There is a type of beetle known as the ironclad beetle in Southern California that is incredibly tough and hard to kill.The ironclad beetle is so strong it can…
As Ocean’s campaign to turn the tide on single-use plastic gathers pace, many people across the UK say eliminating plastic waste has become as important a national issue as Brexit.A new online study from research and insights firm delineate has surveyed UK adults to measure their attitudes towards…
Filinvest City raises the bar for city planning, producing a live-work-play balance in an environment that thrives in sustainable practices amid rapid urbanization.
With its innovative, sustainable, and resilient master plan, Filinvest City serves as an ideal destination for future investors that will help pump up the country’s economy even amidst the crisis.
Sustainable community well adept in the new normal
Filinvest City prides itself on an environment that fosters human connection while preserving sustainability towards a safe and healthy future.
Lidia del Pozo summarized the different social impact investment initiatives BBVA has put in place and explained how the bank espouses the full typology proposed by the EVPA model.
This interdisciplinary approach using STEM/ STE(A)M subjects involves the learners being ‘hooked’ by a plea from the head of their Council to design a new school sustainably. Ideas of fair trading and fair testing are explored in the resource. This resource comprises five sessions: auditing your school’s current sustainable features, learning about fair trading using: a maths building game, designing and then making a sustainable school t-shirt (fast fashion) building a windmill with easy materials applying the fair test principle in which scenario the windmill works better. This resource includes: • A teacher block overview for the five sessions (Auditing your School’s sustainability, Fair Trade building, Sustainable School Clothing, Building Wind turbines, Fair test on a wind turbine) • Learner log-book (learner planning sheet) • Teacher guide for each session with any associated material [worksheet (lesson 1), ppt slide (lesson 2), hyperlinks] • Learner ‘hook’ letters (This can be customised to your situation) Learning outcomes in the Curriculum for Excellence TCH 2-02b, TCH 2-04b, TCH 2-06a, TCH 2-07a, TCH 2-09a, MNU 2-10b, MNU 2-20b, MTH 2-16c, SCN 2-04a, SCN 2-20b, SOC 2-08a, SOC 2-20a, EXA 2-06a, LIT 2-02a, LIT 2-07a. Sustainable schools – an IDL STEM design challenge, has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative, aimed at promoting regular attendance in primary schools. This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Click here to view and download Sustainable Schools on TES This resource was created by Nicole Campbell, as part of the Geoscience Outreach course. Adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content…
The introduction of congestion charges in cities can act as encouragement for motorists to opt for smaller, more efficient cars, a study has concluded.
Experts from Washington State University found that drivers who often encounter traffic jams are drawn to larger cars, which they see as safer and more comfortable.
However, modelling suggests that congestion charges can reverse this effect — freeing up drivers to feel comfortable buying more fuel efficient vehicles.