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Includes bibliographical references (p. 304-312) and index

This issue of Access, the journal issued periodically by Challenge for Change/Societe Nouvelle, contains two groups of articles. The first focuses upon the Skyriver Project, relating how a project was developed which used film and video tape as a means of helping Alaskan communities to assess their own needs and to advocate for themselves the kinds of changes which they themselves saw as desirable. The second collection is devoted to the project En Tant Que Femmes which dealt with feminist related issues as these were perceived by women working for the National Film Board of Canada. (PB)

Over a 6-month period in 1989, an institutional review was conducted of the San Francisco Community College District (SFCCD) in order to develop recommendations for an organizational and administrative structure that would facilitate the fulfillment of district goals, promote professional performance, enhance the implementation of significant new state mandates, encourage the efficient use of scarce resources, and enable the district to adapt to change in the future. The private consulting firm recruited to assess the SFCCD reviewed district documents; interviewed over 100 administrators, faculty, and other personnel; conducted case studies; received opinion surveys from employees and current and former students; and undertook comparisons with other community colleges in California and nationwide. The analyses suggested that challenges to the district's effectiveness existed in the areas of organizational culture, mistrust, a common vision, cohesion, professionalism, communication, efficiency, planning, evaluation, and renewal. Four organizational models were considered to address these challenges: a status quo model; a parallel structure model, calling for the City College of San Francisco (CCSF) and the non-credit program to operate as two equal but independent components; the formation of a multi-college district; and an integrated systems model, which would consolidate the CCSF and the district's non-credit program into a single functioning organizational unit. The study report weighs each alternative and makes recommendations for reforms. Enrollment, apportionment, revenue, expenditure, and comparative fiscal data are appended. (JMC)

Over a 6-month period in 1989, an institutional review was conducted of the San Francisco Community College District (SFCCD) in order to develop recommendations for an organizational and administrative structure that would facilitate the fulfillment of district goals, promote professional performance, enhance the implementation of significant new state mandates, encourage the efficient use of scarce resources, and enable the district to adapt to change in the future. The private consulting firm recruited to assess the SFCCD reviewed district documents; interviewed over 100 administrators, faculty, and other personnel; conducted case studies; received opinion surveys from employees and current and former students; and undertook comparisons with other community colleges in California and nationwide. The analyses suggested that challenges to the district's effectiveness existed in the areas of organizational culture, mistrust, a common vision, cohesion, professionalism, communication, efficiency, planning, evaluation, and renewal. Four organizational models were considered to address these challenges: a status quo model; a parallel structure model, calling for the City College of San Francisco (CCSF) and the non-credit program to operate as two equal but independent components; the formation of a multi-college district; and an integrated systems model, which would consolidate the CCSF and the district's non-credit program into a single functioning organizational unit. The study report weighs each alternative and makes recommendations for reforms. Enrollment, apportionment, revenue, expenditure, and comparative fiscal data are appended. (JMC)

A review of the problems and potential of the Federated States of Micronesia (FSM) elementary-secondary educational system and a brief summary of the postsecondary system are provided in this report. Methodology involved dialogues with approximately 1,500 citizens; a survey of 870 government leaders, school administrators, teachers, parents, and students; site visitation and observation; and document analysis. Part 1, the national report, an introduction to the study; relevant social, historical, and demographic issues; methodology, survey results, fifteen recommendations; and the estimated costs of implementation. In part 2, state reports and recommendations from Yap, Chuuk, Pohnpei, and Kosrae (FSM) are presented. Recommendations are made for increasing citizen participation in decision making, valuing employment and career progress, balancing economics and educational needs, and providing equal educational opportunities. Thirty tables and four figures are included. Appendices contain interview schedules and coding instructions. (26 references) (LMI)

