIALES, POLITIQUES ET SPIRITUELLES EN EVOLUTION. CES TEXTES SONT MAJORITAIREMENT DES CONFERENCES QUI ONT ETE PRONONCEES LORS DU CONGRES ANNUEL DE L’ENTRAIDE MISSIONNAIRE JUSQU'EN 2015, OFFRANT UN ECHANTILLON DES TRESORS QUI SE TROUVENT DANS SES ARCHIVES.

Long Description:
Incorporé en 1958, L’Entraide missionnaire a réalisé un parcours remarquable au service de la solidarité internationale grâce à l’engagement soutenu de ses membres, des personnes responsables de la permanence et un grand nombre de collaboratrices et collaborateurs à travers le monde. En 2015, suite à une lecture collective des signes des temps, les membres de L’Entraide missionnaire ont pris la décision d’entamer un processus de transmission d’héritage avant de fermer l’organisme au printemps 2018.

En offrant un échantillon, certes très limité, des trésors qui se trouvent dans les archives de L’Entraide missionnaire, cette anthologie présente 60 textes classés chronologiquement reflétant des préoccupations sociales, politiques et spirituelles en évolution. L’essentiel de ces textes sont des conférences qui ont été prononcées lors du Congrès annuel de l’Entraide missionnaire, véritable lieu de rassemblement, d’échanges, de réflexions et de critiques sociales.

À la lumière de l’introduction et à travers les lectures sélectionnées, on découvre, même dans les textes écrits sur du vieux papier, des archives qui sont toujours en conversation avec le présent, attentives aux signes des temps. Nous y découvrons des brèches de résistance et d’affirmation de vie et d’humanité solidaire contre les obstacles qui nous confrontent. Nous y trouvons une continuité jusqu’au dernier geste de transmission du legs : un engagement profond et réfléchi qui exige de l’audace, de l’indignation face à l’injustice et de l’espérance pour la transformation du monde.

Word Count: 265162

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In this video produced for Teachers' Domain, learn about MIT professor Cathy Drennan's research into microorganisms that remove carbon dioxide, a greenhouse gas, from the atmosphere.

From the scientific viewpoint, this evaluation will help the students see a process instead of just a data collection event, and they will get to practice estimating amounts. They will also need to determine the products of any reactions performed during the experiment. From the standpoint of sustainability, this evaluation is intended to help the student recognize the environmental "cost" of an experiment-in consumables used and in waste products generated.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Chemistry and the Environment is designed to accompany a one-semester course in chemistry-based discussions of important environmental issues such as air pollution, the ozone layer, climate change and water quality. Chemical principles are introduced, followed by environmental ‘focus’ sections to base discussions on the scientific principles and societal intricacies of the individual topics. Instructors can also use the focus sections as a resource for presentation slides. Chemistry 2e is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them.

This unit will include an overview of the three main greenhouse gases (carbon dioxide, methane and nitrous oxide). The unit will be a mix of organic and inorganic chemistry and will describe the physical and chemical properties of the three main gases and the most important chemical reactions that move the greenhouse gases into and out of the atmosphere. The unit will include a chapter of chemical reactivity, how these gases work (by atmospheric absorption and scattering of electromagnetic waves at different wavelengths), their residence time in the atmosphere and analyze the mitigation (what humans can do to reduce or limit the concentration of greenhouse gases in the atmosphere).

One section of the unit will discuss the “global warming potential” (what makes a stronger or a weaker greenhouse gas) and the relationship between physical properties of greenhouse gases and their lifetime (how long they remain in the atmosphere).

This unit exposes students to basic concepts of hydrology, like the hydrological cycle, water budget of a river and chemistry of carbon in freshwaters. Students will explore and study the components of the hydrological cycle, the factors that influence this cycle, investigate the water budget equation and compare and contrast two watersheds that have similar overall amount of precipitation, but differ in terms of temperature and climate.

Students will also learn about pollutants in fresh waters, pH and pOH of water and its influence on the ecosystem, chemistry of carbon and heavy metals and how does a sewage treatment plant work. As a part of their curriculum, a field trip to a local sewage treatment plant is highly recommended for students and teachers.

Each lesson will be accompanied by a lesson plan. Depending on lesson, also included will be examples and applications (problems to be solved by students using concepts presented in the lesson).

The unit is intended to be taught in 10th or 11th grade Physical and Environmental Science classes, but it can be used also by middle school 7th and 8th grade Science teachers to expose students to concepts related to physical, chemical properties of water, states of matter, physical and chemical change, water cycle and basic geology.

The unit will last approximately three weeks.

SYNOPSIS: In this lesson, students use chemical reactions that occur in landfills and composting as a vehicle to learn about chemical changes found in their daily lives.

