venerdì 28 dicembre 2018

Roundtable: should we be practicing and promoting veganism?


Should we be practicing and promoting veganism?

materiale didattico estratto dal sito 

https://go.parlayideas.com/

What are we discussing today?

SDG Target 13.3 (Build Knowledge and Capacity to Meet Climate Change)
Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning..
Today we’re going to be discussing the relationship between meat/dairy consumption and climate change.

 Discussion guide by Parlay

Why is it important/relevant?

In previous decades, debates about the existence of climate change have been common. Now, armed with undeniable statistics, the scientific community is united around the facts: the climate is changing, humans are causing it, and the effects are already devastating.
If current trends continue, ocean levels will continue to rise as the world’s ice melts. Millions will become migrants as their homelands flood. Rainstorms and hurricanes will continue to intensify. Droughts and wildfires will become even more severe, leaving countless millions unable to feed themselves. Conflicts over resources will increase. Even worse -- scientists warn of a “tipping point” when ancient methane, long trapped beneath Earth’s permafrost, starts entering the atmosphere at an unstoppable rate. If this happens, even a humanity that emits zero CO2 globally won’t be able to halt the warming.
The Paris Agreement -- an international treaty to combat climate change which includes all nations except the United States -- came into effect in November of 2016. It aims to avoid the worst case scenarios by limiting global warming to 1.5 degrees Celsius above pre-industrial averages. (We already passed 1.0 degrees Celsius in 2016 and, at current rates of carbon dioxide emissions, we would “bake in” 2.0 degrees of warming in less than twenty years.)
We know that we need to rapidly shift our energy consumption habits away from fossil fuels and towards sustainable technologies such as wind and solar. When asked, the vast majority of people guess “transportation” as the top contributor to climate change. The vast majority of people are wrong.
Animal agriculture contributes more to climate change than all transportation emissions combined. How is this possible? For the answers, you will need to dive into the content below and, hopefully, some research of your own. And after considering all of the facts, one big question will remain: should we all be practicing and promoting veganism?
(Note: vegans are not the same as vegetarians. The latter still consume products that come from animals, such as milk and cheese.)

Content & Multimedia

First, let’s read/watch these resources:
1. The targets for SDG 13: Climate Action Take urgent action to combat climate change and its impacts.
2. If you have a Netflix account or You Tube and a couple of hours to spare, we recommend the documentary Cowspiracy as a great place to start your research.


3. What if the World went Vegetarian?  -- a four minute video from AsapSCIENCE.
4. Livestock Create a Major Methane Problem  -- short video from Discovery.
5. Veganism is Not the Key to Sustainable Development -- an opinion piece published in The Guardian.
6. The Diet that Helps Fight Climate Change -- a six minute video from Vox.
https://www.youtube.com/watch?v=nUnJQWO4YJY
7. Documento della Società Italiana di Nutrizione Umana sulla
    Dieta Vegetariana: 
    http://www.sinu.it/public/pdf/documento-diete-veg-esteso-finale-2018.pdf

Discussion Questions

  1. Do you feel like you have a moral responsibility to contribute to the fight against climate change? Why or why not?
  2. Do you think that those who are part of this fight should be practicing and promoting a vegan diet? If not, are there other dietary changes that you would recommend or incorporate into your own life?
If this subject really interests you, please feel free to do some additional research and include it in your submission. Don’t worry about being “right”. The point of this discussion is to explore these ideas together.

Peer Feedback

After submitting your response, read at least two of your classmates’ responses and post a reply. Did they change your perspective in any way? Do you disagree? Why or why not? Can you add to their ideas?
(you can edit before inviting students)
Author: Ada
Subject Area: Government & Politics,  Sustainable Development Goals,  World Issues
Level: Advanced,  Introductory
Instructional Notes: Length of activity: 3 days (5 if you watch Cowspiracy)

giovedì 27 dicembre 2018

Roundtable: “Pay-As-You-Throw” for Garbage Collection.

