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INSERT INTO `circular_challenges` VALUES (1,'35c0bd63-6568-4e3e-ada5-29efd762a74a','Design for Sustainable Behaviour Challenge','Spread over 1 week to 1 month',56,1,'<p>The Design for Sustainable Behaviour Challenge aims to provide students with an insight in how everyday human behaviour may affect sustainability goals, and challenges them to prototype and test a design intervention which may make a certain type of behaviour that they have chosen, more sustainable, or to prevent an unsustainable behaviour from happening.</p>\r\n\r\n<p>The challenge is probably mostly suitable for older students, as it includes some theoretical background, requires creativity and thinking outside the box, and uses tools which are only available in English.</p>\r\n','<p>Daae, J., Chamberlin, L., &amp; Boks, C. (2018). Dimensions of Behaviour Change in the context of Designing for a Circular Economy.&nbsp;<em>The Design Journal</em>,&nbsp;<em>21</em>(4), 521-541.</p>\r\n','<p>The Design for Sustainable Behaviour Challenge aims to provide students with an insight in how everyday human behaviour may affect sustainability goals, and challenges them to prototype and test a design intervention which may make a certain type of behaviour that they have chosen, more sustainable, or to prevent an unsustainable behaviour from happening.</p>\r\n','The Design for Sustainable Behaviour Challenge aims to provide students with an insight in how everyday human behaviour may affect sustainability goals, and challenges them to prototype and test a design intervention which may make a certain type of behaviour that they have chosen, more sustainable, or to prevent an unsustainable behaviour from happening.','publish','EN','2023-11-13 11:02:34.712000','2023-11-13 12:02:34.714988'),(2,'62d448f1-f539-4b2a-8641-033c09af78a2','Clothing as a service','6h',36,4,'<p>The idea of this challenge is to discover the issues and benefits of transforming a traditional business model (based on product ownership) to functional economy business model (service-based).</p>\r\n\r\n<p>How a textile retail can offer clothing as a service ? what are the challenges associated with this shift?&nbsp;</p>\r\n\r\n<p>The students will go in discover journey of few concepts:</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Step 1:&nbsp;students will learn about the environmental impact of textile industry, where does impact come from.</p>\r\n\r\n<p>Step 2: students will discover the concept of functional economy, its importance, why is it different from the traditional model of &quot;product economy&quot;. The functional economy will be used as alternative in the case study &quot;clothing as a service&quot;.</p>\r\n\r\n<p>Step 3: the sustainability concept and its three pillars will be introduced. Later the economic, social and environmental pillars of sustainability will be used to evaluated the functional economy case study &quot;clothing as a service&quot;</p>\r\n\r\n<p>Step 4: students will learn the basic elements of any business. How does the business idea become a business model, what do we need to think about if we a brilliant business idea? from where should we start ?. The concept business model will be used by student to describe their result of the case study.</p>\r\n','<p><span style=\"font-size:12px\">&nbsp;<span style=\"color:#222222\">Antikainen, Maria, et al. &quot;Sustainable circular economy value propositions in clothing as a service-model.&quot;&nbsp;<em>The ISPIM Innovation Conference&ndash;Innovating in Times of Crisis</em>. 2020.</span></span></p>\r\n','<p>The environmental footprint of the textile sector is increasing. People tend to buy and replace&nbsp;clothing more than in the past.</p>\r\n\r\n<p>New business models based on providing service instead of product ownership are emerging. This challenge is mainly about analysing the different type of value and sacrificies created by this type of business model. The analysis scope is the economic, social, and environmental values.</p>\r\n\r\n<p>A list of supporting questions are proposed to conduct this analysis.</p>\r\n\r\n<p>Students are invited to design a new business model taking into account the analysis that should be done.</p>\r\n','Students will learn what are the environmental, social and economic values as well as barriers of the serivce-based business model with a supporting case study in the textile sector','publish','EN','2023-11-17 09:28:32.379000','2023-11-17 10:28:32.381764'),(3,'c53d9aae-bc8b-4398-9367-e075ff25c5e0','Low-Tech','4h',26,2,'<p>The students will learn about the low tech philosophy. They will meet and interview users. The aim is that they will be responsible for an initiative and share it.</p>\r\n','<p>https://lowtechlab.org/en</p>\r\n','<p>The students will learn about the low tech philosophy. They will meet and interview users. The aim is that they will be responsible for an initiative and share it.</p>\r\n','Introduce students to the low-tech philosophy','publish','EN','2023-11-18 22:09:37.819000','2023-11-18 23:09:37.822529'),(5,'91a75b0e-981a-4712-926f-e1318a213c2e','Simulating climate solutions','1 hour to 1 week',13,0,'<p>En-ROADS is a powerful simulation model for exploring how to address global energy and climate challenges through large-scale policy, technological, and societal shifts. With En-ROADS you can create scenarios that focus on how changes in taxes, subsidies, economic growth, energy efficiency, technological innovation, carbon pricing, fuel mix, and other factors will change global carbon emissions and temperature.</p>\r\n\r\n<p>En-ROADS is designed to be used interactively with groups where it can be the basis for scientifically rigorous conversations around addressing climate change. This makes it ideal for decision-makers in government, business, and civil society; or for anyone who is curious about the choices of our world. Climate Interactive provides extensive materials to support people in leading activities with En-ROADS that range from&nbsp;<a href=\"https://www.climateinteractive.org/the-en-roads-climate-workshop/\" rel=\"noopener noreferrer\" target=\"_blank\">policy workshops</a>&nbsp;to&nbsp;<a href=\"https://www.climateinteractive.org/climate-action-simulation/\" rel=\"noopener noreferrer\" target=\"_blank\">roleplaying games</a>.</p>\r\n','<p>Frequent updates, last accessed version:</p>\r\n\r\n<p>https://en-roads.climateinteractive.org/scenario.html?v=23.12.0</p>\r\n','<p>Students open EN-ROADS climate solutions simulator and try out various parameters (energy, transport, land use and industry) to see the possible outcome on climate change&nbsp;</p>\r\n','Simulate future climate change scale depending on selected parameters','publish','EN','2023-11-21 09:01:07.580000','2023-11-21 10:01:07.582212'),(6,'5cdbb60c-731c-4185-b7b4-8e4b5096cd71','Remix The School: revaluing food waste with biomaterial making','Customized from one day to 6 month partnership',23,0,'<p>This Challenge aims to promote circular economy thinking and biomaterials making from food waste among students and encourage them to design and implement innovative solutions to give value to food waste.</p>\r\n','','<p>This Challenge aims to promote circular economy thinking and biomaterials making from food waste among students and encourage them to design and implement innovative solutions to give value to food waste.</p>\r\n','Tackling the issue of food waste and circularity at a neighbourhood scale. Teachers go deep on food waste issues, discover the principles of design and the circular economy, learn the theoretical bases of biomaterials and bioplastics, experiment with the biomaterials making and, finally, design and implement a classroom intervention with their students.','publish','EN','2023-11-21 10:05:13.557000','2023-11-21 11:05:13.559513'),(7,'0202a910-d48c-40ba-b1ba-241d44c6e415','Participating in local NGO activities','1 week to 5 months',2,0,'<p>Students find a local NGO that works on environmental, climate and/or waste issues and join their activities or start partnership</p>\r\n','<div><span style=\"font-size:11pt\"><span style=\"color:black\">NGOs are in every bigger city, example of &quot;Žiedinė ekonomika&quot; in Vilnius, &quot;Zero Waste Europe&quot; in Brussels, &quot;Greenpeace France&quot; in Paris.</span></span></div>\r\n','<p>Join an NGO for some time and volunteer there. When share the experience with everyone.</p>\r\n','Students find a local NGO that works on environmental, climate and/or waste issues and join their activities or start partnership','publish','EN','2023-11-21 12:49:14.373000','2023-11-21 13:49:14.376437'),(8,'96a5b830-a607-4538-a8a9-684aff72851e','Wool Challenge','From 3 workshops to 2 months',30,1,'<p>Wool has a rich and deep history, and in fact many techniques from the past century are still in use today. Various cultures and places share this resource, at varying levels of quality according to the species of origin. Now, traditional techniques face the risk of being lost, some parts of the raw material are wasted, while post-consumer wool is poorly valued. Many local communities wish to reshape local value-chains around wool, from farmers, spinners, weavers, designers, makers, waste management and up-cycling centres.</p>\r\n\r\n<p>In this wool challenge we invite students to learn about wool and explore solutions so we stop wasting wool, and better care and regenerate wool in our close environment: at home, schools, in open space.&nbsp; We invite students to find under-used or wasted wool, and use it to make visible mending.&nbsp;</p>\r\n\r\n<p>Different tutorials are present , inspired by the Wool Mondays organized within&nbsp;the Shemakes projects that proposed&nbsp;3 lenses to explore the topics, what we call PLACE, MAKE, DESIGN.&nbsp; With Place,&nbsp;we invite students to look at the territory and find out where wool is and who is transforming it.&nbsp; With Make, we zoom in the techniques and invite students to visit fabrication places or create their own tools to make wool object. You want to learn how to create a spindle, or small loom, it is ideal.&nbsp; With Design, students are invited to discover&nbsp;natural dyes: Workshops&nbsp;can be organized to put colours on the wool while discovering local tinctorial plants.&nbsp;</p>\r\n\r\n<p>Once students&nbsp;have found or created their&nbsp;yarns, they can discover the practices of visible mending, repairing and customizing fabrics with their own designs.&nbsp;&nbsp;</p>\r\n\r\n<p>Finally the challenge ends with sessions on reflections about circular textiles and students can share their creations and reflections with the creation of a mini-exhibition, that can be diffused with other schools and organizations.&nbsp;</p>\r\n\r\n<p>There are different configurations according to the time you have.&nbsp;Discover our process step by step and create your own interventions.&nbsp;</p>\r\n','<p>Check the result of the Shemakes project.</p>\r\n','<p>Wool is part of our daily products, but wool from local sheeps are wasted a lot and most of the fabrication processes are done outside our territories.&nbsp;What can we do with this wool? How can we relearn wool fabrication techniques? What if we had Little Wool Factories in each city? Village?&nbsp;&nbsp;</p>\r\n','Explore the topic of circular textiles by exploring different facets of wool in your surroundings','publish','EN','2023-11-24 09:23:59.315000','2023-11-24 10:23:59.317767'),(10,'96a5b830-a607-4538-a8a9-684aff72851e','Wool Challenge','From 3 workshops to 2 months',14,5,'<p>La laine a une histoire riche et profonde et de nombreuses techniques du si&egrave;cle dernier sont encore utilis&eacute;es aujourd&rsquo;hui. Diff&eacute;rentes cultures et lieux partagent cette ressource, &agrave; des niveaux de qualit&eacute; variables selon les esp&egrave;ces d&#39;origine. Aujourd&rsquo;hui, les techniques traditionnelles risquent d&rsquo;&ecirc;tre perdues, certaines parties de la mati&egrave;re premi&egrave;re sont gaspill&eacute;es et la laine post-consommation est mal valoris&eacute;e. De nombreuses communaut&eacute;s locales souhaitent remodeler les cha&icirc;nes de valeur locales autour de la laine, des agriculteurs aux filateurs, tisserands, designers, fabricants, centres de gestion des d&eacute;chets et de recyclage.</p>\r\n\r\n<p>Dans ce d&eacute;fi de la laine, nous invitons les &eacute;l&egrave;ves &agrave; en apprendre davantage sur la laine et &agrave; explorer des solutions pour arr&ecirc;ter de gaspiller la laine, mieux prendre soin et r&eacute;g&eacute;n&eacute;rer la laine dans notre environnement proche&nbsp;: &agrave; la maison, &agrave; l&#39;&eacute;cole, dans les espaces ouverts.</p>\r\n\r\n<p>Inspir&eacute;s des Wool Mondays organis&eacute;s par les projets Shemakes, nous proposons 3 lentilles pour explorer les th&eacute;matiques, ce que nous appelons PLACE, MAKE, DESIGN.</p>\r\n\r\n<p>Avec Place,&nbsp;nous invitons les &eacute;l&egrave;ves &agrave; regarder le territoire et &agrave; d&eacute;couvrir o&ugrave; se trouve la laine et qui la transforme.</p>\r\n\r\n<p>Avec Make, nous zoomons sur les techniques et invitons les &eacute;l&egrave;ves &agrave; visiter des lieux de fabrication ou &agrave; cr&eacute;er leurs propres outils pour fabriquer des objets en laine. Vous souhaitez apprendre &agrave; cr&eacute;er un fuseau, ou un petit m&eacute;tier &agrave; tisser, c&#39;est l&#39;id&eacute;al.</p>\r\n\r\n<p>Avec Design, les &eacute;tudiants sont invit&eacute;s &agrave; r&eacute;aliser des mini-cr&eacute;ations avec de la laine. Des ateliers avec teintures naturelles peuvent &ecirc;tre organis&eacute;s pour mettre des couleurs sur la laine tout en d&eacute;couvrant les plantes tinctoriales locales.</p>\r\n\r\n<p>​​​​​​​Enfin, le d&eacute;fi se termine par des s&eacute;ances de r&eacute;flexion sur les textiles circulaires et les &eacute;tudiants peuvent partager leurs cr&eacute;ations et r&eacute;flexions avec la cr&eacute;ation d&#39;une mini-exposition, qui pourra &ecirc;tre diffus&eacute;e avec d&#39;autres &eacute;coles et organisations.</p>\r\n\r\n<p>Suivez notre processus &eacute;tape par &eacute;tape.</p>\r\n','<p>The Wool Ecosystem Map:&nbsp;https://www.google.com/maps/d/viewer?mid=1I1c4hMupb2i_Iet0QvDzaomeQShprSL-&amp;femb=1&amp;ll=46.829955210050024%2C3.276906951159452&amp;z=5</p>\r\n\r\n<p>&nbsp;</p>\r\n','<p>La laine fait partie de nos produits quotidiens, mais la laine issue des moutons locaux est gaspill&eacute;e en grande partie et la plupart des processus de fabrication se font en dehors de nos territoires. Que peut-on faire avec cette laine ? Comment r&eacute;apprendre les techniques de fabrication de la laine ? Et si nous avions des Petites Usines de Laine dans chaque ville ? Village?</p>\r\n','Explorez le thème des textiles circulaires en explorant différentes facettes de la laine dans votre environnement','publish','FR','2023-11-24 09:23:59.420000','2023-11-24 10:23:59.422051'),(14,'73515542-d341-4b21-a60d-2d7892afa8dc','School composting','At least few months',1,0,'<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Students volunteer some hours to help set up and run school composting</span></span></div>\r\n</div>\r\n','<p>School composting examples can be found in all the countries (example in Lithuania: https://butrimoniumokykla.lt/gamtos-ir-zmogaus-pamoka-kompostas/ )&nbsp;</p>\r\n\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Guidelines how to start school composting program: https://greenmountainfarmtoschool.org/wp-content/uploads/2016/01/Guide-to-Staring-a-School-Compost-Program.pdf and https://extension.umaine.edu/gardening/wp-content/uploads/sites/5/2016/10/10-Steps-to-Starting-a-School-Composting-Operation.2.2016.pdf and https://compost.css.cornell.edu/SchoolCompostingLetsGetGrowing.pdf</span></span></div>\r\n</div>\r\n','<p>To learn to compost biowaste that are being generated in and around the shcool.</p>\r\n','School composting','publish','EN','2023-12-04 18:17:55.997000','2023-12-04 19:17:55.999638'),(15,'3d8a8af8-7785-4d5e-98e6-50abdc1d4072','Circular event','1 event to 1 event every month',7,0,'<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Students organize a circular event to do and engage others into circular activities (clothing swap, repair cafe etc.)</span></span></div>\r\n</div>\r\n','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Info on how to organize repair cafe: https://cdn.filestackcontent.com/8ACm54MuT0Wlkkg7n4SC</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Info on how to organize clothing swap: https://www.sustainyourstyle.org/en/blog/2020/6/25/how-to-organize-a-clothes-swap and https://www.almostzerowaste.com/organize-clothing-swap/</span></span></div>\r\n</div>\r\n','<p>To organize and participate in circular event</p>\r\n','Organizing a circular event in school','publish','EN','2023-12-04 18:28:57.973000','2023-12-04 19:28:57.975568'),(16,'77e75ec8-5efc-4ebf-9790-db65fc4f471c','Personal footprint design','1 hour to few months',5,0,'<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Students analyse their everyday actions. These include 4 main areas: food (meat eating frequency, expenditure eating out, food wastage, local sourcing), travel (vehicle, type of fuel, distance, flight and distance), home (type, size, heating source, electricity source, electricity saving, room temperature in winter), purchases (electronics and home appliances, clothing and footwear, pet ownership, health and beauty products, communication and TV, entertenment and hobbies, recycling beheviour).</span></span></div>\r\n</div>\r\n','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Many carbon footrpint calculators (in any language) can be found online, example https://footprint.wwf.org.uk/</span></span></div>\r\n</div>\r\n','<p>Calculating your carbon footprint and understanding impact of your consumptions and companies that make that happen</p>\r\n','Students analyse their personal carbon footprint','publish','EN','2023-12-04 18:36:01.984000','2023-12-04 19:36:01.986942'),(17,'40d46564-eb32-481f-9731-834bb4b27eb9','Local Currency','Entre 2 et 10 heures',3,0,'<p>Local currency can be a leverage for the circular economy. This tool can play a role in supporting the local economic activities. In this challenge, students will learn about local money, the global vs. the local economy and the relationship between local money and circular economy.</p>\r\n\r\n<p>Students also will look at how local money can improve accessibility and transparency of what we consume, the circular systems design, and the advantages and disadvantages of local currencies.</p>\r\n\r\n<p>The emergence of local currencies in response to the following issues:</p>\r\n\r\n<p>-For the ecological transition</p>\r\n\r\n<p>-For the reduction of the financial speculation<br />\r\n- promote local exchange&nbsp;</p>\r\n\r\n<p>If you are interested in discovering local currencies, take a look at the following activities.</p>\r\n','<p><a href=\"https://sol-monnaies-locales.org/\">Mouvement Sol - Monnaies Locales Compl&eacute;mentaires (sol-monnaies-locales.org)</a></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><span style=\"font-size:10.0pt\"><a href=\"https://www.fun-mooc.fr/fr/cours/monnaies-complementaires-un-nouvel-outil-au-service-des-territoires/\" style=\"color:blue; text-decoration:underline\">https://www.fun-mooc.fr/fr/cours/monnaies-complementaires-un-nouvel-outil-au-service-des-territoires/</a></span></span></p>\r\n\r\n<p>https://youmatter.world/en/what-are-local-currencies-examples/</p>\r\n','<p>Students will learn about the concept of local currency, its importance in supporting the decarbonization of the local economy, improving local resilience, strengthening community spirit and reducing people&#39;s ecological footprint.</p>\r\n','Local currency as a local and responsible consumption strategy','publish','EN','2023-12-07 14:57:01.810000','2023-12-07 15:57:01.812594'),(18,'31e95458-50f0-4a9b-8702-982fd67a2d0c','défi \"Conception pour un comportement durable\"','Etaler sur une semaine à un mois',25,6,'<p>Le d&eacute;fi de conception pour un comportement durable vise &agrave; fournir aux &eacute;tudiants un aper&ccedil;u de la mani&egrave;re dont le comportement humain quotidien peut affecter les objectifs de d&eacute;veloppement durable, et les met au d&eacute;fi de prototyper et de tester une intervention de conception susceptible de rendre un certain type de comportement qu&#39;ils ont choisi plus durable ou plus durable. pour &eacute;viter qu&rsquo;un comportement non durable ne se produise.</p>\r\n\r\n<p>Le d&eacute;fi est probablement plus adapt&eacute; aux &eacute;tudiants plus &acirc;g&eacute;s, car il comprend une formation th&eacute;orique, n&eacute;cessite de la cr&eacute;ativit&eacute; et une r&eacute;flexion hors des sentiers battus et utilise des outils qui ne sont disponibles qu&#39;en anglais.</p>\r\n','<p>Daae, J., Chamberlin, L., &amp; Boks, C. (2018). Dimensions of Behaviour Change in the context of Designing for a Circular Economy.&nbsp;<em>The Design Journal</em>,&nbsp;<em>21</em>(4), 521-541.</p>\r\n','<p>Le d&eacute;fi &quot;Conception pour un comportement durable&quot; vise &agrave; donner aux &eacute;tudiants un aper&ccedil;u de la mani&egrave;re dont le comportement humain quotidien peut affecter les objectifs de durabilit&eacute;, et les met au d&eacute;fi de prototyper et de tester une intervention de conception qui peut rendre un certain type de comportement qu&#39;ils ont choisi, plus durable, ou emp&ecirc;cher un comportement non durable de se produire.</p>\r\n','Le défi \"Conception pour un comportement durable\" vise à donner aux étudiants un aperçu de la manière dont le comportement humain quotidien peut affecter les objectifs de durabilité, et les met au défi de prototyper et de tester une intervention de conception qui peut rendre un certain type de comportement qu\'ils ont choisi, plus durable, ou empêcher un comportement non durable de se produire.','publish','FR','2023-12-20 10:59:40.713000','2023-12-20 11:59:40.715728'),(19,'8bd7095e-c4f4-48b2-8fb9-a7a19e09d2c0','Les vêtements en tant que service','6h',33,6,'<p>&nbsp;</p>\r\n\r\n<p>L&#39;id&eacute;e de ce d&eacute;fi est de d&eacute;couvrir les enjeux et les avantages de la transformation d&#39;un mod&egrave;le d&#39;entreprise traditionnel (bas&eacute; sur la propri&eacute;t&eacute; du produit) en un mod&egrave;le d&#39;entreprise de l&#39;&eacute;conomie fonctionnelle (bas&eacute; sur les services).</p>\r\n\r\n<p>Comment un d&eacute;taillant de textile peut-il offrir des v&ecirc;tements en tant que service ? Quels sont les d&eacute;fis associ&eacute;s &agrave; ce changement ?</p>\r\n\r\n<p><strong>​​​​​​</strong></p>\r\n','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Antikainen, Maria, et al. &quot;Sustainable circular economy value propositions in clothing as a service-model&quot;. Conf&eacute;rence sur l&#39;innovation de l&#39;ISPIM - Innover en temps de crise. 2020.</span></p>\r\n','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:12pt\">L&#39;empreinte environnementale du secteur textile augmente. Les gens ont tendance &agrave; acheter et &agrave; remplacer les v&ecirc;tements plus souvent que par le pass&eacute;.</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:12pt\">De nouveaux mod&egrave;les d&#39;entreprise bas&eacute;s sur la fourniture de services plut&ocirc;t que sur la propri&eacute;t&eacute; de produits &eacute;mergent. Ce d&eacute;fi consiste principalement &agrave; analyser les diff&eacute;rents types de valeurs et de sacrifices cr&eacute;&eacute;s par ce type de mod&egrave;le d&#39;entreprise. L&#39;analyse porte sur les valeurs &eacute;conomiques, sociales et environnementales.</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:12pt\">Une liste de questions compl&eacute;mentaires est propos&eacute;e pour mener &agrave; bien cette analyse.</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:12pt\">Les &eacute;tudiants sont invit&eacute;s &agrave; concevoir un nouveau mod&egrave;le d&#39;entreprise en tenant compte de l&#39;analyse &agrave; effectuer.</span></p>\r\n','L\'idée de ce défi est de découvrir les enjeux et les avantages de la transformation d\'un modèle d\'entreprise traditionnel (basé sur la propriété du produit) en un modèle d\'entreprise de l\'économie fonctionnelle (basé sur les services).  Comment un détaillant de textile peut-il offrir des vêtements en tant que service ? Quels sont les défis associés à ce changement ?','publish','FR','2023-12-21 12:04:49.672000','2023-12-21 13:04:49.675004'),(20,'2a2d2504-ea87-4000-898e-475f465944bf','Remixer l\'école','Partenariat personnalisé d\'un jour à 6 mois',13,1,'<p>Ce d&eacute;fi vise &agrave; promouvoir la pens&eacute;e de l&#39;&eacute;conomie circulaire et la fabrication de biomat&eacute;riaux &agrave; partir de d&eacute;chets alimentaires aupr&egrave;s des &eacute;tudiants et &agrave; les encourager &agrave; concevoir et &agrave; mettre en &oelig;uvre des solutions innovantes pour valoriser les d&eacute;chets alimentaires.</p>\r\n','<p>&nbsp; &nbsp; &nbsp;</p>\r\n','<p>Ce d&eacute;fi vise &agrave; promouvoir la pens&eacute;e de l&#39;&eacute;conomie circulaire et la fabrication de biomat&eacute;riaux &agrave; partir de d&eacute;chets alimentaires aupr&egrave;s des &eacute;tudiants et &agrave; les encourager &agrave; concevoir et &agrave; mettre en &oelig;uvre des solutions innovantes pour valoriser les d&eacute;chets alimentaires.</p>\r\n','Ce défi vise à promouvoir la pensée de l\'économie circulaire et la fabrication de biomatériaux à partir de déchets alimentaires auprès des étudiants et à les encourager à concevoir et à mettre en œuvre des solutions innovantes pour valoriser les déchets alimentaires.','publish','FR','2023-12-21 17:21:35.809000','2023-12-21 18:21:35.811869'),(21,'9635b2e4-2c99-4cd3-b9a3-2a6ef263ee46','Participer aux activités des ONG locales','1 semaine à 5 mois',10,2,'<p>Les &eacute;l&egrave;ves trouvent une ONG locale qui travaille sur les questions d&#39;environnement, de climat et/ou de d&eacute;chets et s&#39;associent &agrave; ses activit&eacute;s ou &eacute;tablissent un partenariat.</p>\r\n','<p>Les ONG sont pr&eacute;sentes dans toutes les grandes villes, par exemple &quot;Žiedinė ekonomika&quot; &agrave; Vilnius, &quot;Zero Waste Europe&quot; &agrave; Bruxelles, &quot;Greenpeace France&quot; &agrave; Paris.</p>\r\n','<p>Rejoignez une ONG pendant un certain temps et faites du b&eacute;n&eacute;volat. Partagez ensuite cette exp&eacute;rience avec tout le monde.</p>\r\n','Les élèves trouvent une ONG locale qui travaille sur les questions d\'environnement, de climat et/ou de déchets et s\'associent à ses activités ou établissent un partenariat.','publish','FR','2023-12-21 17:31:09.634000','2023-12-21 18:31:09.636736'),(23,'abe0773f-6472-4489-b9c4-e63bbae0e764','Low-Tech','4h',19,0,'<p>Les &eacute;tudiants se familiariseront avec la philosophie &quot;low tech&quot;. Ils rencontreront et interrogeront des utilisateurs. L&#39;objectif est qu&#39;ils soient responsables d&#39;une initiative et qu&#39;ils la partagent.</p>\r\n','<p>https://lowtechlab.org/en</p>\r\n','<p>Les &eacute;tudiants se familiariseront avec la philosophie &quot;low tech&quot;. Ils rencontreront et interrogeront des utilisateurs. L&#39;objectif est qu&#39;ils soient responsables d&#39;une initiative et qu&#39;ils la partagent.</p>\r\n','Initier les élèves à la philosophie \"low-tech\"','publish','FR','2023-12-21 17:45:07.378000','2023-12-21 18:45:07.380372'),(24,'73515542-d341-4b21-a60d-2d7892afa8dc','Kompostavimas mokykloje','Bent keli mėnesiai',0,0,'<p>Mokiniai pradeda kompostavimo mokykloje veiklą</p>\r\n','<p>Apie kompostavimą mokykloje:&nbsp;https://butrimoniumokykla.lt/gamtos-ir-zmogaus-pamoka-kompostas/</p>\r\n','<p>I&scaron;mokti kompostuoti mokykloje ir &scaron;alia jos susidarančias biologines atliekas (maisto, žaliąsias ir pan.)</p>\r\n','Kompostavimas mokykloje','save','LT','2024-01-01 14:15:08.809000','2024-01-01 15:15:08.811914'),(25,'d8c1d7f2-241b-49db-aa5c-e09e7f8995b4','Kompostavimas (mokykloje)','Bent 1 metai',7,0,'<p>Beveik visose mokyklose susidaro biologinių atliekų srautai (maisto ir virtuvės, žaliųjų), kuriuos reikia rū&scaron;iuoti ir tvarkyti. Efektyviausia, kai tai yra daroma vietoje. Taip pat tai yra puiki proga suteikti moksleiviams biologinio-cheminio-fizikinio proceso žinių, kompostavimo įgūdžių ir perteikti atliekų rū&scaron;iavimo bei tvarkymo svarbą.</p>\r\n','<p>Nuorodų nėra.</p>\r\n','<p>Rū&scaron;iuoti biologines atliekas (maisto ir virtuvės, žaliąsias) ir kompostuoti jas.</p>\r\n','Informacija apie kompostavimą ir kaip tą pradėti mokykloje','publish','LT','2024-01-02 11:45:09.255000','2024-01-02 12:45:09.262980'),(28,'22ffad7a-00e1-4e04-a1f5-ef904439e203','Asmeninis pėdsakas','1 pamoka - keli mėnesiai',1,0,'<p>Mokiniai paskaičiuoja savo pėdsaką remiantis įvairiais parametrais (mityba, transportas ir pan.).</p>\r\n','<p>Aplinkosauginio pėdsako skaičiuoklė:&nbsp;https://www.footprintcalculator.org/</p>\r\n','<p>Stebėti savo elgseną ir paskaičiuoti poveikį</p>\r\n','Asmeninio pėdsako skaičiavimas','save','LT','2024-01-02 14:46:27.960000','2024-01-02 15:46:28.060066'),(29,'67e5bc2e-f802-48ce-a003-e2ce15ab5112','Žiedinis renginys','Bent porą savaičių',2,0,'<p>Informacija apie tai kaip rengti žiedinį renginį (pvz., drabužių mainus ar daiktų taisymo kavinę) mokykloje.</p>\r\n','<p>Be nuorodų.</p>\r\n','<p>Žiedinis renginys mokykloje</p>\r\n','Žiedinio renginio organizavimas mokykloje','publish','LT','2024-01-02 20:01:29.507000','2024-01-02 21:01:29.509540'),(30,'c53d9aae-bc8b-4398-9367-e075ff25c5e0','Explorar las tecnologias LOW-TECH','6h',16,0,'<p>Descubrir la filosof&iacute;a low tech con los estudiantes mediante exploraciones y talleres practicos</p>\r\n','<p>La referencia de ese retos es el trabajo hecho por el LOW TECH LAB.</p>\r\n\r\n<p>En Barcelona, el Fab Lab Barcelona le encanta la filosofia open source. Conocemos al SLoW-LAB y otras iniciativas locales que pueden apoyar el reto.&nbsp;</p>\r\n','<p><strong>DEFINICI&Oacute;N</strong><br />\r\nSegun el&nbsp;Low-tech Lab, una low-tech incluye objetos, sistemas, t&eacute;cnicas, servicios, conocimientos, pr&aacute;cticas, comportamientos e incluso formas de pensar que utilizan la t&eacute;cnica y la tecnolog&iacute;a seg&uacute;n tres principios:</p>\r\n\r\n<p><strong>&Uacute;til</strong><br />\r\nUna low-tech satisface las necesidades esenciales de un individuo o una comunidad. Contribuye a modos de vida, de producci&oacute;n y de consumo s&oacute;lidos y pertinentes para todos en &aacute;mbitos tan variados como la energ&iacute;a, la alimentaci&oacute;n, el agua, la gesti&oacute;n de residuos, los materiales, la vivienda, el transporte, la comunicaci&oacute;n, la higiene e incluso la salud. Al animarnos a volver a lo b&aacute;sico, nuestras acciones cobran sentido.</p>\r\n\r\n<p><strong>Accesible</strong><br />\r\nUna tecnolog&iacute;a de bajo coste debe ser aquella que el mayor n&uacute;mero posible de personas pueda hacer suya, tanto desde el punto de vista tecnol&oacute;gico como financiero. Como tal, debe poder fabricarse y/o repararse localmente, por lo que sus principios de funcionamiento deben ser sencillos de entender y sus costes adaptados a una gran parte de la poblaci&oacute;n. Fomenta que la poblaci&oacute;n sea m&aacute;s independiente a todos los niveles, y el valor o el trabajo se reparten de forma m&aacute;s equitativa.</p>\r\n\r\n<p><strong>Sostenible</strong><br />\r\nEcodise&ntilde;ado, resistente, robusto, reparable, reciclable, &aacute;gil, funcional: una low-tech hace pensar y optimizar los impactos medioambientales, sociales o societales ligados a la utilizaci&oacute;n de esta t&eacute;cnica, en todas las etapas de su ciclo de vida (desde el dise&ntilde;o, la concepci&oacute;n, la producci&oacute;n, el uso, el fin de vida) &iexcl;aunque a veces implique utilizar menos t&eacute;cnica, y m&aacute;s compartir o colaborar!</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>En este desafio, profes y estudiantes se juntan para descubrir la filosofia low-tech. Empiezan con un lectura compartida del manifiesto y de las definiciones. Poco a poco, van explorando la base de conocimiento de las soluciones existentes, sus tutoriales. Pueden explorar alrededor si hay tecnologias similares o un poco diferentes, hacer entrevistas y charlas con las iniciativas o maker locales. Si el tiempo y los recursos lo permiten, eligen una herramienta y van&nbsp;fabricando con recursos lo mas locales posible. Una vez terminado, se puede compartir la experiencia, testear el uso de la maquina, y crear espacios de dialogos sobre el rol y las limitaciones de las tecnologias segun el uso.&nbsp;</p>\r\n','Descubrir la filosofía low tech con los estudiantes mediante exploraciones y talleres practicos','publish','ES','2024-01-23 10:26:54.258000','2024-01-23 11:26:54.260430'),(33,'410f7251-2288-4a5b-b00d-ee691871d864','Reto del Diseño para un Comportamiento Sostenible','entre 1 semana hasta 1 mes',14,0,'<p>El Desaf&iacute;o de Dise&ntilde;o para un Comportamiento Sostenible tiene como objetivo proporcionar a los estudiantes una visi&oacute;n de c&oacute;mo el comportamiento humano cotidiano puede afectar a los objetivos de sostenibilidad, y les reta a crear un prototipo y poner a prueba una intervenci&oacute;n de dise&ntilde;o que pueda hacer m&aacute;s sostenible un determinado tipo de comportamiento que hayan elegido, o evitar que se produzca un comportamiento insostenible</p>\r\n','<p>El reto esta construido a parte del contenido desarrolllo en los cursos de NTNU sobre Sustainable Behaviours.&nbsp;</p>\r\n\r\n<p>Usa la&nbsp;herramienta&nbsp;del&nbsp;dise&ntilde;o con intenci&oacute;n de Dan Lockton.&nbsp;</p>\r\n\r\n<p>Traducidas en castellano por parte aqui:&nbsp;</p>\r\n\r\n<p><a href=\"https://issuu.com/norismorales/docs/cat_logo_lockton__dise_o_integral___1_/29\" target=\"_blank\">https://issuu.com/norismorales/docs/cat_logo_lockton__dise_o_integral___1_/29</a></p>\r\n\r\n<p><a href=\"https://prezi.com/twaxrnmacpyb/design-with-intent/\" target=\"_blank\">https://prezi.com/twaxrnmacpyb/design-with-intent</a><br />\r\n​​​​​​</p>\r\n','<p>El Desaf&iacute;o de Dise&ntilde;o para un Comportamiento Sostenible tiene como objetivo proporcionar a los estudiantes una visi&oacute;n de c&oacute;mo el comportamiento humano cotidiano puede afectar a los objetivos de sostenibilidad, y les reta a crear un prototipo y poner a prueba una intervenci&oacute;n de dise&ntilde;o que pueda hacer m&aacute;s sostenible un determinado tipo de comportamiento que hayan elegido, o evitar que se produzca un comportamiento insostenible.</p>\r\n','El Desafío de Diseño para un Comportamiento Sostenible tiene como objetivo proporcionar a los estudiantes una visión de cómo el comportamiento humano cotidiano puede afectar a los objetivos de sostenibilidad, y les reta a crear un prototipo y poner a prueba una intervención de diseño que pueda hacer más sostenible un determinado tipo de comportamiento que hayan elegido, o evitar que se produzca un comportamiento insostenible.','publish','ES','2024-01-31 11:10:21.575000','2024-01-31 12:10:21.581175'),(36,'fc0870af-5403-4627-8d90-ec170afee8ae','WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana','desde 3 dias hasta 1 mes',11,0,'<p>La lana tiene una historia rica y profunda, y de hecho muchas t&eacute;cnicas del siglo pasado siguen utiliz&aacute;ndose hoy en d&iacute;a. Diversas culturas y lugares comparten este recurso, con distintos niveles de calidad seg&uacute;n la especie de origen. Ahora, las t&eacute;cnicas tradicionales corren el riesgo de perderse, algunas partes de la materia prima se desperdician, mientras que la lana postconsumo se valora poco. Muchas comunidades locales desean remodelar las cadenas de valor locales en torno a la lana, desde agricultores, hilanderos, tejedores, dise&ntilde;adores, fabricantes y centros de gesti&oacute;n y reciclaje de residuos.</p>\r\n\r\n<p>En este reto de la lana invitamos a los estudiantes a aprender sobre la lana y explorar soluciones para que dejemos de desperdiciarla, y cuidemos y regeneremos mejor la lana en nuestro entorno cercano: en casa, en las escuelas, en espacios abiertos. &nbsp;Invitamos a los estudiantes a encontrar lana infrautilizada o desperdiciada, y a utilizarla para hacer remiendos visibles.&nbsp;</p>\r\n\r\n<p>Diferentes tutoriales est&aacute;n presentes , inspirados en los Lunes de la Lana organizados dentro de los proyectos Shemakes que propusieron 3 lentes para explorar los temas, lo que llamamos PLACE, MAKE, DESIGN. &nbsp;Con Place, invitamos a los estudiantes a mirar el territorio y descubrir d&oacute;nde est&aacute; la lana y qui&eacute;n la est&aacute; transformando. &nbsp;Con Make, nos acercamos a las t&eacute;cnicas e invitamos a los estudiantes a visitar lugares de fabricaci&oacute;n o a crear sus propias herramientas para fabricar objetos de lana. Si quieren aprender a crear un huso o un peque&ntilde;o telar, es ideal. &nbsp;Con el Dise&ntilde;o, se invita a los alumnos a descubrir los tintes naturales: Se pueden organizar talleres para poner colores a la lana mientras se descubren las plantas tint&oacute;reas locales.&nbsp;</p>\r\n\r\n<p>Una vez que los alumnos han encontrado o creado sus hilos, pueden descubrir las pr&aacute;cticas de zurcido visible, reparaci&oacute;n y personalizaci&oacute;n de tejidos con sus propios dise&ntilde;os. &nbsp;</p>\r\n\r\n<p>Finalmente el reto termina con sesiones de reflexi&oacute;n sobre los tejidos circulares y los alumnos pueden compartir sus creaciones y reflexiones con la creaci&oacute;n de una mini-exposici&oacute;n, que puede ser difundida con otras escuelas y organizaciones.&nbsp;</p>\r\n\r\n<p>Existen diferentes configuraciones seg&uacute;n el tiempo del que dispongas. Descubre nuestro proceso paso a paso y crea tus propias intervenciones.</p>\r\n','<p>Comprueba el resultado del proyecto Shemakes.eu.&nbsp;</p>\r\n','<p>La lana forma parte de nuestros productos cotidianos, pero la lana de las ovejas locales se desperdicia mucho y la mayor&iacute;a de los procesos de fabricaci&oacute;n se realizan fuera de nuestros territorios. &iquest;Qu&eacute; podemos hacer con esta lana? &iquest;C&oacute;mo podemos volver a aprender las t&eacute;cnicas de fabricaci&oacute;n de la lana? &iquest;Y si tuvi&eacute;ramos peque&ntilde;as f&aacute;bricas de lana en cada ciudad? &iquest;aldeas?</p>\r\n','La lana forma parte de nuestros productos cotidianos, pero la lana de las ovejas locales se desperdicia mucho y la mayoría de los procesos de fabricación se realizan fuera de nuestros territorios. ¿Qué podemos hacer con esta lana? ¿Cómo podemos volver a aprender las técnicas de fabricación de la lana? ¿Y si tuviéramos pequeñas fábricas de lana en cada ciudad? ¿aldeas?','publish','ES','2024-01-31 14:05:33.434000','2024-01-31 15:05:33.436341'),(38,'703c7050-513d-429f-97a7-725cc66ad063','Las monedades locales como herramientas de cambio?','1 dia hasta 1 mes',7,0,'<p>&nbsp; Los estudiantes aprender&aacute;n sobre el concepto de moneda local, su importancia para apoyar la descarbonizaci&oacute;n de la econom&iacute;a local, mejorar la resiliencia local, fortalecer el esp&iacute;ritu comunitario y reducir la huella ecol&oacute;gica de las personas. &nbsp;</p>\r\n','<p>Este desafio ha sido inspirado por el trabajo de los actores del Pays Basque Frances, colaborando con la asociasi&oacute;n EUSKO, monedad local. Utilizaremos esa iniciativa como caso de referencia.<br />\r\n<a href=\"https://www.euskalmoneta.org/\" target=\"_blank\">https://www.euskalmoneta.org/</a>&nbsp; &nbsp;</p>\r\n','<p>La aparici&oacute;n de monedas locales&nbsp; se desarollaron esos a&ntilde;os pasados por diversos objetivos:&nbsp;</p>\r\n\r\n<p>-Para la transici&oacute;n ecol&oacute;gica</p>\r\n\r\n<p>- Para la reducci&oacute;n de la especulaci&oacute;n financiera</p>\r\n\r\n<p>- Promover el intercambio local&nbsp;</p>\r\n\r\n<p>Los actores que desarollan y utilizan las monedades locales defienden la idea que la moneda local puede ser una palanca para la econom&iacute;a circular. Esta herramienta puede desempe&ntilde;ar un papel de apoyo a las actividades econ&oacute;micas locales.</p>\r\n\r\n<p>En este desafio, los estudiantes aprender&aacute;n sobre las monedades&nbsp;locales, y el rol de la economia local en un contexto global de transici&oacute;n, Podran explorar&nbsp; la relaci&oacute;n entre las monedades locales y la econom&iacute;a circular. Los estudiantes tambi&eacute;n estudiar&aacute;n c&oacute;mo las monedades locales pueden mejorar la accesibilidad y la transparencia de lo que consumimos, el dise&ntilde;o de sistemas circulares.&nbsp;</p>\r\n\r\n<p>Tambi&eacute;n invitaremos a los estudiantes a guardar un ojo critico, reflexionando sobre&nbsp;las ventajas y desventajas de las monedas locales.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>A Catalunya, unos redes activos:&nbsp;<a href=\"https://xarxanet.org/economic/noticies/coneix-10-de-les-monedes-socials-que-es-fan-servir-al-territori-catala\" target=\"_blank\">https://xarxanet.org/economic/noticies/coneix-10-de-les-monedes-socials-que-es-fan-servir-al-territori-catala</a></p>\r\n\r\n<p>A Barcelona:&nbsp;<a href=\"https://rec.barcelona/\" target=\"_blank\">https://rec.barcelona/</a></p>\r\n','  Los estudiantes aprenderán sobre el concepto de moneda local, su importancia para apoyar la descarbonización de la economía local, mejorar la resiliencia local, fortalecer el espíritu comunitario y reducir la huella ecológica de las personas.  ','publish','ES','2024-01-31 14:58:59.896000','2024-01-31 15:58:59.897846'),(39,'5cdbb60c-731c-4185-b7b4-8e4b5096cd71','Remix The School: revalorizando el desperdicio alimentario a través de los biomateriales','Customized from one day to 6 month partnership',14,0,'<p>Los profesores profundizan en la problem&aacute;tica de los residuos alimentarios, descubren los principios del dise&ntilde;o y la econom&iacute;a circular, aprenden las bases te&oacute;ricas de los biomateriales y los biopl&aacute;sticos, experimentan con la fabricaci&oacute;n de biomateriales y, por &uacute;ltimo, dise&ntilde;an y ponen en pr&aacute;ctica una intervenci&oacute;n en el aula con sus alumnos.</p>\r\n','<p>Este es un proyecto inicialmete desarrollado por Fab Lab Barcelona https://fablabbcn.org/blog/take-action/remix-the-school-distributed-2</p>\r\n','','Este reto busca abordar el problema del desperdicio de alimentos y la circularidad a escala de barrio a través de la fabricación de biomateriales hechos con desperdicio alimentario..','publish','ES','2024-01-31 15:19:53.668000','2024-01-31 16:19:53.669828'),(40,'73515542-d341-4b21-a60d-2d7892afa8dc','Compostaje en la escuela','At least few months',8,0,'<p>Casi todas las escuelas generan flujos de biorresiduos (alimentos y cocina, residuos verdes) que deben separarse y gestionarse. Lo m&aacute;s eficaz es hacerlo a nivel local. Tambi&eacute;n es una excelente oportunidad para proporcionar a los alumnos conocimientos sobre el proceso bioqu&iacute;mico-f&iacute;sico, t&eacute;cnicas de compostaje y la importancia de la clasificaci&oacute;n y gesti&oacute;n de los residuos.</p>\r\n','','','Tips y priemeros pasos para establecer sistemas de compostaje en la escuela','publish','ES','2024-02-01 12:16:55.949000','2024-02-01 13:16:55.950534'),(41,'91a75b0e-981a-4712-926f-e1318a213c2e','Simulando soluciones climáticas','1 hour to 1 week',5,0,'<p>En-ROADS es un potente modelo de simulaci&oacute;n para explorar c&oacute;mo abordar los retos energ&eacute;ticos y clim&aacute;ticos mundiales mediante cambios pol&iacute;ticos, tecnol&oacute;gicos y sociales a gran escala. Con En-ROADS se pueden crear escenarios centrados en c&oacute;mo los cambios en los impuestos, las subvenciones, el crecimiento econ&oacute;mico, la eficiencia energ&eacute;tica, la innovaci&oacute;n tecnol&oacute;gica, la tarificaci&oacute;n del carbono, la combinaci&oacute;n de combustibles y otros factores modificar&aacute;n las emisiones globales de carbono y la temperatura.</p>\r\n\r\n<p>En-ROADS est&aacute; dise&ntilde;ado para ser utilizado de forma interactiva con grupos, donde puede servir de base para conversaciones cient&iacute;ficamente rigurosas sobre c&oacute;mo abordar el cambio clim&aacute;tico. Esto lo hace ideal para los responsables de la toma de decisiones en el gobierno, las empresas y la sociedad civil; o para cualquier persona que sienta curiosidad por las opciones de nuestro mundo. Climate Interactive proporciona abundante material de apoyo para dirigir actividades con En-ROADS que van desde talleres sobre pol&iacute;tica hasta juegos de rol.</p>\r\n','<div>\r\n<p>Actualizaciones frecuentes, para acceder a la &uacute;ltima versi&oacute;n ir a https://www.climateinteractive.org/en-roads/ y clicar en &quot;OPEN EN-ROAD SIMULATOR&quot;</p>\r\n</div>\r\n','<p>Los estudiantes abren el simulador de soluciones clim&aacute;ticas EN-ROADS y prueban diversos par&aacute;metros (energ&iacute;a, transporte, uso del suelo e industria) para ver el posible resultado sobre el cambio clim&aacute;tico.</p>\r\n','Simular la futura escala del cambio climático en función de los parámetros seleccionados','publish','ES','2024-02-01 13:02:16.526000','2024-02-01 14:02:16.528219'),(42,'3d8a8af8-7785-4d5e-98e6-50abdc1d4072','Eventos circulares','1 event to 1 event every month',8,0,'<p>Entender el potencial transformativo que tienen la participaci&oacute;n en eventos circulares dentro de la comunidad. Organizar y coordinar los pasos para la creaci&oacute;n de un evento de estas caracter&iacute;sticas.</p>\r\n','','<p>Comunidades de todo el mundo organizan eventos de reparaci&oacute;n en los que puedes obtener ayuda para arreglar tus pertenencias rotas: desde tablets a tostadoras, desde mobiliario a camisetas.</p>\r\n','Participar y organizar en eventos circulares','publish','ES','2024-02-01 13:10:50.489000','2024-02-01 14:10:50.490535'),(43,'f8d29715-a855-43f2-a3bc-f37a15ee1519','Consumption in the circular economy challenge','Half day to full day',1,0,'<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12px\"><span style=\"color:black\">This challenge</span> <span style=\"color:black\">aims to help teachers to address the topic of consumption as it relates to climate crisis and the circular economy. This includes some historical and social context, the contested status of consumption and overconsumption, conspicuous and inconspicuous consumption, waste (the flip side of consumption) &ndash; and some everyday applications such as shopping for food or clothes.</span></span></p>\r\n','<div style=\"margin-left:.25in; text-align:left\">- Gabriel, Y., &amp; Lang, T. (2015).&nbsp;<em>The unmanageable consumer</em>. Sage publications.</div>\r\n\r\n<div style=\"margin-left:.25in; text-align:left\"><span style=\"font-size:12px\"><span style=\"color:black\">- Jackson, T. (2009). <em>Prosperity without growth: Economics for a finite planet</em>. <em>Prosperity without Growth: Economics for a Finite Planet</em>. https://doi.org/10.4324/978184977433</span></span></div>\r\n\r\n<div style=\"margin-left:.25in; text-align:left\"><span style=\"font-size:12px\"><span style=\"color:black\">- Th&oslash;gersen, J. (2014). Unsustainable Consumption. <em>European Psychologist</em>. https://doi.org/10.1027/1016-9040/a000176</span></span></div>\r\n\r\n<div style=\"margin-left:.33in; text-align:left\">\r\n<div style=\"margin-left:.33in; text-align:left\">&nbsp;</div>\r\n</div>\r\n','<p>Students discuss the role of consumption in the context of the circular economy and reflect on personal experiences and behaviour. They explore different existing and imaginable scenarios, for example for clothing consumption,</p>\r\n','This challenge aims to help teachers to address the topic of consumption as it relates to climate crisis and the circular economy. ','publish','EN','2024-02-20 10:29:09.200000','2024-02-20 11:29:09.202666'),(46,'049f9776-eb56-4ca7-af93-36d4718b6cf5','Simulation de solutions climatiques','1 heure à 1 semaine',6,3,'<p>En-ROADS est un mod&egrave;le de simulation puissant permettant d&#39;explorer la mani&egrave;re de relever les d&eacute;fis mondiaux en mati&egrave;re d&#39;&eacute;nergie et de climat gr&acirc;ce &agrave; des changements politiques, technologiques et soci&eacute;taux &agrave; grande &eacute;chelle. Avec En-ROADS, vous pouvez cr&eacute;er des sc&eacute;narios ax&eacute;s sur la mani&egrave;re dont les modifications des taxes, des subventions, de la croissance &eacute;conomique, de l&#39;efficacit&eacute; &eacute;nerg&eacute;tique, de l&#39;innovation technologique, de la tarification du carbone, du mix &eacute;nerg&eacute;tique et d&#39;autres facteurs modifieront les &eacute;missions mondiales de carbone et la temp&eacute;rature.</p>\r\n\r\n<p>En-ROADS est con&ccedil;u pour &ecirc;tre utilis&eacute; de mani&egrave;re interactive avec des groupes o&ugrave; il peut servir de base &agrave; des conversations scientifiquement rigoureuses sur la lutte contre le changement climatique. Cela le rend id&eacute;al pour les d&eacute;cideurs du gouvernement, des entreprises et de la soci&eacute;t&eacute; civile&nbsp;; ou pour toute personne curieuse des choix de notre monde. Climate Interactive fournit du mat&eacute;riel complet pour aider les gens &agrave; diriger des activit&eacute;s avec En-ROADS, allant des ateliers politiques aux jeux de r&ocirc;le.</p>\r\n','<p>Mises &agrave; jour fr&eacute;quentes, derni&egrave;re version consult&eacute;e&nbsp;:</p>\r\n\r\n<p><a href=\"https://en-roads.climateinteractive.org/scenario.html?v=23.12.0\">en-roads.climateinteractive.org/scenario.html?v=23.12.0</a></p>\r\n','<p>Les &eacute;tudiants ouvrent le simulateur de solutions climatiques EN-ROADS et testent divers param&egrave;tres (&eacute;nergie, transports, utilisation des sols et industrie) pour voir les r&eacute;sultats possibles sur le changement climatique.</p>\r\n','présentation En-ROADS ','publish','FR','2024-02-21 08:29:47.790000','2024-02-21 09:29:47.790754'),(47,'bbe3e3a1-e16c-4eef-b4c0-642c4d6340db','Conception de l\'empreinte carbone personnelle','1 heure à plusieurs mois',0,0,'<p>Les &eacute;l&egrave;ves analysent leurs actions quotidiennes. Ceux-ci comprennent 4 domaines principaux : l&#39;alimentation (fr&eacute;quence de consommation de viande, d&eacute;penses au restaurant, gaspillage alimentaire, approvisionnement local), les d&eacute;placements (v&eacute;hicule, type de carburant, distance, vol et distance), le domicile (type, taille, source de chauffage, source d&#39;&eacute;lectricit&eacute;, &eacute;conomie d&#39;&eacute;lectricit&eacute;, temp&eacute;rature ambiante en hiver), achats (&eacute;lectronique et &eacute;lectrom&eacute;nager, v&ecirc;tements et chaussures, possession d&#39;animaux, produits de sant&eacute; et de beaut&eacute;, communication et t&eacute;l&eacute;vision, divertissement et loisirs, comportements de recyclage).</p>\r\n','<p>De nombreux calculateurs d&#39;empreinte carbone (dans n&#39;importe quelle langue) peuvent &ecirc;tre trouv&eacute;s en ligne, par exemple <a href=\"http://footprint.wwf.org.uk/\">footprint.wwf.org.uk/</a></p>\r\n','<p>Calculer votre empreinte carbone et comprendre l&#39;impact de vos consommations et des entreprises qui y contribuent</p>\r\n','Conception de l\'empreinte carbone personnelle','save','EN','2024-02-21 13:24:22.842000','2024-02-21 14:24:22.843882'),(48,'bbe3e3a1-e16c-4eef-b4c0-642c4d6340db','Conception de l\'empreinte carbone personnelle','1 heure à plusieurs mois',1,0,'<p>Les &eacute;l&egrave;ves analysent leurs actions quotidiennes. Ceux-ci comprennent 4 domaines principaux : l&#39;alimentation (fr&eacute;quence de consommation de viande, d&eacute;penses au restaurant, gaspillage alimentaire, approvisionnement local), les d&eacute;placements (v&eacute;hicule, type de carburant, distance, vol et distance), le domicile (type, taille, source de chauffage, source d&#39;&eacute;lectricit&eacute;, &eacute;conomie d&#39;&eacute;lectricit&eacute;, temp&eacute;rature ambiante en hiver), achats (&eacute;lectronique et &eacute;lectrom&eacute;nager, v&ecirc;tements et chaussures, possession d&#39;animaux, produits de sant&eacute; et de beaut&eacute;, communication et t&eacute;l&eacute;vision, divertissement et loisirs, comportements de recyclage).</p>\r\n','<p>De nombreux calculateurs d&#39;empreinte carbone (dans n&#39;importe quelle langue) peuvent &ecirc;tre trouv&eacute;s en ligne, par exemple <a href=\"http://footprint.wwf.org.uk/\">footprint.wwf.org.uk/</a></p>\r\n','<p>Calculer votre empreinte carbone et comprendre l&#39;impact de vos consommations et des entreprises qui y contribuent</p>\r\n','Conception de l\'empreinte carbone personnelle','publish','FR','2024-02-21 13:24:22.874000','2024-02-21 14:24:22.874673'),(52,'d7dde4da-2857-4da1-a3b4-aee3572ee03e','La consommation dans le défi de l’économie circulaire','Une partie à toute la journée',4,1,'<p>Ce d&eacute;fi vise &agrave; aider les enseignants &agrave; aborder le th&egrave;me de la consommation en lien avec la crise climatique et l&#39;&eacute;conomie circulaire. Cela inclut un certain contexte historique et social, le statut contest&eacute; de la consommation et de la surconsommation, la consommation ostentatoire et discr&egrave;te, le gaspillage (l&rsquo;envers de la consommation) &ndash; et certaines applications quotidiennes telles que l&rsquo;achat de nourriture ou de v&ecirc;tements.</p>\r\n','<p>- Gabriel, Y., &amp; Lang, T. (2015).&nbsp;<em>The unmanageable consumer</em>. Sage publications.</p>\r\n\r\n<p>- Jackson, T. (2009).&nbsp;<em>Prosperity without growth: Economics for a finite planet</em>.&nbsp;<em>Prosperity without Growth: Economics for a Finite Planet</em>. https://doi.org/10.4324/978184977433</p>\r\n\r\n<p>- Th&oslash;gersen, J. (2014). Unsustainable Consumption.&nbsp;<em>European Psychologist</em>. https://doi.org/10.1027/1016-9040/a000176</p>\r\n','<p>Les &eacute;tudiants discutent du r&ocirc;le de la consommation dans le contexte de l&rsquo;&eacute;conomie circulaire et r&eacute;fl&eacute;chissent sur leurs exp&eacute;riences et comportements personnels. Ils explorent diff&eacute;rents sc&eacute;narios existants et imaginables, par exemple pour la consommation vestimentaire,</p>\r\n','La consommation dans le défi de l’économie circulaire','publish','FR','2024-02-22 08:29:41.276000','2024-02-22 09:29:41.278689'),(53,'bb2db9e9-e0b9-46c6-951a-7f9eb990f872','Les Monnaies Locales','entre 2 et 10 heures',14,1,'<p>La monnaie locale peut &ecirc;tre un levier pour l&rsquo;&eacute;conomie circulaire. Cet outil peut jouer un r&ocirc;le de soutien aux activit&eacute;s &eacute;conomiques locales. Dans ce d&eacute;fi, les &eacute;tudiants d&eacute;couvriront la monnaie locale, l&#39;&eacute;conomie mondiale par rapport &agrave; l&#39;&eacute;conomie locale et la relation entre la monnaie locale et l&#39;&eacute;conomie circulaire.</p>\r\n\r\n<p>Les &eacute;tudiants examineront &eacute;galement comment l&#39;argent local peut am&eacute;liorer l&#39;accessibilit&eacute; et la transparence de ce que nous consommons, la conception de syst&egrave;mes circulaires ainsi que les avantages et les inconv&eacute;nients des monnaies locales.</p>\r\n\r\n<p>L&rsquo;&eacute;mergence des monnaies locales en r&eacute;ponse aux probl&eacute;matiques suivantes :</p>\r\n\r\n<p>-Pour la transition &eacute;cologique</p>\r\n\r\n<p>-Pour la r&eacute;duction de la sp&eacute;culation financi&egrave;re<br />\r\n- favoriser les &eacute;changes locaux</p>\r\n\r\n<p>Si vous souhaitez d&eacute;couvrir les monnaies locales, jetez un &oelig;il aux activit&eacute;s suivantes.</p>\r\n','<p>Mouvement Sol - Monnaies Locales Compl&eacute;mentaires (sol-monnaies-locales.org)</p>\r\n\r\n<p><a href=\"https://www.fun-mooc.fr/fr/cours/monnaies-complementaires-un-nouvel-outil-au-service-des-territoires/\">www.fun-mooc.fr/fr/cours/monnaies-complementaires-un-nouvel-outil-au-service-des-territoires/</a></p>\r\n\r\n<p><a href=\"https://youmatter.world/en/what-are-local-currencies-examples/\">https://youmatter.world/en/what-are-local-currencies-examples/</a></p>\r\n','<p>Les &eacute;tudiants d&eacute;couvriront le concept de monnaie locale, son importance pour soutenir la d&eacute;carbonation de l&#39;&eacute;conomie locale, am&eacute;liorer la r&eacute;silience locale, renforcer l&#39;esprit communautaire et r&eacute;duire l&#39;empreinte &eacute;cologique des gens.</p>\r\n','Les monnaies locales','publish','FR','2024-02-26 08:17:49.329000','2024-02-26 09:17:49.330549'),(54,'73515542-d341-4b21-a60d-2d7892afa8dc','Le compostage à l\'école','At least few months',6,0,'<p>Des &eacute;tudiants se portent volontaires pour aider &agrave; mettre en place et &agrave; g&eacute;rer le compostage &agrave; l&#39;&eacute;cole.</p>\r\n','<p>Des exemples de compostage scolaire peuvent &ecirc;tre trouv&eacute;s dans tous les pays (exemple en Lituanie : https://butrimoniumokykla.lt/gamtos-ir-zmogaus-pamoka-kompostas/ ).&nbsp;</p>\r\n\r\n<p>Lignes directrices pour le lancement d&#39;un programme de compostage scolaire : https://greenmountainfarmtoschool.org/wp-content/uploads/2016/01/Guide-to-Staring-a-School-Compost-Program.pdf et https://extension.umaine.edu/gardening/wp-content/uploads/sites/5/2016/10/10-Steps-to-Starting-a-School-Composting-Operation.2.2016.pdf et https://compost.css.cornell.edu/SchoolCompostingLetsGetGrowing.pdf</p>\r\n','<p>Apprendre &agrave; composter les d&eacute;chets alimentaires et verts</p>\r\n','Le compostage à l\'école','publish','FR','2024-03-04 08:23:09.705000','2024-03-04 09:23:09.706993'),(55,'3d8a8af8-7785-4d5e-98e6-50abdc1d4072','Événement circulaire','1 event to 1 event every month',3,1,'<p>Les &eacute;tudiants organisent un &eacute;v&eacute;nement circulaire pour faire et impliquer les autres dans des activit&eacute;s circulaires (&eacute;change de v&ecirc;tements, caf&eacute; de r&eacute;paration, etc.)</p>\r\n','<p>Informations sur la fa&ccedil;on d&#39;organiser un repair caf&eacute; : https://cdn.filestackcontent.com/8ACm54MuT0Wlkkg7n4SC</p>\r\n\r\n<p>Infos sur la fa&ccedil;on d&#39;organiser un &eacute;change de v&ecirc;tements : https://www.sustainyourstyle.org/en/blog/2020/6/25/how-to-</p>\r\n\r\n<p>organiser un &eacute;change de v&ecirc;tements et https://www.almostzerowaste.com/organize-clothing-swap/</p>\r\n','<p>Organiser et participer &agrave; un &eacute;v&eacute;nement circulaire</p>\r\n','Organiser un événement circulaire à l\'école','publish','FR','2024-03-04 09:39:59.771000','2024-03-04 10:39:59.772892'),(56,'6f2b26eb-2a7f-4373-afbe-13823351a500','El consumo en la economía circular','1 dia',1,0,'<p>Este reto pretende ayudar a los profesores a abordar el tema del consumo en su relaci&oacute;n con la crisis clim&aacute;tica y la econom&iacute;a circular. Incluye un contexto hist&oacute;rico y social, el controvertido estatus del consumo y el consumo excesivo, el consumo llamativo y el consumo discreto, los residuos (la otra cara del consumo) y algunas aplicaciones cotidianas como la compra de alimentos o ropa.</p>\r\n','<p>- Gabriel, Y., &amp; Lang, T. (2015).&nbsp;<em>The unmanageable consumer</em>. Sage publications.</p>\r\n\r\n<p>- Jackson, T. (2009).&nbsp;<em>Prosperity without growth: Economics for a finite planet</em>.&nbsp;<em>Prosperity without Growth: Economics for a Finite Planet</em>. https://doi.org/10.4324/978184977433</p>\r\n\r\n<p>- Th&oslash;gersen, J. (2014). Unsustainable Consumption.&nbsp;<em>European Psychologist</em>. https://doi.org/10.1027/1016-9040/a000176</p>\r\n','<p>Los alumnos debaten el papel del consumo en el contexto de la econom&iacute;a circular y reflexionan sobre experiencias y comportamientos personales. Exploran diferentes escenarios existentes e imaginables, por ejemplo para el consumo de ropa,</p>\r\n','Este reto pretende ayudar a los profesores a abordar el tema del consumo en su relación con la crisis climática y la economía circular. Incluye un contexto histórico y social, el controvertido estatus del consumo y el consumo excesivo, el consumo llamativo y el consumo discreto, los residuos (la otra cara del consumo) y algunas aplicaciones cotidianas como la compra de alimentos o ropa.','publish','ES','2024-03-14 10:16:42.569000','2024-03-14 11:16:42.571710'),(58,'2959a1a9-1dc4-4887-8c22-2cf95dd57caa','La ropa como servicio','6h - 1 dia',2,0,'<p>La idea de este reto es descubrir los problemas y las ventajas de transformar un modelo de negocio tradicional (basado en la propiedad del producto) en un modelo de negocio de econom&iacute;a funcional (basado en los servicios).</p>\r\n\r\n<p>&iquest;C&oacute;mo puede un comercio textil ofrecer ropa como servicio? &iquest;Cu&aacute;les son los retos asociados a este cambio?&nbsp;</p>\r\n\r\n<p>Los estudiantes se adentrar&aacute;n en el descubrimiento de algunos conceptos:</p>\r\n\r\n<p>Paso 1: los estudiantes aprender&aacute;n sobre el impacto medioambiental de la industria textil, de d&oacute;nde viene el impacto.</p>\r\n\r\n<p>Paso 2: los estudiantes descubrir&aacute;n el concepto de econom&iacute;a funcional, su importancia, por qu&eacute; es diferente del modelo tradicional de &quot;econom&iacute;a de producto&quot;. La econom&iacute;a funcional se utilizar&aacute; como alternativa en el estudio de caso &quot;la confecci&oacute;n como servicio&quot;.</p>\r\n\r\n<p>Paso 3: se introducir&aacute; el concepto de sostenibilidad y sus tres pilares. Posteriormente, se utilizar&aacute;n los pilares econ&oacute;mico, social y medioambiental de la sostenibilidad para evaluar el estudio de caso de la econom&iacute;a funcional &quot;la confecci&oacute;n como servicio&quot;.</p>\r\n\r\n<p>Paso 4: los alumnos aprender&aacute;n los elementos b&aacute;sicos de cualquier empresa. &iquest;C&oacute;mo se convierte la idea de negocio en un modelo de negocio, en qu&eacute; tenemos que pensar si tenemos una idea de negocio brillante, de d&oacute;nde debemos partir? Los alumnos utilizar&aacute;n el concepto de modelo de negocio para describir el resultado de su estudio de caso.</p>\r\n','<p>&nbsp;Antikainen, Maria, et al. &quot;Sustainable circular economy value propositions in clothing as a service-model.&quot;&nbsp;<em>The ISPIM Innovation Conference&ndash;Innovating in Times of Crisis</em>. 2020.</p>\r\n','<p>La huella medioambiental del sector textil es cada vez mayor. La gente tiende a comprar y sustituir la ropa m&aacute;s que en el pasado.</p>\r\n\r\n<p>Est&aacute;n surgiendo nuevos modelos de negocio basados en la prestaci&oacute;n de servicios en lugar de en la propiedad del producto. Este reto consiste principalmente en analizar los distintos tipos de valor y sacrificios creados por este tipo de modelo empresarial. El &aacute;mbito de an&aacute;lisis son los valores econ&oacute;micos, sociales y medioambientales.</p>\r\n\r\n<p>Se propone una lista de preguntas de apoyo para llevar a cabo este an&aacute;lisis.</p>\r\n\r\n<p>Se invita a los estudiantes a dise&ntilde;ar un nuevo modelo de negocio teniendo en cuenta el an&aacute;lisis que debe realizarse.</p>\r\n','La idea de este reto es descubrir los problemas y las ventajas de transformar un modelo de negocio tradicional (basado en la propiedad del producto) en un modelo de negocio de economía funcional (basado en los servicios).','publish','ES','2024-03-14 11:12:55.128000','2024-03-14 12:12:55.128585'),(59,'0202a910-d48c-40ba-b1ba-241d44c6e415','NVO veikla','Keli mėnesiai',1,0,'<p>Mokiniai susipažįsta su aplinkosauginėmis nevyriausybinėmis organizacijomis ir&nbsp;savanoriauja labiausiai patinkančiose.</p>\r\n','<p>Be nuorodų.</p>\r\n','<p>Savanoriauti aplinkosauginėje nevyriausybinėje organizacijoje.</p>\r\n','Savanoriavimas aplinkosauginėje NVO','publish','LT','2024-03-17 10:06:00.699000','2024-03-17 11:06:00.701254'),(60,'77e75ec8-5efc-4ebf-9790-db65fc4f471c','Asmeninio pėdsako skaičiavimas','1 valanda - kelios savaitės',1,0,'<p>Mokiniai analizuoja savo kasdienius veiksmus. Tai 4 pagrindinės sritys: maistas (mėsos valgymo dažnumas, i&scaron;laidos valgymui lauke, maisto &scaron;vaistymas, vietiniai &scaron;altiniai), kelionės (transporto priemonė, kuro rū&scaron;is, atstumas, skrydis ir atstumas), namai (tipas, dydis, &scaron;ildymo &scaron;altinis, elektros &scaron;altinis, elektros energijos taupymas, kambario temperatūra žiemą), pirkiniai (elektronika ir buitinė technika, drabužiai ir avalynė, naminių gyvūnėlių laikymas, sveikatos ir grožio produktai, komunikacija ir televizija, pramogos ir pomėgiai, antrinių žaliavų perdirbimas).</p>\r\n','<p>Daug įvairių asmeninio pėdsako skaičiuoklių galima rasti internete.</p>\r\n','<p>Suprasti savo pasirinktų veiksmų poveikį, apskaičiuoti jį ir keisti.</p>\r\n','Mokiniai skaičiuoja savo asmeninį pėdsaką','publish','LT','2024-03-17 22:31:29.849000','2024-03-17 23:31:29.852592'),(61,'91a75b0e-981a-4712-926f-e1318a213c2e','Klimato sprendimų simuliavimas','1 valanda - 1 savaitė',3,0,'<p>&quot;En-ROADS&quot; - tai galingas&nbsp;modelis, skirtas tirti, kaip spręsti pasaulinius energetikos ir klimato i&scaron;&scaron;ūkius pasitelkiant plataus masto politikos, technologijų ir visuomenės pokyčius. Naudodami &quot;En-ROADS&quot; galite kurti scenarijus, kuriuose daugiausia dėmesio skiriama tam, kaip mokesčių, subsidijų, ekonomikos augimo, energijos vartojimo efektyvumo, technologinių inovacijų, anglies dioksido kainų, degalų asortimento ir kitų veiksnių pokyčiai pakeis pasaulinį anglies dioksido i&scaron;metimą ir temperatūrą.</p>\r\n\r\n<p>Programa &quot;En-ROADS&quot; sukurta taip, kad ją būtų galima naudoti interaktyviai su grupėmis, kur ja būtų galima remtis moksli&scaron;kai pagrįstais pokalbiais apie klimato kaitos problemas. Todėl ji idealiai tinka sprendimus priimantiems valdžios, verslo ir pilietinės visuomenės atstovams, taip pat visiems, kuriems įdomu, ką pasirinkti mūsų pasaulyje. Climate Interactive pateikia i&scaron;samią medžiagą, padedančią žmonėms vesti įvairias veiklas su En-ROADS - nuo politinių seminarų iki vaidmenų žaidimų.</p>\r\n','<p>EN-ROADS simuliatorius:&nbsp;https://en-roads.climateinteractive.org/</p>\r\n','<p>Sumodeliuoti priimtiną klimato evoliuciją iki 2100 m.</p>\r\n','Klimato sprendimų simuliavimas','publish','LT','2024-03-17 23:11:01.447000','2024-03-18 00:11:01.449684'),(64,'5cdbb60c-731c-4185-b7b4-8e4b5096cd71','\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas','Customized from one day to 6 month partnership',0,0,'<p>&Scaron;iuo i&scaron;&scaron;ūkiu siekiama skatinti studentus mąstyti apie žiedinę ekonomiką ir biomedžiagų gamybą i&scaron; maisto atliekų bei raginti juos kurti ir įgyvendinti novatori&scaron;kus sprendimus, kaip maisto atliekoms suteikti vertę.</p>\r\n','','','Šiuo iššūkiu siekiama skatinti studentus mąstyti apie žiedinę ekonomiką ir biomedžiagų gamybą iš maisto atliekų bei raginti juos kurti ir įgyvendinti novatoriškus sprendimus, kaip maisto atliekoms suteikti vertę.','publish','LT','2024-03-24 09:41:36.356000','2024-03-24 10:41:36.357956'),(65,'c53d9aae-bc8b-4398-9367-e075ff25c5e0','Žemosios technologijos','4 valandos',0,0,'<p>Mokiniai susipažins su žemųjų technologijų filosofija. Jie susitiks su naudotojais ir ims i&scaron; jų interviu. Siekiama, kad jie būtų atsakingi už iniciatyvą ir ja dalytųsi.</p>\r\n','<p>https://lowtechlab.org/en</p>\r\n','<p>Mokiniai susipažins su žemųjų technologijų filosofija. Jie susitiks su naudotojais ir ims i&scaron; jų interviu. Siekiama, kad jie būtų atsakingi už iniciatyvą ir ja dalytųsi.</p>\r\n','Mokiniai susipažins su žemųjų technologijų filosofija. Jie susitiks su naudotojais ir ims iš jų interviu. Siekiama, kad jie būtų atsakingi už iniciatyvą ir ja dalytųsi.','publish','LT','2024-03-24 20:47:57.787000','2024-03-24 21:47:57.789371'),(66,'62d448f1-f539-4b2a-8641-033c09af78a2','Drabužiai kaip paslauga','6 valandos',0,0,'<p>&Scaron;io i&scaron;&scaron;ūkio tikslas - i&scaron;siai&scaron;kinti tradicinio verslo modelio (paremto produkto nuosavybe) pakeitimo į funkcinės ekonomikos verslo modelį (paremtą paslaugomis) problemas ir naudą.</p>\r\n\r\n<p>Kaip mažmeninė tekstilės prekyba gali siūlyti drabužius kaip paslaugą ? kokie i&scaron;&scaron;ūkiai susiję su &scaron;iuo pokyčiu?&nbsp;</p>\r\n\r\n<p>Studentai susipažins su keliomis sąvokomis:</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>1 žingsnis: mokiniai sužinos, kokį poveikį aplinkai daro tekstilės pramonė, i&scaron; kur atsiranda poveikis.</p>\r\n\r\n<p>2 žingsnis: mokiniai sužinos funkcinės ekonomikos sąvoką, jos svarbą, kodėl ji skiriasi nuo tradicinio &quot;produktų ekonomikos&quot; modelio. Funkcinė ekonomika bus naudojama kaip alternatyva atvejo tyrime &quot;drabužiai kaip paslauga&quot;.</p>\r\n\r\n<p>3 žingsnis: bus pristatyta tvarumo koncepcija ir trys jos ramsčiai. Vėliau ekonominis, socialinis ir aplinkosauginis tvarumo ramsčiai bus naudojami vertinant funkcinės ekonomikos atvejo tyrimą &quot;drabužiai kaip paslauga&quot;.</p>\r\n\r\n<p>4 žingsnis: mokiniai sužinos pagrindinius bet kokio verslo elementus. Kaip verslo idėja tampa verslo modeliu, apie ką turime galvoti, jei turime puikią verslo idėją, nuo ko reikėtų pradėti. Verslo modelio koncepciją mokiniai panaudos apra&scaron;ydami savo atvejo tyrimo rezultatą.</p>\r\n','<p>Antikainen, Maria, et al. &quot;Sustainable circular economy value propositions in clothing as a service-model.&quot;&nbsp;<em>The ISPIM Innovation Conference&ndash;Innovating in Times of Crisis</em>. 2020.</p>\r\n','<p>Tekstilės sektoriaus poveikis aplinkai vis didėja. Žmonės yra linkę pirkti ir keisti drabužius dažniau nei anksčiau.</p>\r\n\r\n<p>Atsiranda nauji verslo modeliai, pagrįsti paslaugų teikimu, o ne produkto nuosavybe. &Scaron;is i&scaron;&scaron;ūkis daugiausia susijęs su įvairių rū&scaron;ių vertės ir aukų, kurias sukuria tokio tipo verslo modeliai, analize. Analizės sritis - ekonominės, socialinės ir aplinkosauginės vertės.</p>\r\n\r\n<p>&Scaron;iai analizei atlikti siūlomas pagalbinių klausimų sąra&scaron;as.</p>\r\n\r\n<p>Studentai kviečiami sukurti naują verslo modelį atsižvelgiant į atliktiną analizę.</p>\r\n','Moksleiviai sužinos, kokios yra aplinkosauginės, socialinės ir ekonominės vertybės, taip pat kliūtis, susijusias su paslaugomis grįsto verslo modeliu, pasitelkę tekstilės sektoriaus atvejo analizę.','publish','LT','2024-03-24 22:57:31.706000','2024-03-24 23:57:31.708316'),(67,'40d46564-eb32-481f-9731-834bb4b27eb9','Vietos valiuta','Nuo 2 iki 10 valandų',0,0,'<p>Vietos&nbsp;valiuta gali būti žiedinės ekonomikos svertas. &Scaron;i priemonė gali būti svarbi remiant vietos ekonominę veiklą. &Scaron;iame uždavinyje mokiniai sužinos apie vietos&nbsp;pinigus, pasaulinę ir vietinę ekonomiką bei ry&scaron;į tarp vietinių pinigų ir žiedinės ekonomikos.</p>\r\n\r\n<p>Mokiniai taip pat nagrinės, kaip vietiniai pinigai gali pagerinti prieinamumą ir skaidrumą to, ką vartojame, žiedinių sistemų dizainą ir vietinių valiutų privalumus bei trūkumus.</p>\r\n\r\n<p>Vietinių valiutų atsiradimas reaguojant į &scaron;iuos klausimus:</p>\r\n\r\n<p>- Dėl ekologinio perėjimo</p>\r\n\r\n<p>- Dėl finansinių spekuliacijų mažinimo<br />\r\n- Skatinti vietinius mainus&nbsp;</p>\r\n\r\n<p>Jei jus domina vietos valiutų&nbsp;pažinimas, pasidomėkite &scaron;ia veikla.</p>\r\n','<p>Vietos valiutų pavyzdžiai:&nbsp;https://youmatter.world/en/what-are-local-currencies-examples/</p>\r\n','<p>Mokiniai susipažins su vietos valiutos sąvoka, jos svarba remiant vietos ekonomikos dekarbonizaciją, didinant vietos atsparumą, stiprinant bendruomenės dvasią ir mažinant žmonių ekologinį pėdsaką.</p>\r\n','Mokiniai susipažįsta su vietos valiutomis ir jų veikimu','publish','LT','2024-03-26 23:39:37.560000','2024-03-27 00:39:37.562255'),(68,'35c0bd63-6568-4e3e-ada5-29efd762a74a','Tvaraus elgesio dizaino iššūkis','Nuo 1 savaitės iki 1 mėnesio',0,0,'<p>Tvaraus elgesio dizaino i&scaron;&scaron;ūkio tikslas - suteikti mokiniams žinių apie tai, kaip kasdienis žmonių elgesys gali paveikti tvarumo tikslus, ir paraginti juos sukurti prototipą ir i&scaron;bandyti dizaino intervenciją, kuri galėtų padaryti tam tikrą jų pasirinktą elgseną tvaresnę arba užkirsti kelią netvariai elgsenai.</p>\r\n\r\n<p>&Scaron;is i&scaron;&scaron;ūkis&nbsp;labiausiai tinka vyresnių klasių mokiniams, nes apima tam tikrą teorinį pagrindą, reikalauja kūrybi&scaron;kumo ir nestandartinio mąstymo, be to, jame naudojamos priemonės, kurios prieinamos tik anglų kalba.</p>\r\n','<p>Daae, J., Chamberlin, L., &amp; Boks, C. (2018). Dimensions of Behaviour Change in the context of Designing for a Circular Economy.&nbsp;<em>The Design Journal</em>,&nbsp;<em>21</em>(4), 521-541.</p>\r\n','<p>Tvaraus elgesio dizaino i&scaron;&scaron;ūkio tikslas - suteikti mokiniams žinių apie tai, kaip kasdienis žmonių elgesys gali paveikti tvarumo tikslus, ir paraginti juos sukurti prototipą ir i&scaron;bandyti dizaino intervenciją, kuri galėtų padaryti tam tikrą jų pasirinktą elgseną tvaresnę arba užkirsti kelią netvariai elgsenai.</p>\r\n','Tvaraus elgesio dizaino iššūkio tikslas - suteikti mokiniams žinių apie tai, kaip kasdienis žmonių elgesys gali paveikti tvarumo tikslus, ir paraginti juos sukurti prototipą ir išbandyti dizaino intervenciją, kuri galėtų padaryti tam tikrą jų pasirinktą elgseną tvaresnę arba užkirsti kelią netvariai elgsenai.','publish','LT','2024-03-27 22:41:08.549000','2024-03-27 23:41:08.551045'),(69,'96a5b830-a607-4538-a8a9-684aff72851e','Vilnos iššūkis','Nuo 3 dirbtuvių iki 2 mėnesių',0,0,'<p>Vilna turi turtingą ir gilią istoriją, o daugelis praėjusio &scaron;imtmečio vilnos vėlimo būdų tebenaudojami ir &scaron;iandien. Įvairios kultūros ir vietovės dalijasi &scaron;iais i&scaron;tekliais, kurių kokybė priklauso nuo kilmės rū&scaron;ies. Dabar kyla pavojus, kad tradicinės technikos gali būti prarastos, kai kurios žaliavos dalys yra &scaron;vaistomos, o vilna po vartojimo yra menkai vertinama. Daugelis vietos bendruomenių nori pertvarkyti vietines vertės grandines, susijusias su vilna: ūkininkų, verpėjų, audėjų, dizainerių, gamintojų, atliekų tvarkymo ir perdirbimo centrų.</p>\r\n\r\n<p>&Scaron;iame vilnos i&scaron;&scaron;ūkyje kviečiame mokinius susipažinti su vilna ir ie&scaron;koti sprendimų, kad nustotume &scaron;vaistyti vilną, geriau ja rūpintumėmės ir regeneruotume ją savo artimoje aplinkoje: namuose, mokyklose, atvirose erdvėse. &nbsp;Kviečiame moksleivius surasti nepakankamai naudojamą ar i&scaron;mestą vilną ir panaudoti ją matomam taisymui.&nbsp;</p>\r\n\r\n<p>Pristatome įvairias pamokas , įkvėptas vilnos pirmadienių, organizuojamų pagal &quot;Shemakes&quot; projektus, kurie pasiūlė 3 lę&scaron;ius &scaron;ioms temoms nagrinėti, kuriuos vadiname PLACE, MAKE, DESIGN. &nbsp;Naudodami Place kviečiame mokinius pažvelgti į teritoriją ir i&scaron;siai&scaron;kinti, kur yra vilna ir kas ją transformuoja. &nbsp;Naudodami Make, priartiname technikas ir kviečiame mokinius apsilankyti gamybos vietose arba patiems susikurti įrankius vilnos objektui pagaminti. Norite i&scaron;mokti pasigaminti verpstę ar nedideles stakles, tai idealiai tinka. &nbsp;Su Design mokiniai kviečiami atrasti natūralius dažus: Gali būti organizuojamos dirbtuvės, kurių metu vilną galima nudažyti spalvomis, kartu atrandant vietinius tinktūrinius augalus.&nbsp;</p>\r\n\r\n<p>Radę ar sukūrę siūlus, mokiniai gali atrasti matomų taisymo, taisymo ir audinių pritaikymo pagal savo dizainą praktikas. &nbsp;</p>\r\n\r\n<p>Galiausiai i&scaron;&scaron;ūkis baigiamas užsiėmimais, skirtais apmąstymams apie žiedinę tekstilę, o mokiniai gali pasidalyti savo kūriniais ir apmąstymais, sukurdami mini parodą, kurią galima platinti kitose mokyklose ir organizacijose.&nbsp;</p>\r\n\r\n<p>Galimos įvairios konfigūracijos, atsižvelgiant į turimą laiką. Atraskite mūsų procesą žingsnis po žingsnio ir sukurkite savo intervencijas.&nbsp;</p>\r\n','<p>Kviečiame pažiūrėti &quot;Shemakes&quot; projekto rezultatus.</p>\r\n','<p>Vilna yra mūsų kasdienių produktų dalis, tačiau vietinių avių vilna daug kur &scaron;vaistoma, o dauguma gamybos procesų vyksta už mūsų teritorijos ribų. Ką galime padaryti su &scaron;ia vilna? Kaip galime i&scaron; naujo i&scaron;mokti vilnos gamybos būdų? O jei kiekviename mieste turėtume mažus vilnos fabrikus? Kaime? &nbsp;</p>\r\n','Išnagrinėkite žiedinės tekstilės temą, tyrinėdami įvairius vilnos aspektus savo aplinkoje.','publish','LT','2024-03-28 07:57:12.326000','2024-03-28 08:57:12.327476');
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INSERT INTO `circular_challenges_steps` VALUES (2,'Raise awareness','<p>Part 2: Lecture on Design for Sustainable Behaviour&nbsp;</p>\r\n',1),(3,'Explore practice and systems','<p>Part 3: Identify a behaviour to focus on and explore the system around it</p>\r\n',1),(4,'Make and prototype','<p>Part 4: Select an appropriate design strategy, and prototype and test a design intervention</p>\r\n',1),(5,'Reflect','<p>Part 5: Present, exhibit and discuss the results</p>\r\n',1),(7,'Explore practice and systems','<p>​​​​​​In this section, student will discover&nbsp;the advantages and disadvantages of Clothing as a Service business model through reading the dialogue.</p>\r\n\r\n<p>Before the reading, students should first examining the &quot;sustainability &quot; and &quot;functional economy&quot;&nbsp;&nbsp;building blocks. As the overall goal of circular economy is to promote social and environmental values into the business realm, the Learning block &quot;sustainability will help student to discover these values and their relationships.&nbsp;</p>\r\n\r\n<p>The functional economy which is explained in the second building block, has been considered as type of innovation to reduce environmental footprint.&nbsp;</p>\r\n\r\n<p>After doing the learning blocks student will</p>\r\n\r\n<p>1. Read carefully the dialogue&nbsp;</p>\r\n\r\n<p>2. Mark&nbsp;the advantage and disadvantage of this new business model</p>\r\n\r\n<p>3. Associate&nbsp;each advantage and disadvantage with one of the three sustainability values &quot;social, economic and environmental.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Reading about Clothing as a Service business model by opening&nbsp;renting clothing model learning block</p>\r\n',2),(8,'Make and prototype','<p>Student with previous sections have got insights about the textile environmental impact,&nbsp;the meaning of sustainability and the advantages and disadvantages of clothing as a Service.</p>\r\n\r\n<p>But how does this business model can create a value? What are the key elements of this business model? What are the values for the customer and how do&nbsp;suppliers generate money ?</p>\r\n\r\n<p>To answer all these questions, students will have to first look at the &quot;business model&quot; learning block. Many information about the business model concept are introduced.</p>\r\n\r\n<p>Based on the learning block business model, students will&nbsp;use their knowledge about business model to think about a&nbsp;prototype of the clothing as a service business model.</p>\r\n\r\n<p>In a group of four, students will download a digital copy or use a paper copy of the &quot;business model canvas &quot;. The goal is to fulfil&nbsp;each element of the business model canvas.</p>\r\n',2),(9,'Raise awareness','<p>The textile industry is a sector with a strong impact on climate change. However, what are the main causes this huge impact ?&nbsp;</p>\r\n\r\n<p>Students are invited to learn about textile environmental impact through the &quot;texitle environmental impact&quot; learning block where&nbsp;they can see two videos about&nbsp;the subject and with taking into account&nbsp;the whole life cycle of a textile product.</p>\r\n',2),(11,'Set-up','<p>In this learning blocks you will reflect about the potential of making projects and challenges with a wider community of people from outside school walls.</p>\r\n',6),(12,'Raise awareness','<p>Setting the bases of the food waste problem</p>\r\n',6),(13,'Explore practice and systems','<p>Learn a bit about what biomaterials are, their potential and how to make them.</p>\r\n',6),(14,'Make and prototype','',8),(15,'Explore practice and systems','',8),(16,'Raise awareness','',8),(17,'Reflect','',8),(18,'Make and prototype','',6),(19,'Reflect','',6),(41,'Set-up','<p>In this step, there is an introduction to the term low tech (see the learning block &quot;low-tech&quot;</p>\r\n\r\n<p>Student can also watch the film&nbsp;</p>\r\n',3),(55,'Raise awareness','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Talk with students about biowaste especially food waste and composting as one of the possible solutions.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss on what is needed to start composting operations in school. </span></span></div>\r\n',14),(60,'Set-up','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Think what circular activities would be interesting for studentsю&nbsp;</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss with students about organizing circular activities (dates, resources etc.). Inquire a&nbsp;possibility to organize a circular event from the administration.</span></span></div>\r\n</div>\r\n',15),(61,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Invite as many students as possible to the event (could be tested out in one class and later on a whole school level).</span></span></div>\r\n</div>\r\n',15),(62,'Explore practice and systems','<div>\r\n<div><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">See how other events were organized.</span></span></div>\r\n</div>\r\n',15),(63,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Do the actual circular event.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Plan other circular events.</span></span></div>\r\n</div>\r\n',15),(64,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss on how the event has impacted their thinking, future behaviour, saved resources.</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">&nbsp;</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">&nbsp;</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Share experiences and discuss future events</span></span></div>\r\n</div>\r\n',15),(65,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Make these events a tradition in a school</span></span></div>\r\n</div>\r\n',15),(413,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">First, imagine how Eaarth looks like if 3 degrees of Cerlciums global warming is reached. When try to understand what policies and behaviour choices have big and which have low impact, which could be implemented easear than others</span></span></div>\r\n</div>\r\n',5),(4345,'Share','<p>Share simulator with other people to try out to simulate future world.<br />\r\n<br />\r\nThose who interested prepare and lead a simulation workshop to one of the younger classes or to their families.</p>\r\n',5),(6250,'Explore practice and systems','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Try simulating various future scenarious, for example set temperature to achieve or primary energy needed.</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Which scenarios are possible in the nearest future and how to achieve them?</span></span></div>\r\n</div>\r\n</div>\r\n</div>\r\n',5),(8337,'Make and prototype','<div>\r\n<div>\r\n<p>​​​​​​1. Divide the class into group and give them random parameter changes they have to change. Ask the students to think how the outcome of their scenario they think migh look like, use En-roads to test it and reflect on how far they were on their predictions.</p>\r\n\r\n<p><br />\r\n2. Divide the class into groups and challenge them to think of a scenario that reaches the Paris objective of 2&ordm;, they have to think the parameters they will change before introducing them into the simulator. Let&rsquo;s see how many have reached the objective. Ask them to keep changing parameters until they reach the objective and write them down.</p>\r\n</div>\r\n</div>\r\n',5),(10424,'Reflect','<div>\r\n<div>Rank their findings on which strategies seem to have bigger impact, why they think this is.<br />\r\nDiscuss which scenarios and policies are realistically possible and in which they would like to live​​​​​​​.</div>\r\n</div>\r\n',5),(35134,'Set-up','<div>\r\n<div><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">Prepare computer with audio settings.</span></span></div>\r\n</div>\r\n',16),(35135,'Set-up','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Open and analyse calculator.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Prepare a note book for writting down personal actions/choices that are in the calculator.</span></span></div>\r\n</div>\r\n',16),(35136,'Set-up','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Open and analyse calculator.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Prepare a note book for writting down personal actions/choices that are in the calculator.</span></span></div>\r\n</div>\r\n',16),(35137,'Set-up','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Open and analyse calculator.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Prepare a note book for writting down personal actions/choices that are in the calculator.</span></span></div>\r\n</div>\r\n',16),(35138,'Set-up','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Open and analyse calculator.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Prepare a note book for writting down personal actions/choices that are in the calculator.</span></span></div>\r\n</div>\r\n',16),(35139,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Try to understanding that each of choice contributes different amount of CO2 to the atmosphere, some very little, some a lot.&nbsp;</span></span></div>\r\n</div>\r\n',16),(35140,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Try to understanding that each of choice contributes different amount of CO2 to the atmosphere, some very little, some a lot. Try to change behaviour to reduce the footrpint.</span></span></div>\r\n</div>\r\n',16),(35141,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Try to understanding that each of choice contributes different amount of CO2 to the atmosphere, some very little, some a lot. Try to change behaviour to reduce the footrpint.</span></span></div>\r\n</div>\r\n',16),(35142,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Try to understanding that each of choice contributes different amount of CO2 to the atmosphere, some very little, some a lot. Try to change behaviour to reduce the footrpint.</span></span></div>\r\n</div>\r\n',16),(35143,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Try to understanding that each of choice contributes different amount of CO2 to the atmosphere, some very little, some a lot. Try to change behaviour to reduce the footrpint.</span></span></div>\r\n</div>\r\n',16),(35144,'Explore practice and systems','<div>\r\n<div><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">Each student calculates her ecological footprint</span></span></div>\r\n</div>\r\n',16),(35145,'Explore practice and systems','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Do the observations for some time (1 day, 1 week, several months).</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Try to undestand what motives your choices, what can be easily changed and what not to reduce the footprint.</span></span></div>\r\n</div>\r\n',16),(35146,'Explore practice and systems','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Do the observations for some time (1 day, 1 week, several months).</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Try to undestand what motives your choices, what can be easily changed and what not to reduce the footprint.</span></span></div>\r\n</div>\r\n',16),(35147,'Explore practice and systems','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Do the observations for some time (1 day, 1 week, several months).</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Try to undestand what motives your choices, what can be easily changed and what not to reduce the footprint.</span></span></div>\r\n</div>\r\n',16),(35148,'Explore practice and systems','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Do the observations for some time (1 day, 1 week, several months).</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Try to undestand what motives your choices, what can be easily changed and what not to reduce the footprint.</span></span></div>\r\n</div>\r\n',16),(35149,'Make and prototype','<div>\r\n<div>Try a challenge who could reduce their footprint the most over the next week/month or longer period. Try calculating the changes.</div>\r\n\r\n<div>&nbsp;</div>\r\n</div>\r\n',16),(35150,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Enter observations into the calculator to have personal CO2 footprint, discuss with others and compare.</span></span></div>\r\n</div>\r\n',16),(35151,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Enter observations into the calculator to have personal CO2 footprint, discuss with others and compare.</span></span></div>\r\n</div>\r\n',16),(35152,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Enter observations into the calculator to have personal CO2 footprint, discuss with others and compare.</span></span></div>\r\n</div>\r\n',16),(35153,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Enter observations into the calculator to have personal CO2 footprint, discuss with others and compare.</span></span></div>\r\n</div>\r\n',16),(35154,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Reflect on how to reduce personal carbon footprint and try it. Select who was the most successful and why?</span></span></div>\r\n</div>\r\n',16),(35155,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Reflect on how to reduce personal carbon footprint and try it.</span></span></div>\r\n</div>\r\n',16),(35156,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Reflect on how to reduce personal carbon footprint and try it.</span></span></div>\r\n</div>\r\n',16),(35157,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Reflect on how to reduce personal carbon footprint and try it.</span></span></div>\r\n</div>\r\n',16),(35158,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Reflect on how to reduce personal carbon footprint and try it.</span></span></div>\r\n</div>\r\n',16),(35159,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Invite others to try our the calculator and change their behaviour.