Purposes of the study were (1) to present some of the problems of the organizational structure of Chilean agriculture, and (2) to explore some of the factors related to diffusion and adoption of agricultural practices as aspects of social and technological change and development. Two central factors considered in the research problem were (1) analysis of the processes of communication and diffusion of new ideas and technologies, and (2) acceptance and actual adoption of recommended farm practices among Chilean farmers. The 3 dependent variables selected were exposure to mass media, exposure to technical agricultural communication, and adoption of recommended farm practices. Interviews were conducted with 244 farmers of 3 communities located in the province of Colchagua. It was found that levels of usage of public information channels, as measured by an index of exposure to mass media, were associated with social factors such as age, education, farm size, and income. Other findings suggested that the farmers' informal associates and commercial and institutional sources influenced adoption; that mass media appeared to be divorced from the adoption process; and that agricultural extension service and other agricultural agencies were relatively unimportant as diffusion and adoption agents. (AN)

The UNESCO Institute for Lifelong Learning (UIL) has just published its fifth policy brief, entitled "Making Large-Scale Literacy Campaigns and Programmes Work." The brief provides policymakers with a set of recommendations based on an analysis of adult literacy campaigns and programmes that took place around the world between 2000 and 2014. Despite a resurgence in the popularity of literacy campaigns as a means of mobilizing political will, resources and people, the analysis finds that most large-scale campaigns failed to achieve their overly ambitious targets. The policy brief's key message is therefore that the literacy challenge needs to be addressed from a lifelong learning perspective. This will help policymakers to achieve the literacy target of the new global education agenda, Education 2030. Taking into account the complexity of the literacy task ahead, the policy brief recommends linking literacy campaigns to social change and mobilization; ensuring adequate investment; integrating literacy into holistic learning systems; making systematic use of technology; and improving the quality of literacy data.

This paper discusses how Japanese teachers of English can help students acquire real oral communication skills by challenging and changing their teaching approaches, reflecting on their teaching styles, understanding the situation in their language classrooms, and taking steps to solve the problem of authentic oral communication. The paper explores how secondary level Japanese English teachers can help students learn real oral communication skills effectively by optimizing language learning conditions. Four sections focus on: (1) "Reflections on the Situation and Problems in My Class"; (2) "Optimum Language Learning Conditions" (exposure, use of language, motivation, and instruction); (3) "Solution: Task-Based Learning" (defining a task, how the task-based learning framework operates, how task-based learning optimizes four language learning conditions, a variety of task types provides rich opportunities and experiences, and acquiring communication strategies); and (4) "Conclusion" (teachers must help students improve not only accuracy but also true communicative abilities). A lesson plan, "Focus on Oral Communication," is appended. (Contains 17 references.) (SM)

This paper discusses how Japanese teachers of English can help students acquire real oral communication skills by challenging and changing their teaching approaches, reflecting on their teaching styles, understanding the situation in their language classrooms, and taking steps to solve the problem of authentic oral communication. The paper explores how secondary level Japanese English teachers can help students learn real oral communication skills effectively by optimizing language learning conditions. Four sections focus on: (1) "Reflections on the Situation and Problems in My Class"; (2) "Optimum Language Learning Conditions" (exposure, use of language, motivation, and instruction); (3) "Solution: Task-Based Learning" (defining a task, how the task-based learning framework operates, how task-based learning optimizes four language learning conditions, a variety of task types provides rich opportunities and experiences, and acquiring communication strategies); and (4) "Conclusion" (teachers must help students improve not only accuracy but also true communicative abilities). A lesson plan, "Focus on Oral Communication," is appended. (Contains 17 references.) (SM)

Source: https://www.twitch.tv/videos/1508741098 Uploader: sashagrey

Source: https://www.twitch.tv/videos/1508741098 Uploader: sashagrey

Source: https://www.twitch.tv/videos/1508741098 Uploader: sashagrey

Source: https://www.twitch.tv/videos/1508741098 Uploader: sashagrey

Source: https://www.twitch.tv/videos/1508741098 Uploader: sashagrey

This volume was digitized and made accessible online due to deterioration of the original print copy.

This volume was digitized and made accessible online due to deterioration of the original print copy.

