Health & Healthy Lifestyles

Food Miles Campaign - "Saskatchewan Organic: Buy Local for Goodness Sake!"

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Pat Godhe
Email address of primary contact person: 
pat_godhe@hotmail.com
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

The Saskatchewan Organic Directorate, (SOD) has begun a campaign, the FMC, with the following components:
- to establish possibilities for institutional procurement of local and regional organic food
- to create an online data base to connect producers and consumers
- to create online curriculum resource materials for K-12 and for citizens generally, to educate about organic agriculture and its potential for health and wellbeing within and among each of the pillars of sustainable development
- to create a series of films about the Back to the Farm Research Foundation (BFRF) and its founder Elmer Laird, an organic pioneer
- to establish a media campaign that encourages Saskatchewan citizens to use more local and Saskatchewan organic products as parts of their daily diets

A key aspect of the concept “food miles” is that the term refers to foods generally, and not only to certified organic and transitioning producers. The steering committee felt it important that activities of the FMC be inclusive of natural producers as well. Thus, although the primary focus is Saskatchewan organics, the logo developed also encourages people to buy local. The curriculum resources are nearing completion and include high school, middle years, elementary, and adult education components.

Describe the timing of your project (Please describe the date and length of time the project runs): 

Started 2008; ongoing

Keywords (Please list keywords, separated by commas, that relate to the project): 
Local food; organic food; online database; curriculum materials; Elmer Laird; films; food miles
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

informal-awareness; formal-schools; adult education

What level of education does this project address?: 
Public awareness, for example, through the media (informal education)
Project sponsors/funders: 

goGreen Saskatchewan, Saskatchewan Organic Directorate

How did you find out about this survey?: 

Recognition Program

Green Life: Learning to Live with the World

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Sandhya Padmanabh
Email address of primary contact person: 
mail@lasa.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

Green Life: Learning to Live with the World is a six episode documentary television series that explores the emergence of Saskatchewan's forward looking environmental attitudes, how we are making informed choices that will leave our world stronger and healthier for future generations, and how we are moving towards sustainability by thinking globally, planning regionally and acting locally. Green Life was envisioned, developed, shot and produced in Saskatchewan and was launched in October 2008. The first episode aired on SCN on October 16th and the series is continuing to air on SCN. The Sask ESD Network is the advisory board for Green Life. Sask ESD Network has plans to produce a teacher resource package, as well as exploring options for an educational companion website. The series showcases over 45 people from Saskatchewan who have embraced sustainable development. Now, more than ever, people are recognizing that our world and its resources are finite. At the same time we are starting to do more to ensure that the world we live in is a healthy, sustainable one. These emerging values are bringing about a revolution in the way people in Saskatchewan, and around the world, relate to their environment. Green Life is the first television series to feature Saskatchewan citizens who are trying to live sustainably. The series delves into the reasons behind why they are making these lifestyle choices and the benefits of doing so. The project is targeted at the general public and aims to teach by example.

Describe the timing of your project (Please describe the date and length of time the project runs): 

Ongoing

Keywords (Please list keywords, separated by commas, that relate to the project): 
Documentary; television series; SCN; informal education; formal education; sustainable development
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

formal-schools; adult education; informal-awareness

What level of education does this project address?: 
Elementary school
Middle years school
High school
Public awareness, for example, through the media (informal education)
Project sponsors/funders: 

Lasa Media Arts, SCN and CTF, Sask ESD Network, RSM Associates

How did you find out about this survey?: 

Recognition Program

Green Yourself Week

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Shannon Dyck
Email address of primary contact person: 
contactus@ussu.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

Green Yourself Week was a great way to learn what to do in your day-to-day life to decrease your ecological footprint. When it comes to living sustainably, many people ask, "What can I do?"; this was an opportunity to find out. There were information booths with campus clubs and local organizations/businesses, a nuclear debate with Gordon Edwards and Duane Bratt, a  Ways to Green Yourself presentation, a bike workshop, a vermi-composting and rooftop gardening workshop, a green buildings presentation, a One Million Acts of Green kick-off, appearances by Severn Suzuki and Brendan Brazier, a ‘mugging’ (as part of a reusable mug campaign), and two film nights. The content of the week touched on all 6 of the RCE themes, and respect, responsibility, and equity all came up as qualities that should set the standards we live up to.This week was about education, but also empowerment. People are more willing to pursue things when they feel their contribution matters. This means informing people that their participation, actions and words really matter and will lead to a greater, more sustainable, world. The event was catered mostly to students, but to faculty, staff and the broader community as well.

