STEM Learning Ecosystems’ Post

Celebrate National Science Day with innovation and exploration. Let's pave the way for a brighter future! #NationalScienceDay #ScienceDay #NationalScienceDay2024 #DWSPL #delhiwealthgroup #workingcapitalloans #projectfinance #financialservices #homeloans #housingfinance #msmeloans

Hey all my #Professor, #lecturer, and #teaching friends out there, as well as #communities, #Indigenous organizations, and more! This is a unique opportunity to explore partnering with other classrooms of students to learn from one another. #experientiallearning #Arctic #resource #sustainability #education

Another episode of RESCHOOL REVEALS is out now! 💡 Do you know what is intergenerational learning? In this, the sixth episode we meet Anaïs Varo from the social research team of Universitat de Girona. We are introduced to intergenerational learning and learn about the ways it is being applied within the Reschool Project to increase the engagement of members within energy communities. With the ultimate aim being to make energy communities move towards a more social just transition. 😎 #RESCHOOLproject #energycommunities #RenewableEnergy #IntergenerationalLearning

Click on the video below to learn more about the Demand Response programs, such as the BRIGHT Project. #BRIGHTProject #project #science #community #h2020bright #brighttheeuproject #futureofenergy #projects #europe

WINDVANE BY CLASS OF POSITIVE MINDS In a remarkable display of innovation and collaboration, I, along with my dedicated learners (CLASS OF POSITIVE MINDS), have achieved a groundbreaking feat by crafting a movable WINDVANE using simple, locally-sourced materials in our immediate environment. This visionary project not only showcases the ingenuity of our team but also underscores our commitment to practical, hands-on learning. Harnessing the power of collective creativity, my learners seamlessly integrated their unique skills to transform everyday materials into a functional device that visually indicates the direction of the wind across our school field. The use of locally-sourced materials not only reflects our resourcefulness but also emphasizes sustainability and community engagement. The collaborative spirit among the learners was truly inspiring. Through open communication and shared enthusiasm, each individual contributed their expertise, be it in design, engineering, or problem-solving. The project became a testament to the strength of teamwork and the realization that, when diverse talents come together, extraordinary achievements are within reach. As the movable WINDVANE now stands proudly in our class and on the school field during school hours, it symbolizes more than just a scientific instrument; it embodies the triumph of collective effort, the empowerment of resourcefulness, and the beauty of collaborative learning. We can turn simple ideas into extraordinary realities. I AM A TEACHER-LEADER #teacherlife#teachforall #teachforamerica #teachfornigeria #educational#science #classofpositiveminds #windvane #tfnimpactstories#TFNfellow #journeyoftatfnfellow

We are all meaning-making animals. We build our lives out of stories rooted in our connections (our past, our families, our cultures, our experiences). Some of these stories bring us closer to other people, encourage us to invite them in and collaborate with them, and others lead us to push away those we consider “others”. By examining the ways people build these narratives and how we can push them outwards to include ever more people in the circle of human concern, we help to build a future we can all exist in. In this course, an offering from the Othering and Belonging Institute’s Campus Bridging Project, we will work to integrate the core concepts of bridging and belonging (as well as their counterparts of bonding and breaking/othering) into understanding the work being done on Berkeley’s campus and the possibility of the work to come. The course will offer opportunities for students to develop their own understandings of bridging and belonging, learn about student groups and campus orgs already doing some of this work, and build towards their own implementation and analysis of the course concepts in real-world contexts. If you have any questions, please email Julia_mckeown@berkeley.edu or campusbridgingproject@gmail.com

Human and technological development It has been suggested that the life of ants is not an individual, but a group. An ant can only survive and do nothing meaningful when taken out alone, and the entire ant colony can complete incredible projects together. Ants are organized, disciplined, and have a clear division of labor, which is very much in line with humans who have the same social nature. A person alone can only survive without engaging in any occupation, and the 7 billion people on this earth together have created an unprecedented miracle. Then it can be concluded that human life is not an individual but a group. Each of us has a mind and an independent personality, but this cannot be distinguished from other animals, 1 person, 10 people, 1000 people will not have any impact on the world, a small wave of people and a group of monkeys, lions, elephants and other group animals are no different, just to survive and survive. However, the joint efforts of 7 billion humans have long since made the miracle on Earth today, we can change the planet, we can take the initiative to make the planet fit for humans rather than humans being forced to adapt to the planet. Whenever I think of this, I feel that human beings are too lucky and magical, we should be like other animals, just to survive, but we have created a civilization, an unprecedented civilization. What is even more interesting is that the premise of the development of science and technology is the proposition of theoretical knowledge, which comes from life and from human imagination. The ancients dreamed of going to the sky and the sea, imagining a thousand miles in a day, imagining the realm beyond the horizon, imagining the vastness of the sky. With these imaginations, it will prompt human beings to continue to explore, and human beings will continue to explore, discover, and summarize, and finally turn dreams into reality.

are you an academic at The University of Sheffield with an idea with the potential to remove 100 million tonnes of carbon out of the atmosphere at US$100 or less per tonne? if so you could be eligible for up to £100,000 in funding to develop that idea. Take a look at the Grantham Double Hundred Challenge. #sustainability #carbon #funding

If you want to be informed about what is happening among the best minds and souls on the planet, here is a list.

With three potential large regenerative development initiatives on the cards, it’s time to drop back to the next layer of education on modelling the values of Ecosystem Services, so started on NASA’a introductory on Applied Remote Sensing to get my head back into that line of thinking and learn the latest on satellite-based modelling techniques, systems, and platforms A couple of years ago, I went through the IISD’s Nature-based Infrastructure course, which is based on dynamic systems modelling and cost-benefit analysis for the development of green infrastructure projects, though I was a long way from having any projects of scale to sink my teeth into so it got lost in the ether and will need another visit Getting a deeper understanding of ecosystem service valuation rounds out the stack of financial modelling needed to see whole living systems through the eyes of finance As an example of how this could play out on one of these initiatives, I’ll use the Hunter Valley Through the Regen Places Network, we can work with Regen Hunter Valley to develop their capability around living system design through their Story of Place, as a value-adding process around some potential land-based projects we are looking at Continue in Post... https://lnkd.in/gc6eRuwF #regeneration #regenerativedevelopment #regenerativedesign #regenerativeeconomy #naturebasedinfrastructure #ecosystemservices #communitydevelopment #regionaldevelopment #impact #regenerativefinance