I became active in the fight against climate change more than a decade ago because addressing this challenge is good for our environment, good for our health, and good for our economy. On #EarthDay, I stand with people across the globe taking action. https://t.co/ksbsA3X10x Source: https://twitter.com/MikeBloomberg/status/1120371027706548224 Uploader: Mike Bloomberg

Let’s hear what is something special inside! Jakarta, Indonesia is a megacity with a rapid growth, congestion, and reliance on vehicle transportation, fast food and street food, and social isolation. As such, unhealthy lifestyles are increasing and leading to obesity and type 2 diabetes, and increased smoking, especially amongst the young. In fact, these changes are being seen in urban and rural areas where obesogenic environments include poor access to healthy foods, limited spaces for play and exercise, and low psychological motivation. Programs to address the issue of lifestyle change are limited in scope and strategy and do not engage social structures or use innovative technologies to catalyze personal behavior change. We propose the Twin Urban-Rural Eco-Healthy lifestyle program to promote health lifestyles and reduce obesity and non-communicable disease. Our approach catalyzes change through four integrated components with a key focus on children and adolescents, and their parents. Given the growth of megacities worldwide, and the ongoing need for healthy rural lifestyles, our approach may provide a needed breakthrough. Especially because it is not just a specific solution, but establishes a dynamic information and lifestyle support ecosystem that is adaptive to new challenges, and draws on the ingenuity of individuals, families and communities to meet the needs for flourishing societies in the future. It is not just about giving intervention, it is about how people live. It is about helping people get a sustainable better quality of life, helping people to be healthier and eat healthy foods, and empowering people to be more active and fit. So, helping us build a stronger, better environment to live. Thank you for listening to our ideas and considering our proposal.

In recent years, Irish universities have cooperated in developing quality assurance systems and in representing their approach nationally and internationally as a unique quality model. The quality framework that is described in this publication is the result of close collaboration among the universities, the Conference of Heads of Irish Universities, and the Inter-University Quality Steering Committee. The framework that is presented has been adopted by seven Irish universities, and the framework is proving effective. The approach is based on a holistic view of the university that involves all major stakeholders and external experts. Core aspects of the framework include: (1) operating principles based on quality as strategy, quality review as a driver of change, quality as analysis and reflection, and quality as a shared responsibility; (2) quality offices within the universities; (3) participation of students in quality reviews; (4) participation of stakeholders; and (5) four major elements of the process that include self-assessment, peer review, a peer review report, and the implementation of findings for continuing improvement. Seven appendixes provide background about the development of the framework and discussions of the context for higher education improvement in Ireland. (SLD)

The title of this volume, "Learning Languages in the Digital Age," focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.

Briefing session topics included: *Tech base master plan; Threat- Environment Projection for Fire Support 1990 - 2000; Fire support modernization plan; Fire Support Armaments Center; Advanced field artillery systems; Electrical guns; Insensitive munitions; Fire control battlefield management; Smart munitions; Fire control armored systems modernization; Extended range munitions; Command and control mines; Warhead developments; Special forces requirements and Special Forces Initiatives; 1991 APBI Preview.

Briefing session topics included: *Tech base master plan; Threat- Environment Projection for Fire Support 1990 - 2000; Fire support modernization plan; Fire Support Armaments Center; Advanced field artillery systems; Electrical guns; Insensitive munitions; Fire control battlefield management; Smart munitions; Fire control armored systems modernization; Extended range munitions; Command and control mines; Warhead developments; Special forces requirements and Special Forces Initiatives; 1991 APBI Preview.

This unit of study for high-ability language arts students in grades 2-3 uses an inquiry-based approach to investigate literature in an interdisciplinary curriculum. The guiding theme of the unit is the recognition of change as a concept that affects people and their relationships as well as the world around them. The unit provides the vehicle for student participation in activities that elicit examination of physical and behavioral changes in individuals and in relationships. An open-ended approach to the discussion process emphasizes the search for meaning in literature. Vocabulary and grammar development supports the readings as well. Students consider the role of memory in their lives, through writing about memories and through research on the role of technology in preserving memories. The unit is designed to improve students' critical reasoning related to comprehension of the main idea of a selection, understanding of the concept of change, and supporting an answer with valid reasons. This guide presents goals and outcomes, a list of student readings, an assessment model, a paper analyzing the concept of change, teaching models, 21 lesson plans, assessment forms, a list of almost 100 works taught in the unit and resource materials used in its development, an annotated bibliography of 28 items on the concept of change, and a list of 41 computer software resources. (JDD)