</span></span></div>\r\n</div>\r\n',16),(35160,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Invite others to try our the calculator and change their behaviour</span></span></div>\r\n</div>\r\n',16),(35161,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Invite others to try our the calculator and change their behaviour</span></span></div>\r\n</div>\r\n',16),(35162,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Invite others to try our the calculator and change their behaviour</span></span></div>\r\n</div>\r\n',16),(35163,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Invite others to try our the calculator and change their behaviour</span></span></div>\r\n</div>\r\n',16),(35164,'Raise awareness','<p>Partie 2 : Conf&eacute;rence sur la conception pour un comportement durable</p>\r\n',18),(35165,'Explore practice and systems','<p>Partie 3 : Identifier un comportement sur lequel se concentrer et explorer le syst&egrave;me qui l&#39;entoure</p>\r\n',18),(35166,'Make and prototype','<p>Partie 4&nbsp;: S&eacute;lectionner une strat&eacute;gie de conception appropri&eacute;e, prototyper et tester une intervention de conception</p>\r\n',18),(35167,'Reflect','<p>Partie 5 : Pr&eacute;senter, exposer et discuter les r&eacute;sultats</p>\r\n',18),(35168,'Raise awareness','<p>Les &eacute;l&egrave;ves visionneront deux vid&eacute;os pour mieux comprendre l&#39;impact environnemental du cycle de vie complet d&#39;un produit textile.</p>\r\n',19),(35169,'Explore practice and systems','<p><strong>Point de vue client :</strong></p>\r\n\r\n<p><br />\r\nMichel et Fran&ccedil;oise aiment l&#39;id&eacute;e de louer des v&ecirc;tements au lieu de les acheter. Ils pensent qu&rsquo;ils pourraient r&eacute;duire leur empreinte carbone puisque les v&ecirc;tements seraient partag&eacute;s avec d&rsquo;autres personnes. Ils aimeraient cependant r&eacute;fl&eacute;chir &agrave; ce choix avant de s&rsquo;engager.</p>\r\n\r\n<p>Michel : J&#39;ai des doutes sur la propret&eacute; des v&ecirc;tements, et j&#39;ai peur que nous ayons une dispute avec le fournisseur pour savoir si une certaine usure ou des dommages seraient le r&eacute;sultat d&#39;une utilisation normale et seraient donc inclus dans le contrat de service.</p>\r\n\r\n<p>Fran&ccedil;oise : J&#39;aurai un entretien d&#39;embauche le mois prochain, je ne sais pas si je trouverai &laquo; des v&ecirc;tements adapt&eacute;s en cas de besoin &raquo; pendant ma p&eacute;riode d&#39;adh&eacute;sion.</p>\r\n\r\n<p>Michel : Ce sera difficile pour moi de venir au magasin chaque fois que j&#39;aurai besoin de v&ecirc;tements. J&#39;habite un peu loin du magasin. Visiter le magasin deux &agrave; trois fois par mois en utilisant ma voiture augmenterait mon impact environnemental du transport.</p>\r\n\r\n<p>Fran&ccedil;oise : Je ne m&#39;imagine pas ne pas porter de v&ecirc;tements neufs du tout ou pendant longtemps. Je pense que j&#39;aimerais mettre de nouveaux v&ecirc;tements de temps en temps.</p>\r\n\r\n<p>Michel : J&#39;ai d&eacute;j&agrave; fait de nombreux mauvais choix de v&ecirc;tements. par exemple. acheter des v&ecirc;tements inutiles et ils finissent tous &agrave; la poubelle ! Le CaaS (Contenu en tant que service)&nbsp;minimiserait les achats inutiles et manqu&eacute;s et m&#39;emp&ecirc;cherait d&#39;acheter des v&ecirc;tements que je pourrais plus tard juger inutiles. Il y aura donc un avantage &eacute;vident &agrave; r&eacute;duire la production inutile.</p>\r\n\r\n<p>Fran&ccedil;oise : J&#39;aimerais louer un maximum de v&ecirc;tements car ils sont fabriqu&eacute;s &agrave; partir de mati&egrave;res recycl&eacute;es.</p>\r\n\r\n<p>Michel : mais dans ce cas, ne pensez-vous pas que vous allez passer outre les b&eacute;n&eacute;fices environnementaux en augmentant votre consommation de v&ecirc;tements ?</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><strong>Point de vue du fournisseur :</strong></p>\r\n\r\n<p><br />\r\nOlivier et Patrick sont les fournisseurs de CaaS : ils poss&egrave;dent un magasin de location de v&ecirc;tements.</p>\r\n\r\n<p>Olivier : Nous avons beaucoup de v&ecirc;tements ; nous devrions r&eacute;fl&eacute;chir &agrave; un syst&egrave;me pour &eacute;valuer l&#39;&eacute;tat des v&ecirc;tements. Nous devrons peut-&ecirc;tre installer un syst&egrave;me de tra&ccedil;age sur certains v&ecirc;tements afin de savoir combien de fois ils ont &eacute;t&eacute; lou&eacute;s, combien de fois ils ont &eacute;t&eacute; utilis&eacute;s, afin de pouvoir pr&eacute;voir quand les changer.</p>\r\n\r\n<p>Patrick&nbsp;: mais qu&#39;en est-il du probl&egrave;me de confidentialit&eacute; que leur client peut avoir.</p>\r\n\r\n<p>Olivier : C&#39;est un point sensible ! mais ce mod&egrave;le &eacute;conomique pr&eacute;sente de nombreux avantages.</p>\r\n\r\n<p>En tant que fournisseurs, nous g&eacute;rerons tout le cycle de vie des v&ecirc;tements, c&#39;est-&agrave;-dire que nous serons responsables de tous les d&eacute;chets en fin de vie, pour l&#39;entretien des v&ecirc;tements.</p>\r\n\r\n<p>De plus, une dur&eacute;e de vie plus longue et une utilisation plus efficace des v&ecirc;tements pr&eacute;sentent des avantages environnementaux. Nous pouvons multiplier par 10 l&rsquo;utilisation d&rsquo;un v&ecirc;tement.</p>\r\n\r\n<p>Patrick : notre magasin r&eacute;duirait le besoin de produire de nouveaux v&ecirc;tements et l&#39;utilisation de mat&eacute;riaux vierges. Les v&ecirc;tements de seconde main remplaceront une partie des v&ecirc;tements neufs. De cette fa&ccedil;on, chaque morceau de tissu b&eacute;n&eacute;ficie d&rsquo;une utilisation maximale jusqu&rsquo;&agrave; la fin de son cycle de vie.</p>\r\n\r\n<p>Olivier : par ailleurs, il y a aussi des b&eacute;n&eacute;fices environnementaux &agrave; faire confier la maintenance &agrave; des entreprises professionnelles. Un entretien efficace des v&ecirc;tements peut mieux garantir l&rsquo;aspect &eacute;cologique.</p>\r\n\r\n<p>Patrick : Mais tu sais, on doit laver les v&ecirc;tements apr&egrave;s chaque location, m&ecirc;me s&#39;ils semblent propres. Je sais que c&#39;est trop. Les gens lavent moins leurs v&ecirc;tements que nous dans le magasin. Cela augmenterait notre consommation d&rsquo;eau, de d&eacute;tergents et d&rsquo;&eacute;lectricit&eacute;.</p>\r\n\r\n<p>Patrick : que va-t-il se passer en fin de vie des v&ecirc;tements ?</p>\r\n\r\n<p>Olivier : recyclage ! nous aurons un syst&egrave;me en boucle ferm&eacute;e, &laquo; de tissu en tissu &raquo; qui r&eacute;duira la production de mati&egrave;res premi&egrave;res.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><strong>Faites une liste des avantages et des inconv&eacute;nients de ce mod&egrave;le &eacute;conomique &laquo; Vetement en tant que service&nbsp;&raquo;</strong></p>\r\n',19),(35170,'Make and prototype','<p>Sur la base du mod&egrave;le d&#39;entreprise du bloc d&#39;apprentissage, les &eacute;tudiants vont maintenant commencer &agrave; r&eacute;fl&eacute;chir &agrave; un prototype de mod&egrave;le d&#39;entreprise de v&ecirc;tements en tant que service.</p>\r\n\r\n<p>En groupe de quatre, les &eacute;tudiants rempliront chaque &eacute;l&eacute;ment du mod&egrave;le d&#39;entreprise.</p>\r\n',19),(100253,'Set-up','',20),(100254,'Raise awareness','',20),(100255,'Explore practice and systems','',20),(100256,'Make and prototype','',20),(100257,'Reflect','',20),(100271,'Set-up','<p>Discutez avec les &eacute;l&egrave;ves des questions environnementales qui leur tiennent &agrave; c&oelig;ur.</p>\r\n\r\n<p>Dressez une liste des ONG qui travaillent sur l&#39;environnement et l&#39;&eacute;conomie circulaire.</p>\r\n\r\n<p>Conseils : Il est peut-&ecirc;tre possible d&#39;inviter certaines ONG en classe et d&#39;entamer un partenariat formel.</p>\r\n',21),(100272,'Set-up','<p>Discutez avec les &eacute;l&egrave;ves des questions environnementales qui leur tiennent &agrave; c&oelig;ur.</p>\r\n\r\n<p>Dressez une liste des ONG qui travaillent sur l&#39;environnement et l&#39;&eacute;conomie circulaire.</p>\r\n\r\n<p>Conseils : Il est peut-&ecirc;tre possible d&#39;inviter certaines ONG en classe et d&#39;entamer un partenariat formel.</p>\r\n',21),(100273,'Set-up','<p>Discutez avec les &eacute;l&egrave;ves des questions environnementales qui leur tiennent &agrave; c&oelig;ur.</p>\r\n\r\n<p>Dressez une liste des ONG qui travaillent sur l&#39;environnement et l&#39;&eacute;conomie circulaire.</p>\r\n\r\n<p>Conseils : Il est peut-&ecirc;tre possible d&#39;inviter certaines ONG en classe et d&#39;entamer un partenariat formel.</p>\r\n',21),(100274,'Set-up','<p>Discutez avec les &eacute;l&egrave;ves des questions environnementales qui leur tiennent &agrave; c&oelig;ur.</p>\r\n\r\n<p>Dressez une liste des ONG qui travaillent sur l&#39;environnement et l&#39;&eacute;conomie circulaire.</p>\r\n\r\n<p>Conseils : Il est peut-&ecirc;tre possible d&#39;inviter certaines ONG en classe et d&#39;entamer un partenariat formel.</p>\r\n',21),(100275,'Set-up','<p>Discutez avec les &eacute;l&egrave;ves des questions environnementales qui leur tiennent &agrave; c&oelig;ur.</p>\r\n\r\n<p>Dressez une liste des ONG qui travaillent sur l&#39;environnement et l&#39;&eacute;conomie circulaire.</p>\r\n\r\n<p>Conseils : Il est peut-&ecirc;tre possible d&#39;inviter certaines ONG en classe et d&#39;entamer un partenariat formel.</p>\r\n',21),(100276,'Raise awareness','<p>Discuter des personnes qui seraient int&eacute;ress&eacute;es par l&#39;adh&eacute;sion &agrave; telle ou telle ONG et de l&#39;objectif &agrave; atteindre.</p>\r\n',21),(100277,'Raise awareness','<p>Discuter des personnes qui seraient int&eacute;ress&eacute;es par l&#39;adh&eacute;sion &agrave; telle ou telle ONG et de l&#39;objectif &agrave; atteindre.</p>\r\n',21),(100278,'Raise awareness','<p>Discuter des personnes qui seraient int&eacute;ress&eacute;es par l&#39;adh&eacute;sion &agrave; telle ou telle ONG et de l&#39;objectif &agrave; atteindre.</p>\r\n',21),(100279,'Raise awareness','<p>Discuter des personnes qui seraient int&eacute;ress&eacute;es par l&#39;adh&eacute;sion &agrave; telle ou telle ONG et de l&#39;objectif &agrave; atteindre.</p>\r\n',21),(100280,'Raise awareness','<p>Discuter des personnes qui seraient int&eacute;ress&eacute;es par l&#39;adh&eacute;sion &agrave; telle ou telle ONG et de l&#39;objectif &agrave; atteindre.</p>\r\n',21),(100281,'Explore practice and systems','<p>Discuter des actions men&eacute;es par les ONG.<br />\r\nPartager les informations qui ont &eacute;t&eacute; apprises.<br />\r\nConseils : Partager des informations visuelles sur les actions</p>\r\n',21),(100282,'Explore practice and systems','<p>Discuter des actions men&eacute;es par les ONG.<br />\r\nPartager les informations qui ont &eacute;t&eacute; apprises.<br />\r\nConseils : Partager des informations visuelles sur les actions</p>\r\n',21),(100283,'Explore practice and systems','<p>Discuter des actions men&eacute;es par les ONG.<br />\r\nPartager les informations qui ont &eacute;t&eacute; apprises.<br />\r\nConseils : Partager des informations visuelles sur les actions</p>\r\n',21),(100284,'Explore practice and systems','<p>Discuter des actions men&eacute;es par les ONG.<br />\r\nPartager les informations qui ont &eacute;t&eacute; apprises.<br />\r\nConseils : Partager des informations visuelles sur les actions</p>\r\n',21),(100285,'Explore practice and systems','<p>Discuter des actions men&eacute;es par les ONG.<br />\r\nPartager les informations qui ont &eacute;t&eacute; apprises.<br />\r\nConseils : Partager des informations visuelles sur les actions</p>\r\n',21),(100286,'Make and prototype','<p>Discussion sur la mani&egrave;re dont les ONG s&eacute;lectionn&eacute;es et les actions men&eacute;es ont contribu&eacute; &agrave; r&eacute;soudre les probl&egrave;mes environnementaux s&eacute;lectionn&eacute;s. Brainstorming sur les actions futures possibles. Demandez aux &eacute;l&egrave;ves ce qu&#39;ils aimeraient faire pour soutenir les ONG.</p>\r\n',21),(100287,'Make and prototype','<p>Discussion sur la mani&egrave;re dont les ONG s&eacute;lectionn&eacute;es et les actions men&eacute;es ont contribu&eacute; &agrave; r&eacute;soudre les probl&egrave;mes environnementaux s&eacute;lectionn&eacute;s. Brainstorming sur les actions futures possibles. Demandez aux &eacute;l&egrave;ves ce qu&#39;ils aimeraient faire pour soutenir les ONG.</p>\r\n',21),(100288,'Make and prototype','<p>Discussion sur la mani&egrave;re dont les ONG s&eacute;lectionn&eacute;es et les actions men&eacute;es ont contribu&eacute; &agrave; r&eacute;soudre les probl&egrave;mes environnementaux s&eacute;lectionn&eacute;s. Brainstorming sur les actions futures possibles. Demandez aux &eacute;l&egrave;ves ce qu&#39;ils aimeraient faire pour soutenir les ONG.</p>\r\n',21),(100289,'Make and prototype','<p>Discussion sur la mani&egrave;re dont les ONG s&eacute;lectionn&eacute;es et les actions men&eacute;es ont contribu&eacute; &agrave; r&eacute;soudre les probl&egrave;mes environnementaux s&eacute;lectionn&eacute;s. Brainstorming sur les actions futures possibles. Demandez aux &eacute;l&egrave;ves ce qu&#39;ils aimeraient faire pour soutenir les ONG.</p>\r\n',21),(100290,'Make and prototype','<p>Discussion sur la mani&egrave;re dont les ONG s&eacute;lectionn&eacute;es et les actions men&eacute;es ont contribu&eacute; &agrave; r&eacute;soudre les probl&egrave;mes environnementaux s&eacute;lectionn&eacute;s. Brainstorming sur les actions futures possibles. Demandez aux &eacute;l&egrave;ves ce qu&#39;ils aimeraient faire pour soutenir les ONG.</p>\r\n',21),(100291,'Reflect','<p>Discussion sur la mani&egrave;re dont les ONG s&eacute;lectionn&eacute;es et les actions men&eacute;es ont contribu&eacute; &agrave; r&eacute;soudre les probl&egrave;mes environnementaux s&eacute;lectionn&eacute;s. R&eacute;fl&eacute;chissez aux futures actions possibles &agrave; entreprendre. Demandez aux &eacute;l&egrave;ves ce qu&rsquo;ils aimeraient faire pour soutenir les ONG.</p>\r\n',21),(100292,'Reflect','<p>Quel est l&#39;impact obtenu, quelles sont les actions entreprises ?</p>\r\n',21),(100293,'Reflect','<p>Quel est l&#39;impact obtenu, quelles sont les actions entreprises ?</p>\r\n',21),(100294,'Reflect','<p>Quel est l&#39;impact obtenu, quelles sont les actions entreprises ?</p>\r\n',21),(100295,'Reflect','<p>Quel est l&#39;impact obtenu, quelles sont les actions entreprises ?</p>\r\n',21),(100296,'Share','<p>&nbsp;</p>\r\n\r\n<p>Partagez vos activit&eacute; via les r&eacute;seaux sociaux</p>\r\n\r\n<p>Inviter d&#39;autres personnes &agrave; participer</p>\r\n',21),(100297,'Share','<p>Inviter d&#39;autres personnes &agrave; participer</p>\r\n',21),(100298,'Share','<p>Inviter d&#39;autres personnes &agrave; participer</p>\r\n',21),(100299,'Share','<p>Inviter d&#39;autres personnes &agrave; participer</p>\r\n',21),(100300,'Share','<p>Inviter d&#39;autres personnes &agrave; participer</p>\r\n',21),(100331,'Set-up','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Find a suitable location for composting. Review food waste flows.</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Invite outside experts to help with the set up</span></div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100332,'Set-up','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Find a suitable location for composting. Review food waste flows.</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Invite outside experts to help with the set up</span></div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100333,'Set-up','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Find a suitable location for composting. Review food waste flows.</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Invite outside experts to help with the set up</span></div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100334,'Set-up','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Find a suitable location for composting. Review food waste flows.</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Invite outside experts to help with the set up</span></div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100335,'Set-up','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Find a suitable location for composting. Review food waste flows.</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Invite outside experts to help with the set up</span></div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100336,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Visit other schools or composting plants.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Purchase all the necessary tools and equipment</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Start running composting operations.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Follow the materials that were put in and the output.</span>\r\n\r\n<div>\r\n<div>&nbsp;</div>\r\n</div>\r\n</div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100337,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Visit other schools or composting plants.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Purchase all the necessary tools and equipment</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Start running composting operations.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Follow the materials that were put in and the output.</span>\r\n\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span></div>\r\n</div>\r\n</div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100338,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Visit other schools or composting plants.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Purchase all the necessary tools and equipment</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Start running composting operations.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Follow the materials that were put in and the output.</span>\r\n\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span></div>\r\n</div>\r\n</div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100339,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Visit other schools or composting plants.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Purchase all the necessary tools and equipment</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Start running composting operations.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Follow the materials that were put in and the output.</span>\r\n\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span></div>\r\n</div>\r\n</div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100340,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Visit other schools or composting plants.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Purchase all the necessary tools and equipment</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Start running composting operations.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Follow the materials that were put in and the output.</span>\r\n\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span></div>\r\n</div>\r\n</div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',14),(100341,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss what could be done that more food waste would be source separated and composted not only at school, but also at homes, businesses etc.</span></span></div>\r\n</div>\r\n',14),(100342,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss what could be done that more food waste would be source separated and composted not only at school, but also at homes, businesses etc.</span></span></div>\r\n</div>\r\n',14),(100343,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss what could be done that more food waste would be source separated and composted not only at school, but also at homes, businesses etc.</span></span></div>\r\n</div>\r\n',14),(100344,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss what could be done that more food waste would be source separated and composted not only at school, but also at homes, businesses etc.</span></span></div>\r\n</div>\r\n',14),(100345,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss what could be done that more food waste would be source separated and composted not only at school, but also at homes, businesses etc.</span></span></div>\r\n</div>\r\n',14),(100346,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Share experiences and how did it impact food waste sorting and composting at home.</span></span></div>\r\n</div>\r\n',14),(100347,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Share experiences and how did it impact food waste sorting and composting at home.</span></span></div>\r\n</div>\r\n',14),(100348,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Share experiences and how did it impact food waste sorting and composting at home.</span></span></div>\r\n</div>\r\n',14),(100349,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Share experiences and how did it impact food waste sorting and composting at home.</span></span></div>\r\n</div>\r\n',14),(100350,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Share experiences and how did it impact food waste sorting and composting at home.</span></span></div>\r\n</div>\r\n',14),(100351,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Promote school composting and home composting to others.</span></span></div>\r\n</div>\r\n',14),(100352,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Promote school composting and home composting to others.</span></span></div>\r\n</div>\r\n',14),(100353,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Promote school composting and home composting to others.</span></span></div>\r\n</div>\r\n',14),(100354,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Promote school composting and home composting to others.</span></span></div>\r\n</div>\r\n',14),(100355,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Promote school composting and home composting to others.</span></span></div>\r\n</div>\r\n',14),(100357,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss on what is needed to start composting operations in school. The knowledge of process, skill set for implementation and understanding the importence of correct food waste sorting for feedstock</span></span></div>\r\n</div>\r\n',24),(102711,'Set-up','<div><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">Pradžioje reikia suprasti kas yra kompostavimas.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',24),(106596,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Pasidalinti įspūdžiais ir aptarti kas buvo i&scaron;mokta, ką reikėtų daryti geriau, kokią informaciją perduoti kitiems moksleiviams.</span></span></div>\r\n</div>\r\n',24),(106599,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Visit other schools or composting plants.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Purchase all the necessary tools and equipment</span></span></div>\r\n\r\n<div>\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Start running composting operations.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Tips:&nbsp;</span></span><span style=\"color:black; font-size:11pt\">Follow the materials that were put in and the output.</span>\r\n\r\n<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span></div>\r\n</div>\r\n</div>\r\n</div>\r\n<br />\r\n&nbsp;</div>\r\n',24),(110173,'Make and prototype','<p><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">???</span></span></p>\r\n',24),(112879,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Skatinti kuo daugiau moksleivių įsitraukti į tokią veiklą ir kviesti kitas mokymosi institucijas aplankyti (pradėti patiems arba dalintis patirtimi).</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Keletas pavyzdžių i&scaron; kompostuojančių mokymo institucijų: Gamtos mokykla Panevėžyje (https://www.gamtosmokykla.panevezys.lm.lt/index.php/apie-mus/edukacines-erdves/20-erdves/229-kompostuokime) ar darželis &quot;Žilvinėlis&quot; Vilniuje (https://www.zilvinelis.lt/edukacines-erdves/)</span></span></div>\r\n</div>\r\n',24),(116281,'Set-up','<div>&nbsp;</div>\r\n\r\n<div>&nbsp;</div>\r\n',7),(119122,'Set-up','<p>Prane&scaron;ti intensijas mokyklos administracijai, i&scaron;analizuoti biologinių atliekų srautus (maisto ir virtuvės, žaliųjų ir pan.)</p>\r\n',25),(119125,'Make and prototype','<p>Reikalingos įrangos nusipirkimasa ir pats kompostavimas mokykloje</p>\r\n',25),(125808,'Raise awareness','<p>Susipažinti su kompostavimo pradmenimis ir atliekų problematika.</p>\r\n',25),(144641,'Reflect','<p>Diskutuoti su mokiniais kas buvo i&scaron;mokta, ką reikėtų daryti, kad kompostavimas būtų dar efektyvesnis.</p>\r\n',25),(147319,'Explore practice and systems','<p>Nusimatyti kaip vyks kompostavimas mokykloje, kokios įrangos reikia, paskirstomas tvarkara&scaron;tis prižiūrėti kompostavimo procesą.</p>\r\n',25),(169940,'Raise awareness','<p>Žmogaus pasirinkimų ir elgsenos poveikio aplinkai pristatymas</p>\r\n',28),(169941,'Raise awareness','<p>Žmogaus pasirinkimų ir elgsenos poveikio aplinkai pristatymas</p>\r\n',28),(169942,'Raise awareness','<p>Žmogaus pasirinkimų ir elgsenos poveikio aplinkai pristatymas</p>\r\n',28),(169943,'Raise awareness','<p>Žmogaus pasirinkimų ir elgsenos poveikio aplinkai pristatymas</p>\r\n',28),(169952,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169953,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169954,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169955,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169956,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169957,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169958,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169959,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169960,'Make and prototype','<p>Savo pasirinkimų ir veiksmų stebėjimas (kelios dienos - keli mėnesiai) ir suvedimas į aplinkosauginio pėdsako skaičiuoklę.</p>\r\n',28),(169961,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169962,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169963,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169964,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169965,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169966,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169967,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169968,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169969,'Reflect','<p>Moksleivių pasilyginimas ir aptarimas ką galima keisti, kad poveikis aplinkai būtų mažesnis.</p>\r\n',28),(169970,'Set-up','<p>Pabendrauti su mokyklos administracija dėl mokinių organizuojamo žiedinio renginio.</p>\r\n',29),(169971,'Explore practice and systems','<p>Kaip suplanuoti renginį. Taip pat plačiau apie žiedinius renginius.</p>\r\n',29),(169972,'Make and prototype','<p>Renginio vykdymas</p>\r\n',29),(169973,'Reflect','<p>Aptarti renginį, kas pavyko, o kas kas ne. Ką kitą kartą pakeisti, kad renginys būtų sėkmingesnis.</p>\r\n',29),(169974,'Share','<p>Nuolat kartoti žiedinius renginius mokykloje.</p>\r\n',29),(169989,'Share','<p>Description Share 6 updated 2</p>\r\n',1),(169990,'Share','<p>Description Share 6 updated 2</p>\r\n',1),(170016,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170017,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170018,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170019,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170020,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170021,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170022,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170023,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170024,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170025,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170026,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170027,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170028,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170029,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170030,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170031,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170032,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170033,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170034,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170035,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170036,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Have a discussion on who would be interested in joining which NGO and what would be the target</span></span></div>\r\n</div>\r\n',7),(170037,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170038,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170039,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170040,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170041,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170042,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170043,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170044,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170045,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170046,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170047,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170048,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170049,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170050,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170051,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170052,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170053,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170054,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170055,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170056,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170057,'Explore practice and systems','<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss actions that couls be&nbsp;done in NGOs</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">.</span></span></div>\r\n\r\n<div><br />\r\n&nbsp;</div>\r\n',7),(170058,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170059,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170060,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170061,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170062,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170063,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170064,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170065,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170066,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170067,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170068,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170069,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170070,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170071,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170072,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170073,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170074,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170075,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170076,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170077,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170078,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Participate in NGO activities and actions.</span></span></div>\r\n</div>\r\n',7),(170079,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170080,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170081,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170082,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170083,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170084,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170085,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170086,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170087,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170088,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170089,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170090,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170091,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170092,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170093,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170094,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170095,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170096,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170097,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170098,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170099,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discussion on how the selected NGOs and actions done helped with the selected environmental issues. Brainstorm on what future possible actions to be made. Ask students what they would like to do to support the NGOs.</span></span></div>\r\n</div>\r\n',7),(170100,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170101,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170102,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170103,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170104,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170105,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170106,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170107,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170108,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170109,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170110,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170111,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170112,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170113,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170114,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170115,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170116,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170117,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170118,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170119,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170120,'Share','<p>Invite others to join and repeat this every year.</p>\r\n',7),(170121,'Set-up','<p><span style=\"font-size:12pt\">Watch the &ldquo;local currency&rdquo; learning block</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Do local currencies exist in your context? contact the association.?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Otherwise, learn about the work of other local currencies, and think about it taking into account local stakeholders... maybe explore why/how to create one.</span></p>\r\n',17),(170122,'Set-up','<p><span style=\"font-size:12pt\">Watch the &ldquo;local currency&rdquo; learning block</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Do local currencies exist in your context? contact the association.?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Otherwise, learn about the work of other local currencies, and think about it taking into account local stakeholders... maybe explore why/how to create one.</span></p>\r\n',17),(170123,'Set-up','<p><span style=\"font-size:12pt\">Watch the &ldquo;local currency&rdquo; learning block</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Do local currencies exist in your context? contact the association.?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Otherwise, learn about the work of other local currencies, and think about it taking into account local stakeholders... maybe explore why/how to create one.</span></p>\r\n',17),(170124,'Set-up','<p><span style=\"font-size:12pt\">Watch the &ldquo;local currency&rdquo; learning block</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Do local currencies exist in your context? contact the association.?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Otherwise, learn about the work of other local currencies, and think about it taking into account local stakeholders... maybe explore why/how to create one.</span></p>\r\n',17),(170225,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170226,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170227,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170228,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170229,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170230,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170231,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170232,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170233,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170234,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170235,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170236,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170237,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170238,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170239,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170240,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170241,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170242,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170243,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170244,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170245,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170246,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170247,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170248,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170249,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170250,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170251,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170252,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170253,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170254,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170255,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170256,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170257,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170258,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170259,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170260,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170261,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170262,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170263,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170264,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170265,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170266,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170267,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170268,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170269,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170270,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170271,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170272,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170273,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170274,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170275,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170276,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170277,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170278,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170279,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170280,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170281,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170282,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170283,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170284,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170285,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170286,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170287,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170288,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170289,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170290,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170291,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170292,'Raise awareness','<p><span style=\"font-size:11.0pt\">Who are the stakeholders? Get to know them. Ask them why they use the money </span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" style=\"color:blue; text-decoration:underline\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">&nbsp;Illustrate the circulation flows from one point to another</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Come back with questions/suggestions/opportunities</span></p>\r\n',17),(170293,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170294,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170295,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170296,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170297,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170298,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170299,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170300,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170301,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170302,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170303,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170304,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170305,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170306,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170307,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170308,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170309,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170310,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170311,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170312,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170313,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170314,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170315,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170316,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170317,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170318,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170319,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170320,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170321,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170322,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170323,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170324,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170325,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170326,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170327,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170328,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170329,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170330,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170331,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170332,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170333,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170334,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170335,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170336,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170337,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170338,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170339,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170340,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170341,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170342,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170343,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170344,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170345,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170346,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170347,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170348,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170349,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170350,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170351,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170352,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170353,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170354,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170355,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170356,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170357,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170358,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170359,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170360,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170361,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170362,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170363,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170364,'Explore practice and systems','<p>Prepare questions to interview users, goods, and people working in the local money association (employees and volunteers)&nbsp;</p>\r\n\r\n<p>Create an account and use the money to buy sweets or something else to share in the classroom</p>\r\n\r\n<p>Questions for discussion:</p>\r\n\r\n<p>Why did you choose to use a local currency rather than traditional money?<br />\r\nHow did you hear about this local currency?<br />\r\nHow has this local currency changed the way you spend and buy?<br />\r\nHave you noticed any advantages or disadvantages of using local currency?<br />\r\nWhat types of businesses or shops accept this local currency?<br />\r\nHow is the local currency accepted and exchanged between community members?<br />\r\nHow can you exchange the local currency for traditional money?<br />\r\nHow is the local currency managed and regulated?<br />\r\nHow is the local currency promoted and supported in the local community?<br />\r\nHave you encountered any challenges or obstacles in using the local currency and how did you overcome them?</p>\r\n',17),(170365,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170366,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170367,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170368,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170369,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170370,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170371,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170372,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170373,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170374,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170375,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170376,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170377,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170378,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170379,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170380,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170381,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170382,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170383,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170384,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170385,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170386,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170387,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170388,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170389,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170390,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170391,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170392,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170393,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170394,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170395,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170396,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170397,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170398,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170399,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170400,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170401,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170402,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170403,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170404,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170405,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170406,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170407,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170408,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170409,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170410,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170411,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170412,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170413,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170414,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170415,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170416,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170417,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170418,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170419,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170420,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170421,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170422,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170423,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170424,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170425,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170426,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170427,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170428,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170429,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170430,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170431,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170432,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170433,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170434,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170435,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170436,'Make and prototype','<p>Ideate and prototype: creating a circular economy within the context of local currency.</p>\r\n\r\n<p>How can both circular economy and local currency reinforce eath other?</p>\r\n\r\n<p>In this step, the idea is to explore new opportunities that arise&nbsp;from the implementation of circular economy strategies with the support of the local currency system.</p>\r\n\r\n<p>The expected final outcome should be a matrix of two axes:</p>\r\n\r\n<p>1- Circular strategies: reuse, repair, recycle, repurpose, ..... see the 9Rs of circular economy.</p>\r\n\r\n<p>2- Local currency value chain: a map that shows the circulation of the local currency between the different actors and stakeholders (what is currently occurring)</p>\r\n\r\n<p>With a group of 2 to 3 students, using the brainstorming technique, think what the best strategies (e;g. reuse ) that can be applied to the local currency system:</p>\r\n\r\n<p>Is there any circular economy strategy?</p>\r\n\r\n<p>Who is engaged? Are any stakeholders already active? who is missing?</p>\r\n\r\n<p>New opportunity for improvement? what can we do to promote a circular economy?</p>\r\n\r\n<p>Test your idea and create s tory board about it&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170437,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170438,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170439,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170440,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170441,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170442,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170443,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170444,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170445,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170446,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170447,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170448,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170449,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170450,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170451,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170452,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170453,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170454,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170455,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170456,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170457,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170458,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170459,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170460,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170461,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170462,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170463,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170464,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170465,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170466,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170467,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170468,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170469,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170470,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170471,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170472,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170473,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170474,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170475,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170476,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170477,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170478,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170479,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170480,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170481,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170482,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170483,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170484,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170485,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170486,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170487,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170488,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170489,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170490,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170491,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170492,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170493,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170494,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170495,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170496,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170497,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170498,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170499,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170500,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170501,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170502,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170503,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170504,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170505,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170506,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170507,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170508,'Reflect','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Collective session with money local association and actors involved</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Summary of interviews</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- The matrix of opportunity&nbsp;</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Presentation of the storyboard</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">- Collective reflections:&nbsp;&nbsp;what about the link between&nbsp;EC and LC? What to do next?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">The teacher may invite a member of the local money association to listen to students&#39; presentations&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p>The following points may support student presentations:</p>\r\n\r\n<p>1) Set the context:<br />\r\nStart by describing the project to use local currency in a circular economy context. Identify the objectives of the project, the people involved, the expected results, etc.</p>\r\n\r\n<p><br />\r\n2) Identify the strengths:<br />\r\nAsk yourself what worked well during the project. What were the positive outcomes of using local currency in a circular economy context? What were the highlights? What helped the team to succeed?</p>\r\n\r\n<p>3) Identify the weak points:<br />\r\nAlso ask yourself what did not work. What were the obstacles encountered in using local currency in a circular economy context? What challenges did the team face? What might have prevented the team from achieving its objectives?</p>\r\n\r\n<p><br />\r\n4) Analyse the results<br />\r\nOnce you have identified the strengths and weaknesses, analyse the results. Ask yourself how the useof the local currency has affected the circular economy. What were the advantages and disadvantages? How can you improve the results in the future?</p>\r\n\r\n<p><br />\r\n5) Make recommendations<br />\r\nFinally, make recommendations for the future. Ask yourself what you can do to improve the use of local currency in a circular economy context. What steps can you take to avoid barriers in the future? How can you maximise the benefits of using local currency in a circular economy context?</p>\r\n',17),(170509,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170510,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170511,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170512,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170513,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170514,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170515,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170516,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170517,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170518,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170519,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170520,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170521,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170522,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170523,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170524,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170525,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170526,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170527,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170528,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170529,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170530,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170531,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170532,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170533,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170534,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170535,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170536,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170537,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170538,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170539,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170540,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170541,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170542,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170543,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170544,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170545,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170546,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170547,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170548,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170549,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170550,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170551,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170552,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170553,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170554,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170555,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170556,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170557,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170558,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170559,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170560,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170561,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170562,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170563,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170564,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170565,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170566,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170567,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170568,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170569,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170570,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170571,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170572,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170573,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170574,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170575,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170576,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170577,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170578,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170579,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(170580,'Share','<p>Share the storyboard with the association and other schools</p>\r\n\r\n<p>&nbsp;</p>\r\n',17),(179995,'Set-up','<p>Definir y planear el tiempo de duraci&oacute;n del desafio. Explorar el sitio web de Low Tech lab, identificar a actores locales&nbsp;y desarollar una forma de colaboraci&oacute;n con laboratorios de fabricaci&oacute;n, artesanos, o bricoladores, familia de los estudiantes...</p>\r\n',30),(180620,'Raise awareness','<p>Leer el Manifiesto y explorar los low-tech.&nbsp;</p>\r\n',30),(181245,'Explore practice and systems','<p>En grupo, los estudiantes identifican&nbsp;una tecnica que les interesa explorar. Como exploradores, van descubrir como funciona la tecnologia, como se ha desarollado, cual es su impacto. Se puede organizar una ruta, recogiendo imagenes, testimonios. Se puede organizar una entrevista con un actor, y jugar el rol del periodista o del investigador de terreno, preparando una trama de entrevista... Se puede participar en talleres o actividades pedagogicas organizadas por otra organizaci&oacute;n.&nbsp;&nbsp;</p>\r\n',30),(182150,'Make and prototype','<p>Aqui los estudiantes seleccionan una tecnologia/herramienta y si los recursos lo permiten, empiezan a fabricar&nbsp;juntos paso a paso. Pueden probar las creaciones en situaci&oacute;n de uso.&nbsp;</p>\r\n',30),(182495,'Reflect','<p>Una vez terminado, tenemos una o diversos herramientas creadas. Cada uno puede exponer su creacion y reflexionar sobre los aprendizajes comunes.&nbsp;</p>\r\n',30),(183566,'Share','<p>El grupo decide de compartir su trabajo con otros, en el Discord que sea con fotos, historias, mini videos...&nbsp;</p>\r\n',30),(183745,'Raise awareness','<p><strong>Mapping Innovative Initiatives</strong></p>\r\n\r\n<p>Think about which initiatives are closest to the low-tech principles you know in your territory/ city, or town.<br />\r\nCreating a mapping of initiatives in a specific territory. Choose one or two initiatives that have stood out to you / that you feel connected to.</p>\r\n',3),(183746,'Explore practice and systems','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Choose a low-tech initiative and meet/interview the key people in that initiative. Prepare questions for the interview.</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Here are some questions to inspire you.</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Reference the initiative on the website of low-tech lab!</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Can you explain to us what the concept of the low-tech initiative is and how you have applied it in your creation?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">What are the main advantages of the low-tech approach in your opinion?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">How does your low-tech creation have a positive impact on the environment?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">What resources and skills are needed to design effective low-tech solutions?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Have you encountered any reluctance or scepticism about using low-tech technology? How did you respond to them?</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">How do you see your low-tech creation evolving in the future? Do you have any plans to improve or adapt it?</span></p>\r\n',3),(183747,'Make and prototype','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Have a look on the tutorials in the low tech lab (see the link)</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Choose one to do ( a group work of 4 students). Attention, there is a wide variety of tutorials depending on their difficulty, time and cost.</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Each tutorial is available in several languages and includes videos to guide you through the process.</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">In addition, before you start, you will find a list of the tools and materials you will need to complete the tutorial.</span></p>\r\n',3),(183748,'Reflect','<p>Sujects of discussion:</p>\r\n\r\n<p>Low-tech vs. high tech : advantages and disadvantages</p>\r\n\r\n<p>Impact of low-tech on learning and development&nbsp;</p>\r\n\r\n<p>What a future of the low-tech?</p>\r\n\r\n<p>&nbsp;</p>\r\n',3),(183749,'Share','<p>Share your experience with other colleagues.</p>\r\n\r\n<p>&nbsp;</p>\r\n',3),(183750,'Set-up','<p>Dans cette &eacute;tape, il y a une introduction au terme low tech (voir le bloc d&#39;apprentissage &quot;low-tech&quot;</p>\r\n\r\n<p>Les &eacute;tudiants peuvent &eacute;galement regarder le film (payant)</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\"><a href=\"https://lowtech-lefilm.com/voir-le-film-en-vod/\" style=\"color:blue; text-decoration:underline\">https://lowtech-lefilm.com/voir-le-film-en-vod/</a></span></p>\r\n',23),(183751,'Raise awareness','<p>Cartographie des initiatives innovantes<br />\r\nR&eacute;fl&eacute;chissez aux initiatives les plus proches des principes low-tech que vous connaissez dans votre territoire/ville ou village.<br />\r\nCr&eacute;er une cartographie des initiatives sur un territoire sp&eacute;cifique. Choisissez une ou deux initiatives qui vous ont marqu&eacute;/avec lesquelles vous vous sentez connect&eacute;.</p>\r\n',23),(183752,'Explore practice and systems','<p>Choisissez une initiative low-tech et rencontrez/interrogez les personnes cl&eacute;s de cette initiative. Pr&eacute;parez les questions pour l&rsquo;entretien.<br />\r\nVoici quelques questions pour vous inspirer.<br />\r\nR&eacute;f&eacute;rencez l&#39;initiative sur le site de low-tech lab !<br />\r\nPouvez-vous nous expliquer quel est le concept d&rsquo;initiative low-tech et comment vous l&rsquo;avez appliqu&eacute; dans votre cr&eacute;ation ?<br />\r\nQuels sont selon vous les principaux avantages de l&rsquo;approche low-tech ?<br />\r\nEn quoi votre cr&eacute;ation low-tech a-t-elle un impact positif sur l&rsquo;environnement ?<br />\r\nQuelles ressources et comp&eacute;tences sont n&eacute;cessaires pour concevoir des solutions low-tech efficaces ?<br />\r\nAvez-vous rencontr&eacute; des r&eacute;ticences ou du scepticisme quant &agrave; l&rsquo;utilisation de technologies low-tech&nbsp;? Comment leur avez-vous r&eacute;pondu ?<br />\r\nComment voyez-vous &eacute;voluer votre cr&eacute;ation low-tech dans le futur ? Avez-vous des projets pour l&rsquo;am&eacute;liorer ou l&rsquo;adapter ?</p>\r\n',23),(183753,'Make and prototype','<p>Jetez un oeil aux tutoriels du lab low tech (voir le lien)<br />\r\nChoisissez-en une &agrave; faire (un travail de groupe de 4 &eacute;tudiants). Attention, il existe une grande vari&eacute;t&eacute; de tutoriels selon leur difficult&eacute;, leur dur&eacute;e et leur co&ucirc;t.</p>\r\n\r\n<p>Chaque tutoriel est disponible en plusieurs langues et comprend des vid&eacute;os pour vous guider tout au long du processus.<br />\r\nDe plus, avant</p>\r\n',23),(183754,'Reflect','<p>low-tech vs high-tech, avantages et inconv&eacute;nients<br />\r\nImpact du low-tech sur l&rsquo;apprentissage et le d&eacute;veloppement personnel<br />\r\nQuel avenir pour la low tech ?</p>\r\n',23),(183755,'Share','<p>Partager vos experiences avec vos coll&egrave;gues&nbsp;ainsi que sur les r&eacute;seaux sociaux !</p>\r\n',23),(183756,'Set-up','',33),(183757,'Raise awareness','',33),(183758,'Explore practice and systems','',33),(183759,'Make and prototype','',33),(183760,'Reflect','',33),(183761,'Share','<p>Los estudiantes y profes pueden compartir sus resultados en el canal Discord del proyecto SCORE</p>\r\n',33),(183762,'Raise awareness','',36),(183763,'Explore practice and systems','',36),(183764,'Make and prototype','',36),(183765,'Make and prototype','',36),(183766,'Make and prototype','',36),(183767,'Reflect','',36),(183768,'Share','<p>Los alumnos y profes pueden compartir sus creaciones y aprendisaje en el Canal Discord del proyecto Score</p>\r\n',36),(183775,'Set-up','<p>&iquest;Existen monedas locales en su contexto?</p>\r\n\r\n<p>&iquest;S&iacute;?&nbsp;p&oacute;ngase en contacto con la asociaci&oacute;n u explora como desarollar el desafio con los miembros.</p>\r\n\r\n<p>&iquest;No? Eche un vistazo al trabajo de otras monedas y reflexione sobre ello con las partes interesadas locales... Quiz&aacute; explore por qu&eacute; y c&oacute;mo crear una.</p>\r\n',38),(183776,'Raise awareness','<p>En esa etapa, nos interesamos mas en profundidad en el sistema de las monedades locales. Como funcionan? Qui&eacute;nes son las partes interesadas?&nbsp;</p>\r\n\r\n<p>Proponemos un ejercicio donde se puede positionar/mapear los actores y sus flujos, como lo han hecho con la monedad Eusko:&nbsp;&nbsp;<a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\" target=\"_blank\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></p>\r\n\r\n<p>Aqui ayuda los estudiantes en ilustrar los flujos de circulaci&oacute;n de un punto a otro. Empieza en apuntar&nbsp;preguntas/sugerencias/oportunidades sobre la circularidad del sistema. Hay initiativas circulares que aceptan la monedad local? La monedad ayuda en cerrar unos flujos materiales? en cambiar compartamiento de uso/compra?&nbsp;</p>\r\n',38),(183777,'Explore practice and systems','<p>En esa etapa, vamos a identificar las necesidades de los actores locales.&nbsp;</p>\r\n\r\n<p>Si hay una monedad local en su territorio, invitamos a los estudiantes en preparar preguntas para entrevistar/debatir con&nbsp;los usuarios, o&nbsp;las personas que trabajan en la asociaci&oacute;n local de la monedad local&nbsp;(empleados y voluntarios).&nbsp;</p>\r\n\r\n<p>Preguntas para anticipar la discusi&oacute;n:</p>\r\n\r\n<p>1) Saber mas sobre el funcionamiento</p>\r\n\r\n<p>&iquest;Por qu&eacute; has elegido utilizar una moneda local en lugar del dinero tradicional?<br />\r\n&iquest;C&oacute;mo conociste esta moneda local?<br />\r\n&iquest;C&oacute;mo ha cambiado esta moneda local tu forma de gastar y comprar?<br />\r\n&iquest;Has notado alguna ventaja o desventaja en el uso de la moneda local?<br />\r\n&iquest;Qu&eacute; tipo de comercios o tiendas aceptan esta moneda local?<br />\r\n&iquest;C&oacute;mo se acepta e intercambia la moneda local entre los miembros de la comunidad?<br />\r\n&iquest;C&oacute;mo se puede cambiar la moneda local por dinero tradicional?<br />\r\n&iquest;C&oacute;mo se gestiona y regula la moneda local?<br />\r\n&iquest;C&oacute;mo se promueve y apoya la moneda local en la comunidad local?<br />\r\n&iquest;Ha encontrado dificultades u obst&aacute;culos al utilizar la moneda local y c&oacute;mo los ha superado?</p>\r\n\r\n<p>2) Enfocar en el tema de la economia circular&nbsp;</p>\r\n\r\n<p>Identificar si conocen la economia circular</p>\r\n\r\n<p>&iquest;C&oacute;mo pueden la econom&iacute;a circular y la moneda local reforzarse mutuamente?</p>\r\n\r\n<p>&iquest;Existe alguna estrategia de econom&iacute;a circular? &iquest;Qui&eacute;n est&aacute; comprometido? &iquest;Hay partes interesadas ya activas? &iquest;Qui&eacute;n falta? &iquest;Qu&eacute; podemos hacer para promover la econom&iacute;a circular?</p>\r\n\r\n<p>Compartir las estrategias de economia circular y comparar como se puede integrar con las monedades locales?&nbsp;</p>\r\n\r\n<p>Identifcar puntos de acciones/intervenci&oacute;nes ( nuevos miembros que integrar, eventos circulares que pueden usar la monedad local, ...)</p>\r\n',38),(183778,'Make and prototype','<p>En este paso, la idea es explorar las nuevas oportunidades que han surgen de la aplicaci&oacute;n de estrategias de econom&iacute;a circular con el apoyo del sistema de moneda local.</p>\r\n\r\n<p>Idear y crear prototipos: crear una econom&iacute;a circular en el contexto de la moneda local</p>\r\n\r\n<p>Con un grupo de 2 a 3 alumnos, utilizando la t&eacute;cnica del storyboard, piensa cu&aacute;les son las mejores estrategias (por ejemplo, la reutilizaci&oacute;n) que se pueden aplicar al sistema de la moneda local:&nbsp;Pon a prueba sus ideas y crea un storyboard illustrando lo.</p>\r\n\r\n<p>El resultado final de la clase,&nbsp;deber&iacute;a ser una matriz de dos ejes:</p>\r\n\r\n<p>1- Cadena de valor de la moneda local: un mapa que muestre la circulaci&oacute;n de la moneda local entre los diferentes actores y partes interesadas (lo que est&aacute; ocurriendo actualmente).</p>\r\n\r\n<p>2- Mapeo de las estrategias circulares: reutilizar, reparar, reciclar, repurpose</p>\r\n\r\n<p>3- Book of storyboards con testimonios.&nbsp;</p>\r\n',38),(183779,'Reflect','<p>Sesi&oacute;n colectiva con la asociaci&oacute;n local de dinero y los agentes implicados</p>\r\n\r\n<p>- Resumen de las entrevistas</p>\r\n\r\n<p>- La matriz de oportunidades&nbsp;</p>\r\n\r\n<p>- Presentaci&oacute;n de los storyboards</p>\r\n\r\n<p>- Reflexiones colectivas: &iquest;qu&eacute; pasa con el v&iacute;nculo entre la CE y la LC? &iquest;Qu&eacute; hacer a continuaci&oacute;n?</p>\r\n\r\n<p>El profesor puede invitar a un miembro de la asociaci&oacute;n local de dinero a escuchar las presentaciones de los alumnos&nbsp;</p>\r\n\r\n<p>Los siguientes puntos pueden servir de apoyo a las presentaciones de los alumnos:</p>\r\n\r\n<p><strong>1) Establezca el contexto:</strong><br />\r\nEmpiece describiendo el proyecto de utilizaci&oacute;n de la moneda local en un contexto de econom&iacute;a circular. Identifique los objetivos del proyecto, las personas implicadas, los resultados esperados, etc.</p>\r\n\r\n<p><br />\r\n<strong>2) Identifique los puntos fuertes:</strong><br />\r\nPreg&uacute;ntese qu&eacute; funcion&oacute; bien durante el proyecto. &iquest;Cu&aacute;les fueron los resultados positivos de la utilizaci&oacute;n de la moneda local en un contexto de econom&iacute;a circular? &iquest;Cu&aacute;les fueron los aspectos m&aacute;s destacados? &iquest;Qu&eacute; ayud&oacute; al equipo a tener &eacute;xito?</p>\r\n\r\n<p><strong>3) Identifique los puntos d&eacute;biles:</strong><br />\r\nPreg&uacute;ntese tambi&eacute;n qu&eacute; no funcion&oacute;. &iquest;Cu&aacute;les fueron los obst&aacute;culos encontrados al utilizar la moneda local en un contexto de econom&iacute;a circular? &iquest;A qu&eacute; retos se enfrent&oacute; el equipo? &iquest;Qu&eacute; podr&iacute;a haber impedido al equipo alcanzar sus objetivos?</p>\r\n\r\n<p><br />\r\n<strong>4) Analizar los resultados</strong><br />\r\nUna vez identificados los puntos fuertes y d&eacute;biles, analice los resultados. Preg&uacute;ntate c&oacute;mo ha afectado el uso de la moneda local a la econom&iacute;a circular. &iquest;Cu&aacute;les han sido las ventajas y los inconvenientes? &iquest;C&oacute;mo puede mejorar los resultados en el futuro?</p>\r\n',38),(183780,'Set-up','',39),(183781,'Raise awareness','',39),(183782,'Reflect','',39),(183789,'Set-up','<div>Encuentra en tu red local colaboradores para el proyecto. Asociaciones de compostaje que puedan dar una charla, y escuelas que ya se encuentren compostando.<br />\r\n&nbsp;</div>\r\n',40),(183790,'Explore practice and systems','<p>Entender el funcionamiento b&aacute;sico del compostaje</p>\r\n',40),(183791,'Make and prototype','<div>\r\n<div>\r\n<p>Trabajar el sistema de compostaje de la escuela. Desde los materiales al sistema de gesti&oacute;n de los residuos.</p>\r\n</div>\r\n</div>\r\n',40),(183792,'Reflect','<div>\r\n<div>Compartir experiencias y c&oacute;mo repercuti&oacute; en la clasificaci&oacute;n de los residuos alimentarios y el compostaje en casa.</div>\r\n</div>\r\n',40),(183793,'Share','<div>\r\n<div>Promover el compostaje escolar y dom&eacute;stico entre los dem&aacute;s.</div>\r\n</div>\r\n',40),(183794,'Raise awareness','<p>Trabajar y concienciar sobre los residuos dom&eacute;sticos</p>\r\n',40),(183795,'Explore practice and systems','<div>\r\n<div>\r\n<p>Formar grupos para trabajar en la simulaci&oacute;n de varios escenarios futuros, por ejemplo, fijar la temperatura a alcanzar o la energ&iacute;a primaria necesaria.<br />\r\n&iquest;Qu&eacute; escenarios son posibles en un futuro pr&oacute;ximo y c&oacute;mo conseguirlos?</p>\r\n</div>\r\n</div>\r\n',41),(183796,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Each groups present their simulated scenarios and explain how they achieved it (what actions needed to be taken). Is it feasible to achieve that scenario.</span></span></div>\r\n</div>\r\n',41),(183797,'Reflect','<div>\r\n<div>Cada grupo presenta su escenario simulado y explica c&oacute;mo lo ha conseguido (qu&eacute; acciones ha tenido que emprender). &iquest;Es factible alcanzar ese escenario? Debatir qu&eacute; escenarios son posibles desde un punto de vista realista y en cu&aacute;les les gustar&iacute;a vivir.</div>\r\n</div>\r\n',41),(183799,'Set-up','<p>Intentar comprender qu&eacute; pol&iacute;ticas y opciones de comportamiento tienen un gran impacto y cu&aacute;les tienen un impacto bajo, cu&aacute;les podr&iacute;an aplicarse m&aacute;s f&aacute;cilmente que otras.</p>\r\n',41),(183800,'Raise awareness','<p>Formar grupos para trabajar en la simulaci&oacute;n de varios escenarios futuros, por ejemplo, fijar la temperatura a alcanzar o la energ&iacute;a primaria necesaria.<br />\r\n&iquest;Qu&eacute; escenarios son posibles en un futuro pr&oacute;ximo y c&oacute;mo conseguirlos?</p>\r\n',41),(183801,'Set-up','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discute con el alumnado que tipo de actividades circulares existen y cu&aacute;les les interesan m&aacute;s. Establece un mapa de posibles aliados dentro de tu comunidad local.</span></span></div>\r\n</div>\r\n',42),(183802,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Trabaja las razones sociales y medioambientales de este tipo de eventos.</span></span></div>\r\n</div>\r\n',42),(183803,'Explore practice and systems','<div>\r\n<div><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">See how other events were organized.</span></span></div>\r\n</div>\r\n',42),(183804,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Do the actual circular event.</span></span></div>\r\n\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">​​​​​​​</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Plan other circular events.</span></span></div>\r\n</div>\r\n',42),(183805,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discuss on how the event has impacted their thinking, future behaviour, saved resources.</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">&nbsp;</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">&nbsp;</span></span><span style=\"font-size:11pt\"><span style=\"color:black\">Share experiences and discuss future events</span></span></div>\r\n</div>\r\n',42),(183806,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Make these events a tradition in a school</span></span></div>\r\n</div>\r\n',42),(183807,'Set-up','<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12px\"><span style=\"color:black\">This challenge</span> <span style=\"color:black\">aims to help teachers to address the topic of consumption as it relates to climate crisis and the circular economy. This includes some historical and social context, the contested status of consumption and overconsumption, conspicuous and inconspicuous consumption, waste (the flip side of consumption) &ndash; and some everyday applications such as shopping for food or clothes.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12px\"><span style=\"color:black\">It can be used in different ways: purely as background information for teachers, with individual sections embedded in subjects that deal with social, historical or environmental studies, or taught as a stand-alone activity or &lsquo;challenge&rsquo;.</span></span></p>\r\n',43),(183808,'Explore practice and systems','',43),(183809,'Make and prototype','',43),(183810,'Reflect','<div style=\"margin-left:.25in; text-align:left\"><span style=\"font-size:12px\">Ref<span style=\"color:black\">lect</span> <span style=\"color:black\">on</span> <span style=\"color:black\">the</span> <span style=\"color:black\">challenges and findings</span> <span style=\"color:black\">of</span> <span style=\"color:black\">the</span> <span style=\"color:black\">activities</span></span></div>\r\n',43),(183811,'Set-up','<p>Part 2: Introduction and set-up for this challenge</p>\r\n',1),(183813,'Raise awareness','',10),(183814,'Explore practice and systems','',10),(183815,'Make and prototype','',10),(183816,'Reflect','',10),(183817,'Set-up','<p>Ouvrez et analysez la calculatrice.<br />\r\nPr&eacute;parez un carnet pour noter les actions/choix personnels qui se trouvent dans la calculatrice.</p>\r\n',48),(183818,'Raise awareness','<p>Essayez de comprendre que chacun des choix contribue &agrave; une quantit&eacute; diff&eacute;rente de CO2 dans l&#39;atmosph&egrave;re, certains tr&egrave;s peu, d&#39;autres beaucoup. Essayez de changer de comportement pour r&eacute;duire l&#39;empreinte du pied.</p>\r\n',48),(183819,'Explore practice and systems','<p>Faites les observations pendant un certain temps (1 jour, 1 semaine, plusieurs mois).<br />\r\nEssayez de comprendre ce qui motive vos choix, ce qui peut &ecirc;tre facilement modifi&eacute; et ce qui ne permet pas de r&eacute;duire l&#39;empreinte.</p>\r\n',48),(183820,'Make and prototype','<p>Entrez vos observations dans le calculateur pour avoir votre empreinte CO2 personnelle, discutez avec les autres et comparez.</p>\r\n',48),(183821,'Reflect','<p>R&eacute;fl&eacute;chissez &agrave; la fa&ccedil;on de r&eacute;duire votre empreinte carbone personnelle et essayez-le.</p>\r\n',48),(183822,'Share','<p>Invitez les autres &agrave; essayer notre calculatrice et &agrave; changer leur comportement</p>\r\n',48),(183823,'Set-up','<p>Ouvrez et analysez la calculatrice.<br />\r\n​​​​​​​Pr&eacute;parez un carnet pour noter les actions/choix personnels qui se trouvent dans la calculatrice.</p>\r\n',47),(183824,'Raise awareness','<p>Essayez de comprendre que chacun des choix contribue &agrave; une quantit&eacute; diff&eacute;rente de CO2 dans l&#39;atmosph&egrave;re, certains tr&egrave;s peu, d&#39;autres beaucoup. Essayez de changer de comportement pour r&eacute;duire l&#39;empreinte du pied.</p>\r\n',47),(183825,'Explore practice and systems','<p>Faites les observations pendant un certain temps (1 jour, 1 semaine, plusieurs mois).<br />\r\n​​​​​​​Essayez de comprendre ce qui motive vos choix, ce qui peut &ecirc;tre facilement modifi&eacute; et ce qui ne permet pas de r&eacute;duire l&#39;empreinte.</p>\r\n',47),(183826,'Make and prototype','<p>Entrez vos observations dans le calculateur pour avoir votre empreinte CO2 personnelle, discutez avec les autres et comparez.</p>\r\n',47),(183827,'Reflect','<p>r&eacute;fl&eacute;chissez &agrave; la mani&egrave;re de r&eacute;duire votre empreinte carbone personnelle et essayez-le.</p>\r\n',47),(183828,'Share','<p>invitez les autres professeurs, &eacute;l&egrave;ves&nbsp;&agrave; essayer notre calculatrice et &agrave; changer leur comportement</p>\r\n',47),(183835,'Set-up','<p>Ce d&eacute;fi vise &agrave; aider les enseignants &agrave; aborder le th&egrave;me de la consommation en lien avec la crise climatique et l&#39;&eacute;conomie circulaire. Cela inclut un certain contexte historique et social, le statut contest&eacute; de la consommation et de la surconsommation, la consommation ostentatoire et discr&egrave;te, le gaspillage (l&rsquo;envers de la consommation) &ndash; et certaines applications quotidiennes telles que l&rsquo;achat de nourriture ou de v&ecirc;tements.</p>\r\n\r\n<p>Il peut &ecirc;tre utilis&eacute; de diff&eacute;rentes mani&egrave;res : uniquement comme information de base pour les enseignants, avec des sections individuelles int&eacute;gr&eacute;es dans des sujets traitant d&#39;&eacute;tudes sociales, historiques ou environnementales, ou enseign&eacute; comme une activit&eacute; autonome ou un &laquo; d&eacute;fi &raquo;.</p>\r\n',52),(183837,'Explore practice and systems','',52),(183838,'Make and prototype','',52),(183839,'Reflect','<p>R&eacute;fl&eacute;chir aux d&eacute;fis et aux r&eacute;sultats des activit&eacute;s</p>\r\n',52),(183840,'Raise awareness','<p>Tout d&#39;abord, imaginez &agrave; quoi ressemble la Terre si le r&eacute;chauffement climatique atteint 3 degr&eacute;s Celsius. Ensuite, essayez de comprendre quels sont les politiques et les choix de comportement qui ont un impact important et ceux qui ont un impact faible, ceux qui pourraient &ecirc;tre mis en &oelig;uvre plus facilement que d&#39;autres.</p>\r\n',46),(183841,'Explore practice and systems','<p>Formez des groupes pour travailler &agrave; la simulation de divers sc&eacute;narios futurs, par exemple la temp&eacute;rature d&eacute;finie &agrave; atteindre ou l&#39;&eacute;nergie primaire n&eacute;cessaire.</p>\r\n\r\n<p>Quels sc&eacute;narios sont possibles dans un avenir proche et comment les r&eacute;aliser ?</p>\r\n',46),(183842,'Make and prototype','<p>1. Divisez la classe en groupes et donnez-leur des param&egrave;tres &agrave; modifier au hasard. Demandez aux &eacute;l&egrave;ves de r&eacute;fl&eacute;chir &agrave; l&#39;issue du sc&eacute;nario qu&#39;ils ont imagin&eacute;, d&#39;utiliser En-roads pour le tester et de r&eacute;fl&eacute;chir &agrave; l&#39;&eacute;tendue de leurs pr&eacute;dictions.</p>\r\n\r\n<p><br />\r\n2. Divisez la classe en groupes et demandez-leur d&#39;imaginer un sc&eacute;nario qui atteigne l&#39;objectif de Paris de 2&ordm;, ils doivent r&eacute;fl&eacute;chir aux param&egrave;tres qu&#39;ils modifieront avant de les introduire dans le simulateur. Voyons combien d&#39;entre eux ont atteint l&#39;objectif. Demandez-leur de continuer &agrave; modifier les param&egrave;tres jusqu&#39;&agrave; ce qu&#39;ils atteignent l&#39;objectif et notez-les.</p>\r\n',46),(183843,'Reflect','<p>Classer leurs conclusions sur les strat&eacute;gies qui semblent avoir le plus d&#39;impact et expliquer pourquoi.<br />\r\nDiscuter des sc&eacute;narios et des politiques qui sont r&eacute;alistement possibles et dans lesquels ils aimeraient vivre.</p>\r\n',46),(183844,'Share','<p>Partager le simulateur avec d&#39;autres personnes pour qu&#39;elles l&#39;essaient afin de simuler le monde futur.</p>\r\n\r\n<p>Les personnes int&eacute;ress&eacute;es pr&eacute;parent et animent un atelier de simulation pour l&#39;une des plus jeunes classes ou pour leur famille.</p>\r\n',46),(183845,'Set-up','<p>Partie 1&nbsp;: Introduction et mise en place de ce d&eacute;fi</p>\r\n',18),(183846,'Set-up','<p>Regarder le bloc d&#39;apprentissage &laquo; monnaie locale &raquo;</p>\r\n\r\n<p>Des monnaies locales existent-elles dans votre contexte ? contacter l&#39;association.?</p>\r\n\r\n<p>Sinon, renseignez-vous sur le travail des autres monnaies locales, et r&eacute;fl&eacute;chissez-y en tenant compte des acteurs locaux... explorez peut-&ecirc;tre pourquoi/comment en cr&eacute;er une.</p>\r\n',53),(183847,'Raise awareness','<p>Qui sont les parties prenantes ? Apprenez &agrave; les conna&icirc;tre. Demandez-leur pourquoi ils utilisent l&#39;argent</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><a href=\"https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf</a></p>\r\n\r\n<p>Illustrer les flux de circulation d&rsquo;un point &agrave; un autre</p>\r\n\r\n<p>Revenez avec des questions/suggestions/opportunit&eacute;s</p>\r\n',53),(183848,'Explore practice and systems','<p>Pr&eacute;parer des questions pour interviewer les utilisateurs, les biens et les personnes travaillant dans l&#39;association mon&eacute;taire locale (employ&eacute;s et b&eacute;n&eacute;voles)</p>\r\n\r\n<p>Cr&eacute;ez un compte et utilisez l&#39;argent pour acheter des bonbons ou autre chose &agrave; partager en classe</p>\r\n\r\n<p>Questions &agrave; d&eacute;battre&nbsp;:</p>\r\n\r\n<p>Pourquoi avez-vous choisi d&rsquo;utiliser une monnaie locale plut&ocirc;t que la monnaie traditionnelle ?<br />\r\nComment avez-vous entendu parler de cette monnaie locale ?<br />\r\nComment cette monnaie locale a-t-elle chang&eacute; votre fa&ccedil;on de d&eacute;penser et d&rsquo;acheter&nbsp;?<br />\r\nAvez-vous remarqu&eacute; des avantages ou des inconv&eacute;nients li&eacute;s &agrave; l&rsquo;utilisation de la monnaie locale&nbsp;?<br />\r\nQuels types de commerces ou de magasins acceptent cette monnaie locale&nbsp;?<br />\r\nComment la monnaie locale est-elle accept&eacute;e et &eacute;chang&eacute;e entre les membres de la communaut&eacute; ?<br />\r\nComment &eacute;changer la monnaie locale contre de la monnaie traditionnelle ?<br />\r\nComment la monnaie locale est-elle g&eacute;r&eacute;e et r&eacute;glement&eacute;e ?<br />\r\nComment la monnaie locale est-elle promue et soutenue au sein de la communaut&eacute; locale ?<br />\r\nAvez-vous rencontr&eacute; des d&eacute;fis ou des obstacles dans l&rsquo;utilisation de la monnaie locale et comment les avez-vous surmont&eacute;s&nbsp;?