Should Municipalities Enact “Pay-As-You-Throw” 
for Garbage Collection? 
 
materiale didattico estratto dal sito 

https://go.parlayideas.com/

What are we discussing today?

SDG Target 12.5 (Substantially Reduce Waste Generation)
By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse.
Today we’re going to be debating which method of funding for garbage collection is preferable: a flat fee or pay-as-you-throw.

Why is it important/relevant?

Our world now produces about a trillion kilograms of garbage per year. Among the options of burn, bury, pile, and recycle, we all know the latter is preferable; the former choices poison our water, our land, and our air.
As individuals we are encouraged to sort our trash in order to reduce the number of garbage bags we toss to the street. That encouragement, however, does not often involve financial incentives; we pay the same flat tax rate whether we throw out two bags or twelve.
Polluting should never be free,” say supporters of pay-as-you-throw programs that now exist in thousands of communities around the world. They point to things like increased rates of recycling and decreased taxation.
Others worry that larger families will struggle to pay, or that some citizens will save money by illegally dumping their trash elsewhere.
Before stating your opinions, we suggest that you do some reading and fact-finding of your own.

Content & Multimedia

First, let’s read/watch these resources:
3. A WasteZero “Pay-as-You-Throwadvertisement.

Discussion Questions

  1. Should municipalities enact a “pay-as-you-throw’ program for garbage collection?
  2. Reducing and reusing are even more impactful than recycling. What are some ideas you (or others) have for doing so?  
  3. Globally, about one-third of all food is wasted. What measures have already been taken to reduce this percentage? What ideas can you come up with?
If this subject really interests you, please feel free to do some additional research and include it in your submission. Don’t worry about being “right”. The point of this discussion is to explore these ideas together.

Peer Feedback

After submitting your response, read at least two of your classmates’ responses and post a reply. Did they change your perspective in any way? Do you disagree? Why or why not? Can you add to their ideas?
Author: Ada
Subject Area: Government & Politics,  Mathematics,  Sustainable Development Goals,  World Issues
Level: Advanced,  Introductory
Instructional Notes: Length of activity: 3 days

martedì 18 dicembre 2018

Roundtable: is Internet a right?


materiale didattico estratto dal sito 
https://go.parlayideas.com/

ROUNDTABLE: IS INTERNET A RIGHT?
 

Sustainable Development Goals:  Target 9.C
(Universal Access to Information and Communications Technology)
"Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020."

Today we’re going to be discussing whether or not online access should be considered a basic right of all humans.

Why is it important/relevant?

First, let us read what UN.org has to say about human rights:

The Universal Declaration of Human Rights
The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of human rights. Drafted by representatives with different legal and cultural backgrounds from all regions of the world, the Declaration was proclaimed by the United Nations General Assembly in Paris on 10 December 1948 as a common standard of achievements for all peoples and all nations. It sets out, for the first time, fundamental human rights to be universally protected and it has been translated into over 500 languages.
Most people agree that things like food, water, shelter, education, and freedom should be guaranteed rights for all humans, regardless of where they were born or who governs them. However, as technology continues to rapidly change how people live, learn and work, many have begun to also consider the internet (Which hit the 4 billion users milestone in 2018) as a basic human right. Others argue that although it is an important means to gaining other rights, it should not be categorized alongside them as essential.
In 2016, the United Nations chose a side in this debate and added online access as a human right. It also condemned countries that take away or disrupt their citizens’ access for political reasons.

Content & Multimedia

First, let’s read/watch these resources:

1. The targets for SDG 9: Industry, Innovation, and Infrastructure


2. What are the Universal Human Rights? -- from TED-Ed on YouTube.


3. https://youtu.be/nDgIVseTkuE

4. https://youtu.be/b3CwQTemDbM

5. https://youtu.be/499IbhoBeKE

6. Internet Access is Not a Human Right -- a New York Times Op-Ed.

7. In Europe, Central Asia, and North America, more than 70% of the population had access to the internet in 2015. However, in sub-Saharan Africa and South Asia, that rate is barely over 20%. Explore the numbers in greater detail with this Our World in Data article.

