Všetko, čo potrebujete vedieť o troch tohtoročných veľkých environmentálnych konferenciách. Klimatická zmena, strata biodiverzity, degradácia pôdy, dezertifikácia a sucho sú hlboko prepojené aspekty planetárnej krízy.

Keďže väčšina cieľov trvalo udržateľného rozvoja (SDG) do roku 2030 je v súčasnosti mimo trať, musíme urýchlene konať, aby sme túto krízu zvládli a zabezpečili si budúcnosť, v ktorej sa dá žiť.

Tento rok sa v priebehu šiestich týždňov konajú tri veľké environmentálne konferencie zmluvných strán (COP).

Predstavujú jedinečnú príležitosť riešiť naše najpálčivejšie problémy bezhlavo a spoločne. Výzvy, ktorým čelíme, neexistujú izolovane a ani riešenia neexistujú. Výsledok COP je rozhodujúci pre našu budúcnosť.

Tu je to, čo potrebujete vedieť.

Európska komisia zverejnila podrobné často kladené otázky týkajúce sa smernice o podávaní správ o podnikovej udržateľnosti (CSRD) , ktorá mala byť transponovaná do vnútroštátneho práva do 6. júla 2024. Prvé správy o udržateľnosti v rámci CSRD majú byť zverejnené v roku 2025 a ešte predtým Európsky orgán pre cenné papiere a trhy zverejnil usmernenie o tom, ako by podniky mali uplatňovať európske štandardy podávania správ o udržateľnosti pri vytváraní správ o udržateľnosti a o tom, ako budú na podávanie správ o udržateľnosti dohliadať národné regulačné orgány.

(More on finance.ec.europa.eu,  esma.europa.eu)

Dňa 25. júla 2024 nadobudla účinnosť smernica o povinnej starostlivosti o udržateľnosti podnikov (smernica 2024/1760). Cieľom tejto smernice je podporovať udržateľné a zodpovedné správanie spoločností v rámci operácií spoločností a v rámci ich globálnych hodnotových reťazcov. Nové pravidlá zabezpečia, aby spoločnosti v rozsahu pôsobnosti identifikovali a riešili nepriaznivé ľudské práva a environmentálne vplyvy ich konania v Európe aj mimo nej. (More on commission.europa.eu)

Today, the European Commission issued the first of a series of guidance documents to support EU countries in the transposition and implementation of the revised directive on the energy performance of buildings into national law. Today's guidance (C/2024/7161) clarifies the requirement under Article 17 para. 15 to end any financial incentives for the installation of new stand-alone fossil fuel boilers by 1 January 2025 at the latest. In particular, the document clarifies the terms "standalone fossil fuel boiler" and "hybrid heating system", as well as "installation" and "financial incentives". For example, no grants, soft loans, or fiscal incentives such as reduced tax rates can be provided for the purchase, installation, and commissioning of new stand-alone natural gas, diesel, or coal-fired boilers, regardless of whether the installation is part of a renovation project or not. No public authority at national, regional or local level shall provide economic support and/or support through public resources to purchasers, installers and third parties for the installation of such boilers. (More on energy.ec.europa.eu)

The digital carbon footprint is becoming an increasingly significant part of total greenhouse gas emissions, especially in relation to the rapidly growing use of digital technologies and internet services. (more…)

The impact of climate change on migration, both current and future, has received considerable public and political attention in the last decade. A new IIASA-led study has provided the first comprehensive analysis of how climate factors—specifically drought and drought—affect internal migration. While public debate often focuses on international migration, existing scientific evidence suggests that when climate factors drive migration, it often results in short-distance movements within national borders. However, there is a lack of scientific studies investigating climate-induced internal migration in different countries. A new study published in Nature Climate Change used census microdata from 72 countries between 1960 and 2016 to provide the first global assessment of how environmental stress affects migration across national borders. (International Institute for Applied Systems Analysis, more at sciencedaily.com)

Climate change is disrupting the weather and putting further pressure on our water resources and ecosystems. According to the assessment of the European Environment Agency (EEA), European water management practices are insufficiently adapted to cope with such a rapid and large-scale change that will threaten water security. Better water management is the key to improving water resilience, easing water pressure and ensuring sufficient quality water for European citizens, nature and industry.

New research has found that efforts to reach net zero are being undermined by a number of carbon accounting schemes. Research led by academics from the University of Bath shows that multiple systems drive up costs and prevent well-meaning companies from effectively accounting for their carbon emissions, while creating loopholes that can be exploited by others.

It also found that systems that count carbon geographically, within industry groupings or based on consumption or products are limited by allowing emissions to be outsourced from accounts, causing inaccuracies.

