The document outlines the history and activities of the World Student Community for Sustainable Development (WSC-SD). It was founded in 2002 by student representatives from leading universities to be a multidisciplinary network of motivated students working locally and globally on sustainability issues. The WSC-SD aims to be a leading international student organization that carries out meaningful projects resulting in positive changes to improve lives. It has a global network of individual members from diverse countries and partners with other organizations through its advisory committee and friends network.
This document discusses expanding global learning opportunities in afterschool programs. It describes the variety of afterschool settings and goals to support youth development. Research shows that high-quality afterschool programs improve academic performance and develop skills like self-esteem. The document advocates using the afterschool environment to provide global content, skills, connections, and career opportunities for youth. It offers examples of programs integrating global learning and suggests transforming all afterschool activities with a global perspective.
Bangkok | Mar-17 | The Global Young AcademySmart Villages
油
This document provides information about the Global Young Academy (GYA). It discusses the GYA's vision, mission, and activities. The GYA is a worldwide network of 200 outstanding early-career researchers from 70 countries selected based on research excellence and commitment to service. It aims to empower young scientists and promote reason and inclusiveness in global decision-making. The document outlines the GYA's themes, projects supporting young scientists, and partnerships to further its goals.
This document discusses the importance of developing global competence in students. It argues that global competence is essential for students' future success as the world becomes more interconnected and diverse. Teachers are encouraged to integrate international perspectives into all subject areas and help students develop skills like investigating other cultures, recognizing different perspectives, communicating across borders, and taking action on global issues. The goal is to prepare students to thrive in today's globalized world.
This document provides an overview of Asia Society and its work in global education. Asia Society works across multiple areas including arts, business, policy, and education. In education, it focuses on developing global competence in students through initiatives like the Partnership for Global Learning. The Partnership for Global Learning works to make all students globally competent and ready for the 21st century. It emphasizes developing students' knowledge, skills, and dispositions needed to be global citizens through project-based learning and other experiential approaches.
University of mumbai,institute of distance and open learning on its celebrati...Ebba Ossiannilsson
油
My Chief Guest speech 18 July2020 at the 24TH IDEA NATIONAL CONFERENCE on Emerging Perspectives of Open and Distance Learning. Today 18 July it was also 164th Foundation Day of the University of Mumbai, one of the oldest universities of India and the Institute of Distance and Open Learning in it's 50th Golden Jubilee year.
The document discusses how to become a global citizen in today's rapidly changing world. It emphasizes that to shape the future, one must understand societal changes from a global perspective, appreciate diversity, maintain lifelong learning, and take local actions with an international outlook. It highlights how AIT helps groom global citizens through its multidisciplinary and cross-national approach to education and research focusing on sustainable development solutions. AIT serves as a neutral platform that brings together students and alumni from over 100 countries to collaborate on issues like climate change, sanitation, and agriculture that transcend borders.
This document outlines a school's approach to engaging international students from initial contact through graduation and beyond. It discusses guiding concepts like ensuring engagement is natural and organic. It then details various touchpoints for international students across the continuum from pre-arrival to post-graduation, including orientation, academics, activities, holidays, admissions outreach and alumni engagement. The goal is providing a supportive community experience for international students from their first interactions to long after graduating.
This document summarizes a workshop about TakingITGlobal (TIG), an online platform that aims to empower youth to be global citizens. It discusses how TIG can help prepare students for a globalized world by increasing cultural awareness, discussion of global issues, and volunteer activity. The workshop agenda covers what TIG and TIGed are, their site tools and programs, and how teachers can utilize TIG's resources in their practice to bridge formal and informal learning around student voice, global citizenship, and environmental stewardship.
The document summarizes the Vision Green 2010 campaign organized by AIESEC IIT Kharagpur to promote green technologies and sustainability. The 2-day event included workshops, presentations from foreign interns on green initiatives in their countries, and a flagship Green Business Summit. The Summit featured lectures on environmental topics and a panel discussion on channeling technical institutes' resources to create environmental impact. The event brought together students, faculty, and corporate and environmental leaders to discuss green technologies and global leadership.