Discussion Questions


  1. The internet should be a basic human right. Agree or Disagree.
  2. While nearly everyone agrees that the internet is a useful tool, there is far less agreement about how much of the internet should be visible. The so-called “Great Firewall of China,” for example, tightly restricts access to information and various social media. Is this acceptable? What about access to the so-called “Dark Net,” land of drug dealers, child abusers, and human traffickers? Where, in your view, should the access lines be drawn?
  3. Brainstorm a list of actions that you think governments and companies could take in order to increase internet access rates around the world. Rank your top five ideas according to “likelihood of being effective.”
If this subject really interests you, please feel free to do some additional research and include it in your submission. Don’t worry about being “right”. The point of this discussion is to explore these ideas together.

Peer Feedback

After submitting your response, read at least two of your classmates’ responses and post a reply. Did they change your perspective in any way? Do you disagree? Why or why not? Can you add to their ideas?



martedì 20 novembre 2018

Active Learning Strategy: Debates



EXAMPLE OF DEBATE
MIT Fossil Fuel Divestment Debate (4/9/15)

The question of whether MIT should divest from fossil fuels brings up several ethical issues. The first and most obvious is our responsibility as humans to prevent damaging warming of the planet, which is largely caused by increasing carbon dioxide levels in the atmosphere due to combusting “dirty” fossil fuels. Secondly, the debate brings up the issue of hypocrisy. On the anti-divestment side, MIT could be hypocritical by divesting from fossil fuel when it consumes so much of it and when oil companies are large funders of its research. On the pro-divestment side, MIT needs to align its values of improving the world with its actions, and needs to educate society about the dangers of fossil fuels and climate change (not just its students). One supporter, in defense of MIT, declared that divestment from fossil fuels would not be hypocritical just like opposing slavery was not hypocritical, despite its integral role in society and the economy in its time.
Both sides had good arguments for and against divestment. The anti-divestment team argued that because MIT’s investment (and all university investments combined) form less than 1% of the global fossil fuel market, retracting it would be a largely symbolic measure. They also pointed out that not all fossil fuel companies are equal, and not all approach climate change the same way. In particular, privately owned oil companies were the “worst,” but since they have no shareholders, divesting would not affect them. The anti-divestment team prominently supported climate change education and implementing a carbon price rather than divesting.
The pro-divestment team argued that although the divestment would not make an appreciable economic impact, symbols genuinely matter in our world (and gave the example of divesting having worked during the Apartheid in South Africa). They also pointed out that people do not demand fossil fuels, people demand energy, which could be provided by many other sources (mainly nuclear, renewables, increased efficiency, and decreased consumption). The team prominently supported a multifaceted approach that included not only divestment, but implementing a carbon price, educating people about climate change, researching the science behind and developing the technology for renewable energy. They argued that education, science, and technology were not enough, however, but that policies needed to be pushed by society to make change happen (citing that smoking didn’t decrease because we knew the health effects, but because of regulatory measures). They urged divestment as a symbol to spark social movement, because disinformation by fossil fuel companies and the suspected insincerity of their desire for a carbon tax is currently preventing useful policies.
I originally thought of divestment as an uninteresting economic and political issue, but now I realize its usefulness as a symbolic tool. Though both sides presented good points, I was particularly affected by the incongruous nature of the anti-divestment team’s arguments, to the point that it convinced me even more of the pro-divestment team’s honesty. The anti-divestment team argued both that divesting would make little economic impact, but also that investors could use their influence to put pressure on fossil fuel companies (as well as bothering to debate the issue). They argued that MIT should instead focus on researching a carbon price, but the money divested could be used for such practical purposes.
They pushed education and the intelligence of people, yet offered no defense against accusation of disinformation by fossil fuel companies. They continually ignored the pro-divestment side’s arguments, as they often supported the same solutions without offering any new reason not to divest. Finally, in a petty stab, they declared that since investment companies show profit is not lost when institutions divest, if MIT wanted to divest it would have done it already. Compared to the pro-divestment team’s call to courage, action, and global leadership, the choice between which side is more ethical was clear.