The document also calls for and proposes a unified approach that would enable the linking of accounts, meaning that new circular economy processes could be properly reported. (Will McManus, University of Bath, more at phys.org)

The Biodiversity Summit COP16 starts on Monday, October 21 and runs until November 1. Unlike the climate change conferences that are held every year, the Biodiversity COPs are a rarer act, held every two years. This year's Biodiversity COP, held in the Colombian city of Cali, is therefore the first since COP15 in 2022. COP15 culminated in the Kunming-Montreal Global Biodiversity Framework, which sets the path to achieving “ of a world living in harmony with nature by 2050 ". ” and contains targets for 2050, supported by targets for 2030. A crucial focus of the upcoming COP on biodiversity is the implementation of the ambitious goals and targets set out in the Framework into practice. Below are some points to be aware of before starting the COP. (Richard Hilton, Helena Campbell, more at lexology.com)

From the point of view of active forest management and maintaining or restoring biodiversity, we can observe a mutual intermingling. Synergies arise when the maintenance of forest structures that support recognized human needs for biomass production ensures the creation of diverse habitats. Nowadays, the diverse ownership structure has caused diverse land use, which leads to the occurrence of different types of forests side by side. If we want to talk about the protection of biodiversity, it is necessary to benefit from sensitive protection planning, adapted to local and regional conditions. Effective strategies must include land-use planning based on input from multiple stakeholders in a given country. Such an approach will enable the protection and restoration of wildlife corridors, thereby increasing overall biodiversity. (More on lesmedium.sk)

People who spend more time in school are more aware of climate change. This was shown in a global observational study in 2015. And it's not just a correlation – a recent causal study uses a natural experiment (changes in compulsory schooling laws) – to show that people who drop out of school a year later have four percentage points higher probability. to vote for the Green Party and at the same time be more concerned about climate change and more likely to try to reduce their own energy consumption.

So we know that the how long people spend in school affects attitudes towards climate change. But how else can education play a role in solving the climate crisis? What about what's on the syllabus? One of the (many) UN Sustainable Development Goals is to ensure that “ all students acquired the knowledge and skills needed to support sustainable development ". In order to monitor progress towards this goal, the UN asks countries to report on whether sustainable development is included in education policies and curricula. A questionnaire is sent to every country in the world with the question: "Is education for global citizenship and education for sustainable development part of the formal curriculum?". (Lee Crawfurd, Radhika Nagesh, more at cgdev.org)

The Center for Nature and Climate at the World Economic Forum is a multi-stakeholder platform focused on protecting our environment and promoting sustainable practices. Our goals include achieving net zero emissions, promoting the responsible use of land and oceans, and improving the management of key resources such as food, water and raw materials. (More on centers.weforum.org)

Cryptocurrency prices have made headlines and caught the attention of investors and technology enthusiasts alike. However, another aspect of cryptocurrencies is also gaining attention: their carbon footprint. As the world becomes more aware of environmental sustainability, the environmental impact of digital currencies such as Bitcoin and Ethereum is being investigated. This article explores the complex relationship between cryptocurrencies and the environment and explores the carbon footprint of these digital assets. (BOSS Editorial, more at thebossmagazine.com)

This topic draws inspiration from the document "Greening curriculum guidance Teaching and learning for climate action" and provides a framework for incorporating the principles of green education and climate awareness into the teaching of pupils in the 1st to 5th grade of primary schools.

This thematic unit serves to discover the diversity of nature and its importance for life on Earth. Pupils will get to know different types of ecosystems, we will show them food chains in a simplified way and emphasize the importance of protecting endangered species.

Getting to know different types of ecosystems (forest, meadow, water environment)

• Forest:
  • Discussion: What do you imagine when you hear the word "forest"? What plants and animals live there? What does the forest look like in different seasons?
  • Visual aids: Pictures of the forest, trees (coniferous, deciduous), forest animals (deer, squirrel, owl), natural objects from the forest (cones, leaves, branches).
  • Games and activities: Creating a model of the forest in the classroom, playing the roles of forest animals, creating sounds typical of the forest.
• Meadow:
  • Discussion: What grows in the meadow? What colors can we see there? What animals live there?
  • Visual aids: Pictures of a meadow, flowers (dandelion, bluebell, clover), insects (butterfly, grasshopper, bee).
  • Games and activities: Drawing a meadow and its inhabitants, looking for differences between the pictures of a forest and a meadow, making kiliniki from a meadow flower.
• Water environment (pond, stream):
  • Discussion: What lives in water? How do fish breathe?
  • Visual aids: Pictures of a pond, stream, aquatic plants and animals (water lily, frog, duck).
  • Games and activities: Creating a model of the aquatic environment in a container, observing aquatic animals (if possible), drawing the aquatic world.

Food chains in nature - simple examples

• Explanation of the term: Animals need each other. Some animals feed on plants and other animals feed on these animals. This is how the food chain is created.
• Simple examples:
  • Carrot - hare - fox (The hare feeds on carrots, the fox feeds on hares).
  • Leaf - caterpillar - bird (A caterpillar feeds on leaves, a bird feeds on caterpillars).
• Games and activities: Creating food chains using pictures of animals, dramatizing food chains in the classroom.