SCIENTIST NOTES: Students learn how to distinguish between physical and chemical changes in matter through this lesson. They can comprehend the chemical makeup, interactions, and changes that take place in landfills and other waste disposal facilities thanks to the films, articles, and class activity. Disastrous gases like methane are emitted into the atmosphere after the breakdown of various products and materials at waste disposal facilities due to their distinctive chemical properties. The environment and human health are likely to suffer as a result. So, it's crucial to separate these wastes since some of them can be reused or recycled to lower the amount of methane in the environment. Above all, students will be able to create a model for trash management, promote sustainably managed waste, and present solutions to local communities. To prevent injuries in the classroom, the teacher should oversee the balloon activity that involves using objects like banana peels and balloons on bottle mouths, among others. The lesson, including all accompanying materials and videos, has all been fact-checked, and it is appropriate for use in a classroom.

POSITIVES:
-Students work collaboratively in groups and with partners to share diverse ideas and perspectives.
-Students participate in hands-on learning to aid in understanding and participation.
-Students learn through a variety of pathways including kinesthetic, auditory, and visual learning to reach diverse and unique individuals.
-Students are given a variety of optional extensions to create the most meaningful change in their communities.

ADDITIONAL PREREQUISITES:
-Teachers can use this as a multi-day lesson in two to three parts. Each of the Inquire, Investigate, and Inspire sections can be completed on a separate day.
-Teachers can cut the chemical or physical change sorting game cards out prior to teaching the lesson.
-Materials required for the hands-on landfill activity include the following:
-Clear plastic tub (~12-in long × 6-in wide × 5-in deep) (~30-cm x 15-cm x 13-cm) with about 1 inch (2.54 cm) of sand in the bottom
-Clay (~750 cubic cm); this clay does not need to be the high-quality type used for modeling; clayey or silty soil from your backyard works fine
-Sand (~1500 cubic cm) (available at home and garden stores)
-Gravel (~100 cubic cm) (available at home and garden stores)
-~15 cotton balls
-(Optional) Tiny houses and buildings (such as Monopoly game houses and hotels), or any other simple representation to simulate the presence of a town sitting on the sand base
-Materials required for the balloon activity:
-Plastic (or glass) bottles
-Balloons
-Food scraps
-Tape (for securing the balloon around the top of the bottle)

DIFFERENTIATION:
-All hands-on activities can be taught as demonstrations.
-Lab groups may be created with students of mixed abilities.
-Articles may be read in small groups, whole groups, or individually based on students’ needs.
-Students can do the optional activity listed in the Inspire section and complete another balloon activity with food waste.
-Students can explore deeper the differences between methane and carbon dioxide outputs as greenhouse gases in landfills versus composting.

As a segment in PBS's Coping with Climate Change series, Hari Sreenivasan reports on the actions the city of Chicago is taking to mitigate climate change in an urban landscape.

In this video clip from Earth: The Operators' Manual, host Richard Alley discusses China's efforts to develop clean energy technologies and to reduce CO2 in the atmosphere, by building coal plants using CO2 sequestration technology. (scroll down page for video)

China's rise as a great power raises important questions about how that power might be used in its relations with other states. Nowhere are such questions more salient than in the future trajectory of China's conflict behavior, including its approach to deterrence, crisis management and the use of force. To explore these important questions in China's international relations, this seminar examines the evolution of Chinese strategic thought, in primary sources as well as its reflection in the interactions among Chinese states and between China and other states.

Students focus on the three interconnected choices global society faces as Earth's climate continues to changeâsuffer, adapt, and mitigateâto analyze and predict current and future impacts to Earth's systems. Using videos excerpted from NOVA: Decoding the Weather Machine, students explore ways that adaptation and mitigation strategies can work at various levels to minimize suffering and then develop an evidence-based action plan for their local community.

In an upper-level seminar course, students bear significant responsibility for their learning. This activity provides the framework to help them identify the exact topics that they will discuss throughout a course in Environmental Analysis. The students are given constraints so that they don't either wander completely aimlessly through the environmental literature or pick only papers on their favorite topic. They are instead asked to dip into the literature to find papers that deal with analysis of pollutants in air, water, and solid matrices, and to have at least one that is relevant to climate change.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This resource is intended for an introductory or intermediate-level college genetics course. It begins with an exploration of DNA and genome structure and continues with a study of the molecular mechanisms that drive gene expression. Concepts of classical transmission genetics are linked to the molecular mechanisms that underlie observable phenotypes. It concludes with specific topics that synthesize information from both molecular and transmission genetics, including consideration of topics like epigenetics, cancer biology, and evolution. Examples of both historical and current problems in genetics are presented, along with conversations of the relationship between genetics and society.

During this lesson, the students will learn how matter transfers within an ecosystem and within the environment *This lesson can be taught over a two-day period. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Our global society is not sustainable. We all know about the challenges we’re facing: waste, climate change, resource scarcity, loss of biodiversity. At the same time, we want to sustain our economies and offer opportunities for a growing world population. This course is about providing solutions we really believe in: a Circular Economy.