MIT OpenCourseWare
24.191 Ethics in Your Life: Being, Thinking, Doing (or Not?)
Spring 2015
For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms




giovedì 15 novembre 2018

Punto di Non Ritorno - CAPOLAVORO Assoluto


Appinventory

Appinventory è l'evento che  inaugura il ciclo di 8 appuntamenti della rassegna UniudForAll: incontri divulgativi su temi di ricerca.che si terrà presso la sede di Gorizia dell’Università degli Studi di Udine

mercoledì 28 Novembre, ore 16.00-19.00

Si tratta di un incontro di particolare interesse per gli insegnanti di ogni grado in quanto sarà presentato:
AppInventory: un nuovo catalogo multimediale di applicazioni Web 2.0 e per dispositivi mobili

Il progetto, ideato e sviluppato nel laboratorio SASWEB del Dipartimento di Scienze Matematiche, Informatiche e Fiscihe dell’Università degli Studi di Udine, ha come principale obiettivo quello di informare e supportare i docenti nell’implementazione di forme di didattica attiva e partecipata, fornendo strumenti di scoperta e di apprendimento di applicazioni per la creazione di artefatti digitali, per la comunicazione e la collaborazione online e per l’aggregazione di contenuti eterogenei.

Nel corso dell’incontro sarà inaugurata la piattaforma Web AppInventory http://appinventory.uniud.it, che supporta il docente nell’esplorazione del catalogo e nell’accesso alle schede multimediali di più di 270 applicazioni, corredate di video di presentazione originali, realizzati dagli studenti dell’Università di Udine.
La seconda parte dell’incontro prevede un’attività laboratoriale per la sperimentazione della nuova piattaforma ed una sua prima valutazione da parte dei partecipanti.
Il seminario è ad ingresso libero e gratuito; visto il limitato numero di posti si chiede gentilmente di registrarsi all’indirizzo seguente
https://uniudforall-01.eventbrite.it   dove sono riportati ulteriori dettagli dell’iniziativa.

Per tutti i docenti la partecipazione al seminario è riconosciuta come attività di formazione, previa iscrizione allo stesso attraverso la piattaforma S.O.F.I.A. del Miur http://www.istruzione.it/pdgf/, cercando tra le iniziative dell’Università degli Studi di Udine.
Link diretto all’iniziativa, previa autenticazione:
https://governance.pubblica.istruzione.it/PDGF/private/letturaListaIniziativaFormativa/22882

Può scaricare la locandina dell’incontro in formato PDF (che trova anche in allegato a questa mail):
http://digitaluniudforall.uniud.it/locandine/01-UniudforAll.pdf