Describe the timing of your project (Please describe the date and length of time the project runs): 

20-24 October, 2008

Keywords (Please list keywords, separated by commas, that relate to the project): 
workshops; formal education; Severn Suzuki; informal education
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

formal-schools; adult education; informal-awareness

What level of education does this project address?: 
Post-secondary institution
Public awareness, for example, through the media (informal education)
Project sponsors/funders: 

University of Saskatchewan Students' Union

How did you find out about this survey?: 

Recognition Program

Re-Engineering Education for Sustainability: Phase ONE - Regional Laboratory Centres

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Dr. Garth Pickard
Email address of primary contact person: 
garth.pickard@uregina.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

The Re-engineering Education for Sustainability (RESI) is a long term initiative that is designed to engage all formal, non-formal and even informal education practice, public awareness, and training programs that will contribute in ways to address sustainability. The RESI is a developmental initiative with integral and complementary phases. At the post-secondary level, Phase One of the RESI will focus on research and training related to alternative energy technologies and education. Phase One establishes two Regional Laboratory Centres (RLC) to facilitate research, educational training and program development related to sustainable development initiatives. Phase One of the RESI includes the establishment of an urban and a rural Research Laboratory Centre (RLC).The purpose of the RESI – RLCs allow for the:
Demonstration of new technology or adapted technology in a rural and urban setting; Demonstration of the commercial feasibility of the technologies; Research and training in the use of the technologies and provide in concert with industry, SIAST, and the two provincial Universities; Development of standard business practice and funding arrangements to accelerate the process of communities adopting the demonstrated technologies to their use; and, Identification of research gaps that could be filled by research at both Universities and SIAST.

Describe the timing of your project (Please describe the date and length of time the project runs): 

Year-round

Keywords (Please list keywords, separated by commas, that relate to the project): 
Education; sustainable development laboratories; research; alternative energy
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

Information, professional, formal

What level of education does this project address?: 
Post-secondary institution
Public awareness, for example, through the media (informal education)
Professional and other training outside the formal school/higher education system (non-formal education)
How did you find out about this survey?: 

Recognition Program

A Youth Forum on Sustainability

Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how): 
Glenn Sutter
Email address of primary contact person: 
glenn.sutter@gov.sk.ca
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon): 

The Youth Forum on Sustainability, hosted by the Royal Saskatchewan Museum in partnership with the University of Regina and Learning for a Sustainable Future from 2004-2007, is a process that supports high school students and help them become empowered to take action to create more sustainable communities. Catalyzed by three conference days spread over a ten-month period, the Forum brings together teachers, students and community partners to participate in workshops focusing on exploring local sustainability issues and action planning. School Action Teams (usually two teachers and five students from each participating school class or extracurricular club) develop and implement their action plans with the assistance of community partners. One primary goal of such a process is to shift the responsibility for choosing, planning and implementing action projects to the youth, with the teachers’ and community members taking on the role of facilitators, supporters and “sparring partners.”

Describe the timing of your project (Please describe the date and length of time the project runs): 

2004-2007; 2008 and on led by other agencies

Keywords (Please list keywords, separated by commas, that relate to the project): 
Formal education; secondary students; student engagement; active learning
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project): 

Formal education, engaging secondary students in the forum

What level of education does this project address?: 
High school
Publications (Has there been any documentation of this project/research?): 

Barrett, M.J., Hart, P., & Sutter, G. (2008). Engaging students and challenging culture. In M.Mayer, J. Johannes Tschapka, Engaging youth in sustainable development: Learning and teaching sustainable development in lower secondary schools, (pp. 18-21). Brussels, Belgium: Environment and the Schools Initiative.
Barrett, M.J., & Sutter, G. (2006). A youth forum on sustainability meets the Human Factor Gallery: Stretching science teachers, students and museums. Canadian Journal of Science, Math and Technology Education, 6(1), 9-24.
Barrett, M.J. (2006). Education for the environment: Action competence, becoming, and story. Environmental Education Research, 12(3-4), 503-512.
Barrett, M.J., Hart, P., Nolan, K., & Sammel, A. (2005). Challenges in implementing actionoriented sustainability education. Handbook of Sustainability Research (pp. 505-534). New York: Peter Lang. (refereed).

Project sponsors/funders: 

Lead Partners: Royal Saskatchewan Museum, Faculty of Education - University of Regina, Saskatchewan Learning, Learning for a Sustainable Future, City of Regina, SaskEnergy, Saskatchewan Science Centre, Saskatchewan Environment; Funders:GreenStreet, Natural Resources Canada, Saskatchewan Parks and Recreation Association, University of Regina Centre for Sustainable Communities, Communities of Tomorrow, Saskatchewan Outdoor and Environmental Educators Association, TD Friends of the Environment Foundation,

How did you find out about this survey?: 

Recognition Program

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