Denna rapport representerar huvudresultatet av O1-verksamheten och består av tre huvuddelar: 1) Internationella och europeiska initiativ; 2) En nationell rapport – Studiefall Sverige; 3) En nationell rapport – Studiefall Litauen. I den första delen granskades de viktigaste initiativen och publikationerna från internationella organisationer, såsom UNESCO, FN, OECD och Europeiska Commissionen, Joint Research Centre och CEDEFOP som teknisk/rapport forskning. I den andra och tredje delen, analysen av studiefall i respektive land, analyseras kvalitativa och kvantitativa data. Slutligen ges praktiska idéer om digital inkludering för alla elever och bästa praxis och rekommendationer för bredare digital integration.

This report represents the main result of the O1 activity and consists of three main parts: 1) International and European initiatives; 2) A country report – Study cases Sweden; 3) A country report – Study cases Lithuania. In the first part, the most important initiatives and publications of international organisations, such as UNESCO, the United Nations, the OECD and the Council of Europe, the Joint Research Centre, and CEDEFOP were examined as desktop research. In the second and third parts, the analysis of study cases in each country, qualitative and quantitative data are analysed. Finally, practical ideas about digital inclusion for all learners and best practices and recommendations for broader digital inclusion are provided.

This template is part of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  The template, and the entire guide, is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.

This template is part of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  The template, and the entire guide, is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.

This template is part of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  The template, and the entire guide, is intendend as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.

Trading on equity occurs when a company incurs new debt (such as from bonds, loans, or preferred stock) to acquire assets on which it can earn a return greater than the interest cost of the debt. If a company generates a profit through this financing technique, its shareholders earn a greater return on their investments. In this case, trading on equity is successful. If the company earns less from the acquired assets than the cost of the debt, its shareholders earn a reduced return because of this activity. Many companies use trading on equity rather than acquiring more equity capital, in an attempt to improve their earnings per share.Given:DefinationMeaningExamples and illustrationsTypesAdvantagesLimitations 

The main objective of this course is to give broad insight into the different facets of transportation systems, while providing a solid introduction to transportation demand and cost analyses. As part of the core in the Master of Science in Transportation program, the course will not focus on a specific transportation mode but will use the various modes to apply the theoretical and analytical concepts presented in the lectures and readings.

Introduces transportation systems analysis, stressing demand and economic aspects. Covers the key principles governing transportation planning, investment, operations and maintenance. Introduces the microeconomic concepts central to transportation systems. Topics covered include economic theories of the firm, the consumer, and the market, demand models, discrete choice analysis, cost models and production functions, and pricing theory. Application to transportation systems include congestion pricing, technological change, resource allocation, market structure and regulation, revenue forecasting, public and private transportation finance, and project evaluation; covering urban passenger transportation, freight, aviation and intelligent transportation systems.

This readings-based course analyzes the structure and operation of government systems in developing countries, with particular emphasis on regional and local governments. Major topics include: the role of decentralization in national economic reform programs, the potential impact of decentralized governments on local economic development, determination of optimal arrangements for sharing fiscal responsibilities among levels of government, evaluation of local revenue and expenditure decisions, and assessment of prospects and options for intergovernmental fiscal reform. Emphasis is on basic economic concerns, with consideration given to political, institutional, and cultural factors.

Kelly Hammond, Open Educational Resources (OER) and Instructional Technology Adjust at CUNY School of Professional Studies, talks about the importance of developing a strategic introduction to the OER-DEIA Action Plan for K-12 District Implementation that provides users with critical information that gives them a solid foundation when beginning their OER-DEIA journey.  As she developed this section of the guide she reflected on her own OER journey and asked herself the guiding question, "What would I have needed to know in order to get there faster and more comfortably?"

Tracy Rains, Virtual Learning Specialist at Appalachia Intermediate Unit, talks about developing two key components of the OER-DEIA Action Plan for K-12 District Implementation:  The Collaboration Plan and the Educator and Staff Professional Learning Plan.  She provides insight into why both of these sections are critical to the success of any OER-DEIA initiative.

This video provides an overview of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  Amee Evans Godwin of ISKME and Rebecca M. Henderson of the Westmoreland Intermediate Unit provide you with an overview of the work being done by K-12 Voices for Open, the purpose of this guide, and the process of developing the guide.  Finally, they walk you through the nine sections of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation, and explain the ways in which the sections can be used by districts.

This resource provides access to videos produced and/or used by the Northern California Training Academy to support training for child welfare practitioners. To learn more about the Academy, please visit humanservices.ucdavis.edu/academy.

Developed in 2009, this framework was designed for Washington educators to evaluate instructional content for bias using five dimensions: Gender/Sex, Multicultural, Persons with Disabilities, Socio-Economic Status, and Family.Visit the updated 2020 version: Screening for Biased Content in Instructional Materials | OSPI

This article provides an overview of research-based resources for engaging girls in math and science available from the Doing What Works web site, a site sponsored by the U.S. Department of Education.

Weatherization offers energy and non-energy benefits to households. It involves insulating homes, installing energy-efficient systems, and reducing energy bills. Non-energy benefits include improved health outcomes, such as reduced thermal stress and asthma symptoms. However, challenges like deferred assistance, low coverage, and bias against renters limit the program's impact.

Access to clean cooking fuels is crucial for gender equity and poverty alleviation. Currently, billions of people lack safe and affordable energy sources for cooking. Women and girls bear a disproportionate burden in collecting and processing polluting fuels, affecting their well-being and opportunities. Clean cooking energy reduces cooking time, allowing women to engage in other activities like childcare, work, and household chores.

This lesson explores the concept of fairness through questions such as: What is fair? Should all people be treated the same? What would you do if you saw someone treated unfairly? Students are encouraged to reflect upon fairness in their own lives and communities.

What's the Matter with Trash?Have you ever wondered what happens to trash once you throw it away?  You may know that it goes to a dumpster or that the trash collectors come and get it.  But, what happens then?  Some of the items you throw away will break down into smaller parts, some might get heated in fire, and others will get buried underground in landfills and might never break down at all!  Trash and the many ways humans “get rid” of it can cause a number of health issues for the community. You will explore the properties of materials we throw away and how you can make your community cleaner and healthier by learning to recycle, reuse, and reduce waste. You will then influence your community by convincing others to improve solid waste management.

Climate justice recognizes the responsibility of the wealthy for climate change, which disproportionately impacts the vulnerable. Urban climate action plans are increasingly addressing justice, but some cities still lack such plans. Larger cities tend to prioritize justice more, and sectors like energy efficiency and clean energy receive greater attention. More efforts are needed to achieve just and inclusive urban climate transitions.

Many US households, particularly low-income, minority, and renting households, face a high energy burden, spending a significant portion of their income on fuel and electricity. In 2020, 27% of households reported difficulty paying energy bills. Federal programs provide some relief, but addressing the underlying causes of social inequity is crucial for long-term energy security.