</p>\r\n',53),(183849,'Make and prototype','<p>Id&eacute;e et prototype&nbsp;: cr&eacute;er une &eacute;conomie circulaire dans le contexte de la monnaie locale.</p>\r\n\r\n<p>Comment l&rsquo;&eacute;conomie circulaire et la monnaie locale peuvent-elles se renforcer mutuellement ?</p>\r\n\r\n<p>Dans cette &eacute;tape, l&rsquo;id&eacute;e est d&rsquo;explorer de nouvelles opportunit&eacute;s d&eacute;coulant de la mise en &oelig;uvre de strat&eacute;gies d&rsquo;&eacute;conomie circulaire avec le soutien du syst&egrave;me mon&eacute;taire local.</p>\r\n\r\n<p>Le r&eacute;sultat final attendu doit &ecirc;tre une matrice de deux axes&nbsp;:</p>\r\n\r\n<p>1- Strat&eacute;gies circulaires : r&eacute;utiliser, r&eacute;parer, recycler, r&eacute;utiliser, ..... voir les 9R de l&#39;&eacute;conomie circulaire.</p>\r\n\r\n<p>2- Cha&icirc;ne de valeur de la monnaie locale : une carte qui montre la circulation de la monnaie locale entre les diff&eacute;rents acteurs et parties prenantes (ce qui se passe actuellement)</p>\r\n\r\n<p>Avec un groupe de 2 &agrave; 3 &eacute;tudiants, en utilisant la technique du brainstorming, r&eacute;fl&eacute;chissez aux meilleures strat&eacute;gies (par exemple r&eacute;utilisation) qui peuvent &ecirc;tre appliqu&eacute;es au syst&egrave;me mon&eacute;taire local&nbsp;:</p>\r\n\r\n<p>Existe-t-il une strat&eacute;gie d&rsquo;&eacute;conomie circulaire ?</p>\r\n\r\n<p>Qui est fianc&eacute; ? Y a-t-il des parties prenantes d&eacute;j&agrave; actives ? qui manque?</p>\r\n\r\n<p>Nouvelle opportunit&eacute; d&rsquo;am&eacute;lioration ? que pouvons-nous faire pour promouvoir une &eacute;conomie circulaire ?</p>\r\n\r\n<p>Testez votre id&eacute;e et cr&eacute;ez un tableau d&#39;histoire &agrave; ce sujet</p>\r\n',53),(183850,'Reflect','<p>S&eacute;ance collective avec l&#39;association locale argent et les acteurs impliqu&eacute;s</p>\r\n\r\n<p>- R&eacute;sum&eacute; des entretiens</p>\r\n\r\n<p>- La matrice des opportunit&eacute;s</p>\r\n\r\n<p>- Pr&eacute;sentation du story-board</p>\r\n\r\n<p>- R&eacute;flexions collectives : quid du lien entre EC et LC ? Que faire ensuite?</p>\r\n\r\n<p>L&#39;enseignant peut inviter un membre de l&#39;association de monnaie locale &agrave; &eacute;couter les pr&eacute;sentations des &eacute;l&egrave;ves.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Les points suivants peuvent appuyer les pr&eacute;sentations des &eacute;tudiants&nbsp;:</p>\r\n\r\n<p>1) D&eacute;finissez le contexte&nbsp;:<br />\r\nCommencez par d&eacute;crire le projet d&rsquo;utilisation de la monnaie locale dans un contexte d&rsquo;&eacute;conomie circulaire. Identifiez les objectifs du projet, les personnes impliqu&eacute;es, les r&eacute;sultats attendus, etc.</p>\r\n\r\n<p><br />\r\n2) Identifiez les points forts :<br />\r\nDemandez-vous ce qui a bien fonctionn&eacute; pendant le projet. Quels ont &eacute;t&eacute; les r&eacute;sultats positifs de l&rsquo;utilisation de la monnaie locale dans un contexte d&rsquo;&eacute;conomie circulaire ? Quels ont &eacute;t&eacute; les moments forts ? Qu&rsquo;est-ce qui a aid&eacute; l&rsquo;&eacute;quipe &agrave; r&eacute;ussir ?</p>\r\n\r\n<p>3) Identifiez les points faibles :<br />\r\nDemandez-vous &eacute;galement ce qui n&rsquo;a pas fonctionn&eacute;. Quels ont &eacute;t&eacute; les obstacles rencontr&eacute;s dans l&rsquo;utilisation de la monnaie locale dans un contexte d&rsquo;&eacute;conomie circulaire ? &Agrave; quels d&eacute;fis l&rsquo;&eacute;quipe a-t-elle &eacute;t&eacute; confront&eacute;e ? Qu&rsquo;est-ce qui a pu emp&ecirc;cher l&rsquo;&eacute;quipe d&rsquo;atteindre ses objectifs ?</p>\r\n\r\n<p><br />\r\n4) Analyser les r&eacute;sultats<br />\r\nUne fois que vous avez identifi&eacute; les forces et les faiblesses, analysez les r&eacute;sultats. Demandez-vous comment l&rsquo;utilisation de la monnaie locale a affect&eacute; l&rsquo;&eacute;conomie circulaire. Quels en ont &eacute;t&eacute; les avantages et les inconv&eacute;nients ? Comment pouvez-vous am&eacute;liorer les r&eacute;sultats &agrave; l&rsquo;avenir&nbsp;?</p>\r\n\r\n<p><br />\r\n5) Faire des recommandations<br />\r\nEnfin, faites des recommandations pour l&rsquo;avenir. Demandez-vous ce que vous pouvez faire pour am&eacute;liorer l&rsquo;utilisation de la monnaie locale dans un contexte d&rsquo;&eacute;conomie circulaire. Quelles mesures pouvez-vous prendre pour &eacute;viter les obstacles &agrave; l&rsquo;avenir&nbsp;? Comment maximiser les avantages de l&rsquo;utilisation de la monnaie locale dans un contexte d&rsquo;&eacute;conomie circulaire ?</p>\r\n\r\n<p>&nbsp;</p>\r\n',53),(183851,'Share','<p>Partager le storyboard avec l&#39;association et d&#39;autres &eacute;coles !&nbsp;</p>\r\n',53),(183852,'Share','<p>Partagez votre exp&eacute;rience avec d&#39;autres professeurs de votre lyc&eacute;e ainsi que sur Discord !</p>\r\n',18),(183853,'Set-up','<div>\r\n<div>\r\n<div>\r\n<p>Discutez avec la direction de l&#39;&eacute;cole des possibilit&eacute;s de compostage<br />\r\nTrouvez un endroit appropri&eacute; pour le compostage. Examinez les flux de d&eacute;chets alimentaires.<br />\r\nConseils&nbsp;: invitez des experts externes &agrave; vous aider dans la configuration</p>\r\n</div>\r\n</div>\r\n</div>\r\n',54),(183854,'Explore practice and systems','<div>Visiter d&#39;autres &eacute;coles ou usines de compostage.<br />\r\nCommencer &agrave; mener des op&eacute;rations de compostage.<br />\r\nConseils : Respectez les mati&egrave;res introduites et le rendement.</div>\r\n',54),(183855,'Make and prototype','<p>D&eacute;marrez le programme de compostage scolaire et collectez des connaissances sur le processus pour les partager plus tard avec les autres.</p>\r\n\r\n<p>&nbsp;</p>\r\n',54),(183856,'Reflect','<div>\r\n<div>Discutez de ce qui pourrait &ecirc;tre fait pour que davantage de d&eacute;chets alimentaires soient tri&eacute;s &agrave; la source et compost&eacute;s non seulement &agrave; l&#39;&eacute;cole, mais aussi &agrave; la maison, dans les entreprises, etc. Partagez vos exp&eacute;riences et quel a &eacute;t&eacute; leur impact sur le tri et le compostage des d&eacute;chets alimentaires &agrave; la maison.</div>\r\n</div>\r\n',54),(183857,'Share','<div>\r\n<div>Promouvoir le compostage scolaire et le compostage domestique aupr&egrave;s des autres.</div>\r\n</div>\r\n',54),(183858,'Raise awareness','<p>Discutez avec les &eacute;l&egrave;ves des biod&eacute;chets, en particulier du gaspillage alimentaire et du compostage, comme l&#39;une des solutions possibles.</p>\r\n\r\n<p>Discutez de ce qui est n&eacute;cessaire pour d&eacute;marrer les op&eacute;rations de compostage &agrave; l&rsquo;&eacute;cole.</p>\r\n',54),(183859,'Set-up','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">R&eacute;fl&eacute;chissez aux activit&eacute;s circulaires qui seraient int&eacute;ressantes pour les &eacute;l&egrave;ves. Discutez avec les &eacute;l&egrave;ves de l&#39;organisation d&#39;activit&eacute;s circulaires (dates, ressources, etc.). Renseignez-vous aupr&egrave;s de l&#39;administration sur la possibilit&eacute; d&#39;organiser un &eacute;v&eacute;nement circulaire.</span></span></div>\r\n</div>\r\n',55),(183860,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Invitez autant d&rsquo;&eacute;l&egrave;ves que possible &agrave; l&rsquo;&eacute;v&eacute;nement (cela pourrait &ecirc;tre test&eacute; dans une classe et plus tard dans l&rsquo;ensemble de l&rsquo;&eacute;cole).</span></span></div>\r\n</div>\r\n',55),(183861,'Make and prototype','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Faites l&rsquo;&eacute;v&eacute;nement circulaire proprement dit.<br />\r\nPlanifiez d&rsquo;autres &eacute;v&eacute;nements circulaires.</span></span></div>\r\n</div>\r\n',55),(183862,'Reflect','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Discutez de l&rsquo;impact de l&rsquo;&eacute;v&eacute;nement sur leur r&eacute;flexion, leur comportement futur et les ressources &eacute;conomis&eacute;es. Partagez vos exp&eacute;riences et discutez des &eacute;v&eacute;nements &agrave; venir</span></span></div>\r\n</div>\r\n',55),(183863,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Faire de ces &eacute;v&eacute;nements une tradition dans une &eacute;cole !</span></span></div>\r\n</div>\r\n',55),(183864,'Explore practice and systems','<p>D&eacute;couvrez comment d&#39;autres &eacute;v&eacute;nements ont &eacute;t&eacute; organis&eacute;s.</p>\r\n',55),(183865,'Reflect','<p>Each group will make a five minutes presentation about the alterative business model &quot;clothing as a service&quot; mentioning following points:</p>\r\n\r\n<p>1- Customer needs: who is the customer, what do they like, dislike in the service model.</p>\r\n\r\n<p>2- Supplier services: their key activities &quot;cleaning, ironing, etc., their key resources (e.g. diversity of clothing brand.</p>\r\n\r\n<p>3- Your opinion, what do you think about this alternative business model?</p>\r\n',2),(183866,'Share','<p>Students can search, identify and share on the paperboard some business models that sell&nbsp;a service instead of product in their city. They will indicate the type of product-service, the pricing mechanism (subscription, renting ...). Students have to give evaluation on the scale of 5 stars for each pillar of sustainability (social, economic and environmental).</p>\r\n\r\n<p>The End</p>\r\n',2),(183867,'Set-up','<p>Este reto pretende ayudar a los profesores a abordar el tema del consumo en su relaci&oacute;n con la crisis clim&aacute;tica y la econom&iacute;a circular. Incluye un contexto hist&oacute;rico y social, la controvertida situaci&oacute;n del consumo y el consumo excesivo, el consumo llamativo y el consumo discreto, los residuos (la otra cara del consumo) y algunas aplicaciones cotidianas como la compra de alimentos o ropa.</p>\r\n\r\n<p>Puede utilizarse de distintas maneras: como informaci&oacute;n de base para los profesores, con secciones individuales integradas en asignaturas que abordan estudios sociales, hist&oacute;ricos o medioambientales, o como actividad independiente o &quot;reto&quot;.</p>\r\n',56),(183868,'Raise awareness','',56),(183869,'Explore practice and systems','',56),(183870,'Make and prototype','',56),(183871,'Reflect','<p>Reflexionar sobre los retos y las conclusiones de las actividades</p>\r\n',56),(183872,'Share','<p>Comparte tu trabajo en el canal DISCORD del proyecto Score para debatir con otros profes</p>\r\n',56),(183878,'Raise awareness','<p>La industria textil es un sector con un fuerte impacto en el cambio clim&aacute;tico. Sin embargo, &iquest;cu&aacute;les son las principales causas de este enorme impacto?&nbsp;</p>\r\n\r\n<p>Se invita a los estudiantes a aprender sobre el impacto medioambiental del textil a trav&eacute;s del bloque de aprendizaje &quot;impacto medioambiental del textil&quot;, en el que pueden ver dos v&iacute;deos sobre el tema y en el que se tiene en cuenta todo el ciclo de vida de un producto textil.</p>\r\n',58),(183879,'Explore practice and systems','<p>En esta secci&oacute;n, los alumnos descubrir&aacute;n las ventajas e inconvenientes del modelo de negocio de la ropa como servicio a trav&eacute;s de la lectura del di&aacute;logo.</p>\r\n\r\n<p>Antes de la lectura, los alumnos deber&aacute;n examinar los bloques de aprendizaje &quot;sostenibilidad&quot; y &quot;econom&iacute;a funcional&quot;. Dado que el objetivo general de la econom&iacute;a circular es promover los valores sociales y medioambientales en el &aacute;mbito empresarial, el bloque de aprendizaje &quot;sostenibilidad&quot; ayudar&aacute; al alumno a descubrir estos valores y sus relaciones.&nbsp;</p>\r\n\r\n<p>La econom&iacute;a funcional, que se explica en el segundo bloque de aprendizaje, se considera un tipo de innovaci&oacute;n para reducir la huella medioambiental.&nbsp;</p>\r\n\r\n<p>Despu&eacute;s de realizar los bloques de aprendizaje, el alumno</p>\r\n\r\n<p>1. Leer detenidamente el di&aacute;logo&nbsp;</p>\r\n\r\n<p>2. Marcar la ventaja y la desventaja de este nuevo modelo de negocio</p>\r\n\r\n<p>3. Asocie cada ventaja e inconveniente con uno de los tres valores de sostenibilidad &quot;social, econ&oacute;mico y medioambiental&quot;.</p>\r\n',58),(183880,'Explore practice and systems','<p>En esta secci&oacute;n, los alumnos descubrir&aacute;n las ventajas e inconvenientes del modelo de negocio de la ropa como servicio a trav&eacute;s de la lectura del di&aacute;logo.</p>\r\n\r\n<p>Antes de la lectura, los alumnos deber&aacute;n examinar los bloques de aprendizaje &quot;sostenibilidad&quot; y &quot;econom&iacute;a funcional&quot;. Dado que el objetivo general de la econom&iacute;a circular es promover los valores sociales y medioambientales en el &aacute;mbito empresarial, el bloque de aprendizaje &quot;sostenibilidad&quot; ayudar&aacute; al alumno a descubrir estos valores y sus relaciones.&nbsp;</p>\r\n\r\n<p>La econom&iacute;a funcional, que se explica en el segundo bloque de aprendizaje, se considera un tipo de innovaci&oacute;n para reducir la huella medioambiental.&nbsp;</p>\r\n\r\n<p>Despu&eacute;s de realizar los bloques de aprendizaje, el alumno</p>\r\n\r\n<p>1. Leer detenidamente el di&aacute;logo&nbsp;</p>\r\n\r\n<p>2. Marcar la ventaja y la desventaja de este nuevo modelo de negocio</p>\r\n\r\n<p>3. Asocie cada ventaja e inconveniente con uno de los tres valores de sostenibilidad &quot;social, econ&oacute;mico y medioambiental&quot;.</p>\r\n',58),(183881,'Make and prototype','<p>Los alumnos de las secciones anteriores han adquirido conocimientos sobre el impacto medioambiental del textil, el significado de sostenibilidad y las ventajas y desventajas de la ropa como servicio.</p>\r\n\r\n<p>Pero, &iquest;c&oacute;mo puede crear valor este modelo de negocio? &iquest;Cu&aacute;les son los elementos clave de este modelo de negocio? &iquest;Cu&aacute;les son los valores para el cliente y c&oacute;mo generan dinero los proveedores?</p>\r\n\r\n<p>Para responder a todas estas preguntas, los estudiantes tendr&aacute;n que examinar primero el bloque de aprendizaje &quot;modelo de negocio&quot;. En &eacute;l se introduce mucha informaci&oacute;n sobre el concepto de modelo de negocio.</p>\r\n\r\n<p>Bas&aacute;ndose en el bloque de aprendizaje &quot;modelo de negocio&quot;, los alumnos utilizar&aacute;n sus conocimientos sobre el modelo de negocio para pensar en un prototipo de modelo de negocio de ropa como servicio.</p>\r\n\r\n<p>En un grupo de cuatro, los estudiantes descargar&aacute;n una copia digital o utilizar&aacute;n una copia en papel del &quot;lienzo del modelo de negocio&quot;. El objetivo es cumplir cada elemento del lienzo del modelo de negocio.</p>\r\n',58),(183882,'Reflect','<p>Cada grupo har&aacute; una presentaci&oacute;n de cinco minutos sobre el modelo de negocio alternativo &quot;ropa como servicio&quot; mencionando los siguientes puntos:</p>\r\n\r\n<p>1- Necesidades del cliente: qui&eacute;n es el cliente, qu&eacute; le gusta y qu&eacute; no le gusta del modelo de servicio.</p>\r\n\r\n<p>2- Servicios del proveedor: sus actividades clave &quot;limpieza, planchado, etc., sus recursos clave (por ejemplo, diversidad de marcas de ropa).</p>\r\n\r\n<p>3- Su opini&oacute;n, &iquest;qu&eacute; les&nbsp;parece este modelo de negocio alternativo?</p>\r\n\r\n<p>Los alumnos pueden buscar, identificar y compartir en la cartulina algunos modelos de negocio que venden un servicio en lugar de un producto en su ciudad. Indicar&aacute;n el tipo de producto-servicio, el mecanismo de fijaci&oacute;n de precios (suscripci&oacute;n, alquiler...). Los estudiantes tienen que dar una evaluaci&oacute;n en la escala de 5 estrellas para cada pilar de la sostenibilidad (social, econ&oacute;mico y medioambiental).</p>\r\n\r\n<p>Luego se puede reflexionar sobre los modelos de negocias en la economia circular.&nbsp;</p>\r\n',58),(183883,'Share','<p>Se puede compartir el resultado de las sesiones (pitches, modelos de negocios) en el Discord del Proyecto Score. Se puede involucrar la comunidad SCORE en la&nbsp;evaluaci&oacute;n de los modelos de negocias...con una&nbsp;escala de 5 estrellas para cada pilar de la sostenibilidad (social, econ&oacute;mico y medioambiental)</p>\r\n',58),(183884,'Share','<p>Kviesti mokinių tėvus susipažinti su procesu, taip pat mokytojus i&scaron; kitų mokyklų.</p>\r\n',25),(183885,'Raise awareness','<p>Greitosios mados problematika ir pažintis su žiedine ekonomika</p>\r\n',29),(183886,'Set-up','<div>&nbsp;</div>\r\n\r\n<div>&nbsp;</div>\r\n',59),(183887,'Raise awareness','<p>Padiskutuoti su mokiniais dėl pagrindiniu aplinkosauginių ir žiedinės ekonomikos i&scaron;&scaron;ūkių.</p>\r\n',59),(183888,'Make and prototype','<p><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">Sąvanoriauti aplinkosaugos NVO</span></span></p>\r\n',59),(183889,'Reflect','<div>\r\n<div>Diskutuoti apie tai kaip sekėsi&nbsp;savanoriauti pasirinktose nevyriausybinėse organizacijose, kokie aplinkosauginiai i&scaron;&scaron;ūkiai buvo sprendžiami. Pagalvoti apie tai kokius veiksmus būtų galima daryti ateityje.</div>\r\n</div>\r\n',59),(183890,'Share','<p>Pasidalinti patirtimi su kitais ir kviesti kitus savanoriauti.</p>\r\n',59),(183891,'Explore practice and systems','<p>Susipažinti su didžiausiomis nevyriausybinėmis aplinkosauginėmis organizacijos, surasti tokias organizacijas Lietuvoje ir savanoriauti jose.</p>\r\n',59),(183892,'Set-up','<div>\r\n<div><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">Paruo&scaron;ti kompiuterį su garsu.</span></span></div>\r\n</div>\r\n',60),(183893,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Kiekvienas mūsų veiksmas sukelia tam tikrą poveikį, vadinamą asmeniniu pėdsako</span></span></div>\r\n</div>\r\n',60),(183894,'Reflect','<p><span style=\"color:#000000\"><span style=\"font-size:14.6667px\">Aptarkite kokie yra efektyviausi būdai mažinti savo asmeninį pėdsaką, kokius mokiniai planuoja naudoti ateityje?</span></span></p>\r\n',60),(183895,'Share','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Pakvieskite kitus i&scaron;bandyti asmeninio pėdsako skaiačiuotuvą ir pakeisti elgseną.</span></span></div>\r\n</div>\r\n',60),(183896,'Explore practice and systems','<p>Mokiniai pabando skaičiuoti savo asmeninį pėdsaką ir tuomet pasilygina vieni su kitais.</p>\r\n',60),(183897,'Make and prototype','<p>Mokiniai pabando per ateinančias kelias savaites sumažinti savo asmeninį pėdsaką. Pasilygina rezultatus ir aptaria efektyviausias priemones.</p>\r\n',60),(183898,'Raise awareness','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Pirmiausia įsivaizduokite, kaip atrodys Žemė, jei pasaulinis at&scaron;ilimas pasieks 3 laipsnius pagal Cerlciumą. Pabandykite suprasti, kokios politikos priemonės ir elgesio pasirinkimai turi didelį, o kokie - mažą poveikį, kuriuos būtų galima įgyvendinti lengviau nei kitus.</span></span></div>\r\n</div>\r\n',61),(183899,'Explore practice and systems','<div>\r\n<div><span style=\"font-size:11pt\"><span style=\"color:black\">Pabandykite imituoti įvairius ateities scenarijus, pavyzdžiui, nustatytą temperatūrą, kurią reikia pasiekti, arba pirminės energijos poreikį.<br />\r\nKokie scenarijai galimi artimiausioje ateityje ir kaip juos įgyvendinti?</span></span></div>\r\n</div>\r\n',61),(183900,'Make and prototype','<div>\r\n<div>\r\n<p>1. Suskirstykite klasę į grupes ir duokite jiems atsitiktinius parametrų pakeitimus, kuriuos jie turi pakeisti. Papra&scaron;ykite mokinių pagalvoti, kaip galėtų atrodyti jų sumanyto scenarijaus rezultatas, naudodami &quot;En-roads&quot; jį i&scaron;bandykite ir apmąstykite, kiek jiems pavyko nuspėti.</p>\r\n\r\n<p><br />\r\n2. Suskirstykite klasę į grupes ir paraginkite juos sugalvoti scenarijų, pagal kurį būtų pasiektas Paryžiaus 2&ordm; tikslas, jie turi apgalvoti, kokius parametrus keis prie&scaron; įvesdami juos į simuliatorių. Pažiūrėkime, kiek jų pasiekė tikslą. Papra&scaron;ykite jų keisti parametrus tol, kol pasieks tikslą, ir juos užra&scaron;ykite.</p>\r\n</div>\r\n</div>\r\n',61),(183901,'Reflect','<div>Įvertinti simuliavimo rezultatus pagal poveikį. Kiekviena grupė pristato savo modeliavimą. Diskusija apie tai, kurie scenarija ir pasirinktos priemonės yra realiausios ir kuriose mokiniai norėtų gyventi.</div>\r\n',61),(183902,'Share','<p>Pasidalykite simuliatoriumi su kitais žmonėmis, kad i&scaron;bandytų klimato simuliavimą.</p>\r\n\r\n<p>Galima daryti klimato simuliavimo dirbtuves kitoms klasėms ar &scaron;eimos nariams.</p>\r\n',61),(183903,'Share','<p>Partager votre projet via les r&eacute;seaux !</p>\r\n',10),(183904,'Share','<p>Partager vos cr&eacute;ations / exp&eacute;riences sur les r&eacute;seaux sociaux !&nbsp;</p>\r\n',19),(183905,'Share','<p>Partagez votre exp&eacute;rience sur les r&eacute;seaux sociaux !</p>\r\n',20),(183906,'Share','<p>Partagez votre exp&eacute;rience via les r&eacute;seaux sociaux !</p>\r\n',52),(183907,'Set-up','<p>&Scaron;iame&nbsp;mokymosi bloke svarstysite apie projektų ir i&scaron;&scaron;ūkių kūrimo galimybes kartu su platesne žmonių bendruomene už mokyklos sienų.</p>\r\n',64),(183908,'Raise awareness','<p>Maisto atliekų problemos supratimas.</p>\r\n',64),(183909,'Explore practice and systems','<p>Sužinokite &scaron;iek tiek apie tai, kas yra biomedžiagos, koks jų potencialas ir kaip jas gaminti.</p>\r\n',64),(183910,'Explore practice and systems','<p>Sužinokite &scaron;iek tiek apie tai, kas yra biomedžiagos, koks jų potencialas ir kaip jas gaminti.</p>\r\n',64),(183911,'Make and prototype','',64),(183912,'Reflect','',64),(183914,'Set-up','<p>&Scaron;iame žingsnyje supažindinama su žemųjų technologijų sąvoka (žr. mokymosi bloką &quot;Žemos technologijos&quot;).</p>\r\n',65),(183915,'Raise awareness','<p><strong>Žemųjų technologijų iniciatyvų&nbsp;suradimas</strong></p>\r\n\r\n<p>Pagalvokite, kurios iniciatyvos yra artimiausios jūsų teritorijoje, mieste ar miestelyje žinomiems žemų technologijų principams.<br />\r\nIniciatyvų žemėlapio sudarymas konkrečioje teritorijoje. I&scaron;sirinkite vieną ar dvi iniciatyvas, kurios jums pasirodė i&scaron;skirtinės / su kuriomis jaučiatės susiję.</p>\r\n',65),(183916,'Explore practice and systems','<p><span style=\"font-size:11pt\">Pasirinkite žemųjų&nbsp;technologijų iniciatyvą ir susitarkite su pagrindiniais tos iniciatyvos žmonėmis ir (arba) surenkite su jais interviu. Paruo&scaron;kite klausimus pokalbiui.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&Scaron;tai keletas klausimų, kurie gali jus įkvėpti.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Pateikite nuorodą apie iniciatyvą žemųjų technologijų laboratorijos interneto svetainėje!</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Ar galite paai&scaron;kinti, kokia yra žemųjų technologijų iniciatyvos koncepcija ir kaip ją pritaikėte savo kūryboje?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Kokie, jūsų nuomone, yra pagrindiniai žemųjų technologijų metodo privalumai?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Kaip jūsų žemųjų technologijų kūrinys daro teigiamą poveikį aplinkai?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Kokių i&scaron;teklių ir įgūdžių reikia norint sukurti veiksmingus žemųjų technologijų sprendimus?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Ar susidūrėte su kokiu nors nenoru ar skepticizmu dėl žemųjų technologijų naudojimo? Kaip į juos reagavote?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Kaip įsivaizduojate savo žemųjų technologijų kūrinio raidą ateityje? Ar turite planų jį tobulinti ar pritaikyti?</span></p>\r\n',65),(183917,'Make and prototype','<p><span style=\"font-size:11pt\">Pažvelkite į žemųjų&nbsp;technologijų laboratorijoje esančią mokomąją medžiagą (žr. nuorodą)</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Pasirinkite vieną i&scaron; jų (4 mokinių grupės darbas). Dėmesio, yra daug įvairių mokomųjų programų, priklausomai nuo jų sudėtingumo, laiko ir kainos.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Kiekviena mokomoji priemonė pateikiama keliomis kalbomis, taip pat pateikiami vaizdo įra&scaron;ai, kurie padės jums atlikti užduotį.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Be to, prie&scaron; pradėdami rasite įrankių ir medžiagų, kurių prireiks pamokai atlikti, sąra&scaron;ą.</span></p>\r\n',65),(183918,'Reflect','<p>Diskusijų objektai:</p>\r\n\r\n<p>Žemos technologijos ir auk&scaron;tosios technologijos: privalumai ir trūkumai</p>\r\n\r\n<p>Žemųjų technologijų poveikis mokymuisi ir vystymuisi&nbsp;</p>\r\n\r\n<p>Kokia žemųjų technologijų ateitis?</p>\r\n',65),(183919,'Share','<p>Pasidalinkite savo patirtimi su kitais.</p>\r\n\r\n<p>&nbsp;</p>\r\n',65),(183920,'Raise awareness','<p>Tekstilės pramonė yra sektorius, darantis didelį poveikį klimato kaitai. Tačiau kokios yra pagrindinės &scaron;io didžiulio poveikio priežastys?&nbsp;</p>\r\n\r\n<p>Mokiniai kviečiami sužinoti apie tekstilės poveikį aplinkai per mokymosi bloką &quot;Tekstilės poveikis aplinkai&quot;, kuriame jie gali peržiūrėti du vaizdo įra&scaron;us &scaron;ia tema ir atsižvelgti į visą tekstilės gaminio gyvavimo ciklą.</p>\r\n',66),(183921,'Explore practice and systems','<p>&Scaron;iame skyriuje moksleiviai&nbsp;sužinos apie drabužių kaip paslaugos verslo modelio privalumus ir trūkumus skaitydamas dialogą. Prie&scaron; skaitydami, studentai turėtų i&scaron;nagrinėti &bdquo;tvarumo&ldquo; ir &bdquo;funkcinės ekonomikos&ldquo; blokus. Kadangi bendras žiedinės ekonomikos tikslas yra skatinti socialines ir aplinkosaugines vertybes verslo srityje, mokymosi blokas &bdquo;tvarumas padės mokiniui atrasti &scaron;ias vertybes ir jų ry&scaron;ius. Funkcinė ekonomika, kuri paai&scaron;kinta antrajame bloke, buvo laikoma naujovių rū&scaron;imi, siekiant sumažinti aplinkos pėdsaką. Atlikęs mokymosi blokus mokinys 1. Atidžiai perskaitykite dialogą 2. Pažymėkite &scaron;io naujo verslo modelio prana&scaron;umus ir trūkumus 3. Kiekvieną prana&scaron;umą ir trūkumą susiekite su viena i&scaron; trijų tvarumo vertybių &bdquo;socialinė, ekonominė ir aplinkosauginė&ldquo;.</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><br />\r\n<span style=\"font-size:11pt\">​</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Skaitykite apie drabužių kaip paslaugos verslo modelį:</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Kliento požiūris:<br />\r\nMicheliui ir Francoise patinka idėja i&scaron;sinuomoti drabužius, o ne juos pirkti. Jie mano, kad gali sumažinti anglies pėdsaką, nes drabužiais dalintųsi kiti žmonės. Tačiau jie norėtų pagalvoti apie &scaron;į pasirinkimą prie&scaron; susižadėdami.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Michel: Man kyla abejonių dėl drabužių &scaron;varos ir bijau, kad ginčysime su tiekėju, ar susidėvėjimas ar pažeidimas būtų dėl įprasto naudojimo ir taip įtrauktas į paslaugų sutartį.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Francoise: Kitą mėnesį turėsiu darbo pokalbį, nežinau, ar per savo narystės laikotarpį rasiu &bdquo;tinkamų drabužių, kai reikės&ldquo;.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Michel: Man bus sunku apsilankyti parduotuvėje kiekvieną kartą, kai prireiks drabužių. A&scaron; gyvenu &scaron;iek tiek toli nuo parduotuvės. Apsilankymas parduotuvėje du ar tris kartus per mėnesį naudodamas automobilį padidintų transporto poveikį aplinkai.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Francoise: Neįsivaizduoju savęs, kad nedėvėčiau naujų drabužių visai arba ilgą laiką. Manau, kad karts nuo karto norėčiau apsirengti nauju drabužiu.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Michelis: Jau anksčiau neteisingai pasirinkau drabužius. pvz. nusipirkau nereikalingus drabužius ir jie visi atsidūrė &scaron;iuk&scaron;liadėžėje ! Produktas kaip paslauga&nbsp;sumažintų nereikalingus ir praleistus pirkinius ir neleistų man įsigyti drabužių, kurie vėliau gali pasirodyti nereikalingi, todėl bus akivaizdi nauda sumažinus nereikalingą gamybą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Francoise: Norėčiau i&scaron;sinuomoti tiek drabužių, kiek galiu, nes jie pagaminti i&scaron; perdirbtų medžiagų.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Michelis: bet ar nemanote, kad &scaron;iuo atveju nepaisysite naudos aplinkai padidindami drabužių suvartojimą?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Tiekėjo požiūris<br />\r\nOlivier ir Patrick yra tiekėjai: jie turi drabužių nuomos parduotuvę.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Olivier: Turime daug drabužių; turėtume pagalvoti apie drabužių būklės įvertinimo sistemą. Gali prireikti kai kuriuose drabužiuose įdiegti sekimo sistemą, kad žinotume, kiek kartų buvo i&scaron;nuomota, kiek kartų naudota, kad galėtume tikėtis, kada jį pakeisti.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Patrikas: bet kaip dėl privatumo problemų, su kuriomis jie gali susidurti klientai.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Olivier: Tai jautrus ta&scaron;kas! tačiau &scaron;is verslo modelis turi daug privalumų.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Mes, kaip tiekėjai, valdysime visą drabužių gyvavimo ciklą, tai rei&scaron;kia, būsime atsakingi už visas atliekas tarnavimo laiko pabaigoje, už drabužių priežiūrą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Be to, ilgesnis tarnavimo laikas ir efektyvesnis drabužių naudojimas yra naudingi aplinkai. Galime padidinti drabužio naudojimą 10 kartų.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Patrikas: mūsų parduotuvė sumažintų poreikį gaminti naujus drabužius ir naudoti pirmines medžiagas. Naudoti drabužiai pakeis dalį naujų drabužių. Tokiu būdu kiekvienas audinio gabalas maksimaliai naudojamas iki gyvavimo ciklo pabaigos.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Olivier: be to, profesionalios įmonės atlieka techninę priežiūrą ir aplinkai. Veiksminga drabužių priežiūra gali geriau užtikrinti ekologinį aspektą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Patrikas: Bet žinai, mes turime i&scaron;skalbti drabužius po kiekvienos nuomos, net jei jie atrodo &scaron;varūs. Žinau, kad tai per daug. Žmonės skalbia drabužius mažiau nei mes parduotuvėje. Tai padidintų mūsų vandens, ploviklių ir elektros suvartojimą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Patrikas: kas nutiks drabužių gyvenimo pabaigoje?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Olivier: perdirbimas! turėsime uždaro ciklo sistemą &bdquo;nuo audinio iki audinio&ldquo;, kuri sumažins žaliavų gamybą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Sudarykite &scaron;io verslo modelio &bdquo;Drabužiai&nbsp;kaip paslauga&ldquo; prana&scaron;umų ir trūkumų sąra&scaron;ą.</span></p>\r\n',66),(183922,'Explore practice and systems','<p>&Scaron;iame skyriuje moksleiviai&nbsp;sužinos apie drabužių kaip paslaugos verslo modelio privalumus ir trūkumus skaitydamas dialogą. Prie&scaron; skaitydami, studentai turėtų i&scaron;nagrinėti &bdquo;tvarumo&ldquo; ir &bdquo;funkcinės ekonomikos&ldquo; blokus. Kadangi bendras žiedinės ekonomikos tikslas yra skatinti socialines ir aplinkosaugines vertybes verslo srityje, mokymosi blokas &bdquo;tvarumas padės mokiniui atrasti &scaron;ias vertybes ir jų ry&scaron;ius. Funkcinė ekonomika, kuri paai&scaron;kinta antrajame bloke, buvo laikoma naujovių rū&scaron;imi, siekiant sumažinti aplinkos pėdsaką. Atlikęs mokymosi blokus mokinys 1. Atidžiai perskaitykite dialogą 2. Pažymėkite &scaron;io naujo verslo modelio prana&scaron;umus ir trūkumus 3. Kiekvieną prana&scaron;umą ir trūkumą susiekite su viena i&scaron; trijų tvarumo vertybių &bdquo;socialinė, ekonominė ir aplinkosauginė&ldquo;.</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><br />\r\n<span style=\"font-size:11pt\">​</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Skaitykite apie drabužių kaip paslaugos verslo modelį:</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Kliento požiūris:<br />\r\nMicheliui ir Francoise patinka idėja i&scaron;sinuomoti drabužius, o ne juos pirkti. Jie mano, kad gali sumažinti anglies pėdsaką, nes drabužiais dalintųsi kiti žmonės. Tačiau jie norėtų pagalvoti apie &scaron;į pasirinkimą prie&scaron; susižadėdami.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Michel: Man kyla abejonių dėl drabužių &scaron;varos ir bijau, kad ginčysime su tiekėju, ar susidėvėjimas ar pažeidimas būtų dėl įprasto naudojimo ir taip įtrauktas į paslaugų sutartį.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Francoise: Kitą mėnesį turėsiu darbo pokalbį, nežinau, ar per savo narystės laikotarpį rasiu &bdquo;tinkamų drabužių, kai reikės&ldquo;.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Michel: Man bus sunku apsilankyti parduotuvėje kiekvieną kartą, kai prireiks drabužių. A&scaron; gyvenu &scaron;iek tiek toli nuo parduotuvės. Apsilankymas parduotuvėje du ar tris kartus per mėnesį naudodamas automobilį padidintų transporto poveikį aplinkai.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Francoise: Neįsivaizduoju savęs, kad nedėvėčiau naujų drabužių visai arba ilgą laiką. Manau, kad karts nuo karto norėčiau apsirengti nauju drabužiu.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Michelis: Jau anksčiau neteisingai pasirinkau drabužius. pvz. nusipirkau nereikalingus drabužius ir jie visi atsidūrė &scaron;iuk&scaron;liadėžėje ! Produktas kaip paslauga&nbsp;sumažintų nereikalingus ir praleistus pirkinius ir neleistų man įsigyti drabužių, kurie vėliau gali pasirodyti nereikalingi, todėl bus akivaizdi nauda sumažinus nereikalingą gamybą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Francoise: Norėčiau i&scaron;sinuomoti tiek drabužių, kiek galiu, nes jie pagaminti i&scaron; perdirbtų medžiagų.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Michelis: bet ar nemanote, kad &scaron;iuo atveju nepaisysite naudos aplinkai padidindami drabužių suvartojimą?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Tiekėjo požiūris<br />\r\nOlivier ir Patrick yra tiekėjai: jie turi drabužių nuomos parduotuvę.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Olivier: Turime daug drabužių; turėtume pagalvoti apie drabužių būklės įvertinimo sistemą. Gali prireikti kai kuriuose drabužiuose įdiegti sekimo sistemą, kad žinotume, kiek kartų buvo i&scaron;nuomota, kiek kartų naudota, kad galėtume tikėtis, kada jį pakeisti.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Patrikas: bet kaip dėl privatumo problemų, su kuriomis jie gali susidurti klientai.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Olivier: Tai jautrus ta&scaron;kas! tačiau &scaron;is verslo modelis turi daug privalumų.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Mes, kaip tiekėjai, valdysime visą drabužių gyvavimo ciklą, tai rei&scaron;kia, būsime atsakingi už visas atliekas tarnavimo laiko pabaigoje, už drabužių priežiūrą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Be to, ilgesnis tarnavimo laikas ir efektyvesnis drabužių naudojimas yra naudingi aplinkai. Galime padidinti drabužio naudojimą 10 kartų.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Patrikas: mūsų parduotuvė sumažintų poreikį gaminti naujus drabužius ir naudoti pirmines medžiagas. Naudoti drabužiai pakeis dalį naujų drabužių. Tokiu būdu kiekvienas audinio gabalas maksimaliai naudojamas iki gyvavimo ciklo pabaigos.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Olivier: be to, profesionalios įmonės atlieka techninę priežiūrą ir aplinkai. Veiksminga drabužių priežiūra gali geriau užtikrinti ekologinį aspektą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Patrikas: Bet žinai, mes turime i&scaron;skalbti drabužius po kiekvienos nuomos, net jei jie atrodo &scaron;varūs. Žinau, kad tai per daug. Žmonės skalbia drabužius mažiau nei mes parduotuvėje. Tai padidintų mūsų vandens, ploviklių ir elektros suvartojimą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Patrikas: kas nutiks drabužių gyvenimo pabaigoje?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Olivier: perdirbimas! turėsime uždaro ciklo sistemą &bdquo;nuo audinio iki audinio&ldquo;, kuri sumažins žaliavų gamybą.</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Sudarykite &scaron;io verslo modelio &bdquo;Drabužiai&nbsp;kaip paslauga&ldquo; prana&scaron;umų ir trūkumų sąra&scaron;ą.</span></p>\r\n',66),(183923,'Make and prototype','<p>Ankstesniuose skyriuose mokiniai įgijo įžvalgų apie tekstilės poveikį aplinkai, tvarumo reik&scaron;mę ir drabužių, kaip paslaugos, privalumus ir trūkumus.</p>\r\n\r\n<p>Tačiau kaip &scaron;is verslo modelis gali sukurti vertę? Kokie yra pagrindiniai &scaron;io verslo modelio elementai? Kokios vertybės yra klientui ir kaip tiekėjai uždirba pinigus?</p>\r\n\r\n<p>Norėdami atsakyti į visus &scaron;iuos klausimus, mokiniai pirmiausia turės pažvelgti į &bdquo;verslo modelio&ldquo; mokymosi bloką. Pateikiama daug informacijos apie verslo modelio koncepciją.</p>\r\n\r\n<p>Remdamiesi mokymosi bloko verslo modeliu, studentai panaudos savo žinias apie verslo modelį, kad galvotų apie drabužių prototipą kaip paslaugų verslo modelį.</p>\r\n\r\n<p>Keturių žmonių grupėje mokiniai atsisiųs skaitmeninę &bdquo;verslo modelio drobės&ldquo; kopiją arba naudos popierinę kopiją. Tikslas yra i&scaron;pildyti kiekvieną verslo modelio drobės elementą.</p>\r\n',66),(183924,'Reflect','<p>Kiekviena grupė pateikia&nbsp;penkių minučių pristatymą apie alternatyvų verslo modelį &bdquo;drabužiai kaip paslauga&ldquo;, nurodydama &scaron;iuos dalykus:</p>\r\n\r\n<p>1- Kliento poreikiai: kas yra klientas, kas jam patinka, kas nepatinka paslaugų modelyje.</p>\r\n\r\n<p>2- Tiekėjo paslaugos: pagrindinė jų veikla &bdquo;valymas, lyginimas ir kt., pagrindiniai jų i&scaron;tekliai (pvz., drabužių prekės ženklų įvairovė.</p>\r\n\r\n<p>3- Jūsų nuomonė, ką manote apie &scaron;į alternatyvų verslo modelį?</p>\r\n',66),(183925,'Share','<p>Mokiniai gali ie&scaron;koti, identifikuoti ir&nbsp;dalytis verslo modeliais, kurie parduoda paslaugą, o ne produktą savo mieste. Juose reikia&nbsp;nurodyti&nbsp;prekės-paslaugos tipą, kainodaros mechanizmą&nbsp;(prenumerata, nuoma...). Mokiniai&nbsp;turi įvertinti 5 žvaigždučių skalę už kiekvieną tvarumo ramstį (socialinį, ekonominį ir aplinkosauginį).</p>\r\n\r\n<p>Pabaiga</p>\r\n',66),(183926,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183927,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183928,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183929,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183930,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183931,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183932,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183933,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183934,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183935,'Set-up','<p><span style=\"font-size:12pt\">Žiūrėkite mokymosi bloką &quot;Vietos&nbsp;valiuta&quot;</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Ar jūsų aplinkoje egzistuoja vietos&nbsp;valiutos?</span></p>\r\n\r\n<p><span style=\"font-size:12pt\">Sužinokite apie vietos valiutų veiklą ir pagalvokite apie tai atsižvelgdami į vietos suinteresuotuosius subjektus... galbūt i&scaron;nagrinėkite, kodėl / kaip ją sukurti.</span></p>\r\n',67),(183936,'Raise awareness','<p><span style=\"font-size:11.0pt\">Kas yra suinteresuotosios &scaron;alys? Susipažinkite su jais. Paklauskite jų, kodėl jie naudoja pinigus</span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">https://www.euskalmoneta.org/wp-content/uploads/2023/12/Eskuz_Esku_2024-Les_fournisseurs_du_reseau_Eusko-1.pdf.</span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">&nbsp;Iliustruokite apyvartos srautus i&scaron; vieno ta&scaron;ko į kitą</span></p>\r\n\r\n<p><span style=\"font-size:11.0pt\">Grįžkite su klausimais / pasiūlymais / galimybėmis</span></p>\r\n',67),(183937,'Explore practice and systems','<p>Paruo&scaron;kite klausimus pokalbiams su vartotojais, prekėmis ir vietos pinigų asociacijoje dirbančiais žmonėmis (darbuotojais ir savanoriais).&nbsp;</p>\r\n\r\n<p>Susikurkite sąskaitą ir už gautus pinigus nusipirkite saldumynų ar ko nors kito, kuo galėsite pasidalyti klasėje</p>\r\n\r\n<p>Klausimai diskusijoms:</p>\r\n\r\n<p>Kodėl pasirinkote naudoti vietos&nbsp;valiutą, o ne tradicinius pinigus?<br />\r\nKaip sužinojote apie &scaron;ią vietos&nbsp;valiutą?<br />\r\nKaip &scaron;i vietos&nbsp;valiuta pakeitė jūsų i&scaron;laidavimo ir pirkimo būdą?<br />\r\nAr pastebėjote kokių nors vietos&nbsp;valiutos naudojimo privalumų ar trūkumų?<br />\r\nKokios įmonės ar parduotuvės priima &scaron;ią vietinę valiutą?<br />\r\nKaip vietos&nbsp;valiutą priima ir keičiasi bendruomenės nariai?<br />\r\nKaip vietos&nbsp;valiutą galite i&scaron;keisti į tradicinius pinigus?<br />\r\nKaip vietos&nbsp;valiuta yra valdoma ir reguliuojama?<br />\r\nKaip vietos&nbsp;valiuta skatinama ir palaikoma vietos bendruomenėje?<br />\r\nAr susidūrėte su kokiais nors i&scaron;&scaron;ūkiais ar kliūtimis naudodami vietinę valiutą ir kaip jas įveikėte?</p>\r\n',67),(183938,'Make and prototype','<p>Sukurti idėją ir prototipą: žiedinės ekonomikos kūrimas vietos valiutos kontekste.</p>\r\n\r\n<p>Kaip žiedinė ekonomika ir vietos&nbsp;valiuta gali sustiprinti viena kitą?</p>\r\n\r\n<p>&Scaron;iame etape siekiama i&scaron;tirti naujas galimybes, atsirandančias įgyvendinant žiedinės ekonomikos strategijas ir naudojantis vietos valiutos sistema.</p>\r\n\r\n<p>Tikėtinas galutinis rezultatas turėtų būti dviejų a&scaron;ių matrica:</p>\r\n\r\n<p>1 - žiedinės strategijos: pakartotinis naudojimas, taisymas, perdirbimas, pakartotinis panaudojimas, ..... žr. žiedinės ekonomikos 9R.</p>\r\n\r\n<p>2- Vietos&nbsp;valiutos vertės grandinė: žemėlapis, kuriame parodyta vietinės valiutos cirkuliacija tarp įvairių dalyvių ir suinteresuotųjų &scaron;alių (kas vyksta &scaron;iuo metu).</p>\r\n\r\n<p>Su 2-3 mokinių grupe, naudodami smegenų &scaron;turmo techniką, pagalvokite, kokias geriausias strategijas (pvz., pakartotinio panaudojimo ) galima taikyti vietos valiutos sistemai:</p>\r\n\r\n<p>Ar yra kokia nors žiedinės ekonomikos strategija?</p>\r\n\r\n<p>Kas yra įsitraukęs? Ar kurios nors suinteresuotosios &scaron;alys jau yra aktyvios? ko trūksta?</p>\r\n\r\n<p>Naujos tobulinimo galimybės? ką galime padaryti, kad skatintume žiedinę ekonomiką?</p>\r\n\r\n<p>Patikrinkite savo idėją ir sukurkite apie ją s torinę lentą&nbsp;</p>\r\n',67),(183939,'Reflect','<p><span style=\"font-size:11pt\">Kolektyvinė sesija su pinigų vietos asociacija ir susijusiais veikėjais</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">- Interviu santrauka</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">- Galimybių matrica&nbsp;</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">- Siužetinės lentelės pristatymas</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">- Kolektyviniai apmąstymai: koks ry&scaron;ys tarp žiedinės ekonomikos ir vietos valiutos? Ką daryti toliau?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Mokytojas gali pakviesti vietinės pinigų asociacijos narį i&scaron;klausyti mokinių pristatymų&nbsp;</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">Mokinių pristatymams gali padėti &scaron;ie punktai:</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">1) Nustatykite kontekstą:<br />\r\nPradėkite nuo vietos valiutos naudojimo žiedinės ekonomikos kontekste projekto apra&scaron;ymo. Nurodykite projekto tikslus, jame dalyvaujančius žmones, laukiamus rezultatus ir pan.</span></p>\r\n\r\n<p><br />\r\n<span style=\"font-size:11pt\">2) Nustatykite stipriąsias puses:<br />\r\nPaklauskite savęs, kas projekto metu veikė gerai. Kokie buvo teigiami vietinės valiutos naudojimo žiedinės ekonomikos kontekste rezultatai? Kokie buvo svarbiausi akcentai? Kas padėjo komandai pasiekti sėkmę?</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">3) Nustatykite silpnąsias puses:<br />\r\nTaip pat paklauskite savęs, kas nepasiteisino. Su kokiomis kliūtimis teko susidurti naudojant vietinę valiutą žiedinės ekonomikos kontekste? Su kokiais i&scaron;&scaron;ūkiais susidūrė komanda? Kas galėjo sutrukdyti komandai pasiekti užsibrėžtus tikslus?</span></p>\r\n\r\n<p><br />\r\n<span style=\"font-size:11pt\">4) I&scaron;analizuokite rezultatus<br />\r\nNustatę stipriąsias ir silpnąsias puses, i&scaron;analizuokite rezultatus. Paklauskite savęs, kaip vietinės valiutos naudojimas paveikė žiedinę ekonomiką. Kokie buvo privalumai ir trūkumai? Kaip galėtumėte pagerinti rezultatus ateityje?</span></p>\r\n\r\n<p><br />\r\n<span style=\"font-size:11pt\">5) Pateikite rekomendacijas<br />\r\nGaliausiai pateikite rekomendacijas ateičiai. Paklauskite savęs, ką galite padaryti, kad pagerintumėte vietinės valiutos naudojimą žiedinės ekonomikos kontekste. Kokių veiksmų galite imtis, kad ateityje i&scaron;vengtumėte kliūčių? Kaip galite maksimaliai padidinti vietinės valiutos naudojimo žiedinės ekonomikos kontekste naudą?</span></p>\r\n',67),(183940,'Share','<p>Pasidalykite siužetine lenta su asociacija ir kitomis mokyklomis.</p>\r\n\r\n<p>&nbsp;</p>\r\n',67),(183941,'Set-up','<p>Pristatymas ir pasiruo&scaron;imas i&scaron;&scaron;ūkiam</p>\r\n',68),(183942,'Raise awareness','<p>Paskaita apie tvaraus elgesio dizainą&nbsp;</p>\r\n',68),(183943,'Explore practice and systems','<p>Nustatykite elgesį, į kurį norite sutelkti dėmesį, ir i&scaron;tirkite su juo susijusią sistemą.</p>\r\n',68),(183944,'Make and prototype','<p>Pasirinkti tinkamą dizaino strategiją, sukurti&nbsp;prototipą ir i&scaron;bandyti dizaino&nbsp;intervenciją.</p>\r\n',68),(183945,'Reflect','<p>Pristatyti, eksponuoti ir aptarti rezultatus.</p>\r\n',68),(183946,'Share','<p>Pasidalinti i&scaron;&scaron;ūkiu ir jo rezultatais su kitais mokytojais</p>\r\n',68),(183948,'Raise awareness','',69),(183949,'Explore practice and systems','',69),(183950,'Make and prototype','',69),(183951,'Make and prototype','',69),(183952,'Make and prototype','',69),(183953,'Reflect','',69);
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CREATE TABLE `circular_challenges_steps_details` (
  `id` int NOT NULL AUTO_INCREMENT,
  `learningBlockId` int NOT NULL,
  `orderSteps` int NOT NULL,
  `circularChallengeStepsId` int NOT NULL,
  PRIMARY KEY (`id`),
  KEY `FK_b0cdf89187b990f6a3789f04e80` (`learningBlockId`),
  KEY `FK_50d7c6baea6c46094d19fa30fae` (`circularChallengeStepsId`),
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INSERT INTO `circular_economy` VALUES (1,'<p><span style=\"font-size:36px\"><span style=\"color:#ecf0f1\"><strong>Empowering Schools for a Circular Future</strong></span></span></p>\n\n<p><span style=\"font-size:36px\"><strong>​​​​​​​<span style=\"font-size:36px\">​​​​​​​</span></strong></span></p>\n\n<h1><span style=\"color:#ecf0f1\"><span style=\"font-size:20px\">SCORE Project is your gateway to fostering circular economy education across schools in Europe and beyond. Our mission is to make quality education for a circular economy accessible to educators, students, and communities worldwide. As an open platform, SCORE offers tailored pedagogical content, materials, and cutting-edge e-learning tools designed to inspire a new generation of circular thinkers.</span></span></h1>\n\n<p><span style=\"color:#ecf0f1\"><span style=\"font-size:20px\">​​​​​​​</span></span></p>\n\n<p>&nbsp;</p>\n','circularChallenges','mostViewed','EN'),(2,'<p><span style=\"font-size:36px\"><span style=\"color:#dddddd\"><strong>Favoriser l&#39;&eacute;mergence d&#39;un avenir circulaire dans les &eacute;coles</strong></span></span></p>\n\n<p><span style=\"font-size:36px\">​​​​​​​</span></p>\n\n<p><span style=\"font-size:20px\"><span style=\"color:#dddddd\">Le projet SCORE est votre passerelle pour favoriser l&#39;&eacute;ducation &agrave; l&#39;&eacute;conomie circulaire dans les &eacute;coles d&#39;Europe et d&#39;ailleurs. Notre mission est de rendre accessible aux &eacute;ducateurs, aux &eacute;tudiants et aux communaut&eacute;s du monde entier une &eacute;ducation de qualit&eacute; &agrave; l&#39;&eacute;conomie circulaire. En tant que plateforme ouverte, SCORE offre un contenu p&eacute;dagogique sur mesure, du mat&eacute;riel et des outils d&#39;apprentissage en ligne de pointe con&ccedil;us pour inspirer une nouvelle g&eacute;n&eacute;ration de penseurs circulaires.</span></span></p>\n\n<p><span style=\"font-size:16px\"><span style=\"color:#dddddd\">​​​​​​​</span></span></p>\n','mostViewed','mostViewed','FR'),(3,'<p><span style=\"color:#dddddd\"><strong><span style=\"font-size:36px\">Capacitar a las escuelas para un futuro circular</span></strong></span></p>\n\n<p>&nbsp;</p>\n\n<p><span style=\"color:#dddddd\"><span style=\"font-size:18px\">El Proyecto SCORE es su puerta de entrada para fomentar la educaci&oacute;n en econom&iacute;a circular en las escuelas de Europa y de otros lugares. Nuestra misi&oacute;n es hacer accesible una educaci&oacute;n de calidad para una econom&iacute;a circular a educadores, estudiantes y comunidades de todo el mundo. Como plataforma abierta, SCORE ofrece contenidos pedag&oacute;gicos a medida, materiales y herramientas de aprendizaje electr&oacute;nico de vanguardia dise&ntilde;adas para inspirar a una nueva generaci&oacute;n de pensadores circulares.</span></span></p>\n\n<p><span style=\"font-size:18px\">​​​​​​​<span style=\"font-size:36px\">​​​​​​​</span></span></p>\n','circularChallenges','learningBlocks','ES'),(4,'<p><span style=\"color:#dddddd\"><span style=\"font-size:36px\"><strong>Mokyklų įgalinimas žiedinei ateičiai</strong></span></span></p>\n\n<p>&nbsp;</p>\n\n<p><span style=\"color:#dddddd\"><span style=\"font-size:20px\">Projektas SCORE yra jūsų vartai į žiedinės ekonomikos &scaron;vietimo skatinimą mokyklose Europoje ir už jos ribų. Mūsų misija - padaryti kokybi&scaron;ką žiedinės ekonomikos &scaron;vietimą prieinamą pedagogams, mokiniams ir bendruomenėms visame pasaulyje. Kaip atvira platforma, SCORE siūlo specialiai pritaikytą pedagoginį turinį, medžiagą ir pažangiausias e. mokymosi priemones, skirtas įkvėpti naują žiedinio mąstymo specialistų kartą.</span></span></p>\n\n<p><span style=\"color:#dddddd\"><span style=\"font-size:20px\">​​​​​​​<span style=\"font-size:36px\">​​​​​​​</span></span></span></p>\n','mostViewed','mostViewed','LT');
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INSERT INTO `circular_economy_cards` VALUES (5,'What is the circular economy?',' The circular economy is a term which is often used to describe an economic model that moves away from traditional forms of production and consumption (commonly referred to as the linear economy)....','','7417501.png','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','none',1),(6,'Teaching about the circular economy.','The SCORE philosophy regarding teaching about the Circular Economy','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"color:#3498db\"><span style=\"font-size:18px\"><strong>Teaching about the Circular Economy</strong></span></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">Whereas adults have challenges to proactively adapt to the circular economy and to adopt sustainable behaviour and practices, children and teenagers are considered to be more open for this and to have more sustainable values.</span></li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">They express to a higher degree concerns for a sustainable future, and are more willing to learn about how they contribute by adopting sustainable behaviour and practices themselves, and helping others to do so.</span></li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">Teaching children and teenagers about the circular economy is therefore considered to be an important contribution to realising a circular economy, in which school teachers can play an important role.</span></li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"color:#3498db\"><span style=\"font-size:18px\"><strong>Teachers&rsquo; responsibility</strong></span></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">Thus, teachers at schools have a great responsibility in educating children and teenagers about the circular economy, and how they can contribute to this.</span></li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">As teachers usually are experts in their own subject, but lack formal education in the circular economy, it is important for them to have access to teaching material that they consider relevant and that they are able to use and hopefully integrate into their own subjects.</span></li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">The SCORE project aims to provide teachers with such teaching material, to guide them in deciding which teaching material is best suitable for them, and to make them feel that they can teach about the circular economy without them being experts themselves.</span></li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"color:#3498db\"><span style=\"font-size:18px\"><strong>SCORE teaching material</strong></span></span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">In order to achieve these goals, the SCORE platform provides teachers with two types of teaching material, all freely available without the need to register.</span></li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">On the platform, Learning Blocks are available that consist of lectures, videos, and ideas for activities including excursions, games and events, that will engage and empower students. Some learning blocks also provide insight in how to address students&rsquo; emotions related to sustainability concerns they might have, and to tackle issues like eco-anxiety, which happens when fear for sustainability crises may lead to frustration and apathy.</span></li>\r\n</ul>\r\n\r\n<p><span style=\"font-size:18px\">​​​​​​​</span></p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">The platform also provides access to Challenges, which consist of several Learning Blocks combined, and are mostly based on a hand-on design approach which combine knowledge, insight and creativity to address circular challenges. The can be engaging and empowering ways for young students to learn about the circular economy</span></li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<ul>\r\n	<li><span style=\"font-size:18px\">Lastly, the SCORE platform provides a way to be in contact with a community of teachers across Europe, which can be useful to exchange ideas, experiences and feedback to other engaged teachers that share the ambition to educate a new generation with awareness about circular principles and the ability to act according to them</span></li>\r\n</ul>\r\n','circular_economy_innovation.jpg','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','learningBlock',1),(7,'Read more about the SCORE project',' For more information about the SCORE Project...','<p><span style=\"font-size:16px\">For more information about the SCORE Project click the link below:​​​​​​​&nbsp;<a href=\"https://projectscore.eu/\"><span style=\"color:#2980b9\">https://projectscore.eu/</span></a></span></p>\r\n','scorepic.JPG','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','circularChallenge',1),(8,'Qu\'est-ce que l\'économie circulaire ?','L\'économie circulaire est un terme souvent utilisé pour décrire un modèle économique...','<p><span style=\"font-size:20px\">&bull;&nbsp;​​​​​​​L&#39;&eacute;conomie circulaire est un terme souvent utilis&eacute; pour d&eacute;crire un mod&egrave;le &eacute;conomique qui s&#39;&eacute;loigne des formes traditionnelles de production et de consommation (commun&eacute;ment appel&eacute;es &eacute;conomie lin&eacute;aire).</span></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><span style=\"font-size:20px\">&bull;&nbsp;Les principales diff&eacute;rences entre l&#39;&eacute;conomie circulaire et l&#39;&eacute;conomie lin&eacute;aire sont le r&ocirc;le accru de la r&eacute;utilisation, de la r&eacute;paration, de la refabrication, de la r&eacute;affectation et du recyclage des produits, ainsi que le r&ocirc;le accru du partage, de la location et d&#39;autres services.</span></p>\r\n\r\n<p><br />\r\n<span style=\"font-size:20px\">&bull;&nbsp;Lorsqu&#39;elle r&eacute;ussit, l&#39;&eacute;conomie circulaire peut contribuer &agrave; des formes plus durables de production et de consommation, et ainsi contribuer &agrave; &eacute;viter la p&eacute;nurie de ressources, la pollution et les d&eacute;chets, et &agrave; lutter contre les crises de durabilit&eacute; telles que le changement climatique et la perte de biodiversit&eacute;.</span></p>\r\n\r\n<p><br />\r\n<span style=\"font-size:24px\"><span style=\"color:#3498db\"><strong>L&#39;utilisation du terme &quot;&eacute;conomie circulaire</strong></span></span></p>\r\n\r\n<p><br />\r\n<span style=\"font-size:20px\">&bull;&nbsp;Bien que le terme d&#39;&eacute;conomie circulaire remonte aux ann&eacute;es 1980, il est plus fr&eacute;quemment utilis&eacute; depuis 2010 dans les rapports gouvernementaux et scientifiques, et progressivement dans les m&eacute;dias grand public.</span></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><span style=\"font-size:20px\">&bull;&nbsp;Le paradigme de l&#39;&eacute;conomie circulaire peut &ecirc;tre consid&eacute;r&eacute; comme la continuation et l&#39;&eacute;largissement de termes pr&eacute;c&eacute;demment utilis&eacute;s tels que l&#39;&eacute;coconception et Cradle-to-Cradle, et a g&eacute;n&eacute;ralement une perspective plus large incluant &agrave; la fois l&#39;offre et la demande, ainsi que des perspectives de durabilit&eacute; &eacute;conomique, environnementale et sociale.</span></p>\r\n\r\n<p><span style=\"font-size:20px\">​​​​​​​</span></p>\r\n\r\n<p><span style=\"font-size:20px\">&bull;&nbsp;L&#39;&eacute;conomie circulaire s&#39;aligne bien sur les 17 objectifs de d&eacute;veloppement durable (ODD) des Nations unies, qui constituent un appel urgent &agrave; l&#39;action de la part de tous les pays - d&eacute;velopp&eacute;s et en d&eacute;veloppement - dans le cadre d&#39;un partenariat mondial. Ces objectifs visent &agrave; mettre en &oelig;uvre des strat&eacute;gies qui am&eacute;liorent la sant&eacute; et l&#39;&eacute;ducation, r&eacute;duisent les in&eacute;galit&eacute;s et stimulent la croissance &eacute;conomique, tout en luttant contre le changement climatique et en &oelig;uvrant &agrave; la pr&eacute;servation de nos oc&eacute;ans et de nos for&ecirc;ts.</span></p>\r\n\r\n<p><br />\r\n<span style=\"color:#3498db\"><span style=\"font-size:24px\"><strong>L&#39;&eacute;conomie circulaire autour de nous (ou pas ?)</strong></span></span></p>\r\n\r\n<p><span style=\"font-size:20px\"><strong>​​​​​​​</strong></span></p>\r\n\r\n<p><span style=\"font-size:20px\">&bull;&nbsp;Aliment&eacute; par les pr&eacute;occupations croissantes en mati&egrave;re de durabilit&eacute; au cours de la derni&egrave;re d&eacute;cennie, le paradigme de l&#39;&eacute;conomie circulaire a suscit&eacute; beaucoup plus d&#39;int&eacute;r&ecirc;t que les paradigmes pr&eacute;c&eacute;dents. Les gouvernements, les ONG et l&#39;industrie y font souvent r&eacute;f&eacute;rence. Parfois, nous le voyons &agrave; l&#39;&oelig;uvre, mais il s&#39;agit souvent de simples mots et promesses.</span></p>\r\n\r\n<p><br />\r\n<span style=\"font-size:20px\">&bull;&nbsp;M&ecirc;me si les r&eacute;f&eacute;rences &agrave; l&#39;&eacute;conomie circulaire sont omnipr&eacute;sentes, les initiatives visant &agrave; la mettre en place sont encore souvent consid&eacute;r&eacute;es comme des niches. Bien qu&#39;il existe de nombreux exemples de bonnes initiatives, l&#39;&eacute;conomie mondiale fonctionne encore principalement de mani&egrave;re lin&eacute;aire.</span></p>\r\n\r\n<p><br />\r\n<span style=\"font-size:20px\">&bull;&nbsp;Cela s&#39;explique en partie par le fait que les modes de consommation et de production lin&eacute;aires sont ancr&eacute;s dans nos cerveaux ; c&#39;est ainsi que nous vivons et nous comportons, c&#39;est ainsi que l&#39;on gagne de l&#39;argent, et le citoyen du monde moyen n&#39;est pas form&eacute; pour remettre en question ces modes de pens&eacute;e et d&#39;action.</span></p>\r\n\r\n<p>&nbsp;</p>\r\n','7417501.png','icons.png','none',2),(9,'Le matériel pédagogique SCORE','Pour atteindre ces objectifs, la plateforme SCORE met à la disposition des enseignants deux types de matériel pédagogique...','<p>- Pour atteindre ces objectifs, la plateforme SCORE met &agrave; la disposition des enseignants deux types de mat&eacute;riel p&eacute;dagogique, tous disponibles gratuitement sans qu&#39;il soit n&eacute;cessaire de s&#39;inscrire.<br />\r\n&nbsp;<br />\r\n- Sur la plateforme, des blocs d&#39;apprentissage sont disponibles et consistent en des conf&eacute;rences, des vid&eacute;os et des id&eacute;es d&#39;activit&eacute;s, y compris des excursions, des jeux et des &eacute;v&eacute;nements, qui impliqueront et responsabiliseront les &eacute;tudiants. Certains blocs d&#39;apprentissage donnent &eacute;galement des indications sur la mani&egrave;re d&#39;aborder les &eacute;motions des &eacute;tudiants li&eacute;es aux pr&eacute;occupations qu&#39;ils peuvent avoir en mati&egrave;re de d&eacute;veloppement durable et de s&#39;attaquer &agrave; des probl&egrave;mes tels que l&#39;&eacute;co-anxi&eacute;t&eacute;, qui survient lorsque la peur des crises li&eacute;es au d&eacute;veloppement durable peut conduire &agrave; la frustration et &agrave; l&#39;apathie.<br />\r\n&nbsp;<br />\r\n- La plateforme donne &eacute;galement acc&egrave;s aux d&eacute;fis, qui consistent en plusieurs blocs d&#39;apprentissage combin&eacute;s, et qui sont principalement bas&eacute;s sur une approche de conception pratique qui combine la connaissance, la perspicacit&eacute; et la cr&eacute;ativit&eacute; pour relever les d&eacute;fis circulaires. Ces d&eacute;fis peuvent &ecirc;tre des moyens attrayants et stimulants pour les jeunes &eacute;tudiants d&#39;en apprendre davantage sur l&#39;&eacute;conomie circulaire.&nbsp;</p>\r\n\r\n<p>- Enfin, la plateforme SCORE permet d&#39;entrer en contact avec une communaut&eacute; d&#39;enseignants &agrave; travers l&#39;Europe, ce qui peut &ecirc;tre utile pour &eacute;changer des id&eacute;es, des exp&eacute;riences et des commentaires avec d&#39;autres enseignants engag&eacute;s qui partagent l&#39;ambition d&#39;&eacute;duquer une nouvelle g&eacute;n&eacute;ration sensibilis&eacute;e aux principes de l&#39;&eacute;conomie circulaire et capable d&#39;agir en cons&eacute;quence.</p>\r\n','Circular-Economy-illustration-880x495.jpg','icons.png','learningBlock',2),(10,'Enseigner l\'économie circulaire','- Alors que les adultes ont des difficultés à s\'adapter de manière proactive à l\'économie circulaire...','<p><span style=\"font-size:20px\">&bull;&nbsp;​​​​​​​</span><span style=\"font-size:18px\">Alors que les adultes ont des difficult&eacute;s &agrave; s&#39;adapter de mani&egrave;re proactive &agrave; l&#39;&eacute;conomie circulaire et &agrave; adopter des comportements et des pratiques durables, les enfants et les adolescents sont consid&eacute;r&eacute;s comme plus ouverts &agrave; cette d&eacute;marche et comme ayant des valeurs plus durables.<br />\r\n&nbsp;</span><br />\r\n<span style=\"font-size:20px\">&bull;&nbsp;​​​​​​​</span><span style=\"font-size:18px\">Ils se montrent plus soucieux d&#39;un avenir durable et sont davantage dispos&eacute;s &agrave; apprendre comment ils peuvent contribuer &agrave; l&#39;&eacute;conomie circulaire en adoptant eux-m&ecirc;mes des comportements et des pratiques durables et en aidant les autres &agrave; le faire.<br />\r\n&nbsp;</span><br />\r\n<span style=\"font-size:20px\">&bull;&nbsp;​​​​​​​</span><span style=\"font-size:18px\">Enseigner l&#39;&eacute;conomie circulaire aux enfants et aux adolescents est donc consid&eacute;r&eacute; comme une contribution importante &agrave; la r&eacute;alisation d&#39;une &eacute;conomie circulaire, dans laquelle les enseignants peuvent jouer un r&ocirc;le important.</span></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><span style=\"color:#3498db\"><span style=\"font-size:26px\"><strong>La responsabilit&eacute; des enseignants</strong></span></span></p>\r\n\r\n<p>​​​​​</p>\r\n\r\n<p><span style=\"font-size:20px\">&bull;&nbsp;​​​​​​​</span><span style=\"font-size:18px\">Les enseignants ont donc une grande responsabilit&eacute; dans l&#39;&eacute;ducation des enfants et des adolescents &agrave; l&#39;&eacute;conomie circulaire et &agrave; la mani&egrave;re dont ils peuvent y contribuer.</span></p>\r\n\r\n<p><span style=\"font-size:18px\">&nbsp;</span></p>\r\n\r\n<p><span style=\"font-size:20px\">&bull;&nbsp;​​​​​​​</span><span style=\"font-size:18px\">Comme les enseignants sont g&eacute;n&eacute;ralement des experts dans leur propre mati&egrave;re, mais qu&#39;ils n&#39;ont pas re&ccedil;u de formation formelle sur l&#39;&eacute;conomie circulaire, il est important qu&#39;ils aient acc&egrave;s &agrave; du mat&eacute;riel p&eacute;dagogique qu&#39;ils consid&egrave;rent comme pertinent et qu&#39;ils sont capables d&#39;utiliser et, esp&eacute;rons-le, d&#39;int&eacute;grer dans leur propre mati&egrave;re.</span></p>\r\n\r\n<p><span style=\"font-size:18px\">&nbsp;</span></p>\r\n\r\n<p><span style=\"font-size:20px\">&bull;&nbsp;​​​​​​​</span><span style=\"font-size:18px\">Le projet SCORE vise &agrave; fournir aux enseignants un tel mat&eacute;riel p&eacute;dagogique, &agrave; les guider dans le choix du mat&eacute;riel p&eacute;dagogique qui leur convient le mieux et &agrave; leur faire sentir qu&#39;ils peuvent enseigner l&#39;&eacute;conomie circulaire sans &ecirc;tre eux-m&ecirc;mes des experts.</span>&nbsp;<br />\r\n&nbsp;</p>\r\n','Circular-Economy-illustration-880x495.jpg','icons.png','circularChallenge',2),(11,'¿Qué es la economía circular? ','En breve','<p>​​​​​​​- La econom&iacute;a circular es un t&eacute;rmino que suele utilizarse para describir un modelo econ&oacute;mico que se aleja de las formas tradicionales de producci&oacute;n y consumo (com&uacute;nmente denominadas econom&iacute;a lineal).</p>\r\n\r\n<p>- Las principales diferencias entre la econom&iacute;a circular y la lineal son el papel cada vez mayor de la reutilizaci&oacute;n, la reparaci&oacute;n, la refabricaci&oacute;n, la reutilizaci&oacute;n y el reciclaje de productos, y el papel cada vez mayor del uso compartido, el arrendamiento y otros servicios.&nbsp;</p>\r\n\r\n<p>- Cuando tiene &eacute;xito, la econom&iacute;a circular puede contribuir a formas m&aacute;s sostenibles de producci&oacute;n y consumo, y contribuir as&iacute; a evitar la escasez de recursos, la contaminaci&oacute;n y los residuos, y a combatir crisis de sostenibilidad como el cambio clim&aacute;tico y la p&eacute;rdida de biodiversidad.</p>\r\n\r\n<p><strong>El uso del t&eacute;rmino Econom&iacute;a Circular</strong></p>\r\n\r\n<p>- Aunque el t&eacute;rmino econom&iacute;a circular viene&nbsp; desde hace la decada&nbsp;1980, desde 2010 se utiliza con m&aacute;s frecuencia en los informes gubernamentales y cient&iacute;ficos, y gradualmente tambi&eacute;n en los medios de comunicaci&oacute;n populares.</p>\r\n\r\n<p>- El paradigma de la econom&iacute;a circular puede verse como una continuaci&oacute;n y ampliaci&oacute;n de t&eacute;rminos utilizados anteriormente como ecodise&ntilde;o y Cradle-to-Cradle, y en general tiene una perspectiva m&aacute;s amplia que incluye tanto el lado de la oferta como el de la demanda, as&iacute; como perspectivas de sostenibilidad econ&oacute;mica, medioambiental y social.&nbsp;</p>\r\n\r\n<p>- La econom&iacute;a circular encaja perfectamente con los 17 Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, que son un llamamiento urgente a la acci&oacute;n de todos los pa&iacute;ses -desarrollados y en desarrollo- en una alianza mundial. Estos objetivos pretenden promulgar estrategias que mejoren la salud y la educaci&oacute;n, reduzcan la desigualdad y estimulen el crecimiento econ&oacute;mico, al tiempo que abordan el cambio clim&aacute;tico y trabajan para preservar nuestros oc&eacute;anos y bosques.</p>\r\n\r\n<p><strong>La econom&iacute;a circular&nbsp; m&agrave;s cerca de nosotrxs&nbsp;(&iquest;Si o no?)</strong></p>\r\n\r\n<p>- Impulsado por la creciente preocupaci&oacute;n por la sostenibilidad en la &uacute;ltima d&eacute;cada, el paradigma de la econom&iacute;a circular ha recibido mucho m&aacute;s inter&eacute;s que los paradigmas anteriores. Los gobiernos, las ONG y la industria lo mencionan a menudo. A veces lo vemos en acci&oacute;n, pero a menudo son meras palabras y promesas.</p>\r\n\r\n<p>- Aunque las referencias a la econom&iacute;a circular est&aacute;n por todas partes, las iniciativas para establecerla a menudo se siguen considerando de nicho. Aunque existen muchos ejemplos de buenas iniciativas, la econom&iacute;a mundial sigue funcionando mayoritariamente de forma lineal.</p>\r\n\r\n<p>- En parte, esto se debe a que las formas lineales de consumo y producci&oacute;n est&aacute;n arraigadas en nuestros cerebros; as&iacute; es como vivimos y nos comportamos, as&iacute; es como se hace el dinero, y el ciudadano medio del mundo no est&aacute; entrenado para desafiar estas formas de pensar y hacer.</p>\r\n','Captura de pantalla 2024-01-23 161302.png','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','learningBlock',3),(12,'Enseñar sobre la economía circular.','Enseñar sobre la economía circular.','<p><strong>Ense&ntilde;ar sobre la econom&iacute;a circular</strong></p>\r\n\r\n<p>Mientras que los adultos tienen dificultades para adaptarse proactivamente a la econom&iacute;a circular y adoptar comportamientos y pr&aacute;cticas sostenibles, se considera que los ni&ntilde;os y los adolescentes est&aacute;n m&aacute;s abiertos a ello y tienen potencial para activar comportamientos mas&nbsp;sostenibles.</p>\r\n\r\n<p>Expresan en mayor medida su preocupaci&oacute;n por un futuro sostenible y est&aacute;n m&aacute;s dispuestos a aprender c&oacute;mo contribuir adoptando ellos mismos comportamientos y pr&aacute;cticas sostenibles y ayudando a los dem&aacute;s a hacerlo.</p>\r\n\r\n<p>Ense&ntilde;ar a los ni&ntilde;os y adolescentes sobre la econom&iacute;a circular se considera, por tanto, una contribuci&oacute;n importante en la que los profesores pueden desempe&ntilde;ar un papel importante.<br />\r\n&nbsp;<br />\r\n<strong>La responsabilidad de los profesores</strong><br />\r\nAs&iacute; pues, los profesores de los centros escolares tienen una gran responsabilidad a la hora de ense&ntilde;ar a los ni&ntilde;os y adolescentes sobre la econom&iacute;a circular y sobre c&oacute;mo pueden contribuir en las transiciones.<br />\r\nDado que los profesores suelen ser expertos en su propia materia, pero carecen de educaci&oacute;n formal en econom&iacute;a circular, es importante que tengan acceso a material did&aacute;ctico que consideren relevante y que puedan utilizar y, con suerte, integrar en sus propias asignaturas.<br />\r\n&nbsp;El proyecto SCORE tiene como objetivo proporcionar a los profesores dicho material did&aacute;ctico, orientarles a la hora de decidir qu&eacute; material did&aacute;ctico es el m&aacute;s adecuado para ellos y hacerles sentir que pueden ense&ntilde;ar sobre la econom&iacute;a circular sin ser ellos mismos expertos.<br />\r\n&nbsp;</p>\r\n\r\n<p><strong>Material did&aacute;ctico SCORE</strong></p>\r\n\r\n<p>Para alcanzar estos objetivos, la plataforma SCORE pone a disposici&oacute;n de los profesores dos tipos de material did&aacute;ctico, todos ellos de libre acceso y sin necesidad de registrarse.</p>\r\n\r\n<p>En la plataforma hay disponibles <strong>bloques de aprendizaje </strong>que consisten en conferencias, v&iacute;deos e ideas para actividades como excursiones, juegos y eventos, que implicar&aacute;n y capacitar&aacute;n a los alumnos. Algunos bloques de aprendizaje tambi&eacute;n proporcionan informaci&oacute;n sobre c&oacute;mo abordar las emociones de los estudiantes relacionadas con las preocupaciones que puedan tener sobre la sostenibilidad, y para hacer frente a problemas como la eco-ansiedad, que se produce cuando el miedo a las crisis de sostenibilidad puede conducir a la frustraci&oacute;n y la apat&iacute;a.</p>\r\n\r\n<p><br />\r\nLa plataforma tambi&eacute;n proporciona acceso a los <strong>Desaf&iacute;os</strong>, que consisten en varios Bloques de Aprendizaje combinados, y se basan principalmente en un enfoque de dise&ntilde;o pr&aacute;ctico que combina el conocimiento, la perspicacia y la creatividad para abordar los desaf&iacute;os circulares. Pueden ser formas atractivas y motivadoras para que los j&oacute;venes estudiantes aprendan sobre la econom&iacute;a circular.<br />\r\nPor &uacute;ltimo, la plataforma SCORE proporciona una forma de conectarse con una <strong>comunidad de profesores de toda Europa</strong>, que puede ser &uacute;til para intercambiar ideas, experiencias y comentarios con otros profesores comprometidos que comparten la ambici&oacute;n de educar a una nueva generaci&oacute;n con conciencia sobre los principios circulares y la capacidad de actuar de acuerdo con ellos.</p>\r\n','circular_economy_innovation.jpg','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','circularChallenge',3),(13,'El proyecto Score','Un proyecto de intercambio europeo ERASMUS +','<p>El objetivo del proyecto SCORE es permitir a los profesores ayudar a las generaciones m&aacute;s j&oacute;venes a comprender c&oacute;mo pueden contribuir al cambio. Para ello, ofrece material did&aacute;ctico que puede contribuir a proporcionar una comprensi&oacute;n elemental de los principios fundamentales de una econom&iacute;a circular, de mostrar qu&eacute; productos, procesos y estrategias pueden apoyarla, y de ayudar a esta generaci&oacute;n m&aacute;s joven a comprender su propio papel y su contribuci&oacute;n potencial para alcanzar este objetivo.</p>\r\n\r\n<p>Es parte del programa Erasmus+</p>\r\n\r\n<p>El nuevo programa Erasmus+ tiene como objetivo apoyar acciones en los &aacute;mbitos de la educaci&oacute;n, la formaci&oacute;n, la juventud y el deporte para el periodo 2021-2027.</p>\r\n\r\n<p>Ayuda a las organizaciones a trabajar en asociaciones internacionales y a compartir pr&aacute;cticas innovadoras en educaci&oacute;n, formaci&oacute;n y juventud. Erasmus+ tambi&eacute;n tiene una importante dimensi&oacute;n internacional, especialmente en el &aacute;mbito de la educaci&oacute;n superior. Esta dimensi&oacute;n abre el programa a actividades de cooperaci&oacute;n institucional, juventud y movilidad del personal a escala mundial.</p>\r\n\r\n<p><strong>M&aacute;s informaci&oacute;n sobre el proyecto SCORE</strong></p>\r\n\r\n<p>Para m&aacute;s informaci&oacute;n sobre el proyecto SCORE, haga clic en el siguiente enlace: https://projectscore.eu/</p>\r\n\r\n<p>&nbsp;</p>\r\n','EU-flag-Erasmus_vect_POS.jpg','light-bulb-or-idea-and-inspiration-simple-icon-free-vector.jpg','none',3);
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INSERT INTO `learning_blocks` VALUES (1,'d1849f65-d09e-49de-a5bf-e25d1bc110bd','Building communities of practice','1 week',63,1,'2023-11-11 17:39:02.662000','Looking for ways to co-create with local communities.  Map your community of practice (educational community, parents, local businesses).  Contact them to make a local array of people.  Original material from Fab Lab Bcn','<p><u><strong>What are Communities of Practice?</strong></u></p>\r\n\r\n<p>Communities of Practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other; they care about their standing with each other.</p>\r\n\r\n<p>Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems&mdash;in short a shared practice. This takes time and sustained interaction.</p>\r\n\r\n<p><u><strong>How can a </strong></u><u><strong>Communitie</strong></u><u><strong> of Practice be beneficial in a school context?</strong></u></p>\r\n\r\n<p>-Internally: How to organize educational experiences that ground school learning in practice through participation in communities around subject matters?</p>\r\n\r\n<p>-Externally: How to connect the experience of students to actual practice through peripheral forms of participation in broader communities beyond the walls of the school?</p>\r\n\r\n<p>-Over the lifetime of students: How to serve the lifelong learning needs of students by organizing communities of practice focused on topics of continuing interest to students beyond the initial schooling period?</p>\r\n\r\n<p><u><strong>What</strong></u><u> </u><u><strong>will</strong></u><u> </u><u><strong>you</strong></u><u> </u><u><strong>learn</strong></u><u><strong> in </strong></u><u><strong>this</strong></u><u> </u><u><strong>lesson</strong></u><u><strong> plan?</strong></u></p>\r\n\r\n<p>You will be pressented with a design thinking strategy to start mapping and contact out local communities and business that can help you with their experience and resources to start a Project an make it more meaningfull.</p>\r\n','publish','EN',2),(2,'d1849f65-d09e-49de-a5bf-e25d1bc110bd','Crear comunidades de prácticas','1 week',6,0,'2023-11-11 17:39:03.713000','Buscar formas de co-crear con las comunidades locales.  Haz un mapa de tu comunidad de práctica (comunidad educativa, padres, empresas locales).  Ponte en contacto con ellos para formar un conjunto local de personas.','<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>&iquest;Qu&eacute; son las Comunidades de Pr&aacute;ctica?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12.0pt\"><span style=\"color:black\">Las Comunidades de Pr&aacute;ctica son grupos de personas que comparten una inquietud o una pasi&oacute;n por algo que hacen y aprenden a hacerlo mejor a medida que interact&uacute;an regularmente. Al perseguir su inter&eacute;s en su &aacute;mbito, los miembros participan en actividades y debates conjuntos, se ayudan mutuamente y comparten informaci&oacute;n. Entablan relaciones que les permiten aprender unos de otros; se preocupan por la posici&oacute;n que ocupan entre ellos. Los miembros de una comunidad de pr&aacute;ctica son profesionales. Desarrollan un repertorio compartido de recursos: experiencias, historias, herramientas, formas de abordar problemas recurrentes... en resumen, una pr&aacute;ctica compartida. </span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>&iquest;De </strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>qu&eacute;</strong></span></span></u><u> </u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>manera</strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong> las Comunidades de </strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>Pr&aacute;ctica</strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong> son </strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>beneficiosas</strong></span></span></u><u> </u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>en</strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong> un context escolar?</strong></span></span></u></p>\r\n\r\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:12.0pt\">-</span><span style=\"font-size:12.0pt\"><span style=\"color:black\">Internamente: &iquest;C&oacute;mo organizar experiencias educativas que fundamenten el aprendizaje escolar en la pr&aacute;ctica a trav&eacute;s de la participaci&oacute;n en comunidades en torno a las materias?</span></span></div>\r\n\r\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:12.0pt\">-</span><span style=\"font-size:12.0pt\"><span style=\"color:black\">Externamente: &iquest;C&oacute;mo conectar la experiencia de los estudiantes con la pr&aacute;ctica real a trav&eacute;s de formas perif&eacute;ricas de participaci&oacute;n en comunidades m&aacute;s amplias m&aacute;s all&aacute; de los muros de la escuela?</span></span></div>\r\n\r\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:12.0pt\">-</span><span style=\"font-size:12.0pt\"><span style=\"color:black\">A lo largo de la vida de los estudiantes: &iquest;C&oacute;mo atender las necesidades de aprendizaje permanente de los estudiantes organizando comunidades de pr&aacute;ctica centradas en temas de inter&eacute;s continuo para los estudiantes m&aacute;s all&aacute; del periodo inicial de escolarizaci&oacute;n?</span></span></div>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>&iquest;Qu&eacute; aprender&aacute;s en este m&oacute;dulo?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12.0pt\"><span style=\"color:black\">Se os presentar&aacute; una estrategia de &ldquo;</span></span><span style=\"font-size:12.0pt\"><span style=\"color:black\">Design</span></span> <span style=\"font-size:12.0pt\"><span style=\"color:black\">Thinking</span></span><span style=\"font-size:12.0pt\"><span style=\"color:black\">&rdquo; para empezar a mapear y contactar con las comunidades locales y las empresas que pueden ayudar con su experiencia y recursos a iniciar un proyecto y hacerlo m&aacute;s significativo.</span></span></p>\r\n','publish','ES',2),(3,'578f997a-1854-4c2e-9e6f-9608d46d760b','Understanding the food waste problem','1 session',32,3,'2023-11-11 17:54:00.284000','Introduction to food waste problem and the possibility of creating high value products from organic waste. A series of reads to lead a discussion with students on food waste problem and products from organic waste.  Original material from Ellen Mc Arthur Foundation','<p><strong>What is food waste?</strong></p>\r\n\r\n<p>Food waste is the discarding or wasting of edible food, typically at different stages of the food supply chain, including production, processing, distribution and consumption. It includes any food that is thrown away, lost or uneaten. Food waste can occur for a variety of reasons, including spoilage, overproduction, improper storage, cosmetic defects, expiration dates or consumer behaviour. It is a significant global problem with serious economic, environmental and social consequences.</p>\r\n\r\n<p><br />\r\n<strong>Why is it relevant in a school context?</strong></p>\r\n\r\n<p>Introducing the issue of food waste to students is crucial to raise awareness of the problem and to encourage critical thinking about an issue that seems crucial to addressing the sustainability challenges of our food systems.</p>\r\n\r\n<p><br />\r\n<strong>What will you learn in this module?</strong></p>\r\n\r\n<p>You will find several articles and videos to introduce the topic of food waste and the revaluation of organic waste in the classroom, as well as general questions to lead a debate around it.</p>\r\n','publish','EN',2),(4,'578f997a-1854-4c2e-9e6f-9608d46d760b','Entender la problemática del desperdicio alimentario','2 sesión',7,0,'2023-11-11 17:54:01.511000','Introducción a la problemática del desperdicio alimentario y a la posibilidad de crear productos de alto valor a partir de residuos orgánicos. Una serie de lecturas para dirigir un debate con los alumnos sobre el problema de los residuos alimentarios y los productos a partir de residuos orgánicos.','<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>&iquest;</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>Qu&eacute;</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong> es </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>el</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>desperdicio</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>alimentario</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">El desperdicio de alimentos es el descarte o desperdicio de alimentos comestibles, normalmente en diferentes etapas de la cadena de suministro de alimentos, incluida la producci&oacute;n, transformaci&oacute;n, distribuci&oacute;n y consumo. Incluye cualquier alimento que se tira, se pierde o no se consume. El desperdicio de alimentos puede producirse por diversas razones, como el deterioro, el exceso de producci&oacute;n, el almacenamiento inadecuado, los defectos cosm&eacute;ticos, las fechas de caducidad o el comportamiento de los consumidores. Se trata de un importante problema mundial con graves consecuencias econ&oacute;micas, medioambientales y sociales.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>&iquest;Por qu&eacute; es pertinente en un contexto escolar?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">Introducir la problem&aacute;tica del desperdicio alimentario entre los estudiantes es crucial para concienciarlos del problema y fomentar el pensamiento cr&iacute;tico sobre una cuesti&oacute;n crucial para abordar los retos de sostenibilidad de nuestros sistemas alimentarios.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>&iquest;Qu&eacute; aprender&aacute; en este m&oacute;dulo?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">Encontrar&aacute; varios art&iacute;culos y v&iacute;deos para introducir el tema del desperdicio de alimentos y la revalorizaci&oacute;n de los residuos org&aacute;nicos en el aula, as&iacute; como preguntas generales para suscitar un debate en torno a &eacute;l.</span></span></p>\r\n','publish','ES',2),(5,'535b40b7-330a-422c-963e-67cc03456c4e','About Circular Challenges','10mn',12,2,'2023-11-11 17:56:06.021000','Intro to Circular Challenges','<p>Contributing to the CE, is about shifting from a linear system to a more circular one, it is about understanding a system, and creating interventions that will guarantee the ressources to circulate as long time as possible with limited and controlled damages to the environment.&nbsp;&nbsp;</p>\r\n\r\n<p>To simplify drastically&hellip;What is extracted from the earth is given back to the earth.&nbsp;&nbsp;</p>\r\n\r\n<p>Zooming on the ressource/material flow, Bocken defines three circular strategies to transform systems towards circularity. It is about slowing down the use of ressources, about making them circulating and it is about narrowing down the quantity of ressources. In other words, it is about reducing, closing the loops and extending the lifetime of materials and products. In addition the geographical dimension is also mentionned frequently with the intent to relocate / doing short loop, and allowing to potentially reduce the costs generated by transportation and foster more transparency and cooperation inside the system.&nbsp;&nbsp;</p>\r\n\r\n<p>The effective transformation of the material flows will depend on the way we are living, producing, consuming, acting. It involves many changes, from our daily consumer behaviours, our ability to care about things and nature, our effective control of technologies and fabrication processes, our political/societal engagement.&nbsp;&nbsp;</p>\r\n\r\n<p>We do think that organizing local circular challenges with students and local stakeholders will help you to better learn about circular economy and participate to needed individual and territorial transformations, even creating new vocations for your students, new projects for your school and region.&nbsp;</p>\r\n\r\n<p>We propose you&nbsp; four families of circular challenges that can be applied in many contexts and sectors.&nbsp;</p>\r\n\r\n<ol start=\"1\">\r\n	<li>\r\n	<p>Change behaviours and practices&nbsp;</p>\r\n	</li>\r\n</ol>\r\n\r\n<p>Those challenges will help you to observe current practices of making and consuming through socio-emotional and cognitive lenses. You will design and discuss creative solutions that will&nbsp; support behavioural changes so to minimise the environmental impacts accross all the life-cycle of products/services.&nbsp;&nbsp;&nbsp;</p>\r\n\r\n<p>Examples: Imagine future clothing services, Optimize the way you are using your soap&hellip;.&nbsp;</p>\r\n\r\n<ol start=\"2\">\r\n	<li>\r\n	<p>Care, repair, regenerate&nbsp;</p>\r\n	</li>\r\n</ol>\r\n\r\n<p>With&nbsp; this family of challenges, we invite teachers and students to change their relation to things and nature through the practice of reuse and repairs of products as well as with immersion experiences with nature and local ressources.&nbsp;&nbsp;&nbsp;</p>\r\n\r\n<p>Examples: Organize a school repair caf&eacute;, set up a waste hunting event in your neighborhood&hellip;&nbsp;</p>\r\n\r\n<ol start=\"3\">\r\n	<li>\r\n	<p>Design and make out of waste&nbsp;</p>\r\n	</li>\r\n</ol>\r\n\r\n<p>In those challenge, we invite teachers and students to see waste as ressources and empower them in new forms of making.&nbsp;&nbsp;</p>\r\n\r\n<p>Examples: Design biomaterials from foodwaste, learn how to make woolly products&hellip;&nbsp;</p>\r\n\r\n<ol start=\"4\">\r\n	<li>\r\n	<p>Engage and act for policy changes&nbsp;</p>\r\n	</li>\r\n</ol>\r\n\r\n<p>In this type of challenge, teachers and students will have the possibility to discover new forms of engagement to foster political changes from local to european level.&nbsp;</p>\r\n\r\n<p>Example: Run an action with an environmental NGOs, create a circular manifesto for your school, create a discourse for&nbsp; diploma ceremony, create a circular value chart for&nbsp; local currency NGO, participate in an european campaign/action like EWWR, Fashion Revolution Week, Right to Repair&hellip;&nbsp;</p>\r\n\r\n<p>For each challenge we recommend you to contextualize them with your local context and cooperate as much as possible with lorganizations that are close to you and engaged in circular transformations.&nbsp;</p>\r\n','publish','EN',2),(6,'535b40b7-330a-422c-963e-67cc03456c4e','Sobre los desafíos circulares','10mn',3,0,'2023-11-11 17:56:06.811000','Sobre los desafíos circulares','<p>Contribuir a la economia circular, es pasar de un sistema lineal a uno m&aacute;s circular, es entender un sistema, y crear intervenciones que garanticen que los recursos circulen el mayor tiempo posible con da&ntilde;os limitados y controlados al medio ambiente. &nbsp;</p>\r\n\r\n<p>Para simplificar dr&aacute;sticamente... Lo que se extrae de la tierra se devuelve a la tierra. &nbsp;</p>\r\n\r\n<p>Acerc&aacute;ndose al flujo de recursos/materiales, Bocken define tres estrategias circulares para transformar los sistemas hacia la circularidad. Se trata de ralentizar el uso de los recursos, de hacerlos circular y de reducir la cantidad de recursos. En otras palabras, se trata de reducir, cerrar los bucles y prolongar la vida &uacute;til de los materiales y productos. Adem&aacute;s, la dimensi&oacute;n geogr&aacute;fica tambi&eacute;n se menciona con frecuencia con la intenci&oacute;n de deslocalizar / hacer bucles cortos, y permitiendo reducir potencialmente los costes generados por el transporte y fomentar una mayor transparencia y cooperaci&oacute;n dentro del sistema. &nbsp;</p>\r\n\r\n<p>La transformaci&oacute;n efectiva de los flujos de materiales depender&aacute; de nuestra forma de vivir, producir, consumir y actuar. Implica muchos cambios, desde nuestros comportamientos cotidianos de consumo, nuestra capacidad de preocuparnos por las cosas y la naturaleza, nuestro control efectivo de las tecnolog&iacute;as y los procesos de fabricaci&oacute;n, nuestro compromiso pol&iacute;tico/social. &nbsp;</p>\r\n\r\n<p>Creemos que organizar desafios circulares locales con estudiantes y actores&nbsp;locales nos ayudar&aacute; a aprender mejor sobre la econom&iacute;a circular y a participar en las transformaciones individuales y territoriales necesarias, incluso creando nuevas vocaciones para nosotros&nbsp;estudiantes, nuevos proyectos para nuestras&nbsp;escuelas&nbsp;y regiones.