Taking oer from commitment to action ossiannilsson oeb2018Ebba Ossiannilsson
油
The document discusses Ebba Ossiannilsson's roles advocating for open educational resources (OER) through organizations like the International Council for Open and Distance Education (ICDE). It outlines the ICDE OER Advocacy Committee which works to increase recognition and support for OER globally. The committee supports the UNESCO OER recommendations of building capacity for OER creation, access, and sharing to foster inclusive, equitable, and sustainable lifelong learning opportunities.
This document discusses the aims and examples of global education projects that connect students around the world using internet technology. The goals are to develop cross-cultural communication, collaboration, citizenship, and creativity skills. Examples provided include a creative writing workshop connecting schools worldwide through a wiki, an environmental protection project by students from Taiwan, Canada and the USA, and a cultural comparisons project by students from Canada, Malaysia and the USA.
Gaia Education promotes a holistic approach to education for sustainable development by developing curricula for sustainable community design. While drawing upon best practices within ecovillages and transition settings worldwide, Gaia Education works in partnership with universities, ecovillages, government and non-government agencies and the United Nations.
Jean-Christophe Carteron: Metrics for "Next Generation" Office of SustainabilityISCN_Secretariat
油
This document discusses metrics for measuring sustainability in higher education institutions. It outlines the scope of responsibility for HEIs, including their role as educational institutions and their environmental, economic and social impacts. It presents examples of metrics used to measure performance in teaching & training, campus management, research, and community involvement. The document advocates developing a knowledge-based model and online test to assess students' minimum level of knowledge about sustainable development. It proposes using such a test to map literacy, evaluate curricula, and promote awareness among students and staff. Overall, the document argues for moving beyond discrete metrics to a more holistic approach of assessing impacts in addition to means used.
Canada World Youth - Canadian senator Presentation - February 25th 2015Graham Shonfield
油
On February 25th 2015, 10 Canada World Youth participants were chosen to attend a meeting in Jakarta with 9 Canadian senators. The senators were there to meet with parliamentarians and governments to strengthen the relationship between Canada and Indonesia. We created the presentation the day before, staying up until 2AM to finish it! Our presentation described a Youth Leaders in Action, Canada World Youth trip. We went over the core values of the program which include the counterpart relationship, living with host families and being a part of a group as well as volunteering and building community in the places you're living. We also talked about community engagement, sector projects in Indonesia, working with the local youth and Educational Activity Days. We also explained the skills that we had gained through participating in a trip like this and what being a part of this program means to us.
We performed the Saman dance, had lunch with the senators and had a few moments to really have conversations with them about Canada World Youth. It was an incredible opportunity and I know we were all very proud of our presentation.
The document proposes a global service learning project partnering American students with refugee students through the organization Respect International. Respect International would facilitate a pen pal letter exchange program to increase awareness of refugee issues and build connections between the groups of students. The proposal outlines considerations for implementing the project in classrooms, including having students watch an informational video, exchange letters, and potentially fundraise to support their refugee pen pals' school. The effects could include creating an worldwide educational network and giving students a broader worldview.
OER, and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning. Presentation from the OER Advocacy at CDE LLLS2019, Lillehammer, Norway
Communities respond to sustainable development in diverse ways. Using local wisdom and resources and accessing global networks, community members work together to sustain their economic and social wellbeing, and regenerate their natural ecosystems. The Sustainable Dynamics Model captures the processes with which interdependent actors and stakeholders leverage each others forces and capabilities to achieve their visions of a sustainable community. This exploratory study that aims to introduce and define the Sustainable Dynamics Model emanated from an observational case study of a sustainable community-based ecotourism project through the Asian Productivity Organization Workshop on Agrotourism Development and Marketing in Bali, Indonesia. Later on, it evolved into interdisciplinary action research seeking to integrate sustainability solutions initiated by various stakeholders to the local communitys vision of a global banjar (community). Focus group discussion and workshops, interviews and case studies propelled the gathering of information on the processes of implementing these solutions from local and international stakeholders. The main lesson that emerged from these local initiatives is that achieving social, economic and ecological balance within the community depends on the dynamics of the actors and stakeholders participating in the collaboration. Developing a sustainable community requires human-level (self) transformation: personal wellness and creative autonomy leading towards the creation of opportunities for social, economic, and environmental transformation.
