Titlebook: Education for Sustainable Development in Further Education; Embedding Sustainabi Denise Summers,Roger Cutting Book 2016 The Editor(s) (if a

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Changing Values for a Sustainable Future: The Role of Teaching and Learningmmunication are introduced as a suitable starting point. The rest of the chapter consists of an explanation and discussion of an exercise developed which uses Bloom’s taxonomy of learning to encourage learners to consider their own values in relation to SD, and how they might change through explicit discussion of previously implicit values.

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Health and Well-being Matterskely to perform well and learn how to take control of long-term health risk. Well-being is located within places where people live work and play so weaving well-being through the framework of everyday college life can be a positive step that bridges the gaps between sustainability, employability, health promotion and social inequalities.

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導(dǎo)師

https://doi.org/10.1007/978-3-642-18315-7issues associated with the consumption of resources and their disposal, e-waste in particular. It guides the reader through a process whereby we can challenge dominant ideology and reflect on ethical issues within the life cycle of resources.

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Computer Automation in Manufacturingand imaginative students. The chapter draws on a case study, the Innovation, Creativity and Enterprise House project, to illustrate key concepts and review practical strategies to sustain this approach in learning through teaching.

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Hajo Hippner,Matthias Meyer,Klaus D. Wildety approach incorporating the 4 Rs model. Reflective, critical thinking and research tasks are provided throughout the chapter for those who want to explore the concepts and practical ideas in more depth.

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The Telephone Network as a Medium,nging world to help practitioners promote such issues in their own practice. It looks at how the initial teacher education programmes have sustained their values over the periods of change since 1998.

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Stanis?aw Apanasewicz,Stanis?aw Paw?owskind the social crisis’ (Schumacher ., p.21) we face. We are stuck in a way of thinking that is unsustainable and unless old ways of thinking about education are transformed, the three-fold crisis at the heart of ESD cannot be confronted.