&nbsp;</p>\r\n\r\n<p>Proponemos <span style=\"font-size:16px\"><strong>cuatro familias de desafios circulares</strong></span> que pueden aplicarse en muchos contextos y sectores.&nbsp;</p>\r\n\r\n<p><strong>Cambiar comportamientos y pr&aacute;cticas&nbsp;</strong></p>\r\n\r\n<p>Estos desafio&nbsp;nos ayudar&aacute;n a observar las pr&aacute;cticas actuales de fabricaci&oacute;n y consumo a trav&eacute;s de lentes socioemocionales y cognitivas. Dise&ntilde;aremos&nbsp;y debatiremos&nbsp;soluciones creativas que favorezcan cambios de comportamiento para minimizar el impacto medioambiental a lo largo de todo el ciclo de vida de los productos y servicios. &nbsp;&nbsp;</p>\r\n\r\n<p>Ejemplos: Imaginar futuros servicios de ropa, Optimizar la forma en que utilizas tu jab&oacute;n....&nbsp;</p>\r\n\r\n<p><strong>Cuidar, reparar, regenerar&nbsp;</strong></p>\r\n\r\n<p>Con esta familia de retos, invitamos a profesores y alumnos a cambiar su relaci&oacute;n con las cosas y la naturaleza mediante la pr&aacute;ctica de la reutilizaci&oacute;n y la reparaci&oacute;n de productos, as&iacute; como con experiencias de inmersi&oacute;n en la naturaleza y los recursos locales. &nbsp;&nbsp;</p>\r\n\r\n<p>Ejemplos: Organiza un caf&eacute; de reparaciones en el colegio, organiza una cacer&iacute;a de residuos en tu barrio...&nbsp;</p>\r\n\r\n<p><strong>Dise&ntilde;ar y fabricar a partir de residuos&nbsp;</strong></p>\r\n\r\n<p>En este&nbsp; desafio, invitamos a profesores y alumnos a ver los <strong>residuos como recursos </strong>y a participar en <strong>nuevas formas de creaci&oacute;n</strong>. &nbsp;</p>\r\n\r\n<p>Ejemplos: Dise&ntilde;ar biomateriales a partir de residuos alimentarios, aprender a fabricar productos de lana...&nbsp;</p>\r\n\r\n<p><strong>Comprometerse y actuar para lograr cambios pol&iacute;ticos&nbsp;</strong></p>\r\n\r\n<p>En este tipo de desafio, profesores y alumnos tendr&aacute;n la posibilidad de descubrir nuevas formas de compromiso para fomentar cambios pol&iacute;ticos desde el &aacute;mbito local al europeo.&nbsp;</p>\r\n\r\n<p>Ejemplo: Llevar a cabo una acci&oacute;n con una ONG medioambiental, crear un manifiesto circular para tu escuela, crear un discurso para la ceremonia de entrega de diplomas, crear una tabla de valores circulares para una ONG local, participar en una campa&ntilde;a/acci&oacute;n europea como EWWR, Fashion Revolution Week, Right to Repair...&nbsp;</p>\r\n\r\n<p>Para cada desafio, recomendamos contextualizarlo&nbsp;en su entorno local y cooperar&nbsp;con organizaciones vecinas, que participen en transformaciones circulares.</p>\r\n','publish','ES',2),(7,'535b40b7-330a-422c-963e-67cc03456c4e','À propos des défis circulaires','10mn',13,4,'2023-11-11 17:56:08.058000','L\'économie circulaire émerge comme une réponse cruciale aux défis environnementaux contemporains, visant à transformer les systèmes de production et de consommation vers une approche plus durable. Fondée sur le principe de réutilisation et de régénération des ressources, elle engage les individus à repenser leurs comportements et leurs pratiques. À travers des défis locaux et des interventions éducatives, les lycéens sont invités à explorer et à contribuer activement à cette transition vers un modèle économique plus circulaire.','<p>Contribuer &agrave; l&#39;&eacute;conomie circulaire, c&#39;est passer d&#39;un syst&egrave;me lin&eacute;aire &agrave; un syst&egrave;me plus circulaire, c&#39;est comprendre un syst&egrave;me, et cr&eacute;er des interventions qui garantiront aux ressources de circuler le plus longtemps possible avec des dommages limit&eacute;s et contr&ocirc;l&eacute;s sur l&#39;environnement.</p>\r\n\r\n<p>Pour simplifier drastiquement&hellip; Ce qui est extrait de la terre est restitu&eacute; &agrave; la terre.</p>\r\n\r\n<p>En zoomant sur le flux ressource/mati&egrave;re, Bocken d&eacute;finit trois strat&eacute;gies circulaires pour transformer les syst&egrave;mes vers la circularit&eacute;. Il s&#39;agit de ralentir l&#39;utilisation des ressources, de les faire circuler et de r&eacute;duire la quantit&eacute; de ressources. En d&rsquo;autres termes, il s&rsquo;agit de r&eacute;duire, de boucler les boucles et de prolonger la dur&eacute;e de vie des mat&eacute;riaux et des produits. De plus, la dimension g&eacute;ographique est &eacute;galement fr&eacute;quemment &eacute;voqu&eacute;e dans le but de d&eacute;localiser/faire des boucles courtes, et permettant potentiellement de r&eacute;duire les co&ucirc;ts g&eacute;n&eacute;r&eacute;s par le transport et de favoriser plus de transparence et de coop&eacute;ration au sein du syst&egrave;me.</p>\r\n\r\n<p>La transformation effective des flux de mati&egrave;res d&eacute;pendra de la mani&egrave;re dont nous vivons, produisons, consommons, agissons. Cela implique de nombreux changements, depuis nos comportements de consommation quotidiens, notre capacit&eacute; &agrave; nous soucier des choses et de la nature, notre contr&ocirc;le efficace des technologies et des processus de fabrication, notre engagement politique/soci&eacute;tal.</p>\r\n\r\n<p>Nous pensons qu&#39;organiser des d&eacute;fis circulaires locaux avec les &eacute;tudiants et les acteurs locaux vous aidera &agrave; mieux conna&icirc;tre l&#39;&eacute;conomie circulaire et &agrave; participer aux transformations individuelles et territoriales n&eacute;cessaires, voire &agrave; cr&eacute;er de nouvelles vocations pour vos &eacute;tudiants, de nouveaux projets pour votre &eacute;cole et votre r&eacute;gion.</p>\r\n\r\n<p>Nous vous proposons quatre familles de d&eacute;fis circulaires applicables dans de nombreux contextes et secteurs.</p>\r\n\r\n<p>Changer les comportements et les pratiques</p>\r\n\r\n<p>Ces d&eacute;fis vous aideront &agrave; observer les pratiques actuelles de fabrication et de consommation &agrave; travers des lentilles socio-&eacute;motionnelles et cognitives. Vous concevrez et discuterez de solutions cr&eacute;atives qui soutiendront les changements de comportement afin de minimiser les impacts environnementaux tout au long du cycle de vie des produits/services.</p>\r\n\r\n<p>Exemples : Imaginez les futurs services vestimentaires, Optimisez la fa&ccedil;on dont vous utilisez votre savon&hellip;.</p>\r\n\r\n<p>Entretenir, r&eacute;parer, r&eacute;g&eacute;n&eacute;rer</p>\r\n\r\n<p>Avec cette famille de d&eacute;fis, nous invitons enseignants et &eacute;l&egrave;ves &agrave; changer leur rapport aux choses et &agrave; la nature &agrave; travers la pratique du r&eacute;emploi et de la r&eacute;paration de produits ainsi qu&#39;avec des exp&eacute;riences d&#39;immersion avec la nature et les ressources locales.</p>\r\n\r\n<p>Exemples : Organiser un caf&eacute; de r&eacute;paration scolaire, mettre en place une chasse aux d&eacute;chets dans votre quartier&hellip;</p>\r\n\r\n<p>Concevoir et fabriquer &agrave; partir de d&eacute;chets</p>\r\n\r\n<p>Dans ce d&eacute;fi, nous invitons les enseignants et les &eacute;tudiants &agrave; consid&eacute;rer les d&eacute;chets comme des ressources et &agrave; les responsabiliser dans de nouvelles formes de fabrication.</p>\r\n\r\n<p>Exemples : Concevoir des biomat&eacute;riaux &agrave; partir de d&eacute;chets alimentaires, apprendre &agrave; fabriquer des produits en laine&hellip;</p>\r\n\r\n<p>S&#39;engager et agir pour des changements de politique</p>\r\n\r\n<p>Dans ce type de d&eacute;fi, enseignants et &eacute;tudiants auront la possibilit&eacute; de d&eacute;couvrir de nouvelles formes d&#39;engagement pour favoriser les changements politiques du niveau local au niveau europ&eacute;en.</p>\r\n\r\n<p>Exemple&nbsp;:&nbsp;menez une action avec une ONG environnementale, cr&eacute;ez un manifeste circulaire pour votre &eacute;cole, cr&eacute;ez un discours pour la c&eacute;r&eacute;monie de remise des dipl&ocirc;mes, cr&eacute;ez une charte de valeurs circulaire pour une ONG en monnaie locale, participez &agrave; une campagne/action europ&eacute;enne comme EWWR, Fashion Revolution Week, Right repare&hellip;</p>\r\n\r\n<p>Pour chaque challenge nous vous recommandons de les contextualiser avec votre contexte local et de coop&eacute;rer au maximum avec des organisations proches de vous et engag&eacute;es dans des transformations circulaires.</p>\r\n','publish','FR',2),(8,'535b40b7-330a-422c-963e-67cc03456c4e','Apie Žiedinius iššūkius','10mn',2,0,'2023-11-11 17:56:08.719000','Supažindinimas su žiediniais iššūkiais','<p>Prisidėti prie žiedinės ekonomikos&nbsp;rei&scaron;kia pereiti nuo linijinės sistemos prie labiau žiedinės, suprasti sistemą ir kurti intervencines priemones, kurios užtikrintų, kad i&scaron;tekliai naudojami&nbsp;kuo ilgiau, o žala aplinkai būtų ribota ir kontroliuojama. &nbsp;</p>\r\n\r\n<p>Tai, kas i&scaron;gaunama i&scaron; žemės, grąžinama atgal į žemę. &nbsp;</p>\r\n\r\n<p>Galima apibrėžti tris žiedines strategijas, skirtas sistemoms pertvarkyti žiedi&scaron;kumo link. Visų pirma i&scaron;teklių naudojimo sulėtinimą, jų ilgalaikio naudojimo užtikrinimą ir i&scaron;teklių kiekio susiaurinimą. Kitaip tariant,medžiagų ir produktų mažinimą, ciklų uždarymą ir jų gyvavimo trukmės pailginimą. Be to, dažnai svarbus ir geografinis aspektas, kai siekiama perkelti ir (arba) padaryti trumpą žiedą, ir tai leidžia potencialiai sumažinti transportavimo sąnaudas bei skatinti didesnį skaidrumą ir bendradarbiavimą sistemos viduje. &nbsp;</p>\r\n\r\n<p>Veiksminga medžiagų srautų transformacija priklauso&nbsp;nuo to, kaip gyvename, gaminame, vartojame, veikiame. Tai susiję su daugeliu pokyčių, pradedant mūsų kasdiene vartojimo elgsena, mūsų gebėjimu rūpintis daiktais ir gamta, veiksminga technologijų ir gamybos procesų kontrole, mūsų politiniu ir (arba) visuomeniniu dalyvavimu. &nbsp;</p>\r\n\r\n<p>Tikrai manome, kad vietos žiedinės ekonomikos i&scaron;&scaron;ūkių organizavimas kartu su mokiniais ir vietos suinteresuotosiomis &scaron;alimis padės Jums geriau pažinti žiedinę ekonomiką ir dalyvauti reikalingose individualiose ir teritorinėse permainose, netgi sukurti naujus pa&scaron;aukimus jūsų mokiniams, naujus projektus jūsų mokyklai ir regionui.&nbsp;</p>\r\n\r\n<p>Siūlome jums keturias žiedinių i&scaron;&scaron;ūkių &scaron;eimas, kurias galima taikyti įvairiose aplinkose ir sektoriuose.&nbsp;</p>\r\n\r\n<p>Keisti elgseną ir praktiką&nbsp;</p>\r\n\r\n<p>&Scaron;ie i&scaron;&scaron;ūkiai padės Jums stebėti dabartinę gamybos ir vartojimo praktiką per socialines ir emocines bei kognityvines prizmes. Kursite ir aptarsite kūrybi&scaron;kus sprendimus, kurie padės keisti elgseną taip, kad būtų sumažintas poveikis aplinkai per visą produktų ir (arba) paslaugų gyvavimo ciklą. &nbsp;&nbsp;</p>\r\n\r\n<p>Pavyzdžiai: Įsivaizduokite ateities drabužių paslaugas, optimizuokite savo muilo naudojimo būdą....&nbsp;</p>\r\n\r\n<p>Rūpintis, taisyti, regeneruoti/atkurti</p>\r\n\r\n<p>&Scaron;ia užduočių grupe kviečiame mokytojus ir mokinius keisti savo santykį su daiktais ir gamta, praktikuojant pakartotinį produktų naudojimą ir taisymą, taip pat gilinantis į gamtą ir vietinius i&scaron;teklius. &nbsp;&nbsp;</p>\r\n\r\n<p>Pavyzdžiai: Organizuokite mokyklos remonto kavinę, surenkite atliekų surinkimo&nbsp;renginį savo rajone...&nbsp;</p>\r\n\r\n<p>Kurkite ir gaminkite i&scaron; atliekų&nbsp;</p>\r\n\r\n<p>&Scaron;iuose i&scaron;&scaron;ūkiuose kviečiame mokytojus ir mokinius pažvelgti į atliekas kaip į i&scaron;teklius ir įgalinti juos naujoms kūrimo formoms. &nbsp;</p>\r\n\r\n<p>Pavyzdžiai: Sukurkite biomedžiagas i&scaron; maisto atliekų, i&scaron;mokite gaminti gaminius i&scaron; vilnos...&nbsp;</p>\r\n\r\n<p>Įsitraukite ir veikite siekdami politikos pokyčių&nbsp;</p>\r\n\r\n<p>&Scaron;io tipo i&scaron;&scaron;ūkiuose mokytojai ir mokiniai turės galimybę atrasti naujų įsitraukimo formų, kad paskatintų politinius pokyčius nuo vietos iki Europos lygmens.&nbsp;</p>\r\n\r\n<p>Pavyzdys: Kartu su aplinkosaugos NVO surengti akciją, sukurti žiedinį manifestą savo mokyklai, sukurti diskursą diplomų įteikimo ceremonijai, sukurti žiedinės vertės lentelę, vietos valiuta, dalyvauti europinėje kampanijoje / akcijoje, pvz., mados revoliucijos savaitė, teisė į remontą...&nbsp;</p>\r\n\r\n<p>Kiekvieną i&scaron;&scaron;ūkį rekomenduojame susieti su vietos kontekstu ir kuo labiau bendradarbiauti su organizacijomis, kurios yra arti jūsų ir užsiima žiedinėmis permainomis.</p>\r\n','publish','LT',2),(16,'e8aa4d7d-8171-4ec7-9f8a-78f1a46c4430','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','1 hour',20,0,'2023-11-11 18:09:55.651000','Teacher guidance for preparing for the Design for Sustainable Behaviour Challenge','<p>Teacher guidance for preparing for the Design for Sustainable Behaviour Challenge</p>\r\n','save','EN',3),(17,'3b0d627b-be9f-4f18-bd47-f8fe0dd9cb7d','An introduction lecture about Design for Sustainable Behaviour','1 hour',27,0,'2023-11-11 18:13:00.423000','A lecture about the basics of Design for Sustainable Behaviour.','<p>This learning block can be used as a stand-alone lecture on Design for Sustainable Behaviour, but is also meant as part 2 of the Design for Sustainable Behaviour Challenge</p>\r\n','publish','EN',3),(18,'4b6f3171-952a-467b-a9ea-ca99fd8cfc55','Design for Sustainable Behaviour Challenge: Part 3: Explore','One day to one week',12,0,'2023-11-11 18:14:46.206000','Part 3 of the Design for Sustainable Behaviour Challenge where student will identify and choose an unsustainable behaviour that will be the topic of the rest of the challenge.','<p>Part 3 of the Design for Sustainable Behaviour Challenge where student will identify and choose an unsustainable behaviour that will be the topic of the rest of the challenge.</p>\r\n','save','EN',3),(19,'4ee5e80a-c610-463b-9125-5ed8329c7c2e','Design for Sustainable Behaviour Challenge, Part 4: Prototype','One half day to several days',7,0,'2023-11-11 18:16:27.490000','This is part 4 of the Design for Sustainable Behaviour Challenge, where students learn to select strategies for changing behaviour and prototype a design intervention','<p>This is part 4 of the Design for Sustainable Behaviour Challenge, where students learn to select strategies for changing behaviour and prototype a design intervention</p>\r\n','save','EN',3),(20,'a1d36977-c529-4198-816e-06da7af3ef30','Design for Sustainable Behaviour Challenge, part 5: Reflect','One half day to one day',6,0,'2023-11-11 18:18:11.500000','This is the 5th and final part of the Design for Sustainable Behaviour Challenge, where the design interventions are discussed and reflected upon.','<p>This is the 5th and final part of the Design for Sustainable Behaviour Challenge, where the design interventions are discussed and reflected upon.</p>\r\n','save','EN',3),(21,'5e36773a-533c-4e9d-9446-87d59fefd9e2','Business model','2',10,0,'2023-11-11 18:22:44.592000','Student will discover a tool that help them in understanding how a business can be created and how an idea can be transformed a business model. Furthermore,  Student will explore the process of business model prototyping and know the key components of a business model  An introduction to a well-known tool the \"business model canvas\"  is made with an application a case study','<p><strong>What is a business model?</strong></p>\r\n\r\n<p>The Business Model emerged in the early 90s as a new concept enabling entrepreneurs to make their innovative e-businesses understandable for resource holders in the specific context of the New Economy. The use of the Business Model concept spread among practitioners far beyond the frontiers of Internet economy since it more generally meets entrepreneurs&rsquo; needs for new and efficient tools in more challenging environments</p>\r\n\r\n<p><strong><u>How can students use the business model as a tool to design new business models and present her/his idea </u></strong></p>\r\n\r\n<p>&bull;Internally: being able to express an entrepreneurial idea using business terms</p>\r\n\r\n<p>&bull;Externally: be able to analyze and understand how successful companies function</p>\r\n\r\n<p>&bull;Over the lifetime of students: exploring and exploiting creative ideas and transforming them into innovative business models</p>\r\n\r\n<p><strong><u>What will you learn in this lesson plan?</u></strong></p>\r\n\r\n<p>&bull;Understand the concept of the business model</p>\r\n\r\n<p>&bull;Explore the essential elements of the business model canvas</p>\r\n\r\n<p>&bull;Apply the analytical skills in a case study</p>\r\n','publish','EN',5),(22,'4f085428-49fe-4064-b3bd-5afc4a36dcc7','Introduction to Sustainability','1',9,1,'2023-11-11 18:27:20.857000','Students will learn about the sustainability concept, its three pillars, the intersection between them and the two diagram of representing sustainability ','<p><strong>The importance of sustainability&nbsp;</strong></p>\r\n\r\n<p>What is sustainability?&nbsp; What do we want to sustain?&nbsp; An important part of teaching sustainability issues involves keeping these questions always open and alive.&nbsp; Sustainability offers a novel framework for asking enduring philosophical questions: What is the good life?&nbsp; How do we create a better world?&nbsp; Thinking and teaching about sustainability are future-oriented projects, but the relevance of sustainability principles and practices must be articulated in the present.</p>\r\n\r\n<p><strong><u>How can students think about future economic activities in light of sustainable mindset</u></strong></p>\r\n\r\n<p>&bull;Internally: think about a more sustainable behavior including purchasing, transportation, entertainment, and other activities</p>\r\n\r\n<p>&bull;Externally: having a critical view over the products and services of the market in terms of its social, environmental and economic values</p>\r\n\r\n<p>&bull;Over the lifetime of students: integrating the concept of sustainability in the future carriers.</p>\r\n\r\n<p><strong><u>What will you learn in this lesson plan?</u></strong></p>\r\n\r\n<p>&bull;Understand the concept of sustainability</p>\r\n\r\n<p>&bull;Explore the essential components of sustainability</p>\r\n\r\n<p>&bull;Distinguish between two points of view over sustainability</p>\r\n','publish','EN',5),(28,'40129098-1963-47b7-b6d8-deac2c24c1fb','Functional economy','1.5 hour',16,0,'2023-11-17 08:58:00.032000','Students are going to learn about the Functional economy and its difference from traditional economic model. Learn about how value is created and captured.  ','<p style=\"margin-left:0in; text-align:justify\"><span style=\"font-size:12px\"><span style=\"color:black\">The functional economy is one of the seven pillars of the circular economy.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:justify\">&nbsp;</p>\r\n\r\n<p style=\"margin-left:0in; text-align:justify\"><span style=\"font-size:12px\"><span style=\"color:black\">Since the concept appeared as the &quot;service economy&quot; in the 1980s, the academic world took hold of this concept to give it various definitions, and related concepts have also emerged, such as &quot;product-service system&ldquo;, &ldquo;the performance economy&rsquo; the &quot;quaternary economy,&quot; the &quot;economy of useful effects</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:justify\"><span style=\"font-size:12px\"><u><span style=\"color:black\">How can students use the functional economy as a means of ecological transition</span></u></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:justify\">&nbsp;</p>\r\n\r\n<div style=\"margin-left:.43in; text-align:left\"><span style=\"font-size:12px\">&bull;<span style=\"color:black\">Internally: think about an alternative to the ownership-based model of consumption</span></span></div>\r\n\r\n<div style=\"margin-left:.43in; text-align:left\"><span style=\"font-size:12px\">&bull;<span style=\"color:black\">Externally: observing and distinguishing between the two models in the marketplace </span></span></div>\r\n\r\n<div style=\"margin-left:.43in; text-align:left\"><span style=\"font-size:12px\">&bull;<span style=\"color:black\">Over the lifetime of students: how can this</span> <span style=\"color:black\">model be applied in future projects. </span></span></div>\r\n','publish','EN',5),(29,'cd65eae1-edec-4bf2-be5c-61d084d5b614','Textile environmental impact','10 minutes',6,1,'2023-11-21 09:43:25.818000','Students will learn about the enviornmental impact of clothing production and consumption','<p>Student will learn about the environmental footprint of the whole life cycle of an textile product.</p>\r\n','publish','EN',5),(30,'8df89a58-35ab-4c64-86b0-fbedf51ec83d','Design with Intent: 101 patterns for influencing behaviour through design','Supporting tool for inspiration',4,0,'2023-11-22 14:20:52.326000','A card based tool that provides inspiration for finding design strategies which designers can use to influence behaviour and make it more sustainable.','<p>A card based tool that provides inspiration for finding design strategies which designers can use to influence behaviour and make it more sustainable. It can be played with as a stand alone tool, but is included here as a recommended tool to be used in the Design for Sustainable Behaviour Challenge</p>\r\n','publish','EN',3),(31,'afa2d73f-3487-4024-b170-586edab09c1a','MeetECOid card tool','Supporting tool for inspiration',4,0,'2023-11-22 14:26:35.913000','A tool to help design product-based interventions aimed at making behaviour more sustainable','<p>A tool to help design product-based interventions aimed at making behaviour more sustainable. The tool is recommended to be used during the Design for Sustainable Behaviour on this platform, but it&#39;s worth to take a look at and get a quick impression of what strategies a designer can use to influence behavious (like using the right timing, letting the user or a product have control over the behaviour,&nbsp; or using emotional or rational arguments)</p>\r\n','publish','EN',3),(32,'75e435b6-8e96-40a1-b715-89c8b93fa080','TED talk: How to design the circular economy','15 minutes',0,0,'2023-11-22 14:30:20.752000','An online TED talk from teemill.com, discussing the basics of the circular economy and how to design for it','<p>An online TED talk from teemill.com, discussing the basics of the circular economy and how to design for it</p>\r\n','publish','EN',3),(33,'bffd4334-ff4f-45fe-9606-96133c1025cd','Addressing eco-anxiety in class','2-3 hours',6,0,'2023-11-22 14:37:38.005000','Material to address eco-anxiety in a classroom setting','<p>The powerpoint includes some theoretical background for teachers. It has a meme exercise which can help students to discuss eco-anxiety. Teachers can also show a short video featuring students (from the US) sharing their eco-anxiety. It may be useful for teachers to show, as it may resonate with the students they are teaching themselves. It may be a good introduction before having a class discussion about the theme, and before doing the meme exercise</p>\r\n','publish','EN',3),(34,'0f2208f1-7e5f-434b-9bd1-53785afb689f','What is your ecological footprint?','15 minutes',2,0,'2023-11-22 14:48:55.759000','An online ecological footprint calculator developed by the Global Footprint Network ','<p>An online ecological footprint calculator developed by the Global Footprint Network based on simple questions that students can relate to and which is graphically pleasing. It calculates&nbsp;how many Earths would be required if everyone lived like you. It can be a good conversation starter about environmental impact caused by individual behaviour. The tool is available in several languages.</p>\r\n','publish','EN',3),(35,'86f74b31-eadb-42a8-88c2-aa49f6f5ee18','Ecosystem Mapping','2h to 1 week',8,0,'2023-11-24 11:17:53.930000','Identify and place the different actors in a geographical map','<p><strong>Ecosystem mapping </strong>allows you to get a better understanding of the stakeholders involved in the transformation of local resources and identify potential gaps.&nbsp;</p>\r\n\r\n<p>The exercice was tested with one specific ressource (Wool) but can be applied in many context.&nbsp;</p>\r\n','publish','EN',2),(36,'a806b995-21c6-4add-a60d-6232018ae5e8','Experiencing Materials','30mn to 3h',7,0,'2023-11-24 11:34:57.776000','Feel collectively different type of materials through sensory touching and emotional networking','<p>Materials/Objects are surrounding us. We barely take time to look at what they are, beyond their primary utility.&nbsp;</p>\r\n\r\n<p>This exercice helps students to question themselves about products and materials through various angles.&nbsp;</p>\r\n\r\n<p>It is a soft entry in material caracterisation and help to reflect on our relation with materials.&nbsp;</p>\r\n\r\n<p>By gathering various items of the same resource, you will then be guided by the MAE24 toolkit and explore the property of each item with your students, from tangible to intangible exploration</p>\r\n','publish','EN',2),(37,'5c8bc42c-3d3f-45e5-8758-6d31d2046b03','Create an open source tool for spinning and/or weaving','30mn to 3h',5,0,'2023-11-24 14:32:48.267000','Here the idea is to support students in making, assembly and use small-scale tool for spinning and weaving. ','<p>After introducing the different steps of wool transformation, let&#39;s go into practice and get a better understanding on how tools are working. Let&#39;s make spindles and looms. We propose you tutorials with digital fabrication but also practical designs that can be adapted with low-tech materials like wood found in the wood and other&nbsp;reused materials....</p>\r\n\r\n<p>Don&#39;t hesitate to get closer to a fab lab if you want to use the laser graving and cutting for your design.&nbsp;</p>\r\n','publish','EN',2),(38,'b93d305f-b2d1-4982-8cce-2251b15c20d9','Wool Colouring','2h to 1 week',5,0,'2023-11-24 15:10:23.178000','Give colour to your wool with natural plants and species ','<p>Dyeing is complex steps with important environmental impacts: water use, high toxicity.&nbsp;</p>\r\n\r\n<p>Techniques exists to optimize dyes and reduce environmental impacts, with positive and negative consequences.&nbsp;</p>\r\n\r\n<p>Organize a workshop with your students to make them about natural dyes on wool, and discuss the pros and cons.&nbsp;</p>\r\n','publish','EN',2),(39,'9de2b68f-557c-4cd9-b6d6-e9788f8db097','Reflect on Circular Challenges','30mn to 2h',9,0,'2023-11-24 16:16:43.122000','Organize a collective session with students to reflect on what do they learn and what they would envision for circular futures','<p>Get your students reflect on their practices and work with the Circular Challenge by organizing two small activities where they will share the key lessons learnt and debate on circular strategies.&nbsp;</p>\r\n','publish','EN',2),(40,'8f46773e-dc1e-4570-a0a8-7ee4087fc4cc','Introduction to biomaterials: what are they? Where do they come from?','2 weeks',10,0,'2023-11-27 15:53:29.303000','Introduction to what biomaterials are, a tool to change the perception of organic waste by repourpusing once againg and transforming it to a new product.','<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>What are </strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>Bio</strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>materials</strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:16px\"><span style=\"color:black\">Biomaterials refers to materials that are derived from renewable biological sources, such as plants, microorganisms or food waste. These materials are often organic in nature and can be designed to be environmentally friendly, biodegradable, and more sustainable than traditional materials derived from fossil fuels. They require&nbsp; less energy and produce less amount of CO2 in their manufacturing, and their primary source is renewable and organic. </span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:16px\"><span style=\"color:black\">Biomaterials, in this sense, contribute to reducing the environmental impact associated with the production and disposal of materials, offering a more eco-friendly alternative for various applications, including packaging, disposable items, and other consumer products.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12.0pt\"><span style=\"color:black\">.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>Why is it relevant in a school context?</strong></span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12.0pt\"><span style=\"color:black\">Teaching students about biomaterials educates them on eco-friendly alternatives, fosters environmental awareness and responsible consumption, and introduces them to cutting-edge technologies and materials science, encouraging interest in STEM fields.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>What</strong></span></span></u><u> </u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>will</strong></span></span></u><u> </u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>you</strong></span></span></u><u> </u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>learn</strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong> in </strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>this</strong></span></span></u><u> </u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong>lesson</strong></span></span></u><u><span style=\"font-size:12.0pt\"><span style=\"color:black\"><strong> plan?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:12.0pt\"><span style=\"color:black\">You will be presented with an introduction to bioplastics. This will cover what they are, where they come from, and some case studies.</span></span></p>\r\n','publish','EN',2),(41,'997ec1c0-e836-4bf3-aae3-76f879066891','Making a biomaterial sample book','3 weeks',8,0,'2023-11-28 15:32:41.420000','Experiment with different proportions, create an observation routine to encourage scientific observation and create a library sample of biomaterials. By varying the recipe and additives, the final properties of the biomaterials can be altered.','<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>Principles </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>of biomaterial making:</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">The basic biomaterials are </span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">polymer+plasticiser+solvent</span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">. Changing the proportions between them can change the final properties of the materials. Properties can also be changed by the additives, which directly affect texture, </span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">colour</span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> and other properties. The drying process also has a direct effect on the final appearance of the material: % of shrinkage, final shape, even </span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">mould</span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> growth.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>Why </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>is it relevant in a school context?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">Working with something as variable as biomaterials is a huge opportunity to develop a critical and scientific process of observation.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>What</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>will</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>you</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>learn</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong> in </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>this</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>lesson</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong> plan?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">You will look at some of the factors that affect the outcome when making a biomaterial and propose an observation diary and sample book initiative to document the final properties according to recipe proportions and environmental conditions.</span></span></p>\r\n','publish','EN',2),(42,'5ec45383-920c-42cf-8e7b-cd05d0c4a8ce','Professeurs en transitions','---',12,2,'2023-12-04 17:11:09.767000','Professeurs en transitions','<p>Profs en transition est un r&eacute;seau d&rsquo;acteurs francophones de l&rsquo;&eacute;ducation agissant ensemble pour construire une &eacute;cole, des approches p&eacute;dagogiques et des pratiques &eacute;ducatives plus &eacute;coresponsables, citoyennes et solidaires.</p>\r\n\r\n<p>M&eacute;dia collaboratif, le r&eacute;seau Profs en transition est mobilis&eacute; autour de la construction et de la diffusion de ressources p&eacute;dagogiques en lien avec la transition &eacute;cologique et sociale. N&rsquo;h&eacute;sitez pas &agrave; nous contacter et &agrave; nous rejoindre !</p>\r\n','publish','FR',6),(43,'f78c21bc-ef76-4c0d-b3dc-e96266b80969','Visible Mending: repair and customize your fabric','1h to 1 week',3,0,'2023-12-05 09:52:11.080000','This activity consists in discovering how to mend pieces of clothing so to invite you to create your own repairs and customizations','<p>Visible mending is a creative and sustainable approach to repairing clothing or textiles in a way that not only restores functionality but also adds aesthetic value to the item. Instead of concealing the mending work, visible mending embraces and highlights the repairs, turning them into a deliberate and often decorative part of the garment.&nbsp;</p>\r\n\r\n<p>Visible mending allows for artistic expression. Menders often use different stitching techniques, embroidery, or patchwork to create visually appealing repairs. By repairing and extending the life of clothing, visible mending promotes sustainable fashion practices. It encourages individuals to value their garments and reduce the overall waste in the fashion industry.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Tools<br />\r\nThread</p>\r\n\r\n<p>Needles</p>\r\n\r\n<p>Sewing pins</p>\r\n\r\n<p>Clothes or fabric scraps</p>\r\n\r\n<p>Skills<br />\r\nBeginners &lt; Advanced&nbsp;</p>\r\n\r\n<p>It often involves developing sewing and stitching skills. Menders may learn various embroidery stitches and techniques to create attractive and durable repairs.​​​​​​​</p>\r\n\r\n<p>Visible mending has gained popularity as part of the slow fashion movement, which emphasizes thoughtful and sustainable consumption of clothing. It challenges the disposable nature of fast fashion by encouraging people to take a more active role in maintaining and repairing their garments.</p>\r\n','save','EN',2),(44,'333a69e3-aa9e-4396-9347-dad789b3861f','Mitigation of climate change (VIDEO)','15 minutes',3,0,'2023-12-09 13:10:13.363000','Mitigation of climate change (VIDEO)','<p>You can found on link a video of Climate Change 2022: Mitigation of Climate Change:&nbsp;<a href=\"https://www.youtube.com/watch?v=7yHcXQoR1z\">https://www.youtube.com/watch?v=7yHcXQoR1zA</a></p>\r\n\r\n<p>The Working Group III contribution to the IPCC Sixth Assessment Report. Read the report: <a href=\"https://www.youtube.com/redirect?event=video_description&amp;redir_token=QUFFLUhqbW9BRFQyNGlrVW9EZF93YWJ1Z2hHTHhZVTFRd3xBQ3Jtc0tsdXFQNnU0ajY1c2kyXzhfMlJQR0JjOU9OS2VfT0VJcl9faEk0WV9Ycm40NTNvdGljbm1nek5QNE9ZMkN2ZnpQSlphbS1tem5PWkhxeFh6OXlIdUJvbWR5OVNXYlhiV2ZKSEhoTEtzM0tiTVlUT3RMbw&amp;q=https%3A%2F%2Fwww.ipcc.ch%2Freport%2Fsixth-assessment-report-working-group-3%2F&amp;v=7yHcXQoR1zA\" rel=\"nofollow\" tabindex=\"0\" target=\"_blank\">https://www.ipcc.ch/report/sixth-assessment-report-working-group-3/</a></p>\r\n','publish','EN',4),(45,'7231b948-fb81-40f9-9828-70d32702775a','En-Roads simulator introduction (Video)','20 minutes',0,0,'2023-12-09 13:17:51.106000','En-Roads simulator introduction (Video)','<p>An introduction to the En-ROADS Simulator and the main features that it offers. En-ROADS can help you understand climate solutions, how to make an impact in the world, and how it can help us meet our climate goals.</p>\r\n\r\n<p>The video is done according to IPCC materials.</p>\r\n\r\n<p>The&nbsp;<strong>Intergovernmental Panel on Climate Change</strong>&nbsp;(<strong>IPCC</strong>) is an&nbsp;<a href=\"https://en.wikipedia.org/wiki/Intergovernmental_body\" title=\"Intergovernmental body\">intergovernmental body</a>&nbsp;of the&nbsp;<a href=\"https://en.wikipedia.org/wiki/United_Nations\" title=\"United Nations\">United Nations</a>.</p>\r\n\r\n<p>&nbsp;</p>\r\n','publish','EN',6),(46,'a71521a4-7b64-4b51-ac52-d473bacf2160','Design your circular transition','variable',0,0,'2023-12-15 11:20:15.682000','One toolkit, eight tools. Our circular toolkit will help kickstart your transition','<p>This toolbox contains eight tools that guide you through a circular innovation process and provide you with the resources you need along the way.&nbsp;</p>\r\n\r\n<p>This is a resource for companies and organizations who want to work more creatively and collaboratively in their team or organization towards circularity.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Developped by the Danish Design Centre.&nbsp;</p>\r\n','save','EN',6),(47,'39148402-168a-424d-981e-9352366ee5dd','Impact environnemental du textile','10 minutes',34,4,'2023-12-18 15:35:00.683000','Les étudiants vont apprendre les impacts écologiques de la production et la consommation d’habits','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Les &eacute;tudiants vont apprendre l&rsquo;empreinte environnementale du cycle de vie complet d&rsquo;un produit textile</span></p>\r\n','publish','FR',5),(48,'09b93295-2720-45b3-b5cd-a45b3ffe9282','Intro to environmental NGO organizations','15 minutes',1,0,'2023-12-19 09:27:26.340000','Largest environmental NGO organizations in Europe','<p>There are a lot of environmental NGOs operating in each EU country. 10 largest of them are below:</p>\r\n\r\n<p><strong>CEE Bankwatch Network</strong> (https://bankwatch.org/) -&nbsp;CEE Bankwatch Network is a coalition of 16 environmental groups from central and eastern Europe monitoring public finance institutions that are responsible for hundreds of billions of investments across the globe. Together with local communities and other NGOs we work to expose the influence of these institutions and provide a counterbalance to their unchecked power.</p>\r\n\r\n<p><strong>BIRDLIFE EUROPE AND CENTRAL ASIA</strong> (https://www.birdlife.org/europe-and-central-asia/) -&nbsp;BirdLife Europe and Central Asia is a partnership of 48 national conservation organisations and a leader in bird conservation. Our unique local to global approach enables us to deliver high impact and long term conservation for the benefit of nature and people. BirdLife Europe and Central Asia is one of the six regional secretariats that compose BirdLife International.</p>\r\n\r\n<p><strong>CAN EUROPE</strong> (https://caneurope.org/) -&nbsp;Climate Action Network (CAN) Europe is Europe&rsquo;s largest coalition working on climate and energy issues. With over 140 member organisations in more than 30 European countries &ndash; representing over 44 million citizens &ndash; CAN Europe works to prevent dangerous climate change and promote sustainable climate and energy policy in Europe.</p>\r\n\r\n<p><strong>EUROPEAN ENVIRONMENTAL BUREAU (EEB)</strong> (https://eeb.org/) -&nbsp;The EEB is the largest network of environmental citizens&rsquo; organisations in Europe. It currently consists of over 160 member organisations in more than 35 countries (all EU Member States plus some accession and neighbouring countries), including a growing number of European networks, and representing some 30 million individual members and supporters.</p>\r\n\r\n<p><strong>FRIENDS OF THE EARTH EUROPE</strong> (https://friendsoftheearth.eu/) -&nbsp;Friends of the Earth Europe is the largest grassroots environmental network in Europe, uniting more than 30 national organisations with thousands of local groups. We campaign on today&rsquo;s most urgent environmental and social justice issues. We are the European arm of the Friends of the Earth International global federation of 75 national member organisations.</p>\r\n\r\n<p><strong>GREENPEACE EUROPEAN UNIT</strong> (https://www.greenpeace.org/eu-unit/) -&nbsp;Greenpeace European Unit is part of the international Greenpeace network, active in over 55 countries worldwide and with more than three million supporters. We monitor the work of the EU institutions, expose deficient EU policies and laws, and challenge EU decision-makers to implement progressive solutions. We value our independence and do not accept donations from governments, the EU, businesses or political parties.</p>\r\n\r\n<p><strong>HEALTH AND ENVIRONMENT ALLIANCE (HEAL)</strong> (https://www.env-health.org/) -&nbsp;The Health and Environment Alliance (HEAL) is a leading European not-for-profit organisation addressing how the environment affects health in the European Union. With the support of more than 75 member organisations, HEAL brings independent expertise and evidence from the health community to different decision-making processes.</p>\r\n\r\n<p><strong>NATUREFRIENDS INTERNATIONAL</strong> (https://www.nf-int.org/) -&nbsp;NFI is the global umbrella organisation of the Naturefriends movement, uniting more than 45 member organisations with 350,000 members throughout the globe. NFI works for sustainable development in and beyond Europe focusing both on environment and society.</p>\r\n\r\n<p><strong>TRANSPORT &amp; ENVIRONMENT </strong>(https://www.transportenvironment.org/) -&nbsp;Transport &amp; Environment (T&amp;E) is Europe&rsquo;s leading NGO campaigning for cleaner transport.​ Its work is supported by 58 organisations in 26 countries across Europe representing, all together, more than 3.5 million people.</p>\r\n\r\n<p><strong>WWF EUROPEAN POLICY OFFICE</strong> (https://www.wwf.eu/) -&nbsp;At WWF, we work towards a world in which people and nature thrive. WWF&rsquo;s European Policy Office in Brussels advocates and campaigns for better EU policies that benefit the European and global environment. We represent 25 national and regional offices and over 3 million members.</p>\r\n','publish','EN',6),(49,'19194069-9341-4b49-bc84-7905c8da26fd','Guide to starting a composting program in school','3 hours',2,0,'2023-12-19 09:41:12.008000','All information needed to starting a composting program in school','<p>If your school is like most across the Europe, recycling has become a part of your culture. Why not take the next steps and start composting? Composting is a way to promote a responsible and environmentally friendly way to deal with waste. Along with saving landfill space, school composting programs have many benefits:</p>\r\n\r\n<p>- Compost as a finished product enhances the soil and plant quality in school vegetable and flower gardens</p>\r\n\r\n<p>- Providing educational opportunities that promote sustainable environmental practices</p>\r\n\r\n<p>- Reducing the school&rsquo;s cost of waste removal</p>\r\n\r\n<p>- Providing a medium for many environmental and science related topics for discovery along with opportunities for student development and responsibility, art and inspiration projects</p>\r\n\r\n<p>The goal of this manual is to help aid schools to establish a successful composting program providing information, tips and resources.</p>\r\n','publish','EN',6),(50,'dd29dfaa-17d6-4a50-9f52-e165e3233b45','Durabilité','1',19,4,'2023-12-19 10:48:51.513000','Les étudiants vont apprendre le concept de la durabilité. Soit ses trois piliers, l’intersection entre eux et les deux diagrammes représentant la durabilité','<p style=\"margin-left:0cm; margin-right:0cm\"><strong><span style=\"font-size:11pt\">L&rsquo;importance de la durabilit&eacute;</span></strong></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Qu&rsquo;est-ce que c&rsquo;est que la durabilit&eacute;&nbsp;? Qu&rsquo;est ce qu&rsquo;on veut qui dure&nbsp;? Une partie importante d&rsquo;enseigner les probl&egrave;mes li&eacute;s &agrave; la durabilit&eacute; implique de toujours garder ces questions ouvertes en en vie. La durabilit&eacute; offre un large cadre pour se poser des questions philosophiques tenaces&nbsp;: Qu&rsquo;est ce que c&rsquo;est que la belle vie&nbsp;? Comment peut-on cr&eacute;er un meilleur monde&nbsp;? Penser et enseigner les principes et pratiques durables sont des projets orient&eacute;s vers le futur mais la pertinence des principes et pratiques durables doivent s&rsquo;articuler dans le pr&eacute;sent.</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">&nbsp;</p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><strong><span style=\"font-size:11pt\"><u>Comment peuvent les &eacute;tudiants penser aux activit&eacute;s &eacute;conomiques futures en gardant la durabilit&eacute; en vue</u></span></strong></p>\r\n\r\n<p><span style=\"font-size:11pt\">-&nbsp; Int&eacute;rieurement&nbsp;: Penser &agrave; des comportements plus durables dont l&rsquo;achat, le transport, les loisirs et tous autres activit&eacute;s</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;-&nbsp; Ext&eacute;rieurement&nbsp;: avoir une vue critique sur les produits et services sur le march&eacute; en termes de valeurs sociales, environnementales et &eacute;cologiques</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;-&nbsp; Sur la dur&eacute;e de vie des &eacute;tudiants&nbsp;: int&eacute;grer les concepts de la durabilit&eacute; dans leurs futures carri&egrave;res</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">​​​​​​​</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\"><strong><span style=\"font-size:11pt\"><u>Qu&rsquo;allez-vous apprendre dans ce plan de cours&nbsp;?</u></span></strong></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;-&nbsp; Comprendre le concept de durabilit&eacute;</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;-&nbsp; Explorer les composants essentiels de la durabilit&eacute;</span></p>\r\n\r\n<p><span style=\"font-size:11pt\">&nbsp;-&nbsp; Faire la diff&eacute;rence entre deux points de vues au rapport de la durabilit&eacute;</span></p>\r\n','publish','FR',5),(52,'db96c3a3-d7c4-43a3-8bee-2ccd6e365531','Une conférence d\'introduction à la conception pour un comportement durable','1 hour',6,1,'2023-12-19 13:13:17.122000','Une conférence sur les bases de la conception pour un comportement durable','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Ce bloc d&#39;apprentissage&nbsp;peut &ecirc;tre utilis&eacute; comme un cours sur la conception pour comportement durable &agrave; lui seul, mais il est pens&eacute; pour &ecirc;tre la deuxi&egrave;me partie du d&eacute;fi sur la conception pour un comportement durable</span></p>\r\n','save','FR',3),(53,'3cd3b023-d10e-4975-be21-5df560e07d73','Conception pour un comportement durable : Partie 3 : Explorer','Un jour à une semaine',5,1,'2023-12-19 13:26:47.345000','La 3e partie du défi sur la conception pour un comportement durable. L’étudiant devra identifier et choisir un comportement qui n’est pas durable afin de définir son thème pour le reste du défi','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">La 3e partie du d&eacute;fi sur la conception pour un comportement durable. L&rsquo;&eacute;tudiant devra identifier et choisir un comportement qui n&rsquo;est pas durable afin de d&eacute;finir son th&egrave;me pour le reste du d&eacute;fi</span></p>\r\n\r\n<p style=\"margin-left:0cm; margin-right:0cm\">&nbsp;</p>\r\n','save','FR',3),(54,'c6e37067-421d-41ab-af4a-75bdcc250660','la conception pour un comportement durable : Partie 4: Prototype / Défi','De 1/2 journée à plusieurs jours',0,0,'2023-12-19 13:41:02.889000','Ceci est la 4e partie du défi sur la conception pour un comportement durable où les étudiants apprennent à choisir des stratégies pour changer le comportement et prototyper une idée de conception ','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Ceci est la 4e partie du d&eacute;fi sur la conception pour un comportement durable o&ugrave; les &eacute;tudiants apprennent &agrave; choisir des strat&eacute;gies pour changer le comportement et prototyper une id&eacute;e de conception </span>​​​​​​​</p>\r\n','save','FR',3),(55,'c8f5ad12-53ff-4b3c-b9da-288b60e5e89b','Conception pour un comportement durable : Partie 5 : Réflexion','1/2 journée à un jour',0,0,'2023-12-19 13:53:43.598000','Ceci est la 5e et dernière partie du défi sur la conception, au cours de laquelle les interventions en matière de conception sont discutées et analysées','<p>Ceci est la 5e et derni&egrave;re partie du d&eacute;fi sur la conception, au cours de laquelle les interventions en mati&egrave;re de conception sont discut&eacute;es et analys&eacute;es</p>\r\n','save','FR',3),(57,'f4884e35-15c6-44eb-a254-f4f52ad972d5','Comprendre le problème du gaspillage alimentaire','1 session',8,0,'2023-12-21 12:49:59.872000','Introduction au problème des déchets alimentaires et à la possibilité de créer des produits de grande valeur à partir de déchets organiques. Une série de lectures pour mener une discussion avec les élèves sur le problème des déchets alimentaires et les produits issus des déchets organiques. Matériel original de la Fondation Ellen Mc Arthur','<h3><u><span style=\"font-size:14px\"><strong>Qu&#39;est ce que c&#39;est que le aspillage alimentaire ?</strong></span></u></h3>\r\n\r\n<p>Le gaspillage alimentaire fait r&eacute;f&eacute;rence au fait de jeter ou de gaspiller de la nourriture comestible, g&eacute;n&eacute;ralement &agrave; divers stades de la cha&icirc;ne d&#39;approvisionnement alimentaire, notamment la production, la transformation, la distribution et la consommation. Il englobe toute nourriture qui est jet&eacute;e, perdue ou non consomm&eacute;e. Le gaspillage alimentaire peut se produire pour diverses raisons, telles que le pourrissement, la surproduction, un stockage inappropri&eacute;, des imperfections cosm&eacute;tiques, des dates d&#39;expiration ou le comportement des consommateurs.</p>\r\n\r\n<p>Le gaspillage alimentaire est un probl&egrave;me mondial significatif avec des cons&eacute;quences &eacute;conomiques, environnementales et sociales graves. Lorsque de la nourriture est gaspill&eacute;e, des ressources pr&eacute;cieuses telles que l&#39;eau, l&#39;&eacute;nergie, le travail et les terres utilis&eacute;es pour la production sont &eacute;galement gaspill&eacute;es. De plus, l&#39;&eacute;limination des d&eacute;chets alimentaires dans les d&eacute;charges contribue aux &eacute;missions de gaz &agrave; effet de serre car elle se d&eacute;compose et lib&egrave;re du m&eacute;thane, un gaz &agrave; effet de serre potentiellement puissant.</p>\r\n\r\n<p>R&eacute;duire le gaspillage alimentaire est crucial pour faire face aux d&eacute;fis de durabilit&eacute; de nos syst&egrave;mes alimentaires. Diverses initiatives et strat&eacute;gies sont mises en &oelig;uvre pour lutter contre le gaspillage alimentaire, notamment la sensibilisation, l&#39;am&eacute;lioration des pratiques de stockage et de transport, la promotion d&#39;un comportement de consommateur responsable et la redistribution alimentaire aux personnes dans le besoin.</p>\r\n\r\n<h3><u><strong>Comment la production de produits de grande valeur &agrave; partir de d&eacute;chets organiques peut-elle &ecirc;tre b&eacute;n&eacute;fique pour notre soci&eacute;t&eacute; ?</strong></u></h3>\r\n\r\n<ol>\r\n	<li><strong>Efficacit&eacute; des ressources :</strong> Convertir les d&eacute;chets organiques en produits de grande valeur permet une utilisation efficace des ressources.</li>\r\n	<li><strong>R&eacute;duction et d&eacute;tournement des d&eacute;chets :</strong> En extrayant de la valeur des d&eacute;chets organiques, la quantit&eacute; de d&eacute;chets envoy&eacute;e dans les d&eacute;charges diminue. Cela contribue &agrave; r&eacute;duire les impacts environnementaux li&eacute;s &agrave; l&#39;&eacute;limination des d&eacute;chets, tels que les &eacute;missions de gaz &agrave; effet de serre et la contamination des sols et de l&#39;eau.</li>\r\n	<li><strong>Opportunit&eacute;s &eacute;conomiques :</strong> La cr&eacute;ation de produits de grande valeur &agrave; partir de d&eacute;chets organiques peut stimuler le d&eacute;veloppement &eacute;conomique et la cr&eacute;ation d&#39;emplois.</li>\r\n	<li><strong>Promotion de l&#39;&eacute;conomie circulaire :</strong> Convertir les d&eacute;chets organiques en produits de grande valeur est conforme aux principes de l&#39;&eacute;conomie circulaire.</li>\r\n</ol>\r\n\r\n<h3><u><strong>Que allez-vous apprendre dans ce module ?</strong></u></h3>\r\n\r\n<p>Vous serez pr&eacute;sent&eacute; &agrave; plusieurs articles et vid&eacute;os de la Fondation Ellen MacArthur pour introduire le sujet du gaspillage alimentaire et de la r&eacute;&eacute;valuation des d&eacute;chets organiques.</p>\r\n\r\n<p>Le contenu aborde probablement des strat&eacute;gies, des initiatives et l&#39;importance d&#39;adopter une approche d&#39;&eacute;conomie circulaire pour aborder ces probl&egrave;mes.</p>\r\n\r\n<p>En explorant ces ressources, les participants peuvent acqu&eacute;rir des connaissances sur les d&eacute;fis du gaspillage alimentaire, le potentiel de r&eacute;&eacute;valuation des d&eacute;chets organiques et les principes d&#39;une &eacute;conomie circulaire.</p>\r\n\r\n<p>Ces informations visent &agrave; sensibiliser et &agrave; &eacute;duquer les individus sur la n&eacute;cessit&eacute; de pratiques durables en mati&egrave;re de consommation alimentaire, de gestion des d&eacute;chets et d&#39;utilisation des ressources.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n','publish','FR',2),(58,'cd7649b6-ef4a-42ee-83cc-15820efb1ca2','Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?','2 semaines',7,0,'2023-12-21 13:35:50.950000','Introduction à ce que sont les biomatériaux et les recettes les plus élémentaires. Commencer à fabriquer des biomatériaux avec des déchets provenant de la maison, de l\'école ou du voisinage, comme le marc de café ou les pelures d\'orange. Nous proposons de valoriser et de changer la perception que nous avons des déchets en leur attribuant une nouvelle signification qui se construit à travers l\'expérience d\'un processus de travail. A la fin de ce module, les déchets organiques seront vus avec un nouveau regard, comme des ressources disponibles pour créer une deuxième et une troisième vie à la matière disponible.','<p><u><strong>Qu&#39;est-ce que les bioplastiques ?</strong></u></p>\r\n\r\n<p>Les bioplastiques sont un type de mat&eacute;riau plastique d&eacute;riv&eacute; de sources renouvelables telles que les plantes, les cultures ou les micro-organismes. Contrairement aux plastiques traditionnels qui sont d&eacute;riv&eacute;s des combustibles fossiles (p&eacute;trole), les bioplastiques sont fabriqu&eacute;s &agrave; partir de biomasse ou de mati&egrave;res premi&egrave;res d&#39;origine biologique. Ils offrent une alternative plus durable aux plastiques conventionnels en r&eacute;duisant la d&eacute;pendance vis-&agrave;-vis des ressources non renouvelables et en att&eacute;nuant les impacts environnementaux associ&eacute;s aux d&eacute;chets plastiques.</p>\r\n\r\n<p>Il est important de noter que tous les bioplastiques ne sont pas biod&eacute;gradables, et tous les plastiques conventionnels ne sont pas non biod&eacute;gradables. Les bioplastiques peuvent avoir diff&eacute;rentes propri&eacute;t&eacute;s et applications, et leur impact environnemental d&eacute;pend de facteurs tels que l&#39;approvisionnement en mati&egrave;res premi&egrave;res, les processus de fabrication et les options de fin de vie. En tenant compte de cela, on peut dire qu&#39;il existe deux cat&eacute;gories principales de bioplastiques :</p>\r\n\r\n<p>&bull; <strong>Bioplastiques d&#39;origine biologique :</strong> ceux-ci sont d&eacute;riv&eacute;s de sources de biomasse telles que l&#39;amidon de ma&iuml;s, la canne &agrave; sucre, les huiles v&eacute;g&eacute;tales ou la cellulose. Les polym&egrave;res utilis&eacute;s dans les bioplastiques d&#39;origine biologique peuvent &ecirc;tre soit biod&eacute;gradables, soit non biod&eacute;gradables.</p>\r\n\r\n<p>&bull; <strong>Bioplastiques biod&eacute;gradables :</strong> ceux-ci sont con&ccedil;us pour se d&eacute;composer naturellement en substances plus simples dans des conditions environnementales sp&eacute;cifiques, telles que le compostage ou la d&eacute;gradation dans le sol. Ces mat&eacute;riaux peuvent r&eacute;duire la persistance des d&eacute;chets plastiques dans l&#39;environnement.</p>\r\n\r\n<p><u><strong>Les avantages des bioplastiques comprennent :</strong></u></p>\r\n\r\n<p>&bull; <strong>Ressource renouvelable :</strong> Les bioplastiques utilisent des ressources renouvelables au lieu de d&eacute;pendre uniquement des combustibles fossiles, ce qui contribue &agrave; r&eacute;duire l&#39;empreinte carbone et la d&eacute;pendance aux ressources non renouvelables.</p>\r\n\r\n<p>&bull; <strong>R&eacute;duction des &eacute;missions de gaz &agrave; effet de serre :</strong> La production de bioplastiques peut entra&icirc;ner des &eacute;missions de gaz &agrave; effet de serre plus faibles par rapport aux plastiques conventionnels d&eacute;riv&eacute;s des combustibles fossiles.</p>\r\n\r\n<p>&bull; <strong>Potentiel de biod&eacute;gradabilit&eacute; :</strong> Les bioplastiques biod&eacute;gradables peuvent se d&eacute;composer en substances plus simples dans des conditions sp&eacute;cifiques, r&eacute;duisant l&#39;accumulation de d&eacute;chets plastiques et la pollution environnementale.</p>\r\n\r\n<p>&bull; <strong>Applications diverses :</strong> Les bioplastiques peuvent &ecirc;tre utilis&eacute;s dans diverses applications, notamment l&#39;emballage, les biens de consommation, l&#39;agriculture, les textiles et les dispositifs m&eacute;dicaux.</p>\r\n\r\n<p><u><strong>Qu&#39;allez-vous apprendre dans ce plan de le&ccedil;on ?</strong></u></p>\r\n\r\n<p>Vous serez introduit &agrave; la th&eacute;orie des bioplastiques et pr&eacute;sent&eacute; &agrave; quelques recettes simples pour commencer &agrave; fabriquer des bioplastiques en classe.</p>\r\n','publish','FR',2),(59,'2854f497-a869-448e-9726-b3614851ae69','Réalisation d\'un livre d\'échantillons de biomatériaux','3 semaines',4,0,'2023-12-21 13:41:37.080000','Expérimenter différentes proportions pour la fabrication de biomatériaux et créer une routine d\'observation pour promouvoir l\'observation scientifique.','<p><strong>Principes de fabrication des biomat&eacute;riaux&nbsp;:</strong></p>\r\n\r\n<p>Les biomat&eacute;riaux de base sont polym&egrave;re+plastifiant+solvant. Changer les proportions entre eux peut modifier les propri&eacute;t&eacute;s finales des mat&eacute;riaux. Les propri&eacute;t&eacute;s peuvent &eacute;galement &ecirc;tre modifi&eacute;es par les additifs, qui affectent directement la texture, la couleur et d&#39;autres propri&eacute;t&eacute;s. Le processus de s&eacute;chage a &eacute;galement un effet direct sur l&rsquo;aspect final du mat&eacute;riau : % de retrait, forme finale, voire croissance de moisissures.</p>\r\n\r\n<p><strong>Pourquoi est-ce pertinent dans un contexte scolaire ?</strong></p>\r\n\r\n<p>Travailler avec quelque chose d&rsquo;aussi variable que les biomat&eacute;riaux constitue une immense opportunit&eacute; de d&eacute;velopper un processus d&rsquo;observation critique et scientifique.</p>\r\n\r\n<p><strong>Qu&#39;allez-vous apprendre dans ce plan de cours ?</strong></p>\r\n\r\n<p>Vous examinerez certains des facteurs qui affectent le r&eacute;sultat lors de la fabrication d&#39;un biomat&eacute;riau et proposerez une initiative de journal d&#39;observation et de livre d&#39;&eacute;chantillons pour documenter les propri&eacute;t&eacute;s finales en fonction des proportions de la recette et des conditions environnementales.</p>\r\n','publish','FR',2),(60,'85112bd3-56a0-428f-9e38-3e1c7db03e76','Réflexion sur les défis circulaires','30 min à 2h',5,1,'2023-12-21 16:53:52.935000','Organiser une session collective avec les élèves pour réfléchir à ce qu\'ils apprennent et à ce qu\'ils envisagent pour les avenirs circulaires','<p>Faites r&eacute;fl&eacute;chir vos &eacute;l&egrave;ves sur leurs pratiques et leur travail dans le cadre du d&eacute;fi circulaire en organisant deux petites activit&eacute;s au cours desquelles ils partageront les principales le&ccedil;ons apprises et d&eacute;battront des strat&eacute;gies circulaires.</p>\r\n','publish','FR',2),(62,'69292a63-24f2-42e9-b49e-c082e20f1566','Les étudiants s\'expriment sur l\'éco-anxiété','5 minutes',5,1,'2023-12-21 17:12:59.246000','Courte vidéo présentant des étudiants (des États-Unis) partageant leur éco-anxiété ','<p>Courte vid&eacute;o pr&eacute;sentant des &eacute;tudiants (des &Eacute;tats-Unis) partageant leur anxi&eacute;t&eacute; &eacute;cologique. Il peut &ecirc;tre utile pour les enseignants de la montrer, car elle peut trouver un &eacute;cho chez les &eacute;l&egrave;ves qu&#39;ils enseignent eux-m&ecirc;mes.</p>\r\n\r\n<p>Il peut s&#39;agir d&#39;une bonne introduction avant d&#39;entamer une discussion en classe sur le th&egrave;me.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Apr&egrave;s avoir vu la vid&eacute;o,</p>\r\n\r\n<p>Vous pouvez trouver ci-joint un ppt &agrave; l&#39;int&eacute;rieur duquel se trouve des questions qui pourraient &ecirc;tre d&eacute;battues en classe.&nbsp;</p>\r\n','publish','FR',3),(64,'6107bf5e-2814-4936-ae9a-3fc90b4e23cc','EN-roads climate simulator','15 minutes',1,0,'2023-12-27 13:22:35.135000','EN-roads climate simulator','<p>En-ROADS is a global climate simulator that allows users to explore the impact that dozens of policies&mdash;such as electrifying transport, pricing carbon, and improving agricultural practices&mdash;have on hundreds of factors like energy prices, temperature, air quality, and sea level rise.</p>\r\n\r\n<p>Developed by Climate Interactive, the&nbsp;<a href=\"https://mitsloan.mit.edu/sustainability/\" rel=\"noreferrer noopener\" target=\"_blank\">MIT Sloan Sustainability Initiative</a>, and&nbsp;<a href=\"https://www.ventanasystems.com/\" rel=\"noreferrer noopener\" target=\"_blank\">Ventana Systems</a>, En-ROADS is a system dynamics model carefully grounded in the best available science, and has been calibrated against a wide range of existing integrated assessment, climate, and energy models. En-ROADS runs on an ordinary laptop in a fraction of a second, is freely available online, offers an intuitive user-friendly interface, and is available in over a dozen languages.</p>\r\n\r\n<p>En-ROADS helps people make connections between things they care about and the possibilities available to help ensure a resilient future. Users can quickly see the long-term effects of the global climate policies and actions they imagine. The goal? To break through the noise and equip elected officials, business leaders, and others with the knowledge they need to implement equitable and high-leverage climate solutions.&nbsp;You can learn more about the&nbsp;<a href=\"https://www.climateinteractive.org/tools/en-roads-simulator-science\" rel=\"noreferrer noopener\">science behind the simulator here.</a></p>\r\n','publish','EN',6),(65,'a27ab722-3290-4283-846d-cb1f4ce7575f','School event planning','Few days',2,0,'2023-12-27 13:55:30.091000','School event planning','<p>Detailed information on hosting event at school:&nbsp;https://www.wikihow.com/Host-an-Event-in-School</p>\r\n','publish','EN',6),(66,'a61fc74c-7227-4639-a0af-3b81fa905db4','Circular event','1 day',2,0,'2023-12-27 14:12:18.935000','Circular event','<p>Planning a cirular event:</p>\r\n\r\n<p>Clothing swap:&nbsp;https://cariki.co.uk/blogs/the-green-road/how-to-organise-a-clothes-swap</p>\r\n\r\n<p>Repair cafe:&nbsp;https://www.instructables.com/Host-a-Repair-Cafe/</p>\r\n','publish','EN',6),(67,'d1849f65-d09e-49de-a5bf-e25d1bc110bd','Praktikos bendruomenių kūrimas','1 week',6,0,'2023-12-27 15:26:00.249000','Ieškome būdų, kaip kurti kartu su vietos bendruomenėmis. Sudarykite savo bendruomenės žemėlapį (švietimo bendruomenės, tėvų, vietos įmonių). Susisiekite su jais, kad sudarytumėte vietos žmonių masyvą. Originali Fab Lab Bcn medžiaga','<p>Kas yra praktikos bendruomenės?</p>\r\n\r\n<p>Praktikos bendruomenės - tai grupės žmonių, kuriuos sieja bendras rūpestis ar aistra tam tikram dalykui, kurį jie daro, ir kurie reguliariai bendraudami mokosi, kaip tai daryti geriau. Siekdami interesų savo srityje, nariai dalyvauja bendroje veikloje ir diskusijose, padeda vieni kitiems ir dalijasi informacija. Jie užmezga santykius, kurie leidžia jiems mokytis vieniems i&scaron; kitų; jiems rūpi jų tarpusavio padėtis.</p>\r\n\r\n<p>Praktikos bendruomenės nariai yra praktikai. Jie kuria bendrą i&scaron;teklių repertuarą: patirtį, istorijas, įrankius, pasikartojančių problemų sprendimo būdus - trumpai tariant, bendrą praktiką. Tam reikia laiko ir nuolatinės sąveikos.</p>\r\n\r\n<p>Kuo praktikos bendruomenė gali būti naudinga mokykloje?</p>\r\n\r\n<p>-I&scaron;ori&scaron;kai: Kaip organizuoti edukacinę patirtį, kuri pagrįstų mokyklinį mokymąsi praktika dalyvaujant bendruomenėse, susijusiose su dalykais?</p>\r\n\r\n<p>-I&scaron;ori&scaron;kai: Kaip susieti mokinių patirtį su realia praktika per periferines dalyvavimo platesnėse bendruomenėse už mokyklos sienų formas?</p>\r\n\r\n<p>-Per visą mokinių gyvenimą: Kaip tenkinti mokinių mokymosi visą gyvenimą poreikius, organizuojant praktines bendruomenes, orientuotas į temas, kurios mokinius domina ir po pradinio mokymosi mokykloje laikotarpio?</p>\r\n\r\n<p>Ko i&scaron;moksite i&scaron; &scaron;io pamokos plano?</p>\r\n\r\n<p>Jums bus pateikta projektinio mąstymo strategija, kaip pradėti kurti žemėlapį ir susisiekti su vietos bendruomenėmis ir verslo įmonėmis, kurios gali jums padėti savo patirtimi ir i&scaron;tekliais, kad galėtumėte pradėti projektą ir padaryti jį prasmingesnį.</p>\r\n','publish','LT',2),(68,'578f997a-1854-4c2e-9e6f-9608d46d760b','Maisto atliekų problemos supratimas','1 session',0,0,'2023-12-27 15:55:26.615000','Supažindinimas su maisto atliekų problema ir galimybe iš organinių atliekų sukurti didesnės vertės produktus.','<p>Kas yra maisto atliekos?</p>\r\n\r\n<p>Neretai gyventojai teigia, kad jų namuose maisto atliekų nesusidaro. Visgi, net ir suvalgydami visus namuose pasigamintus patiekalus, maisto atliekų vargiai, ar i&scaron;vengiame. Lieka vaisių ir uogų likučiai, daržovių žievės, lupenos ir nuopjovos, kavos tir&scaron;čiai ir jų filtrai, mėsos ir žuvies kaulai, kiau&scaron;inių luk&scaron;tai ir kiti vartojimui nebetinkami maisto produktai.</p>\r\n\r\n<p>Virtuvėje susidaro ir kitų atliekų, kurias jau nuo kitų metų turėsime atskirti i&scaron; bendro mi&scaron;rių komunalinių atliekų srauto. Su maistu susilietusios ir riebalais suteptos servetėlės, popieriniai rank&scaron;luosčiai, maistu suteptos popierinės ir kartotinės maisto pakuotės, kartonas, maistui gaminti skirti produktai taip pat priskiriami maisto ir virtuvės atliekoms.</p>\r\n\r\n<p>Kaip didelėnės vertės produktų gamyba i&scaron; organinių atliekų gali būti naudinga mūsų visuomenei?</p>\r\n\r\n<p>1.Efektyvus i&scaron;teklių naudojimas: Organinių atliekų perdirbimas į didesnės vertės produktus leidžia efektyviai naudoti i&scaron;teklius.</p>\r\n\r\n<p>2. Atliekų mažinimas ir nukreipimas: I&scaron;gaunant vertę i&scaron; organinių atliekų, mažėja į sąvartynus ar deginimo įrenginius siunčiamų atliekų kiekis. Tai padeda mažinti su atliekų &scaron;alinimu susijusį poveikį aplinkai, pavyzdžiui, &scaron;iltnamio efektą sukeliančių dujų i&scaron;metimą ir dirvožemio bei vandens užter&scaron;tumą.</p>\r\n\r\n<p>3. Ekonominės galimybės: Didelės vertės produktų kūrimas i&scaron; organinių atliekų gali paskatinti ekonominę plėtrą ir darbo vietų kūrimą.</p>\r\n\r\n<p>4. Žiedinės ekonomikos skatinimas: Organinių atliekų pavertimas didelės vertės produktais atitinka žiedinės ekonomikos principus.</p>\r\n','publish','LT',2),(69,'5e36773a-533c-4e9d-9446-87d59fefd9e2','Verslo modeliai','2',0,0,'2023-12-28 11:36:08.717000','Mokiniai atras priemonę, kuri padės jiems suprasti, kaip galima sukurti verslą ir kaip idėją galima paversti verslo modeliu. Be to, studentas susipažins su verslo modelio prototipo kūrimo procesu ir sužinos pagrindines verslo modelio sudedamąsias dalis.','<p>Kas yra verslo modelis?</p>\r\n\r\n<p>Verslo modelis atsirado devintojo de&scaron;imtmečio pradžioje kaip nauja sąvoka, leidžianti verslininkams savo novatori&scaron;ką e. verslą padaryti suprantamą i&scaron;teklių turėtojams konkrečiomis naujosios ekonomikos sąlygomis. Verslo modelio koncepcijos naudojimas tarp praktikų i&scaron;plito toli už interneto ekonomikos ribų, nes ji bendriau atitinka verslininkų poreikius, susijusius su naujomis ir veiksmingomis priemonėmis sudėtingesnėje aplinkoje</p>\r\n\r\n<p>Kaip studentai gali naudoti verslo modelį kaip priemonę naujiems verslo modeliams kurti ir pristatyti savo idėją</p>\r\n\r\n<p>-viduje: gebėti i&scaron;reik&scaron;ti verslumo idėją naudojant verslo terminus</p>\r\n\r\n<p>-I&scaron;ori&scaron;kai: gebėti analizuoti ir suprasti, kaip veikia sėkmingai veikiančios įmonės</p>\r\n\r\n<p>-Antrinėje aplinkoje: tyrinėti ir panaudoti kūrybines idėjas ir paversti jas novatori&scaron;kais verslo modeliais</p>\r\n\r\n<p>Ko i&scaron;moksite i&scaron; &scaron;io pamokos plano?</p>\r\n\r\n<p>-Suprasti verslo modelio sąvoką</p>\r\n\r\n<p>-i&scaron;nagrinėti esminius verslo modelio drobės elementus</p>\r\n\r\n<p>-Taikyti analitinius įgūdžius atliekant atvejo analizę</p>\r\n','publish','LT',5),(70,'4f085428-49fe-4064-b3bd-5afc4a36dcc7','Tvarumas','1',0,0,'2023-12-28 12:02:44.111000','Mokiniai sužinos apie tvarumo koncepciją, tris jos ramsčius, jų sankirtą ir dvi tvarumo atvaizdavimo schemas.','<p>Tvarumo svarba&nbsp;</p>\r\n\r\n<p>Kas yra tvarumas? &nbsp;Ką norime i&scaron;laikyti? &nbsp;Svarbi tvarumo mokymo dalis - i&scaron;laikyti &scaron;iuos klausimus visada atvirus ir gyvus.&nbsp;Tvarumas siūlo naują sistemą, leidžiančią užduoti ilgalaikius filosofinius klausimus: Kas yra geras gyvenimas? &nbsp;Kaip sukurti geresnį pasaulį? &nbsp;Mąstymas ir mokymas apie tvarumą yra į ateitį orientuoti projektai, tačiau tvarumo principų ir praktikos aktualumas turi būti i&scaron;reik&scaron;tas dabartyje.</p>\r\n\r\n<p>Kaip mokiniai gali mąstyti apie būsimą ekonominę veiklą, atsižvelgdami į tvarų mąstymą?</p>\r\n\r\n<p>-Viduje: mąstykite apie tvaresnį elgesį, įskaitant pirkimą, transportą, pramogas ir kitą veiklą.</p>\r\n\r\n<p>-I&scaron;ori&scaron;kai: kriti&scaron;kai vertinti rinkoje esančius produktus ir paslaugas, atsižvelgiant į jų socialinę, aplinkosauginę ir ekonominę vertę.</p>\r\n\r\n<p>-Atvirk&scaron;čiai: integruoti tvarumo sampratą į būsimus vežėjus.</p>\r\n\r\n<p>Ką sužinosite i&scaron; &scaron;io pamokos plano?</p>\r\n\r\n<p>-Suprasti tvarumo sąvoką</p>\r\n\r\n<p>-i&scaron;nagrinėti esminius tvarumo komponentus</p>\r\n\r\n<p>-Atskirti du požiūrius į tvarumą</p>\r\n','publish','LT',5),(71,'cd65eae1-edec-4bf2-be5c-61d084d5b614','Tekstilės poveikis aplinkai','10 minutes',0,0,'2023-12-28 12:49:39.505000','Mokiniai sužinos apie drabužių gamybos ir vartojimo poveikį aplinkai','<p>Mokiniai sužinos apie viso tekstilės gaminio gyvavimo ciklo poveikį aplinkai, kaip tekstilė tvarkoma dabar ir kaip galima rinktis tvariau.</p>\r\n','publish','LT',5),(72,'a61fc74c-7227-4639-a0af-3b81fa905db4','Žiedinis renginys','1 day',0,0,'2023-12-28 13:19:51.082000','Informacija kaip suorganizuoti žiedinė renginį','<p>Informacinė medžiaga kaip organizuoti žiedinius renginius, pvz.:</p>\r\n\r\n<p>1. Drabužių mainytuves</p>\r\n\r\n<p>2. Daiktų taisymo dirbtuves</p>\r\n','publish','LT',6),(73,'a27ab722-3290-4283-846d-cb1f4ce7575f','Renginio planavimas mokykloje','Kelios dienos',0,0,'2023-12-28 13:39:39.271000','Renginio planavimas mokykloje','<p>Renginio planavimas (pavyzdys i&scaron; Kai&scaron;iadorių r. Žąslių gimnazijos): https://www.zasliu.kaisiadorys.lm.lt/images/Tekstai/Mokyklos_dokumentai/mensporen.pdf</p>\r\n\r\n<p>Kiekvienoje mokykloje gali būti kitokios taisyklės, verta to paklausti mokytojų.</p>\r\n','publish','LT',6),(74,'6107bf5e-2814-4936-ae9a-3fc90b4e23cc','EN-roads klimato simuliatorius','15 minutes',1,0,'2023-12-28 13:45:00.468000','EN-roads klimato simuliatorius','<p>&quot;En-ROADS&quot; - tai pasaulinis klimato simuliatorius, leidžiantis naudotojams i&scaron;tirti de&scaron;imčių politikos priemonių, pavyzdžiui, transporto elektrifikavimo, anglies dioksido kainų nustatymo ir žemės ūkio praktikos tobulinimo, poveikį &scaron;imtams veiksnių, pavyzdžiui, energijos kainoms, temperatūrai, oro kokybei ir jūros lygio kilimui.</p>\r\n\r\n<p>&quot;Climate Interactive&quot;, Masačusetso technologijos instituto (MIT)&nbsp;tvarumo iniciatyvos ir &quot;Ventana Systems&quot; sukurtas &quot;En-ROADS&quot; yra sistemos dinamikos modelis, kruop&scaron;čiai pagrįstas geriausiais turimais moksliniais duomenimis ir sukalibruotas pagal daugybę esamų integruotų vertinimo, klimato ir energetikos modelių. &quot;En-ROADS&quot; paleidžiamas įprastame ne&scaron;iojamajame kompiuteryje per sekundės dalį, yra laisvai prieinamas internete, turi intuityvią patogią vartotojo sąsają ir yra i&scaron;verstas į keliolika kalbų.</p>\r\n\r\n<p>&quot;En-ROADS&quot; padeda žmonėms susieti jiems rūpimus dalykus su galimybėmis padėti užtikrinti atsparią ateitį. Vartotojai gali greitai pamatyti ilgalaikį jų įsivaizduojamos pasaulinės klimato politikos ir veiksmų poveikį. Tikslas? I&scaron;sklaidyti triuk&scaron;mą ir suteikti i&scaron;rinktiems pareigūnams, verslo lyderiams ir kitiems asmenims žinių, reikalingų teisingiems ir efektyviems klimato sprendimams įgyvendinti. Daugiau informacijos apie simuliatoriaus mokslinį pagrindą galite sužinoti čia.</p>\r\n','publish','LT',6),(75,'333a69e3-aa9e-4396-9347-dad789b3861f','Klimato kaitos stabdymas ir švelninimas (video)','45 minutės',2,1,'2023-12-28 13:54:44.030000','Klimato kaitos stabdymas ir švelninimas','<p>Informacija apie klimatą, jo keitimosi priežastis ir būtinus imtis veiksmus.</p>\r\n','publish','LT',6),(76,'7231b948-fb81-40f9-9828-70d32702775a','En-Roads simuliatoriaus pristatymas','20 minučių',0,0,'2023-12-28 13:58:05.672000','En-Roads simuliatoriaus pristatymas','<p>Supažindinama su &quot;En-ROADS&quot; simuliatoriumi ir pagrindinėmis jo funkcijomis. &quot;En-ROADS&quot; gali padėti suprasti klimato sprendimus, kaip daryti poveikį pasauliui ir kaip tai gali padėti mums pasiekti klimato tikslus.</p>\r\n','publish','LT',6),(77,'09b93295-2720-45b3-b5cd-a45b3ffe9282','Informacija apie aplinkosaugines NVO','15 minučių',0,0,'2023-12-28 14:29:56.580000','Didžiausios aplinkosauginės nevyriausybinės organizacijos Lietuvoje ir Europoje','<p>Lietuvos aplinkosauginės nevyriausybinės NVO:</p>\r\n\r\n<ul>\r\n	<li>\r\n	<p><a href=\"http://www.apicentras.lt/\" target=\"_blank\">Aplinkosaugos informacijos centras</a></p>\r\n	</li>\r\n	<li>\r\n	<p>Bendrija &bdquo;Atgaja&ldquo;&nbsp;</p>\r\n	</li>\r\n	<li>\r\n	<p><a href=\"http://www.dvi.lt/\" target=\"_blank\">Darnaus vystymo iniciatyvos</a></p>\r\n	</li>\r\n	<li>\r\n	<p><a href=\"http://www.vilkai.lt/\" target=\"_blank\">Gamtos apsaugos asociacija&nbsp;</a>&bdquo;<a href=\"http://www.vilkai.lt/\" target=\"_blank\">Baltijos vilkas</a>&ldquo;&nbsp;</p>\r\n	</li>\r\n	<li>\r\n	<p><a href=\"http://www.kide.lt/\" target=\"_blank\">Klaipėdiečių iniciatyva už demokratiją ir ekologiją</a></p>\r\n	</li>\r\n	<li>\r\n	<p><a href=\"http://www.entomologai.lt/\" target=\"_blank\">Lietuvos entomologų draugija</a></p>\r\n	</li>\r\n	<li>\r\n	<p><a href=\"https://www.lgd.lt/\" target=\"_blank\">Lietuvos geografų draugija</a></p>\r\n	</li>\r\n	<li>\r\n	<p><a href=\"https://www.pelkiufondas.lt/\" target=\"_blank\">Pelkių atkūrimo ir apsaugos fondas</a></p>\r\n	</li>\r\n	<li>\r\n	<p><a href=\"http://www.rupi.lt/\" target=\"_blank\">Rūpi</a></p>\r\n	</li>\r\n	<li>\r\n	<p><a href=\"http://www.circulareconomy.lt/\" target=\"_blank\">Žiedinė ekonomika</a>​​​​​​​</p>\r\n	</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Kiekvienoje ES &scaron;alyje veikia daug aplinkosaugos NVO. Toliau pateikiama 10 didžiausių i&scaron; jų:</p>\r\n\r\n<p><br />\r\nCEE Bankwatch Network (https://bankwatch.org/) - CEE Bankwatch Network yra 16 aplinkosaugos grupių i&scaron; Vidurio ir Rytų Europos, stebinčių vie&scaron;ąsias finansų institucijas, kurios atsakingos už &scaron;imtus milijardų investicijų visame pasaulyje. Kartu su vietos bendruomenėmis ir kitomis nevyriausybinėmis organizacijomis siekiame atskleisti &scaron;ių institucijų įtaką ir sukurti atsvarą jų nekontroliuojamai galiai.</p>\r\n\r\n<p><br />\r\nBIRDLIFE EUROPE AND CENTRAL ASIA (https://www.birdlife.org/europe-and-central-asia/) - &quot;BirdLife Europe and Central Asia&quot; yra 48 nacionalinių gamtosaugos organizacijų partnerystė ir pauk&scaron;čių apsaugos lyderė. Mūsų unikalus vietinis ir pasaulinis požiūris leidžia mums užtikrinti didelį poveikį ir ilgalaikę apsaugą gamtos ir žmonių labui. &quot;BirdLife Europe and Central Asia&quot; yra vienas i&scaron; &scaron;e&scaron;ių regioninių sekretoriatų, sudarančių &quot;BirdLife International&quot;.</p>\r\n\r\n<p><br />\r\nCAN EUROPE (https://caneurope.org/) - Europos klimato kaitos veiksmų tinklas (CAN) yra didžiausia Europos koalicija, sprendžianti klimato ir energetikos klausimus. Daugiau kaip 140 organizacijų narių i&scaron; daugiau kaip 30 Europos &scaron;alių, atstovaujančių daugiau kaip 44 mln. piliečių, CAN Europe siekia užkirsti kelią pavojingai klimato kaitai ir skatinti tvarią klimato ir energetikos politiką Europoje.</p>\r\n\r\n<p><br />\r\nEUROPOS EKOLOGIJOS BIURAS (EEB) (https://eeb.org/) - EEB yra didžiausias aplinkosaugos piliečių organizacijų tinklas Europoje. &Scaron;iuo metu jam priklauso daugiau kaip 160 organizacijų narių daugiau kaip 35 &scaron;alyse (visose ES valstybėse narėse ir kai kuriose stojančiosiose bei kaimyninėse &scaron;alyse), įskaitant vis daugiau Europos tinklų, ir jis atstovauja apie 30 mln. individualių narių ir rėmėjų.</p>\r\n\r\n<p><br />\r\nEuropos žemės draugai (https://friendsoftheearth.eu/) - &quot;Friends of the Earth Europe&quot; yra didžiausias paprastų žmonių aplinkosaugos tinklas Europoje, vienijantis daugiau kaip 30 nacionalinių organizacijų ir tūkstančius vietinių grupių. Vykdome kampanijas aktualiausiais &scaron;iandienos aplinkosaugos ir socialinio teisingumo klausimais. Esame tarptautinės pasaulinės federacijos &quot;Friends of the Earth International&quot;, kurią sudaro 75 nacionalinės organizacijos narės, Europos padalinys.</p>\r\n\r\n<p><br />\r\nGREENPEACE EUROPOS SKYRIUS (https://www.greenpeace.org/eu-unit/) - &quot;Greenpeace&quot; Europos skyrius yra tarptautinio &quot;Greenpeace&quot; tinklo, veikiančio daugiau kaip 55 pasaulio &scaron;alyse ir turinčio daugiau kaip tris milijonus rėmėjų, dalis. Mes stebime ES institucijų darbą, atskleidžiame ES politikos ir įstatymų trūkumus ir raginame ES sprendimų priėmėjus įgyvendinti pažangius sprendimus. Vertiname savo nepriklausomybę ir nepriimame aukų i&scaron; vyriausybių, ES, įmonių ar politinių partijų.</p>\r\n\r\n<p><br />\r\nHEALTH AND ENVIRONMENT ALLIANCE (HEAL) (https://www.env-health.org/) - Sveikatos ir aplinkos aljansas (HEAL) yra pirmaujanti Europos ne pelno siekianti organizacija, sprendžianti, kaip aplinka veikia sveikatą Europos Sąjungoje. Remiama daugiau nei 75 organizacijų narių, HEAL į įvairius sprendimų priėmimo procesus įtraukia nepriklausomą sveikatos bendruomenės patirtį ir įrodymus.</p>\r\n\r\n<p><br />\r\nNATUREFRIENDS INTERNATIONAL (https://www.nf-int.org/) - NFI yra pasaulinė gamtos draugų judėjimo skėtinė organizacija, vienijanti daugiau kaip 45 organizacijas nares, turinčias 350 000 narių visame pasaulyje. NFI siekia darnaus vystymosi Europoje ir už jos ribų, daugiausia dėmesio skirdama aplinkai ir visuomenei.</p>\r\n\r\n<p><br />\r\nTRANSPORTAS IR APLINKA (https://www.transportenvironment.org/) - Transportas ir aplinka (T&amp;E) yra pagrindinė Europos NVO, vykdanti kampanijas už &scaron;varesnį transportą. Jos veiklą remia 58 organizacijos 26 Europos &scaron;alyse, i&scaron; viso atstovaujančios daugiau kaip 3,5 mln. žmonių.</p>\r\n\r\n<p><br />\r\nWWF EUROPOS POLITIKOS BIURAS (https://www.wwf.eu/) - WWF siekia, kad pasaulyje klestėtų žmonės ir gamta. Briuselyje įsikūręs WWF Europos politikos biuras propaguoja geresnę ES politiką, naudingą Europos ir pasaulio aplinkai, ir vykdo kampanijas už ją. Atstovaujame 25 nacionaliniams ir regioniniams biurams ir daugiau kaip 3 milijonams narių.</p>\r\n','publish','LT',6),(78,'19194069-9341-4b49-bc84-7905c8da26fd','Kompostavimas mokykloje','1 valanda',0,0,'2023-12-28 14:37:48.896000','Pradinė informacija norint pradėti kompostavimą mokykloje','<p>Kompostavimas &ndash; tai prižiūrimas natūralus procesas, kai organinės atliekos paverčiamos dirvožemiui bei augalams lengvai pasisavinamų maistinių medžiagų &scaron;altiniu, vadinamu &ndash; kompostu.<br />\r\n<br />\r\n&Scaron;is procesas vyksta mikroorganizmų pagalba. Tai yra vienas i&scaron; būdų perdirbti atliekas ir svarbiausia, atsikratyti &scaron;iuk&scaron;lių. Kompostavimas patogiausias būdas atsikratyti sodo tvarkymo atliekomis, tokiomis kaip sugrėbti lapai, nupjauta žolė, i&scaron;rauti krūmai ir t. t.<br />\r\n<br />\r\nTai labai prakti&scaron;kas sprendimas i&scaron;vengiant atliekų i&scaron;vežimo mokesčių, o kompostu patrę&scaron;ę žemę grąžinsite dirvai prarastas medžiagas ir pagerinsite jos kokybę. &Scaron;iuo būdu galima perdirbti daugiau kaip 50 % buitinių atliekų.</p>\r\n\r\n<p><strong>Kompostui nenaudojama</strong>: mėsa, žuvis, riebalai, kaulai, pieno produktai, plastikinės arba sintetinės atliekos, sergantys augalai, &scaron;unų bei kačių fekalijos, piktžolės, turinčios subrendusių sėklų.</p>\r\n\r\n<p><strong>Kompostuoti galima</strong>: virtuvės atliekas &ndash; vaisių, daržovių gabaliukai, vaisių, daržovių žievės, kiau&scaron;inių luk&scaron;tai, arbatos pakeliai, kavos tir&scaron;čiai bei jų filtrai, suplė&scaron;ytas popierius; sodo atliekas &ndash; augalų lapai, nupjauta žolė, jaunos piktžolės (be subrendusių sėklų), sena vazonų žemė, triu&scaron;ių, vi&scaron;tų, arklių, karvių mė&scaron;las.</p>\r\n\r\n<h2>Kada pradėti kompostuoti?</h2>\r\n\r\n<p>Geriausia pradėti kompostuoti pavasarį arba vasaros pabaigoje &ndash; rugpjūčio ar rugsėjo mėnesiais.</p>\r\n\r\n<h2>Kur kompostuoti?</h2>\r\n\r\n<p>Kompostavimo vieta parenkama nuo&scaron;alesnėje sklypo vietoje, geriau nedideliame &scaron;e&scaron;ėlyje, kad nei&scaron;džiūtų.</p>\r\n\r\n<p>Kompostuoti rekomenduojama:</p>\r\n\r\n<ul>\r\n	<li>ant žemės paruo&scaron;toje vietoje,</li>\r\n	<li>specialiuose konteineriuose.</li>\r\n</ul>\r\n\r\n<p>Kompostuojant ant žemės, rekomenduojama lygioje vietoje paruo&scaron;ti aik&scaron;telę, (5,5 x 1,5 m), kurioje tilptų 3 krūvos (kiekviena 1,5 x 1,5 m su 50 cm tarpais). Pirmais metais ruo&scaron;iama viena krūva, antrais &ndash; antra, trečiais &ndash; trečia. Ruo&scaron;iant trečią, pirmoji jau tinkama naudoti.</p>\r\n\r\n<p>Kompostuojant ant žemės, kompostas ilgiau bręsta (1&ndash;2 metus), sunkiau palaikyti tvarką.</p>\r\n\r\n<p>Kompostuoti specialiuose konteineriuose yra patogiau, nes užimama mažiau vietos, greičiau pakyla kompostuojamoms medžiagoms irti reikalinga temperatūra, geriau i&scaron;silaiko drėgmė ir kompostas greičiau subręsta ( iki 1 metų ). Be to, tokius konteinerius lengviau prižiūrėti ir palaikyti tvarką.</p>\r\n\r\n<h2>Kaip kompostuoti?</h2>\r\n\r\n<h3>Temperatūra ir vėdinimas</h3>\r\n\r\n<p>Numatytoje kompostavimo vietoje ant pagrindo paklojamas augalinės kilmės medžiagų (piktžolių, popieriaus, &scaron;akelių) 15&ndash;20 cm sluoksnis arba padedama plytų. Tai pagerina oro cirkuliaciją ir drenažą komposto krūvoje.</p>\r\n\r\n<p>Norint paruo&scaron;ti gerą kompostą, būtina palaikyti bent 50&deg; C temperatūrą. Esant tokiai temperatūrai sunyksta piktžolių sėklos. Taip pat būtina, kad į komposto krūvą patektų daugiau deguonies. Todėl reikia dažniau ją mai&scaron;yti, kraunant per daug nespausti. Kita vertus, nederėtų krauti per laisvai, nes jis i&scaron;džius.</p>\r\n\r\n<h3>Komposto vartymas</h3>\r\n\r\n<p>Temperatūra, pasiekusi auk&scaron;čiausią laipsnį, per kitas 4&ndash;5 savaites mažėja. &Scaron;iuo laikotarpiu patartina kompostą apvartyti, kad jis prisisotintų deguonies, kuris skatina augalinių medžiagų irimą. Kai temperatūra nustoja kilti, kompostą reikia palikti dar 2 mėnesiams, kad viskas perpūtų. Subrendęs kompostas yra birus, tamsios, beveik juodos, spalvos ir kvepia mi&scaron;ko žeme.</p>\r\n\r\n<h3>Sijojimas</h3>\r\n\r\n<p>Subrendęs kompostas gali būti sijojamas per retą tinklą (angos 1&ndash;2,5 cm), kad atsiskirtų &scaron;akutės, akmenukai ir kitos priemai&scaron;os. Visos atsijotos tinkamos priemai&scaron;os gali būti panaudotos kitam kompostui ruo&scaron;ti.</p>\r\n\r\n<h3>Panaudojimas</h3>\r\n\r\n<p>Kompostą galima paskleisti tiesiog dirvos pavir&scaron;iuje ar sumai&scaron;yti su dirvožemiu, taip pat galima naudoti kambarinėms gėlėms auginti.</p>\r\n\r\n<h2>Komposto konteinerio konstravimas</h2>\r\n\r\n<p>Konteinerį lengva sukonstruoti i&scaron; vielos tinklo ar i&scaron; medienos. Vielos tinklas turi būti 90 cm auk&scaron;čio, kampuose pritvirtintas prie sunkių strypų ar kampuočių. Konstruojant medinį konteinerį, reikėtų laikytis &scaron;ių patarimų:</p>\r\n\r\n<ul>\r\n	<li>Patogiau įrengti dviejų dalių konteinerį. Viename i&scaron; jų subrendęs kompostas gali būti naudojamas ir tuo pat metu antrajame kaupiamos medžiagos naujam kompostui.</li>\r\n	<li>Priekinės konteinerio sienelės turėtų būti pakeliamos ir turėtų laisvai slankioti įpjovomis auk&scaron;tyn žemyn. Taip konteinerį įrengus, susislėgusį kompostą lengviau vartyti ar i&scaron;imti.</li>\r\n	<li>Konteinerį geriau konstruoti i&scaron; specialiai paruo&scaron;tos puvimui atsparios medienos. Ruo&scaron;iant medieną, i&scaron;gręžti reikiamas skyles, kad surenkant konteinerį netrūkinėtų mediena.</li>\r\n	<li>Surenkant konteinerį, tarp lentų i&scaron;laikyti 29 mm tarpus. Toks atstumas užtikrina deguonies patekimą į kompostą. Norint tokį tarpą i&scaron;laikyti, reikia priekinėje slankiojamojoje sienelėje, prie kiekvienos lentos galų apatinės dalies pritvirtinti po stačiakampį blokelį. Tada deguonis pateks ir per priekinę sienelę.</li>\r\n	<li>Deguonies patekimui ir i&scaron; apačios, konteinerio apačioje plytas sudėti statmenai.</li>\r\n</ul>\r\n\r\n<p>Jei nėra galimybės kompostuoti namų sąlygomis, galima visas žaliąsias atliekas pristatyti į žaliųjų atliekų kompostavimo aik&scaron;teles ir rūiavimos centrus.&nbsp;</p>\r\n','publish','LT',6),(79,'0f2208f1-7e5f-434b-9bd1-53785afb689f','Aplinkosauginio pėdsako skaičiuoklė','15 minučių',0,0,'2023-12-28 14:44:33.782000','Internetinė aplinkosauginio pėdsako skaičiuoklė, kurią sukūrė \"Global Footprint Network\".','<p>Internetinė ekologinio pėdsako skaičiuoklė, kurią sukūrė &quot;Global Footprint Network&quot;, pagrįsta paprastais klausimais, su kuriais mokiniai gali susipažinti, ir grafiniu pavidalu. Ji apskaičiuoja, kiek Žemės plotų reikėtų, jei visi gyventų taip, kaip jūs. Tai gali būti gera pokalbio apie individualaus elgesio daromą poveikį aplinkai pradžia. Įrankis yra i&scaron;verstas į kelias kalbas.</p>\r\n','publish','LT',3),(80,'67fcfbf4-ae87-4e04-ad6c-e76b30253e52','Kompostavimo pradmenys','15 minučių - 1 valanda',8,1,'2024-01-01 14:49:45.110000','Kompostavimo pradmenys','<p>Kompostavimo pradmenys, siekiant sužinoti kas yra kompostavimas ir kaip jis vykdomas</p>\r\n','publish','LT',6),(81,'b20dcd7e-1c28-4d1b-8144-5097b4872b2e','Poveikis aplinkai','15 minučių',0,0,'2024-01-02 15:09:10.540000','Informacija apie aplinkosauginį poveikį','<p>Tekstinė ir video medžiaga dėl poveikio aplinkai, pagrinde per CO2 kiekį.</p>\r\n','publish','LT',6),(82,'f0dedadd-6702-46e2-b953-4996ffcee7d0','Economia Circular - introducción y enlaces claves','2h',6,0,'2024-01-14 18:47:06.391000','Recursos locales a Catalunya','<p><strong>Entra en el mundo de la economia circular descubriendo los estudios de la region de Catalunya.&nbsp;</strong></p>\r\n\r\n<p><strong>​​​​​​​</strong></p>\r\n','publish','ES',2),(83,'b3ef33c3-9897-40f4-8202-d9e0467053b7','Monnaie Locale','20 minutes',7,0,'2024-01-15 14:05:44.984000','Introduction à la monnaie locale','<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Les &eacute;tudiants d&eacute;couvriront le concept de monnaie locale. Qu&rsquo;est-ce que c&rsquo;est ? Comment travaillent-elles&nbsp;? pour quelles raisons sont-elles cr&eacute;&eacute;es&nbsp;? </span>​​​​​​​</p>\r\n','save','FR',5),(84,'b3ef33c3-9897-40f4-8202-d9e0467053b7','Local currency ','20 minutes',0,0,'2024-01-15 14:37:57.030000','Introduction to the local currency concept','<p>Students will discover the concept of local currency. What is this ? How do they work? why are they created?</p>\r\n','save','EN',5),(85,'0fce5928-e129-4c8d-bff4-11117f67ec45','Low-tech','1 hour',4,0,'2024-01-30 09:19:23.117000','Les élèves découvriront le concept de \"low-tech\".','<p>Pour mieux comprendre ce qu&#39;est la low tech, lisez l&#39;article ci-dessous et essayez de r&eacute;pondre aux questions suivantes :</p>\r\n\r\n<p>Quelle est la d&eacute;finition de la low tech ?</p>\r\n\r\n<p>Quel est l&#39;int&eacute;r&ecirc;t de d&eacute;construire le r&eacute;gime technologique en briques &eacute;l&eacute;mentaires ?</p>\r\n\r\n<p>Comment les basses technologies contribuent-elles &agrave; l&#39;&eacute;quit&eacute; ?</p>\r\n\r\n<p>Que signifie le terme &quot;utilisabilit&eacute;&quot; ?</p>\r\n','publish','FR',5),(86,'9224819d-9d8a-4992-a69a-a028f940e7b4','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','1h',2,0,'2024-01-31 08:48:58.539000','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','<p>El objetivo de este reto es que los estudiantes tomen conciencia de los aspectos del comportamiento relacionados con una pr&aacute;ctica de su elecci&oacute;n, y dise&ntilde;en intervenciones que puedan hacer que el comportamiento sea m&aacute;s sostenible.</p>\r\n','save','ES',3),(87,'52dc910a-82f4-43f6-9a63-2b7ff285e062','Una conferencia introductoria sobre el Diseño para un Comportamiento Sostenible','1h',4,0,'2024-01-31 09:00:46.163000','Una conferencia sobre los fundamentos del Diseño para un Comportamiento Sostenible.','<p>Este bloque de aprendizaje puede utilizarse como una clase independiente sobre el Dise&ntilde;o para un Comportamiento Sostenible, pero tambi&eacute;n como parte 2 del Desaf&iacute;o de Dise&ntilde;o para un Comportamiento Sostenible.