Mar 5, 2020
Joseph S. Nye Jr. provides a concise, penetrating analysis of the role of ethics in U.S. foreign policy after World War II. Nye works through each presidency from FDR to Trump and scores their foreign policy on three ethical dimensions: their intentions, the means they used and the consequences of their decisions. He also evaluates their leadership qualities, elaborating on which approaches worked and which did not. Nye shows that each president was not fully constrained by the structure of the system and actually had choices. He further notes the important ethical consequences of nonactions, such as Truman’s willingness to accept stalemate in Korea rather than use nuclear weapons. Most importantly, he points out that presidents need to factor in both the political context and the availability of resources when deciding how to implement an ethical policy and will need to do so even more in a future international system that presents not only great power competition from China and Russia but a host of transnational threats: the illegal drug trade, infectious diseases, terrorism, cybercrime and climate change.
Published on Mar 5, 2020
Rick Clugston, Director of University Leaders for Sustainable Future (USA) speaks on the Earth Charter principles for Global Sustainable Development.
For more information visit: http://earthcharter.org/
Lessons and Hopes Lessons and Hopes After 25 Years on the Front Lines Thursday 5th March 7pm
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In this episode of The Common Good, Former Labor Secretary Robert Reich discusses the three greatest Super Tuesday surprises, the Democratic establishment’s push to hand Joe Biden victories in key states, and what Bernie Sanders needs to do to bridge the divide between the old and young factions of the party.
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FRANCE 24 English
Mar 5, 2020
More than 290 million students worldwide faced weeks at home on Thursday with Italy the latest country to shut schools over the deadly new coronavirus, as the IMF urged an all-out, global offensive against the epidemic
Hello, and welcome to Day 2 of HEATED’s week-long series on climate education in public schools.
We kicked off Day 1 by shining a light on the positive impacts of comprehensive climate education. We cited research showing that classrooms can be essential breeding grounds for climate-conscious citizens. Not only do climate-educated students have lower individual carbon footprints; their behavior pressures others to behave more sustainably, too. This is important, because the planet’s livability depends on peer pressure to build public enthusiasm for decarbonization.
But as a whole, American classrooms are not currently creating climate-conscious citizens. Indeed, many are doing the exact opposite.
Students are taught about climate. Just not very well.
There are approximately 13,500 school districts in America, containing more than 100,000 public schools. The federal government does not require any of these schools to teach climate change.
Every state has different standards for what kids should learn about—and each school district is individually responsible for implementing those standards. That means that how climate is taught—if climate is taught—varies widely from district to district, and often even classroom to classroom.
Most kids do appear to be learning about climate change. According to a 2016 survey by the National Center for Science Education, 70 percent of middle school teachers and 87 percent of high school teachers spend at least an hour on global warming each year. Only about 3 to 4 percent of students receive no teaching of human-caused climate change.