giovedì 18 ottobre 2018

Le strategie di adattamento al climate change

Per “adattamento” si intende l’adeguamento da parte dei sistemi naturali o umani in risposta alle attuali o future sollecitazioni dovute ai cambiamenti climatici ed ai loro effetti, che consente, da una parte, di contenere ed attenuare i potenziali danni, dall’altra, di sfruttare eventuali opportunità. Comprende, quindi, tutti gli interventi preventivi messi in opera per attenuare gli impatti legati ai cambiamenti climatici in corso e comunque inevitabili..
Sono esempi di interventi di adattamento: le protezioni idrauliche in difesa delle coste (come quelle in corso di realizzazione in Olanda o in Italia a Venezia), la gestione delle risorse idriche, la prevenzione degli effetti sanitari delle ondate di calore, la diversificazione dell’offerta turistica, l’implementazione di un sistema di monitoraggio e allerta contro gli eventi meteorologici estremi ed il potenziamento della protezione civile, ecc.
Nelle misure di adattamento, così come afferma il Libro Bianco della Commissione Europea sull’adattamento ai cambiamenti climatici,  esistono  delle priorità: infatti, esiste tutta una serie di misure di adattamento che devono essere intraprese perché danno risultati nel breve termine a prescindere dalle incertezze delle previsioni (le cosiddette misure no- regret) oppure perché sono positive sia ai fini della mitigazione che dell'adattamento (le cosiddette misure win-win):
  • evitare lo sviluppo e la costruzione di infrastrutture in zone ad alto rischio (come pianure alluvionali o soggette a carenze idriche) in fase di installazione o rilocalizzazione:
  • progettare le infrastrutture e gli edifici in modo da ridurre al minimo il consumo di acqua e di energia e migliorare la capacità di trattenere l'acqua e la capacità di raffreddamento nelle zone urbane;
  • procedere ad una gestione costiera e delle alluvioni che preveda la creazione o la ricostituzione di pianure alluvionali o paludi salmastre, che aumentano la capacità di gestione delle alluvioni e dell'innalzamento del livello dei mari e contribuiscono alla realizzazione degli obiettivi in materia di biodiversità e conservazione degli habitat;
  • migliorare la preparazione e i piani di emergenza per far fronte ai rischi (compresi quelli dovuti al clima).

Le strategie di mitigazione del climate change


European Schoolnet Academy



CHE COS’E’ LA “EUROPEAN SCHOOLNET ACADEMY”? 

La European Schoolnet è una rete formata da ben 34 ministeri europei dell'educazione, con sede a Bruxelles. Si tratta di un’organizzazione senza fini di lucro che mira a portare l'innovazione nell'insegnamento attraverso: ministeri dell'istruzione, scuole, insegnanti, ricercatori e partner industriali. La “mission” è quella di sostenere questi soggetti nei processi educativi per le società digitalizzate del XXI secolo e viene perseguita identificando e testando pratiche innovative e condividendo il loro impatto sugli studenti.
Le attività supportate dalla Schoolnet comprendono tre aree strategiche:
a) sostenere le scuole e gli insegnanti nelle loro pratiche di insegnamento;
b) sviluppare e sostenere una rete di scuole impegnate in approcci innovativi di insegnamento e apprendimento;
c) fornire prove concrete e dati nell'area dell'innovazione educativa.


All’interno della European Schoolnet, la cosiddetta ACADEMY fornisce corsi MOOC (Massive Open Onlice Courses ovvero Corsi Aperti su Larga Scala) per i docenti. 
I MOOC sono gratuiti. 
Ai corsi è possibile iscriversi durante tutto l’anno scolastico.

Gli obiettivi principali della Schoolnet Academy sono:
a) sostenere la collaborazione e la cooperazione tra le scuole in Europa;
b) supportare lo sviluppo professionale degli insegnanti;
c) offrire servizi pedagogici e di informazione;
d) diffondere buone pratiche e nuovi modelli per l'istruzione e l'apprendimento;
e) contribuire allo sviluppo dell'apprendimento basato sulla tecnologia;
f) fornire servizi, contenuti e strumenti basati sulle TIC.


CITAZIONI:

      "European Schoolnet si è evoluta fino a diventare una delle organizzazioni chiave coinvolte nella trasformazione dell'insegnamento, dell'apprendimento e nell'utilizzo dell'integrazione delle TIC come forza di miglioramento". Giovanni Biondi, presidente di European Schoolnet

"Attraverso le nostre attività, supportiamo insegnanti e dirigenti scolastici nei loro processi di trasformazione: la tecnologia da sola non trasforma le pratiche di insegnamento, qualsiasi processo di trasformazione deve essere il risultato di una strategia basata sulla forza trainante del cambiamento ". Marc Durando, direttore esecutivo di European Schoolnet

martedì 1 maggio 2018

Progetti in Scratch

PROGETTI SCRATCH
PER IL CONCORSO DI DSCHOLA
SULLA SOSTENIBILITA’ AMBIENTALE


Sebastiano         con Matteo              https://scratch.mit.edu/projects/214874146/