This report covers 5 regional seminars designed to increase the Veterans Administration understanding of Vietnam Era veterans. The process used was one of involvement and interaction of Veterans Administration officials with returning Vietnam Era veterans and other young people. After the traditional introductions and keynote remarks, there was a series of three consecutive panels: (1) veterans who had served in Vietnam; (2) young VA employees who had also served in Vietnam; and (3) the three top leaders of the VA. Informality, spontaneity and audience participation were emphasized throughout. The panels were then followed by small discussion groups containing a diversity of members to continue the interaction process. Excerpts from the three panels contained in this report were selected on the basis of representativeness. They reflect the range of experiences, concerns, and problems expressed by Vietnam Era veterans at the seminars. (Editor/HS)

This report covers 5 regional seminars designed to increase the Veterans Administration understanding of Vietnam Era veterans. The process used was one of involvement and interaction of Veterans Administration officials with returning Vietnam Era veterans and other young people. After the traditional introductions and keynote remarks, there was a series of three consecutive panels: (1) veterans who had served in Vietnam; (2) young VA employees who had also served in Vietnam; and (3) the three top leaders of the VA. Informality, spontaneity and audience participation were emphasized throughout. The panels were then followed by small discussion groups containing a diversity of members to continue the interaction process. Excerpts from the three panels contained in this report were selected on the basis of representativeness. They reflect the range of experiences, concerns, and problems expressed by Vietnam Era veterans at the seminars. (Editor/HS)

Includes bibliographies and index

Access:  Challenge for Change / Société Nouvelle National Film Board of Canada Summer, 1973 Challenge for Change / Société Nouvelle: a program designed to improve communications, create greater understanding, promote new ideas and provoke social change.

Access:  Challenge for Change / Société Nouvelle National Film Board of Canada Summer, 1973 Challenge for Change / Société Nouvelle: a program designed to improve communications, create greater understanding, promote new ideas and provoke social change.

Project Gaia promotes the adoption of alcohol fuels (ethanol and methanol) and safe, clean and efficient cookstoves. Our projects address the health, gender and environmental costs of cooking with polluting, solid fuels. We work with local partners to tackle a global issue and build a sustainable future.

Project Gaia promotes the adoption of alcohol fuels (ethanol and methanol) and safe, clean and efficient cookstoves. Our projects address the health, gender and environmental costs of cooking with polluting, solid fuels. We work with local partners to tackle a global issue and build a sustainable future.

Project Gaia promotes the adoption of alcohol fuels (ethanol and methanol) and safe, clean and efficient cookstoves. Our projects address the health, gender and environmental costs of cooking with polluting, solid fuels. We work with local partners to tackle a global issue and build a sustainable future.

This paper examines "Information Power: Guidelines for School Library Media" ("Guidelines"), a key document published by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) that proposes changes in school library media development in the United States and Canada. The "Guidelines" is analyzed with emphasis on how the basic principles can and should be applied to Canadian situations. Topics discussed are: (1) the "Guidelines'" mission statement and specific challenges brought about by this mission; (2) the issue of program development--i.e., the school library media program being fully integrated into the schools' overall curricula--and the concept of "partners"--i.e., a cooperative and collaborative planning model; and (3) the three-fold role of the library media specialist as information specialist, as teacher, and as instructional consultant. It is recommended that Canadian institutions consider the capacity-performance model (i.e., the capacity to meet institutional/educational needs and the ability to perform at a level appropriate to the institution and its members), which requires an exploration of vision and values, and which strives to renew an institution's vitality. A chronology of guidelines documents and other landmarks across the decades in the United Stated and Canada is included, as well as provincial documentation for reference purposes. (SD)

Access is a journal published three or four times a year by Challenge for Change/Societe Nouvelle (CCSN). CCSN is an experimental program established by the Government of Canada as a cooperative effort between the National Film Board of Canada and certain of the Government's departments. Its purposes are to improve communications, create greater understanding, promote new ideas, and provoke social change. The seven major articles in this issue deal with: 1) portable video tape and the creation of regional consciousness in Appalachia; 2) citizen participation in Canadian cable (CATV) programing; 3) new functions for CATV; 4) principles and procedures of leadership for community change; 5) environmental education by films; 6) video tape recording as a tool of cross cultural communication; and 7) the use of video taping in the teaching of history. (PB)