In this course we explore the Circular Economy: how businesses can create value by reusing and recycling products, how designers can come up with amazingly clever solutions, and how you can contribute to make the Circular Economy happen.

SYNOPSIS: This lesson is about the distribution and density of trees in urban areas and how that relates to environmental justice.

SCIENTIST NOTES: This lesson uses data from peer-reviewed research that breaks down the forest cover in cities as it correlates to income. The evidence is clear and convincing that more affluent neighborhoods have more tree cover, which has a documented benefit on the residents. All external links are scientifically sound, and this lesson has pass our science quality assessment.

POSITIVES:
-This is an engaging lesson because it is so personal. Students will think about tree cover where they live and how that relates to demographic data.
-Students will practice their data analysis skills.

ADDITIONAL PREREQUISITES:
-It is necessary to share the Student Slideshow with your students and give them editing access before beginning the lesson. All students will be writing in the same slideshow.
-The videos list the benefits of trees pretty quickly. It might be hard for students to type fast enough to keep up. You could play the videos at 0.9 speed or replay parts of the videos as necessary.
-The following is a list of benefits of trees. Students will create a similar list while they are watching the two videos outlining the benefits of trees.

-Reduce nearby outside temperatures
-Reduce amount of energy used for heating and cooling buildings
-Absorb carbon dioxide, thus mitigating climate change
-Filter urban pollutants and fine particulates
-Provide habitat, food, and protection to plants and animals
-Provide food for people
-Increase biodiversity
-Provide wood that can be used at the end of a tree’s life
-Improve physical and mental health of people
-Increase property values
-Create oxygen
-Provide shade for people and animals
-Control stormwater runoff, protecting water quality and reducing the need for water treatment
-Protect against mudslides
-Help prevent floods
-Improve air quality
-Increase attention spans and decrease stress levels in people
-Improve health outcomes in hospital patients

DIFFERENTIATION:
-Teachers can use the glossary at the end of the slideshow at any point throughout the lesson to help students understand vocabulary.

-The spreadsheet and the graph on slide 11 might be tricky. Encourage your students to turn and talk to one another for help.

-Many students will not have a good understanding of Celsius. Easy reminder: Multiply the temperature in Celsius by 1.8 to get degrees Fahrenheit. Example: 2.5°C x 1.8 = 4.5°F (The temperature difference between poorest and richest census blocks in Milwaukee, Wisconsin.)

Around the world, major challenges of our time such as population growth and climate change are being addressed in cities. Here, citizens play an important role amidst governments, companies, NGOs and researchers in creating social, technological and political innovations for achieving sustainability.

Citizens can be co-creators of sustainable cities when they engage in city politics or in the design of the urban environment and its technologies and infrastructure. In addition, citizens influence and are influenced by the technologies and systems that they use every day. Sustainability is thus a result of the interplay between technology, policy and people’s daily lives. Understanding this interplay is essential for creating sustainable cities. In this MOOC, we zoom in on Amsterdam, Beijing, Ho Chi Minh City, Nairobi, Kampala and Suzhou as living labs for exploring the dynamics of co-creation for sustainable cities worldwide. We will address topics such as participative democracy and legitimacy, ICTs and big data, infrastructure and technology, and SMART technologies in daily life.

Do you want to think about ways to help solve New Orleans' problems? CityScope is a project-based introduction to the contemporary city. “Problem solving in complex (urban) environments” is different than “solving complex problems.” As a member of a team, you will learn to assess scenarios for the purpose of formulating social, economic and design strategies to provide humane and sustainable solutions. A visit to New Orleans is planned for spring break 2007.

Do you want to think about ways to help solve New Orleans' problems? CityScope is a project-based introduction to the contemporary city. "Problem solving in complex (urban) environments" is different than "solving complex problems." As a member of a team, you will learn to assess scenarios for the purpose of formulating social, economic and design strategies to provide humane and sustainable solutions. A visit to New Orleans is planned for spring break 2007.

From June 2018 to May 2019, we administered an assessment to 3,446 students, a national sample that matches the demographic profile of high school students in the United States. The six exercises in our assessment gauged students’ ability to evaluate digital sources on the open internet. The results—if they can be summarized in a word—are troubling: •Fifty-two percent of students believed a grainy video claiming to show ballot stuffing in the 2016 Democratic primaries (the video was actually shot in Russia) constituted “strong evidence” of voter fraud in the U.S. Among more than 3,000 responses, only three students tracked down the source of the video, even though a quick search turns up a variety of articles exposing the ruse. Two-thirds of students couldn’t tell the difference between news stories and ads (set off by the words “Sponsored Content”) on Slate’s homepage.Ninety-six percent of students did not consider why ties between a climate change website and the fossil fuel industry might lessen that website’s credibility. Instead of investigating who was behind the site, students focused on superficial markers of credibility: the site’s aesthetics, its top-level domain, or how it portrayed itself on the About page.