Matteo               con Sebastiano        https://scratch.mit.edu/projects/214874146/

Antonio             con Andrea               https://scratch.mit.edu/projects/219712979/

Nicola               con Alex                    https://scratch.mit.edu/projects/217639929/

Nico                  con Antonio              https://scratch.mit.edu/projects/216313326/

Elvedin             da solo                      https://scratch.mit.edu/projects/215718383/

Ciro                  con Matteo                https://scratch.mit.edu/projects/216042497/

Alex                  con Nicola                 https://scratch.mit.edu/projects/217639929/

Christian          con Luka                   https://scratch.mit.edu/projects/215723537/

Luka                con Christian             https://scratch.mit.edu/projects/215723537/

Alessandro      con Elia                      https://scratch.mit.edu/projects/214875354/

Noemi                                                https://scratch.mit.edu/projects/214875638/

Daniele           con Emanuele             https://scratch.mit.edu/projects/214875653/

Matteo            con Ciro                      https://scratch.mit.edu/projects/216042497/

Daniele                                               https://scratch.mit.edu/projects/214875607/

Antonio           con Nico                     https://scratch.mit.edu/projects/216313326/

Elia                 con Alessandro           https://scratch.mit.edu/projects/214875354/

Andrea            con Antonio                https://scratch.mit.edu/projects/219712979/

Samuele                                              https://scratch.mit.edu/projects/219711460/

Emanuele        con Daniele                 https://scratch.mit.edu/projects/214875653/

sabato 20 gennaio 2018

Festival del coding & del digitale

"Festival del coding & del digitale" - Aula Magna dell'Istituto "G.Galilei" di Gorizia - 20 gennaio 2018. Complimenti per l'ideazione, l'organizzazione e la perfetta riuscita dell'evento al prof. Strano e a tutti coloro che hanno collaborato! 
Great! 


giovedì 11 gennaio 2018

Legambiente: ecosistema urbano 2017.



Catalogo dei dati ambientali della Regione FVG


Il Catalogo dei Dati Ambientali e Territoriali della Regione Friuli Venezia Giulia nasce dall'esigenza di integrare, attraverso un'unica piattaforma informatica, l'accesso al patrimonio informativo di carattere ambientale e territoriale dell'Amministrazione regionale. Ma si pone da subito un obiettivo più ampio: fornire un servizio a scala regionale, rivolto a tutti i soggetti che operano sul territorio (amministrazioni pubbliche, istituti per la ricerca e la formazione, operatori per i servizi pubblici), che offra ad essi l'opportunità di pubblicare online le informazioni di riferimento (metadati) relative alle banche dati di carattere ambientale e territoriale di propria competenza.
http://www.regione.fvg.it/rafvg/cms/RAFVG/ambiente-territorio/conoscere-ambiente-territorio/FOGLIA7/articolo.html

Diagramma di fase dell'acqua


In un diagramma di fase di una sostanza pura sono riportate in ascissa la temperatura e in ordinata la pressione (o viceversa). Per la sostanza in questione sono rappresentate le linee che indicano i cambiamenti di stato; nelle aree individuate all'interno di queste linee si individuano i campi di esistenza del solido, del liquido e del vapore. La linea di separazione liquido-vapore non si estende tendenzialmente all'infinito, ma termina in un punto preciso, nel quale le caratteristiche del vapore e del liquido diventano le medesime e tali fasi si uniscono in una fase sola: si tratta del cosiddetto punto critico, individuato per ogni sostanza da valori di pressione e di temperatura ben precisi.  La linea di separazione solido-liquido ha in quasi tutte le sostanze un'inclinazione positiva, ciò indica un aumento del volume specifico all'aumentare della temperatura. Eccezioni sono sostanze come il gallio, l'antimonio, il bismuto e soprattutto l'acqua per la quale nella solidificazione si ha un aumento del volume specifico. La congiunzione delle tre linee avviene nel cosiddetto punto triplo, al quale coesistono le tre fasi solida, liquida e gassosa.( da wiki).