This document proposes a global service learning project partnering American students with refugee students through Respect International. Respect International connects students worldwide through pen pal letter exchanges to increase awareness of refugee issues and build understanding between cultures. The proposal outlines Respect International's operations, and how participating classrooms could implement a letter exchange program and fundraising efforts to support refugee schools. The global service learning project aims to develop students into global citizens with knowledge and appreciation of other cultures and humanitarian issues worldwide.
Learn to use online social networking and digital media tools to facilitate global education and inspire student leadership in local and global communities.
This document discusses expanding global learning opportunities in afterschool programs. It describes the variety of afterschool settings and goals to support youth development. Research shows that high-quality afterschool programs improve academic performance and develop skills like self-esteem. The document advocates using the afterschool environment to provide global content, skills, connections, and career opportunities for youth. It offers examples of programs integrating global learning and suggests transforming all afterschool activities with a global perspective.
Bangkok | Mar-17 | The Global Young AcademySmart Villages
油
This document provides information about the Global Young Academy (GYA). It discusses the GYA's vision, mission, and activities. The GYA is a worldwide network of 200 outstanding early-career researchers from 70 countries selected based on research excellence and commitment to service. It aims to empower young scientists and promote reason and inclusiveness in global decision-making. The document outlines the GYA's themes, projects supporting young scientists, and partnerships to further its goals.
This document discusses the importance of developing global competence in students. It argues that global competence is essential for students' future success as the world becomes more interconnected and diverse. Teachers are encouraged to integrate international perspectives into all subject areas and help students develop skills like investigating other cultures, recognizing different perspectives, communicating across borders, and taking action on global issues. The goal is to prepare students to thrive in today's globalized world.
This document provides an overview of Asia Society and its work in global education. Asia Society works across multiple areas including arts, business, policy, and education. In education, it focuses on developing global competence in students through initiatives like the Partnership for Global Learning. The Partnership for Global Learning works to make all students globally competent and ready for the 21st century. It emphasizes developing students' knowledge, skills, and dispositions needed to be global citizens through project-based learning and other experiential approaches.
University of mumbai,institute of distance and open learning on its celebrati...Ebba Ossiannilsson
油
My Chief Guest speech 18 July2020 at the 24TH IDEA NATIONAL CONFERENCE on Emerging Perspectives of Open and Distance Learning. Today 18 July it was also 164th Foundation Day of the University of Mumbai, one of the oldest universities of India and the Institute of Distance and Open Learning in it's 50th Golden Jubilee year.
The document discusses how to become a global citizen in today's rapidly changing world. It emphasizes that to shape the future, one must understand societal changes from a global perspective, appreciate diversity, maintain lifelong learning, and take local actions with an international outlook. It highlights how AIT helps groom global citizens through its multidisciplinary and cross-national approach to education and research focusing on sustainable development solutions. AIT serves as a neutral platform that brings together students and alumni from over 100 countries to collaborate on issues like climate change, sanitation, and agriculture that transcend borders.
This document outlines a school's approach to engaging international students from initial contact through graduation and beyond. It discusses guiding concepts like ensuring engagement is natural and organic. It then details various touchpoints for international students across the continuum from pre-arrival to post-graduation, including orientation, academics, activities, holidays, admissions outreach and alumni engagement. The goal is providing a supportive community experience for international students from their first interactions to long after graduating.