</p>\r\n','publish','ES',3),(88,'6c5e7134-6649-4531-aebe-0e654762d0a9','Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar','un dia hasta una semana',2,0,'2024-01-31 10:50:50.987000','Parte 3 del Desafío de Diseño de Comportamientos Sostenibles, en la que el alumno identificará y elegirá un comportamiento insostenible que será el tema del resto del desafío.','<p>Parte 3 del Desaf&iacute;o de Dise&ntilde;o de Comportamientos Sostenibles, en la que el alumno identificar&aacute; y elegir&aacute; un comportamiento insostenible que ser&aacute; el tema del resto del desaf&iacute;o.</p>\r\n','save','ES',3),(89,'d1593c17-17f6-42fe-b204-e58c5c36971d','Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo','1 hasta varios dias',3,0,'2024-01-31 10:56:41.293000','Esta es la cuarta parte del Desafío de Diseño para un Comportamiento Sostenible, en la que los estudiantes aprenden a seleccionar estrategias para cambiar comportamientos y crear prototipos de una intervención de diseño.','<p>Esta es la cuarta parte del Desaf&iacute;o de Dise&ntilde;o para un Comportamiento Sostenible, en la que los estudiantes aprenden a seleccionar estrategias para cambiar comportamientos y crear prototipos de una intervenci&oacute;n de dise&ntilde;o.</p>\r\n','save','ES',3),(90,'c434a9f0-b871-49d3-9f8f-fb301788bfc3','Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar','1h - 1 semana',2,0,'2024-01-31 11:02:16.295000','Esta es la 5ª y última parte del Desafío de Diseño para un Comportamiento Sostenible, en la que se debaten y reflexionan las intervenciones de diseño.','<p>Esta es la 5&ordf; y &uacute;ltima parte del Desaf&iacute;o de Dise&ntilde;o para un Comportamiento Sostenible, en la que se debaten y reflexionan las intervenciones de dise&ntilde;o.</p>\r\n','save','ES',3),(91,'86f74b31-eadb-42a8-88c2-aa49f6f5ee18','Mapeo de los ecosistemas ','2h to 1 week',2,0,'2024-01-31 13:24:30.372000','Identificar y situar a los diferentes actores en un mapa geográfico','<p>El mapeo de ecosistemas permite conocer mejor a las partes implicadas en la transformaci&oacute;n de los recursos locales e identificar posibles carencias.&nbsp;</p>\r\n\r\n<p>El ejercicio se ha probado con un recurso concreto (la lana), pero puede aplicarse en muchos contextos.</p>\r\n','publish','ES',2),(92,'a806b995-21c6-4add-a60d-6232018ae5e8','Explorar los materiales','30mn to 3h',3,0,'2024-01-31 13:31:20.110000','Explorar colectivamente diferentes tipos de materiales a través del tacto sensorial y la creación de redes emocionales.','<p>Los materiales/objetos nos rodean. Al dia dia, apenas nos tomamos tiempo para ver lo que son, m&aacute;s all&aacute; de su utilidad primaria.&nbsp;</p>\r\n\r\n<p>Este ejercicio ayuda a los alumnos a interrogarse sobre los productos y materiales desde distintos &aacute;ngulos.&nbsp;</p>\r\n\r\n<p>Es una entrada&nbsp;en la caracterizaci&oacute;n de los materiales y ayuda a reflexionar sobre nuestra relaci&oacute;n con ellos.&nbsp;</p>\r\n\r\n<p>Al reunir varios elementos del mismo recurso, te guiar&aacute;s por el conjunto de herramientas MAE24 y explorar&aacute;s con tus alumnos las propiedades de cada elemento, desde la exploraci&oacute;n tangible a la intangible.</p>\r\n','publish','ES',2),(93,'5c8bc42c-3d3f-45e5-8758-6d31d2046b03','Crear una herramienta de código abierto para hilar y/o tejer','30mn to 3h',3,0,'2024-01-31 13:34:23.448000','Aquí se trata de ayudar a los alumnos a fabricar, montar y utilizar pequeñas herramientas para hilar y tejer.','<p>Despu&eacute;s de presentar las distintas etapas de la transformaci&oacute;n de la lana, pasemos a la pr&aacute;ctica y conozcamos mejor el funcionamiento de las herramientas. Hagamos husos y telares. Te proponemos tutoriales con fabricaci&oacute;n digital pero tambi&eacute;n dise&ntilde;os pr&aacute;cticos que se pueden adaptar con materiales de baja tecnolog&iacute;a como la madera encontrada en el bosque y otros materiales reutilizados....</p>\r\n\r\n<p>No dudes en acercarte a un fab lab si quieres utilizar el grabado y corte l&aacute;ser para tu dise&ntilde;o.</p>\r\n','publish','ES',2),(94,'b93d305f-b2d1-4982-8cce-2251b15c20d9','Coloración de la lana','2h to 1 week',3,0,'2024-01-31 13:38:19.540000','Da color a tu lana con plantas y especies naturales','<p>El te&ntilde;ido es una etapa compleja con importantes repercusiones medioambientales: uso de agua, alta toxicidad.&nbsp;</p>\r\n\r\n<p>Existen t&eacute;cnicas para optimizar los tintes y reducir el impacto ambiental, con consecuencias positivas y negativas.&nbsp;</p>\r\n\r\n<p>Organiza un taller con tus alumnos para que conozcan los tintes naturales sobre lana y debatan los pros y los contras.</p>\r\n\r\n<p>&nbsp;</p>\r\n','publish','ES',2),(95,'f78c21bc-ef76-4c0d-b3dc-e96266b80969','Visible Mending: repara y personaliza tu tejido','1h to 1 week',1,0,'2024-01-31 13:47:22.608000','Esta actividad consiste en descubrir cómo remendar piezas de ropa para invitarte a crear tus propios arreglos y personalizaciones','<p>La reparaci&oacute;n visible es un enfoque creativo y sostenible de la reparaci&oacute;n de prendas de vestir o textiles que no s&oacute;lo restaura su funcionalidad, sino que tambi&eacute;n a&ntilde;ade valor est&eacute;tico a la prenda. En lugar de ocultar el trabajo de reparaci&oacute;n, la reparaci&oacute;n visible abraza y resalta las reparaciones, convirti&eacute;ndolas en una parte deliberada y a menudo decorativa de la prenda.&nbsp;</p>\r\n\r\n<p>El zurcido visible permite la expresi&oacute;n art&iacute;stica. Los zurcidores suelen utilizar diferentes t&eacute;cnicas de costura, bordado o patchwork para crear arreglos visualmente atractivos. Al reparar y alargar la vida de la ropa, la reparaci&oacute;n visible promueve pr&aacute;cticas de moda sostenibles. Anima a las personas a valorar sus prendas y a reducir los residuos de la industria de la moda.</p>\r\n\r\n<p>Herramientas<br />\r\n- Hilo</p>\r\n\r\n<p>- Agujas</p>\r\n\r\n<p>- Alfileres de costura</p>\r\n\r\n<p>- Ropa o retales de tela</p>\r\n\r\n<p>A menudo implica desarrollar habilidades de costura y puntadas. Los zurcidores pueden aprender varias puntadas y t&eacute;cnicas de bordado para crear reparaciones atractivas y duraderas.</p>\r\n\r\n<p>El zurcido visible ha ganado popularidad como parte del movimiento slow fashion, que hace hincapi&eacute; en el consumo reflexivo y sostenible de la ropa. Desaf&iacute;a la naturaleza desechable de la moda r&aacute;pida animando a la gente a adoptar un papel m&aacute;s activo en el mantenimiento y la reparaci&oacute;n de sus prendas.</p>\r\n','publish','ES',2),(96,'9de2b68f-557c-4cd9-b6d6-e9788f8db097','Reflexionar sobre los retos circulares','30mn to 2h',9,0,'2024-01-31 13:56:43.882000','Organizar una sesión colectiva con los alumnos para reflexionar sobre lo que aprenden y lo que imaginarían para futuros circulares.','<p>Haga que sus alumnos reflexionen sobre sus pr&aacute;cticas y su trabajo con el Reto Circular organizando dos peque&ntilde;as actividades en las que compartir&aacute;n las principales lecciones aprendidas y debatir&aacute;n sobre estrategias circulares.</p>\r\n','publish','ES',2),(97,'67fcfbf4-ae87-4e04-ad6c-e76b30253e52','Conceptos básicos del compostaje','15 minučių - 1 valanda',1,0,'2024-02-01 12:46:50.759000','Introducción a los conceptos básicos sobre compostaje. Cuál es su proceso y por qué deberíamos compostar','<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>&iquest;Qu&eacute; </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>es el compostaje</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">El compostaje es un proceso natural de descomposici&oacute;n de materiales org&aacute;nicos que resulta en la formaci&oacute;n de compost, un material rico en nutrientes y beneficioso para el suelo. Durante el compostaje, los materiales org&aacute;nicos, como restos de cocina, hojas, recortes de c&eacute;sped y otros residuos org&aacute;nicos, se descomponen bajo condiciones controladas.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>&iquest;</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>Por </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>qu&eacute;</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong> es </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>interesante</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>conocer</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>sobre</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>el</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>funcionamiento</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong> del </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>compostaje</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>en</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong> un context escolar?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">Ayuda a concienciar sobre la importancia de la gesti&oacute;n sostenible de los residuos y la reducci&oacute;n de la huella de carbono, as&iacute; como de la cantidad de residuos org&aacute;nicos que generamos y c&oacute;mo estos pueden ser convertidos en recursos valiosos en lugar de ser enviados a vertederos. </span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">El compostaje ilustra el ciclo de nutrientes en la naturaleza. Los estudiantes pueden aprender c&oacute;mo los materiales org&aacute;nicos se descomponen y se convierten en compost, un producto que puede devolver nutrientes al suelo y apoyar el crecimiento de nuevas plantas.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>&iquest;Qu&eacute; aprender&aacute;s en este m&oacute;dulo?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">Se presentar&aacute; la teor&iacute;a b&aacute;sica para poder introducir el t&oacute;pico en el aula de manera adecuada.</span></span></p>\r\n','save','ES',6),(98,'238469bc-07ed-4997-ac6b-4ba1fe62bb12','Social and environmental reasons to repair','2 Session',6,0,'2024-02-01 14:01:38.200000','This will be the grounding in the social and environmental reasons to repair Citizenship, Geography','<p>Work around the reasons to repair</p>\r\n','publish','EN',6),(99,'238469bc-07ed-4997-ac6b-4ba1fe62bb12','Razones sociales y medioambientales para reparar','2 Session',0,0,'2024-02-01 14:08:21.739000','Se enmarcaran las razones sociales y medioambientales para reparar ','<p>Se enmarcaran las razones sociales y medioambientales para reparar</p>\r\n','save','ES',6),(100,'e84d8505-6bb3-486a-b5a7-f257ea7af0b5','what is it a Repair Café?','30 min',1,0,'2024-02-01 14:32:31.405000','Explain what is a repair café','<p>Explain what is a repair caf&eacute;</p>\r\n','publish','EN',6),(101,'e84d8505-6bb3-486a-b5a7-f257ea7af0b5','¿Qué es un Repair Café? y ¿Una Restart Party?','30 min',6,0,'2024-02-01 14:35:04.631000','Descubrir qué es un repair café y su potencial dentro de la comunidad','<p>Tanto un Repair caf&eacute;, como una Restart party son eventos p&uacute;blicos en los que voluntarios con distintas habilidades ayudan a los asistentes a aprender a reparar diferentes tipos de objetos. Los Repair Caf&eacute; son conocidos por reparar cualquier tipo de cosa, desde bicicletas a muebles, pasando por objetos electr&oacute;nicos. Las Restart Party se enfocan m&aacute;s en la capacitaci&oacute;n de reparaciones de aparatos electr&oacute;nicos y el&eacute;ctricos estropeados.</p>\r\n','publish','ES',6),(102,'bfcdba16-165d-4388-9e7b-e75d8fd61511','¿Qué necesitamos en mi centro educativo para comenzar a compostar?','1h 30 min',3,0,'2024-02-01 15:09:32.284000','Webinar de Composta en Red y Nómadas, educación ambiental sobre los primeros pasos para establecer un proyecto de compostaje en entorno escolar.','<p>En este webinar el colectivo N&oacute;madas Educaci&oacute;n Ambiental, ponen sobre la mesa las necesidades b&aacute;sicas que hay que tener en cuenta antes de embarcarse en un proyecto tan ambicioso como el de compostaje</p>\r\n','publish','ES',6),(103,'7a37de74-e3e5-4aba-9223-339016fbe87b','Biomaterial making: first steps and recipes','1-5 sessions',4,0,'2024-02-09 17:02:09.317000','Initial steps and recipes to start your biomaterial making journey.','<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>Principles of biomaterial making:</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">The basic biomaterials are composed by&nbsp; </span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">polymers+plastizer+solvent</span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">. Additives are recommended for texture, </span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">colour</span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> and properties. This additives can come from organic waste to close the loop.</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>Why is it relevant in a school context?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">Teaching students how to cook their own biomaterials using food waste, reduces the distance from the problem and allows to articulate a system within the local community for biomaterial making</span></span></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>What</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>will</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>you</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>learn</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong> in </strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>this</strong></span></span></u><u> </u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong>lesson</strong></span></span></u><u><span style=\"font-size:10.0pt\"><span style=\"color:black\"><strong> plan?</strong></span></span></u></p>\r\n\r\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">You will go through the methodologies, composition, basic recipes and initial materials to start cooking your own biomaterials. </span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Hopefully</span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> you will be making some as well.</span></span></p>\r\n','publish','EN',2),(104,'bffd4334-ff4f-45fe-9606-96133c1025cd','Moksleiviai kalba apie ekologinį nerimą','5 minutes',0,0,'2024-02-19 12:42:55.276000','Trumpas vaizdo įrašas, kuriame mokiniai (iš JAV) dalijasi savo ekologiniu nerimu','<p>Trumpas vaizdo įra&scaron;as, kuriame mokiniai (i&scaron; JAV) dalijasi savo ekologiniu nerimu. Gali būti naudingas parodyti ir mokytojams, nes tai aktualu mokomiems mokiniams. Tai gali būti gera įžanga prie&scaron; klasės diskusiją &scaron;ia tema.</p>\r\n','publish','LT',3),(105,'75e435b6-8e96-40a1-b715-89c8b93fa080','TED paskaita: kaip sukurti žiedinę ekonomiką','15 minutes',0,0,'2024-02-19 12:46:05.634000','Internetinė TED paskaita iš teemill.com, kurioje aptariami žiedinės ekonomikos pagrindai ir kaip ją kurti.','<p>Internetinė TED paskaita i&scaron; teemill.com, kurioje aptariami žiedinės ekonomikos pagrindai ir kaip ją kurti.</p>\r\n','publish','LT',3),(106,'afa2d73f-3487-4024-b170-586edab09c1a','MeetECOid kortelių priemonė (anglų k.)','Supporting tool for inspiration',0,0,'2024-02-19 13:01:19.185000','Priemonė, padedanti kurti su produktais susijusias intervencines priemones, kuriomis siekiama, kad elgesys taptų tvaresnis.','<p>Priemonė, padedanti kurti produktais grindžiamas intervencines priemones, kuriomis siekiama, kad elgesys būtų tvaresnis. &Scaron;ią priemonę rekomenduojama naudoti &scaron;ios platformos &quot;Darnios elgsenos projektavimas&quot; metu, tačiau ją verta peržvelgti ir susidaryti trumpą įspūdį apie tai, kokias strategijas dizaineris gali naudoti siekdamas paveikti elgseną (pavyzdžiui, pasirinkti tinkamą laiką, leisti naudotojui ar produktui kontroliuoti elgseną, naudoti emocinius ar racionalius argumentus).</p>\r\n','publish','LT',3),(107,'8df89a58-35ab-4c64-86b0-fbedf51ec83d','Design with Intent: 101 patterns for influencing behaviour through design (ang. k.)','Supporting tool for inspiration',0,0,'2024-02-19 13:06:07.622000','Kortelėmis pagrįsta priemonė, kuri suteikia įkvėpimo ieškant dizaino strategijų, kurias dizaineriai gali naudoti siekdami paveikti elgseną ir padaryti ją tvaresnę.','<p>Kortelėmis pagrįsta priemonė, kuri suteikia įkvėpimo ie&scaron;kant dizaino strategijų, kurias dizaineriai gali naudoti siekdami paveikti elgseną ir padaryti ją tvaresnę. Ją galima naudoti kaip atskirą priemonę, tačiau čia ji pateikiama kaip rekomenduojama priemonė, kurią galima naudoti vykdant &quot;Tvaraus dizaino&nbsp;elgesio i&scaron;&scaron;ūkį&quot;.</p>\r\n','publish','LT',3),(108,'3b0d627b-be9f-4f18-bd47-f8fe0dd9cb7d','Įžanginė paskaita apie tvaraus elgesio dizainą (ang. k.)','1 hour',0,0,'2024-02-19 13:17:39.905000','Paskaita apie tvaraus elgesio projektavimo pagrindus.','<p>&Scaron;is mokymosi blokas gali būti naudojamas kaip atskira paskaita apie darnios elgsenos projektavimą, tačiau jis taip pat skirtas kaip antroji &quot;Tvaraus&nbsp;elgsenos projektavimo i&scaron;&scaron;ūkio&quot; dalis.</p>\r\n','publish','LT',3),(109,'40129098-1963-47b7-b6d8-deac2c24c1fb','Funkcinė ekonomika','1.5 valandos',0,0,'2024-02-20 08:26:16.983000','Mokiniai sužinos apie funkcinę ekonomiką ir jos skirtumus nuo tradicinio ekonomikos modelio. Sužinos, kaip kuriama ir fiksuojama vertė.','<p>Funkcinė ekonomika yra vienas i&scaron; septynių žiedinės ekonomikos ramsčių.</p>\r\n\r\n<p>Kaip studentai gali pasinaudoti funkcine ekonomika kaip ekologinio perėjimo priemone:</p>\r\n\r\n<p>- i&scaron;ori&scaron;kai: pagalvokite apie alternatyvą nuosavybe pagrįstam vartojimo modeliui<br />\r\n- I&scaron;ori&scaron;kai: stebėti ir atskirti du modelius rinkoje<br />\r\n- atskirai: kaip &scaron;į modelį galima pritaikyti būsimuose projektuose.</p>\r\n','publish','LT',5),(110,'38718bea-29e0-4bc6-ba7b-0c2647eb4dc5','Consumption in the circular economy, a theoretical introduction','1 hour',0,0,'2024-02-20 10:38:35.590000','A short presentation with theoretical background on circular consumption','<p>A short presentation with theoretical background on circular consumption, aimed at teachers but adaptable for students.</p>\r\n','publish','EN',3),(111,'02827e51-34e1-4132-b544-64a5df8a3a56','Consumption in the circular economy challenge: Make and Prototype','Half day to full day',0,0,'2024-02-20 10:47:39.661000','This is the Make and Prototype part of the Consumption Challenge','<p>A few activities are suggested, like doing interviews with consumers or making a survey to collect insight in what people do and think related to clothing consumption, or any other practice. Another activity could be to make advertisements for products and services that would require alternative consumption models; how would these look like, if you think about how people would respond to them?</p>\r\n','save','EN',3),(112,'e02b7744-5e0f-4c14-b4bf-7fc8007e3414','Circular Consumption Challenge: Explore','Half day to full day',0,0,'2024-02-20 10:50:04.923000','This is the Explore part of the Circular consumption challenge. ','<p>Students discuss and reflect over consumption in general, including their own, and choose a practice or a product, and study it.it</p>\r\n','save','EN',3),(121,'07498c3c-0e0a-4f72-a334-bf3e48b3ca16','Créer un outil open source de filage et/ou de tissage','30 min à 3 heures',0,0,'2024-02-21 10:46:59.974000','Créer un outil open source de filage et/ou de tissage','<p>Apr&egrave;s avoir pr&eacute;sent&eacute; les diff&eacute;rentes &eacute;tapes de transformation de la laine, passons &agrave; la pratique et comprenons mieux le fonctionnement des outils. Faisons des broches et des m&eacute;tiers &agrave; tisser. Nous vous proposons des tutoriels de fabrication num&eacute;rique mais aussi des conceptions pratiques pouvant &ecirc;tre adapt&eacute;es avec des mat&eacute;riaux low-tech comme le bois trouv&eacute; dans le bois et d&#39;autres mat&eacute;riaux r&eacute;utilis&eacute;s....</p>\r\n\r\n<p>N&#39;h&eacute;sitez pas &agrave; vous rapprocher d&#39;un fab lab si vous souhaitez utiliser la gravure et la d&eacute;coupe laser pour votre cr&eacute;ation.</p>\r\n','publish','FR',2),(125,'f09215f5-87b5-4383-8085-0ba79e3e0641','Visible Mending : réparez et personnalisez votre tissu','1 heure à 1 semaine',0,0,'2024-02-21 12:42:18.980000','Visible Mending : réparez et personnalisez votre tissu','<p>La r&eacute;paration visible est une approche cr&eacute;ative et durable pour r&eacute;parer des v&ecirc;tements ou des textiles d&#39;une mani&egrave;re qui non seulement restaure la fonctionnalit&eacute;, mais ajoute &eacute;galement une valeur esth&eacute;tique &agrave; l&#39;article. Au lieu de dissimuler le travail de raccommodage, le raccommodage visible englobe et met en valeur les r&eacute;parations, les transformant en une partie d&eacute;lib&eacute;r&eacute;e et souvent d&eacute;corative du v&ecirc;tement.</p>\r\n\r\n<p>La r&eacute;paration visible permet l&rsquo;expression artistique. Les r&eacute;parateurs utilisent souvent diff&eacute;rentes techniques de couture, de broderie ou de patchwork pour cr&eacute;er des r&eacute;parations visuellement attrayantes. En r&eacute;parant et en prolongeant la dur&eacute;e de vie des v&ecirc;tements, le raccommodage visible favorise les pratiques de mode durables. Il encourage les individus &agrave; valoriser leurs v&ecirc;tements et &agrave; r&eacute;duire le gaspillage global dans l&rsquo;industrie de la mode.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Outils<br />\r\nFil</p>\r\n\r\n<p>Aiguilles</p>\r\n\r\n<p>&Eacute;pingles &agrave; coudre</p>\r\n\r\n<p>Des v&ecirc;tements ou des chutes de tissus</p>\r\n\r\n<p>Comp&eacute;tences<br />\r\nD&eacute;butants &lt; Avanc&eacute;s</p>\r\n\r\n<p>Cela implique souvent de d&eacute;velopper des comp&eacute;tences en couture et en couture. Les r&eacute;parateurs peuvent apprendre divers points et techniques de broderie pour cr&eacute;er des r&eacute;parations attrayantes et durables.</p>\r\n\r\n<p>Le raccommodage visible a gagn&eacute; en popularit&eacute; dans le cadre du mouvement de mode lente, qui met l&#39;accent sur une consommation r&eacute;fl&eacute;chie et durable de v&ecirc;tements. Il remet en question le caract&egrave;re jetable de la fast fashion en encourageant les gens &agrave; jouer un r&ocirc;le plus actif dans l&rsquo;entretien et la r&eacute;paration de leurs v&ecirc;tements.</p>\r\n','publish','FR',2),(127,'4385c15b-5e1b-4867-9cfb-cfaa93483949','Défi de la consommation circulaire : Explorez','1 j',1,0,'2024-02-22 08:48:43.530000','C\'est la partie exploration du défi Consommation circulaire','<p>Les &eacute;tudiants discutent et r&eacute;fl&eacute;chissent sur la consommation en g&eacute;n&eacute;ral, y compris la leur, choisissent une pratique ou un produit et l&#39;&eacute;tudient.</p>\r\n','publish','FR',3),(128,'d758312e-21c8-453d-a94e-849de1d74fa4','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','1 moitié de journée',0,0,'2024-02-22 09:20:08.104000','Il s\'agit de la partie Fabrication et Prototype du Défi Consommation.','<p>Quelques activit&eacute;s sont sugg&eacute;r&eacute;es, comme r&eacute;aliser des entretiens avec des consommateurs ou r&eacute;aliser une enqu&ecirc;te pour recueillir un aper&ccedil;u de ce que les gens font et pensent en mati&egrave;re de consommation de v&ecirc;tements ou de toute autre pratique. Une autre activit&eacute; pourrait consister &agrave; faire des publicit&eacute;s pour des produits et services qui n&eacute;cessiteraient des mod&egrave;les de consommation alternatifs ; &agrave; quoi ressembleraient-ils, si vous pensez &agrave; la fa&ccedil;on dont les gens y r&eacute;agiraient ?</p>\r\n','save','FR',3),(129,'d27a6380-1457-4eac-9226-582a582581dd','Introduction aux ONG environnementales','15 minutes',2,0,'2024-02-22 12:27:39.609000','Les plus grandes ONG environnementales d’Europe','<p>De nombreuses ONG environnementales op&egrave;rent dans chaque pays de l&rsquo;UE. Les 10 plus grands d&rsquo;entre eux sont ci-dessous&nbsp;:</p>\r\n\r\n<p>CEE Bankwatch Network (https://bankwatch.org/) - CEE Bankwatch Network est une coalition de 16 groupes environnementaux d&#39;Europe centrale et orientale qui surveillent les institutions financi&egrave;res publiques responsables de centaines de milliards d&#39;investissements &agrave; travers le monde. En collaboration avec les communaut&eacute;s locales et d&#39;autres ONG, nous travaillons pour d&eacute;noncer l&#39;influence de ces institutions et fournir un contrepoids &agrave; leur pouvoir incontr&ocirc;l&eacute;.</p>\r\n\r\n<p>BIRDLIFE EUROPE ET ASIE CENTRALE (https://www.birdlife.org/europe-and-central-asia/) - BirdLife Europe et Asie centrale est un partenariat de 48 organisations nationales de conservation et un leader dans la conservation des oiseaux. Notre approche unique du local au global nous permet d&rsquo;assurer une conservation &agrave; fort impact et &agrave; long terme pour le b&eacute;n&eacute;fice de la nature et des populations. BirdLife Europe et Asie centrale est l&#39;un des six secr&eacute;tariats r&eacute;gionaux qui composent BirdLife International.</p>\r\n\r\n<p>CAN EUROPE (https://caneurope.org/) - Climate Action Network (CAN) Europe est la plus grande coalition europ&eacute;enne travaillant sur les questions climatiques et &eacute;nerg&eacute;tiques. Avec plus de 140 organisations membres dans plus de 30 pays europ&eacute;ens &ndash; repr&eacute;sentant plus de 44 millions de citoyens &ndash; CAN Europe &oelig;uvre pour pr&eacute;venir un changement climatique dangereux et promouvoir une politique climatique et &eacute;nerg&eacute;tique durable en Europe.</p>\r\n\r\n<p>BUREAU EUROP&Eacute;EN DE L&#39;ENVIRONNEMENT (BEE) (https://eeb.org/) - Le BEE est le plus grand r&eacute;seau d&#39;organisations citoyennes environnementales en Europe. Elle compte actuellement plus de 160 organisations membres dans plus de 35 pays (tous les &Eacute;tats membres de l&rsquo;UE ainsi que certains pays candidats et pays voisins), dont un nombre croissant de r&eacute;seaux europ&eacute;ens, et repr&eacute;sentant quelque 30 millions de membres individuels et sympathisants.</p>\r\n\r\n<p>AMIS DE LA TERRE EUROPE (https://friendsoftheearth.eu/) - Les Amis de la Terre Europe sont le plus grand r&eacute;seau environnemental de base en Europe, r&eacute;unissant plus de 30 organisations nationales et des milliers de groupes locaux. Nous faisons campagne sur les probl&egrave;mes environnementaux et de justice sociale les plus urgents d&rsquo;aujourd&rsquo;hui. Nous sommes la branche europ&eacute;enne de la f&eacute;d&eacute;ration mondiale des Amis de la Terre International, compos&eacute;e de 75 organisations nationales membres.</p>\r\n\r\n<p>UNITE EUROP&Eacute;ENNE GREENPEACE (https://www.greenpeace.org/eu-unit/) - L&#39;Unit&eacute; europ&eacute;enne de Greenpeace fait partie du r&eacute;seau international Greenpeace, actif dans plus de 55 pays &agrave; travers le monde et comptant plus de trois millions de sympathisants. Nous surveillons le travail des institutions europ&eacute;ennes, d&eacute;non&ccedil;ons les politiques et lois europ&eacute;ennes d&eacute;ficientes et mettons les d&eacute;cideurs europ&eacute;ens au d&eacute;fi de mettre en &oelig;uvre des solutions progressistes. Nous valorisons notre ind&eacute;pendance et n&rsquo;acceptons pas les dons des gouvernements, de l&rsquo;UE, des entreprises ou des partis politiques.</p>\r\n\r\n<p>HEALTH AND ENVIRONMENT ALLIANCE (HEAL) (https://www.env-health.org/) - L&#39;Alliance pour la sant&eacute; et l&#39;environnement (HEAL) est une organisation europ&eacute;enne &agrave; but non lucratif de premier plan qui s&#39;int&eacute;resse &agrave; la mani&egrave;re dont l&#39;environnement affecte la sant&eacute; dans l&#39;Union europ&eacute;enne. . Avec le soutien de plus de 75 organisations membres, HEAL apporte une expertise ind&eacute;pendante et des preuves de la communaut&eacute; de la sant&eacute; aux diff&eacute;rents processus d&eacute;cisionnels.</p>\r\n\r\n<p>NATUREFRIENDS INTERNATIONAL (https://www.nf-int.org/) - NFI est l&#39;organisation fa&icirc;ti&egrave;re mondiale du mouvement Naturefriends, r&eacute;unissant plus de 45 organisations membres avec 350 000 membres &agrave; travers le monde. NFI &oelig;uvre pour le d&eacute;veloppement durable en Europe et au-del&agrave;, en se concentrant &agrave; la fois sur l&#39;environnement et la soci&eacute;t&eacute;.</p>\r\n\r\n<p>TRANSPORT &amp; ENVIRONNEMENT (https://www.transportenvironment.org/) - Transport &amp; Environment (T&amp;E) est la principale ONG europ&eacute;enne qui milite pour des transports plus propres.​ Son travail est soutenu par 58 organisations dans 26 pays &agrave; travers l&#39;Europe repr&eacute;sentant, ensemble, plus plus de 3,5 millions de personnes.</p>\r\n\r\n<p>BUREAU POLITIQUE EUROP&Eacute;EN DU WWF (https://www.wwf.eu/) - Au WWF, nous travaillons pour un monde dans lequel les hommes et la nature prosp&egrave;rent. Le bureau de politique europ&eacute;enne du WWF &agrave; Bruxelles plaide et fait campagne pour de meilleures politiques europ&eacute;ennes qui profitent &agrave; l&rsquo;environnement europ&eacute;en et mondial. Nous repr&eacute;sentons 25 bureaux nationaux et r&eacute;gionaux et plus de 3 millions de membres.</p>\r\n','publish','FR',6),(130,'982f0a04-98a5-4285-8120-0fa57af2c432','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','1 heure',4,0,'2024-02-22 13:21:27.965000','Conseils aux enseignants pour se préparer au défi Design for Sustainable Behaviour','<p>Conseils aux enseignants pour se pr&eacute;parer au d&eacute;fi Design for Sustainable Behaviour</p>\r\n','save','FR',3),(136,'cc4f1684-f34f-44b9-8c0c-cdaeac7ae567','Fabrication de biomatériaux : premiers pas et recettes','1 à 5 sessions',0,0,'2024-02-23 10:27:16.410000','Premières étapes et recettes pour commencer votre parcours de fabrication de biomatériaux.','<p><strong>Principes de fabrication des biomat&eacute;riaux&nbsp;:</strong></p>\r\n\r\n<p>Les biomat&eacute;riaux de base sont compos&eacute;s de polym&egrave;res+plastifiant+solvant. Des additifs sont recommand&eacute;s pour la texture, la couleur et les propri&eacute;t&eacute;s. Ces additifs peuvent provenir de d&eacute;chets organiques pour boucler la boucle.</p>\r\n\r\n<p><strong>Pourquoi est-ce pertinent dans un contexte scolaire ?</strong></p>\r\n\r\n<p>Enseigner aux &eacute;tudiants comment cuisiner leurs propres biomat&eacute;riaux en utilisant des d&eacute;chets alimentaires r&eacute;duit la distance par rapport au probl&egrave;me et permet d&#39;articuler un syst&egrave;me au sein de la communaut&eacute; locale pour la fabrication de biomat&eacute;riaux.</p>\r\n\r\n<p><strong>Qu&#39;allez-vous apprendre dans ce plan de cours ?</strong></p>\r\n\r\n<p>Vous passerez en revue les m&eacute;thodologies, la composition, les recettes de base et le mat&eacute;riel initial pour commencer &agrave; cuisiner vos propres biomat&eacute;riaux. J&#39;esp&egrave;re que vous en ferez &eacute;galement.</p>\r\n','save','FR',2),(137,'4e799de0-0672-4649-9840-3cd6665eaf2c','Planification d\'événements scolaires','quelques jours',0,0,'2024-02-27 13:12:46.525000','planification d\'événements scolaires','<p>Vous pouvez trouver ci-joint les Informations d&eacute;taill&eacute;es sur l&#39;organisation d&#39;un &eacute;v&eacute;nement &agrave; l&#39;&eacute;cole : <a href=\"https://www.wikihow.com/Host-an-Event-in-School\">https://www.wikihow.com/Host-an-Event-in-School</a></p>\r\n','save','FR',6),(140,'0001db25-5897-4de1-9764-d2441c9fafd2','La consommation dans l\'économie circulaire, une introduction théorique','1 heure',0,0,'2024-02-27 14:50:44.693000','Une courte présentation avec un contexte théorique sur la consommation circulaire','<p>A short presentation with theoretical background on circular consumption, aimed at teachers but adaptable for students.</p>\r\n','save','FR',3),(141,'f78c21bc-ef76-4c0d-b3dc-e96266b80969','Visible Mending : réparez et personnalisez votre tissu','1h to 1 week',0,0,'2024-03-01 09:12:12.514000','Visible Mending : réparez et personnalisez votre tissu','<p>La r&eacute;paration visible est une approche cr&eacute;ative et durable pour r&eacute;parer des v&ecirc;tements ou des textiles d&#39;une mani&egrave;re qui non seulement restaure la fonctionnalit&eacute;, mais ajoute &eacute;galement une valeur esth&eacute;tique &agrave; l&#39;article. Au lieu de dissimuler le travail de raccommodage, le raccommodage visible englobe et met en valeur les r&eacute;parations, les transformant en une partie d&eacute;lib&eacute;r&eacute;e et souvent d&eacute;corative du v&ecirc;tement.</p>\r\n\r\n<p>La r&eacute;paration visible permet l&rsquo;expression artistique. Les r&eacute;parateurs utilisent souvent diff&eacute;rentes techniques de couture, de broderie ou de patchwork pour cr&eacute;er des r&eacute;parations visuellement attrayantes. En r&eacute;parant et en prolongeant la dur&eacute;e de vie des v&ecirc;tements, le raccommodage visible favorise les pratiques de mode durables. Il encourage les individus &agrave; valoriser leurs v&ecirc;tements et &agrave; r&eacute;duire le gaspillage global dans l&rsquo;industrie de la mode.</p>\r\n\r\n<p>​​​​​​​</p>\r\n\r\n<p>Outils<br />\r\nFil</p>\r\n\r\n<p>Aiguilles</p>\r\n\r\n<p>&Eacute;pingles &agrave; coudre</p>\r\n\r\n<p>Des v&ecirc;tements ou des chutes de tissus</p>\r\n\r\n<p>Comp&eacute;tences<br />\r\nD&eacute;butants &lt; Avanc&eacute;s</p>\r\n\r\n<p>Cela implique souvent de d&eacute;velopper des comp&eacute;tences en couture et en couture. Les r&eacute;parateurs peuvent apprendre divers points et techniques de broderie pour cr&eacute;er des r&eacute;parations attrayantes et durables.​​​​​​​</p>\r\n\r\n<p>Le raccommodage visible a gagn&eacute; en popularit&eacute; dans le cadre du mouvement de mode lente, qui met l&#39;accent sur une consommation r&eacute;fl&eacute;chie et durable de v&ecirc;tements. Il remet en question le caract&egrave;re jetable de la fast fashion en encourageant les gens &agrave; jouer un r&ocirc;le plus actif dans l&rsquo;entretien et la r&eacute;paration de leurs v&ecirc;tements.</p>\r\n','publish','FR',2),(142,'b93d305f-b2d1-4982-8cce-2251b15c20d9','Coloration de la laine','2h to 1 week',0,0,'2024-03-01 10:18:17.597000','Coloration de la laine','<p>La teinture est une &eacute;tape complexe aux impacts environnementaux importants : consommation d&rsquo;eau, forte toxicit&eacute;.</p>\r\n\r\n<p>Des techniques existent pour optimiser les teintures et r&eacute;duire les impacts environnementaux, avec des cons&eacute;quences positives et n&eacute;gatives.</p>\r\n\r\n<p>Organisez un atelier avec vos &eacute;l&egrave;ves pour les sensibiliser aux teintures naturelles sur la laine, et discutez des avantages et des inconv&eacute;nients.</p>\r\n','publish','FR',2),(143,'5c8bc42c-3d3f-45e5-8758-6d31d2046b03','Créer un outil open source de filage et/ou de tissage','30mn to 3h',0,0,'2024-03-01 11:16:23.481000','Créer un outil open source de filage et/ou de tissage','<p>Apr&egrave;s avoir pr&eacute;sent&eacute; les diff&eacute;rentes &eacute;tapes de transformation de la laine, passons &agrave; la pratique et comprenons mieux le fonctionnement des outils. Faisons des broches et des m&eacute;tiers &agrave; tisser. Nous vous proposons des tutoriels de fabrication num&eacute;rique mais aussi des conceptions pratiques pouvant &ecirc;tre adapt&eacute;es avec des mat&eacute;riaux low-tech comme le bois trouv&eacute; dans le bois et d&#39;autres mat&eacute;riaux r&eacute;utilis&eacute;s....</p>\r\n\r\n<p>N&#39;h&eacute;sitez pas &agrave; vous rapprocher d&#39;un fab lab si vous souhaitez utiliser la gravure et la d&eacute;coupe laser pour votre cr&eacute;ation.</p>\r\n','publish','FR',2),(144,'a806b995-21c6-4add-a60d-6232018ae5e8','Faire l’expérience des matériaux','30mn to 3h',2,0,'2024-03-01 13:11:08.963000',' s\'interroger sur les produits et les matériaux sous différents angles','<p>Les mat&eacute;riaux/objets nous entourent. On prend &agrave; peine le temps de regarder ce qu&rsquo;ils sont, au-del&agrave; de leur utilit&eacute; premi&egrave;re.</p>\r\n\r\n<p>Cet exercice am&egrave;ne les &eacute;l&egrave;ves &agrave; s&#39;interroger sur les produits et les mat&eacute;riaux sous diff&eacute;rents angles.</p>\r\n\r\n<p>C&#39;est une entr&eacute;e douce dans la caract&eacute;risation des mat&eacute;riaux et aide &agrave; r&eacute;fl&eacute;chir sur notre relation aux mat&eacute;riaux.</p>\r\n\r\n<p>En rassemblant diff&eacute;rents &eacute;l&eacute;ments d&#39;une m&ecirc;me ressource, vous serez ensuite guid&eacute; par la bo&icirc;te &agrave; outils MAE24 et explorerez la propri&eacute;t&eacute; de chaque &eacute;l&eacute;ment avec vos &eacute;l&egrave;ves, de l&#39;exploration mat&eacute;rielle &agrave; l&#39;exploration intangible.</p>\r\n','publish','FR',2),(145,'86f74b31-eadb-42a8-88c2-aa49f6f5ee18','Cartographie des écosystèmes','2h to 1 week',3,1,'2024-03-01 14:06:33.683000','comprendre les acteurs impliqués dans la transformation des ressources locales et d\'identifier les lacunes potentielles','<p>La cartographie des &eacute;cosyst&egrave;mes permet de mieux comprendre les acteurs impliqu&eacute;s dans la transformation des ressources locales et d&#39;identifier les lacunes potentielles.</p>\r\n\r\n<p>L&#39;exercice a &eacute;t&eacute; test&eacute; avec une ressource sp&eacute;cifique (la laine) mais peut &ecirc;tre appliqu&eacute; dans de nombreux contextes.</p>\r\n','publish','FR',2),(146,'7231b948-fb81-40f9-9828-70d32702775a','Présentation du simulateur En-Roads (Vidéo)','20 minutes',0,0,'2024-03-03 11:15:57.294000','Présentation du simulateur En-Roads (Vidéo)','<p>Une introduction au simulateur En-ROADS et aux principales fonctionnalit&eacute;s qu&#39;il offre. En-ROADS peut vous aider &agrave; comprendre les solutions climatiques, comment avoir un impact sur le monde et comment elles peuvent nous aider &agrave; atteindre nos objectifs climatiques.</p>\r\n','publish','FR',6),(147,'6107bf5e-2814-4936-ae9a-3fc90b4e23cc','Simulateur de climat En Roads','15 minutes',0,0,'2024-03-03 13:01:43.052000','Simulateur de climat En Roads','<p>En-ROADS est un simulateur climatique mondial qui permet aux utilisateurs d&#39;explorer l&#39;impact que des dizaines de politiques, telles que l&#39;&eacute;lectrification des transports, la tarification du carbone et l&#39;am&eacute;lioration des pratiques agricoles, ont sur des centaines de facteurs tels que les prix de l&#39;&eacute;nergie, la temp&eacute;rature, la qualit&eacute; de l&#39;air et le niveau de la mer. augmenter.</p>\r\n\r\n<p>D&eacute;velopp&eacute; par Climate Interactive, la MIT Sloan Sustainability Initiative et Ventana Systems, En-ROADS est un mod&egrave;le de dynamique de syst&egrave;me soigneusement fond&eacute; sur les meilleures connaissances scientifiques disponibles et a &eacute;t&eacute; calibr&eacute; par rapport &agrave; un large &eacute;ventail de mod&egrave;les int&eacute;gr&eacute;s existants d&#39;&eacute;valuation, de climat et d&#39;&eacute;nergie. En-ROADS fonctionne sur un ordinateur portable ordinaire en une fraction de seconde, est disponible gratuitement en ligne, offre une interface intuitive et conviviale et est disponible dans plus d&#39;une douzaine de langues.</p>\r\n\r\n<p>En-ROADS aide les gens &agrave; &eacute;tablir des liens entre les choses qui leur tiennent &agrave; c&oelig;ur et les possibilit&eacute;s disponibles pour contribuer &agrave; garantir un avenir r&eacute;silient. Les utilisateurs peuvent rapidement constater les effets &agrave; long terme des politiques et actions climatiques mondiales qu&rsquo;ils imaginent. Le but? Rompre avec le bruit et doter les &eacute;lus, les chefs d&rsquo;entreprise et autres des connaissances dont ils ont besoin pour mettre en &oelig;uvre des solutions climatiques &eacute;quitables et &agrave; fort effet de levier. Vous pouvez en apprendre davantage sur la science derri&egrave;re le simulateur ici.</p>\r\n','publish','FR',6),(148,'c5e42bc4-9ca7-4c68-ab88-6ba78022fd07','What is a circular event?','30 minutes',0,0,'2024-03-03 16:07:06.100000','Information about circular events','<p>Introduction to circular events such as repair cafe and clothing swap. There are many more types of circular events in which people reuse, repair, exchange, recycle etc;.</p>\r\n','publish','EN',6),(149,'08ff141f-d6bf-4170-9bc4-d282b8936bdc','Biowaste','15 to 30 minutes',0,0,'2024-03-03 21:41:56.203000','About biowaste issue','<p>Information on how not proprely treated biowaste&nbsp;especially food waste&nbsp;is a very big issue on the environment and society.</p>\r\n','publish','EN',6),(150,'13b4faea-b0a9-4773-aca5-c4d2cb8b7aaf','About composting','15 minutes to 1 hour',0,0,'2024-03-03 21:49:29.848000','Information about composting','<p>All the basic information about composting</p>\r\n','publish','EN',6),(151,'ff2d1acd-3b2b-4635-9dba-14836f801e40','Kas yra aplinkosauginės NVO','15 minutes',0,0,'2024-03-03 22:50:21.295000','Susipažinimas su aplinkosauginėmis nevyriausybinėmis organizacijomis','<p>Pažintis su nevyriausybinėmis aplinkosauginėmis organizcijomis ir ką jos daro.</p>\r\n','publish','EN',6),(152,'a0559fde-0aea-44d5-bea7-c7b4cc95eafa','Main environmental issues','10 minutes',0,0,'2024-03-03 23:02:39.856000','Main environmental issues','<p>Describtion of main environmental issues that Europe is facing at the moment</p>\r\n','publish','EN',6),(153,'94717232-270e-418d-b2ab-0d99fc590f5b','Volunteering in environmental NGO','15 minutes',0,0,'2024-03-03 23:13:27.095000','Volunteering in environmental NGO','<p>Short information about volunteering in environmental NGO</p>\r\n','publish','EN',6),(154,'afa2d73f-3487-4024-b170-586edab09c1a','Outil de carte MeetECOid','Supporting tool for inspiration',0,0,'2024-03-04 07:54:58.368000','Un outil pour aider à concevoir des interventions basées sur des produits visant à rendre les comportements plus durables','<p>Un outil pour aider &agrave; concevoir des interventions bas&eacute;es sur des produits visant &agrave; rendre les comportements plus durables. Il est recommand&eacute; d&#39;utiliser l&#39;outil lors de la conception d&#39;un comportement durable sur cette plate-forme, mais il vaut la peine d&#39;y jeter un coup d&#39;&oelig;il et d&#39;avoir une id&eacute;e rapide des strat&eacute;gies qu&#39;un concepteur peut utiliser pour influencer le comportement (comme utiliser le bon timing, laisser l&#39;utilisateur ou un produit contr&ocirc;le le comportement, ou utilise des arguments &eacute;motionnels ou rationnels)</p>\r\n','save','FR',3),(155,'75e435b6-8e96-40a1-b715-89c8b93fa080','Conférence TED : Comment concevoir l\'économie circulaire','15 minutes',0,0,'2024-03-04 08:01:11.530000',' Une conférence TED en ligne sur teemill.com, discutant des bases de l\'économie circulaire et de la manière de la concevoir','<p>Une conf&eacute;rence TED en ligne sur teemill.com, discutant des bases de l&#39;&eacute;conomie circulaire et de la mani&egrave;re de la concevoir</p>\r\n','publish','FR',3),(156,'e84d8505-6bb3-486a-b5a7-f257ea7af0b5','Qu\'est ce que le \"repair\" café ?','30 min',0,0,'2024-03-04 08:04:03.486000','Expliquer ce qu\'est un \"repair\" café','<p>Expliquer ce qu&#39;est un &quot;repair&quot; caf&eacute;</p>\r\n','publish','FR',6),(157,'a71521a4-7b64-4b51-ac52-d473bacf2160','Concevez votre transition circulaire','variable',0,0,'2024-03-04 08:06:02.477000','Une boîte à outils, huit outils. Notre boîte à outils circulaire vous aidera à démarrer votre transition','<p>Cette bo&icirc;te &agrave; outils contient huit outils qui vous guident tout au long d&#39;un processus d&#39;innovation circulaire et vous fournissent les ressources dont vous avez besoin tout au long du processus.</p>\r\n\r\n<p>Il s&#39;agit d&#39;une ressource destin&eacute;e aux entreprises et aux organisations qui souhaitent travailler de mani&egrave;re plus cr&eacute;ative et collaborative au sein de leur &eacute;quipe ou organisation vers la circularit&eacute;.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>D&eacute;velopp&eacute; par le Danish Design Centre.</p>\r\n','publish','FR',6),(158,'19194069-9341-4b49-bc84-7905c8da26fd','Guide pour démarrer un programme de compostage à l\'école','3 hours',0,0,'2024-03-04 08:11:15.356000','Toutes les informations nécessaires pour démarrer un programme de compostage à l\'école','<p>Si votre &eacute;cole est comme la plupart des &eacute;coles europ&eacute;ennes, le recyclage fait d&eacute;sormais partie de votre culture. Pourquoi ne pas passer &agrave; l&rsquo;&eacute;tape suivante et commencer &agrave; composter ? Le compostage est un moyen de promouvoir une mani&egrave;re responsable et respectueuse de l&#39;environnement de traiter les d&eacute;chets. En plus d&rsquo;&eacute;conomiser de l&rsquo;espace dans les d&eacute;charges, les programmes de compostage scolaires pr&eacute;sentent de nombreux avantages&nbsp;:</p>\r\n\r\n<p>- Le compost en tant que produit fini am&eacute;liore la qualit&eacute; du sol et des plantes dans les jardins potagers et fleuris des &eacute;coles.</p>\r\n\r\n<p>- Offrir des opportunit&eacute;s &eacute;ducatives qui favorisent des pratiques environnementales durables</p>\r\n\r\n<p>- R&eacute;duire les co&ucirc;ts d&#39;enl&egrave;vement des d&eacute;chets de l&#39;&eacute;cole</p>\r\n\r\n<p>- Fournir un support pour la d&eacute;couverte de nombreux sujets li&eacute;s &agrave; l&#39;environnement et &agrave; la science, ainsi que des opportunit&eacute;s de d&eacute;veloppement et de responsabilit&eacute; des &eacute;tudiants, des projets artistiques et d&#39;inspiration.</p>\r\n\r\n<p>L&#39;objectif de ce manuel est d&#39;aider les &eacute;coles &agrave; &eacute;tablir un programme de compostage r&eacute;ussi en fournissant des informations, des conseils et des ressources.</p>\r\n','publish','FR',6),(159,'08ff141f-d6bf-4170-9bc4-d282b8936bdc','Les Biodéchets','15 to 30 minutes',1,0,'2024-03-04 08:33:22.634000','À propos de la question des biodéchets','<p>L&#39;information sur la mani&egrave;re dont les biod&eacute;chets mal trait&eacute;s, en particulier les d&eacute;chets alimentaires, constitue un probl&egrave;me tr&egrave;s important pour l&#39;environnement et la soci&eacute;t&eacute;.</p>\r\n','publish','FR',6),(160,'13b4faea-b0a9-4773-aca5-c4d2cb8b7aaf','À propos du compostage','15 minutes to 1 hour',1,0,'2024-03-04 08:45:30.004000','Information à propos du compostage','<p>Toutes les informations de base sur le compostage</p>\r\n','publish','FR',6),(161,'8de05135-dcf9-4fb3-b297-80f63cb1d231','Calculateur d\'empreinte carbone','15 minutes',0,0,'2024-03-04 08:57:26.575000','Calculez votre empreinte CO2','<p>Calculez votre empreinte CO2 via le site de l&#39;&eacute;tat&nbsp;</p>\r\n','save','FR',6),(162,'ff2d1acd-3b2b-4635-9dba-14836f801e40','Que sont les ONG environnementales ?','15 minutes',0,0,'2024-03-04 09:05:34.411000','Introduction aux ONG environnementales','<p>Introduction aux ONG environnementales, ce qu&#39;elles font et la liste des plus grandes ONG environnementales en Europe</p>\r\n','publish','FR',6),(163,'94717232-270e-418d-b2ab-0d99fc590f5b','Bénévolat dans une ONG environnementale','15 minutes',0,0,'2024-03-04 09:12:45.606000','Bénévolat dans une ONG environnementale','<p>Br&egrave;ves informations sur le volontariat dans une ONG environnementale</p>\r\n','publish','FR',6),(164,'a0559fde-0aea-44d5-bea7-c7b4cc95eafa','Principaux enjeux environnementaux','10 minutes',1,0,'2024-03-04 09:23:26.911000','Principaux enjeux environnementaux','<p>Description des principaux probl&egrave;mes environnementaux auxquels l&#39;Europe est actuellement confront&eacute;e</p>\r\n','publish','FR',6),(165,'c5e42bc4-9ca7-4c68-ab88-6ba78022fd07','Qu\'est-ce qu\'un événement circulaire ?','30 minutes',1,0,'2024-03-04 09:34:57.990000','Informations sur les événements circulaires','<p><strong>​​​​​​​Introduction &agrave; des &eacute;v&eacute;nements circulaires tels que le repair caf&eacute; et l&#39;&eacute;change de v&ecirc;tements. Il existe de nombreux autres types d&#39;&eacute;v&eacute;nements circulaires dans lesquels les gens r&eacute;utilisent, r&eacute;parent, &eacute;changent, recyclent, etc.</strong><em><s><s><s>​​​​​​​</s></s></s></em></p>\r\n','save','FR',6),(166,'333a69e3-aa9e-4396-9347-dad789b3861f','Atténuation du changement climatique (VIDÉO)','15 minutes',1,0,'2024-03-04 09:56:32.291000','Présentation de la video sur le changement climatique','<p>Vid&eacute;o du changement climatique&nbsp;2022&nbsp;:&nbsp;Att&eacute;nuation du changement climatique&nbsp;:&nbsp;<strong><a href=\"http://www.youtube.com/watch?v=7yHcXQoR1zA\">http://www.youtube.com/watch?v=7yHcXQoR1zA</a></strong></p>\r\n\r\n<p>La contribution du Groupe de travail III au sixi&egrave;me rapport d&#39;&eacute;valuation du GIEC. Lire le rapport&nbsp;:<strong>&nbsp;<a href=\"https://www.ipcc.ch/report/sixth-assessment-report-working-group-3/\">https://www.ipcc.ch/report/sixth-assessment-report-working-group-3/</a></strong></p>\r\n','publish','FR',4),(167,'d1849f65-d09e-49de-a5bf-e25d1bc110bd','Créer des communautés de pratique','1 week',2,0,'2024-03-04 10:11:01.090000','Chercher des façons de co-créer avec les communautés locales. Recense la communauté de pratique (communauté éducative, parents, entreprises locales). Les contacter pour créer un réseau local des personnes. Contenu original de Fab Lab Bcn','<p><strong><u>Qu&rsquo;est-ce que c&rsquo;est que les communaut&eacute;s de pratique&nbsp;?</u></strong></p>\r\n\r\n<p>Les communaut&eacute;s de pratique sont des groupes de personnes qui partagent la m&ecirc;me pr&eacute;occupation ou une passion pour quelque chose qu&rsquo;ils font et apprennent comment s&rsquo;am&eacute;liorer gr&acirc;ce &agrave; des interactions r&eacute;guli&egrave;res. En poursuivant leur int&eacute;r&ecirc;t dans leur domaine, les membres engagent dans des activit&eacute;s et discussions de groupe, s&rsquo;entraident, et partagent leur connaissance. Ils entretiennent des relations qui leur permet d&rsquo;apprendre des autres&nbsp;; ils se soucient de leur position les uns par rapport aux autres.</p>\r\n\r\n<p>Les membres d&rsquo;une communaut&eacute; de pratique sont des &laquo;&nbsp;practitionnaires&nbsp;&raquo;. Ils d&eacute;veloppent un r&eacute;pertoire partag&eacute; de ressources&nbsp;: exp&eacute;riences, histoires, outils, fa&ccedil;ons d&rsquo;adresser des probl&egrave;mes r&eacute;currents &ndash; en bref, c&rsquo;est une pratique partag&eacute;e. Cela prend du temps et des interactions soutenues.</p>\r\n\r\n<p><strong><u>Comment une Communaut&eacute; de Pratiques peut-elle &ecirc;tre b&eacute;n&eacute;fique dans un contexte scolaire&nbsp;?</u></strong></p>\r\n\r\n<ul>\r\n	<li>Int&eacute;rieurement&nbsp;: Comment organiser les exp&eacute;riences &eacute;ducatives qui fondent l&rsquo;apprentissage pratique au travers de la participation dans des communaut&eacute;s autour de sujets &nbsp;?</li>\r\n	<li>&agrave; l&#39;ext&eacute;rieur : Comment relier l&#39;exp&eacute;rience des &eacute;tudiants &agrave; la pratique r&eacute;elle par des formes p&eacute;riph&eacute;riques de participation &agrave; des communaut&eacute;s plus larges au-del&agrave; des murs de l&#39;&eacute;cole ?</li>\r\n	<li>Tout au long de la vie des &eacute;tudiants : Comment r&eacute;pondre aux besoins d&#39;apprentissage tout au long de la vie des &eacute;tudiants en organisant des communaut&eacute;s de pratique ax&eacute;es sur des sujets d&#39;int&eacute;r&ecirc;t permanent pour les &eacute;tudiants au-del&agrave; de la p&eacute;riode initiale de scolarisation ?</li>\r\n</ul>\r\n\r\n<p><strong><u>Qu&#39;allez-vous apprendre dans ce plan de cours ?</u></strong></p>\r\n\r\n<p>On vous pr&eacute;sentera une strat&eacute;gie de r&eacute;flexion sur la conception pour commencer &agrave; cartographier et &agrave; contacter les communaut&eacute;s locales et les entreprises qui peuvent vous aider avec leur exp&eacute;rience et leurs ressources &agrave; lancer un projet et &agrave; le rendre plus significatif.</p>\r\n\r\n<p>&nbsp;</p>\r\n','publish','FR',2),(168,'238469bc-07ed-4997-ac6b-4ba1fe62bb12','Raisons sociales et environnementales de réparer','2 Session',3,0,'2024-03-04 11:14:51.230000','Travailler autour des raisons de pourquoi réparer ! ','<p>Travailler autour des raisons de pourquoi r&eacute;parer !&nbsp;</p>\r\n','publish','FR',6),(169,'62fac32a-272a-44b7-ae05-ff90cc5a49c8','Ecological footprint','15 minutes to 1 hour',2,0,'2024-03-04 12:32:41.659000','Each person has an ecological footprint','<p>The Ecological<strong>&nbsp;footprint</strong>&nbsp;measures human demand on natural capital, i.e. the quantity of nature it takes to support people and their economies.&nbsp;It tracks human demand on nature through an ecological accounting&nbsp;system. The accounts contrast the biologically productive area people use to satisfy their consumption to the biologically productive area available within a region, nation, or the world (biocapacity). Biocapacity is the productive area that can regenerate what people demand from nature. Therefore, the metric is a measure of human impact on the environment.&nbsp;As Ecological Footprint accounts measure to what extent human activities operate within the means of our planet, they are a central metric for sustainability.</p>\r\n','publish','EN',6),(170,'5e36773a-533c-4e9d-9446-87d59fefd9e2','Modèle économique','2',9,2,'2024-03-06 11:01:38.910000','Les étudiants vont découvrir un outil qui pourra les aider à comprendre comment une entreprise peut être crée er comment une idée peut transformer un modèle économique. De plus, les étudiants vont explorer le processus du prototypage d’un modèle économique et connaitre les éléments clefs d’un modèle économique. Une introduction à l’outil très répandu « business model canvas » est faite au travers d’un cas d’étude','<p><strong>Qu&rsquo;est ce que c&rsquo;est qu&rsquo;un mod&egrave;le &eacute;conomique&nbsp;?</strong></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Le mod&egrave;le &eacute;conomique est apparu dans le d&eacute;but des ann&eacute;es 90. C&rsquo;&eacute;tait un nouveau concept permettant &agrave; des entrepreneurs de rendre leur e-business compr&eacute;hensible aux d&eacute;tenteurs des ressources dans un contexte de la Nouvelle Economie donn&eacute;. L&rsquo;utilisation du concept de mod&egrave;de &eacute;conomique s&rsquo;est r&eacute;pandu parmi les professionnels bien au-del&agrave; des fronti&egrave;res de l&rsquo;&eacute;conomie d&rsquo;internet. Il r&eacute;pond g&eacute;n&eacute;ralement aux besoins d&rsquo;un entrepreneur dans des environnements plus exigeants puisqu&rsquo;il est un outil nouveau et efficace.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><u>Comment les &eacute;tudiants peuvent-ils utiliser le mod&egrave;le d&#39;entreprise comme outil pour concevoir de nouveaux mod&egrave;les d&#39;entreprise et pr&eacute;senter leur id&eacute;e ?</u></p>\r\n\r\n<p>&nbsp;-&nbsp;&nbsp;<strong>Sur le plan interne</strong>&nbsp;: &ecirc;tre capable d&rsquo;exprimer une id&eacute;e entrepreneuriale en utilisant des termes commerciaux</p>\r\n\r\n<p>&nbsp;-&nbsp;&nbsp;<strong>Sur le plan externe</strong>&nbsp;: &ecirc;tre capable d&rsquo;analyser et comprendre comment des entreprises accomplies fonctionnent&nbsp;</p>\r\n\r\n<p>&nbsp;-&nbsp;&nbsp;<strong>Tout au long de la vie des &eacute;tudiants</strong>&nbsp;: Explorer et exploiter des id&eacute;es cr&eacute;atives et les transformer en mod&egrave;les &eacute;conomiques innovants</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><strong><u>Qu&rsquo;allez-vous apprendre de ce plan de cours&nbsp;?</u></strong></p>\r\n\r\n<p>&nbsp;-&nbsp; Comprendre le concept du mod&egrave;le &eacute;conomique</p>\r\n\r\n<p>&nbsp;-&nbsp; Explorer les &eacute;l&eacute;ments essentiels de business model canvas</p>\r\n\r\n<p>​​​​​​​&nbsp;-&nbsp;&nbsp;Appliquer les comp&eacute;tences d&rsquo;analyse dans un cas d&rsquo;&eacute;tude</p>\r\n','publish','FR',5),(171,'40129098-1963-47b7-b6d8-deac2c24c1fb','Économie fonctionnelle','1.5 hour',0,0,'2024-03-06 12:23:25.080000','Les élèves vont découvrir l\'économie fonctionnelle et sa différence avec le modèle économique traditionnel. Ils apprendront comment la valeur est créée et capturée.','<p>L&#39;&eacute;conomie fonctionnelle est l&#39;un des sept piliers de l&#39;&eacute;conomie circulaire.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Depuis l&#39;apparition du concept sous le nom d&#39;&quot;&eacute;conomie de service&quot; dans les ann&eacute;es 1980, le monde acad&eacute;mique s&#39;est empar&eacute; de ce concept pour lui donner diverses d&eacute;finitions, et des concepts connexes ont &eacute;galement &eacute;merg&eacute;, tels que le &quot;syst&egrave;me produit-service&quot;, &quot;l&#39;&eacute;conomie de la performance&quot;, l&#39;&quot;&eacute;conomie quaternaire&quot;, l&#39;&quot;&eacute;conomie des effets utiles&quot;.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><u>Comment les &eacute;tudiants peuvent-ils utiliser l&#39;&eacute;conomie fonctionnelle comme moyen de transition &eacute;cologique :</u></p>\r\n\r\n<p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &bull;&nbsp;<strong>Internement :</strong>&nbsp;Penser &agrave; une alternative au mod&egrave;le de consommation bas&eacute; sur la propri&eacute;t&eacute;.</p>\r\n\r\n<p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&bull;&nbsp;<strong>Externement :</strong>&nbsp;Observer et distinguer entre les deux mod&egrave;les sur le march&eacute;.</p>\r\n\r\n<p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &bull;&nbsp;<strong>Sur la dur&eacute;e de vie des &eacute;tudiants :</strong>&nbsp;Comment ce mod&egrave;le peut-il &ecirc;tre appliqu&eacute; dans des projets futurs.</p>\r\n','publish','FR',5),(172,'578f997a-1854-4c2e-9e6f-9608d46d760b','Comprendre le problème du gaspillage alimentaire','1 session',0,0,'2024-03-06 13:06:36.129000','Introduction au problème du gaspillage alimentaire et à la possibilité de créer des produits de grande valeur à partir de déchets organiques. Une série de lectures pour animer une discussion avec les élèves sur la problématique du gaspillage alimentaire et des produits issus des déchets organiques. Matériel original de la Fondation Ellen Mc Arthur','<p><strong>Qu&rsquo;est-ce que le gaspillage alimentaire ?</strong></p>\r\n\r\n<p>Le gaspillage alimentaire est le rejet ou le gaspillage d&rsquo;aliments comestibles, g&eacute;n&eacute;ralement &agrave; diff&eacute;rentes &eacute;tapes de la cha&icirc;ne d&rsquo;approvisionnement alimentaire, notamment la production, la transformation, la distribution et la consommation. Cela inclut toute nourriture jet&eacute;e, perdue ou non consomm&eacute;e. Le gaspillage alimentaire peut survenir pour diverses raisons, notamment la d&eacute;t&eacute;rioration, la surproduction, un stockage inappropri&eacute;, des d&eacute;fauts esth&eacute;tiques, des dates de p&eacute;remption ou le comportement des consommateurs. Il s&rsquo;agit d&rsquo;un probl&egrave;me mondial majeur ayant de graves cons&eacute;quences &eacute;conomiques, environnementales et sociales.</p>\r\n\r\n<p><br />\r\n<strong>Pourquoi est-ce pertinent dans un contexte scolaire ?</strong></p>\r\n\r\n<p>Pr&eacute;senter la question du gaspillage alimentaire aux &eacute;tudiants est crucial pour les sensibiliser au probl&egrave;me et encourager la r&eacute;flexion critique sur un enjeu qui semble crucial pour relever les d&eacute;fis de durabilit&eacute; de nos syst&egrave;mes alimentaires.</p>\r\n\r\n<p><br />\r\n<strong>Qu&#39;allez-vous apprendre dans ce module ?</strong></p>\r\n\r\n<p>Vous trouverez plusieurs articles et vid&eacute;os pour introduire le th&egrave;me du gaspillage alimentaire et de la revalorisation des d&eacute;chets organiques en classe, ainsi que des questions g&eacute;n&eacute;rales pour animer un d&eacute;bat autour de celui-ci.</p>\r\n','publish','FR',2),(174,'0e8c7990-346e-4874-92e3-7668792ad442','What three degrees of global warming looks like','20 minutes',0,0,'2024-03-12 15:10:37.714000','The Economist documentary on how Earth would look like if three degrees of Celcius global warming is reached','<p>The Economist documentary on how Earth would look like if three degrees of Celcius global warming is reached</p>\r\n','publish','EN',6),(175,'0e8c7990-346e-4874-92e3-7668792ad442','À quoi ressemblent trois degrés de réchauffement climatique ?','20 minutes',1,0,'2024-03-13 08:08:19.608000','Documentaire de The Economist sur l\'aspect de la Terre si le réchauffement climatique de trois degrés Celsius est atteint','<p>Documentaire de The Economist sur l&#39;aspect de la Terre si le r&eacute;chauffement climatique de trois degr&eacute;s Celsius est atteint</p>\r\n','publish','FR',6),(176,'7cf632fd-f552-44e4-832a-41f599c09789','BONJOUR','3 HOURS',0,0,'2024-03-13 13:24:01.180000','DDD','<p>DDDD</p>\r\n','save','EN',6),(177,'8715cacd-f003-43b3-bad5-78b172aa89ab','El consumo en la economía circular, una introducción teórica','1h',0,0,'2024-03-14 09:44:02.334000','Breve presentación teórica sobre el consumo circular','<p>Breve presentaci&oacute;n con fundamentos te&oacute;ricos sobre el consumo circular, dirigida a los profesores pero adaptable a los alumnos.</p>\r\n','publish','ES',3),(178,'c8a18f6e-59e2-41cd-9b19-f8e1b1aeefc3','Reto del consumo circular: Explore','1h',0,0,'2024-03-14 09:55:57.654000','Esta es la parte Explore del reto del consumo circular.','<p>Los alumnos debaten y reflexionan sobre el consumo en general, incluido el suyo propio, y eligen una pr&aacute;ctica o un producto, y lo estudian.</p>\r\n','publish','ES',3),(179,'3403219f-1408-4b77-b604-402a5504d6e4','El consumo en el reto de la economía circular: Hacer y Prototipar','half day - full day',0,0,'2024-03-14 10:10:21.116000','Esta es la parte del Desafío de Consumo dedicada a Fabricar y Prototipar','<p>Se sugieren algunas actividades, como realizar entrevistas a consumidores o hacer una encuesta para recabar informaci&oacute;n sobre lo que la gente hace y piensa en relaci&oacute;n con el consumo de ropa, o cualquier otra pr&aacute;ctica.</p>\r\n\r\n<p>Otra actividad es&nbsp;hacer anuncios de productos y servicios que requieran modelos de consumo alternativos; &iquest;qu&eacute; aspecto tendr&iacute;an, si se piensa en c&oacute;mo responder&iacute;a la gente a ellos?</p>\r\n','publish','ES',3),(180,'4f085428-49fe-4064-b3bd-5afc4a36dcc7','Sostenibilidad','1',1,0,'2024-03-14 10:32:18.307000','El alumno conocerá el concepto de sostenibilidad, sus tres pilares, la intersección entre ellos y los dos diagramas de representación de la sostenibilidad','<p><strong>La importancia de la sostenibilidad&nbsp;</strong></p>\r\n\r\n<p>&iquest;Qu&eacute; es la sostenibilidad? &nbsp;&iquest;Qu&eacute; queremos sostener? &nbsp;Una parte importante de la ense&ntilde;anza de las cuestiones de sostenibilidad consiste en mantener estas preguntas siempre abiertas y vivas. &nbsp;La sostenibilidad ofrece un marco novedoso para plantear preguntas filos&oacute;ficas perdurables: &iquest;Qu&eacute; es la buena vida? &nbsp;&iquest;C&oacute;mo podemos crear un mundo mejor? &nbsp;Pensar y ense&ntilde;ar sobre sostenibilidad son proyectos orientados al futuro, pero la relevancia de los principios y pr&aacute;cticas de la sostenibilidad debe articularse en el presente.</p>\r\n\r\n<p>&iquest;C&oacute;mo pueden pensar los estudiantes sobre las futuras actividades econ&oacute;micas a la luz de la mentalidad sostenible?</p>\r\n\r\n<p>-A nivel interno: pensar en un comportamiento m&aacute;s sostenible que incluya las compras, el transporte, el ocio y otras actividades.</p>\r\n\r\n<p>-Externamente: tener una visi&oacute;n cr&iacute;tica sobre los productos y servicios del mercado en t&eacute;rminos de sus valores sociales, medioambientales y econ&oacute;micos</p>\r\n\r\n<p>-A lo largo de la vida de los alumnos: integrar el concepto de sostenibilidad en los futuros carreras</p>\r\n\r\n<p>&iquest;Qu&eacute; aprender&aacute;s en esta lecci&oacute;n?</p>\r\n\r\n<p>-Comprender el concepto de sostenibilidad</p>\r\n\r\n<p>-Explorar los componentes esenciales de la sostenibilidad</p>\r\n\r\n<p>-Distinguir entre dos puntos de vista sobre la sostenibilidad</p>\r\n','publish','ES',5),(181,'cd65eae1-edec-4bf2-be5c-61d084d5b614','Impacto medioambiental del textil','10 minutes',1,0,'2024-03-14 10:36:24.077000','El alumno conocerá el impacto medioambiental de la producción y el consumo de ropa','<p>El alumno conocer&aacute; la huella medioambiental de todo el ciclo de vida de un producto textil.</p>\r\n','save','ES',5),(182,'40129098-1963-47b7-b6d8-deac2c24c1fb','Economía funcional','1.5 hour',0,0,'2024-03-14 10:46:22.125000','Los estudiantes van a aprender sobre la economía funcional y su diferencia con el modelo económico tradicional. Aprenderán cómo se crea y captura el valor.','<p>La econom&iacute;a funcional es uno de los siete pilares de la econom&iacute;a circular.</p>\r\n\r\n<p>Desde que apareci&oacute; como &quot;econom&iacute;a de servicios&quot; en la d&eacute;cada de 1980, el mundo acad&eacute;mico se apoder&oacute; de este concepto para darle diversas definiciones, y tambi&eacute;n han surgido conceptos relacionados, como &quot;sistema producto-servicio&quot;, &quot;la econom&iacute;a del rendimiento&#39; la &quot;econom&iacute;a cuaternaria&quot;, la &quot;econom&iacute;a de los efectos &uacute;tiles</p>\r\n\r\n<p>&iquest;C&oacute;mo pueden utilizar los alumnos la econom&iacute;a funcional como medio de transici&oacute;n ecol&oacute;gica?</p>\r\n\r\n<p>-A nivel interno: pensar en una alternativa al modelo de consumo basado en la propiedad.<br />\r\n-Externamente: observar y distinguir los dos modelos en el mercado.<br />\r\n-A lo largo de la vida de los alumnos: c&oacute;mo puede aplicarse este modelo en futuros proyectos?.</p>\r\n','publish','ES',5),(183,'4de2c318-ee7c-4b8c-aeef-991ff5b1e0bf','Modelo de negocio','2h-3h',1,0,'2024-03-14 11:00:08.951000','El alumno descubrirá una herramienta que le ayudará a entender cómo se puede crear una empresa y cómo se puede transformar una idea en un modelo de negocio. Además, el estudiante explorará el proceso de creación de prototipos de modelos de negocio y conocerá los componentes clave de un modelo de negocio Se presenta una herramienta muy conocida, el \"lienzo de modelo de negocio\", con la aplicación de un caso práctico','<p><strong>&iquest;Qu&eacute; es un modelo de negocio?</strong></p>\r\n\r\n<p>El Modelo de Negocio surgi&oacute; a principios de los a&ntilde;os 90 como un nuevo concepto que permit&iacute;a a los empresarios hacer comprensibles sus innovadores negocios electr&oacute;nicos para los poseedores de recursos en el contexto espec&iacute;fico de la Nueva Econom&iacute;a. El uso del concepto de modelo de negocio se extendi&oacute; entre los profesionales mucho m&aacute;s all&aacute; de las fronteras de la econom&iacute;a de Internet, ya que responde de forma m&aacute;s general a las necesidades de los empresarios de disponer de herramientas nuevas y eficaces en entornos m&aacute;s dif&iacute;ciles.</p>\r\n\r\n<p><strong>C&oacute;mo pueden los estudiantes utilizar el modelo de negocio como herramienta para dise&ntilde;ar nuevos modelos de negocio y presentar su idea</strong></p>\r\n\r\n<p>-Internamente: ser capaz de expresar una idea empresarial utilizando t&eacute;rminos empresariales</p>\r\n\r\n<p>-Externamente: ser capaz de analizar y comprender c&oacute;mo funcionan las empresas de &eacute;xito</p>\r\n\r\n<p>-A lo largo de la vida de los alumnos: explorar y explotar ideas creativas y transformarlas en modelos de negocio innovadores</p>\r\n\r\n<p><strong>&iquest;Qu&eacute; aprender&aacute; en esta lecci&oacute;n?</strong></p>\r\n\r\n<p>-Comprender el concepto de modelo de negocio</p>\r\n\r\n<p>-Explorar los elementos esenciales del lienzo del modelo de negocio</p>\r\n\r\n<p>-Aplicar la capacidad de an&aacute;lisis en un caso pr&aacute;ctico</p>\r\n','publish','ES',5),(184,'f70a957e-1df9-44c7-b556-9084e4afb108','Greitosios mados problematika','15 min.',0,0,'2024-03-14 20:41:04.658000','Greitosios mados problematika','<p>Vaizdo įra&scaron;ai (lietuvių ir anglų kalbomis), kurie supažindina apie didžiulį greitosios mados neigiamą poveikį aplinkai ir visuomenei.</p>\r\n','publish','LT',6),(185,'85bc945d-5c00-4a49-b612-bb7ac628fb9e','Pažintis su žiedine ekonomika','10 minučių',0,0,'2024-03-14 20:51:17.749000','Pažintis su žiedine ekonomika','<p>Ellen MacArthur Foundation sukurtas vaizdo įra&scaron;as (su lietuvi&scaron;kais subtikrais), kuris supažindina su žiedine ekonomika.</p>\r\n','publish','LT',6),(186,'a0559fde-0aea-44d5-bea7-c7b4cc95eafa','Pagrindiniai aplinkosauginiai iššūkiai','10 minučių',0,0,'2024-03-17 10:05:44.325000','Pagrindiniai aplinkosauginiai iššūkiai','<p>Pažintis su pagrindiniais aplinkosauginiais i&scaron;&scaron;ūkiais</p>\r\n','publish','LT',6),(187,'ff2d1acd-3b2b-4635-9dba-14836f801e40','Kas yra aplinkosaugos NVO','15 minutes',0,0,'2024-03-17 10:22:50.899000','Pažintis su aplinkosauginėmis NVO','<p>Pažintis su aplinkosauginėmis NVO ir ką jos daro</p>\r\n','save','LT',6),(189,'cf6274e6-a95d-4535-8fb4-8ee7788d8f4f','Partager avec Discord','15 minutes',2,2,'2024-03-20 09:20:48.038000','Découvrez comment partager votre travail auprès d\'autres professeurs','<p>D&eacute;couvrez comment partager votre travail, votre ressenti&nbsp;aupr&egrave;s d&#39;autres professeurs europ&eacute;ens.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Cela vous permet&nbsp;d&#39;int&eacute;ragir avec d&#39;autres professeurs, d&#39;avoir une vision diff&eacute;rente, de comprendre comment aborder les diff&eacute;rents th&egrave;mes, d&eacute;fis ciruculaires.&nbsp;</p>\r\n','save','FR',5),(190,'cf6274e6-a95d-4535-8fb4-8ee7788d8f4f','Share with Discord','15 minutes',0,0,'2024-03-21 09:02:54.691000','Find out how to share your work with other teachers','<p>Find out how to share your work and your experiences with other European teachers.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>This will enable you to interact with other teachers, gain a different perspective and understand how to approach different themes and circus challenges.&nbsp;</p>\r\n','save','EN',5),(191,'8f46773e-dc1e-4570-a0a8-7ee4087fc4cc','Susipažinimas su biomedžiagomis: kas jos yra? iš kur jos atsiranda?','2 weeks',0,0,'2024-03-24 09:18:43.909000',' Įvadas apie tai, kas yra biomedžiagos, priemonė, skirta pakeisti požiūrį į organines atliekas, jas perdirbant ir paverčiant nauju produktu.','<p><strong>Kas yra biomedžiagos?</strong></p>\r\n\r\n<p>Biomedžiagos - tai medžiagos, gaunamos i&scaron; atsinaujinančių biologinių &scaron;altinių, pavyzdžiui, augalų, mikroorganizmų ar maisto atliekų. &Scaron;ios medžiagos dažnai yra organinės prigimties ir gali būti sukurtos taip, kad būtų ekologi&scaron;kos, biologi&scaron;kai skaidžios ir tvaresnės už tradicines medžiagas, gaunamas i&scaron; i&scaron;kastinio kuro. Joms pagaminti reikia mažiau energijos ir jų gamybos metu susidaro mažiau CO2, o jų pirminis &scaron;altinis yra atsinaujinantis ir organinis.</p>\r\n\r\n<p>&Scaron;ia prasme biomedžiagos padeda mažinti poveikį aplinkai, susijusį su medžiagų gamyba ir &scaron;alinimu, siūlydamos ekologi&scaron;kesnę alternatyvą įvairioms reikmėms, įskaitant pakuotes, vienkartinius daiktus ir kitus vartojimo produktus.</p>\r\n\r\n<p>.</p>\r\n\r\n<p><strong>Kodėl tai aktualu mokyklos kontekste?</strong></p>\r\n\r\n<p>Mokant mokinius apie biomedžiagas, jie mokomi ekologi&scaron;kų alternatyvų, ugdomas aplinkosauginis sąmoningumas ir atsakingas vartojimas, supažindinama su pažangiausiomis technologijomis ir medžiagų mokslu, skatinant domėjimąsi STEM sritimis.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><strong>Ką sužinosite i&scaron; &scaron;io pamokos plano?</strong></p>\r\n\r\n<p>Jums bus pristatytas įvadas į bioplastikus. Bus aptarta, kas jie yra, i&scaron; kur jie gaunami, ir keletas pavyzdžių.</p>\r\n','publish','LT',2),(192,'7a37de74-e3e5-4aba-9223-339016fbe87b','Biomedžiagų gamyba: pirmieji žingsniai ir receptai','1-5 sesijos',0,0,'2024-03-24 09:27:02.029000','Pradiniai žingsniai ir receptai biomedžiagų gamybos pradžiai.','<p><strong>Biomedžiagų gamybos principai:</strong></p>\r\n\r\n<p>Pagrindinės biomedžiagos yra sudarytos i&scaron; polimerų+plastiklio+tirpiklio. Rekomenduojama naudoti priedus tekstūrai, spalvai ir savybėms pagerinti. &Scaron;ie priedai gali būti gaunami i&scaron; organinių atliekų, kad ciklas užsidarytų.</p>\r\n\r\n<p><strong>Kodėl tai aktualu mokyklos kontekste?</strong></p>\r\n\r\n<p>Mokant mokinius, kaip patiems pasigaminti biomedžiagas naudojant maisto atliekas, sumažinamas atstumas nuo problemos ir sudaroma galimybė suformuoti biomedžiagų gamybos sistemą vietos bendruomenėje.</p>\r\n\r\n<p><strong>Ko i&scaron;moksite i&scaron; &scaron;io pamokos plano?</strong></p>\r\n\r\n<p>Susipažinsite su metodikomis, sudėtimi, pagrindiniais receptais ir pradinėmis medžiagomis, kad galėtumėte pradėti gaminti savo biomedžiagas. Tikėkimės, kad ir jūs keletą jų pasigaminsite.</p>\r\n','publish','LT',2),(193,'997ec1c0-e836-4bf3-aae3-76f879066891','Biomedžiagų pavyzdžių knygos gamyba','3 weeks',0,0,'2024-03-24 09:32:46.200000','Eksperimentuokite su įvairiomis proporcijomis, sukurkite stebėjimo rutiną, skatinančią mokslinį stebėjimą, ir sukurkite biomedžiagų pavyzdį bibliotekoje. Keičiant receptūrą ir priedus, galima keisti galutines biomedžiagų savybes.','<p><u><strong>Biomedžiagų gamybos principai:</strong></u></p>\r\n\r\n<p>Pagrindiniai biomedžiagų gamybos principai: polimeras+plastiklis+tirpiklis. Keičiant jų proporcijas galima pakeisti galutines medžiagų savybes. Savybes taip pat gali keisti priedai, kurie tiesiogiai veikia tekstūrą, spalvą ir kitas savybes. Džiovinimo procesas taip pat turi tiesioginės įtakos galutinei medžiagos i&scaron;vaizdai: susitraukimo %, galutinei formai, net pelėsių augimui.</p>\r\n\r\n<p><u><strong>Kodėl tai aktualu mokyklos kontekste?</strong></u></p>\r\n\r\n<p>Darbas su tokiais kintamais dalykais kaip biomedžiagos yra didžiulė galimybė ugdyti kritinį ir mokslinį stebėjimo procesą.</p>\r\n\r\n<p><u><strong>Ko i&scaron;moksite i&scaron; &scaron;io pamokos plano?</strong></u></p>\r\n\r\n<p>Apžvelgsite kai kuriuos veiksnius, kurie daro įtaką rezultatui gaminant biomedžiagą, ir pasiūlysite stebėjimo dienora&scaron;čio ir pavyzdžių knygos iniciatyvą, kad užfiksuotumėte galutines savybes pagal receptų proporcijas ir aplinkos sąlygas.</p>\r\n','publish','LT',2),(194,'9de2b68f-557c-4cd9-b6d6-e9788f8db097','Apmąstykite žiedinius iššūkius','30mn to 2h',0,0,'2024-03-24 09:37:03.104000','Surenkite kolektyvinį užsiėmimą su mokiniais, kad jie apmąstytų, ko išmoko ir kaip įsivaizduoja žiedinę ateitį.','<p>Paskatinkite moksleivius apmąstyti savo praktiką ir darbą, susijusį su &quot;Žiediniu i&scaron;&scaron;ūkiu&quot;, ir surenkite du nedidelius užsiėmimus, kurių metu jie pasidalins pagrindinėmis i&scaron;moktomis pamokomis ir diskutuos apie žiedines strategijas.&nbsp;</p>\r\n','publish','LT',2),(195,'86f74b31-eadb-42a8-88c2-aa49f6f5ee18','Ekosistemų kartografavimas',' nuo 2 valandų iki 1 savaitės',0,0,'2024-03-24 10:09:56.279000','Nustatyti ir geografiniame žemėlapyje pavaizduoti skirtingus dalyvius.','<p><strong>Ekosistemų kartografavimas</strong> leidžia geriau suprasti suinteresuotąsias &scaron;alis, dalyvaujančias vietos i&scaron;teklių transformacijoje, ir nustatyti galimas spragas.&nbsp;</p>\r\n\r\n<p>&Scaron;is pratimas buvo i&scaron;bandytas su vienu konkrečiu i&scaron;tekliumi (vilna), tačiau jį galima taikyti ir su kitomis temomis.</p>\r\n','publish','LT',2),(196,'a806b995-21c6-4add-a60d-6232018ae5e8','Medžiagų patirtis','Nuo 30 minučių iki 3 valandų',0,0,'2024-03-24 10:15:57.683000',' Kolektyviai pajusti skirtingas medžiagas per jutiminį prisilietimą ir emocijas.','<p>Mus supa medžiagos / daiktai. Beveik neskiriame laiko pažvelgti į tai, kas jie yra, i&scaron;skyrus jų pirminę naudą.&nbsp;</p>\r\n\r\n<p>&Scaron;is pratimas padeda mokiniams kelti sau klausimus apie gaminius ir medžiagas įvairiais aspektais.&nbsp;</p>\r\n\r\n<p>Tai lengvas įvadas į medžiagų apibūdinimą ir padeda apmąstyti mūsų santykį su medžiagomis.&nbsp;</p>\r\n\r\n<p>Surinkę įvairius tos pačios žaliavos daiktus, vėliau vadovausitės MAE24 priemonių rinkiniu ir kartu su mokiniais tyrinėsite kiekvieno daikto savybes - nuo materialaus iki nematerialaus tyrinėjimo</p>\r\n','publish','LT',2),(197,'b93d305f-b2d1-4982-8cce-2251b15c20d9','Vilnos spalvinimas','Nuo 2 valandų iki 1 savaitės',0,0,'2024-03-24 10:21:11.733000','Suteikite savo vilnai spalvų su natūraliais augalais ir rūšimis.','<p>Dažymas yra sudėtingas etapas, turintis didelį poveikį aplinkai: vandens naudojimas, didelis toksi&scaron;kumas.&nbsp;</p>\r\n\r\n<p>Egzistuoja būdai, kaip optimizuoti dažiklius ir sumažinti poveikį aplinkai, kurie turi teigiamų ir neigiamų pasekmių.&nbsp;</p>\r\n\r\n<p>Surenkite seminarą su mokiniais, kad jie susipažintų su natūraliais vilnos dažais ir aptartų jų privalumus ir trūkumus.&nbsp;</p>\r\n','publish','LT',2),(198,'5c8bc42c-3d3f-45e5-8758-6d31d2046b03','Sukurti atvirojo kodo įrankį verpimui ir (arba) audimui','Nuo 30 minučių iki 3 valandų',0,0,'2024-03-24 10:26:13.801000','Čia siekiama padėti mokiniams pasigaminti, surinkti ir naudoti mažus verpimo ir audimo įrankius.','<p>Supažindinę su įvairiais vilnos transformacijos etapais, pereikime prie praktikos ir geriau suprasime, kaip veikia įrankiai. Pasigaminkime verpstes ir stakles. Siūlome jums pamokas su skaitmenine gamyba, bet taip pat praktinius projektus, kuriuos galima pritaikyti naudojant žemųjų technologijų medžiagas, pavyzdžiui, rastą medieną ir kitas pakartotinai panaudotas medžiagas....</p>\r\n\r\n<p>Nedvejodami kreipkitės į vietinę &quot;Fab Lab&quot;, jei norite savo dizainui panaudoti graviravimą ir pjaustymą lazeriu.&nbsp;</p>\r\n','publish','LT',2),(199,'f78c21bc-ef76-4c0d-b3dc-e96266b80969','Matomas taisymas: taisykite ir keiskite savo audinius','Nuo 1 valandos iki 1 savaitės',0,0,'2024-03-24 10:37:30.639000','Šį užsiėmimą sudaro sužinojimas, kaip taisyti drabužius, kad galėtumėte patys juos taisyti ir pritaikyti.','<p>Matomas taisymas - tai kūrybi&scaron;kas ir tvarus požiūris į drabužių ar tekstilės gaminių taisymą, kai ne tik atkuriamas jų funkcionalumas, bet ir suteikiama estetinė vertė. 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Jis meta i&scaron;&scaron;ūkį vienkartiniam greitosios mados pobūdžiui, skatindamas žmones imtis aktyvesnio vaidmens prižiūrint ir taisant savo drabužius.</p>\r\n','publish','LT',2),(200,'69bb1e21-e22c-4b94-9bad-56e3754ac947','Partager ses résultats en tant qu\'élève','10 min ',0,0,'2024-03-26 11:09:53.543000','Voici des exemples / astuces de comment partager ses résultats en tant qu\'élève.','<p>En tant que professeur, vous pouvez accompagner vos &eacute;l&egrave;ves dans&nbsp;la promotion&nbsp;de leurs activit&eacute;s finales !&nbsp;<br />\r\n<br />\r\nPour partager les r&eacute;sultats finaux, les &eacute;l&egrave;ves peuvent :&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Passer dans les autres classes afin d&#39;illustrer ce qu&#39;ils ont produit ! La production peut etre&nbsp; :</p>\r\n\r\n<p>-une vid&eacute;o</p>\r\n\r\n<p>-un format papier</p>\r\n\r\n<p>-un expos&eacute;</p>\r\n\r\n<p>-ou meme une scene th&eacute;atrale !&nbsp;<br />\r\n&nbsp;</p>\r\n','save','FR',5),(201,'b3ef33c3-9897-40f4-8202-d9e0467053b7','Vietos valiuta','20 minučių',0,0,'2024-03-26 23:22:25.788000','Įvadas į vietinės valiutos sąvoką','<p>Mokiniai sužinos vietinės valiutos sąvoką. Kas tai yra? Kaip jos veikia, kodėl jos kuriamos?</p>\r\n','publish','LT',5),(202,'c636e228-6670-42f6-949f-509249783180','Renting clothing Model','1 hour',0,0,'2024-03-27 11:07:51.397000','A brief introduction on clothing renting service','<p>In this learning block, students will learn about different challenges and benefits of clothing renting service. It contains a several opinions concerning some key aspects of this services. The final goal is to discover new values as well as issues related to the three pillars of sustainability: environmental, social and economic.</p>\r\n','publish','EN',5),(203,'a52cd5eb-0c88-4c16-bb0e-3b66fd29f6ad','Value chain','30 Minutes',0,0,'2024-03-27 11:39:04.063000','Introduction to the value chain concept','<p>Student are going to discover the notion of value chain, its main elements and its importance in the business realm&nbsp;</p>\r\n','save','EN',5),(204,'c26d1241-8606-421d-9348-2b6c958909e4','Stakeholder mapping','30 Minutes',0,0,'2024-03-27 11:55:25.258000','Introduction the stakeholder concept and the mapping of stakeholder process','<p>Student will learn about the types of stakeholders, their importance, their identificatioin and mapping them in a visual representation&nbsp;</p>\r\n','save','EN',5),(205,'a1d36977-c529-4198-816e-06da7af3ef30','Tvaraus elgesio dizaino iššūkis, 5 dalis: refleksija','Nuo pusdienio iki visos dienos',0,0,'2024-03-27 22:05:20.559000','Tai penktoji ir paskutinė projekto dizainas tvariai elgsenai skatinti dalis, kurioje aptariamos ir apmąstomos projektavimo intervencijos.','<p>Tai penktoji ir paskutinė projekto dizainas tvariai elgsenai skatinti dalis, kurioje aptariamos ir apmąstomos projektavimo intervencijos.</p>\r\n','publish','LT',3),(206,'4ee5e80a-c610-463b-9125-5ed8329c7c2e','Tvaraus elgesio dizaino iššūkis, 4 dalis: prototipas','Nuo pusdienio iki visos dienos',0,0,'2024-03-27 22:19:24.706000','Tai ketvirtoji projekto \"Dizainas tvariai elgsenai\" dalis, kurioje mokiniai mokosi pasirinkti elgsenos keitimo strategijas ir sukurti projektinės intervencijos prototipą.','<p>Tai ketvirtoji projekto &quot;Dizainas tvariai elgsenai&quot; dalis, kurioje mokiniai mokosi pasirinkti elgsenos keitimo strategijas ir sukurti projektinės intervencijos prototipą.</p>\r\n','publish','LT',3),(207,'4b6f3171-952a-467b-a9ea-ca99fd8cfc55','Tvaraus elgesio dizaino iššūkis, 3 dalis: tyrinėjimas','Nuo vienos dienos iki vienos savaitės',0,0,'2024-03-27 22:26:13.354000','Tvaraus elgesio dizaino iššūkio trečioji dalis, kurioje mokinys nustatys ir pasirinks netvarų elgesį, kuris bus likusios iššūkio dalies tema.','<p>Tvaraus elgesio dizaino i&scaron;&scaron;ūkio trečioji dalis, kurioje mokinys nustatys ir pasirinks netvarų elgesį, kuris bus likusios i&scaron;&scaron;ūkio dalies tema.</p>\r\n','publish','LT',3),(208,'e8aa4d7d-8171-4ec7-9f8a-78f1a46c4430','Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas','1 valanda',0,0,'2024-03-27 22:30:17.707000','Rekomendacijos mokytojams kaip pasirengti tvaraus elgesio dizaino iššūkiui','<p>Rekomendacijos mokytojams kaip pasirengti tvaraus elgesio dizaino i&scaron;&scaron;ūkiui</p>\r\n','publish','LT',3),(209,'a52cd5eb-0c88-4c16-bb0e-3b66fd29f6ad','Chaîne de valeur','30 Minutes',0,0,'2024-03-28 09:07:44.588000','Introduction au concept de chaîne de valeur','<p>Les &eacute;tudiants vont d&eacute;couvrir la notion de cha&icirc;ne de valeur, ses principaux &eacute;l&eacute;ments et son importance dans le monde des affaires.&nbsp;</p>\r\n','save','FR',5),(212,'b5490a17-5b86-4c26-a9b7-5e5e5dac9f1b','How to navigate on ','DDD',0,0,'2024-03-28 13:24:18.627000','How to navigate on ','<p>How to navigate on</p>\r\n','save','EN',2),(213,'c26d1241-8606-421d-9348-2b6c958909e4','Cartographie des parties prenantes','30 Minutes',0,0,'2024-03-28 13:39:03.160000','Introduction du concept de partie prenante et de la cartographie du processus des parties prenantes','<p>L&#39;&eacute;l&egrave;ve apprend &agrave; conna&icirc;tre les types de parties prenantes, leur importance, leur identification et leur repr&eacute;sentation visuelle.&nbsp;</p>\r\n','save','FR',5);