I worry Americans are so easily divided because we don’t know each other. National service for all young people can help change that. I am proud to accept @ServeUSA2gether’s presidential challenge to make that a priority and a reality. https://t.co/xA7HaOtMiN Source: https://twitter.com/DevalPatrick/status/1218970338643587073 Uploader: Deval "Wear a Mask" Patrick

These two documents present an executive summary and the full text of Ohio's master plan for higher education. Principles underlying the plan include use of collaboration to improve access and quality in cost effective ways; academic excellence consistent with specific campus missions; and consideration of local, regional, state, national, and international contexts in making decisions. Strategies for individual campuses reflect the following overall objectives: improvement of student access and graduation rates, improvement of the effectiveness of learning experiences, research focused on achieving optimal benefits in both basic and applied research; focus on enhancing Ohio's economic development and quality of life; and development of collaborative partnerships to improve productivity. Statewide objectives include: improving the predictability and stability of state funding of higher education; strengthening the differentiation of campus missions; implementing a funding model that reflects the state's goals; enhancing statewide coordination by providing better management information identifying state-wide responsibilities, and facilitating the work of campuses through technology. Broad goals for the year 2006 include: more varied access options, better-prepared students, emphasis on liberal learning, improving quality through shared resources, and an integrated network of high-performance campuses. (DB)

Government Publishing Office U.S. Congress Senate Committee on Health, Education, Labor, and Pensions CLIMATE CHANGE: A CHALLENGE FOR PUBLIC HEALTH Date(s) Held: 2008-04-10 110th Congress, 2nd Session GPO Document Source: CHRG-110shrg41817 Superintendents of Documents ID: Y 4.L 11/4 Related Items: United States House Bill 1973 (110th Congress)

There is a global learning crisis: spending on education is failing to produce learning. Globally, 250 million children of primary school age are not learning basic skills even though half of them have spent at least 4 years in school. Our Country Learning Prize addresses this problem. Developing countries that voluntarily register to apply a simple test of reading and math to 9-year-old children will receive an award for sharing their results and a bonus for each child mastering basic skills. The Country Learning Prize will create powerful incentives for countries to focus on learning, stimulate innovation, generate better evidence to guide policy, and help a generation of the world’s poorest children gain the skills they need for productive, empowered lives.

We are living in awfully tough times, and it’s clear we have our work cut out for us. But at every tough moment, Colorado has always risen to the challenge. When you and I beat Cory Gardner, flip the Senate, and change Washington, America will roar back stronger than ever. https://t.co/SQTG6wubQo Source: https://twitter.com/Hickenlooper/status/1278728670119473152 Uploader: John Hickenlooper

We are living in awfully tough times, and it’s clear we have our work cut out for us. But at every tough moment, Colorado has always risen to the challenge. When you and I beat Cory Gardner, flip the Senate, and change Washington, America will roar back stronger than ever. https://t.co/SQTG6wubQo Source: https://twitter.com/Hickenlooper/status/1278728670119473152 Uploader: John Hickenlooper

California's Master Plan for Higher Education represented a promise, of an affordable college education, to every person who could benefit. For decades, California's lawmakers honored that promise. Rapidly increasing college fees, coupled with higher costs for room and board, books, transportation, and healthcare are pricing students out of higher education or burdening them with excessive debt. This anthology of the California Postsecondary Education Commission's research provides insights into why college is less affordable and what California's leaders can do to make higher education affordable once again. There are five Commission documents in this anthology. These include: (1) Recommended Policy Options and a Panel Report on College Affordability (Report 06-22, December 2006); (2) Keeping College Affordable in California: A Report of the Special Panel on Affordability to the California Postsecondary Education Commission (December 2006); (3) Developing a Statewide Higher Education Affordability Policy (June 2006); (4) Development of a New Commission Policy on Higher Education Affordability: A Set of Principles; and (5) Resident Undergraduate Student Fees -- Issues and Options (March 2006).