This document summarizes a workshop about TakingITGlobal (TIG), an online platform that aims to empower youth to be global citizens. It discusses how TIG can help prepare students for a globalized world by increasing cultural awareness, discussion of global issues, and volunteer activity. The workshop agenda covers what TIG and TIGed are, their site tools and programs, and how teachers can utilize TIG's resources in their practice to bridge formal and informal learning around student voice, global citizenship, and environmental stewardship.
The document summarizes the Vision Green 2010 campaign organized by AIESEC IIT Kharagpur to promote green technologies and sustainability. The 2-day event included workshops, presentations from foreign interns on green initiatives in their countries, and a flagship Green Business Summit. The Summit featured lectures on environmental topics and a panel discussion on channeling technical institutes' resources to create environmental impact. The event brought together students, faculty, and corporate and environmental leaders to discuss green technologies and global leadership.
Taking oer from commitment to action ossiannilsson oeb2018Ebba Ossiannilsson
油
The document discusses Ebba Ossiannilsson's roles advocating for open educational resources (OER) through organizations like the International Council for Open and Distance Education (ICDE). It outlines the ICDE OER Advocacy Committee which works to increase recognition and support for OER globally. The committee supports the UNESCO OER recommendations of building capacity for OER creation, access, and sharing to foster inclusive, equitable, and sustainable lifelong learning opportunities.
This document discusses the aims and examples of global education projects that connect students around the world using internet technology. The goals are to develop cross-cultural communication, collaboration, citizenship, and creativity skills. Examples provided include a creative writing workshop connecting schools worldwide through a wiki, an environmental protection project by students from Taiwan, Canada and the USA, and a cultural comparisons project by students from Canada, Malaysia and the USA.
Gaia Education promotes a holistic approach to education for sustainable development by developing curricula for sustainable community design. While drawing upon best practices within ecovillages and transition settings worldwide, Gaia Education works in partnership with universities, ecovillages, government and non-government agencies and the United Nations.
Jean-Christophe Carteron: Metrics for "Next Generation" Office of SustainabilityISCN_Secretariat
油
This document discusses metrics for measuring sustainability in higher education institutions. It outlines the scope of responsibility for HEIs, including their role as educational institutions and their environmental, economic and social impacts. It presents examples of metrics used to measure performance in teaching & training, campus management, research, and community involvement. The document advocates developing a knowledge-based model and online test to assess students' minimum level of knowledge about sustainable development. It proposes using such a test to map literacy, evaluate curricula, and promote awareness among students and staff. Overall, the document argues for moving beyond discrete metrics to a more holistic approach of assessing impacts in addition to means used.
Canada World Youth - Canadian senator Presentation - February 25th 2015Graham Shonfield
油
On February 25th 2015, 10 Canada World Youth participants were chosen to attend a meeting in Jakarta with 9 Canadian senators. The senators were there to meet with parliamentarians and governments to strengthen the relationship between Canada and Indonesia. We created the presentation the day before, staying up until 2AM to finish it! Our presentation described a Youth Leaders in Action, Canada World Youth trip. We went over the core values of the program which include the counterpart relationship, living with host families and being a part of a group as well as volunteering and building community in the places you're living. We also talked about community engagement, sector projects in Indonesia, working with the local youth and Educational Activity Days. We also explained the skills that we had gained through participating in a trip like this and what being a part of this program means to us.
We performed the Saman dance, had lunch with the senators and had a few moments to really have conversations with them about Canada World Youth. It was an incredible opportunity and I know we were all very proud of our presentation.
The document proposes a global service learning project partnering American students with refugee students through the organization Respect International. Respect International would facilitate a pen pal letter exchange program to increase awareness of refugee issues and build connections between the groups of students. The proposal outlines considerations for implementing the project in classrooms, including having students watch an informational video, exchange letters, and potentially fundraise to support their refugee pen pals' school. The effects could include creating an worldwide educational network and giving students a broader worldview.