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INSERT INTO `learning_blocks_steps` VALUES (1,'Dowload Documentation',1,'<p>Download the attached documents:</p>\n\n<p>Building Communities of Practice - Teacher Material: here you will find the instructions on how to use the template along the diferent phases of the process</p>\n\n<p>Template Building Communities of practice.pdf : this will be the working template you will have to fill along the process</p>\n',1),(2,'Descargar la documentación',1,'<p>En los documntos adjuntos podr&eacute;is encontrar la plantilla de trabajo y leer las instrucciones sobre como utilizar la plantilla de trabajo para buscar y mapear colaboradores en el proyecto.</p>\n',2),(3,'Fase de identificación',2,'<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:11.0pt\">1.<span style=\"color:black\">Identifica qu&eacute; habilidades y conocimientos son necesarios para el proyecto que quieres desarrollar. Escr&iacute;belos en la columna de conocimientos necesarios.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:11.0pt\">2.</span><span style=\"font-size:11.0pt\"><span style=\"color:black\">Identifica los diferentes materiales que vas a necesitar. Escr&iacute;belos en la columna Materiales necesarios.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:11.0pt\">3.</span><span style=\"font-size:11.0pt\"><span style=\"color:black\">Identifica las estrategias de comunicaci&oacute;n que se te ocurren para dar a conocer el proyecto dentro y fuera de la escuela. Escr&iacute;belas en la columna de estrategias de comunicaci&oacute;n.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:11.0pt\">4.</span><span style=\"font-size:11.0pt\"><span style=\"color:black\">Identifica los problemas locales que tu proyecto pretende resolver. Comprende los diferentes niveles en los que este problema afecta a tu comunidad local. Escr&iacute;belos en la columna Problemas a tratar.</span></span></div>\n',2),(4,'Encontrar aliados dentro del colegio',3,'<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">1.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">T&oacute;mate un momento para pensar e identificar a personas de tu centro educativo que tengan conocimientos en estas &aacute;reas y puedan ser asesores y parte del proyecto. Escr&iacute;belas y coloca sus nombres en el cuarto de conocimiento del c&iacute;rculo y en el anillo de compromiso en el que crees que colaborar&aacute;n con el proyecto.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">2.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">T&oacute;mate un momento para pensar e identificar qu&eacute; materiales puedes conseguir en tu centro educativo. Ya sea del inventario de material del centro o como material reciclado. Anota los diferentes materiales y coloca cada uno de ellos en el cuarto de materiales del c&iacute;rculo y en el anillo de importancia que crees que tienen estos materiales para el proyecto.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">3.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Piensa un momento e identifica qu&eacute; canal de comunicaci&oacute;n de tu centro educativo podr&iacute;as utilizar para comunicar el proyecto (redes sociales, </span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">mailing</span></span> <span style=\"font-size:10.0pt\"><span style=\"color:black\">list</span></span><span style=\"font-size:10.0pt\"><span style=\"color:black\">, revista escolar&hellip;). Escribe cada uno de los canales y sit&uacute;alos en el cuarto del c&iacute;rculo correspondiente a la comunicaci&oacute;n y en el anillo de importancia que crees que podr&iacute;a tener esta comunicaci&oacute;n para el proyecto.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">4.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">T&oacute;mate un momento para pensar e identifica qu&eacute; parte de tu comunidad educativa se ve afectada por los problemas que pretende abordar tu proyecto. Escr&iacute;belos y col&oacute;calos en el anillo seg&uacute;n la importancia que quieras darles.</span></span></div>\n',2),(6,'Identification phase',2,'<div style=\"margin-left:.0in; text-align:left\">\n<p>1.Identify what skills and knowledge are needed for the project you want to develop. Write them down in the skills needed column.</p>\n\n<p>2.Identify the different materials you will need. Write them in the Materials needed column.</p>\n\n<p>3.Identify the communication strategies you can think of to publicise the project inside and outside the school. Write them in the communication strategies column.</p>\n\n<p>4.Identify the local problems that your project aims to solve. Understand the different levels at which this problem affects your local community. Write them down in the Problems to address column.</p>\n</div>\n',1),(7,'Present Ellen McArthur Foundation',1,'<p><span style=\"font-size:10.0pt\"><span style=\"color:black\">It is a non-profit organization that focuses on promoting the concept of a circular economy. Founded by Dame Ellen MacArthur, a retired British sailor, the foundation is dedicated to accelerating the transition to a regenerative economic model. The circular economy seeks to design out waste and pollution, keep products and materials in use, and regenerate natural systems. The Ellen MacArthur Foundation works with businesses, governments, and academia to drive the adoption of circular economy principles, encouraging sustainable production and consumption practices. The foundation engages in research, education, and collaborative initiatives to inspire and enable the redesign of systems and products to create a more restorative and circular approach to economic development.</span></span></p>\n',3),(8,'Direct them to the article on Food Waste',2,'<p>Ask students to read the following article about the Food Waste problem</p>\n\n<p><a href=\"https://ellenmacarthurfoundation.org/eliminating-food-waste\">https://ellenmacarthurfoundation.org/eliminating-food-waste</a></p>\n',3),(9,'Direct them to the following articles on how to give value to organic waste',3,'<p>Ask students to read the following articles about giving new value to organic waste. You can ask all of them to read both of the articles, or divide the group in two and ask half of the class to read one of them and the other half to read the other one.</p>\n\n<p><a href=\"https://www.ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste\">https://www.ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste</a></p>\n\n<p><a href=\"https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread\">https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread</a></p>\n',3),(10,'Descarga la documentación para el profesor y revisa la teoría detrás del desperdicio de alimentos',1,'<p>Descarga y revisa el documento adjunto en el que est&aacute;n descritas brevemente las bases del problema del desperdicio alimentario en 4 l&iacute;neas antes de empezar la sesi&oacute;n en clase.</p>\n\n<div style=\"margin-left:.3in; text-align:left\"><span style=\"font-size:10.0pt\">-</span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> &iquest;Qu&eacute; es el desperdicio alimentario?</span></span></div>\n\n<div style=\"margin-left:.3in; text-align:left\"><span style=\"font-size:10.0pt\">-</span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> &iquest;Por qu&eacute; es un problem&aacute;tica global? </span></span></div>\n\n<div style=\"margin-left:.3in; text-align:left\"><span style=\"font-size:10.0pt\">-</span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> Abordando el desperdicio alimentario</span></span></div>\n\n<div style=\"margin-left:.3in; text-align:left\"><span style=\"font-size:10.0pt\">- </span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Producci&oacute;n de productos de alto valor a partir de residuos org&aacute;nicos</span></span></div>\n',4),(11,'Direccionar al alumnado a la lectura uno o ambos de los siguientes artículos sobre desperdicio de alimentos',2,'<p style=\"margin-left:.0in; text-align:left\">Los siguientes art&iacute;culos articulan la problem&aacute;tica global del desperdicio alimentario:</p>\n\n<p style=\"margin-left:.0in; text-align:left\">&nbsp;<span style=\"font-size:10.0pt\"><span style=\"color:black\"><a href=\"https://www.aesan.gob.es/AECOSAN/web/para_el_consumidor/ampliacion/desperdicios.htm\">https://www.aesan.gob.es/AECOSAN/web/para_el_consumidor/ampliacion/desperdicios.htm</a></span></span></p>\n\n<p style=\"margin-left:.0in; text-align:left\">&nbsp;<span style=\"font-size:10.0pt\"><span style=\"color:black\"><a href=\"https://www.fundacionaquae.org/desperdicio-alimentos/\">https://www.fundacionaquae.org/desperdicio-alimentos/</a></span></span></p>\n',4),(12,'Direccionar al alumnado a la lectura uno o ambos de los siguientes artículos sobre revalorizar desperdicio orgánico',3,'<div style=\"margin-left:.0in; text-align:left\">Los siguientes art&iacute;culos articulan la posibilidad de revalorizar los desperdicios org&aacute;nicos en nuevos productos:</div>\n\n<div style=\"margin-left:.0in; text-align:left\">&nbsp;</div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\"><a href=\"https://www.consumer.es/medio-ambiente/upcycling-suprarreciclaje-segunda-vida-desperdicios-alimentarios\">https://www.consumer.es/medio-ambiente/upcycling-suprarreciclaje-segunda-vida-desperdicios-alimentarios</a></span></span></div>\n\n<p style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\"><a href=\"https://www.businessinsider.es/sr-mendrugo-cerveza-artesanal-hace-restos-pan-994215\">https://www.businessinsider.es/sr-mendrugo-cerveza-artesanal-hace-restos-pan-994215</a></span></span></p>\n\n<p style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\"><a href=\"https://desdeelconocimiento.com.ar/que-tiene-la-barra-nutritiva-a-base-con-bagazo-de-cerveza/\">https://desdeelconocimiento.com.ar/que-tiene-la-barra-nutritiva-a-base-con-bagazo-de-cerveza/</a></span></span></p>\n',4),(13,'Introduction to Business Model',1,'<p>Understanding the key elements of the business model canvas by seeing this <a href=\"https://www.youtube.com/watch?v=wwShFsSFb-Y&amp;list=RDLVwwShFsSFb-Y&amp;start_radio=1&amp;rv=wwShFsSFb-Y&amp;t=4\"><span style=\"color:#2ecc71\">video</span></a></p>\n',21),(14,'Visualizing the business model',2,'<p><strong><strong>Understanding the key elements of the business model canvas by seeing this<span style=\"color:#2ecc71\"> </span><a href=\"https://www.youtube.com/watch?v=wlKP-BaC0jA\"><span style=\"color:#2ecc71\">video</span></a></strong></strong></p>\n',21),(15,'Prototyping ',3,'<p><strong>Understanding the prototyping of a business model by seeing this<span style=\"color:#27ae60\"> </span><a href=\"https://www.youtube.com/watch?v=iA5MVUNkSkM&amp;list=RDLVwlKP-BaC0jA&amp;index=7\"><span style=\"color:#27ae60\">video</span></a></strong></p>\n',21),(16,'Exercise: case of Airbnb',4,'<p><strong>To start:</strong> With a group of two students, each group should try to fulfill the 9 components of the business model of Airbnb (attached file). The team will answer the main questions : what are the key resources, the value proposition, the customer relationship ....etc.</p>\n\n<p>&nbsp;</p>\n\n<p><strong>Later:&nbsp;</strong>After 30 minutes, each two group will discuss their hypothesis with each other and compare their findings.</p>\n',21),(17,'Definition of Sustainability',1,'<p><strong>Article to read:</strong></p>\n\n<p>1.<strong><a href=\"https://www.youtube.com/watch?v=zx04Kl8y4dE\">What is sustainability ? (video)</a></strong></p>\n\n<p>2.<strong><a href=\"http://circularecology.com/sustainability-and-sustainable-development.html\">Sustainability and Sustainable Development - What is Sustainability and What is Sustainable Development?</a></strong></p>\n\n<p>3.<strong><a href=\"https://www.washoeschools.net/cms/lib/NV01912265/Centricity/Domain/874/Sustainability%20Venn%20Diagram%20PDF.pdf\">Sustainability Venn Diagram</a></strong></p>\n',22),(18,'The intersection of the three pillars of sustainability ',2,'<p><strong>Discussion questions:</strong></p>\n\n<p><strong>&bull;What do we achieve by focusing on social and environmental pillars ? Do you a company of such business activity?</strong></p>\n\n<p><strong>&bull;<em>What do we achieve by focusing on social and economic pillars? </em>Do you a company of such business activity?</strong></p>\n\n<p><strong>&bull;<em>What do we achieve by focusing on economic and environmental pillars? </em>Do you a company of such business activity?</strong></p>\n',22),(19,'Service-based business models',1,'<p style=\"margin-left:0in; text-align:left\"><span style=\"color:#27ae60\"><span style=\"font-size:12px\">I- What If We Don&rsquo;t Buy Products and We Buy Service? Circular Economy Explained </span></span></p>\n',28),(20,'Implications of functional economy',2,'<p><span style=\"color:#27ae60\"><span style=\"font-size:12px\">Here are several implications of the functional economy</span></span></p>\n\n<div style=\"margin-left:.43in; text-align:justify\"><span style=\"color:#27ae60\"><span style=\"font-size:12px\">&bull;Stewardship vs. ownership</span></span></div>\n\n<div style=\"margin-left:.43in; text-align:justify\"><span style=\"color:#27ae60\"><span style=\"font-size:12px\">&bull;Pay per use</span></span></div>\n\n<div style=\"margin-left:.43in; text-align:justify\"><span style=\"color:#27ae60\"><span style=\"font-size:12px\">&bull;Subscription service</span></span></div>\n\n<div style=\"margin-left:.43in; text-align:justify\"><span style=\"color:#27ae60\"><span style=\"font-size:12px\">&bull;examples;:</span></span></div>\n\n<div style=\"margin-left:.93in; text-align:justify\"><span style=\"color:#27ae60\"><span style=\"font-size:12px\">&bull;Furniture as a service</span></span></div>\n\n<div style=\"margin-left:.93in; text-align:justify\"><span style=\"color:#27ae60\"><span style=\"font-size:12px\">&bull;Cooling as a service</span></span></div>\n',28),(21,'Product-Service Model',3,'<p><span style=\"color:#27ae60\"><span style=\"font-size:12px\">What is product-service system ?</span></span></p>\n\n<p><span style=\"color:#27ae60\"><span style=\"font-size:12px\">​​​​​​​Find more about PSS classification in the attached file</span></span></p>\n',28),(22,'How your T-shirt can make a difference',1,'<p><span style=\"font-size:12px\">Video:</span></p>\n\n<div style=\"margin-left:.1in; text-align:left\"><span style=\"font-size:12px\">&nbsp;<span style=\"color:#262626\">https://www.youtube.com/watch?v=xEExMcjSkwA</span></span></div>\n',29),(23,'The life cyle of a T-shirt:',2,'<p><span style=\"font-size:12px\">Video:</span></p>\n\n<div style=\"margin-left:.1in; text-align:left\"><span style=\"font-size:12px\">&nbsp;<span style=\"color:#262626\">https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang</span></span></div>\n',29),(24,'Define the area',1,'<p>Define the perimeter of your exploration and the type of resource/practice you are exploring (wool, food, nettles...)</p>\n',35),(25,'Observe past and present ',2,'<p>Think of the culture of your environment&nbsp;and find out how the resource is used locally.&nbsp;Identify the native breeds and the material typology.</p>\n',35),(26,'Identify stakeholders ',3,'<p>Identify the actors in the value chain: who is cultivating, fabricating, designing, distributing, using, recycling&nbsp;(cooperatives, associations, designers...)</p>\n',35),(27,'Look for inspiring projects locally',4,'<p>Find innovative projects and local circular projects</p>\n',35),(28,'Design the MAP',5,'<p>Create or complete a geographical map of the&nbsp;stakeholders. You can do it directly with google map (see the Wool Map Ecosystem), with a Miro board exercice, or on paper by printing an empty map of your territory and small stickers, following the document &quot;ecosystem map&quot;.&nbsp;</p>\n',35),(29,'Use the map to connect and discuss about circular practices',6,'<p>Organize some interviews, gatherings, talks or mini-conferences with some stakeholders. Take pictures and notes.&nbsp;</p>\n',35),(30,'Reflect back',7,'<p>Start reflecting on&nbsp;the Gaps and Challenges related to your value-chain.&nbsp;</p>\n',35),(31,'Prior to the workshop',1,'<p><strong>Gather some artefacts and prepare a space (a table) with them.</strong></p>\n\n<p><strong>​​​​​​​Print the canvas of experiential map</strong></p>\n',36),(32,'Brief',2,'<p><strong>Brief participants on artefacts and methods</strong></p>\n',36),(33,'Touch',3,'<p>Invite students to touch the differents items.</p>\n',36),(34,'Assess',4,'<p>Invite them to read and fill in the experiential characterization map indivdually or in group according the number of students</p>\n',36),(35,'Ideate and reflect',5,'<p>Create a small discussion with them. How do they feel? What did they learn? What surprised them? What would they like to create with what?&nbsp;</p>\n',36),(36,'Get an introduction about colouring',1,'',38),(37,'Select colours and get to find the plants',2,'',38),(38,'Prepare the wool and/or fabric',3,'',38),(39,'Prepare the bath',4,'',38),(40,'Put the fabric into the bath',5,'',38),(41,'Dry',6,'',38),(42,'Share and discuss',7,'',38),(43,'Gather all students in a same room',1,'',39),(44,'Individual moments of reflection',2,'<p><u>​​​​​​​</u></p>\n',39),(45,'Share collective findings',3,'',39),(46,'Create a map of circular futures',4,'',39),(47,'Download the teacher guide pdf',1,'<p>In this pdf you will find all the information you need to do this module with your class:&nbsp;</p>\n\n<p>- Theory about what biomaterials and bioplastics are</p>\n\n<p>- Global benefits of Biomaterials in our society</p>\n\n<p>- Study cases</p>\n',40),(48,'Download the Student presentation',2,'<p>Introduce the basic concepts of biomaterials and bioplastics to the students. You can use the Student presentation for visual support.</p>\n',40),(49,'Show one of the following videos',3,'<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:16px\"><span style=\"color:black\"><a href=\"https://www.youtube.com/watch?v=kypQ2lLqvOk\">https://www.youtube.com/watch?v=kypQ2lLqvOk</a></span></span></p>\n\n<p style=\"margin-left:0in; text-align:left\"><span style=\"font-size:16px\">&nbsp; <span style=\"color:black\"><a href=\"https://www.youtube.com/watch?v=SB9D6yHGI7E\">https://www.youtube.com/watch?v=SB9D6yHGI7E</a></span></span></p>\n',40),(50,'Ask the student to research:',4,'<p>Ask them to find companies that areworking in the investigation, manufacture and comerciatization of biomaterial with food waste.</p>\n',40),(51,'Share findings',5,'<p>Shere the findings of the students, if necessary add some more examples from the provided list.</p>\n',40),(52,'Find allies in your school',3,'<div style=\"margin-left:.0in; text-align:left\">\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:14px\">1.<span style=\"color:black\">Take a moment to think and identify people from within your educational centre who have some expertise in these areas and can be advisors and part of the project. Write them down and place their names in the knowledge quarter of the circle and in the ring of commitment where you think they will work with the project.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:14px\">2.<span style=\"color:black\">Take a moment to think and identify what materials you can get from your education centre. Write down the different materials and place each of them on the materials quarter of the circle and on the ring of importance you think these materials have for the project.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:14px\">3.<span style=\"color:black\">Take a moment to think and identify which communication channel from your education centre you could use to communicate the project. Write down each of the channels and position each of them on the communication quarter of the circle and on the ring of relevance this communication could have for the project.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:14px\">4.<span style=\"color:black\">Take a moment to think and identify which part of your educational community is affected by the problems your project aims to address. Write them down and place them on the ring according to how much you want to focus on them.</span></span></div>\n</div>\n',1),(53,'Find allies in your local community',4,'<div style=\"margin-left:.0in; text-align:left\">\n<p>1.Identify local communities, associations and businesses that have knowledge or experience of something related to your project. Write them down and place their names in the knowledge quarter of the circle and in the ring of commitment where you think they will work with the project.</p>\n\n<p>2.Identify local communities, associations and businesses that might have access to some of the materials you might need for the project. Write down the different materials and the name of the community and place each in the materials quarter of the circle and in the ring of importance you think these materials have for the project.</p>\n\n<p>3.Think and identify which communication channels from your local community you could use to communicate about the project. Write down each of these channels and place them on the communication quarter of the circle and on the ring of importance you think this communication could have for the project.</p>\n\n<p>4.Take a moment to think and identify which part of your local community is affected by the problems your project aims to address. Write them down and place them on the ring according to how much you want to focus on them.</p>\n</div>\n',1),(54,'Contact the potential stakeholders',5,'<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:14px\"><span style=\"color:black\">Now you</span> <span style=\"color:black\">have a map</span> <span style=\"color:black\">of</span> <span style=\"color:black\">potential</span> <span style=\"color:black\">stakeholders and their</span> <span style=\"color:black\">involvement</span> <span style=\"color:black\">to</span> <span style=\"color:black\">the Project. You</span> <span style=\"color:black\">need</span> <span style=\"color:black\">to</span> <span style=\"color:black\">start</span> <span style=\"color:black\">contacting</span> <span style=\"color:black\">them. You</span> <span style=\"color:black\">should</span> <span style=\"color:black\">make</span> <span style=\"color:black\">sure</span> <span style=\"color:black\">to:</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\">&nbsp;</div>\n\n<div style=\"margin-left:.0in; text-align:left\">\n<div style=\"margin-left:.2in; text-align:left\"><span style=\"font-size:14px\">-<span style=\"color:black\">Explain</span> <span style=\"color:black\">the Project you</span> <span style=\"color:black\">want</span> <span style=\"color:black\">to do</span></span></div>\n\n<div style=\"margin-left:.2in; text-align:left\"><span style=\"font-size:14px\">-<span style=\"color:black\">Why</span> <span style=\"color:black\">this Project is</span> <span style=\"color:black\">relevant</span> <span style=\"color:black\">to</span> <span style=\"color:black\">the</span> <span style=\"color:black\">community</span></span></div>\n\n<div style=\"margin-left:.2in; text-align:left\"><span style=\"font-size:14px\">-<span style=\"color:black\">Explain</span> <span style=\"color:black\">how</span> <span style=\"color:black\">they</span> <span style=\"color:black\">could</span> <span style=\"color:black\">add up to</span> <span style=\"color:black\">the Project </span></span></div>\n\n<div style=\"margin-left:.2in; text-align:left\"><span style=\"font-size:14px\">-<span style=\"color:black\">Explain</span> <span style=\"color:black\">exactly</span> <span style=\"color:black\">what do you</span> <span style=\"color:black\">need</span> <span style=\"color:black\">from</span> <span style=\"color:black\">them</span></span></div>\n</div>\n',1),(55,'Download the material',1,'<p>Review why the scientific observation is interesting and how it could help in improving the biomaterial making process.</p>\n',41),(56,'1.	Comment ton T-shirt peut faire une différence',1,'<p style=\"margin-left:36pt; margin-right:0cm\"><span style=\"font-size:11pt\">Vid&eacute;o&nbsp;:</span></p>\n\n<p style=\"margin-left:36pt; margin-right:0cm\"><span style=\"font-size:11pt\"><span style=\"font-size:9.0pt\"><span style=\"color:#262626\"><a href=\"https://www.youtube.com/watch?v=xEExMcjSkwA\" style=\"color:#0563c1; text-decoration:underline\">https://www.youtube.com/watch?v=xEExMcjSkwA</a></span></span></span></p>\n',47),(57,'2.	Le cycle de vie d’un T-shirt',2,'<ol>\n	<li style=\"list-style-type:none\"><span style=\"font-size:11pt\">Vid&eacute;o&nbsp;:</span></li>\n	<li style=\"list-style-type:none\"><span style=\"font-size:11pt\">​​​​​​​</span>​​​​​​<span style=\"font-size:11pt\"><span style=\"font-size:9.0pt\"><span style=\"color:#262626\"><a href=\"https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang\" style=\"color:#0563c1; text-decoration:underline\">https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang</a></span></span></span></li>\n</ol>\n',47),(58,'Définition de la durabilité ',1,'<p><span style=\"font-size:11pt\">Articles &agrave; lire&nbsp;:</span></p>\n\n<ol>\n	<li><span style=\"font-size:11pt\">Qu&rsquo;est ce que c&rsquo;est que la durabilit&eacute;&nbsp;? (vid&eacute;o)</span></li>\n	<li><span style=\"font-size:11pt\">Durabilit&eacute; et d&eacute;veloppement durable &ndash; Qu&rsquo;est ce qui est durable et qu&rsquo;est ce que c&rsquo;est que le d&eacute;veloppement durable&nbsp;?</span></li>\n	<li><span style=\"font-size:11pt\">Diagramme de Venn de la durabilit&eacute;</span></li>\n</ol>\n',50),(59,'2.	L’intersection des trois piliers de la durabilité',2,'<p style=\"margin-left:36pt; margin-right:0cm\">&nbsp;</p>\n\n<p>Sujets de discussion:</p>\n\n<ul>\n	<li><span style=\"font-size:11pt\">​​​​​​​</span>​​​​​​​<span style=\"font-size:11pt\">Que peut-on accomplir en se concentrant sur les piliers sociaux et environnementaux&nbsp;? Connaissez-vous une compagnie qui a de telles activit&eacute;s&nbsp;?</span></li>\n	<li><span style=\"font-size:11pt\">Que peut-on accomplir en se concentrant sur les piliers sociaux et &eacute;conomiques&nbsp;? Connaissez-vous une compagnie qui a de telles activit&eacute;s&nbsp;?</span></li>\n	<li><span style=\"font-size:11pt\">Que peut-on accomplir en se concentrant sur les piliers sociaux et &eacute;conomiques&nbsp;? Connaissez-vous une compagnie qui a de telles activit&eacute;s&nbsp;?</span></li>\n</ul>\n',50),(69,'Présenter la Fondation Ellen Mc Arthur à la classe',1,'<p>Il s&#39;agit d&#39;une organisation &agrave; but non lucratif qui se concentre sur la promotion du concept d&#39;&eacute;conomie circulaire. Fond&eacute;e par Dame Ellen MacArthur, une marin britannique &agrave; la retraite, la fondation se consacre &agrave; acc&eacute;l&eacute;rer la transition vers un mod&egrave;le &eacute;conomique r&eacute;g&eacute;n&eacute;rateur. L&#39;&eacute;conomie circulaire cherche &agrave; &eacute;liminer les d&eacute;chets et la pollution, &agrave; maintenir les produits et les mat&eacute;riaux en service et &agrave; r&eacute;g&eacute;n&eacute;rer les syst&egrave;mes naturels. La Fondation Ellen MacArthur travaille avec des entreprises, des gouvernements et des universit&eacute;s pour favoriser l&#39;adoption des principes de l&#39;&eacute;conomie circulaire, en encourageant des pratiques de production et de consommation durables. La fondation s&#39;engage dans des initiatives de recherche, d&#39;&eacute;ducation et de collaboration pour inspirer et permettre la refonte des syst&egrave;mes et des produits afin de cr&eacute;er une approche plus r&eacute;paratrice et circulaire du d&eacute;veloppement &eacute;conomique.</p>\n',57),(70,'Dirigez-les vers l\'article sur le gaspillage alimentaire',2,'<p><a href=\"https://ellenmacarthurfoundation.org/eliminating-food-waste\">https://ellenmacarthurfoundation.org/eliminating-food-waste</a></p>\n',57),(71,'Orientez-les vers les articles suivants sur la manière de valoriser les déchets organiques',3,'<p>1.<a href=\"https://ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste\">https://ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste</a>&nbsp;<a href=\"https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread\">https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread</a></p>\n',57),(72,'Télécharger le guide de l\'enseignant pdf',1,'<p>Dans ce pdf, vous trouverez toutes les informations dont vous avez besoin pour faire ce module avec votre classe : des informations sur ce que sont les bioplastiques, les diff&eacute;rents types de bioplastiques qui existent, la structure principale de la fabrication des bioplastiques et les recettes les plus importantes.</p>\n',58),(73,'Choisissez une recette de biomatériau et rassemblez tous les ingrédients.',2,'<p>Les outils les plus importants pour la cuisson des biomat&eacute;riaux sont les suivants :</p>\n\n<p>- Fourneau</p>\n\n<p>- la casserole</p>\n\n<p>- Outils de m&eacute;lange</p>\n\n<p>- Balance</p>\n\n<p>- Cerceaux de broderie (ou autre objet pouvant servir de moule)</p>\n\n<p>- Feuille de plastique</p>\n',58),(74,'Suivez le processus de fabrication des biomatériaux avec vos élèves',3,'<p>Les ingr&eacute;dients diff&egrave;rent selon le biomat&eacute;riau que vous envisagez de fabriquer :</p>\n\n<p>-g&eacute;latine</p>\n\n<p>-G&eacute;latine</p>\n\n<p>-Glyc&eacute;rine</p>\n\n<p>-R&eacute;sine de pin</p>\n',58),(75,'Observez',4,'<p>Suivre le processus de s&eacute;chage et observer l&#39;&eacute;volution du mat&eacute;riau.</p>\n',58),(76,'Téléchargez le matériel',1,'<p>Examinez pourquoi l&rsquo;observation scientifique est int&eacute;ressante et comment elle pourrait contribuer &agrave; am&eacute;liorer le processus de fabrication des biomat&eacute;riaux.</p>\n',59),(77,'Rassembler tous les élèves dans une même salle',1,'',60),(78,'Moments de réflexion individuels',2,'',60),(79,'Partager les résultats collectifs',3,'',60),(80,'Créer une carte des futurs circulaires',4,'',60),(84,'Identifikacijos fazė',1,'<p>1. Nustatykite, kokių įgūdžių ir žinių reikia projektui, kurį norite plėtoti. Užra&scaron;ykite juos skiltyje &quot;Reikiami įgūdžiai&quot;.</p>\n\n<p>2.Nustatykite, kokių skirtingų medžiagų jums reikės. Užra&scaron;ykite jas stulpelyje Reikalingos medžiagos.</p>\n\n<p>3.Nustatykite, kokias komunikacijos strategijas galite sugalvoti projektui vie&scaron;inti mokykloje ir už jos ribų. Įra&scaron;ykite jas į stulpelį &quot;Komunikacijos strategijos&quot;.</p>\n\n<p>4.Nurodykite vietos problemas, kurias siekiama i&scaron;spręsti jūsų projektu. Supraskite, kokiais įvairiais lygmenimis &scaron;i problema veikia jūsų vietos bendruomenę. Užra&scaron;ykite juos skiltyje Problemos, kurias reikia spręsti.</p>\n',67),(85,'Bendraminčių mokykloje radimas',2,'<p>1. Pasidomėkite ir nustatykite žmones i&scaron; savo &scaron;vietimo centro, kurie turi tam tikrų žinių &scaron;iose srityse ir gali būti patarėjais bei projekto dalyviais. Užsira&scaron;ykite juos ir įra&scaron;ykite jų vardus į žinių rato ketvirtį ir į įsipareigojimo žiedą, kuriame, jūsų manymu, jie dirbs su projektu.</p>\n\n<p>2. Akimirką pagalvokite ir nustatykite, kokią medžiagą galite gauti i&scaron; savo &scaron;vietimo centro. Užsira&scaron;ykite įvairias medžiagas ir kiekvieną i&scaron; jų padėkite į medžiagų rato ketvirtį ir į svarbos žiedą, kuriame, jūsų manymu, &scaron;ios medžiagos yra svarbios projektui.</p>\n\n<p>3. Akimirką pagalvokite ir nustatykite, kokius komunikacijos kanalus i&scaron; savo &scaron;vietimo centro galėtumėte naudoti informuodami apie projektą. Užra&scaron;ykite kiekvieną i&scaron; kanalų ir kiekvieną i&scaron; jų padėkite ant apskritimo komunikacijos ketvirčio ir ant svarbos, kurią &scaron;i komunikacija galėtų turėti projektui, žiedo.</p>\n\n<p>4. Akimirką pagalvokite ir nustatykite, kurią jūsų &scaron;vietimo bendruomenės dalį veikia problemos, kurias siekiama spręsti jūsų projektu. Užra&scaron;ykite jas ir padėkite ant žiedo pagal tai, kiek norite joms skirti dėmesio.</p>\n',67),(86,'Bendraminčių vietos bendruomenėje radimas',3,'<p>1. Nustatykite vietos bendruomenes, asociacijas ir įmones, kurios turi žinių ar patirties, susijusios su jūsų projektu. Užsira&scaron;ykite jas ir jų vardus įra&scaron;ykite į žinių rato ketvirtį ir į įsipareigojimo žiedą, kuriame, jūsų manymu, jos dirbs su projektu.</p>\n\n<p>2. Nustatykite vietos bendruomenes, asociacijas ir verslo įmones, kurios galėtų turėti prieigą prie kai kurių medžiagų, kurių jums gali prireikti projektui įgyvendinti. Užra&scaron;ykite įvairias medžiagas ir bendruomenės pavadinimą ir kiekvieną jų įra&scaron;ykite į medžiagų rato ketvirtį ir į svarbos žiedą, kuriame, jūsų manymu, &scaron;ios medžiagos yra svarbios projektui.</p>\n\n<p>3. Pagalvokite ir nurodykite, kokius vietos bendruomenės komunikacijos kanalus galėtumėte naudoti informuodami apie projektą. Užra&scaron;ykite kiekvieną i&scaron; &scaron;ių kanalų ir padėkite juos į apskritimo komunikacijos ketvirtį ir į žiedą pagal svarbą, kurią, jūsų manymu, &scaron;i komunikacija galėtų turėti projektui.</p>\n\n<p>4. Akimirką pagalvokite ir nustatykite, kuriai jūsų vietos bendruomenės daliai turi įtakos problemos, kurias siekiama spręsti jūsų projektu. Užra&scaron;ykite jas ir padėkite ant žiedo pagal tai, kiek norite joms skirti dėmesio.</p>\n',67),(87,'Susisiekimas su potencialiais Projekto dalyviais',4,'<p>Dabar turite galimų suinteresuotųjų &scaron;alių ir jų dalyvavimo projekte žemėlapį. Reikia pradėti su jais bendrauti. Turėtumėte įsitikinti, kad:<br />\n&nbsp;<br />\n-paai&scaron;kinti, kokį Projektą norite įgyvendinti<br />\n-Kodėl &scaron;is Projektas yra svarbus bendruomenei<br />\n-Paai&scaron;kinti, kaip jie galėtų prisidėti prie Projekto.<br />\n-paai&scaron;kinti, ko tiksliai jums i&scaron; jų reikia</p>\n',67),(88,'Sudėlioti bendraminčių žemėlapį įrankyje',5,'<p>Susisiekę su pagrindiniais suinteresuotaisiais asmenimis ir parengę bendradarbiavimo planą, pakeiskite visų jų padėtį apskritimo diagramoje, atnaujindami jų įsipareigojimą ir įsitraukimą į projektą.</p>\n',67),(89,'Verslo modelio pristatymas',1,'<p>Peržiūrėję &scaron;į vaizdo įra&scaron;ą suprasite pagrindinius verslo modelio <a href=\"https://www.youtube.com/watch?v=wwShFsSFb-Y&amp;list=RDLVwwShFsSFb-Y&amp;start_radio=1&amp;rv=wwShFsSFb-Y&amp;t=4\">elementus</a></p>\n',69),(90,'Verslo modelio vizualizacija',2,'<p>Peržiūrėję &scaron;į vaizdo įra&scaron;ą suprasite pagrindinius verslo modelio <a href=\"https://www.youtube.com/watch?v=wwShFsSFb-Y&amp;list=RDLVwwShFsSFb-Y&amp;start_radio=1&amp;rv=wwShFsSFb-Y&amp;t=4\">elementus</a></p>\n',69),(91,'Prototipas',3,'<p>Peržiūrėję &scaron;į vaizdo įra&scaron;ą suprasite pagrindinius verslo modelio <a href=\"https://www.youtube.com/watch?v=wwShFsSFb-Y&amp;list=RDLVwwShFsSFb-Y&amp;start_radio=1&amp;rv=wwShFsSFb-Y&amp;t=4\">elementus</a></p>\n',69),(92,'Užduotis: Airbnb atvejis',4,'<p>Pradėti: Kiekviena grupė, sudaryta i&scaron; dviejų mokinių, turėtų pabandyti įvykdyti 9 &quot;Airbnb&quot; verslo modelio sudedamąsias dalis (prisegtas failas). Grupė atsakys į pagrindinius klausimus : kokie yra pagrindiniai i&scaron;tekliai, vertės pasiūlymas, santykiai su klientais ....ir t.t.</p>\n\n<p>Vėliau: 1. I&scaron;bandykite, kaip sukurti ir įdiegti &quot;Airbnb&quot;, 2: Po 30 minučių kiekviena i&scaron; dviejų grupių tarpusavyje aptars savo hipotezes ir palygins gautus rezultatus.</p>\n',69),(93,'Tvarumo apibrėžimas',1,'<p>Straipsniai perskaityti:</p>\n\n<p>1. Kas yra tvarumas? (vaizdo įra&scaron;as)</p>\n\n<p>2.Tvarumas ir darnus vystymasis - kas yra tvarumas ir kas yra darnus vystymasis ?</p>\n\n<p>3.Darnaus vystymosi Venno diagrama</p>\n',70),(94,'Trijų tvarumo ramsčių sankirta',2,'<p>Klausimai diskusijai:</p>\n\n<p>-Ką pasieksime sutelkę dėmesį į socialinius ir aplinkosaugos ramsčius? Ar esate tokios verslo veiklos įmonė?</p>\n\n<p>-Ko pasiekiame sutelkdami dėmesį į socialinius ir ekonominius ramsčius? Ar esate tokios verslo veiklos įmonė?</p>\n\n<p>-Ko mes siekiame sutelkdami dėmesį į ekonominius ir aplinkosaugos ramsčius? Ar esate tokios verslo veiklos įmonė?</p>\n',70),(95,'Kaip maršinėlių gamyba gali turėti poveikį',1,'<p>&nbsp;https://www.youtube.com/watch?v=xEExMcjSkwA</p>\n',71),(96,'Marškinėlių gyvavimo ciklas',2,'<p>&nbsp;https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang</p>\n',71),(97,'Tekstilės surinkimas ir tvarkymas (lietuvių k.)',3,'<p>https://www.youtube.com/watch?v=BlgskgIdSKs</p>\n',71),(98,'Pakartotinis tekstilės naudojimas',4,'<p>https://www.youtube.com/watch?v=fN95mjSfUo0</p>\n',71),(99,'Peržiūrėti vaizdinę medžiagą',1,'<p>https://www.youtube.com/watch?v=KGb8OgQh16s</p>\n',80),(100,'Perskaityti rašytinę medžiagą',2,'<p>https://www.aratc.lt/kompostavimo-vadovas/</p>\n',80),(101,'Peržiūrėti medžiagą anglų kalba (papildomai)',3,'<p>Kompostavimo pradmenys&nbsp;(ang. k., video):&nbsp;https://www.youtube.com/watch?v=egyNJ7xPyoQ</p>\n\n<p>Kompostavimo pradmenys&nbsp;(ang. k., tekstas):&nbsp;https://rodaleinstitute.org/blog/backyard-composting-basics-a-cheatsheet/</p>\n',80),(102,'Regardez un video ',1,'<p>Regardez le video &quot;Comment fonctionne une Monnaie Locale Compl&eacute;mentaire (MLC) - Anne C&eacute;cile Ragot&quot; et r&eacute;pondez aux questions suivantes:&nbsp;</p>\n\n<p>&nbsp;</p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><strong><span style=\"font-size:11pt\">Pourquoi les consommateurs peuvent d&eacute;cider &agrave; quoi ressemble l&rsquo;&eacute;conomie locale de demain&nbsp;?</span></strong></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Avec leurs actes d&rsquo;achat, ils peuvent donner du chiffre d&rsquo;affaires &agrave; une entreprise plut&ocirc;t qu&rsquo;&agrave; une autre pour qu&rsquo;elles puissent grandir et se d&eacute;velopper *</span></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><strong><span style=\"font-size:11pt\">Est-ce qu&rsquo;avec la monnaie locale on peut payer partout&nbsp;?</span></strong></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Non, on ne peut pas d&eacute;penser sa monnaie locale sur un territoire g&eacute;ographique d&eacute;limit&eacute; pour favoriser la relocalisation de l&rsquo;&eacute;conomie et qu&rsquo;aupr&egrave;s d&rsquo;acteur choisi qui r&eacute;pondent &agrave; des crit&egrave;res une &eacute;conomie plus local solidaire et respectueuse de l&rsquo;environnement </span></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><strong><span style=\"font-size:11pt\">Est-ce que la monnaie locale est alternative de l&rsquo;euro&nbsp;?</span></strong></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Non, Une monnaie locale est une monnaie compl&eacute;mentaire &agrave; la monnaie officielle, l&#39;euro</span></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><strong><span style=\"font-size:11pt\">Est-ce que la vitesse de circulation de l&rsquo;euro et plus haute de la monnaie locale&nbsp;?</span></strong></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Non, en g&eacute;n&eacute;rale, la vitesse de l&rsquo;euro est 2.4 et quand celle d&rsquo;une monnaie locale est plut&ocirc;t entre 6 et 12</span></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">​​​​​​​</span></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><strong><span style=\"font-size:11pt\">Est-ce qu&rsquo;il y a un lien entre l&rsquo;&eacute;conomie circulaire et la monnaie locale&nbsp;?</span></strong></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Oui, la consommation locale, une chaine de valeurs courte (moins de transport)</span></p>\n',83),(103,'Introduction to the local currency ',1,'<p>See the video and try to answer the following questions:</p>\n\n<p><strong>Why consumers can decide what the local economy of tomorrow looks like?</strong><br />\nWith their purchasing actions, they can give turnover to one company rather than another so that they can grow and develop</p>\n\n<p><br />\n<strong>Can you pay everywhere with the local currency?</strong><br />\nNo, you can just&nbsp;spend your local currency on a defined geographical territory, it is to promote the relocalization of the economy and only with selected actors who meet the criteria for a more local, supportive and environmentally friendly economy.</p>\n\n<p><br />\n<strong>Is the local currency an alternative to the euro?</strong><br />\nNo, A local currency is a complementary currency to the official currency, the euro</p>\n\n<p><br />\n<strong>Is the circulation speed of the euro higher than the local currency?</strong><br />\nNo, in general, the speed of the euro is 2.4 and when that of a local currency is rather between 6 and 12</p>\n\n<p><br />\n<strong>Is there a link between the circular economy and local currency?</strong><br />\nYes, local consumption, a short value chain (less transport)</p>\n\n<p>&nbsp;</p>\n',84),(104,'Lire l\'article ',1,'',85),(105,'Define el área',1,'<p>Defina el per&iacute;metro de su exploraci&oacute;n y el tipo de recurso/pr&aacute;ctica que est&aacute; explorando (lana, alimentos, ortigas...)</p>\n',91),(106,'Observar el pasado y el presente',2,'<p>Piensa en la cultura de tu entorno y averigua c&oacute;mo se utiliza localmente el recurso. Identifica las razas aut&oacute;ctonas y la tipolog&iacute;a material.</p>\n',91),(107,'Identificar a las partes interesadas',3,'<p>Identificar a los agentes de la cadena de valor: qui&eacute;n cultiva, fabrica, dise&ntilde;a, distribuye, utiliza, recicla (cooperativas, asociaciones, dise&ntilde;adores...).</p>\n',91),(108,'Buscar proyectos inspiradores a nivel local',4,'<p>Encontrar proyectos innovadores y proyectos circulares locales</p>\n',91),(109,'Diseñar el MAP',5,'<p>Crea o completa un mapa geogr&aacute;fico de las partes interesadas. Puedes hacerlo directamente con google map (ver el mapa de lana Ecosistema), con un ejercicio de Miro board, o en papel imprimiendo un mapa vac&iacute;o de tu territorio y peque&ntilde;as pegatinas, siguiendo el documento &quot;mapa del ecosistema&quot;.</p>\n',91),(110,'Utiliza el mapa para conectar y debatir sobre prácticas circulares',6,'<p>Organiza algunas entrevistas, reuniones, charlas o miniconferencias con algunas partes interesadas. Haz fotos y toma notas.</p>\n',91),(111,'Reflexionar',7,'<p>Empiece a reflexionar sobre las carencias y los retos relacionados con su cadena de valor.</p>\n',91),(112,'Antes del taller Reúne algunos artefactos y prepara un espacio (una mesa) con ellos.',1,'<p>Imprime el lienzo del mapa experiencial</p>\n',92),(113,'Resumen',2,'<p>Informar a los participantes sobre artefactos y m&eacute;todos</p>\n',92),(114,'Tocar los materiales',3,'<p>Crea un peque&ntilde;o debate con ellos. Invite a los alumnos a tocar los distintos objetos.</p>\n',92),(115,'Evaluar',4,'<p>Inv&iacute;tales a leer y rellenar el mapa de caracterizaci&oacute;n experiencial individualmente o en grupo, seg&uacute;n el n&uacute;mero de alumnos.</p>\n',92),(116,'Idear y reflexionar',5,'<p>Crea un peque&ntilde;o debate con ellos. &iquest;C&oacute;mo se sienten? &iquest;Qu&eacute; han aprendido? &iquest;Qu&eacute; les ha sorprendido? &iquest;Qu&eacute; les gustar&iacute;a crear con qu&eacute;?</p>\n',92),(117,'Introducción al coloreado',1,'',94),(118,'Selecciona los colores y encuentra las plantas',2,'',94),(119,'Preparar la lana y/o la tela',3,'',94),(120,'Preparar el baño',4,'',94),(121,'Introducir el tejido en el baño',5,'',94),(122,'Secar',6,'',94),(123,'Compartir y discutir',7,'',94),(124,'Reunir a todos los alumnos en una misma sala',1,'',96),(125,'Momentos individuales de reflexión',2,'',96),(126,'Compartir las conclusiones colectivas',3,'',96),(127,'Crear un mapa de futuros circulares',4,'',96),(129,'Encontrar aliados en la comunidad local',4,'<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">1.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Identifica comunidades locales, asociaciones y empresas que tengan conocimientos o experiencia en alg&uacute;n punto del proyecto. Escr&iacute;belas y coloca sus nombres en la parte del c&iacute;rculo correspondiente a los conocimientos y en el anillo de compromiso en el que crees que colaborar&aacute;n con el proyecto.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">2.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Identifica las comunidades, asociaciones y empresas locales que podr&iacute;an tener acceso a algunos de los materiales que podr&iacute;as necesitar para el proyecto. Anota los diferentes materiales y el nombre de la comunidad y coloca cada uno en el cuarto de materiales del c&iacute;rculo y en el anillo de importancia que crees que tienen estos materiales para el proyecto. </span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">3.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Piensa e identifica qu&eacute; canales de comunicaci&oacute;n de tu comunidad local podr&iacute;as utilizar para informar sobre el proyecto. Escribe cada uno de estos canales y col&oacute;calos en el cuarto de comunicaci&oacute;n del c&iacute;rculo y en el anillo de importancia que crees que podr&iacute;a tener esta comunicaci&oacute;n para el proyecto.</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">4.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">T&oacute;mate un momento para pensar e identificar qu&eacute; parte de tu comunidad local se ve afectada por los problemas que tu proyecto pretende abordar. Escr&iacute;belos y col&oacute;calos en el anillo seg&uacute;n la importancia que quieras darles.</span></span></div>\n',2),(130,'Contacta con los posibles coaboradores',5,'<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">Ahora ya tienes un mapa de posibles comunidades interesadas y su implicaci&oacute;n en el proyecto. Tienes que empezar a ponerte en contacto con ellos. Debes asegurarte de:</span></span></div>\n\n<div style=\"margin-left:.3in; text-align:left\"><span style=\"font-size:10.0pt\">&bull;</span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> Explicar el Proyecto que quiere realizar</span></span></div>\n\n<div style=\"margin-left:.3in; text-align:left\"><span style=\"font-size:10.0pt\">&bull;</span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> Por qu&eacute; este Proyecto es relevante para la comunidad</span></span></div>\n\n<div style=\"margin-left:.3in; text-align:left\"><span style=\"font-size:10.0pt\">&bull; </span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Explicar c&oacute;mo podr&iacute;an sumarse al Proyecto </span></span></div>\n\n<div style=\"margin-left:.3in; text-align:left\"><span style=\"font-size:10.0pt\">&bull;</span><span style=\"font-size:10.0pt\"><span style=\"color:black\"> Explicar exactamente qu&eacute; necesita de ellos</span></span></div>\n',2),(131,'Actualiza tu mapa',6,'<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\"><span style=\"color:black\">Una vez que se haya puesto en contacto con las partes interesadas, puede reposicionarlas en el diagrama circular para actualizar su compromiso e implicaci&oacute;n en el proyecto, o sacarlas completamente si no se han mostrado abiertas a una colaboraci&oacute;n.</span></span></div>\n',2),(133,'Modera un debate con el alumnado sobre los tópicos tratados',4,'<p>Puedes utilizar las siguientes preguntas para moderar el debate:</p>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">1.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">&iquest;Cre&eacute;is que la comprender los factores subyacentes que contribuyen al problema del desperdicio de alimentos puede ayudarnos a desarrollar soluciones eficaces tanto a nivel individual como social?</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">2.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">&iquest;Cre&eacute;is que si estos temas se tratasen en mayor profundidad a lo largo de todas las etapas educativas desarrollar&iacute;amos una mayor conciencia frente al problema o mirar&iacute;amos para otro lado?</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">3.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">&iquest;Cre&eacute;is que transformar residuos org&aacute;nicos en productos de alto valor puede crear un sistema econ&oacute;mico m&aacute;s sostenible y resistente o se tratar&iacute;a de un parche al problema? &iquest;Qu&eacute; retos pueden surgir durante esta transici&oacute;n?</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">4.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">En el contexto del desperdicio de alimentos, &iquest;c&oacute;mo se interconectan los aspectos medioambientales, econ&oacute;micos y sociales? &iquest;Cu&aacute;les son las repercusiones positivas de las iniciativas destinadas a reducir el desperdicio de alimentos y reutilizar los residuos org&aacute;nicos en todas estas dimensiones?</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\"><span style=\"font-size:10.0pt\">5.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Imagina que formas parte de un proyecto comunitario cuyo objetivo es concienciar sobre el desperdicio de alimentos y aplicar estrategias para aprovechar los residuos org&aacute;nicos. &iquest;Qu&eacute; acciones espec&iacute;ficas e iniciativas educativas propondr&iacute;as y c&oacute;mo podr&iacute;an influir en las perspectivas y comportamientos de la comunidad?</span></span></div>\n',4),(134,'Descargar la documentación',1,'<p>En el documento adjunto encontrar&aacute;s un resumen hecho a trv&eacute;s de diferentes fuentes con los conceptos b&aacute;sicos.</p>\n',97),(135,'',2,'',97),(136,'Before the session',1,'<p>Ask your students to bring to the next session a broken item they have home</p>\n\n<p>Download all the material for session 1 and 2 from the Restart Project website: https://therestartproject.org/restart-at-school-materials/</p>\n\n<p>- Teacher&#39;s notes</p>\n\n<p>-Session 1 Slides</p>\n\n<p>-Session 1 student&#39;s sheet</p>\n\n<p>-Session 2 Slides</p>\n',98),(137,'Read the material',2,'<p>Read carefully the Teacher&#39;s notes and follow the activity as indicated in two sessions.</p>\n',98),(138,'Utiliza el material en clase',1,'<p>Sigue la secuencia de Teachers note para implementar la secuencia en el aula</p>\n',99),(139,'Utiliza el material en clase',2,'<p>Sigue la secuencia de Teachers note para implementar la secuencia en el aula</p>\n',99),(140,'Implement the session ',3,'<p>Follow Teacher&#39;s notes to implement both sessions in the classroom</p>\n',98),(141,'repair cafe community',1,'<p>Explain the repair cafe community to the clasroom</p>\n\n<p>https://www.repaircafe.org/es/</p>\n',100),(142,'repair cafe community',2,'<p>Explain the repair cafe community to the clasroom</p>\n\n<p>https://www.repaircafe.org/es/</p>\n',100),(143,'Ver videos',1,'<p>Restarters Partys: https://vimeo.com/162562932</p>\n\n<p>Repair Caf&eacute;: https://www.youtube.com/watch?v=XaFhXUi7zVg</p>\n',101),(144,'Decidir si es un proyecto adecuado para nuestro centro',1,'',102),(147,'Remap your allies on the tool',6,'<p><span style=\"font-size:14px\"><span style=\"color:black\">Once you</span> <span style=\"color:black\">have</span> <span style=\"color:black\">contacted</span> <span style=\"color:black\">your</span> <span style=\"color:black\">steakeholders</span> and arrived to a collaboration plan, <span style=\"color:black\">reposition</span> <span style=\"color:black\">all of them</span> <span style=\"color:black\">on</span> <span style=\"color:black\">the</span> <span style=\"color:black\">circle chart updating</span> <span style=\"color:black\">their</span> <span style=\"color:black\">commitment and ivolucration</span> <span style=\"color:black\">with</span> <span style=\"color:black\">the</span> <span style=\"color:black\">project.</span></span></p>\n',1),(148,'Student involvement',7,'<p>While in this learning block a big part of the process will be made by the Teachers it is higly encouraged to introduce the process in the classroom and ask them to participate in the brainstorming of potential allies, as well as in contacting them if they are old enought.</p>\n',1),(149,'Moderate a classroom debate',4,'<div style=\"margin-left:.0in; text-align:left\">Moderate<span style=\"font-size:10.0pt\"><span style=\"color:black\"> a discussion on the topic with the students helped by the annexed questions:</span></span></div>\n\n<div style=\"margin-left:.0in; text-align:left\">&nbsp;</div>\n\n<div style=\"margin-left:.0in; text-align:left\">\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:10.0pt\">1.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Can the understanding of the underlying factors contributing to the issue of food waste help us develop effective solutions at both an individual and societal level?</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:10.0pt\">2.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Can the transformation of organic waste into high-value products create a more sustainable and resilient economic system? What challenges may arise during this transition?</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:10.0pt\">3.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Examine the impact of technology on reducing food waste and converting organic waste into valuable products. What are the potential benefits and challenges of technological advancements in this area?</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:10.0pt\">4.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">In the context of food waste, how do environmental, economic, and social aspects interconnect? What are the positive impacts of initiatives aimed at reducing food waste and repurposing organic waste across these dimensions?</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:10.0pt\">5.</span><span style=\"font-size:10.0pt\"><span style=\"color:black\">Imagine you are part of a community project aiming to raise awareness about food waste and implement strategies for utilizing organic waste. What specific actions and educational initiatives would you propose, and how might they influence the community&#39;s perspectives and behaviors?</span></span></div>\n</div>\n',3),(150,'Download ressources',1,'<p><span style=\"font-size:9.0pt\"><span style=\"color:black\">Download <strong>Biomaterial </strong></span></span><strong><span style=\"font-size:9.0pt\"><span style=\"color:black\">makig</span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">: first steps </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">adn</span></span></strong><span style=\"font-size:9.0pt\"><span style=\"color:black\"><strong> recipes - Teacher material.ppt</strong>, here you will find the basic theory on biomaterial making: </span></span>.</p>\n\n<div style=\"margin-left:.98in; text-align:left\"><span style=\"font-size:9.0pt\">&bull;</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Main fabrication methodologies</span></span></div>\n\n<div style=\"margin-left:.98in; text-align:left\"><span style=\"font-size:9.0pt\">&bull;</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Components of a biomaterial (polymer, </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">plastizer</span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">, additives and solvent)</span></span></div>\n\n<div style=\"margin-left:.98in; text-align:left\"><span style=\"font-size:9.0pt\">&bull;</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Bill Of Materials (BOM)</span></span></div>\n\n<div style=\"margin-left:.98in; text-align:left\"><span style=\"font-size:9.0pt\">&bull;</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Basic Recipes</span></span></div>\n\n<div style=\"margin-left:.98in; text-align:left\"><span style=\"font-size:9.0pt\">&bull;</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Advanced Recipes</span></span></div>\n\n<div style=\"margin-left:.98in; text-align:left\"><span style=\"font-size:9.0pt\">&bull;</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Additional links and </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">ressources</span></span></div>\n',103),(151,'Review the material',2,'<p><span style=\"font-size:9.0pt\"><span style=\"color:black\">Go through the material carefully. If it is your </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">first time</span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\"> making biomaterials, select one of the basic recipes: gelatin or agar-agar based.</span></span></p>\n',103),(152,'Gather everything',3,'<p>Make sure you have all the ingredients, tools and materials needed for making your chosen biomaterial.</p>\n',103),(153,'Start making',4,'<p><span style=\"font-size:9.0pt\"><span style=\"color:black\">Once you have everything you will need you can start trying your first recipes. Very recommended to try the recipe before taking the biomaterial making to the classroom. It is </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">necesary</span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\"> to </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">take into account</span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\"> that the making will be done in one session, but there is a drying process that, depending on conditions can take up to 10 days. Thin how and where you will keep the materials while drying. Choose a ventilated not to humid or hot place, this is important </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">in order to</span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\"> avoid mold in our materials.</span></span></p>\n',103),(154,'Let it dry',5,'<p>Before even starting the making, it is necesary to take into account that the making will be done in one session, but there is a drying process that, depending on conditions can take up to 10 days. Think how and where you will keep the materials while drying. Choose a ventilated place, avoid humid, warm places, this is important in order to avoid mold in our materials.</p>\n\n<p>Check the following video to take care of your biomaterial</p>\n',103),(156,'Print the observation template',2,'<p>Print one template for each recipe you are making.</p>\n',41),(157,'Follow the instructions ',3,'<p>Follow the instructions on how to use the tool:</p>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:9.0pt\">1.</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Choose a recipe. Write down the ingredients you use and their proportions in the recipe.</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:9.0pt\">2.</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Make your biomaterial and pour it into an embroidery hoop (using the same </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">mould</span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\"> for casting when making your observations will give you a more consistent process). Describe the dimensions and materials of the </span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\">mould</span></span><span style=\"font-size:9.0pt\"><span style=\"color:black\"> in which you are casting your sample.</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:9.0pt\">3.</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Find a place to dry it. Write down the general conditions of the room where it will be left to dry: temperature, humidity, ventilation...</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:9.0pt\">4.</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Observation diary: the average drying time for a biomaterial is 7-10 days. Observe the progress of the drying process each day and make a few descriptive notes.</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:9.0pt\">5.</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">When the material is completely dry: describe the final properties of the sample and attach the sample to the template (a photo could work, but you would lose some descriptive potential).</span></span></div>\n\n<div style=\"margin-left:.38in; text-align:left\"><span style=\"font-size:9.0pt\">6.</span><span style=\"font-size:9.0pt\"><span style=\"color:black\">Write down any conclusions about the result.</span></span></div>\n\n<p>&nbsp;</p>\n',41),(158,'Imprimer le modèle d\'observation',2,'<p>Print one template for each recipe you are making.</p>\n',59),(159,'Follow the instructions',3,'<p>Suivez les instructions pour utiliser l&#39;outil&nbsp;:</p>\n\n<p>1. Choisissez une recette. Notez les ingr&eacute;dients que vous utilisez et leurs proportions dans la recette.<br />\n2. Fabriquez votre biomat&eacute;riau et versez-le dans un cercle &agrave; broder (utiliser le m&ecirc;me moule pour le moulage lors de vos observations vous donnera un processus plus coh&eacute;rent). D&eacute;crivez les dimensions et les mat&eacute;riaux du moule dans lequel vous coulez votre &eacute;chantillon.<br />\n3. Trouvez un endroit pour le s&eacute;cher. Notez les conditions g&eacute;n&eacute;rales de la pi&egrave;ce o&ugrave; il sera laiss&eacute; s&eacute;cher : temp&eacute;rature, humidit&eacute;, ventilation...<br />\n4.Carnet d&#39;observation : le temps moyen de s&eacute;chage d&#39;un biomat&eacute;riau est de 7 &agrave; 10 jours. Observez chaque jour la progression du processus de s&eacute;chage et prenez quelques notes descriptives.<br />\n5.Lorsque le mat&eacute;riau est compl&egrave;tement sec : d&eacute;crivez les propri&eacute;t&eacute;s finales de l&#39;&eacute;chantillon et attachez l&#39;&eacute;chantillon au gabarit (une photo pourrait fonctionner, mais vous perdriez un certain potentiel descriptif).<br />\n6. Notez toutes les conclusions sur le r&eacute;sultat.</p>\n',59),(191,'Télécharger les ressources',1,'<p>T&eacute;l&eacute;chargez <strong>Fabrication de biomat&eacute;riaux : premiers pas et recettes - Mat&eacute;riel p&eacute;dagogique.ppt,</strong> vous trouverez ici la th&eacute;orie de base sur la fabrication de biomat&eacute;riaux : .</p>\n\n<p>&bull;Principales m&eacute;thodologies de fabrication<br />\n&bull;Composants d&#39;un biomat&eacute;riau (polym&egrave;re, plastifiant, additifs et solvant)<br />\n&bull; Nomenclature (BOM)<br />\n&bull;&nbsp;Recettes de base<br />\n&bull; Recettes avanc&eacute;es<br />\n&bull; Liens et ressources suppl&eacute;mentaires</p>\n',136),(192,'Revoir le matériel',2,'<p>Parcourez soigneusement le mat&eacute;riel. Si c&#39;est la premi&egrave;re fois que vous fabriquez des biomat&eacute;riaux, s&eacute;lectionnez l&#39;une des recettes de base : &agrave; base de g&eacute;latine ou d&#39;agar-agar.</p>\n',136),(193,'Rassemblez tout',3,'<p>Assurez-vous de disposer de tous les ingr&eacute;dients, outils et mat&eacute;riaux n&eacute;cessaires &agrave; la fabrication du biomat&eacute;riau de votre choix.</p>\n',136),(194,'Commencez à réaliser',4,'<p>Une fois que vous aurez tout ce dont vous aurez besoin, vous pourrez commencer &agrave; essayer vos premi&egrave;res recettes. Il est fortement recommand&eacute; d&#39;essayer la recette avant d&#39;emmener la fabrication du biomat&eacute;riau en classe.</p>\n\n<p>Il faut tenir compte du fait que la fabrication se fera en une seule s&eacute;ance, mais il existe un processus de s&eacute;chage qui, selon les conditions, peut prendre jusqu&#39;&agrave; 10 jours.</p>\n\n<p>Diluez comment et o&ugrave; vous conserverez les mat&eacute;riaux pendant le s&eacute;chage. Choisissez un endroit a&eacute;r&eacute;, ni humide ni chaud, ceci est important afin d&#39;&eacute;viter la moisissure dans nos mat&eacute;riaux.</p>\n',136),(195,'Laissez-le sécher',5,'<p>Avant m&ecirc;me de commencer la fabrication, il faut tenir compte du fait que la fabrication se fera en une seule s&eacute;ance, mais il existe un processus de s&eacute;chage qui, selon les conditions, peut prendre jusqu&#39;&agrave; 10 jours.</p>\n\n<p>R&eacute;fl&eacute;chissez &agrave; comment et o&ugrave; vous conserverez les mat&eacute;riaux pendant le s&eacute;chage. Choisissez un endroit a&eacute;r&eacute;, &eacute;vitez les endroits humides et chauds, ceci est important afin d&#39;&eacute;viter la moisissure dans nos mat&eacute;riaux.</p>\n\n<p>Regardez la vid&eacute;o suivante pour prendre soin de votre biomat&eacute;riau</p>\n',136),(196,'Modérer un débat en classe',4,'<p>Animer une discussion sur le sujet avec les &eacute;tudiants avec l&#39;aide de ses questions :<br />\n&nbsp;<br />\n<strong>1.</strong>La compr&eacute;hension des facteurs sous-jacents contribuant au probl&egrave;me du gaspillage alimentaire peut-elle nous aider &agrave; d&eacute;velopper des solutions efficaces, tant au niveau individuel que soci&eacute;tal&nbsp;?<br />\n<strong>2.</strong>La transformation des d&eacute;chets organiques en produits de grande valeur peut-elle cr&eacute;er un syst&egrave;me &eacute;conomique plus durable et plus r&eacute;silient&nbsp;? Quels d&eacute;fis peuvent surgir lors de cette transition ?<br />\n<strong>3.</strong>Examiner l&rsquo;impact de la technologie sur la r&eacute;duction du gaspillage alimentaire et la conversion des d&eacute;chets organiques en produits de valeur. Quels sont les avantages et les d&eacute;fis potentiels des progr&egrave;s technologiques dans ce domaine&nbsp;?<br />\n<strong>4.</strong>Dans le contexte du gaspillage alimentaire, comment les aspects environnementaux, &eacute;conomiques et sociaux s&rsquo;articulent-ils ? Quels sont les impacts positifs des initiatives visant &agrave; r&eacute;duire le gaspillage alimentaire et &agrave; valoriser les d&eacute;chets organiques dans ces dimensions&nbsp;?<br />\n<strong>5</strong>.Imaginez que vous faites partie d&#39;un projet communautaire visant &agrave; sensibiliser au gaspillage alimentaire et &agrave; mettre en &oelig;uvre des strat&eacute;gies d&#39;utilisation des d&eacute;chets organiques. Quelles actions et initiatives &eacute;ducatives sp&eacute;cifiques proposeriez-vous, et comment pourraient-elles influencer les perspectives et les comportements de la communaut&eacute;&nbsp;?</p>\n',57),(197,'Obtenez une introduction sur la coloration',1,'',142),(198,'Avant l\'atelier',1,'<p>Rassemblez quelques artefacts et pr&eacute;parez un espace (une table) avec eux.</p>\n\n<p>​​​​​​​Imprimez le canvas de la carte exp&eacute;rientielle</p>\n',144),(199,'Brief',2,'<p>Informer les participants sur les artefacts et les m&eacute;thodes</p>\n',144),(200,'Toucher, se familiariser avant les objets',3,'<p><br />\nInvitez les &eacute;l&egrave;ves &agrave; toucher les diff&eacute;rents objets.</p>\n',144),(201,'Evaluer',4,'<p>Invitez-les &agrave; lire et &agrave; remplir la grille de caract&eacute;risation exp&eacute;rientielle individuellement ou en groupe selon le nombre d&#39;&eacute;l&egrave;ves.</p>\n',144),(202,'Identifier et discuter',5,'<p>Cr&eacute;ez une petite discussion avec eux. Comment se sentent-ils? Qu&rsquo;ont-ils appris ? Qu&#39;est-ce qui les a surpris ? Que voudraient-ils cr&eacute;er avec quoi ?</p>\n',144),(203,'Définir le périmetre ',1,'<p>D&eacute;finissez le p&eacute;rim&egrave;tre de votre exploration et le type de ressource/pratique que vous explorez (laine, nourriture, orties...)</p>\n',145),(204,'Observe le passé et le présent',2,'<p>Pensez &agrave; la culture de votre environnement et d&eacute;couvrez comment la ressource est utilis&eacute;e localement. Identifier les races indig&egrave;nes et la typologie mat&eacute;rielle.</p>\n',145),(205,'Identifier les acteurs',3,'<p>Identifier les acteurs de la cha&icirc;ne de valeur : qui cultive, fabrique, con&ccedil;oit, distribue, utilise, recycle (coop&eacute;ratives, associations, designers...)</p>\n',145),(206,'Trouve des projets locals inspirants',4,'<p>Trouvez des projets innovants et des projets circulaires locaux</p>\n',145),(207,'Dessine la carte',5,'<p>Cr&eacute;er ou compl&eacute;ter une carte g&eacute;ographique des acteurs. Vous pouvez le faire directement avec google map (voir la Wool Map Ecosystem), avec un exercice sur planche Miro, ou sur papier en imprimant une carte vide de votre territoire et des petits autocollants, en suivant le document &quot;carte de l&#39;&eacute;cosyst&egrave;me&quot;.</p>\n',145),(208,'Utilisez la carte pour vous connecter et discuter de l\'économie circulaire',6,'<p>Organisez des entretiens, des rencontres, des discussions ou des mini-conf&eacute;rences avec certaines parties prenantes. Prenez des photos et des notes.</p>\n',145),(209,'reflexion sur l\'activité',7,'<p>Commencez &agrave; r&eacute;fl&eacute;chir aux lacunes et aux d&eacute;fis li&eacute;s &agrave; votre cha&icirc;ne de valeur.</p>\n',145),(210,'Communauté de \"repair\" café !',1,'<p>Expliquer la communaut&eacute; des repair caf&eacute;s &agrave; la classe<br />\n<strong><a href=\"https://www.repaircafe.org/es/\">https://www.repaircafe.org/es/</a></strong></p>\n',156),(212,'Télécharger les documents',1,'<p>T&eacute;l&eacute;chargez les documents ci-joints :</p>\n\n<p>Construire des communaut&eacute;s de pratique - Mat&eacute;riel p&eacute;dagogique&nbsp;: vous trouverez ici les instructions sur la fa&ccedil;on d&#39;utiliser le mod&egrave;le tout au long des diff&eacute;rentes phases du processus.</p>\n\n<p>Template Building Communities of Practice.pdf : ce sera le mod&egrave;le de travail que vous devrez remplir tout au long du processus.</p>\n',167),(213,'Phase d\'identification',2,'<p>1.Identifiez les comp&eacute;tences et les connaissances n&eacute;cessaires au projet que vous souhaitez d&eacute;velopper. Notez-les dans la colonne des comp&eacute;tences requises.</p>\n\n<p>2.Identifiez les diff&eacute;rents mat&eacute;riaux dont vous aurez besoin. &Eacute;crivez-les dans la colonne Mat&eacute;riel n&eacute;cessaire.</p>\n\n<p>3.Identifiez les strat&eacute;gies de communication auxquelles vous pouvez penser pour faire conna&icirc;tre le projet &agrave; l&#39;int&eacute;rieur et &agrave; l&#39;ext&eacute;rieur de l&#39;&eacute;cole. &Eacute;crivez-les dans la colonne des strat&eacute;gies de communication.</p>\n\n<p>4.Identifiez les probl&egrave;mes locaux que votre projet vise &agrave; r&eacute;soudre. Comprenez les diff&eacute;rents niveaux auxquels ce probl&egrave;me affecte votre communaut&eacute; locale. Notez-les dans la colonne Probl&egrave;mes &agrave; r&eacute;soudre.</p>\n',167),(214,'Trouve des partenaires au seins de votre établissement',3,'<p>1.Prenez un moment pour r&eacute;fl&eacute;chir et identifier les personnes de votre centre &eacute;ducatif qui poss&egrave;dent une certaine expertise dans ces domaines et qui peuvent &ecirc;tre des conseillers et faire partie du projet. Notez-les et placez leurs noms dans la partie connaissance du cercle et dans l&#39;anneau d&#39;engagement o&ugrave; vous pensez qu&#39;ils travailleront sur le projet.<br />\n2. Prenez un moment pour r&eacute;fl&eacute;chir et identifier le mat&eacute;riel que vous pouvez obtenir aupr&egrave;s de votre centre &eacute;ducatif. Notez les diff&eacute;rents mat&eacute;riaux et placez chacun d&#39;eux sur le quart des mat&eacute;riaux du cercle et sur l&#39;anneau d&#39;importance que vous pensez que ces mat&eacute;riaux ont pour le projet.<br />\n3. Prenez un moment pour r&eacute;fl&eacute;chir et identifier le canal de communication de votre centre &eacute;ducatif que vous pourriez utiliser pour communiquer sur le projet. Notez chacun des canaux et positionnez chacun d&#39;eux sur le quart de communication du cercle et sur l&#39;anneau de pertinence que cette communication pourrait avoir pour le projet.<br />\n4. Prenez un moment pour r&eacute;fl&eacute;chir et identifier quelle partie de votre communaut&eacute; &eacute;ducative est affect&eacute;e par les probl&egrave;mes que votre projet vise &agrave; r&eacute;soudre. Notez-les et placez-les sur le ring en fonction de l&#39;importance que vous souhaitez y accorder.</p>\n',167),(215,'Trouve des partenaires au seins de connaissances/réseaux ',4,'<p>1.Identifiez les communaut&eacute;s locales, les associations et les entreprises qui ont des connaissances ou une exp&eacute;rience dans un domaine li&eacute; &agrave; votre projet. Notez-les et placez leurs noms dans la partie connaissance du cercle et dans l&#39;anneau d&#39;engagement o&ugrave; vous pensez qu&#39;ils travailleront sur le projet.</p>\n\n<p>2.Identifiez les communaut&eacute;s locales, les associations et les entreprises qui pourraient avoir acc&egrave;s &agrave; certains des mat&eacute;riaux dont vous pourriez avoir besoin pour le projet. Notez les diff&eacute;rents mat&eacute;riaux et le nom de la communaut&eacute; et placez chacun dans le quart des mat&eacute;riaux du cercle et dans l&#39;anneau selon l&#39;importance que vous pensez que ces mat&eacute;riaux ont pour le projet.</p>\n\n<p>3.R&eacute;fl&eacute;chissez et identifiez les canaux de communication de votre communaut&eacute; locale que vous pourriez utiliser pour communiquer sur le projet. Notez chacun de ces canaux et placez-les sur le quart de communication du cercle et sur l&#39;anneau de l&#39;importance que vous pensez que cette communication pourrait avoir pour le projet.</p>\n\n<p>4. Prenez un moment pour r&eacute;fl&eacute;chir et identifier quelle partie de votre communaut&eacute; locale est affect&eacute;e par les probl&egrave;mes que votre projet vise &agrave; r&eacute;soudre. Notez-les et placez-les sur le ring en fonction de l&#39;importance que vous souhaitez y accorder.</p>\n',167),(216,'Contacter les potentiels parties prenantes',5,'<p>Vous disposez d&eacute;sormais d&#39;une carte des parties prenantes potentielles et de leur implication dans le projet. Vous devez commencer &agrave; les contacter. Vous devez vous assurer de&nbsp;:<br />\n&nbsp;<br />\n-Expliquez le projet que vous souhaitez r&eacute;aliser<br />\n-Pourquoi ce projet est pertinent pour la communaut&eacute;<br />\n-Expliquez comment ils pourraient s&#39;ajouter au projet<br />\n-Expliquez exactement ce que vous attendez d&#39;eux</p>\n',167),(217,'reconfigurer la carte par rapport au nouvelle information',6,'<p>Une fois que vous avez contact&eacute; vos steakeholders et &ecirc;tes parvenu &agrave; un plan de collaboration, repositionnez-les tous sur la carte circulaire en mettant &agrave; jour leur engagement et leur &eacute;volution dans le projet.</p>\n',167),(218,'Implication des étudiants',7,'<p>Bien que dans ce bloc d&#39;apprentissage, une grande partie du processus soit effectu&eacute;e par les enseignants, il est fortement encourag&eacute; d&#39;introduire le processus en classe et de leur demander de participer au brainstorming des alli&eacute;s potentiels, ainsi que de les contacter s&#39;ils sont assez &acirc;g&eacute;s</p>\n',167),(219,'Sélectionnez les couleurs et trouvez les plantes',2,'',142),(220,'Préparez la laine et/ou le tissu',3,'',142),(221,'Préparer le bain',4,'',142),(222,'Mettez le tissu dans le bain',5,'',142),(223,'Sechez',6,'',142),(224,'Partager et discuter',7,'',142),(225,'Avant la session ',1,'<p>Demandez &agrave; vos &eacute;l&egrave;ves d&#39;apporter &agrave; la prochaine s&eacute;ance un objet cass&eacute; qu&#39;ils ont chez eux. Proposer des options sur qu&#39;est ce qu&#39;il pourrait en faire</p>\n\n<p>T&eacute;l&eacute;chargez tout le mat&eacute;riel de la session&nbsp;</p>\n',168),(226,'Lire le document',2,'<p>Lisez attentivement les notes du professeur et suivez l&#39;activit&eacute; comme indiqu&eacute; en deux s&eacute;ances.</p>\n\n<p>&nbsp;</p>\n',168),(227,'Mise en place de la session',3,'<p>Suivez les notes de l&#39;enseignant pour mettre en &oelig;uvre les deux sessions en classe</p>\n',168),(228,'Introduction au modèle économique',1,'<p>Comprendre les &eacute;l&eacute;ments clefs de business model canvas en regardant cette <strong><a href=\"https://www.youtube.com/watch?v=wwShFsSFb-Y&amp;list=RDLVwwShFsSFb-Y&amp;start_radio=1&amp;rv=wwShFsSFb-Y&amp;t=4\">vid&eacute;o</a></strong></p>\n',170),(229,'Visualiser le modèle économique',2,'<p>Comprendre les &eacute;l&eacute;ments clefs de business model canvas en regardant cette <strong><a href=\"https://www.youtube.com/watch?v=wlKP-BaC0jA\">vid&eacute;o</a></strong></p>\n',170),(230,'Prototypage',3,'<p>Comprendre les &eacute;l&eacute;ments clefs de business model canvas en regardant cette&nbsp;<strong><a href=\"https://www.youtube.com/watch?v=iA5MVUNkSkM&amp;list=RDLVwlKP-BaC0jA&amp;index=7\">vid&eacute;o</a></strong></p>\n',170),(231,'Exercice cas Air BnB',4,'<p>Pour commencer: En bin&ocirc;me, les &eacute;tudiants devront essayer de compl&eacute;ter les 9&nbsp;&eacute;l&eacute;ments de du mod&egrave;le &eacute;conomique de Airbnb (document ci-joint). L&#39;&eacute;quipe devra r&eacute;pondre aux questions principales: quelles sont les ressources clefs, la valeur de la proposition, la relation avec le client,... etc</p>\n\n<p>Plus tard: Au bout de 30 minutes, chaque bin&ocirc;me&nbsp;devra discuter de leurs hypoth&egrave;ses et comparer ce qu&#39;ils auront trouv&eacute;</p>\n',170),(232,'Modèles d\'entreprise basés sur les services',1,'<p>I- Et si nous n&#39;achetions pas des produits mais des services ? L&#39;&eacute;conomie circulaire expliqu&eacute;e</p>\n',171),(233,'Implications de l\'économie fonctionnelle',2,'<p>Voici plusieurs implications de l&#39;&eacute;conomie fonctionnelle :</p>\n\n<p>&bull;&nbsp;<strong>Gestion plut&ocirc;t que propri&eacute;t&eacute;</strong></p>\n\n<p>&bull;&nbsp;<strong>Paiement &agrave; l&#39;utilisation</strong></p>\n\n<p>&bull;&nbsp;<strong>Service d&#39;abonnement</strong></p>\n\n<p>&bull;&nbsp;<strong>Exemples :</strong></p>\n\n<p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&bull;&nbsp;<strong>Mobilier en tant que service</strong>&nbsp;​​​​​​​&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</p>\n\n<p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;&bull;&nbsp;<strong>Climatisation en tant que service</strong><br />\n​​​​​​</p>\n',171),(234,'Modèle produit service',3,'<p>Qu&#39;est-ce qu&#39;un syst&egrave;me produit-service ?</p>\n\n<p>Pour en savoir plus sur la classification des PSS, consultez le fichier ci-joint.</p>\n',171),(235,'Present Ellen McArthur Foundation',1,'<p>Il s&#39;agit d&#39;une organisation &agrave; but non lucratif qui se concentre sur la promotion du concept d&#39;&eacute;conomie circulaire. Fond&eacute;e par Dame Ellen MacArthur, une marin britannique &agrave; la retraite, la fondation se consacre &agrave; acc&eacute;l&eacute;rer la transition vers un mod&egrave;le &eacute;conomique r&eacute;g&eacute;n&eacute;rateur. L&#39;&eacute;conomie circulaire cherche &agrave; &eacute;liminer les d&eacute;chets et la pollution, &agrave; maintenir les produits et les mat&eacute;riaux en service et &agrave; r&eacute;g&eacute;n&eacute;rer les syst&egrave;mes naturels. La Fondation Ellen MacArthur travaille avec des entreprises, des gouvernements et des universit&eacute;s pour favoriser l&#39;adoption des principes de l&#39;&eacute;conomie circulaire, en encourageant des pratiques de production et de consommation durables. La fondation s&#39;engage dans des initiatives de recherche, d&#39;&eacute;ducation et de collaboration pour inspirer et permettre la refonte des syst&egrave;mes et des produits afin de cr&eacute;er une approche plus r&eacute;paratrice et circulaire du d&eacute;veloppement &eacute;conomique.</p>\n',172),(236,'Dirigez-les vers l’article sur le gaspillage alimentaire',2,'<p>Demandez aux &eacute;l&egrave;ves de lire l&#39;article suivant sur le probl&egrave;me du gaspillage alimentaire.</p>\n\n<p><a href=\"https://ellenmacarthurfoundation.org/eliminating-food-waste\">https://ellenmacarthurfoundation.org/eliminating-food-waste</a></p>\n',172),(237,'Dirigez-les vers les articles suivants sur la façon de valoriser les déchets organiques',3,'<p>Demandez aux &eacute;l&egrave;ves de lire les articles suivants sur la fa&ccedil;on de donner une nouvelle valeur aux d&eacute;chets organiques. Vous pouvez demander &agrave; tous de lire les deux articles, ou diviser le groupe en deux et demander &agrave; la moiti&eacute; de la classe de lire l&rsquo;un d&rsquo;eux et &agrave; l&rsquo;autre moiti&eacute; de lire l&rsquo;autre.</p>\n\n<p><a href=\"https://www.ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste\">https://www.ellenmacarthurfoundation.org/articles/high-value-products-from-organic-waste</a></p>\n\n<p><a href=\"https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread\">https://ellenmacarthurfoundation.org/circular-examples/brewing-beer-from-surplus-bread</a></p>\n',172),(238,'Modérer un débat en classe',4,'<p>Animer une discussion sur le sujet avec les &eacute;tudiants aid&eacute;s par les questions annex&eacute;es :<br />\n&nbsp;<br />\n1.La compr&eacute;hension des facteurs sous-jacents contribuant au probl&egrave;me du gaspillage alimentaire peut-elle nous aider &agrave; d&eacute;velopper des solutions efficaces, tant au niveau individuel que soci&eacute;tal&nbsp;?<br />\n2.La transformation des d&eacute;chets organiques en produits de grande valeur peut-elle cr&eacute;er un syst&egrave;me &eacute;conomique plus durable et plus r&eacute;silient&nbsp;? Quels d&eacute;fis peuvent surgir lors de cette transition ?<br />\n3.Examiner l&rsquo;impact de la technologie sur la r&eacute;duction du gaspillage alimentaire et la conversion des d&eacute;chets organiques en produits de valeur. Quels sont les avantages et les d&eacute;fis potentiels des progr&egrave;s technologiques dans ce domaine&nbsp;?<br />\n4.Dans le contexte du gaspillage alimentaire, comment les aspects environnementaux, &eacute;conomiques et sociaux s&rsquo;articulent-ils ? Quels sont les impacts positifs des initiatives visant &agrave; r&eacute;duire le gaspillage alimentaire et &agrave; valoriser les d&eacute;chets organiques dans ces dimensions&nbsp;?<br />\n5.Imaginez que vous faites partie d&#39;un projet communautaire visant &agrave; sensibiliser au gaspillage alimentaire et &agrave; mettre en &oelig;uvre des strat&eacute;gies d&#39;utilisation des d&eacute;chets organiques. Quelles actions et initiatives &eacute;ducatives sp&eacute;cifiques proposeriez-vous, et comment pourraient-elles influencer les perspectives et les comportements de la communaut&eacute;&nbsp;?</p>\n',172),(242,'1 j\'arrive vednredi',1,'<p>4</p>\n',176),(243,'2 j\'arrive vednredi',2,'<p>2</p>\n',176),(244,'3 j\'arrive vednredi',3,'<p>3</p>\n',176),(245,'4 j\'arrive vednredi',4,'<p>4</p>\n',176),(246,'Definición de sostenibilidad',1,'<p><strong>Art&iacute;culo para leer:</strong></p>\n\n<p><strong>1.&iquest;Qu&eacute; es la sostenibilidad? (v&iacute;deo)</strong></p>\n\n<p><strong>2.Sostenibilidad y desarrollo sostenible - &iquest;Qu&eacute; es la sostenibilidad y qu&eacute; es el desarrollo sostenible?</strong></p>\n\n<p><strong>3.Diagrama de Venn de la sostenibilidad</strong></p>\n',180),(247,'La intersección de los tres pilares de la sostenibilidad',2,'<p><strong>Preguntas para el debate:</strong></p>\n\n<p>-&iquest;Qu&eacute; conseguimos centr&aacute;ndonos en los pilares social y medioambiental?&nbsp;</p>\n\n<p>-&iquest;Qu&eacute; conseguimos centr&aacute;ndonos en los pilares social y econ&oacute;mico?</p>\n\n<p>-&iquest;Qu&eacute; conseguimos centr&aacute;ndonos en los pilares econ&oacute;mico y medioambiental?&nbsp;</p>\n\n<p>Usar ejamplos de empresas para alimentar el debate.</p>\n',180),(248,'Cómo tu camiseta puede marcar la diferencia',1,'<p>Ver V&iacute;deo 1</p>\n',181),(249,'El ciclo de vida de una camiseta:',2,'<p>Ver V&iacute;deo 2</p>\n',181),(250,'Modelos de negocio basados en servicios',1,'<p>&iquest;Y si no compramos productos y compramos servicios? La econom&iacute;a circular explicada</p>\n',182),(251,'Implicaciones de la economía funcional',2,'<p>He aqu&iacute; varias implicaciones de la econom&iacute;a funcional</p>\n\n<p>-Custodia frente a propiedad<br />\n-Pago por uso<br />\n-Servicio por suscripci&oacute;n<br />\n-Ejemplos;:<br />\n-Muebles como servicio<br />\n-La refrigeraci&oacute;n como servicio</p>\n',182),(252,'Modelo producto-servicio',3,'<p>&iquest;Qu&eacute; es un sistema producto-servicio?</p>\n\n<p>M&aacute;s informaci&oacute;n sobre la clasificaci&oacute;n PSS en el archivo adjunto (como &quot;file&quot;)</p>\n',182),(253,'Ejercicio: caso de Airbnb',1,'<p><strong>Para empezar: </strong>Con un grupo de dos estudiantes, cada grupo deber&aacute; intentar cumplir los 9 componentes del modelo de negocio de Airbnb (archivo adjunto). El equipo responder&aacute; a las preguntas principales: cu&aacute;les son los recursos clave, la propuesta de valor, la relaci&oacute;n con el cliente ....etc.</p>\n\n<p><strong>Despu&eacute;s:</strong> Despu&eacute;s de 30 minutos, los dos grupos discutir&aacute;n sus hip&oacute;tesis entre s&iacute; y comparar&aacute;n sus conclusiones.</p>\n',183),(254,'Ejercicio: caso de Airbnb',2,'<p><strong>Para empezar: </strong>Con un grupo de dos estudiantes, cada grupo deber&aacute; intentar cumplir los 9 componentes del modelo de negocio de Airbnb (archivo adjunto). El equipo responder&aacute; a las preguntas principales: cu&aacute;les son los recursos clave, la propuesta de valor, la relaci&oacute;n con el cliente ....etc.</p>\n\n<p><strong>Despu&eacute;s:</strong> Despu&eacute;s de 30 minutos, los dos grupos discutir&aacute;n sus hip&oacute;tesis entre s&iacute; y comparar&aacute;n sus conclusiones.</p>\n',183),(255,'Ejercicio: caso de Airbnb',3,'<p><strong>Para empezar: </strong>Con un grupo de dos estudiantes, cada grupo deber&aacute; intentar cumplir los 9 componentes del modelo de negocio de Airbnb (archivo adjunto). El equipo responder&aacute; a las preguntas principales: cu&aacute;les son los recursos clave, la propuesta de valor, la relaci&oacute;n con el cliente ....etc.</p>\n\n<p><strong>Despu&eacute;s:</strong> Despu&eacute;s de 30 minutos, los dos grupos discutir&aacute;n sus hip&oacute;tesis entre s&iacute; y comparar&aacute;n sus conclusiones.</p>\n',183),(256,'Ejercicio: caso de Airbnb',4,'<p><strong>Para empezar: </strong>Con un grupo de dos estudiantes, cada grupo deber&aacute; intentar cumplir los 9 componentes del modelo de negocio de Airbnb (archivo adjunto). El equipo responder&aacute; a las preguntas principales: cu&aacute;les son los recursos clave, la propuesta de valor, la relaci&oacute;n con el cliente ....etc.</p>\n\n<p><strong>Despu&eacute;s:</strong> Despu&eacute;s de 30 minutos, los dos grupos discutir&aacute;n sus hip&oacute;tesis entre s&iacute; y comparar&aacute;n sus conclusiones.</p>\n',183),(258,'Télécharger le PDF en pièce jointe',1,'<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Voici quelques bri&egrave;ves explications sur quoi / comment partager du contenu, discuter via Discord !</span></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\">&nbsp;</p>\n',189),(259,'Rejoignez le serveur Discord SCORE',2,'<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:14px\">Rejoignez le serveur via lie lien disponible dans le learning bloc&nbsp;</span></p>\n\n<p style=\"margin-left:0cm; margin-right:0cm\"><span style=\"font-size:11pt\">Suivez et r&eacute;alisez&nbsp;les &eacute;tapes indiqu&eacute;es&nbsp;dans le PDF</span></p>\n',189),(260,'Présentez vous !',3,'<p>Pr&eacute;sentez vous, votre poste, ou enseignez vous, sur quel d&eacute;fi / bloc travaillez vous !</p>\n',189),(261,'Partagez votre expérience',4,'<p>N&#39;h&eacute;sitez pas &agrave; partager la plateforme avec vos collegues :)&nbsp;</p>\n',189),(262,'Download the PDF attachment',1,'<p>Here are a few brief explanations on how to share content and chat via Discord!</p>\n',190),(263,'Pasidalinti atradimais',5,'<p>I&scaron;nagrinėkite mokinių i&scaron;vadas, jei reikia, pridėkite dar keletą pavyzdžių i&scaron; pateikto sąra&scaron;o.</p>\n',191),(264,'Pasidalinti atradimais',5,'<p>I&scaron;nagrinėkite mokinių i&scaron;vadas, jei reikia, pridėkite dar keletą pavyzdžių i&scaron; pateikto sąra&scaron;o.</p>\n',191),(265,'Pasidalinti atradimais',5,'<p>I&scaron;nagrinėkite mokinių i&scaron;vadas, jei reikia, pridėkite dar keletą pavyzdžių i&scaron; pateikto sąra&scaron;o.</p>\n',191),(266,'Pasidalinti atradimais',5,'<p>I&scaron;nagrinėkite mokinių i&scaron;vadas, jei reikia, pridėkite dar keletą pavyzdžių i&scaron; pateikto sąra&scaron;o.</p>\n',191),(267,'Pasidalinti atradimais',5,'<p>I&scaron;nagrinėkite mokinių i&scaron;vadas, jei reikia, pridėkite dar keletą pavyzdžių i&scaron; pateikto sąra&scaron;o.</p>\n',191),(268,'Leisti išdžiūti',5,'<p>Dar prie&scaron; pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir &scaron;iltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.</p>\n\n<p>Peržiūrėkite &scaron;į vaizdo įra&scaron;ą, kaip pasirūpinti savo biomedžiaga</p>\n',192),(269,'Leisti išdžiūti',5,'<p>Dar prie&scaron; pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir &scaron;iltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.</p>\n\n<p>Peržiūrėkite &scaron;į vaizdo įra&scaron;ą, kaip pasirūpinti savo biomedžiaga</p>\n',192),(270,'Leisti išdžiūti',5,'<p>Dar prie&scaron; pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir &scaron;iltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.</p>\n\n<p>Peržiūrėkite &scaron;į vaizdo įra&scaron;ą, kaip pasirūpinti savo biomedžiaga</p>\n',192),(271,'Leisti išdžiūti',5,'<p>Dar prie&scaron; pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir &scaron;iltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.</p>\n\n<p>Peržiūrėkite &scaron;į vaizdo įra&scaron;ą, kaip pasirūpinti savo biomedžiaga</p>\n',192),(272,'Leisti išdžiūti',5,'<p>Dar prie&scaron; pradedant gaminti, būtina atsižvelgti į tai, kad gamyba bus atlikta per vieną kartą, tačiau yra džiovinimo procesas, kuris, priklausomai nuo sąlygų, gali užtrukti iki 10 dienų. Pagalvokite, kaip ir kur laikysite medžiagas džiovinimo metu. Pasirinkite vėdinamą vietą, venkite drėgnų ir &scaron;iltų patalpų, tai svarbu, kad mūsų medžiagose neatsirastų pelėsis.</p>\n\n<p>Peržiūrėkite &scaron;į vaizdo įra&scaron;ą, kaip pasirūpinti savo biomedžiaga</p>\n',192),(273,'Sekti instrukcijas',3,'<p>Vadovaukitės instrukcijomis, kaip naudoti įrankį:</p>\n\n<p>Pasirinkite receptą. Užra&scaron;ykite recepte naudojamus ingredientus ir jų proporcijas.<br />\n2.Pagaminkite savo biomedžiagą ir supilkite ją į siuvinėjimo rėmelį (naudodami tą pačią liejimo formą, kai atliekate savo stebėjimus, užtikrinsite nuoseklesnį procesą). Apra&scaron;ykite formos, kurioje liejate savo mėginį, matmenis ir medžiagas.<br />\n3.Raskite vietą, kur jį i&scaron;džiovinti. Užra&scaron;ykite bendrąsias patalpos, kurioje jis bus paliktas džiūti, sąlygas: temperatūrą, drėgmę, ventiliaciją...<br />\n4.Stebėjimų dienora&scaron;tis: vidutinė biomedžiagos džiovinimo trukmė yra 7-10 dienų. Kiekvieną dieną stebėkite džiovinimo proceso eigą ir užsira&scaron;ykite keletą apra&scaron;omųjų pastabų.<br />\n5. Kai medžiaga visi&scaron;kai i&scaron;džius: apra&scaron;ykite galutines mėginio savybes ir pridėkite mėginį prie &scaron;ablono (gali tikti ir nuotrauka, tačiau prarasite dalį apra&scaron;omojo potencialo).<br />\n6.Užra&scaron;ykite bet kokias i&scaron;vadas apie rezultatą.</p>\n',193),(274,'Sekti instrukcijas',3,'<p>Vadovaukitės instrukcijomis, kaip naudoti įrankį:</p>\n\n<p>Pasirinkite receptą. Užra&scaron;ykite recepte naudojamus ingredientus ir jų proporcijas.<br />\n2.Pagaminkite savo biomedžiagą ir supilkite ją į siuvinėjimo rėmelį (naudodami tą pačią liejimo formą, kai atliekate savo stebėjimus, užtikrinsite nuoseklesnį procesą). Apra&scaron;ykite formos, kurioje liejate savo mėginį, matmenis ir medžiagas.<br />\n3.Raskite vietą, kur jį i&scaron;džiovinti. Užra&scaron;ykite bendrąsias patalpos, kurioje jis bus paliktas džiūti, sąlygas: temperatūrą, drėgmę, ventiliaciją...<br />\n4.Stebėjimų dienora&scaron;tis: vidutinė biomedžiagos džiovinimo trukmė yra 7-10 dienų. Kiekvieną dieną stebėkite džiovinimo proceso eigą ir užsira&scaron;ykite keletą apra&scaron;omųjų pastabų.<br />\n5. Kai medžiaga visi&scaron;kai i&scaron;džius: apra&scaron;ykite galutines mėginio savybes ir pridėkite mėginį prie &scaron;ablono (gali tikti ir nuotrauka, tačiau prarasite dalį apra&scaron;omojo potencialo).<br />\n6.Užra&scaron;ykite bet kokias i&scaron;vadas apie rezultatą.</p>\n',193),(275,'Sekti instrukcijas',3,'<p>Vadovaukitės instrukcijomis, kaip naudoti įrankį:</p>\n\n<p>Pasirinkite receptą. Užra&scaron;ykite recepte naudojamus ingredientus ir jų proporcijas.<br />\n2.Pagaminkite savo biomedžiagą ir supilkite ją į siuvinėjimo rėmelį (naudodami tą pačią liejimo formą, kai atliekate savo stebėjimus, užtikrinsite nuoseklesnį procesą). Apra&scaron;ykite formos, kurioje liejate savo mėginį, matmenis ir medžiagas.<br />\n3.Raskite vietą, kur jį i&scaron;džiovinti. Užra&scaron;ykite bendrąsias patalpos, kurioje jis bus paliktas džiūti, sąlygas: temperatūrą, drėgmę, ventiliaciją...<br />\n4.Stebėjimų dienora&scaron;tis: vidutinė biomedžiagos džiovinimo trukmė yra 7-10 dienų. Kiekvieną dieną stebėkite džiovinimo proceso eigą ir užsira&scaron;ykite keletą apra&scaron;omųjų pastabų.<br />\n5. Kai medžiaga visi&scaron;kai i&scaron;džius: apra&scaron;ykite galutines mėginio savybes ir pridėkite mėginį prie &scaron;ablono (gali tikti ir nuotrauka, tačiau prarasite dalį apra&scaron;omojo potencialo).<br />\n6.Užra&scaron;ykite bet kokias i&scaron;vadas apie rezultatą.</p>\n',193),(276,'Susidaryti žemėlapį ateities žiedinių iššūkių',4,'',194),(277,'Susidaryti žemėlapį ateities žiedinių iššūkių',4,'',194),(278,'Susidaryti žemėlapį ateities žiedinių iššūkių',4,'',194),(279,'Susidaryti žemėlapį ateities žiedinių iššūkių',4,'',194),(280,'Reflektuokite',7,'<p>Apsvarstykite su&nbsp;jūsų vertės grandine susijusias spragas ir i&scaron;&scaron;ūkius.&nbsp;</p>\n',195),(281,'Reflektuokite',7,'<p>Apsvarstykite su&nbsp;jūsų vertės grandine susijusias spragas ir i&scaron;&scaron;ūkius.&nbsp;</p>\n',195),(282,'Reflektuokite',7,'<p>Apsvarstykite su&nbsp;jūsų vertės grandine susijusias spragas ir i&scaron;&scaron;ūkius.&nbsp;</p>\n',195),(283,'Reflektuokite',7,'<p>Apsvarstykite su&nbsp;jūsų vertės grandine susijusias spragas ir i&scaron;&scaron;ūkius.&nbsp;</p>\n',195),(284,'Reflektuokite',7,'<p>Apsvarstykite su&nbsp;jūsų vertės grandine susijusias spragas ir i&scaron;&scaron;ūkius.&nbsp;</p>\n',195),(285,'Reflektuokite',7,'<p>Apsvarstykite su&nbsp;jūsų vertės grandine susijusias spragas ir i&scaron;&scaron;ūkius.&nbsp;</p>\n',195),(286,'Reflektuokite',7,'<p>Apsvarstykite su&nbsp;jūsų vertės grandine susijusias spragas ir i&scaron;&scaron;ūkius.&nbsp;</p>\n',195),(287,'Sukurkite idėją ir reflektuokite',5,'<p>Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie i&scaron;moko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?&nbsp;</p>\n',196),(288,'Sukurkite idėją ir reflektuokite',5,'<p>Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie i&scaron;moko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?&nbsp;</p>\n',196),(289,'Sukurkite idėją ir reflektuokite',5,'<p>Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie i&scaron;moko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?&nbsp;</p>\n',196),(290,'Sukurkite idėją ir reflektuokite',5,'<p>Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie i&scaron;moko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?&nbsp;</p>\n',196),(291,'Sukurkite idėją ir reflektuokite',5,'<p>Surenkite su mokiniais nedidelę diskusiją. Kaip jie jaučiasi? Ko jie i&scaron;moko? Kas juos nustebino? Ką jie norėtų su kuo sukurti?&nbsp;</p>\n',196),(292,'Diskutuoti ir reflektuoti',7,'',197),(293,'Diskutuoti ir reflektuoti',7,'',197),(294,'Diskutuoti ir reflektuoti',7,'',197),(295,'Diskutuoti ir reflektuoti',7,'',197),(296,'Diskutuoti ir reflektuoti',7,'',197),(297,'Diskutuoti ir reflektuoti',7,'',197),(298,'Diskutuoti ir reflektuoti',7,'',197),(299,'Join the SCORE discord server',2,'<p>Join the server via the link in the learning block&nbsp;</p>\n\n<p>Follow and complete the steps indicated in the PDF</p>\n',190),(300,'Introduce Yourself ! ',3,'<p>Introduce yourself, your position, where you teach, what challenge/block you&#39;re working on!</p>\n',190),(301,'Share your results ',4,'<p>Don&#39;t hesitate to share the platform with your colleagues :)&nbsp;</p>\n',190),(302,'Vietinės valiutos pristatymas',1,'<p>Peržiūrėkite vaizdo įra&scaron;ą ir pabandykite atsakyti į &scaron;iuos klausimus:</p>\n\n<p>Kodėl vartotojai gali nuspręsti, kaip atrodys ateities vietos ekonomika?<br />\nSavo pirkimo veiksmais jie gali suteikti apyvartą vienai, o ne kitai įmonei, kad ji galėtų augti ir vystytis</p>\n\n<p><br />\nAr visur galima atsiskaityti vietine valiuta?<br />\nNe, vietine valiuta galima atsiskaityti tik apibrėžtoje geografinėje teritorijoje, ji skirta skatinti ekonomikos perkėlimą ir tik su atrinktais subjektais, kurie atitinka vietinės, palankesnės ir ekologi&scaron;kesnės ekonomikos kriterijus.</p>\n\n<p><br />\nAr vietos valiuta yra alternatyva eurui?<br />\nNe, vietinė valiuta yra oficialią valiutą - eurą - papildanti valiuta.</p>\n\n<p><br />\nAr euro apyvartos greitis yra didesnis nei vietinės valiutos?<br />\nNe, apskritai euro apyvartos greitis yra 2,4, o vietinės valiutos - nuo 6 iki 12</p>\n\n<p><br />\nAr yra ry&scaron;ys tarp žiedinės ekonomikos ir vietos valiutos?<br />\nTaip, vietinis vartojimas, trumposios&nbsp;vertės grandinės (mažiau transportavimo)</p>\n',201),(303,'Step 1',1,'<p>Download the attached document and read the text carefully</p>\n',202),(304,'Step 2',2,'<p>Students are going to work on group of two persons to fulfil the table of advatage and disadvantage of the clothing service model</p>\n',202),(305,'Article about the value chain definition ',1,'<p>Introduction to the value chain, its use and some examples</p>\n',203),(306,'Watch a video about an example of a value chain',2,'',203),(307,'Read an article a guide to do the stakeholders mapping ',1,'<p>Who are the stakeholders of the company</p>\n\n<p>Why stakeholders are important</p>\n\n<p>Why do we need a stakeholders mapping</p>\n',204),(308,'A illustrative video descriping  stakeholders mapping ',2,'<p>Discove the matrix of stakeholders&nbsp;</p>\n',204),(309,'Article sur la définition de la chaîne de valeur ',1,'<p>Introduction &agrave; la cha&icirc;ne de valeur, son utilisation et quelques exemples</p>\n',209),(310,'Regarder la vidéo sur un exemple de chaîne de valeur  ',2,'',209),(319,'How to navigate on ',1,'<p>How to navigate on</p>\n',212),(320,'lire article afin de guider sur comment cartographier les parties prenantes',1,'<p>Qui sont les parties prenantes de l&#39;entreprise ?</p>\n\n<p>Pourquoi les parties prenantes sont-elles importantes ?</p>\n\n<p>Pourquoi avons-nous besoin d&#39;une cartographie des parties prenantes ?</p>\n',213),(321,'Regarder la vidéo illustrant la carte des parties prenantes',2,'<p>D&eacute;couvrir la matrice des parties prenantes&nbsp;</p>\n',213);