Change is inevitable. Today more than ever the pace of change is accelerating. Where there is organizational change there will be resistance to this change. To deal with the resistance effectively university administrators must understand the nature and causes of resistance to change. Only by dealing effectively with resistance to change can organizational change be implemented successfully. This paper explores organizational change and the challenge it poses for universities. Because universities are slow to change due to maintaining a balance of tradition and change successful implementation of change will continue to be a challenge both now and in the future. The challenge of change is real but the task is not impossible. Historically, universities have met the challenges that faced them; they must be prepared to confront this challenge too.

Change is inevitable. Today more than ever the pace of change is accelerating. Where there is organizational change there will be resistance to this change. To deal with the resistance effectively university administrators must understand the nature and causes of resistance to change. Only by dealing effectively with resistance to change can organizational change be implemented successfully. This paper explores organizational change and the challenge it poses for universities. Because universities are slow to change due to maintaining a balance of tradition and change successful implementation of change will continue to be a challenge both now and in the future. The challenge of change is real but the task is not impossible. Historically, universities have met the challenges that faced them; they must be prepared to confront this challenge too.

Change is inevitable. Today more than ever the pace of change is accelerating. Where there is organizational change there will be resistance to this change. To deal with the resistance effectively university administrators must understand the nature and causes of resistance to change. Only by dealing effectively with resistance to change can organizational change be implemented successfully. This paper explores organizational change and the challenge it poses for universities. Because universities are slow to change due to maintaining a balance of tradition and change successful implementation of change will continue to be a challenge both now and in the future. The challenge of change is real but the task is not impossible. Historically, universities have met the challenges that faced them; they must be prepared to confront this challenge too.

Change is inevitable. Today more than ever the pace of change is accelerating. Where there is organizational change there will be resistance to this change. To deal with the resistance effectively university administrators must understand the nature and causes of resistance to change. Only by dealing effectively with resistance to change can organizational change be implemented successfully. This paper explores organizational change and the challenge it poses for universities. Because universities are slow to change due to maintaining a balance of tradition and change successful implementation of change will continue to be a challenge both now and in the future. The challenge of change is real but the task is not impossible. Historically, universities have met the challenges that faced them; they must be prepared to confront this challenge too.

I challenged the largest U.S. cities to submit big ideas to tackle climate change for the Bloomberg American Cities Climate Challenge. It’s no surprise that they delivered: — 25 winning cities — Ambitious solutions — Potential to reduce carbon emissions by 40 million metric tons https://t.co/Aci7eOgowU Source: https://twitter.com/MikeBloomberg/status/1108041447448739842 Uploader: Mike Bloomberg

A portion of this episode was provided by CancerCare Manitoba Cancer is one of the most dangerous diseases in the world, and its treatment is still under intense research and study, with researchers developing treatments to make our world less affected by this disease that affects individuals of all ages and walks of life. The Challenge for Life is one of the initiatives in Winnipeg by CancerCare Manitoba that aims to raise funds to contribute to developing research and treating cancer patients. https://u-channel.ca/civic-platform/ Contact Zuher Almusre, our civic journalist, to share your story and explore civic issues at [email protected]. This project is funded by the Department of Canadian Heritage and administered by the Canadian Association of Community Television Users and Stations (CACTUS). Website: https://u-channel.ca/ U radio: https://u-channel.ca/u-radio/ Facebook: https://www.facebook.com/umulticultural Instagram: https://www.instagram.com/u_multicultural/ Twitter: https://twitter.com/u_multicultural LinkedIn: https://www.linkedin.com/company/u-multicultural-channel/

The best way to fight climate change is to vote for people who believe in it. In honor of #EarthDay, here are some other simple actions you can take today courtesy of a few sustainability leaders who helped their cities win our American Cities Climate Challenge. https://t.co/016lnyB84e Source: https://twitter.com/MikeBloomberg/status/1120424936567447554 Uploader: Mike Bloomberg

The best way to fight climate change is to vote for people who believe in it. In honor of #EarthDay, here are some other simple actions you can take today courtesy of a few sustainability leaders who helped their cities win our American Cities Climate Challenge. https://t.co/016lnyB84e Source: https://twitter.com/MikeBloomberg/status/1120424936567447554 Uploader: Mike Bloomberg

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