OER, and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning. Presentation from the OER Advocacy at CDE LLLS2019, Lillehammer, Norway
Communities respond to sustainable development in diverse ways. Using local wisdom and resources and accessing global networks, community members work together to sustain their economic and social wellbeing, and regenerate their natural ecosystems. The Sustainable Dynamics Model captures the processes with which interdependent actors and stakeholders leverage each others forces and capabilities to achieve their visions of a sustainable community. This exploratory study that aims to introduce and define the Sustainable Dynamics Model emanated from an observational case study of a sustainable community-based ecotourism project through the Asian Productivity Organization Workshop on Agrotourism Development and Marketing in Bali, Indonesia. Later on, it evolved into interdisciplinary action research seeking to integrate sustainability solutions initiated by various stakeholders to the local communitys vision of a global banjar (community). Focus group discussion and workshops, interviews and case studies propelled the gathering of information on the processes of implementing these solutions from local and international stakeholders. The main lesson that emerged from these local initiatives is that achieving social, economic and ecological balance within the community depends on the dynamics of the actors and stakeholders participating in the collaboration. Developing a sustainable community requires human-level (self) transformation: personal wellness and creative autonomy leading towards the creation of opportunities for social, economic, and environmental transformation.
This document proposes a global service learning project partnering American students with refugee students through Respect International. Respect International connects students worldwide through pen pal letter exchanges to increase awareness of refugee issues and build understanding between cultures. The proposal outlines Respect International's operations, and how participating classrooms could implement a letter exchange program and fundraising efforts to support refugee schools. The global service learning project aims to develop students into global citizens with knowledge and appreciation of other cultures and humanitarian issues worldwide.
Learn to use online social networking and digital media tools to facilitate global education and inspire student leadership in local and global communities.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
油
The intersection of AI and pharmaceutical formulation science highlights significant blind spotssystemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AIthat could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Finals of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
How to Modify Existing Web Pages in Odoo 18Celine George
油
In this slide, well discuss on how to modify existing web pages in Odoo 18. Web pages in Odoo 18 can also gather user data through user-friendly forms, encourage interaction through engaging features.
Research & Research Methods: Basic Concepts and Types.pptxDr. Sarita Anand
油
This ppt has been made for the students pursuing PG in social science and humanities like M.Ed., M.A. (Education), Ph.D. Scholars. It will be also beneficial for the teachers and other faculty members interested in research and teaching research concepts.
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
油
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
Finals of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
油
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
2. Shi$ing
油Mindsets
油
Environmental
油
Sphere
油
Socio-足Poli<cal
油
Environmental
油 Sphere
油
油
Sphere
油
Socio-足
Economic
油
Poli<cal
油 Economic
油
Sphere
油 Sphere
油
Sphere
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
3. WSC-足SD
油Landmarks
油
≒ 2000:
油Concept
油of
油the
油WSCSD
油
created
油at
油Youth
油Encounter
油on
油
Sustainability
油(YES)
油course.
油
油
≒ 2002:
油student
油representa<ves
油
from
油leading
油universi<es
油founded
油
"AGS
油World
油Student
油Community"
油
in
油San
油Jos辿,
油Costa
油Rica
油&
油held
油鍖rst
油
annual
油mee<ng
油
油
油
≒ In
油Costa
油Rica,
油the
油organiza<on
油
was
油named
油as
油The
油World
油
Student
油Community
油for
油
Sustainable
油Development.
油
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
4. WSC-足SD
油Vision
油
A
油mul<-足disciplinary
油network
油
of
油mo<vated
油students
油with
油
the
油ability
油to
油think
油and
油act
油
both
油locally
油and
油globally,
油
and
油who
油share
油the
油vision
油to
油
make
油a
油di鍖erence.
油
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
5. WSC-足SD
油Purpose
油
To
油be
油a
油leading
油interna<onal
油student
油organiza<on
油
that
油carries
油out
油meaningful
油projects
油which
油result
油in
油
posi<ve
油and
油enduring
油changes
油that
油improve
油lives
油in
油
communi<es
油around
油the
油world.