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INSERT INTO `learning_blocks_student_objectives` VALUES (1,'Identifying Potential Collaborators and Partners','1',1),(2,'Building a Network of Supporters','2',1),(3,'Identificación de posibles colaboradores y socios','1',2),(4,'Crear una red de simpatizantes','2',2),(5,'Understan Food Waste problem','1',3),(6,'Develop critical thinking by debating a global issue','2',3),(7,'Situar la problemática del desperdicio alimenticio como un problema global','1',4),(8,'Conocer la posibilidad de crear objetos a través de la transformación de los residuos alimenticios','2',4),(9,'Raising awareness of the circular economy','1',5),(10,'Développement des compétences pratiques et de collaboration','2',5),(13,'Comprendre les principes fondamentaux de l\'économie circulaire et leur importance dans la préservation de l\'environnement.','1',7),(14,'2. Développer des compétences pratiques et créatives pour promouvoir des comportements durables et une utilisation efficiente des ressources dans leur communauté locale.','2',7),(15,'Student\'s main objectives 1','1',8),(16,'Student\'s main objectives 2','2',8),(33,'Students learn about the basic concept and tools for designing for sustainable behaviour','1',17),(35,'Students learn how to identify and research unsustainable behaviour','1',18),(37,'Students learn about choosing design strategies for changing unsustainable behaviours into sustainable ones','1',19),(39,'Students reflect on the interventions they have designed in this challenge','1',20),(41,'Understand the concept of the business model','1',21),(42,'Explore the essential elements of the business model canvas','2',21),(43,'Develop critical thinking skills to assess the sustainability implications of their future economic activities','1',22),(44,'Integrate sustainability principles into their behavior and professional outlook','2',22),(53,'Discover the serive-based value business models','1',28),(54,'Understand the ecological benefits of the functional economy','2',28),(55,'recognise the link between the functional economy and circular economy','3',28),(56,'Learn about the life cycle','1',29),(57,'Understand the enviornmental footprint of the textile sector','2',29),(58,'Become aware of how design can influence behaviour','1',30),(59,'Get insight in how to design interventions can be tweaked to result in the desired userbehaviour ','1',31),(60,'Learn the basics of the circular economy in a 15 min video format','1',32),(61,'Become aware that eco-anxiety is something that more young people suffer from','1',33),(62,'Become aware about the environmentalimpact of a person\'s behaviour ','1',34),(63,'Learn the step of the circular value-chain','1',35),(64,'Learn how to make a geographical map','2',35),(65,'Get aware of local realities ','3',35),(66,'Learn how to connect with local actors','4',35),(67,'Get emotional awareness of materials','1',36),(68,'Knowledge on materials','2',36),(69,'Improve creativity ','3',36),(70,'Enable students in fabrication','1',37),(71,'Raising awareness about production and possible impacts it generates','2',37),(72,'Inspire students with craft activities','3',37),(73,'Raise awareness about dyeing processes','1',38),(74,'Reflect by doing','2',38),(75,'Getting to know about local plants','3',38),(76,'Get students self-reflect and be critical about their work','1',39),(77,'Understand what are bioplastics and its difference with regular plastics','1',40),(78,'Connecting educational contect with real life situation','3',1),(79,'Understand the main structure of basic bioplastics','2',40),(80,'Identify diferent recipes for making bioplastics','3',40),(81,'Realise the potential of bioplastics to give new meaning to foodwate','4',40),(82,'Develope an investigation spirit','1',41),(83,'comprendre les initiatives mise en place par de nombreux professeurs','1',42),(84,'Discover and practice repairs','1',43),(85,'Be aware of design fabrication techniques','2',43),(86,'Understand how to mitigate climate change','1',44),(87,'Learn to use En-Roeads simulator','1',45),(88,'Discover new design tools for circular economy','1',46),(89,'Learning about the organizational level ','2',46),(90,'Découvrir le cycle de vie ','1',47),(91,'Comprendre l’empreinte environnementale du secteur du textile','2',47),(92,'To get to know environmental NGOs and what they do','1',48),(93,'To learn composting','1',49),(94,'To organize composting activities in school','2',49),(95,'Développer une pensée critique pour évaluer les implications de leurs activités économiques futures sur la durabilité','1',50),(96,'Intégrer les principes de durabilité dans leur comportement et leur perspective professionnelle.','2',50),(99,'comprendre les différentes formes de conception durable','1',52),(100,'Comprendre, analyser les différentes initiatives de comportement durable','2',52),(101,'Comprendre le comportement des individus','1',53),(103,'Les étudiants réussissent à mobiliser ce qu\'ils ont appris précédemment afin de réaliser un prototype','1',54),(105,'Les étudiants après avoir suivi tout les blocs comprennent désormais l\'envergure d\'un comportement, conception durable','1',55),(110,'Sensibilisation à la réduction du gaspillage alimentaire','1',57),(111,'Compréhension des bénéfices de la réévaluation des déchets organiques','2',57),(112,'Comprendre ce que sont les bioplastiques et leur différence avec les plastiques ordinaires','1',58),(113,' Identifier les différentes recettes de fabrication des bioplastiques','2',58),(114,' Comprendre la structure principale des bioplastiques de base','3',58),(115,' Réaliser le potentiel des bioplastiques pour donner un nouveau sens à l\'alimentation','4',58),(116,'Développer un esprit d\'investigation','1',59),(117,'Amener les élèves à s\'auto-réfléchir et à faire preuve d\'esprit critique à l\'égard de leur travail','1',60),(121,'Prendre conscience que l\'éco-anxiété est une quelque chose dont souffrent de plus en plus de jeunes.','1',62),(123,'Simulate policies and behaviour to see future climate','1',64),(124,'To learn how to host an event in school','1',65),(125,'Organizing circular event','1',66),(126,'Galimų bendradarbių ir partnerių nustatymas','1',67),(127,'Palaikančių tinklo sukūrimas','2',67),(128,'Mokomojo kontakto susiejimas su realaus gyvenimo situacija','3',67),(129,'Supratimas apie maisto atliekų problematiką','1',68),(130,'Žinios apie didesnės vertės produktų kūrimą - kompostą ir biodujas','2',68),(131,'Suprasti verslo modelius','1',69),(132,'Pradėti taikyti verslo modelius','2',69),(133,'Suprasti tvarumo sąvoką','1',70),(134,'Atskirti požiūrius į tvarumą','2',70),(135,'Sužinoti apie gyvavimo ciklą','1',71),(136,'Suprasti tekstilės sektoriaus poveikį aplinkai','2',71),(137,'Sužinoti kaip surenkama ir tvarkoma tekstilė','3',71),(138,'Sužinoti apie pakartotinį naudojimą','4',71),(139,'Sužinoti kaip rengti žiedinius renginius','1',72),(140,'Pasiruošti planuoti renginį','1',73),(141,'Simuliuoti su EN-Roads simuliatoriumi politinius sprendimus ir žmonių elgseną','1',74),(142,'Suprasti klimato kaitos kontekstą ir veiksmus, kurių reikia imtis','1',75),(143,'Išmokti naudotis EN-Roads simuliatoriumi','1',76),(144,'Susipažinti su aplinkosauginėmis nevyriausybinėmis organizacijomis','1',77),(145,'Suprasti kaip kompostuoti mokykloje','1',78),(146,'Suvokti savo aplinkosauginį poveikį','1',79),(147,'Sužinoti kompostavimo pradmenis','1',80),(148,'Suprasti aplinkosauginį pėdsaką','1',81),(149,'Conocer la EC a nivel local','1',82),(150,'l\'étudiant est capable de définir le concept de la monnaie local et leurs liens avec l’économie circulaire ','1',83),(151,'student will be able to define the concept of local currency and their links with the circular economy','1',84),(152,'Introduction au Low Tech','1',85),(153,'Descubrir otro forma de diseño','1',86),(155,'Descubrir el rol de los comportamientos en la economia circular','1',87),(156,'Explorar situación de uso','1',88),(158,'Aprender el trabajo colaborativo','1',89),(160,'Aprender el trabajo colaborativo','2',89),(161,'Aprender a reflexionar sobre la economía circular','1',90),(162,'Aprende a conectar con los agentes locales','1',91),(166,' Conocimiento sobre los materiales','1',92),(167,'Mejorar la creativad','2',92),(169,'Capacitar a los estudiantes en la fabricación','1',93),(170,'Concienciar sobre la producción y los posibles impactos que genera','2',93),(171,'Inspirar a los estudiantes con actividades artesanales','3',93),(172,'Sensibilizar sobre los procesos de teñido','1',94),(173,'Reflexionar haciendo','2',94),(174,'Conocer las plantas locales','3',94),(175,'Descubrir y practicar las reparaciones','1',95),(176,'Conocer las técnicas de fabricación de diseños','2',95),(177,'Hacer que los alumnos reflexionen y sean críticos sobre su trabajo','1',96),(178,'Conectar el contenido educativo con la vida real','3',2),(179,'Desarrollar el pensamiento crítico alrededor del tópico de debate','3',4),(180,'Introducir y trabajar conceptos sobre el ciclo de nutrientes de la naturaleza','1',97),(182,'Dive into the e-waste problem and solutions','1',98),(183,'Learn about what goes into our gadgets','2',98),(184,'Learning about stress in the labour supply chain ','3',98),(185,'Personally experience the stress of an assembly line ','4',98),(186,'Trabajar el problema de los residuos electrónicos y sus soluciones','1',99),(187,'Understand ','1',100),(188,'empoderar','1',101),(189,' ','1',102),(190,'Basic knowledge on biomaterial making','1',103),(191,'Basic knowledge on biomaterial making','2',103),(192,'Sužinoti, kad ekologinis nerimas kamuoja vis daugiau jaunų žmonių.','1',104),(193,'Sužinoti žiedinės ekonomikos pagrindus 15 min. vaizdo įrašo formatu','1',105),(194,'Sužinoti, kaip galima pakoreguoti dizaino intervencijas, kad naudotojas elgtųsi taip, kaip norima.','1',106),(195,'Suvokti, kaip dizainas gali paveikti elgseną.','1',107),(196,'Sužinoti apie tvaraus elgsenos projektavimą','1',108),(197,'Understan documentation process','2',41),(198,'Develope observation methods','3',41),(199,'Develope critical thinking','4',41),(200,'atpažinti funkcinės ekonomikos ir žiedinės ekonomikos ryšį','3',109),(201,'atpažinti funkcinės ekonomikos ir žiedinės ekonomikos ryšį','3',109),(202,'atpažinti funkcinės ekonomikos ir žiedinės ekonomikos ryšį','3',109),(203,'Comprendre le processus de documentation','2',59),(204,'Développer des méthodes d’observation','3',59),(205,'Gain awareness about the role of consumption in the circular economy','1',110),(206,'Get insight in what consumers think about alternative forms of consumption','1',111),(207,'Understanding different forms of consumption, and reflect over it in their own context, before being challenged to think in a more circular way','1',112),(224,'Créer un outil open source de filage et/ou de tissage','1',121),(225,'Sensibiliser à la production et aux impacts possibles qu’elle génère','2',121),(226,'Inspirez les élèves avec des activités artisanales','3',121),(232,'Découvrir et pratiquer les réparations','1',125),(233,'Connaître les techniques de conception et de fabrication','2',125),(238,'Comprendre les différentes formes de consommation et y réfléchir dans leur propre contexte, avant d\'être mis au défi de penser de manière plus circulaire','1',127),(240,'Connaître les ONG environnementales et ce qu\'elles font','1',129),(241,'obtenir les bases concernant le comportement durable','1',130),(249,'Connaissances de base sur la fabrication de biomatériaux','1',136),(250,'Apply the analytical skills in a case study','3',21),(251,'Apprendre à organiser un événement à l\'école','1',137),(254,'Prendre conscience du rôle de la consommation dans l’économie circulaire','1',140),(255,'Découvrir et pratiquer les réparations','1',141),(256,'sensibiliser aux procédés de teinture','1',142),(257,'Inspirez les élèves avec des activités artisanales','1',143),(258,'Sensibiliser à la production et aux impacts possibles qu’elle génère','2',143),(259,'Permettre aux étudiants de fabriquer','3',143),(260,'Acquérir une conscience émotionnelle des matériaux','1',144),(261,'Découvrez les étapes de la chaîne de valeur circulaire','1',145),(262,'Apprenez à faire une carte géographique','2',145),(263,'Prendre conscience des réalités locales','3',145),(264,'Apprenez à vous connecter avec les acteurs locaux','4',145),(265,'Apprenez à utiliser le simulateur En-Roads','1',146),(266,'Simuler les politiques et les comportements pour voir le climat futur','1',147),(267,'To understand what circular event looks like','1',148),(268,'To understand biowasate and food waste issue','1',149),(269,'Understand main principles of composting','1',150),(270,'Susipažinti ir suprasti ką veikia nevyriausybinės aplinkosauginės organizacijos','1',151),(271,'To know main environmental issues in Europe','1',152),(272,'To understand the importance of volunteering in environmental NGO','1',153),(273,'Obtenez un aperçu de la façon de concevoir des interventions qui peuvent être modifiées pour aboutir au comportement souhaité de l\'utilisateur.','1',154),(274,' Apprenez les bases de l\'économie circulaire dans un format vidéo de 15 min','1',155),(275,'Comprendre l\'initiative','1',156),(276,' Découvrez de nouveaux outils de conception pour l\'économie circulaire','1',157),(277,' Apprendre le niveau organisationnel','2',157),(278,' Apprendre le compostage','1',158),(279,'Organiser des activités de compostage à l\'école','2',158),(280,'Comprendre la problématique des biodéchets et du gaspillage alimentaire','1',159),(281,'Comprendre les grands principes du compostage','1',160),(282,'comprendre ce qui pèse dans votre empreinte carbone','1',161),(283,'Comprendre ce que font les ONG environnementales','1',162),(284,'Comprendre l’importance du volontariat dans les ONG environnementales','1',163),(285,'Connaître les principaux enjeux environnementaux en Europe','1',164),(286,'Pour comprendre à quoi ressemble un événement circulaire','1',165),(287,'Comprendre comment atténuer le changement climatique','1',166),(288,' Identifier les collaborateurs et les partenaires potentiels','1',167),(289,' Construire un réseau de soutien','2',167),(290,' Relier le contexte éducatif à une situation réelle','3',167),(291,'Réfléchir en faisant','2',142),(292,'Connaître les plantes locales','3',142),(293,'Plongez dans le problème des déchets électroniques et ses solutions','1',168),(294,'Découvrez ce qui entre dans nos gadgets','2',168),(295,'En savoir plus sur le stress dans la chaîne d\'approvisionnement du travail','3',168),(296,'Vivez personnellement le stress d’une chaîne de montage','4',168),(297,'To understand human ecological footprint','1',169),(298,'Create design interventions that would support alternative forms of consumption','2',111),(299,'Créer des interventions de conception qui soutiendraient des formes alternatives de consommation','1',128),(300,'Comprendre les modèles économiques','1',170),(301,'Découvrir les modèles d\'entreprise fondés sur la valeur servicielle','1',171),(302,' Comprendre les avantages écologiques de l\'économie fonctionnelle','2',171),(303,'Reconnaître le lien entre l\'économie fonctionnelle et l\'économie circulaire','3',171),(304,'Sensibilisation à la réduction du gaspillage alimentaire','1',172),(309,'To become aware on climate change and Earth prospects','1',174),(310,'Sensibiliser au changement climatique et aux perspectives de la Terre','1',175),(311,'lundi','1',176),(312,'mardi','2',176),(313,'mercredi','3',176),(314,'jeudi','4',176),(315,'Sensibilizar sobre el papel del consumo en la economía circular','1',177),(316,'Understanding different forms of consumption, and reflect over it in their own context, before being challenged to think in a more circular way','1',178),(317,'Crear intervenciones de diseño que apoyen formas alternativas de consumo','1',179),(319,' Desarrollar habilidades de pensamiento crítico para evaluar las implicaciones de sostenibilidad de sus futuras actividades económicas','1',180),(320,'Integrar los principios de sostenibilidad en su comportamiento y perspectiva profesional','2',180),(321,'Conocer el ciclo de vida','1',181),(322,'Comprender la huella medioambiental del sector textil','2',181),(323,'Descubrir los modelos de negocio de valor basados en el servicio','1',182),(324,'Comprender los beneficios ecológicos de la economía funcional','2',182),(325,' Reconocer el vínculo entre la economía funcional y la economía circular','3',182),(326,'Comprender el concepto de modelo de negocio','1',183),(327,'Explorar los elementos esenciales del lienzo del modelo de negocio','2',183),(328,'Aplicar la capacidad de análisis en un estudio de caso','3',183),(329,'Suprasti greitosios mados neigiamą poveikį','1',184),(330,'Susipažinti su žiedine 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INSERT INTO `tasks` VALUES (1,1,1,'admin 1  score has saved a learning block [Building communities of practice] with the  English language','Saved','LearningBlocks','Building communities of practice','EN','2023-11-11 17:39:03'),(2,1,2,'admin 1  score has saved a learning block [Building communities of practice] with the  Spanish language','Saved','LearningBlocks','Building communities of practice','ES','2023-11-11 17:39:04'),(3,1,2,'admin 1  score has edited a learning block [Building communities of practice] with the  Spanish language','Edited','LearningBlocks','Building communities of practice','ES','2023-11-11 17:43:59'),(4,1,1,'admin 1  score has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-11 17:44:47'),(5,1,1,'admin 1  score has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-11 17:50:32'),(6,1,3,'admin 1  score has saved a learning block [Understanding the food waste problem] with the  English language','Saved','LearningBlocks','Understanding the food waste problem','EN','2023-11-11 17:54:01'),(7,1,4,'admin 1  score has saved a learning block [Understanding the food waste problem] with the  Spanish language','Saved','LearningBlocks','Understanding the food waste problem','ES','2023-11-11 17:54:02'),(8,1,5,'admin 1  score has saved a learning block [About Circular Challenges] with the  English language','Saved','LearningBlocks','About Circular Challenges','EN','2023-11-11 17:56:06'),(9,1,6,'admin 1  score has saved a learning block [About Circular Challenges] with the  Spanish language','Saved','LearningBlocks','About Circular Challenges','ES','2023-11-11 17:56:07'),(10,1,7,'admin 1  score has saved a learning block [About Circular Challenges] with the  French language','Saved','LearningBlocks','About Circular Challenges','FR','2023-11-11 17:56:08'),(11,1,8,'admin 1  score has saved a learning block [About Circular Challenges] with the  Lithuanian language','Saved','LearningBlocks','About Circular Challenges','LT','2023-11-11 17:56:09'),(12,1,3,'admin 1  score has saved a learning block [Understanding the food waste problem] with the  English language','Saved','LearningBlocks','Understanding the food waste problem','EN','2023-11-11 17:56:36'),(13,1,4,'admin 1  score has saved a learning block [Understanding the food waste problem] with the  Spanish language','Saved','LearningBlocks','Understanding the food waste problem','ES','2023-11-11 17:56:54'),(14,1,9,'admin 1  score has saved a learning block [Introduction to Material flows and ecologies] with the  English language','Saved','LearningBlocks','Introduction to Material flows and ecologies','EN','2023-11-11 17:58:34'),(15,1,10,'admin 1  score has saved a learning block [Introduction to Material flows and ecologies] with the  Spanish language','Saved','LearningBlocks','Introduction to Material flows and ecologies','ES','2023-11-11 17:58:35'),(16,1,11,'admin 1  score has saved a learning block [Introduction to Material flows and ecologies] with the  French language','Saved','LearningBlocks','Introduction to Material flows and ecologies','FR','2023-11-11 17:58:36'),(17,1,12,'admin 1  score has saved a learning block [Introduction to Material flows and ecologies] with the  Lithuanian language','Saved','LearningBlocks','Introduction to Material flows and ecologies','LT','2023-11-11 17:58:37'),(18,1,13,'admin 1  score has saved a learning block [Introduction to People and Society] with the  English language','Saved','LearningBlocks','Introduction to People and Society','EN','2023-11-11 18:04:35'),(19,1,14,'admin 1  score has saved a learning block [Introduction to products and technologies] with the  English language','Saved','LearningBlocks','Introduction to products and technologies','EN','2023-11-11 18:06:52'),(20,1,15,'admin 1  score has saved a learning block [Introduction to Economy and Policies] with the  English language','Saved','LearningBlocks','Introduction to Economy and Policies','EN','2023-11-11 18:08:06'),(21,1,15,'admin 1  score has published a learning block [Introduction to Economy and Policies] with the  English language','Publish','LearningBlocks','Introduction to Economy and Policies','EN','2023-11-11 18:08:21'),(22,1,16,'admin 1  score has saved a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the  English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2023-11-11 18:09:56'),(23,1,17,'admin 1  score has saved a learning block [An introduction lecture about Design for Sustainable Behaviour] with the  English language','Saved','LearningBlocks','An introduction lecture about Design for Sustainable Behaviour','EN','2023-11-11 18:13:01'),(24,1,18,'admin 1  score has saved a learning block [Design for Sustainable Behaviour Challenge: Part 3: Explore] with the  English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge: Part 3: Explore','EN','2023-11-11 18:14:46'),(25,1,19,'admin 1  score has saved a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the  English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2023-11-11 18:16:28'),(26,1,20,'admin 1  score has saved a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the  English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2023-11-11 18:18:12'),(27,1,20,'admin 1  score has published a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the  English language','Publish','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2023-11-11 18:18:22'),(28,1,21,'admin 1  score has saved a learning block [Business model] with the  English language','Saved','LearningBlocks','Business model','EN','2023-11-11 18:22:45'),(29,1,21,'admin 1  score has published a learning block [Business model] with the  English language','Publish','LearningBlocks','Business model','EN','2023-11-11 18:23:08'),(30,1,21,'admin 1  score has edited a learning block [Business model] with the  English language','Edited','LearningBlocks','Business model','EN','2023-11-11 18:24:20'),(31,1,22,'admin 1  score has saved a learning block [Sustainability] with the  English language','Saved','LearningBlocks','Sustainability','EN','2023-11-11 18:27:21'),(32,1,23,'admin 1  score has saved a learning block [MeetECOid cards] with the  English language','Saved','LearningBlocks','MeetECOid cards','EN','2023-11-11 18:30:26'),(33,1,24,'admin 1  score has saved a learning block [test] with the  French language','Saved','LearningBlocks','test','FR','2023-11-11 18:52:54'),(34,1,24,'admin 1  score has deleted a learning block [test] with the  French language','Deleted','LearningBlocks','test','FR','2023-11-11 18:53:13'),(35,1,25,'admin 1  score has saved a learning block [test delete] with the  French language','Saved','LearningBlocks','test delete','FR','2023-11-11 18:56:58'),(36,1,25,'admin 1  score has deleted a learning block [test delete] with the  French language','Deleted','LearningBlocks','test delete','FR','2023-11-11 18:58:26'),(37,1,23,'admin 1  score has deleted a learning block [MeetECOid cards] with the  English language','Deleted','LearningBlocks','MeetECOid cards','EN','2023-11-11 18:59:36'),(38,1,1,'admin 1  score has saved a circular challenge [Test] with the  English language','Saved','CircularChallenge','Test','EN','2023-11-13 11:02:35'),(39,1,1,'admin 1  score has edited a circular challenge [Test] with the  English language','Edited','CircularChallenge','Test','EN','2023-11-13 11:05:22'),(40,1,1,'admin 1  score has edited a circular challenge [Test] with the  English language','Edited','CircularChallenge','Test','EN','2023-11-13 11:06:05'),(41,1,1,'admin 1  score has edited a circular challenge [Test] with the  English language','Edited','CircularChallenge','Test','EN','2023-11-13 11:31:51'),(42,1,1,'admin 1  score has edited a circular challenge [Test] with the  English language','Edited','CircularChallenge','Test','EN','2023-11-13 11:32:12'),(43,1,26,'admin 1  score has saved a learning block [Sustainability] with the  English language','Saved','LearningBlocks','Sustainability','EN','2023-11-13 17:26:38'),(44,1,26,'admin 1  score has published a learning block [Sustainability] with the  English language','Publish','LearningBlocks','Sustainability','EN','2023-11-13 17:26:50'),(45,1,27,'admin 1  score has saved a learning block [Sustainability] with the  French language','Saved','LearningBlocks','Sustainability','FR','2023-11-13 17:27:37'),(46,1,27,'admin 1  score has deleted a learning block [Sustainability] with the  French language','Deleted','LearningBlocks','Sustainability','FR','2023-11-13 17:28:44'),(47,1,1,'admin 1  score has edited a circular challenge [Testddd] with the  English language','Edited','CircularChallenge','Testddd','EN','2023-11-13 17:29:00'),(48,1,1,'admin 1  score has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-11-13 17:34:54'),(49,1,1,'admin 1  score has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-11-13 17:35:51'),(50,1,1,'admin 1  score has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-11-13 17:36:40'),(51,6,26,'Mikhail  Hamwi has deleted a learning block [Sustainability] with the  English language','Deleted','LearningBlocks','Sustainability','EN','2023-11-17 08:25:10'),(52,6,28,'Mikhail  Hamwi has saved a learning block [Functional economy] with the  English language','Saved','LearningBlocks','Functional economy','EN','2023-11-17 08:58:00'),(53,6,2,'Mikhail  Hamwi has saved a circular challenge [Clothing as a service] with the  English language','Saved','CircularChallenge','Clothing as a service','EN','2023-11-17 09:28:32'),(54,2,3,'Issam  Mejri has saved a circular challenge [Low-Tech] with the  English language','Saved','CircularChallenge','Low-Tech','EN','2023-11-18 22:09:37'),(55,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-18 22:11:28'),(56,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 08:21:00'),(57,2,4,'Issam  Mejri has saved a circular challenge [From selling to renting?] with the  English language','Saved','CircularChallenge','From selling to renting?','EN','2023-11-21 08:33:00'),(58,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 08:40:55'),(59,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 08:53:15'),(60,2,5,'Issam  Mejri has saved a circular challenge [Simulating climate solutions] with the  English language','Saved','CircularChallenge','Simulating climate solutions','EN','2023-11-21 09:01:07'),(61,2,5,'Issam  Mejri has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-11-21 09:02:59'),(62,2,5,'Issam  Mejri has published a circular challenge [Simulating climate solutions] with the  English language','Publish','CircularChallenge','Simulating climate solutions','EN','2023-11-21 09:04:59'),(63,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:05:44'),(64,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:06:38'),(65,2,3,'Issam  Mejri has published a circular challenge [Low-Tech] with the  English language','Publish','CircularChallenge','Low-Tech','EN','2023-11-21 09:07:35'),(66,2,2,'Issam  Mejri has published a circular challenge [Clothing as a service] with the  English language','Publish','CircularChallenge','Clothing as a service','EN','2023-11-21 09:08:09'),(67,2,4,'Issam  Mejri has edited a circular challenge [From selling to renting?] with the  English language','Edited','CircularChallenge','From selling to renting?','EN','2023-11-21 09:08:22'),(68,2,4,'Issam  Mejri has published a circular challenge [From selling to renting?] with the  English language','Publish','CircularChallenge','From selling to renting?','EN','2023-11-21 09:08:46'),(69,2,2,'Issam  Mejri has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:11:21'),(70,2,3,'Issam  Mejri has saved a circular challenge [Low-Tech] with the  English language','Saved','CircularChallenge','Low-Tech','EN','2023-11-21 09:34:20'),(71,2,5,'Issam  Mejri has saved a circular challenge [Simulating climate solutions] with the  English language','Saved','CircularChallenge','Simulating climate solutions','EN','2023-11-21 09:34:39'),(72,2,4,'Issam  Mejri has saved a circular challenge [From selling to renting?] with the  English language','Saved','CircularChallenge','From selling to renting?','EN','2023-11-21 09:34:58'),(73,6,29,'Mikhail  Hamwi has saved a learning block [Textile environmental impact] with the  English language','Saved','LearningBlocks','Textile environmental impact','EN','2023-11-21 09:43:25'),(74,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:46:25'),(75,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:48:12'),(76,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:50:03'),(77,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:52:30'),(78,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:53:11'),(79,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:54:04'),(80,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:55:02'),(81,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 09:59:14'),(82,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-11-21 10:01:40'),(83,2,6,'Issam  Mejri has saved a circular challenge [Remix The School] with the  English language','Saved','CircularChallenge','Remix The School','EN','2023-11-21 10:05:13'),(84,2,6,'Issam  Mejri has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-11-21 10:08:28'),(85,2,6,'Issam  Mejri has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-11-21 10:12:02'),(86,9,7,'Domantas  Tracevicius has saved a circular challenge [Participating in local NGO activities] with the  English language','Saved','CircularChallenge','Participating in local NGO activities','EN','2023-11-21 12:49:14'),(87,2,6,'Issam  Mejri has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-11-21 13:05:57'),(88,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 11:18:09'),(89,2,3,'Issam  Mejri has published a circular challenge [Low-Tech] with the  English language','Publish','CircularChallenge','Low-Tech','EN','2023-11-22 11:18:55'),(90,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 11:24:34'),(91,7,30,'Casper  Boks has saved a learning block [Design with Intent: 101 patterns for influencing behaviour through design] with the  English language','Saved','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design','EN','2023-11-22 14:20:52'),(92,7,31,'Casper  Boks has saved a learning block [MeetECOid card tool] with the  English language','Saved','LearningBlocks','MeetECOid card tool','EN','2023-11-22 14:26:35'),(93,7,30,'Casper  Boks has edited a learning block [Design with Intent: 101 patterns for influencing behaviour through design] with the  English language','Edited','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design','EN','2023-11-22 14:26:58'),(94,7,32,'Casper  Boks has saved a learning block [TED talk: How to design the circular economy] with the  English language','Saved','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-22 14:30:20'),(95,7,33,'Casper  Boks has saved a learning block [Students open up about eco-anxiety] with the  English language','Saved','LearningBlocks','Students open up about eco-anxiety','EN','2023-11-22 14:37:38'),(96,7,34,'Casper  Boks has saved a learning block [What is your ecological footprint?] with the  English language','Saved','LearningBlocks','What is your ecological footprint?','EN','2023-11-22 14:48:55'),(97,7,33,'Casper  Boks has edited a learning block [Students open up about eco-anxiety] with the  English language','Edited','LearningBlocks','Students open up about eco-anxiety','EN','2023-11-22 15:27:48'),(98,7,30,'Casper  Boks has edited a learning block [Design with Intent: 101 patterns for influencing behaviour through design] with the  English language','Edited','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design','EN','2023-11-22 15:28:18'),(99,7,34,'Casper  Boks has edited a learning block [What is your ecological footprint?] with the  English language','Edited','LearningBlocks','What is your ecological footprint?','EN','2023-11-22 15:28:36'),(100,7,32,'Casper  Boks has edited a learning block [TED talk: How to design the circular economy] with the  English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-22 15:28:53'),(101,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 15:37:06'),(102,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 15:37:22'),(103,2,3,'Issam  Mejri has saved a circular challenge [Low-Tech] with the  English language','Saved','CircularChallenge','Low-Tech','EN','2023-11-22 15:37:41'),(104,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 15:37:58'),(105,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 19:51:45'),(106,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-22 19:54:31'),(107,2,3,'Issam  Mejri has published a circular challenge [Low-Tech] with the  English language','Publish','CircularChallenge','Low-Tech','EN','2023-11-22 19:57:20'),(108,2,6,'Issam  Mejri has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-11-23 14:06:49'),(109,7,32,'Casper  Boks has edited a learning block [TED talk: How to design the circular economy] with the  English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-23 14:19:39'),(110,7,34,'Casper  Boks has edited a learning block [What is your ecological footprint?] with the  English language','Edited','LearningBlocks','What is your ecological footprint?','EN','2023-11-23 14:20:03'),(111,7,32,'Casper  Boks has edited a learning block [TED talk: How to design the circular economy] with the  English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-23 14:20:28'),(112,7,32,'Casper  Boks has edited a learning block [TED talk: How to design the circular economy] with the  English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-23 14:21:28'),(113,2,32,'Issam  Mejri has edited a learning block [TED talk: How to design the circular economy] with the  English language','Edited','LearningBlocks','TED talk: How to design the circular economy','EN','2023-11-23 14:22:14'),(114,7,1,'Casper  Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-11-23 15:20:38'),(115,7,17,'Casper  Boks has edited a learning block [An introduction lecture about Design for Sustainable Behaviour] with the  English language','Edited','LearningBlocks','An introduction lecture about Design for Sustainable Behaviour','EN','2023-11-23 15:41:31'),(116,7,16,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2023-11-23 15:42:04'),(117,7,18,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge: Part 3: Explore] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge: Part 3: Explore','EN','2023-11-23 15:42:37'),(118,7,19,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2023-11-23 15:43:10'),(119,7,20,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2023-11-23 15:43:36'),(120,4,8,'Marion  Real has saved a circular challenge [Wool Challenge] with the  English language','Saved','CircularChallenge','Wool Challenge','EN','2023-11-24 09:23:59'),(121,4,9,'Marion  Real has saved a circular challenge [Wool Challenge] with the  Spanish language','Saved','CircularChallenge','Wool Challenge','ES','2023-11-24 09:23:59'),(122,4,10,'Marion  Real has saved a circular challenge [Wool Challenge] with the  French language','Saved','CircularChallenge','Wool Challenge','FR','2023-11-24 09:23:59'),(123,4,11,'Marion  Real has saved a circular challenge [Wool Challenge] with the  Lithuanian language','Saved','CircularChallenge','Wool Challenge','LT','2023-11-24 09:23:59'),(124,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:06:59'),(125,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-24 10:08:03'),(126,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:14:37'),(127,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:15:15'),(128,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:18:46'),(129,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 10:19:08'),(130,4,35,'Marion  Real has saved a learning block [Ecosystem Mapping] with the  English language','Saved','LearningBlocks','Ecosystem Mapping','EN','2023-11-24 11:17:54'),(131,4,36,'Marion  Real has saved a learning block [Emotions and Materials] with the  English language','Saved','LearningBlocks','Emotions and Materials','EN','2023-11-24 11:34:57'),(132,4,36,'Marion  Real has edited a learning block [Experiencing Materials] with the  English language','Edited','LearningBlocks','Experiencing Materials','EN','2023-11-24 11:35:32'),(133,4,37,'Marion  Real has saved a learning block [Create an open source tool for spinning and/or weaving] with the  English language','Saved','LearningBlocks','Create an open source tool for spinning and/or weaving','EN','2023-11-24 14:32:48'),(134,4,37,'Marion  Real has edited a learning block [Create an open source tool for spinning and/or weaving] with the  English language','Edited','LearningBlocks','Create an open source tool for spinning and/or weaving','EN','2023-11-24 14:43:06'),(135,4,38,'Marion  Real has saved a learning block [Wool Colouring] with the  English language','Saved','LearningBlocks','Wool Colouring','EN','2023-11-24 15:10:23'),(136,4,39,'Marion  Real has saved a learning block [Reflect on Circular Challenges] with the  English language','Saved','LearningBlocks','Reflect on Circular Challenges','EN','2023-11-24 16:16:43'),(137,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 17:11:15'),(138,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-24 17:39:22'),(139,4,35,'Marion  Real has edited a learning block [Ecosystem Mapping] with the  English language','Edited','LearningBlocks','Ecosystem Mapping','EN','2023-11-24 17:40:55'),(140,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-11-24 17:42:04'),(141,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2023-11-26 19:34:41'),(142,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2023-11-26 19:39:05'),(143,3,40,'Julia  Leirado has saved a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the  English language','Saved','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2023-11-27 15:53:29'),(144,3,3,'Julia  Leirado has published a learning block [Understanding the food waste problem] with the  English language','Publish','LearningBlocks','Understanding the food waste problem','EN','2023-11-27 15:54:58'),(145,3,40,'Julia  Leirado has published a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the  English language','Publish','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2023-11-27 15:55:32'),(146,3,6,'Julia  Leirado has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-11-27 15:56:07'),(147,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:07:24'),(148,3,6,'Julia  Leirado has published a circular challenge [Remix The School] with the  English language','Publish','CircularChallenge','Remix The School','EN','2023-11-27 16:19:36'),(149,3,1,'Julia  Leirado has saved a learning block [Building communities of practice] with the  English language','Saved','LearningBlocks','Building communities of practice','EN','2023-11-27 16:25:50'),(150,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:26:06'),(151,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:31:57'),(152,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:33:37'),(153,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:35:21'),(154,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 16:36:03'),(155,3,1,'Julia  Leirado has published a learning block [Building communities of practice] with the  English language','Publish','LearningBlocks','Building communities of practice','EN','2023-11-27 17:14:46'),(156,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-11-27 17:15:15'),(157,3,1,'Julia  Leirado has published a learning block [Building communities of practice] with the  English language','Publish','LearningBlocks','Building communities of practice','EN','2023-11-27 17:15:32'),(158,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-27 22:57:34'),(159,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-11-28 08:36:22'),(160,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 08:44:08'),(161,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 08:44:58'),(162,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 08:45:23'),(163,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 08:45:47'),(164,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-11-28 09:13:33'),(165,3,40,'Julia  Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from? How are they made?] with the  English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from? How are they made?','EN','2023-11-28 14:59:57'),(166,3,40,'Julia  Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from? How are they made?] with the  English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from? How are they made?','EN','2023-11-28 15:18:43'),(167,3,6,'Julia  Leirado has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-11-28 15:20:19'),(168,3,41,'Julia  Leirado has saved a learning block [Making a biomaterial sample book] with the  English language','Saved','LearningBlocks','Making a biomaterial sample book','EN','2023-11-28 15:32:41'),(169,3,6,'Julia  Leirado has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-11-28 15:33:45'),(170,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-11-28 18:36:02'),(171,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-29 10:52:38'),(176,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-30 22:04:40'),(177,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-30 22:06:32'),(178,2,3,'Issam  Mejri has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2023-11-30 22:07:15'),(179,4,42,'Marion  Real has saved a learning block [Professeurs en transitions] with the  French language','Saved','LearningBlocks','Professeurs en transitions','FR','2023-12-04 17:11:09'),(180,9,5,'Domantas  Tracevicius has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-04 17:51:30'),(181,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2023-12-04 18:01:27'),(182,9,14,'Domantas  Tracevicius has saved a circular challenge [School composting] with the  English language','Saved','CircularChallenge','School composting','EN','2023-12-04 18:17:56'),(183,9,15,'Domantas  Tracevicius has saved a circular challenge [Circular event] with the  English language','Saved','CircularChallenge','Circular event','EN','2023-12-04 18:28:58'),(184,9,15,'Domantas  Tracevicius has edited a circular challenge [Circular event] with the  English language','Edited','CircularChallenge','Circular event','EN','2023-12-04 18:30:56'),(185,9,16,'Domantas  Tracevicius has saved a circular challenge [Personal footprint desing] with the  English language','Saved','CircularChallenge','Personal footprint desing','EN','2023-12-04 18:36:02'),(186,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-12-05 09:28:56'),(187,4,43,'Marion  Real has saved a learning block [Visible Mending: repair and customize your fabric] with the  English language','Saved','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2023-12-05 09:52:11'),(188,4,8,'Marion  Real has edited a circular challenge [Wool Challenge] with the  English language','Edited','CircularChallenge','Wool Challenge','EN','2023-12-05 09:53:23'),(189,3,6,'Julia  Leirado has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-12-05 10:27:20'),(190,3,6,'Julia  Leirado has edited a circular challenge [Remix The School] with the  English language','Edited','CircularChallenge','Remix The School','EN','2023-12-05 10:27:40'),(191,1,1,'Support  Ipag has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2023-12-05 12:56:53'),(192,6,17,'Mikhail  Hamwi has saved a circular challenge [Local Money] with the  English language','Saved','CircularChallenge','Local Money','EN','2023-12-07 14:57:01'),(193,6,17,'Mikhail  Hamwi has edited a circular challenge [Local Money] with the  English language','Edited','CircularChallenge','Local Money','EN','2023-12-07 14:57:38'),(194,9,5,'Domantas  Tracevicius has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 12:42:01'),(195,9,5,'Domantas  Tracevicius has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 12:45:29'),(196,9,44,'Domantas  Tracevicius has saved a learning block [Mitigation of climate change (VIDEO)] with the  English language','Saved','LearningBlocks','Mitigation of climate change (VIDEO)','EN','2023-12-09 13:10:13'),(197,9,5,'Domantas  Tracevicius has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 13:11:11'),(198,9,5,'Domantas  Tracevicius has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 13:13:38'),(199,9,5,'Domantas  Tracevicius has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2023-12-09 13:15:52'),(200,9,45,'Domantas  Tracevicius has saved a learning block [En-Roads simulator introduction (Video)] with the  English language','Saved','LearningBlocks','En-Roads simulator introduction (Video)','EN','2023-12-09 13:17:51'),(201,9,44,'Domantas  Tracevicius has edited a learning block [Mitigation of climate change (VIDEO)] with the  English language','Edited','LearningBlocks','Mitigation of climate change (VIDEO)','EN','2023-12-09 13:22:51'),(202,6,17,'Mikhail  Hamwi has edited a circular challenge [Local Money] with the  English language','Edited','CircularChallenge','Local Money','EN','2023-12-15 09:55:07'),(203,4,17,'Marion  Real has edited a circular challenge [Local Money] with the  English language','Edited','CircularChallenge','Local Money','EN','2023-12-15 09:57:53'),(204,4,46,'Marion  Real has saved a learning block [Design your circular transition] with the  English language','Saved','LearningBlocks','Design your circular transition','EN','2023-12-15 11:20:15'),(205,4,46,'Marion  Real has edited a learning block [Design your circular transition] with the  English language','Edited','LearningBlocks','Design your circular transition','EN','2023-12-15 11:21:02'),(206,6,47,'Mikhail  Hamwi has saved a learning block [Impact environnemental du textile] with the  French language','Saved','LearningBlocks','Impact environnemental du textile','FR','2023-12-18 15:35:00'),(207,9,48,'Domantas  Tracevicius has saved a learning block [Intro to environmental NGO organizations] with the  English language','Saved','LearningBlocks','Intro to environmental NGO organizations','EN','2023-12-19 09:27:26'),(208,9,48,'Domantas  Tracevicius has published a learning block [Intro to environmental NGO organizations] with the  English language','Publish','LearningBlocks','Intro to environmental NGO organizations','EN','2023-12-19 09:27:45'),(209,9,49,'Domantas  Tracevicius has saved a learning block [Guide to starting a composting program in school] with the  English language','Saved','LearningBlocks','Guide to starting a composting program in school','EN','2023-12-19 09:41:12'),(210,3,6,'Julia  Leirado has saved a circular challenge [Remix The School] with the  English language','Saved','CircularChallenge','Remix The School','EN','2023-12-19 10:08:14'),(211,7,1,'Casper  Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2023-12-19 10:10:31'),(212,4,43,'Marion  Real has edited a learning block [Visible Mending: repair and customize your fabric] with the  English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2023-12-19 10:12:09'),(213,4,43,'Marion  Real has edited a learning block [Visible Mending: repair and customize your fabric] with the  English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2023-12-19 10:16:06'),(214,7,30,'Casper  Boks has published a learning block [Design with Intent: 101 patterns for influencing behaviour through design] with the  English language','Publish','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design','EN','2023-12-19 10:27:22'),(215,7,33,'Casper  Boks has published a learning block [Students open up about eco-anxiety] with the  English language','Publish','LearningBlocks','Students open up about eco-anxiety','EN','2023-12-19 10:27:53'),(216,7,32,'Casper  Boks has published a learning block [TED talk: How to design the circular economy] with the  English language','Publish','LearningBlocks','TED talk: How to design the circular economy','EN','2023-12-19 10:28:12'),(217,7,31,'Casper  Boks has published a learning block [MeetECOid card tool] with the  English language','Publish','LearningBlocks','MeetECOid card tool','EN','2023-12-19 10:28:36'),(218,7,16,'Casper  Boks has edited a circular challenge [Personal footprint design] with the  English language','Edited','CircularChallenge','Personal footprint design','EN','2023-12-19 10:30:49'),(219,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-12-19 10:40:50'),(220,4,9,'Marion  Real has deleted a learning block [Introduction to Material flows and ecologies] with the  English language','Deleted','LearningBlocks','Introduction to Material flows and ecologies','EN','2023-12-19 10:41:30'),(221,4,13,'Marion  Real has deleted a learning block [Introduction to People and Society] with the  English language','Deleted','LearningBlocks','Introduction to People and Society','EN','2023-12-19 10:41:37'),(222,4,15,'Marion  Real has deleted a learning block [Introduction to Economy and Policies] with the  English language','Deleted','LearningBlocks','Introduction to Economy and Policies','EN','2023-12-19 10:41:47'),(223,4,10,'Marion  Real has deleted a learning block [Introduction to Material flows and ecologies] with the  Spanish language','Deleted','LearningBlocks','Introduction to Material flows and ecologies','ES','2023-12-19 10:42:05'),(224,4,11,'Marion  Real has deleted a learning block [Introduction to Material flows and ecologies] with the  French language','Deleted','LearningBlocks','Introduction to Material flows and ecologies','FR','2023-12-19 10:42:14'),(225,4,12,'Marion  Real has deleted a learning block [Introduction to Material flows and ecologies] with the  Lithuanian language','Deleted','LearningBlocks','Introduction to Material flows and ecologies','LT','2023-12-19 10:42:26'),(226,4,14,'Marion  Real has deleted a learning block [Introduction to products and technologies] with the  English language','Deleted','LearningBlocks','Introduction to products and technologies','EN','2023-12-19 10:42:33'),(227,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2023-12-19 10:45:34'),(228,6,50,'Mikhail  Hamwi has saved a learning block [Durabilité] with the  French language','Saved','LearningBlocks','Durabilité','FR','2023-12-19 10:48:51'),(229,6,51,'Mikhail  Hamwi has saved a learning block [Modèle économique] with the  French language','Saved','LearningBlocks','Modèle économique','FR','2023-12-19 11:53:24'),(230,6,52,'Mikhail  Hamwi has saved a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Saved','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2023-12-19 13:13:17'),(231,6,53,'Mikhail  Hamwi has saved a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Saved','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2023-12-19 13:26:47'),(232,6,54,'Mikhail  Hamwi has saved a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Saved','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2023-12-19 13:41:02'),(233,6,55,'Mikhail  Hamwi has saved a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the  French language','Saved','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2023-12-19 13:53:43'),(234,6,47,'Mikhail  Hamwi has published a learning block [Impact environnemental du textile] with the  French language','Publish','LearningBlocks','Impact environnemental du textile','FR','2023-12-20 10:43:48'),(235,6,55,'Mikhail  Hamwi has published a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the  French language','Publish','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2023-12-20 10:44:23'),(236,6,54,'Mikhail  Hamwi has published a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Publish','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2023-12-20 10:44:55'),(237,6,53,'Mikhail  Hamwi has published a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Publish','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2023-12-20 10:45:16'),(238,6,18,'Mikhail  Hamwi has saved a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Saved','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2023-12-20 10:59:40'),(239,6,52,'Mikhail  Hamwi has published a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Publish','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2023-12-20 11:00:27'),(240,6,18,'Mikhail  Hamwi has published a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Publish','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2023-12-20 11:01:03'),(241,6,19,'Mikhail  Hamwi has saved a circular challenge [Les vêtements en tant que service] with the  French language','Saved','CircularChallenge','Les vêtements en tant que service','FR','2023-12-21 12:04:49'),(242,6,56,'Mikhail  Hamwi has saved a learning block [Créer des communautés de pratique] with the  French language','Saved','LearningBlocks','Créer des communautés de pratique','FR','2023-12-21 12:22:21'),(243,6,57,'Mikhail  Hamwi has saved a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Saved','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2023-12-21 12:49:59'),(244,5,17,'Cynthia  Lamothe has edited a circular challenge [Monnaies locales] with the  English language','Edited','CircularChallenge','Monnaies locales','EN','2023-12-21 13:29:57'),(245,5,17,'Cynthia  Lamothe has edited a circular challenge [Monnaies locales] with the  English language','Edited','CircularChallenge','Monnaies locales','EN','2023-12-21 13:34:18'),(246,6,58,'Mikhail  Hamwi has saved a learning block [Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?] with the  French language','Saved','LearningBlocks','Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?','FR','2023-12-21 13:35:51'),(247,6,59,'Mikhail  Hamwi has saved a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the  French language','Saved','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2023-12-21 13:41:38'),(248,6,60,'Mikhail  Hamwi has saved a learning block [Réflexion sur les défis circulaires] with the  French language','Saved','LearningBlocks','Réflexion sur les défis circulaires','FR','2023-12-21 16:53:53'),(249,6,61,'Mikhail  Hamwi has saved a learning block [Économie fonctionnelle] with the  French language','Saved','LearningBlocks','Économie fonctionnelle','FR','2023-12-21 17:08:21'),(250,6,62,'Mikhail  Hamwi has saved a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the  French language','Saved','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2023-12-21 17:12:59'),(251,6,20,'Mikhail  Hamwi has saved a circular challenge [Remixer l\'école] with the  French language','Saved','CircularChallenge','Remixer l\'école','FR','2023-12-21 17:21:35'),(252,6,21,'Mikhail  Hamwi has saved a circular challenge [Participer aux activités des ONG locales] with the  French language','Saved','CircularChallenge','Participer aux activités des ONG locales','FR','2023-12-21 17:31:09'),(253,6,22,'Mikhail  Hamwi has saved a circular challenge [Le compostage à l\'école] with the  French language','Saved','CircularChallenge','Le compostage à l\'école','FR','2023-12-21 17:39:13'),(254,6,23,'Mikhail  Hamwi has saved a circular challenge [Low-Tech] with the  French language','Saved','CircularChallenge','Low-Tech','FR','2023-12-21 17:45:07'),(255,6,56,'Mikhail  Hamwi has published a learning block [Créer des communautés de pratique] with the  French language','Publish','LearningBlocks','Créer des communautés de pratique','FR','2023-12-21 17:47:24'),(256,6,57,'Mikhail  Hamwi has published a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Publish','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2023-12-21 17:48:02'),(257,6,58,'Mikhail  Hamwi has published a learning block [Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?] with the  French language','Publish','LearningBlocks','Introduction aux biomatériaux : Qu\'est-ce que c\'est ? D\'où viennent-ils ? Comment sont-ils fabriqués ?','FR','2023-12-21 17:49:25'),(258,6,59,'Mikhail  Hamwi has published a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the  French language','Publish','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2023-12-21 17:49:49'),(259,6,60,'Mikhail  Hamwi has published a learning block [Réflexion sur les défis circulaires] with the  French language','Publish','LearningBlocks','Réflexion sur les défis circulaires','FR','2023-12-21 17:50:17'),(260,6,61,'Mikhail  Hamwi has published a learning block [Économie fonctionnelle] with the  French language','Publish','LearningBlocks','Économie fonctionnelle','FR','2023-12-21 17:52:08'),(261,6,62,'Mikhail  Hamwi has published a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the  French language','Publish','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2023-12-21 17:52:37'),(262,6,50,'Mikhail  Hamwi has edited a learning block [Durabilité] with the  French language','Edited','LearningBlocks','Durabilité','FR','2023-12-21 17:53:54'),(263,6,50,'Mikhail  Hamwi has edited a learning block [Durabilité] with the  French language','Edited','LearningBlocks','Durabilité','FR','2023-12-21 17:55:18'),(264,6,50,'Mikhail  Hamwi has published a learning block [Durabilité] with the  French language','Publish','LearningBlocks','Durabilité','FR','2023-12-21 17:56:09'),(265,6,51,'Mikhail  Hamwi has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2023-12-21 18:01:44'),(266,6,51,'Mikhail  Hamwi has published a learning block [Modèle économique] with the  French language','Publish','LearningBlocks','Modèle économique','FR','2023-12-21 18:02:24'),(267,6,19,'Mikhail  Hamwi has edited a circular challenge [Les vêtements en tant que service] with the  French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2023-12-21 18:42:24'),(268,6,19,'Mikhail  Hamwi has edited a circular challenge [Les vêtements en tant que service] with the  French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2023-12-21 18:45:09'),(269,6,19,'Mikhail  Hamwi has published a circular challenge [Les vêtements en tant que service] with the  French language','Publish','CircularChallenge','Les vêtements en tant que service','FR','2023-12-21 18:45:52'),(270,6,20,'Mikhail  Hamwi has published a circular challenge [Remixer l\'école] with the  French language','Publish','CircularChallenge','Remixer l\'école','FR','2023-12-21 18:46:24'),(271,6,21,'Mikhail  Hamwi has published a circular challenge [Participer aux activités des ONG locales] with the  French language','Publish','CircularChallenge','Participer aux activités des ONG locales','FR','2023-12-21 18:46:48'),(272,6,22,'Mikhail  Hamwi has published a circular challenge [Le compostage à l\'école] with the  French language','Publish','CircularChallenge','Le compostage à l\'école','FR','2023-12-21 18:47:19'),(273,6,23,'Mikhail  Hamwi has published a circular challenge [Low-Tech] with the  French language','Publish','CircularChallenge','Low-Tech','FR','2023-12-21 18:47:41'),(274,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2023-12-22 08:23:48'),(275,6,22,'Mikhail  Hamwi has edited a learning block [Sustainability] with the  English language','Edited','LearningBlocks','Sustainability','EN','2023-12-22 10:44:53'),(276,6,22,'Mikhail  Hamwi has edited a learning block [Sustainability] with the  English language','Edited','LearningBlocks','Sustainability','EN','2023-12-22 10:55:01'),(277,9,63,'Domantas  Tracevicius has saved a learning block [CO2 footprint calculator] with the  English language','Saved','LearningBlocks','CO2 footprint calculator','EN','2023-12-27 13:18:24'),(278,9,64,'Domantas  Tracevicius has saved a learning block [EN-roads climate simulator] with the  English language','Saved','LearningBlocks','EN-roads climate simulator','EN','2023-12-27 13:22:35'),(279,9,65,'Domantas  Tracevicius has saved a learning block [School event planing] with the  English language','Saved','LearningBlocks','School event planing','EN','2023-12-27 13:55:30'),(280,9,66,'Domantas  Tracevicius has saved a learning block [Circular event] with the  English language','Saved','LearningBlocks','Circular event','EN','2023-12-27 14:12:18'),(281,9,8,'Domantas  Tracevicius has edited a learning block [Apie Žiedinius iššūkius] with the  Lithuanian language','Edited','LearningBlocks','Apie Žiedinius iššūkius','LT','2023-12-27 14:51:42'),(282,9,8,'Domantas  Tracevicius has edited a learning block [Apie Žiedinius iššūkius] with the  Lithuanian language','Edited','LearningBlocks','Apie Žiedinius iššūkius','LT','2023-12-27 14:52:45'),(283,9,67,'Domantas  Tracevicius has saved a learning block [Praktikos bendruomenių kūrimas] with the  Lithuanian language','Saved','LearningBlocks','Praktikos bendruomenių kūrimas','LT','2023-12-27 15:26:00'),(284,9,68,'Domantas  Tracevicius has saved a learning block [Maisto atliekų problemos supratimas] with the  Lithuanian language','Saved','LearningBlocks','Maisto atliekų problemos supratimas','LT','2023-12-27 15:55:26'),(285,9,69,'Domantas  Tracevicius has saved a learning block [Verslo modeliai] with the  Lithuanian language','Saved','LearningBlocks','Verslo modeliai','LT','2023-12-28 11:36:08'),(286,9,69,'Domantas  Tracevicius has edited a learning block [Verslo modeliai] with the  Lithuanian language','Edited','LearningBlocks','Verslo modeliai','LT','2023-12-28 11:40:56'),(287,9,70,'Domantas  Tracevicius has saved a learning block [Tvarumas] with the  Lithuanian language','Saved','LearningBlocks','Tvarumas','LT','2023-12-28 12:02:44'),(288,9,71,'Domantas  Tracevicius has saved a learning block [Tekstilės poveikis aplinkai] with the  Lithuanian language','Saved','LearningBlocks','Tekstilės poveikis aplinkai','LT','2023-12-28 12:49:39'),(289,9,72,'Domantas  Tracevicius has saved a learning block [Žiedinis renginys] with the  Lithuanian language','Saved','LearningBlocks','Žiedinis renginys','LT','2023-12-28 13:19:51'),(290,9,73,'Domantas  Tracevicius has saved a learning block [Renginio planavimas mokykloje] with the  Lithuanian language','Saved','LearningBlocks','Renginio planavimas mokykloje','LT','2023-12-28 13:39:39'),(291,9,73,'Domantas  Tracevicius has edited a learning block [Renginio planavimas mokykloje] with the  Lithuanian language','Edited','LearningBlocks','Renginio planavimas mokykloje','LT','2023-12-28 13:40:29'),(292,9,74,'Domantas  Tracevicius has saved a learning block [EN-roads klimato simuliatorius] with the  Lithuanian language','Saved','LearningBlocks','EN-roads klimato simuliatorius','LT','2023-12-28 13:45:00'),(293,9,75,'Domantas  Tracevicius has saved a learning block [Klimato kaitos stabdymas ir švelninimas (video)] with the  Lithuanian language','Saved','LearningBlocks','Klimato kaitos stabdymas ir švelninimas (video)','LT','2023-12-28 13:54:44'),(294,9,76,'Domantas  Tracevicius has saved a learning block [En-Roads simuliatoriaus pristatymas] with the  Lithuanian language','Saved','LearningBlocks','En-Roads simuliatoriaus pristatymas','LT','2023-12-28 13:58:05'),(295,9,77,'Domantas  Tracevicius has saved a learning block [Informacija apie aplinkosaugines NVO] with the  Lithuanian language','Saved','LearningBlocks','Informacija apie aplinkosaugines NVO','LT','2023-12-28 14:29:56'),(296,9,78,'Domantas  Tracevicius has saved a learning block [Kompostavimas mokykloje] with the  Lithuanian language','Saved','LearningBlocks','Kompostavimas mokykloje','LT','2023-12-28 14:37:48'),(297,9,79,'Domantas  Tracevicius has saved a learning block [Aplinkosauginio pėdsako skaičiuoklė] with the  Lithuanian language','Saved','LearningBlocks','Aplinkosauginio pėdsako skaičiuoklė','LT','2023-12-28 14:44:33'),(298,9,14,'Domantas  Tracevicius has edited a circular challenge [School composting] with the  English language','Edited','CircularChallenge','School composting','EN','2024-01-01 13:36:08'),(299,9,24,'Domantas  Tracevicius has saved a circular challenge [Kompostavimas mokykloje] with the  Lithuanian language','Saved','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:15:08'),(300,9,24,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:16:36'),(301,9,24,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:23:37'),(302,9,24,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:27:56'),(303,9,24,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:43:37'),(304,9,80,'Domantas  Tracevicius has saved a learning block [Kompostavimo pradmenys] with the  Lithuanian language','Saved','LearningBlocks','Kompostavimo pradmenys','LT','2024-01-01 14:49:48'),(305,9,24,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 14:53:17'),(306,9,24,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 15:00:00'),(307,9,24,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas mokykloje] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas mokykloje','LT','2024-01-01 15:02:19'),(308,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-02 08:55:08'),(309,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-02 08:56:09'),(310,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-02 08:58:14'),(311,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-02 09:02:49'),(312,4,80,'Marion  Real has edited a learning block [Kompostavimo pradmenys] with the  Lithuanian language','Edited','LearningBlocks','Kompostavimo pradmenys','LT','2024-01-02 10:11:48'),(313,4,80,'Marion  Real has edited a learning block [Kompostavimo pradmenys] with the  Lithuanian language','Edited','LearningBlocks','Kompostavimo pradmenys','LT','2024-01-02 10:13:02'),(314,9,25,'Domantas  Tracevicius has saved a circular challenge [TEST-challenge] with the  Lithuanian language','Saved','CircularChallenge','TEST-challenge','LT','2024-01-02 11:45:09'),(315,9,25,'Domantas  Tracevicius has edited a circular challenge [TEST-challenge] with the  Lithuanian language','Edited','CircularChallenge','TEST-challenge','LT','2024-01-02 11:46:39'),(316,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 11:51:07'),(317,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 11:52:12'),(318,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 11:53:56'),(319,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 11:59:47'),(320,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 12:01:30'),(321,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 12:31:00'),(322,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 12:36:55'),(323,9,78,'Domantas  Tracevicius has edited a learning block [Kompostavimas mokykloje] with the  Lithuanian language','Edited','LearningBlocks','Kompostavimas mokykloje','LT','2024-01-02 13:13:04'),(324,9,26,'Domantas  Tracevicius has saved a circular challenge [NVO veikla] with the  Lithuanian language','Saved','CircularChallenge','NVO veikla','LT','2024-01-02 14:09:49'),(325,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 14:27:02'),(326,9,27,'Domantas  Tracevicius has saved a circular challenge [Klimato sprendimų modu] with the  Lithuanian language','Saved','CircularChallenge','Klimato sprendimų modu','LT','2024-01-02 14:28:33'),(327,9,28,'Domantas  Tracevicius has saved a circular challenge [Asmeninis pėdsakas] with the  Lithuanian language','Saved','CircularChallenge','Asmeninis pėdsakas','LT','2024-01-02 14:46:43'),(328,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 14:53:15'),(329,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 14:55:57'),(330,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 15:04:21'),(331,9,81,'Domantas  Tracevicius has saved a learning block [Aplinkosauginis poveikis] with the  Lithuanian language','Saved','LearningBlocks','Aplinkosauginis poveikis','LT','2024-01-02 15:09:18'),(332,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 16:27:35'),(333,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 16:30:04'),(334,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 16:47:21'),(335,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-01-02 16:47:57'),(336,9,81,'Domantas  Tracevicius has edited a learning block [Aplinkosauginis poveikis] with the  Lithuanian language','Edited','LearningBlocks','Aplinkosauginis poveikis','LT','2024-01-02 19:41:00'),(337,9,28,'Domantas  Tracevicius has edited a circular challenge [Asmeninis pėdsakas] with the  Lithuanian language','Edited','CircularChallenge','Asmeninis pėdsakas','LT','2024-01-02 19:42:30'),(338,9,81,'Domantas  Tracevicius has edited a learning block [Poveikis aplinkai] with the  Lithuanian language','Edited','LearningBlocks','Poveikis aplinkai','LT','2024-01-02 19:43:27'),(339,9,28,'Domantas  Tracevicius has edited a circular challenge [Asmeninis pėdsakas] with the  Lithuanian language','Edited','CircularChallenge','Asmeninis pėdsakas','LT','2024-01-02 19:44:18'),(340,9,29,'Domantas  Tracevicius has saved a circular challenge [Žiedinis renginys] with the  Lithuanian language','Saved','CircularChallenge','Žiedinis renginys','LT','2024-01-02 20:01:29'),(341,1,4,'Support  Ipag has edited a circular challenge [From selling to renting?] with the  English language','Edited','CircularChallenge','From selling to renting?','EN','2024-01-08 12:10:03'),(342,1,4,'Support  Ipag has edited a circular challenge [From selling to renting?] with the  English language','Edited','CircularChallenge','From selling to renting?','EN','2024-01-08 12:10:25'),(343,3,3,'Julia  Leirado has edited a learning block [Understanding the food waste problem] with the  English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-01-08 15:43:49'),(344,3,3,'Julia  Leirado has edited a learning block [Understanding the food waste problem] with the  English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-01-08 15:50:49'),(345,3,3,'Julia  Leirado has edited a learning block [Understanding the food waste problem] with the  English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-01-08 15:56:18'),(346,1,1,'Support  Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:13:32'),(347,1,1,'Support  Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:15:02'),(348,1,1,'Support  Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:23:50'),(349,1,1,'Support  Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:40:31'),(350,1,1,'Support  Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:47:46'),(351,1,1,'Support  Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:48:42'),(352,1,1,'Support  Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:50:41'),(353,1,1,'Support  Ipag has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-01-08 16:55:01'),(354,3,3,'Julia  Leirado has edited a learning block [Understanding the food waste problem] with the  English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-01-08 17:20:12'),(355,3,40,'Julia  Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from? How are they made?] with the  English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from? How are they made?','EN','2024-01-08 17:50:41'),(356,3,40,'Julia  Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from? How are they made?] with the  English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from? How are they made?','EN','2024-01-08 18:12:55'),(357,1,7,'Support  Ipag has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-09 00:57:09'),(358,1,7,'Support  Ipag has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-01-09 00:57:44'),(359,3,40,'Julia  Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the  English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2024-01-09 11:51:29'),(360,3,40,'Julia  Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the  English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2024-01-09 11:59:01'),(361,4,82,'Marion  Real has saved a learning block [Economia Circular - introducción y enlaces claves] with the  Spanish language','Saved','LearningBlocks','Economia Circular - introducción y enlaces claves','ES','2024-01-14 18:47:06'),(362,4,82,'Marion  Real has edited a learning block [Economia Circular - introducción y enlaces claves] with the  Spanish language','Edited','LearningBlocks','Economia Circular - introducción y enlaces claves','ES','2024-01-14 18:48:04'),(363,4,82,'Marion  Real has edited a learning block [Economia Circular - introducción y enlaces claves] with the  Spanish language','Edited','LearningBlocks','Economia Circular - introducción y enlaces claves','ES','2024-01-14 18:48:32'),(364,6,83,'Mikhail  Hamwi has saved a learning block [Monnaie Locale] with the  French language','Saved','LearningBlocks','Monnaie Locale','FR','2024-01-15 14:05:45'),(365,6,83,'Mikhail  Hamwi has edited a learning block [Monnaie Locale] with the  French language','Edited','LearningBlocks','Monnaie Locale','FR','2024-01-15 14:07:28'),(366,6,83,'Mikhail  Hamwi has edited a learning block [Monnaie Locale] with the  French language','Edited','LearningBlocks','Monnaie Locale','FR','2024-01-15 14:16:05'),(367,6,17,'Mikhail  Hamwi has edited a circular challenge [Monnaies locales] with the  English language','Edited','CircularChallenge','Monnaies locales','EN','2024-01-15 14:29:39'),(368,6,84,'Mikhail  Hamwi has saved a learning block [Local currency ] with the  English language','Saved','LearningBlocks','Local currency ','EN','2024-01-15 14:37:57'),(369,6,84,'Mikhail  Hamwi has edited a learning block [Local currency ] with the  English language','Edited','LearningBlocks','Local currency ','EN','2024-01-15 14:39:15'),(370,6,17,'Mikhail  Hamwi has edited a circular challenge [Local Currency] with the  English language','Edited','CircularChallenge','Local Currency','EN','2024-01-15 16:02:49'),(371,6,17,'Mikhail  Hamwi has edited a circular challenge [Local Currency] with the  English language','Edited','CircularChallenge','Local Currency','EN','2024-01-15 16:04:53'),(372,4,30,'Marion  Real has saved a circular challenge [] with the  Spanish language','Saved','CircularChallenge','','ES','2024-01-23 10:26:54'),(373,4,30,'Marion  Real has edited a circular challenge [LOW-TECH] with the  Spanish language','Edited','CircularChallenge','LOW-TECH','ES','2024-01-23 10:28:10'),(374,4,30,'Marion  Real has published a circular challenge [LOW-TECH] with the  Spanish language','Publish','CircularChallenge','LOW-TECH','ES','2024-01-23 10:29:42'),(375,4,9,'Marion  Real has deleted a circular challenge [Wool Challenge] with the  Spanish language','Deleted','CircularChallenge','Wool Challenge','ES','2024-01-23 10:36:04'),(376,4,6,'Marion  Real has edited a learning block [Sobre los desafíos circulares] with the  Spanish language','Edited','LearningBlocks','Sobre los desafíos circulares','ES','2024-01-23 16:45:58'),(377,4,31,'Marion  Real has saved a circular challenge [Hacia comportamientos sostenibles] with the  Spanish language','Saved','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-23 17:00:30'),(378,4,31,'Marion  Real has edited a circular challenge [Hacia comportamientos sostenibles] with the  Spanish language','Edited','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-23 17:02:03'),(379,4,31,'Marion  Real has edited a circular challenge [Hacia comportamientos sostenibles] with the  Spanish language','Edited','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-23 17:02:40'),(380,4,30,'Marion  Real has edited a circular challenge [Experimentar con los LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Experimentar con los LOW-TECH','ES','2024-01-23 17:34:20'),(381,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:35:35'),(382,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:49:59'),(383,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:52:12'),(384,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:57:48'),(385,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 17:58:42'),(386,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 18:54:46'),(387,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 18:55:38'),(388,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 18:57:17'),(389,4,31,'Marion  Real has published a circular challenge [Hacia comportamientos sostenibles] with the  Spanish language','Publish','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-23 19:01:56'),(390,4,32,'Marion  Real has saved a circular challenge [Las monedades locales ] with the  Spanish language','Saved','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:07:58'),(391,4,32,'Marion  Real has edited a circular challenge [Las monedades locales ] with the  Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:09:24'),(392,4,32,'Marion  Real has edited a circular challenge [Las monedades locales ] with the  Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:10:14'),(393,4,32,'Marion  Real has edited a circular challenge [Las monedades locales ] with the  Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:28:45'),(394,4,32,'Marion  Real has edited a circular challenge [Las monedades locales ] with the  Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-23 20:33:59'),(395,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-23 20:43:20'),(396,6,85,'Mikhail  Hamwi has saved a learning block [Low-tech] with the  French language','Saved','LearningBlocks','Low-tech','FR','2024-01-30 09:19:23'),(397,6,3,'Mikhail  Hamwi has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2024-01-30 10:09:13'),(398,6,23,'Mikhail  Hamwi has edited a circular challenge [Low-Tech] with the  French language','Edited','CircularChallenge','Low-Tech','FR','2024-01-30 10:16:59'),(399,6,85,'Mikhail  Hamwi has edited a learning block [Low-tech] with the  French language','Edited','LearningBlocks','Low-tech','FR','2024-01-30 10:19:16'),(400,6,3,'Mikhail  Hamwi has edited a circular challenge [Low-Tech] with the  English language','Edited','CircularChallenge','Low-Tech','EN','2024-01-30 10:21:02'),(401,4,31,'Marion  Real has deleted a circular challenge [Hacia comportamientos sostenibles] with the  Spanish language','Deleted','CircularChallenge','Hacia comportamientos sostenibles','ES','2024-01-31 07:34:49'),(402,4,86,'Marion  Real has saved a learning block [Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha] with the  Spanish language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','ES','2024-01-31 08:48:58'),(403,4,87,'Marion  Real has saved a learning block [Una conferencia introductoria sobre el Diseño para un Comportamiento Sostenible] with the  Spanish language','Saved','LearningBlocks','Una conferencia introductoria sobre el Diseño para un Comportamiento Sostenible','ES','2024-01-31 09:00:46'),(404,4,88,'Marion  Real has saved a learning block [Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar] with the  Spanish language','Saved','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar','ES','2024-01-31 10:50:51'),(405,4,89,'Marion  Real has saved a learning block [Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo] with the  Spanish language','Saved','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo','ES','2024-01-31 10:56:41'),(406,4,90,'Marion  Real has saved a learning block [Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar] with the  Spanish language','Saved','LearningBlocks','Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar','ES','2024-01-31 11:02:16'),(407,4,33,'Marion  Real has saved a circular challenge [Reto del Diseño para un Comportamiento Sostenible] with the  Spanish language','Saved','CircularChallenge','Reto del Diseño para un Comportamiento Sostenible','ES','2024-01-31 11:10:21'),(408,4,34,'Marion  Real has saved a circular challenge [Las pequeñas manufacturas de lana ] with the  English language','Saved','CircularChallenge','Las pequeñas manufacturas de lana ','EN','2024-01-31 12:47:49'),(409,4,35,'Marion  Real has saved a circular challenge [] with the  Spanish language','Saved','CircularChallenge','','ES','2024-01-31 12:49:20'),(410,4,34,'Marion  Real has deleted a circular challenge [Las pequeñas manufacturas de lana ] with the  English language','Deleted','CircularChallenge','Las pequeñas manufacturas de lana ','EN','2024-01-31 12:49:46'),(411,4,35,'Marion  Real has deleted a circular challenge [] with the  Spanish language','Deleted','CircularChallenge','','ES','2024-01-31 12:50:57'),(412,4,91,'Marion  Real has saved a learning block [Mapeo de los ecosistemas ] with the  Spanish language','Saved','LearningBlocks','Mapeo de los ecosistemas ','ES','2024-01-31 13:24:30'),(413,4,92,'Marion  Real has saved a learning block [Explorar los materiales] with the  Spanish language','Saved','LearningBlocks','Explorar los materiales','ES','2024-01-31 13:31:20'),(414,4,93,'Marion  Real has saved a learning block [Crear una herramienta de código abierto para hilar y/o tejer] with the  Spanish language','Saved','LearningBlocks','Crear una herramienta de código abierto para hilar y/o tejer','ES','2024-01-31 13:34:23'),(415,4,94,'Marion  Real has saved a learning block [Coloración de la lana] with the  Spanish language','Saved','LearningBlocks','Coloración de la lana','ES','2024-01-31 13:38:19'),(416,4,43,'Marion  Real has edited a learning block [Visible Mending: repair and customize your fabric] with the  English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2024-01-31 13:42:43'),(417,4,95,'Marion  Real has saved a learning block [Visible Mending: repara y personaliza tu tejido] with the  Spanish language','Saved','LearningBlocks','Visible Mending: repara y personaliza tu tejido','ES','2024-01-31 13:47:22'),(418,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-01-31 13:49:35'),(419,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-01-31 13:51:31'),(420,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-01-31 13:52:24'),(421,4,96,'Marion  Real has saved a learning block [Reflexionar sobre los retos circulares] with the  Spanish language','Saved','LearningBlocks','Reflexionar sobre los retos circulares','ES','2024-01-31 13:56:43'),(422,4,36,'Marion  Real has saved a circular challenge [WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana] with the  Spanish language','Saved','CircularChallenge','WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana','ES','2024-01-31 14:05:33'),(423,4,30,'Marion  Real has edited a circular challenge [Explorar las tecnologias LOW-TECH] with the  Spanish language','Edited','CircularChallenge','Explorar las tecnologias LOW-TECH','ES','2024-01-31 14:14:29'),(424,3,2,'Julia  Leirado has edited a learning block [Crear comunidades de prácticas] with the  Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-01-31 14:32:04'),(425,3,2,'Julia  Leirado has edited a learning block [Crear comunidades de prácticas] with the  Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-01-31 14:33:43'),(426,3,4,'Julia  Leirado has edited a learning block [Understanding the food waste problem] with the  Spanish language','Edited','LearningBlocks','Understanding the food waste problem','ES','2024-01-31 14:34:35'),(427,3,2,'Julia  Leirado has edited a learning block [Crear comunidades de prácticas] with the  Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-01-31 14:37:11'),(428,3,2,'Julia  Leirado has edited a learning block [Crear comunidades de prácticas] with the  Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-01-31 14:38:43'),(429,4,37,'Marion  Real has saved a circular challenge [Las monedades locales como herramientas de cambio?] with the  English language','Saved','CircularChallenge','Las monedades locales como herramientas de cambio?','EN','2024-01-31 14:45:38'),(430,3,4,'Julia  Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the  Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 14:57:37'),(431,4,37,'Marion  Real has deleted a circular challenge [Las monedades locales como herramientas de cambio?] with the  English language','Deleted','CircularChallenge','Las monedades locales como herramientas de cambio?','EN','2024-01-31 14:58:38'),(432,4,38,'Marion  Real has saved a circular challenge [Las monedades locales como herramientas de cambio?] with the  Spanish language','Saved','CircularChallenge','Las monedades locales como herramientas de cambio?','ES','2024-01-31 14:58:59'),(433,3,4,'Julia  Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the  Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 14:59:44'),(434,3,4,'Julia  Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the  Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 15:02:42'),(435,3,4,'Julia  Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the  Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 15:03:25'),(436,3,4,'Julia  Leirado has published a learning block [Entender la problemática del desperdicio alimentario] with the  Spanish language','Publish','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 15:03:44'),(437,3,4,'Julia  Leirado has edited a learning block [Entender la problemática del desperdicio alimentario] with the  Spanish language','Edited','LearningBlocks','Entender la problemática del desperdicio alimentario','ES','2024-01-31 15:05:57'),(438,3,6,'Julia  Leirado has edited a circular challenge [Remix The School: revaluing food waste with biomaterial making] with the  English language','Edited','CircularChallenge','Remix The School: revaluing food waste with biomaterial making','EN','2024-01-31 15:11:42'),(439,4,38,'Marion  Real has published a circular challenge [Las monedades locales como herramientas de cambio?] with the  Spanish language','Publish','CircularChallenge','Las monedades locales como herramientas de cambio?','ES','2024-01-31 15:14:05'),(440,3,41,'Julia  Leirado has published a learning block [Making a biomaterial sample book] with the  English language','Publish','LearningBlocks','Making a biomaterial sample book','EN','2024-01-31 15:14:16'),(441,3,6,'Julia  Leirado has published a circular challenge [Remix The School: revaluing food waste with biomaterial making] with the  English language','Publish','CircularChallenge','Remix The School: revaluing food waste with biomaterial making','EN','2024-01-31 15:14:51'),(442,4,32,'Marion  Real has deleted a circular challenge [Las monedades locales ] with the  Spanish language','Deleted','CircularChallenge','Las monedades locales ','ES','2024-01-31 15:16:58'),(443,3,39,'Julia  Leirado has saved a circular challenge [Remix The School: revalorando el desperdicio alimentario a través de los biomateriales] with the  Spanish language','Saved','CircularChallenge','Remix The School: revalorando el desperdicio alimentario a través de los biomateriales','ES','2024-01-31 15:19:53'),(444,3,39,'Julia  Leirado has published a circular challenge [Remix The School: revalorando el desperdicio alimentario a través de los biomateriales] with the  Spanish language','Publish','CircularChallenge','Remix The School: revalorando el desperdicio alimentario a través de los biomateriales','ES','2024-01-31 15:20:33'),(445,1,32,'Support  Ipag has edited a circular challenge [Las monedades locales ] with the  Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:18:00'),(446,1,32,'Support  Ipag has edited a circular challenge [Las monedades locales ] with the  Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:20:35'),(447,1,32,'Support  Ipag has edited a circular challenge [Las monedades locales ] with the  Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:22:10'),(448,1,32,'Support  Ipag has edited a circular challenge [Las monedades locales ] with the  Spanish language','Edited','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:23:02'),(449,4,32,'Marion  Real has deleted a circular challenge [Las monedades locales ] with the  Spanish language','Deleted','CircularChallenge','Las monedades locales ','ES','2024-01-31 16:56:21'),(450,3,39,'Julia  Leirado has edited a circular challenge [Remix The School: revalorando el desperdicio alimentario a través de los biomateriales] with the  Spanish language','Edited','CircularChallenge','Remix The School: revalorando el desperdicio alimentario a través de los biomateriales','ES','2024-01-31 17:12:28'),(451,4,36,'Marion  Real has edited a circular challenge [WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana] with the  Spanish language','Edited','CircularChallenge','WOOL Challenge: Customisar y reparar con las pequenas manufacturas de lana','ES','2024-02-01 07:15:47'),(452,4,91,'Marion  Real has edited a learning block [Mapeo de los ecosistemas ] with the  Spanish language','Edited','LearningBlocks','Mapeo de los ecosistemas ','ES','2024-02-01 07:22:14'),(453,4,92,'Marion  Real has published a learning block [Explorar los materiales] with the  Spanish language','Publish','LearningBlocks','Explorar los materiales','ES','2024-02-01 07:32:58'),(454,4,93,'Marion  Real has edited a learning block [Crear una herramienta de código abierto para hilar y/o tejer] with the  Spanish language','Edited','LearningBlocks','Crear una herramienta de código abierto para hilar y/o tejer','ES','2024-02-01 07:34:58'),(455,4,94,'Marion  Real has published a learning block [Coloración de la lana] with the  Spanish language','Publish','LearningBlocks','Coloración de la lana','ES','2024-02-01 07:37:26'),(456,4,96,'Marion  Real has published a learning block [Reflexionar sobre los retos circulares] with the  Spanish language','Publish','LearningBlocks','Reflexionar sobre los retos circulares','ES','2024-02-01 07:47:17'),(457,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-02-01 08:02:27'),(458,4,96,'Marion  Real has edited a learning block [Reflexionar sobre los retos circulares] with the  Spanish language','Edited','LearningBlocks','Reflexionar