Endangered species of plants and animals and their protection

• Discussion: What does it mean when a plant or animal is endangered? Why is it important to protect endangered species?
• Examples of endangered species: Use pictures and brief information about several endangered species of plants and animals typical of your area (e.g. spring snowdrop, High Tatras chamois).
• How we can help:
  • We do not catch or disturb animals in nature.
  • We do not venture outside the marked trails in protected areas.
  • We protect nature from pollution.
• Games and activities: Drawing pictures of endangered species, creating informational posters about nature conservation.

Creative activities:

• Drawing pictures of animals and plants:
  • Children can draw and paint the animals and plants they have learned about under the theme "Diversity of Nature".
• Dramatization of fairy tales with an environmental theme:
  • Choose stories that feature animals and plants and that have an environmental message (e.g., "The Rabbit and the Hedgehog," "How the Trees Made Friends").

Note:

The resources you have provided are aimed at older students and do not include direct information on topics such as ecosystem breakdown for first graders, simplified food chains, or specific endangered species appropriate for their age group. The given information is therefore adapted to the needs of first-year elementary school students and draws on general knowledge about the given topic.

For a deeper connection with environmental education, it is advisable to include walks in different types of ecosystems around the school and home, to observe plants and animals in their natural environment and to lead children to think about their meaning and protection.

This theme was prepared by our AI. (CO2AI)

CO2AI can sometimes give inaccurate answers, so we recommend that you check all the facts yourself.

Carbon (climate) literacy education syllabus for 1st to 5th grade elementary school students

The Ministry of Economy submitted a draft of the updated national climate plan for comments. This document proposes to increase the share of renewable energy sources in total consumption to 25 percent. The original plans from 2019 envisaged a 19 percent increase.

FROM updated proposal According to the integrated national energy and climate plan for the period 2021-2030, Slovakia should reduce greenhouse gas emissions in sectors outside the emissions trading system by 22.7 percent by 2030.

This plan is a strategic document focused on energy and the environment, where each member country sets its own national goals and priorities. Slovakia was supposed to submit its updated version of the plan to the Commission. (Co2AI)

Seven of the most common forest trees in Europe have been shown to be able to protect their genetic diversity against major changes in environmental conditions. This is despite the fact that their ranges have shrunk and the number of trees has plummeted during ice age cycles. This is according to a study by a European consortium led by the universities of Uppsala and Helsinki, published in Nature Communications (Words: Uppsala University).

"This is very positive from a biodiversity point of view, because these trees are keystone species on which many other species depend," says Pascal Milesi, associate professor of plant ecology and evolution at Uppsala University and first author of the study.

The researchers focused on examining how the genetic diversity of tree species was affected by ice age cycles. The trees survived both warm and cold periods. During the last ice age, about 10,000 years ago, the range of trees was greatly reduced. Scientists therefore thought that genetic diversity would be low. However, it turned out to be just the opposite – the species had a high genetic diversity and was thus resistant to drastic changes in its habitat. (More on envirotecmagazine.com)

In September, Ursula von der Leyen, President of the European Commission, presented an ambitious plan for the next five years, which aims to achieve sustainable prosperity in the European Union. (more…)

For supporters, biodiversity credits could free up billions in much-needed funding for nature, but critics fear a repeat of the scandals that have dogged other funding approaches to environmental protection.

Paying for protection tropical rainforests or compensation for habitat destruction is an area of growing interest, and conservation credit trading will feature at this year's COP16 UN Biodiversity Summit in Colombia this month.

The market for biodiversity credits or certificates – which monetize activities that claim to protect or restore nature – is new, unregulated and dogged by fears of "greenwashing".

Supporters say the credits could financially compensate for environmental damage caused by industry, such as when a mine or road project affects the surrounding environment.

Businesses could at least theoretically compensate for the damage by buying credits from organizations that support nature and biodiversity, for example by protecting wetlands or sustainably producing rubber. (Benjamin LEGENDRE, more at phys.org)

The Earth's climate system continues to deteriorate rapidly, with global temperatures on track to exceed 2°C of warming by the end of this century, which is alarming for years to come. This warning comes from (more…)

The game is suitable for the general public as well as for individuals who are already interested in climate issues, and is therefore particularly attractive to young users who are looking for engagement and inspiration.

The aim of the game is to engage users by simulating climate crisis scenarios and motivate them to think about climate action and societal resilience. It raises awareness of climate legislation and community action efforts and offers scenarios of different climate risks up to the year 2100. This could help users understand their relevance to real-world climate responses.

The game offers an innovative approach to learning about climate crises through interactive scenarios that provide a unique perspective compared to traditional educational formats. It adds significant value to those looking for an engaging, alternative learning experience. (More on climate-pact.europa.eu)