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
6. A
油Global
油Network
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
8. WSC-足SD
油External
油Networks
油
Advisory
油CommiHee
油
≒ Mr.
油Steven
油Millman,
油Booz
油Allen
油Hamilton,
油USA,
油co-足founder
油WSC-足SD
油
≒ Prof.
油Je鍖rey
油Steinfeld,
油MIT,
油USA
油
≒ Dr.
油Thomas
油Andersson,
油J旦nk旦ping
油University,
油Intentac,
油GTC,
油IKED
油
≒ Mr.
油Philip
油Osano,
油McGill
油University
油
≒ Dr.
油Greg
油Morrison,
油Chalmers
油University
油of
油Technology,
油AGS
油
≒ Dr.
油Onuki
油Sensei,
油University
油of
油Tokyo
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
9. WSC-足SD
油External
油Networks
油
Friends
油of
油WSC-足SD
油
≒ oikos
油Interna<onal
油
≒ AGS
油
≒ YES
油courses
油&
油YES
油alumni
油
≒ Project
油Media
油Survival
油
≒ PlanetCall
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
10. MIND,
油KNOWLEDGE
油AND
油SUSTAINABILITY
油
ANNUAL
油MEETING
油2006
油
RASA,
油SWITZERLAND
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
11. TAKING
油ACTION
油FOR
油GLOBAL
油SUSTAINABILITY
油
S3
油2007.
油TOKYO,
油JAPAN
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
12. SOCIETIES
油OF
油TOMORROW
油
S3
油2008
油
REGINA,
油CANADA
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
13. Student
油Summit
油for
油Sustainability
油2009
油&
油 25
油
油31
油January
油2009
油
ETH,
油Zurich,
油Switzerland
油
AGS
油Annual
油MeeMng
油MeeMng
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
14. Student
油Community
油Project:
油
Sustainable
油Campus
油@
油AGS-足UTSC
油
Dialogue
油with
油University
油of
油Tokyo
油President,
油Komiyama
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
15. SfGS-足UoN
油engaging
油in
油number
油
of
油iniMaMves,
油from
油campus
油
audits
油to
油environmental
油
programmes
油
Student
油Community
油Project:
油
Tree
油PlanMng
油@
油University
油of
油Nairobi
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
16. Nripal
油Adhinkary
油
Nepal
油
Individual
油Member
油Project:
油
Sustainable
油ConstrucMon
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
17. Website
油&
油Wiki
油FuncMons
油
WEBSITE:
油INFORMATION
油ABOUT
油WSC-足SD
油
DYNAMICALLY
油UPDATED;
油NEWSLETTER
油FUNCTION
油
WIKI:
油MEMBER
油LOGIN
油
ONLINE
油COLLABORATIVE
油PLATFORM
油
ACCESS
油TO:
油STUDENT
油&
油PROJECT
油DATABASES;
油EXTENSIVE
油
RESOURCES
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
World Student Community for Sustainable Development
18. world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
19. world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
20. ExciMng
油OpportuniMes
油for
油WSC-足SD
油Members
油
COP15
油
STUDENT
油BOOK
油ON
油CLIMATE
油CHANGE
油
CLIMATE
油CHANGE
油ACTION
油
AGS
油AM
油TOKYO,
油MARCH
油2010
油
S3,
油COLOMBA,
油OCTOBER
油2010
油
INTERNATIONAL
油PROJECT
油COLLABORATION
油
YES,
油IPOS
油COURSES
油
EESD
油Chalmers
油2010
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development
21. Youth
油Encounter
油on
油Sustainability
油(YES)
油/
油iPOS
油
≒ Two
油week
油summer
油
programmes
油on
油sustainable
油
development
油
≒ Interna<onal
油and
油regional
油
sessions
油
Central
油and
油Eastern
油
Europe
油
Asia
油
Africa
油
La<n
油America
油
world
油student
油community
油for
油sustainable
油development
油/
油www.wscsd.org
油
World Student Community for Sustainable Development