sobre los retos circulares','ES','2024-02-01 08:02:50'),(459,4,95,'Marion  Real has edited a learning block [Visible Mending: repara y personaliza tu tejido] with the  Spanish language','Edited','LearningBlocks','Visible Mending: repara y personaliza tu tejido','ES','2024-02-01 08:07:01'),(460,4,88,'Marion  Real has edited a learning block [Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar] with the  Spanish language','Edited','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar','ES','2024-02-01 08:09:28'),(461,4,89,'Marion  Real has edited a learning block [Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo] with the  Spanish language','Edited','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo','ES','2024-02-01 08:10:35'),(462,4,86,'Marion  Real has edited a learning block [Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha] with the  Spanish language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','ES','2024-02-01 08:11:10'),(463,4,38,'Marion  Real has edited a circular challenge [Las monedades locales como herramientas de cambio?] with the  Spanish language','Edited','CircularChallenge','Las monedades locales como herramientas de cambio?','ES','2024-02-01 08:13:05'),(464,3,2,'Julia  Leirado has edited a learning block [Crear comunidades de prácticas] with the  Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-02-01 12:11:31'),(465,3,2,'Julia  Leirado has edited a learning block [Crear comunidades de prácticas] with the  Spanish language','Edited','LearningBlocks','Crear comunidades de prácticas','ES','2024-02-01 12:12:04'),(466,3,40,'Julia  Leirado has saved a circular challenge [Compostaje en la escuela] with the  Spanish language','Saved','CircularChallenge','Compostaje en la escuela','ES','2024-02-01 12:16:55'),(467,3,97,'Julia  Leirado has saved a learning block [Conceptos básicos del compostaje] with the  Spanish language','Saved','LearningBlocks','Conceptos básicos del compostaje','ES','2024-02-01 12:46:50'),(468,3,97,'Julia  Leirado has edited a learning block [Conceptos básicos del compostaje] with the  Spanish language','Edited','LearningBlocks','Conceptos básicos del compostaje','ES','2024-02-01 12:55:55'),(469,3,40,'Julia  Leirado has edited a circular challenge [Compostaje en la escuela] with the  Spanish language','Edited','CircularChallenge','Compostaje en la escuela','ES','2024-02-01 13:00:40'),(470,3,41,'Julia  Leirado has saved a circular challenge [Simulando soluciones climáticas] with the  Spanish language','Saved','CircularChallenge','Simulando soluciones climáticas','ES','2024-02-01 13:02:16'),(471,3,5,'Julia  Leirado has published a circular challenge [Simulating climate solutions] with the  English language','Publish','CircularChallenge','Simulating climate solutions','EN','2024-02-01 13:02:43'),(472,3,41,'Julia  Leirado has edited a circular challenge [Simulando soluciones climáticas] with the  Spanish language','Edited','CircularChallenge','Simulando soluciones climáticas','ES','2024-02-01 13:09:07'),(473,3,42,'Julia  Leirado has saved a circular challenge [Organizar eventos circulares: reuniones de intercambio y/o Repair Cafés] with the  Spanish language','Saved','CircularChallenge','Organizar eventos circulares: reuniones de intercambio y/o Repair Cafés','ES','2024-02-01 13:10:50'),(474,3,15,'Julia  Leirado has published a circular challenge [Circular event] with the  English language','Publish','CircularChallenge','Circular event','EN','2024-02-01 13:11:08'),(475,3,41,'Julia  Leirado has published a circular challenge [Simulando soluciones climáticas] with the  Spanish language','Publish','CircularChallenge','Simulando soluciones climáticas','ES','2024-02-01 13:11:37'),(476,3,42,'Julia  Leirado has published a circular challenge [Organizar eventos circulares: reuniones de intercambio y/o Repair Cafés] with the  Spanish language','Publish','CircularChallenge','Organizar eventos circulares: reuniones de intercambio y/o Repair Cafés','ES','2024-02-01 13:32:39'),(477,3,42,'Julia  Leirado has edited a circular challenge [Eventos circulares] with the  Spanish language','Edited','CircularChallenge','Eventos circulares','ES','2024-02-01 13:43:14'),(478,3,98,'Julia  Leirado has saved a learning block [Social and environmental reasons to repair] with the  English language','Saved','LearningBlocks','Social and environmental reasons to repair','EN','2024-02-01 14:01:38'),(479,3,99,'Julia  Leirado has saved a learning block [Razones sociales y medioambientales para reparar] with the  Spanish language','Saved','LearningBlocks','Razones sociales y medioambientales para reparar','ES','2024-02-01 14:08:21'),(480,3,15,'Julia  Leirado has edited a circular challenge [Circular event] with the  English language','Edited','CircularChallenge','Circular event','EN','2024-02-01 14:08:52'),(481,3,42,'Julia  Leirado has edited a circular challenge [Eventos circulares] with the  Spanish language','Edited','CircularChallenge','Eventos circulares','ES','2024-02-01 14:09:17'),(482,3,98,'Julia  Leirado has edited a learning block [Social and environmental reasons to repair] with the  English language','Edited','LearningBlocks','Social and environmental reasons to repair','EN','2024-02-01 14:18:52'),(483,3,98,'Julia  Leirado has edited a learning block [Social and environmental reasons to repair] with the  English language','Edited','LearningBlocks','Social and environmental reasons to repair','EN','2024-02-01 14:19:58'),(484,3,98,'Julia  Leirado has edited a learning block [Social and environmental reasons to repair] with the  English language','Edited','LearningBlocks','Social and environmental reasons to repair','EN','2024-02-01 14:21:39'),(485,3,100,'Julia  Leirado has saved a learning block [what is it a Repair Café?] with the  English language','Saved','LearningBlocks','what is it a Repair Café?','EN','2024-02-01 14:32:31'),(486,3,100,'Julia  Leirado has published a learning block [what is it a Repair Café?] with the  English language','Publish','LearningBlocks','what is it a Repair Café?','EN','2024-02-01 14:32:47'),(487,3,101,'Julia  Leirado has saved a learning block [¿Qué es un Repair Café?] with the  Spanish language','Saved','LearningBlocks','¿Qué es un Repair Café?','ES','2024-02-01 14:35:04'),(488,3,101,'Julia  Leirado has published a learning block [¿Qué es un Repair Café?] with the  Spanish language','Publish','LearningBlocks','¿Qué es un Repair Café?','ES','2024-02-01 14:35:50'),(489,3,42,'Julia  Leirado has edited a circular challenge [Eventos circulares] with the  Spanish language','Edited','CircularChallenge','Eventos circulares','ES','2024-02-01 14:36:14'),(490,3,101,'Julia  Leirado has edited a learning block [¿Qué es un Repair Café? y ¿Una Restart Party?] with the  Spanish language','Edited','LearningBlocks','¿Qué es un Repair Café? y ¿Una Restart Party?','ES','2024-02-01 14:47:31'),(491,3,101,'Julia  Leirado has edited a learning block [¿Qué es un Repair Café? y ¿Una Restart Party?] with the  Spanish language','Edited','LearningBlocks','¿Qué es un Repair Café? y ¿Una Restart Party?','ES','2024-02-01 14:48:43'),(492,3,39,'Julia  Leirado has edited a circular challenge [Remix The School: revalorizando el desperdicio alimentario a través de los biomateriales] with the  Spanish language','Edited','CircularChallenge','Remix The School: revalorizando el desperdicio alimentario a través de los biomateriales','ES','2024-02-01 14:50:17'),(493,3,102,'Julia  Leirado has saved a learning block [¿Qué necesitamos en mi centro educativo para comenzar a compostar?] with the  Spanish language','Saved','LearningBlocks','¿Qué necesitamos en mi centro educativo para comenzar a compostar?','ES','2024-02-01 15:09:32'),(494,3,40,'Julia  Leirado has edited a circular challenge [Compostaje en la escuela] with the  Spanish language','Edited','CircularChallenge','Compostaje en la escuela','ES','2024-02-01 15:09:56'),(495,3,16,'Julia  Leirado has published a circular challenge [Personal footprint design] with the  English language','Publish','CircularChallenge','Personal footprint design','EN','2024-02-01 15:54:34'),(496,4,91,'Marion  Real has edited a learning block [Mapeo de los ecosistemas ] with the  Spanish language','Edited','LearningBlocks','Mapeo de los ecosistemas ','ES','2024-02-01 16:48:46'),(497,4,38,'Marion  Real has edited a circular challenge [Las monedades locales como herramientas de cambio?] with the  Spanish language','Edited','CircularChallenge','Las monedades locales como herramientas de cambio?','ES','2024-02-01 17:42:03'),(498,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:20:25'),(499,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:32:14'),(500,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:43:18'),(501,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:44:00'),(502,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:45:30'),(503,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:55:55'),(504,3,1,'Julia  Leirado has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-09 12:56:29'),(505,3,3,'Julia  Leirado has edited a learning block [Understanding the food waste problem] with the  English language','Edited','LearningBlocks','Understanding the food waste problem','EN','2024-02-09 13:06:49'),(506,3,40,'Julia  Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the  English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2024-02-09 14:21:24'),(507,3,40,'Julia  Leirado has edited a learning block [Introduction to biomaterials: what are they? Where do they come from?] with the  English language','Edited','LearningBlocks','Introduction to biomaterials: what are they? Where do they come from?','EN','2024-02-09 14:23:28'),(508,3,103,'Julia  Leirado has saved a learning block [Biomaterial makig: first steps adn recipes] with the  English language','Saved','LearningBlocks','Biomaterial makig: first steps adn recipes','EN','2024-02-09 17:02:09'),(509,3,6,'Julia  Leirado has edited a circular challenge [Remix The School: revaluing food waste with biomaterial making] with the  English language','Edited','CircularChallenge','Remix The School: revaluing food waste with biomaterial making','EN','2024-02-09 17:02:42'),(510,3,103,'Julia  Leirado has edited a learning block [Biomaterial making: first steps and recipes] with the  English language','Edited','LearningBlocks','Biomaterial making: first steps and recipes','EN','2024-02-09 17:03:04'),(511,3,103,'Julia  Leirado has edited a learning block [Biomaterial making: first steps and recipes] with the  English language','Edited','LearningBlocks','Biomaterial making: first steps and recipes','EN','2024-02-09 17:07:41'),(512,5,52,'Cynthia  Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 13:42:52'),(513,5,53,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-15 13:48:37'),(514,5,54,'Cynthia  Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-15 13:49:19'),(515,5,55,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2024-02-15 13:50:40'),(516,5,53,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-15 13:54:57'),(517,5,52,'Cynthia  Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 14:02:12'),(518,5,52,'Cynthia  Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 14:08:35'),(519,5,52,'Cynthia  Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 14:11:51'),(520,5,52,'Cynthia  Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 16:59:06'),(521,5,52,'Cynthia  Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-15 16:59:45'),(522,5,52,'Cynthia  Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-16 07:59:43'),(523,5,53,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-16 08:01:16'),(524,5,53,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-16 08:02:40'),(525,5,53,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-16 08:03:11'),(526,5,53,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-16 08:05:24'),(527,5,54,'Cynthia  Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-16 08:08:56'),(528,5,55,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2024-02-16 08:20:57'),(529,5,50,'Cynthia  Lamothe has edited a learning block [Durabilité] with the  French language','Edited','LearningBlocks','Durabilité','FR','2024-02-16 08:31:08'),(530,5,50,'Cynthia  Lamothe has edited a learning block [Durabilité] with the  French language','Edited','LearningBlocks','Durabilité','FR','2024-02-16 08:32:31'),(531,5,50,'Cynthia  Lamothe has edited a learning block [Durabilité] with the  French language','Edited','LearningBlocks','Durabilité','FR','2024-02-16 08:40:07'),(532,5,7,'Cynthia  Lamothe has edited a learning block [À propos des défis circulaires] with the  French language','Edited','LearningBlocks','À propos des défis circulaires','FR','2024-02-16 08:57:32'),(533,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-16 09:49:49'),(534,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-16 09:54:42'),(535,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-16 09:55:48'),(536,5,62,'Cynthia  Lamothe has edited a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the  French language','Edited','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2024-02-16 10:26:58'),(537,5,62,'Cynthia  Lamothe has edited a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the  French language','Edited','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2024-02-16 10:29:12'),(538,5,56,'Cynthia  Lamothe has edited a learning block [Créer des communautés de pratique] with the  French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-02-16 10:49:05'),(539,5,62,'Cynthia  Lamothe has edited a learning block [Les étudiants s\'expriment sur l\'éco-anxiété] with the  French language','Edited','LearningBlocks','Les étudiants s\'expriment sur l\'éco-anxiété','FR','2024-02-16 11:00:26'),(540,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-16 12:33:03'),(541,5,61,'Cynthia  Lamothe has edited a learning block [Économie fonctionnelle] with the  French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-02-16 13:56:06'),(542,5,61,'Cynthia  Lamothe has edited a learning block [Économie fonctionnelle] with the  French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-02-16 13:56:34'),(543,5,61,'Cynthia  Lamothe has edited a learning block [Économie fonctionnelle] with the  French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-02-16 14:00:17'),(544,5,57,'Cynthia  Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-16 14:12:33'),(545,5,57,'Cynthia  Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-16 14:34:53'),(546,5,54,'Cynthia  Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-16 14:44:08'),(547,5,54,'Cynthia  Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-16 14:44:40'),(548,5,54,'Cynthia  Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-16 14:45:16'),(549,5,56,'Cynthia  Lamothe has edited a learning block [Créer des communautés de pratique] with the  French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-02-19 09:22:52'),(550,5,56,'Cynthia  Lamothe has edited a learning block [Créer des communautés de pratique] with the  French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-02-19 09:23:54'),(551,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 09:36:07'),(552,5,52,'Cynthia  Lamothe has edited a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Edited','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-02-19 09:40:49'),(553,5,53,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-02-19 09:45:55'),(554,5,54,'Cynthia  Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-19 09:50:27'),(555,5,54,'Cynthia  Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-19 09:50:48'),(556,5,54,'Cynthia  Lamothe has edited a learning block [Défi sur la conception pour un comportement durable : Partie 4: Prototype] with the  French language','Edited','LearningBlocks','Défi sur la conception pour un comportement durable : Partie 4: Prototype','FR','2024-02-19 09:51:16'),(557,5,55,'Cynthia  Lamothe has edited a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the  French language','Edited','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2024-02-19 09:58:44'),(558,9,104,'Domantas  Tracevicius has saved a learning block [Moksleiviai kalba apie ekologinį nerimą] with the  Lithuanian language','Saved','LearningBlocks','Moksleiviai kalba apie ekologinį nerimą','LT','2024-02-19 12:42:55'),(559,9,105,'Domantas  Tracevicius has saved a learning block [TED paskaita: kaip sukurti žiedinę ekonomiką] with the  Lithuanian language','Saved','LearningBlocks','TED paskaita: kaip sukurti žiedinę ekonomiką','LT','2024-02-19 12:46:05'),(560,9,106,'Domantas  Tracevicius has saved a learning block [MeetECOid kortelių priemonė (anglų k.)] with the  Lithuanian language','Saved','LearningBlocks','MeetECOid kortelių priemonė (anglų k.)','LT','2024-02-19 13:01:19'),(561,9,107,'Domantas  Tracevicius has saved a learning block [Design with Intent: 101 patterns for influencing behaviour through design (ang. k.)] with the  Lithuanian language','Saved','LearningBlocks','Design with Intent: 101 patterns for influencing behaviour through design (ang. k.)','LT','2024-02-19 13:06:07'),(562,9,108,'Domantas  Tracevicius has saved a learning block [Įžanginė paskaita apie tvaraus elgesio dizainą (ang. k.)] with the  Lithuanian language','Saved','LearningBlocks','Įžanginė paskaita apie tvaraus elgesio dizainą (ang. k.)','LT','2024-02-19 13:17:39'),(563,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 14:36:59'),(564,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 15:04:57'),(565,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 15:05:44'),(566,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-19 15:06:32'),(567,3,103,'Julia  Leirado has edited a learning block [Biomaterial making: first steps and recipes] with the  English language','Edited','LearningBlocks','Biomaterial making: first steps and recipes','EN','2024-02-20 07:36:33'),(568,3,103,'Julia  Leirado has edited a learning block [Biomaterial making: first steps and recipes] with the  English language','Edited','LearningBlocks','Biomaterial making: first steps and recipes','EN','2024-02-20 07:44:21'),(569,3,41,'Julia  Leirado has edited a learning block [Making a biomaterial sample book] with the  English language','Edited','LearningBlocks','Making a biomaterial sample book','EN','2024-02-20 07:51:10'),(570,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 07:59:35'),(571,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 08:00:12'),(572,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 08:00:48'),(573,3,41,'Julia  Leirado has edited a learning block [Making a biomaterial sample book] with the  English language','Edited','LearningBlocks','Making a biomaterial sample book','EN','2024-02-20 08:02:07'),(574,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 08:07:36'),(575,5,51,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-02-20 08:08:24'),(576,9,109,'Domantas  Tracevicius has saved a learning block [Funkcinė ekonomika] with the  Lithuanian language','Saved','LearningBlocks','Funkcinė ekonomika','LT','2024-02-20 08:26:17'),(577,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-20 08:42:49'),(578,5,57,'Cynthia  Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-20 08:53:28'),(579,5,57,'Cynthia  Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-20 08:53:59'),(580,5,59,'Cynthia  Lamothe has edited a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the  French language','Edited','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2024-02-20 09:13:30'),(581,3,41,'Julia  Leirado has edited a learning block [Making a biomaterial sample book] with the  English language','Edited','LearningBlocks','Making a biomaterial sample book','EN','2024-02-20 09:25:10'),(582,3,41,'Julia  Leirado has edited a learning block [Making a biomaterial sample book] with the  English language','Edited','LearningBlocks','Making a biomaterial sample book','EN','2024-02-20 09:26:19'),(583,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-20 10:05:04'),(584,5,59,'Cynthia  Lamothe has edited a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the  French language','Edited','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2024-02-20 10:17:25'),(585,7,43,'Casper  Boks has saved a circular challenge [Consumption in the circular economy challenge] with the  English language','Saved','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-20 10:29:09'),(586,7,43,'Casper  Boks has edited a circular challenge [Consumption in the circular economy challenge] with the  English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-20 10:33:37'),(587,7,110,'Casper  Boks has saved a learning block [Consumption in the circular economy, a theoretical introduction] with the  English language','Saved','LearningBlocks','Consumption in the circular economy, a theoretical introduction','EN','2024-02-20 10:38:35'),(588,7,111,'Casper  Boks has saved a learning block [Consumption in the circular economy challenge: Reflect and Prototype] with the  English language','Saved','LearningBlocks','Consumption in the circular economy challenge: Reflect and Prototype','EN','2024-02-20 10:47:39'),(589,7,112,'Casper  Boks has saved a learning block [Circular Consumption Challenge: Explore] with the  English language','Saved','LearningBlocks','Circular Consumption Challenge: Explore','EN','2024-02-20 10:50:04'),(590,7,111,'Casper  Boks has edited a learning block [Consumption in the circular economy challenge: Make and Prototype] with the  English language','Edited','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-02-20 10:52:03'),(591,7,43,'Casper  Boks has edited a circular challenge [Consumption in the circular economy challenge] with the  English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-20 10:54:29'),(592,7,111,'Casper  Boks has edited a learning block [Consumption in the circular economy challenge: Make and Prototype] with the  English language','Edited','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-02-20 10:57:36'),(593,7,43,'Casper  Boks has edited a circular challenge [Consumption in the circular economy challenge] with the  English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-20 10:58:43'),(594,5,113,'Cynthia  Lamothe has saved a learning block [Atténuation du changement climatique (VIDÉO)] with the  English language','Saved','LearningBlocks','Atténuation du changement climatique (VIDÉO)','EN','2024-02-20 12:47:03'),(595,5,114,'Cynthia  Lamothe has saved a learning block [Atténuation du changement climatique (VIDÉO)] with the  French language','Saved','LearningBlocks','Atténuation du changement climatique (VIDÉO)','FR','2024-02-20 12:47:03'),(596,7,1,'Casper  Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-20 12:50:18'),(597,7,1,'Casper  Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-20 12:53:17'),(598,7,1,'Casper  Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-20 12:54:20'),(599,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-20 13:17:11'),(600,3,6,'Julia  Leirado has edited a circular challenge [Remix The School: revaluing food waste with biomaterial making] with the  English language','Edited','CircularChallenge','Remix The School: revaluing food waste with biomaterial making','EN','2024-02-20 13:55:21'),(601,6,85,'Mikhail  Hamwi has edited a learning block [Low-tech] with the  French language','Edited','LearningBlocks','Low-tech','FR','2024-02-20 13:57:25'),(602,7,4,'Casper  Boks has deleted a circular challenge [From selling to renting?] with the  English language','Deleted','CircularChallenge','From selling to renting?','EN','2024-02-20 14:37:34'),(603,7,15,'Casper  Boks has edited a circular challenge [Circular event] with the  English language','Edited','CircularChallenge','Circular event','EN','2024-02-20 14:58:51'),(604,5,44,'Cynthia  Lamothe has saved a circular challenge [Simulation de solutions climatiques] with the  English language','Saved','CircularChallenge','Simulation de solutions climatiques','EN','2024-02-21 08:15:03'),(605,5,44,'Cynthia  Lamothe has deleted a circular challenge [Simulation de solutions climatiques] with the  English language','Deleted','CircularChallenge','Simulation de solutions climatiques','EN','2024-02-21 08:21:52'),(606,5,45,'Cynthia  Lamothe has saved a circular challenge [Simulation de solutions climatiques] with the  English language','Saved','CircularChallenge','Simulation de solutions climatiques','EN','2024-02-21 08:29:47'),(607,5,46,'Cynthia  Lamothe has saved a circular challenge [Simulation de solutions climatiques] with the  French language','Saved','CircularChallenge','Simulation de solutions climatiques','FR','2024-02-21 08:29:47'),(608,5,115,'Cynthia  Lamothe has saved a learning block [Cartographie des écosystèmes] with the  English language','Saved','LearningBlocks','Cartographie des écosystèmes','EN','2024-02-21 09:41:15'),(609,5,116,'Cynthia  Lamothe has saved a learning block [Cartographie des écosystèmes] with the  French language','Saved','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:41:15'),(610,5,116,'Cynthia  Lamothe has edited a learning block [Cartographie des écosystèmes] with the  French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:44:18'),(611,5,116,'Cynthia  Lamothe has edited a learning block [Cartographie des écosystèmes] with the  French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:48:58'),(612,5,116,'Cynthia  Lamothe has edited a learning block [Cartographie des écosystèmes] with the  French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:56:09'),(613,5,116,'Cynthia  Lamothe has edited a learning block [Cartographie des écosystèmes] with the  French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 09:56:36'),(614,5,116,'Cynthia  Lamothe has edited a learning block [Cartographie des écosystèmes] with the  French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-02-21 10:02:35'),(615,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 10:04:38'),(616,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 10:07:04'),(617,5,117,'Cynthia  Lamothe has saved a learning block [Faire l’expérience des matériaux] with the  English language','Saved','LearningBlocks','Faire l’expérience des matériaux','EN','2024-02-21 10:22:30'),(618,5,117,'Cynthia  Lamothe has deleted a learning block [Faire l’expérience des matériaux] with the  English language','Deleted','LearningBlocks','Faire l’expérience des matériaux','EN','2024-02-21 10:23:32'),(619,5,118,'Cynthia  Lamothe has saved a learning block [Faire l’expérience des matériaux] with the  English language','Saved','LearningBlocks','Faire l’expérience des matériaux','EN','2024-02-21 10:26:26'),(620,5,119,'Cynthia  Lamothe has saved a learning block [Faire l’expérience des matériaux] with the  French language','Saved','LearningBlocks','Faire l’expérience des matériaux','FR','2024-02-21 10:26:26'),(621,5,119,'Cynthia  Lamothe has edited a learning block [Faire l’expérience des matériaux] with the  French language','Edited','LearningBlocks','Faire l’expérience des matériaux','FR','2024-02-21 10:30:25'),(622,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 10:34:46'),(623,5,120,'Cynthia  Lamothe has saved a learning block [Créer un outil open source de filage et/ou de tissage] with the  English language','Saved','LearningBlocks','Créer un outil open source de filage et/ou de tissage','EN','2024-02-21 10:46:59'),(624,5,121,'Cynthia  Lamothe has saved a learning block [Créer un outil open source de filage et/ou de tissage] with the  French language','Saved','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-02-21 10:46:59'),(625,5,121,'Cynthia  Lamothe has edited a learning block [Créer un outil open source de filage et/ou de tissage] with the  French language','Edited','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-02-21 10:49:21'),(626,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 10:51:34'),(627,5,122,'Cynthia  Lamothe has saved a learning block [Coloration de la laine] with the  English language','Saved','LearningBlocks','Coloration de la laine','EN','2024-02-21 11:02:39'),(628,5,123,'Cynthia  Lamothe has saved a learning block [Coloration de la laine] with the  French language','Saved','LearningBlocks','Coloration de la laine','FR','2024-02-21 11:02:39'),(629,5,123,'Cynthia  Lamothe has edited a learning block [Coloration de la laine] with the  French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-02-21 11:08:49'),(630,5,123,'Cynthia  Lamothe has edited a learning block [Coloration de la laine] with the  French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-02-21 11:09:58'),(631,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 12:37:42'),(632,5,124,'Cynthia  Lamothe has saved a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  English language','Saved','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','EN','2024-02-21 12:42:18'),(633,5,125,'Cynthia  Lamothe has saved a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  French language','Saved','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-02-21 12:42:18'),(634,5,125,'Cynthia  Lamothe has edited a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  French language','Edited','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-02-21 12:59:27'),(635,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 13:01:18'),(636,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-02-21 13:06:31'),(637,5,47,'Cynthia  Lamothe has saved a circular challenge [Conception de l\'empreinte carbone personnelle] with the  English language','Saved','CircularChallenge','Conception de l\'empreinte carbone personnelle','EN','2024-02-21 13:24:22'),(638,5,48,'Cynthia  Lamothe has saved a circular challenge [Conception de l\'empreinte carbone personnelle] with the  French language','Saved','CircularChallenge','Conception de l\'empreinte carbone personnelle','FR','2024-02-21 13:24:22'),(639,5,48,'Cynthia  Lamothe has edited a circular challenge [Conception de l\'empreinte carbone personnelle] with the  French language','Edited','CircularChallenge','Conception de l\'empreinte carbone personnelle','FR','2024-02-21 13:32:46'),(640,5,48,'Cynthia  Lamothe has edited a circular challenge [Conception de l\'empreinte carbone personnelle] with the  French language','Edited','CircularChallenge','Conception de l\'empreinte carbone personnelle','FR','2024-02-21 13:40:10'),(641,5,47,'Cynthia  Lamothe has edited a circular challenge [Conception de l\'empreinte carbone personnelle] with the  English language','Edited','CircularChallenge','Conception de l\'empreinte carbone personnelle','EN','2024-02-21 13:47:52'),(642,5,49,'Cynthia  Lamothe has saved a circular challenge [Evenement Circulaire ] with the  English language','Saved','CircularChallenge','Evenement Circulaire ','EN','2024-02-21 14:04:25'),(643,5,49,'Cynthia  Lamothe has deleted a circular challenge [Evenement Circulaire ] with the  English language','Deleted','CircularChallenge','Evenement Circulaire ','EN','2024-02-21 14:05:28'),(644,5,50,'Cynthia  Lamothe has saved a circular challenge [Evenement circulaire] with the  English language','Saved','CircularChallenge','Evenement circulaire','EN','2024-02-21 14:10:11'),(645,5,51,'Cynthia  Lamothe has saved a circular challenge [Evenement circulaire] with the  French language','Saved','CircularChallenge','Evenement circulaire','FR','2024-02-21 14:10:11'),(646,5,51,'Cynthia  Lamothe has edited a circular challenge [Evenement circulaire] with the  French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-02-21 14:14:47'),(647,5,126,'Cynthia  Lamothe has saved a learning block [Raisons sociales et environnementales de réparer] with the  French language','Saved','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-02-21 14:38:13'),(648,5,126,'Cynthia  Lamothe has edited a learning block [Raisons sociales et environnementales de réparer] with the  French language','Edited','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-02-21 14:43:03'),(649,5,126,'Cynthia  Lamothe has edited a learning block [Raisons sociales et environnementales de réparer] with the  French language','Edited','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-02-21 14:43:44'),(650,5,51,'Cynthia  Lamothe has edited a circular challenge [Evenement circulaire] with the  French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-02-21 14:45:28'),(651,5,52,'Cynthia  Lamothe has saved a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Saved','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 08:29:41'),(652,5,52,'Cynthia  Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 08:33:43'),(653,5,52,'Cynthia  Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 08:36:10'),(654,5,127,'Cynthia  Lamothe has saved a learning block [Défi de la consommation circulaire : Explorez] with the  French language','Saved','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-02-22 08:48:43'),(655,5,127,'Cynthia  Lamothe has edited a learning block [Défi de la consommation circulaire : Explorez] with the  French language','Edited','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-02-22 08:56:21'),(656,5,127,'Cynthia  Lamothe has edited a learning block [Défi de la consommation circulaire : Explorez] with the  French language','Edited','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-02-22 08:57:07'),(657,5,52,'Cynthia  Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 08:57:51'),(658,5,128,'Cynthia  Lamothe has saved a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the  French language','Saved','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-22 09:20:08'),(659,5,128,'Cynthia  Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the  French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-22 09:25:50'),(660,5,128,'Cynthia  Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the  French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-22 09:26:22'),(661,5,52,'Cynthia  Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-22 09:36:03'),(662,5,46,'Cynthia  Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the  French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-02-22 09:48:08'),(663,5,129,'Cynthia  Lamothe has saved a learning block [Introduction aux ONG environnementales] with the  French language','Saved','LearningBlocks','Introduction aux ONG environnementales','FR','2024-02-22 12:27:39'),(664,5,129,'Cynthia  Lamothe has edited a learning block [Introduction aux ONG environnementales] with the  French language','Edited','LearningBlocks','Introduction aux ONG environnementales','FR','2024-02-22 12:28:41'),(665,5,21,'Cynthia  Lamothe has edited a circular challenge [Participer aux activités des ONG locales] with the  French language','Edited','CircularChallenge','Participer aux activités des ONG locales','FR','2024-02-22 12:52:23'),(666,5,130,'Cynthia  Lamothe has saved a learning block [Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place] with the  French language','Saved','LearningBlocks','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','FR','2024-02-22 13:21:27'),(667,5,130,'Cynthia  Lamothe has edited a learning block [Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place] with the  French language','Edited','LearningBlocks','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','FR','2024-02-22 13:36:17'),(668,5,130,'Cynthia  Lamothe has edited a learning block [Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place] with the  French language','Edited','LearningBlocks','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','FR','2024-02-22 13:36:41'),(669,5,130,'Cynthia  Lamothe has edited a learning block [Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place] with the  French language','Edited','LearningBlocks','Défi Conception pour un comportement durable - Partie 1 : Introduction et mise en place','FR','2024-02-22 13:37:12'),(670,5,18,'Cynthia  Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-22 13:39:06'),(671,5,131,'Cynthia  Lamothe has saved a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Saved','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-22 14:06:09'),(672,5,131,'Cynthia  Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-22 14:08:04'),(673,5,131,'Cynthia  Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-22 14:08:31'),(674,5,22,'Cynthia  Lamothe has edited a circular challenge [Le compostage à l\'école] with the  French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-02-22 14:11:37'),(675,5,132,'Cynthia  Lamothe has saved a learning block [Concevez votre transition circulaire] with the  French language','Saved','LearningBlocks','Concevez votre transition circulaire','FR','2024-02-22 14:37:51'),(676,5,132,'Cynthia  Lamothe has edited a learning block [Concevez votre transition circulaire] with the  French language','Edited','LearningBlocks','Concevez votre transition circulaire','FR','2024-02-22 14:43:02'),(677,5,133,'Cynthia  Lamothe has saved a learning block [Qu\'est ce que le \"repair\" café ?] with the  French language','Saved','LearningBlocks','Qu\'est ce que le \"repair\" café ?','FR','2024-02-23 08:47:19'),(678,5,133,'Cynthia  Lamothe has edited a learning block [Qu\'est ce que le \"repair\" café ?] with the  French language','Edited','LearningBlocks','Qu\'est ce que le \"repair\" café ?','FR','2024-02-23 08:48:37'),(679,5,134,'Cynthia  Lamothe has saved a learning block [Conférence TED : Comment concevoir l\'économie circulaire] with the  French language','Saved','LearningBlocks','Conférence TED : Comment concevoir l\'économie circulaire','FR','2024-02-23 09:06:42'),(680,5,134,'Cynthia  Lamothe has edited a learning block [Conférence TED : Comment concevoir l\'économie circulaire] with the  French language','Edited','LearningBlocks','Conférence TED : Comment concevoir l\'économie circulaire','FR','2024-02-23 09:12:48'),(681,5,135,'Cynthia  Lamothe has saved a learning block [Outil de carte MeetECOid] with the  French language','Saved','LearningBlocks','Outil de carte MeetECOid','FR','2024-02-23 09:28:27'),(682,5,135,'Cynthia  Lamothe has edited a learning block [Outil de carte MeetECOid] with the  French language','Edited','LearningBlocks','Outil de carte MeetECOid','FR','2024-02-23 09:29:49'),(683,5,135,'Cynthia  Lamothe has edited a learning block [Outil de carte MeetECOid] with the  French language','Edited','LearningBlocks','Outil de carte MeetECOid','FR','2024-02-23 09:30:52'),(684,5,136,'Cynthia  Lamothe has saved a learning block [Fabrication de biomatériaux : premiers pas et recettes] with the  French language','Saved','LearningBlocks','Fabrication de biomatériaux : premiers pas et recettes','FR','2024-02-23 10:27:16'),(685,5,136,'Cynthia  Lamothe has edited a learning block [Fabrication de biomatériaux : premiers pas et recettes] with the  French language','Edited','LearningBlocks','Fabrication de biomatériaux : premiers pas et recettes','FR','2024-02-23 10:39:37'),(686,5,51,'Cynthia  Lamothe has edited a circular challenge [Evenement circulaire] with the  French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-02-23 14:39:18'),(687,5,53,'Cynthia  Lamothe has saved a circular challenge [Les Monnaies Locales] with the  French language','Saved','CircularChallenge','Les Monnaies Locales','FR','2024-02-26 08:17:49'),(688,5,83,'Cynthia  Lamothe has edited a learning block [Monnaie Locale] with the  French language','Edited','LearningBlocks','Monnaie Locale','FR','2024-02-26 08:32:33'),(689,5,19,'Cynthia  Lamothe has edited a circular challenge [Les vêtements en tant que service] with the  French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2024-02-26 09:01:26'),(690,5,57,'Cynthia  Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-02-26 09:29:43'),(691,5,59,'Cynthia  Lamothe has edited a learning block [Réalisation d\'un livre d\'échantillons de biomatériaux] with the  French language','Edited','LearningBlocks','Réalisation d\'un livre d\'échantillons de biomatériaux','FR','2024-02-26 09:37:06'),(692,5,18,'Cynthia  Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-26 09:42:39'),(693,5,1,'Cynthia  Lamothe has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-26 09:43:08'),(694,5,1,'Cynthia  Lamothe has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-26 09:46:15'),(695,5,18,'Cynthia  Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-26 09:48:48'),(696,5,22,'Cynthia  Lamothe has edited a learning block [Sustainability] with the  English language','Edited','LearningBlocks','Sustainability','EN','2024-02-26 12:52:46'),(697,5,21,'Cynthia  Lamothe has edited a learning block [Business model] with the  English language','Edited','LearningBlocks','Business model','EN','2024-02-26 12:56:48'),(698,5,5,'Cynthia  Lamothe has edited a learning block [About Circular Challenges] with the  English language','Edited','LearningBlocks','About Circular Challenges','EN','2024-02-26 14:16:02'),(699,5,22,'Cynthia  Lamothe has edited a learning block [Sustainability] with the  English language','Edited','LearningBlocks','Sustainability','EN','2024-02-26 14:58:08'),(700,5,43,'Cynthia  Lamothe has edited a learning block [Visible Mending: repair and customize your fabric] with the  English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2024-02-27 10:12:45'),(701,5,44,'Cynthia  Lamothe has edited a learning block [Mitigation of climate change (VIDEO)] with the  English language','Edited','LearningBlocks','Mitigation of climate change (VIDEO)','EN','2024-02-27 10:24:44'),(702,5,45,'Cynthia  Lamothe has edited a learning block [En-Roads simulator introduction (Video)] with the  English language','Edited','LearningBlocks','En-Roads simulator introduction (Video)','EN','2024-02-27 10:26:30'),(703,5,44,'Cynthia  Lamothe has edited a learning block [Mitigation of climate change (VIDEO)] with the  English language','Edited','LearningBlocks','Mitigation of climate change (VIDEO)','EN','2024-02-27 10:27:26'),(704,5,131,'Cynthia  Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-27 11:15:51'),(705,5,131,'Cynthia  Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-27 11:17:14'),(706,5,131,'Cynthia  Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-02-27 11:17:45'),(707,5,64,'Cynthia  Lamothe has edited a learning block [EN-roads climate simulator] with the  English language','Edited','LearningBlocks','EN-roads climate simulator','EN','2024-02-27 12:48:02'),(708,5,15,'Cynthia  Lamothe has edited a circular challenge [Circular event] with the  English language','Edited','CircularChallenge','Circular event','EN','2024-02-27 12:55:41'),(709,5,50,'Cynthia  Lamothe has deleted a circular challenge [Evenement circulaire] with the  English language','Deleted','CircularChallenge','Evenement circulaire','EN','2024-02-27 13:00:27'),(710,5,137,'Cynthia  Lamothe has saved a learning block [Planification d\'événements scolaires] with the  French language','Saved','LearningBlocks','Planification d\'événements scolaires','FR','2024-02-27 13:12:46'),(711,5,51,'Cynthia  Lamothe has edited a circular challenge [Evenement circulaire] with the  French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-02-27 13:15:21'),(712,5,5,'Cynthia  Lamothe has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2024-02-27 13:44:07'),(713,5,138,'Cynthia  Lamothe has saved a learning block [Présentation du simulateur En-Roads (Vidéo)] with the  French language','Saved','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-02-27 13:52:27'),(714,5,139,'Cynthia  Lamothe has saved a learning block [Simulateur de climat En Roads] with the  French language','Saved','LearningBlocks','Simulateur de climat En Roads','FR','2024-02-27 13:57:52'),(715,5,46,'Cynthia  Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the  French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-02-27 14:00:55'),(716,5,140,'Cynthia  Lamothe has saved a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the  French language','Saved','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-02-27 14:50:44'),(717,5,140,'Cynthia  Lamothe has edited a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the  French language','Edited','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-02-27 14:59:36'),(718,5,140,'Cynthia  Lamothe has edited a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the  French language','Edited','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-02-27 15:00:11'),(719,5,43,'Cynthia  Lamothe has edited a circular challenge [Consumption in the circular economy challenge] with the  English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-28 08:24:28'),(720,5,52,'Cynthia  Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-02-28 08:26:57'),(721,5,128,'Cynthia  Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the  French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-28 08:49:33'),(722,5,128,'Cynthia  Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the  French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-02-28 08:50:37'),(723,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 10:25:15'),(724,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 10:35:03'),(725,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 10:35:58'),(726,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 10:57:28'),(727,5,1,'Cynthia  Lamothe has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-28 11:25:25'),(728,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 11:28:18'),(729,5,1,'Cynthia  Lamothe has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-28 11:28:37'),(730,5,1,'Cynthia  Lamothe has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-02-28 11:40:02'),(731,5,2,'Cynthia  Lamothe has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 11:47:40'),(732,1,2,'Support  Ipag has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-28 11:50:44'),(733,7,33,'Casper  Boks has edited a learning block [Addressing eco-anxiety in class] with the  English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-02-28 13:57:19'),(734,7,1,'Casper  Boks has edited a circular challenge [Design for Sustainable Behaviour Challenge] with the  English language','Edited','CircularChallenge','Design for Sustainable Behaviour Challenge','EN','2024-02-28 14:01:17'),(735,7,16,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2024-02-28 14:07:38'),(736,7,19,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2024-02-28 14:26:06'),(737,5,18,'Cynthia  Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-28 15:19:17'),(738,5,18,'Cynthia  Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-02-28 15:19:51'),(739,7,112,'Casper  Boks has edited a learning block [Circular Consumption Challenge: Explore] with the  English language','Edited','LearningBlocks','Circular Consumption Challenge: Explore','EN','2024-02-28 15:36:46'),(740,5,127,'Cynthia  Lamothe has edited a learning block [Défi de la consommation circulaire : Explorez] with the  French language','Edited','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-02-28 15:52:31'),(741,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-02-28 15:58:06'),(742,4,39,'Marion  Real has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-02-28 15:59:45'),(743,4,110,'Marion  Real has published a learning block [Consumption in the circular economy, a theoretical introduction] with the  English language','Publish','LearningBlocks','Consumption in the circular economy, a theoretical introduction','EN','2024-02-28 16:43:42'),(744,4,112,'Marion  Real has published a learning block [Circular Consumption Challenge: Explore] with the  English language','Publish','LearningBlocks','Circular Consumption Challenge: Explore','EN','2024-02-28 16:44:16'),(745,4,111,'Marion  Real has published a learning block [Consumption in the circular economy challenge: Make and Prototype] with the  English language','Publish','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-02-28 16:44:54'),(746,4,43,'Marion  Real has published a circular challenge [Consumption in the circular economy challenge] with the  English language','Publish','CircularChallenge','Consumption in the circular economy challenge','EN','2024-02-28 16:45:31'),(747,7,33,'Casper  Boks has edited a learning block [Addressing eco-anxiety in class] with the  English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-02-28 16:56:13'),(748,7,33,'Casper  Boks has edited a learning block [Addressing eco-anxiety in class] with the  English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-02-28 16:57:33'),(749,5,96,'Cynthia  Lamothe has edited a learning block [Reflexionar sobre los retos circulares] with the  Spanish language','Edited','LearningBlocks','Reflexionar sobre los retos circulares','ES','2024-02-29 09:47:23'),(750,5,39,'Cynthia  Lamothe has edited a learning block [Reflect on Circular Challenges] with the  English language','Edited','LearningBlocks','Reflect on Circular Challenges','EN','2024-02-29 09:59:40'),(751,1,2,'Support  Ipag has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-02-29 14:06:06'),(752,5,141,'Cynthia  Lamothe has saved a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  French language','Saved','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-01 09:12:12'),(753,5,125,'Cynthia  Lamothe has edited a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  French language','Edited','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-01 09:25:14'),(754,5,141,'Cynthia  Lamothe has edited a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  French language','Edited','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-01 09:25:18'),(755,5,124,'Cynthia  Lamothe has deleted a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  English language','Deleted','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','EN','2024-03-01 09:25:53'),(756,5,142,'Cynthia  Lamothe has saved a learning block [Coloration de la laine] with the  French language','Saved','LearningBlocks','Coloration de la laine','FR','2024-03-01 10:18:17'),(757,5,142,'Cynthia  Lamothe has edited a learning block [Coloration de la laine] with the  French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-03-01 10:19:52'),(758,5,142,'Cynthia  Lamothe has edited a learning block [Coloration de la laine] with the  French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-03-01 10:20:25'),(759,5,122,'Cynthia  Lamothe has deleted a learning block [Coloration de la laine] with the  English language','Deleted','LearningBlocks','Coloration de la laine','EN','2024-03-01 10:28:46'),(760,5,143,'Cynthia  Lamothe has saved a learning block [Créer un outil open source de filage et/ou de tissage] with the  French language','Saved','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-03-01 11:16:23'),(761,5,143,'Cynthia  Lamothe has edited a learning block [Créer un outil open source de filage et/ou de tissage] with the  French language','Edited','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-03-01 11:18:56'),(762,5,143,'Cynthia  Lamothe has published a learning block [Créer un outil open source de filage et/ou de tissage] with the  French language','Publish','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-03-01 13:07:50'),(763,5,120,'Cynthia  Lamothe has deleted a learning block [Créer un outil open source de filage et/ou de tissage] with the  English language','Deleted','LearningBlocks','Créer un outil open source de filage et/ou de tissage','EN','2024-03-01 13:09:14'),(764,5,144,'Cynthia  Lamothe has saved a learning block [Faire l’expérience des matériaux] with the  French language','Saved','LearningBlocks','Faire l’expérience des matériaux','FR','2024-03-01 13:11:08'),(765,5,144,'Cynthia  Lamothe has edited a learning block [Faire l’expérience des matériaux] with the  French language','Edited','LearningBlocks','Faire l’expérience des matériaux','FR','2024-03-01 13:14:56'),(766,5,145,'Cynthia  Lamothe has saved a learning block [Cartographie des écosystèmes] with the  French language','Saved','LearningBlocks','Cartographie des écosystèmes','FR','2024-03-01 14:06:33'),(767,5,145,'Cynthia  Lamothe has edited a learning block [Cartographie des écosystèmes] with the  French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-03-01 14:53:15'),(768,5,145,'Cynthia  Lamothe has edited a learning block [Cartographie des écosystèmes] with the  French language','Edited','LearningBlocks','Cartographie des écosystèmes','FR','2024-03-01 14:54:23'),(769,5,45,'Cynthia  Lamothe has edited a learning block [En-Roads simulator introduction (Video)] with the  English language','Edited','LearningBlocks','En-Roads simulator introduction (Video)','EN','2024-03-03 11:14:24'),(770,5,146,'Cynthia  Lamothe has saved a learning block [Présentation du simulateur En-Roads (Vidéo)] with the  French language','Saved','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-03-03 11:15:57'),(771,5,138,'Cynthia  Lamothe has published a learning block [Présentation du simulateur En-Roads (Vidéo)] with the  French language','Publish','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-03-03 11:17:03'),(772,5,138,'Cynthia  Lamothe has saved a learning block [Présentation du simulateur En-Roads (Vidéo)] with the  French language','Saved','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-03-03 11:17:41'),(773,5,147,'Cynthia  Lamothe has saved a learning block [Simulateur de climat En Roads] with the  French language','Saved','LearningBlocks','Simulateur de climat En Roads','FR','2024-03-03 13:01:43'),(774,5,46,'Cynthia  Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the  French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-03-03 13:15:00'),(775,5,138,'Cynthia  Lamothe has deleted a learning block [Présentation du simulateur En-Roads (Vidéo)] with the  French language','Deleted','LearningBlocks','Présentation du simulateur En-Roads (Vidéo)','FR','2024-03-03 13:21:03'),(776,5,139,'Cynthia  Lamothe has deleted a learning block [Simulateur de climat En Roads] with the  French language','Deleted','LearningBlocks','Simulateur de climat En Roads','FR','2024-03-03 13:22:20'),(777,9,15,'Domantas  Tracevicius has edited a circular challenge [Circular event] with the  English language','Edited','CircularChallenge','Circular event','EN','2024-03-03 15:50:27'),(778,9,148,'Domantas  Tracevicius has saved a learning block [What is a circular event?] with the  English language','Saved','LearningBlocks','What is a circular event?','EN','2024-03-03 16:07:06'),(779,9,15,'Domantas  Tracevicius has edited a circular challenge [Circular event] with the  English language','Edited','CircularChallenge','Circular event','EN','2024-03-03 16:07:48'),(780,9,149,'Domantas  Tracevicius has saved a learning block [Biowaste] with the  English language','Saved','LearningBlocks','Biowaste','EN','2024-03-03 21:41:56'),(781,9,150,'Domantas  Tracevicius has saved a learning block [About composting] with the  English language','Saved','LearningBlocks','About composting','EN','2024-03-03 21:49:29'),(782,9,14,'Domantas  Tracevicius has edited a circular challenge [School composting] with the  English language','Edited','CircularChallenge','School composting','EN','2024-03-03 21:56:42'),(783,9,151,'Domantas  Tracevicius has saved a learning block [What are environmental NGOs?] with the  English language','Saved','LearningBlocks','What are environmental NGOs?','EN','2024-03-03 22:50:21'),(784,9,152,'Domantas  Tracevicius has saved a learning block [Main environmental issues] with the  English language','Saved','LearningBlocks','Main environmental issues','EN','2024-03-03 23:02:39'),(785,9,153,'Domantas  Tracevicius has saved a learning block [Volunteering in environmental NGO] with the  English language','Saved','LearningBlocks','Volunteering in environmental NGO','EN','2024-03-03 23:13:27'),(786,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-03-03 23:14:38'),(787,9,7,'Domantas  Tracevicius has edited a circular challenge [Participating in local NGO activities] with the  English language','Edited','CircularChallenge','Participating in local NGO activities','EN','2024-03-03 23:16:53'),(788,9,7,'Domantas  Tracevicius has published a circular challenge [Participating in local NGO activities] with the  English language','Publish','CircularChallenge','Participating in local NGO activities','EN','2024-03-03 23:17:12'),(789,5,154,'Cynthia  Lamothe has saved a learning block [Outil de carte MeetECOid] with the  French language','Saved','LearningBlocks','Outil de carte MeetECOid','FR','2024-03-04 07:54:58'),(790,5,154,'Cynthia  Lamothe has edited a learning block [Outil de carte MeetECOid] with the  French language','Edited','LearningBlocks','Outil de carte MeetECOid','FR','2024-03-04 07:55:33'),(791,5,135,'Cynthia  Lamothe has deleted a learning block [Outil de carte MeetECOid] with the  French language','Deleted','LearningBlocks','Outil de carte MeetECOid','FR','2024-03-04 07:56:01'),(792,5,31,'Cynthia  Lamothe has edited a learning block [MeetECOid card tool] with the  English language','Edited','LearningBlocks','MeetECOid card tool','EN','2024-03-04 07:57:22'),(793,5,106,'Cynthia  Lamothe has edited a learning block [MeetECOid kortelių priemonė (anglų k.)] with the  Lithuanian language','Edited','LearningBlocks','MeetECOid kortelių priemonė (anglų k.)','LT','2024-03-04 07:57:55'),(794,5,155,'Cynthia  Lamothe has saved a learning block [Conférence TED : Comment concevoir l\'économie circulaire] with the  French language','Saved','LearningBlocks','Conférence TED : Comment concevoir l\'économie circulaire','FR','2024-03-04 08:01:11'),(795,5,134,'Cynthia  Lamothe has deleted a learning block [Conférence TED : Comment concevoir l\'économie circulaire] with the  French language','Deleted','LearningBlocks','Conférence TED : Comment concevoir l\'économie circulaire','FR','2024-03-04 08:01:47'),(796,5,156,'Cynthia  Lamothe has saved a learning block [Qu\'est ce que le \"repair\" café ?] with the  French language','Saved','LearningBlocks','Qu\'est ce que le \"repair\" café ?','FR','2024-03-04 08:04:03'),(797,5,133,'Cynthia  Lamothe has deleted a learning block [Qu\'est ce que le \"repair\" café ?] with the  French language','Deleted','LearningBlocks','Qu\'est ce que le \"repair\" café ?','FR','2024-03-04 08:04:22'),(798,5,157,'Cynthia  Lamothe has saved a learning block [Concevez votre transition circulaire] with the  French language','Saved','LearningBlocks','Concevez votre transition circulaire','FR','2024-03-04 08:06:02'),(799,5,157,'Cynthia  Lamothe has edited a learning block [Concevez votre transition circulaire] with the  French language','Edited','LearningBlocks','Concevez votre transition circulaire','FR','2024-03-04 08:06:54'),(800,5,132,'Cynthia  Lamothe has deleted a learning block [Concevez votre transition circulaire] with the  French language','Deleted','LearningBlocks','Concevez votre transition circulaire','FR','2024-03-04 08:07:24'),(801,5,158,'Cynthia  Lamothe has saved a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Saved','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-03-04 08:11:15'),(802,5,49,'Cynthia  Lamothe has edited a learning block [Guide to starting a composting program in school] with the  English language','Edited','LearningBlocks','Guide to starting a composting program in school','EN','2024-03-04 08:12:45'),(803,5,158,'Cynthia  Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-03-04 08:13:55'),(804,5,49,'Cynthia  Lamothe has edited a learning block [Guide to starting a composting program in school] with the  English language','Edited','LearningBlocks','Guide to starting a composting program in school','EN','2024-03-04 08:14:42'),(805,5,158,'Cynthia  Lamothe has edited a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Edited','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-03-04 08:15:21'),(806,5,54,'Cynthia  Lamothe has saved a circular challenge [Le compostage à l\'école] with the  French language','Saved','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:23:09'),(807,5,54,'Cynthia  Lamothe has edited a circular challenge [Le compostage à l\'école] with the  French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:28:18'),(808,5,54,'Cynthia  Lamothe has published a circular challenge [Le compostage à l\'école] with the  French language','Publish','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:30:16'),(809,5,22,'Cynthia  Lamothe has deleted a circular challenge [Le compostage à l\'école] with the  French language','Deleted','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:30:29'),(810,5,131,'Cynthia  Lamothe has deleted a learning block [Guide pour démarrer un programme de compostage à l\'école] with the  French language','Deleted','LearningBlocks','Guide pour démarrer un programme de compostage à l\'école','FR','2024-03-04 08:30:36'),(811,5,159,'Cynthia  Lamothe has saved a learning block [Les Biodéchets] with the  French language','Saved','LearningBlocks','Les Biodéchets','FR','2024-03-04 08:33:22'),(812,5,160,'Cynthia  Lamothe has saved a learning block [À propos du compostage] with the  French language','Saved','LearningBlocks','À propos du compostage','FR','2024-03-04 08:45:30'),(813,5,160,'Cynthia  Lamothe has edited a learning block [À propos du compostage] with the  French language','Edited','LearningBlocks','À propos du compostage','FR','2024-03-04 08:46:11'),(814,5,54,'Cynthia  Lamothe has edited a circular challenge [Le compostage à l\'école] with the  French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:48:27'),(815,5,54,'Cynthia  Lamothe has edited a circular challenge [Le compostage à l\'école] with the  French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-03-04 08:49:41'),(816,5,161,'Cynthia  Lamothe has saved a learning block [Calculateur d\'empreinte carbone] with the  French language','Saved','LearningBlocks','Calculateur d\'empreinte carbone','FR','2024-03-04 08:57:26'),(817,5,160,'Cynthia  Lamothe has published a learning block [À propos du compostage] with the  French language','Publish','LearningBlocks','À propos du compostage','FR','2024-03-04 08:58:33'),(818,5,162,'Cynthia  Lamothe has saved a learning block [Que sont les ONG environnementales ?] with the  French language','Saved','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:05:34'),(819,5,162,'Cynthia  Lamothe has edited a learning block [Que sont les ONG environnementales ?] with the  French language','Edited','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:06:29'),(820,5,162,'Cynthia  Lamothe has edited a learning block [Que sont les ONG environnementales ?] with the  French language','Edited','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:09:46'),(821,5,162,'Cynthia  Lamothe has edited a learning block [Que sont les ONG environnementales ?] with the  French language','Edited','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:10:27'),(822,5,163,'Cynthia  Lamothe has saved a learning block [Bénévolat dans une ONG environnementale] with the  French language','Saved','LearningBlocks','Bénévolat dans une ONG environnementale','FR','2024-03-04 09:12:45'),(823,5,162,'Cynthia  Lamothe has published a learning block [Que sont les ONG environnementales ?] with the  French language','Publish','LearningBlocks','Que sont les ONG environnementales ?','FR','2024-03-04 09:15:22'),(824,5,151,'Cynthia  Lamothe has edited a learning block [What are environmental NGOs?] with the  English language','Edited','LearningBlocks','What are environmental NGOs?','EN','2024-03-04 09:16:52'),(825,5,151,'Cynthia  Lamothe has edited a learning block [What are environmental NGOs?] with the  English language','Edited','LearningBlocks','What are environmental NGOs?','EN','2024-03-04 09:17:21'),(826,5,164,'Cynthia  Lamothe has saved a learning block [Principaux enjeux environnementaux] with the  French language','Saved','LearningBlocks','Principaux enjeux environnementaux','FR','2024-03-04 09:23:26'),(827,5,21,'Cynthia  Lamothe has edited a circular challenge [Participer aux activités des ONG locales] with the  French language','Edited','CircularChallenge','Participer aux activités des ONG locales','FR','2024-03-04 09:30:37'),(828,5,129,'Cynthia  Lamothe has edited a learning block [Introduction aux ONG environnementales] with the  French language','Edited','LearningBlocks','Introduction aux ONG environnementales','FR','2024-03-04 09:31:16'),(829,5,165,'Cynthia  Lamothe has saved a learning block [Qu\'est-ce qu\'un événement circulaire ?] with the  French language','Saved','LearningBlocks','Qu\'est-ce qu\'un événement circulaire ?','FR','2024-03-04 09:34:58'),(830,5,55,'Cynthia  Lamothe has saved a circular challenge [Événement circulaire] with the  French language','Saved','CircularChallenge','Événement circulaire','FR','2024-03-04 09:39:59'),(831,5,55,'Cynthia  Lamothe has edited a circular challenge [Événement circulaire] with the  French language','Edited','CircularChallenge','Événement circulaire','FR','2024-03-04 09:49:06'),(832,5,15,'Cynthia  Lamothe has edited a circular challenge [Circular event] with the  English language','Edited','CircularChallenge','Circular event','EN','2024-03-04 09:51:46'),(833,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-04 09:53:40'),(834,5,119,'Cynthia  Lamothe has deleted a learning block [Faire l’expérience des matériaux] with the  French language','Deleted','LearningBlocks','Faire l’expérience des matériaux','FR','2024-03-04 09:53:47'),(835,5,118,'Cynthia  Lamothe has deleted a learning block [Faire l’expérience des matériaux] with the  English language','Deleted','LearningBlocks','Faire l’expérience des matériaux','EN','2024-03-04 09:54:39'),(836,5,166,'Cynthia  Lamothe has saved a learning block [Atténuation du changement climatique (VIDÉO)] with the  French language','Saved','LearningBlocks','Atténuation du changement climatique (VIDÉO)','FR','2024-03-04 09:56:32'),(837,5,166,'Cynthia  Lamothe has edited a learning block [Atténuation du changement climatique (VIDÉO)] with the  French language','Edited','LearningBlocks','Atténuation du changement climatique (VIDÉO)','FR','2024-03-04 09:58:32'),(838,5,114,'Cynthia  Lamothe has deleted a learning block [Atténuation du changement climatique (VIDÉO)] with the  French language','Deleted','LearningBlocks','Atténuation du changement climatique (VIDÉO)','FR','2024-03-04 10:02:34'),(839,5,113,'Cynthia  Lamothe has deleted a learning block [Atténuation du changement climatique (VIDÉO)] with the  English language','Deleted','LearningBlocks','Atténuation du changement climatique (VIDÉO)','EN','2024-03-04 10:03:05'),(840,5,115,'Cynthia  Lamothe has deleted a learning block [Cartographie des écosystèmes] with the  English language','Deleted','LearningBlocks','Cartographie des écosystèmes','EN','2024-03-04 10:05:41'),(841,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-04 10:06:47'),(842,5,116,'Cynthia  Lamothe has deleted a learning block [Cartographie des écosystèmes] with the  French language','Deleted','LearningBlocks','Cartographie des écosystèmes','FR','2024-03-04 10:07:01'),(843,5,1,'Cynthia  Lamothe has edited a learning block [Building communities of practice] with the  English language','Edited','LearningBlocks','Building communities of practice','EN','2024-03-04 10:08:24'),(844,5,167,'Cynthia  Lamothe has saved a learning block [Créer des communautés de pratique] with the  French language','Saved','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:11:01'),(845,5,167,'Cynthia  Lamothe has edited a learning block [Créer des communautés de pratique] with the  French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:38:19'),(846,5,167,'Cynthia  Lamothe has edited a learning block [Créer des communautés de pratique] with the  French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:39:41'),(847,5,167,'Cynthia  Lamothe has edited a learning block [Créer des communautés de pratique] with the  French language','Edited','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:46:01'),(848,5,167,'Cynthia  Lamothe has published a learning block [Créer des communautés de pratique] with the  French language','Publish','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:46:32'),(849,5,20,'Cynthia  Lamothe has edited a circular challenge [Remixer l\'école] with the  French language','Edited','CircularChallenge','Remixer l\'école','FR','2024-03-04 10:47:29'),(850,5,56,'Cynthia  Lamothe has deleted a learning block [Créer des communautés de pratique] with the  French language','Deleted','LearningBlocks','Créer des communautés de pratique','FR','2024-03-04 10:47:44'),(851,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-04 10:58:51'),(852,5,142,'Cynthia  Lamothe has edited a learning block [Coloration de la laine] with the  French language','Edited','LearningBlocks','Coloration de la laine','FR','2024-03-04 11:01:57'),(853,5,123,'Cynthia  Lamothe has deleted a learning block [Coloration de la laine] with the  French language','Deleted','LearningBlocks','Coloration de la laine','FR','2024-03-04 11:02:14'),(854,5,142,'Cynthia  Lamothe has published a learning block [Coloration de la laine] with the  French language','Publish','LearningBlocks','Coloration de la laine','FR','2024-03-04 11:02:38'),(855,5,157,'Cynthia  Lamothe has published a learning block [Concevez votre transition circulaire] with the  French language','Publish','LearningBlocks','Concevez votre transition circulaire','FR','2024-03-04 11:03:43'),(856,5,141,'Cynthia  Lamothe has published a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  French language','Publish','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-04 11:04:04'),(857,5,168,'Cynthia  Lamothe has saved a learning block [Raisons sociales et environnementales de réparer] with the  French language','Saved','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-03-04 11:14:51'),(858,5,168,'Cynthia  Lamothe has edited a learning block [Raisons sociales et environnementales de réparer] with the  French language','Edited','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-03-04 11:19:40'),(859,5,55,'Cynthia  Lamothe has edited a circular challenge [Événement circulaire] with the  French language','Edited','CircularChallenge','Événement circulaire','FR','2024-03-04 11:21:14'),(860,5,52,'Cynthia  Lamothe has published a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Publish','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-03-04 11:22:04'),(861,5,140,'Cynthia  Lamothe has published a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the  French language','Publish','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-03-04 11:22:25'),(862,5,127,'Cynthia  Lamothe has published a learning block [Défi de la consommation circulaire : Explorez] with the  French language','Publish','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-03-04 11:25:23'),(863,5,128,'Cynthia  Lamothe has published a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the  French language','Publish','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-03-04 11:26:08'),(864,9,34,'Domantas  Tracevicius has published a learning block [What is your ecological footprint?] with the  English language','Publish','LearningBlocks','What is your ecological footprint?','EN','2024-03-04 12:08:28'),(865,9,169,'Domantas  Tracevicius has saved a learning block [Ecological footprint] with the  English language','Saved','LearningBlocks','Ecological footprint','EN','2024-03-04 12:32:41'),(866,9,16,'Domantas  Tracevicius has edited a circular challenge [Personal footprint design] with the  English language','Edited','CircularChallenge','Personal footprint design','EN','2024-03-04 12:40:26'),(867,7,43,'Casper  Boks has edited a circular challenge [Consumption in the circular economy challenge] with the  English language','Edited','CircularChallenge','Consumption in the circular economy challenge','EN','2024-03-05 08:33:42'),(868,7,111,'Casper  Boks has edited a learning block [Consumption in the circular economy challenge: Make and Prototype] with the  English language','Edited','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-03-05 08:41:06'),(869,5,127,'Cynthia  Lamothe has edited a learning block [Défi de la consommation circulaire : Explorez] with the  French language','Edited','LearningBlocks','Défi de la consommation circulaire : Explorez','FR','2024-03-06 08:04:49'),(870,5,128,'Cynthia  Lamothe has edited a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the  French language','Edited','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-03-06 08:09:28'),(871,5,52,'Cynthia  Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-03-06 08:12:56'),(872,5,170,'Cynthia  Lamothe has saved a learning block [Modèle économique] with the  French language','Saved','LearningBlocks','Modèle économique','FR','2024-03-06 11:01:38'),(873,5,170,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:08:09'),(874,5,170,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:09:52'),(875,5,170,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:13:46'),(876,5,170,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:14:37'),(877,5,170,'Cynthia  Lamothe has edited a learning block [Modèle économique] with the  French language','Edited','LearningBlocks','Modèle économique','FR','2024-03-06 11:18:30'),(878,5,19,'Cynthia  Lamothe has edited a circular challenge [Les vêtements en tant que service] with the  French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2024-03-06 11:19:16'),(879,5,51,'Cynthia  Lamothe has deleted a learning block [Modèle économique] with the  French language','Deleted','LearningBlocks','Modèle économique','FR','2024-03-06 11:23:55'),(880,5,171,'Cynthia  Lamothe has saved a learning block [Économie fonctionnelle] with the  French language','Saved','LearningBlocks','Économie fonctionnelle','FR','2024-03-06 12:23:25'),(881,5,171,'Cynthia  Lamothe has edited a learning block [Économie fonctionnelle] with the  French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-03-06 12:41:36'),(882,5,61,'Cynthia  Lamothe has deleted a learning block [Économie fonctionnelle] with the  French language','Deleted','LearningBlocks','Économie fonctionnelle','FR','2024-03-06 12:45:03'),(883,5,171,'Cynthia  Lamothe has edited a learning block [Économie fonctionnelle] with the  French language','Edited','LearningBlocks','Économie fonctionnelle','FR','2024-03-06 12:45:30'),(884,5,172,'Cynthia  Lamothe has saved a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Saved','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-03-06 13:06:36'),(885,5,172,'Cynthia  Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-03-06 13:18:23'),(886,5,172,'Cynthia  Lamothe has edited a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Edited','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-03-06 13:37:50'),(887,6,50,'Mikhail  Hamwi has edited a learning block [Durabilité] with the  French language','Edited','LearningBlocks','Durabilité','FR','2024-03-06 14:20:01'),(888,5,173,'Cynthia  Lamothe has saved a learning block [dddd] with the  English language','Saved','LearningBlocks','dddd','EN','2024-03-07 10:11:36'),(889,5,54,'Cynthia  Lamothe has edited a learning block [la conception pour un comportement durable : Partie 4: Prototype / Défi] with the  French language','Edited','LearningBlocks','la conception pour un comportement durable : Partie 4: Prototype / Défi','FR','2024-03-07 11:15:52'),(890,5,172,'Cynthia  Lamothe has published a learning block [Comprendre le problème du gaspillage alimentaire] with the  French language','Publish','LearningBlocks','Comprendre le problème du gaspillage alimentaire','FR','2024-03-07 12:50:48'),(891,5,53,'Cynthia  Lamothe has published a circular challenge [Les Monnaies Locales] with the  French language','Publish','CircularChallenge','Les Monnaies Locales','FR','2024-03-08 12:33:24'),(892,5,55,'Cynthia  Lamothe has published a circular challenge [Événement circulaire] with the  French language','Publish','CircularChallenge','Événement circulaire','FR','2024-03-08 12:35:29'),(893,5,46,'Cynthia  Lamothe has published a circular challenge [Simulation de solutions climatiques] with the  French language','Publish','CircularChallenge','Simulation de solutions climatiques','FR','2024-03-08 12:35:55'),(894,5,51,'Cynthia  Lamothe has published a circular challenge [Evenement circulaire] with the  French language','Publish','CircularChallenge','Evenement circulaire','FR','2024-03-08 12:36:37'),(895,5,170,'Cynthia  Lamothe has published a learning block [Modèle économique] with the  French language','Publish','LearningBlocks','Modèle économique','FR','2024-03-10 19:50:53'),(896,4,25,'Marion  Real has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-03-11 09:52:09'),(897,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:41:21'),(898,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:42:33'),(899,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:43:18'),(900,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:44:04'),(901,5,18,'Cynthia  Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-03-12 10:49:55'),(902,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:51:12'),(903,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 10:51:41'),(904,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-12 11:06:32'),(905,6,17,'Mikhail  Hamwi has edited a circular challenge [Local Currency] with the  English language','Edited','CircularChallenge','Local Currency','EN','2024-03-12 11:31:13'),(906,6,28,'Mikhail  Hamwi has published a learning block [Functional economy] with the  English language','Publish','LearningBlocks','Functional economy','EN','2024-03-12 13:12:41'),(907,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-12 13:30:05'),(908,9,45,'Domantas  Tracevicius has edited a learning block [En-Roads simulator introduction (Video)] with the  English language','Edited','LearningBlocks','En-Roads simulator introduction (Video)','EN','2024-03-12 14:57:28'),(909,9,174,'Domantas  Tracevicius has saved a learning block [What three degrees of global warming looks like] with the  English language','Saved','LearningBlocks','What three degrees of global warming looks like','EN','2024-03-12 15:10:37'),(910,9,5,'Domantas  Tracevicius has edited a circular challenge [Simulating climate solutions] with the  English language','Edited','CircularChallenge','Simulating climate solutions','EN','2024-03-12 15:21:42'),(911,5,173,'Cynthia  Lamothe has deleted a learning block [dddd] with the  English language','Deleted','LearningBlocks','dddd','EN','2024-03-13 07:56:19'),(912,5,175,'Cynthia  Lamothe has saved a learning block [À quoi ressemblent trois degrés de réchauffement climatique ?] with the  French language','Saved','LearningBlocks','À quoi ressemblent trois degrés de réchauffement climatique ?','FR','2024-03-13 08:08:19'),(913,5,171,'Cynthia  Lamothe has published a learning block [Économie fonctionnelle] with the  French language','Publish','LearningBlocks','Économie fonctionnelle','FR','2024-03-13 08:08:41'),(914,5,175,'Cynthia  Lamothe has published a learning block [À quoi ressemblent trois degrés de réchauffement climatique ?] with the  French language','Publish','LearningBlocks','À quoi ressemblent trois degrés de réchauffement climatique ?','FR','2024-03-13 08:09:06'),(915,5,85,'Cynthia  Lamothe has edited a learning block [Low-tech] with the  French language','Edited','LearningBlocks','Low-tech','FR','2024-03-13 08:11:45'),(916,5,85,'Cynthia  Lamothe has published a learning block [Low-tech] with the  French language','Publish','LearningBlocks','Low-tech','FR','2024-03-13 08:13:10'),(917,5,45,'Cynthia  Lamothe has deleted a circular challenge [Simulation de solutions climatiques] with the  English language','Deleted','CircularChallenge','Simulation de solutions climatiques','EN','2024-03-13 08:18:52'),(918,5,46,'Cynthia  Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the  French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-03-13 08:21:36'),(919,5,121,'Cynthia  Lamothe has published a learning block [Créer un outil open source de filage et/ou de tissage] with the  French language','Publish','LearningBlocks','Créer un outil open source de filage et/ou de tissage','FR','2024-03-13 08:31:25'),(920,5,53,'Cynthia  Lamothe has saved a learning block [Conception pour un comportement durable : Partie 3 : Explorer] with the  French language','Saved','LearningBlocks','Conception pour un comportement durable : Partie 3 : Explorer','FR','2024-03-13 08:33:09'),(921,5,54,'Cynthia  Lamothe has saved a learning block [la conception pour un comportement durable : Partie 4: Prototype / Défi] with the  French language','Saved','LearningBlocks','la conception pour un comportement durable : Partie 4: Prototype / Défi','FR','2024-03-13 08:34:15'),(922,5,55,'Cynthia  Lamothe has saved a learning block [Conception pour un comportement durable : Partie 5 : Réflexion] with the  French language','Saved','LearningBlocks','Conception pour un comportement durable : Partie 5 : Réflexion','FR','2024-03-13 08:34:46'),(923,5,52,'Cynthia  Lamothe has saved a learning block [Une conférence d\'introduction à la conception pour un comportement durable] with the  French language','Saved','LearningBlocks','Une conférence d\'introduction à la conception pour un comportement durable','FR','2024-03-13 08:35:06'),(924,5,125,'Cynthia  Lamothe has published a learning block [Visible Mending : réparez et personnalisez votre tissu] with the  French language','Publish','LearningBlocks','Visible Mending : réparez et personnalisez votre tissu','FR','2024-03-13 08:37:12'),(925,5,126,'Cynthia  Lamothe has published a learning block [Raisons sociales et environnementales de réparer] with the  French language','Publish','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-03-13 08:37:30'),(926,5,23,'Cynthia  Lamothe has edited a circular challenge [Low-Tech] with the  French language','Edited','CircularChallenge','Low-Tech','FR','2024-03-13 08:39:44'),(927,5,23,'Cynthia  Lamothe has edited a circular challenge [Low-Tech] with the  French language','Edited','CircularChallenge','Low-Tech','FR','2024-03-13 08:40:23'),(928,5,176,'Cynthia  Lamothe has saved a learning block [BONJOUR] with the  English language','Saved','LearningBlocks','BONJOUR','EN','2024-03-13 13:24:01'),(929,5,176,'Cynthia  Lamothe has edited a learning block [BONJOUR] with the  English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-13 13:50:04'),(930,5,176,'Cynthia  Lamothe has edited a learning block [BONJOUR] with the  English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-13 13:52:58'),(931,4,177,'Marion  Real has saved a learning block [El consumo en la economía circular, una introducción teórica] with the  Spanish language','Saved','LearningBlocks','El consumo en la economía circular, una introducción teórica','ES','2024-03-14 09:44:02'),(932,5,42,'Cynthia  Lamothe has edited a learning block [Professeurs en transitions] with the  French language','Edited','LearningBlocks','Professeurs en transitions','FR','2024-03-14 09:49:20'),(933,4,178,'Marion  Real has saved a learning block [Reto del consumo circular: Explore] with the  Spanish language','Saved','LearningBlocks','Reto del consumo circular: Explore','ES','2024-03-14 09:55:57'),(934,4,179,'Marion  Real has saved a learning block [El consumo en el reto de la economía circular: Hacer y Prototipar] with the  Spanish language','Saved','LearningBlocks','El consumo en el reto de la economía circular: Hacer y Prototipar','ES','2024-03-14 10:10:21'),(935,4,56,'Marion  Real has saved a circular challenge [El consumo ante el reto de la economía circular] with the  Spanish language','Saved','CircularChallenge','El consumo ante el reto de la economía circular','ES','2024-03-14 10:16:42'),(936,4,56,'Marion  Real has edited a circular challenge [El consumo en la economía circular] with the  Spanish language','Edited','CircularChallenge','El consumo en la economía circular','ES','2024-03-14 10:19:38'),(937,5,128,'Cynthia  Lamothe has saved a learning block [La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype] with the  French language','Saved','LearningBlocks','La consommation dans l’enjeu de l’économie circulaire : Marque et Prototype','FR','2024-03-14 10:22:18'),(938,5,140,'Cynthia  Lamothe has saved a learning block [La consommation dans l\'économie circulaire, une introduction théorique] with the  French language','Saved','LearningBlocks','La consommation dans l\'économie circulaire, une introduction théorique','FR','2024-03-14 10:23:03'),(939,4,180,'Marion  Real has saved a learning block [Sostenibilidad] with the  Spanish language','Saved','LearningBlocks','Sostenibilidad','ES','2024-03-14 10:32:18'),(940,4,29,'Marion  Real has published a learning block [Textile environmental impact] with the  English language','Publish','LearningBlocks','Textile environmental impact','EN','2024-03-14 10:32:39'),(941,4,181,'Marion  Real has saved a learning block [Impacto medioambiental del textil] with the  Spanish language','Saved','LearningBlocks','Impacto medioambiental del textil','ES','2024-03-14 10:36:24'),(942,4,182,'Marion  Real has saved a learning block [Economía funcional] with the  Spanish language','Saved','LearningBlocks','Economía funcional','ES','2024-03-14 10:46:22'),(943,4,183,'Marion  Real has saved a learning block [Modelo de negocio] with the  Spanish language','Saved','LearningBlocks','Modelo de negocio','ES','2024-03-14 11:00:08'),(944,4,57,'Marion  Real has saved a circular challenge [La ropa como servicio] with the  English language','Saved','CircularChallenge','La ropa como servicio','EN','2024-03-14 11:12:55'),(945,4,58,'Marion  Real has saved a circular challenge [La ropa como servicio] with the  Spanish language','Saved','CircularChallenge','La ropa como servicio','ES','2024-03-14 11:12:55'),(946,4,57,'Marion  Real has deleted a circular challenge [La ropa como servicio] with the  English language','Deleted','CircularChallenge','La ropa como servicio','EN','2024-03-14 11:13:10'),(947,4,58,'Marion  Real has edited a circular challenge [La ropa como servicio] with the  Spanish language','Edited','CircularChallenge','La ropa como servicio','ES','2024-03-14 11:14:49'),(948,5,154,'Cynthia  Lamothe has saved a learning block [Outil de carte MeetECOid] with the  French language','Saved','LearningBlocks','Outil de carte MeetECOid','FR','2024-03-14 14:27:45'),(949,4,58,'Marion  Real has published a circular challenge [La ropa como servicio] with the  Spanish language','Publish','CircularChallenge','La ropa como servicio','ES','2024-03-14 15:40:27'),(950,4,183,'Marion  Real has edited a learning block [Modelo de negocio] with the  Spanish language','Edited','LearningBlocks','Modelo de negocio','ES','2024-03-14 15:46:47'),(951,4,181,'Marion  Real has edited a learning block [Impacto medioambiental del textil] with the  Spanish language','Edited','LearningBlocks','Impacto medioambiental del textil','ES','2024-03-14 15:48:51'),(952,4,182,'Marion  Real has edited a learning block [Economía funcional] with the  Spanish language','Edited','LearningBlocks','Economía funcional','ES','2024-03-14 15:53:12'),(953,4,180,'Marion  Real has edited a learning block [Sostenibilidad] with the  Spanish language','Edited','LearningBlocks','Sostenibilidad','ES','2024-03-14 15:56:59'),(954,9,25,'Domantas  Tracevicius has edited a circular challenge [Kompostavimas (mokykloje)] with the  Lithuanian language','Edited','CircularChallenge','Kompostavimas (mokykloje)','LT','2024-03-14 20:13:33'),(955,9,29,'Domantas  Tracevicius has edited a circular challenge [Žiedinis renginys] with the  Lithuanian language','Edited','CircularChallenge','Žiedinis renginys','LT','2024-03-14 20:23:57'),(956,9,184,'Domantas  Tracevicius has saved a learning block [Greitosios mados problematika] with the  Lithuanian language','Saved','LearningBlocks','Greitosios mados problematika','LT','2024-03-14 20:41:04'),(957,9,185,'Domantas  Tracevicius has saved a learning block [Pažintis su žiedine ekonomika] with the  Lithuanian language','Saved','LearningBlocks','Pažintis su žiedine ekonomika','LT','2024-03-14 20:51:17'),(958,9,29,'Domantas  Tracevicius has edited a circular challenge [Žiedinis renginys] with the  Lithuanian language','Edited','CircularChallenge','Žiedinis renginys','LT','2024-03-14 20:52:42'),(959,5,129,'Cynthia  Lamothe has published a learning block [Introduction aux ONG environnementales] with the  French language','Publish','LearningBlocks','Introduction aux ONG environnementales','FR','2024-03-15 12:59:06'),(960,9,27,'Domantas  Tracevicius has deleted a circular challenge [Klimato sprendimų modu] with the  Lithuanian language','Deleted','CircularChallenge','Klimato sprendimų modu','LT','2024-03-17 09:37:22'),(961,9,28,'Domantas  Tracevicius has edited a circular challenge [Asmeninis pėdsakas] with the  Lithuanian language','Edited','CircularChallenge','Asmeninis pėdsakas','LT','2024-03-17 09:38:40'),(962,9,186,'Domantas  Tracevicius has saved a learning block [Pagrindiniai aplinkosauginiai iššūkiai] with the  Lithuanian language','Saved','LearningBlocks','Pagrindiniai aplinkosauginiai iššūkiai','LT','2024-03-17 10:05:44'),(963,9,59,'Domantas  Tracevicius has saved a circular challenge [NVO veikla] with the  Lithuanian language','Saved','CircularChallenge','NVO veikla','LT','2024-03-17 10:06:00'),(964,9,151,'Domantas  Tracevicius has edited a learning block [Kas yra aplinkosauginės NVO] with the  English language','Edited','LearningBlocks','Kas yra aplinkosauginės NVO','EN','2024-03-17 10:19:02'),(965,9,59,'Domantas  Tracevicius has edited a circular challenge [NVO veikla] with the  Lithuanian language','Edited','CircularChallenge','NVO veikla','LT','2024-03-17 10:19:25'),(966,9,187,'Domantas  Tracevicius has saved a learning block [Kas yra aplinkosaugos NVO] with the  Lithuanian language','Saved','LearningBlocks','Kas yra aplinkosaugos NVO','LT','2024-03-17 10:22:50'),(967,9,59,'Domantas  Tracevicius has edited a circular challenge [NVO veikla] with the  Lithuanian language','Edited','CircularChallenge','NVO veikla','LT','2024-03-17 10:24:18'),(968,9,59,'Domantas  Tracevicius has edited a circular challenge [NVO veikla] with the  Lithuanian language','Edited','CircularChallenge','NVO veikla','LT','2024-03-17 10:27:13'),(969,9,26,'Domantas  Tracevicius has deleted a circular challenge [NVO veikla] with the  Lithuanian language','Deleted','CircularChallenge','NVO veikla','LT','2024-03-17 10:28:04'),(970,9,28,'Domantas  Tracevicius has saved a circular challenge [Asmeninis pėdsakas] with the  Lithuanian language','Saved','CircularChallenge','Asmeninis pėdsakas','LT','2024-03-17 22:18:20'),(971,9,60,'Domantas  Tracevicius has saved a circular challenge [Asmeninio pėdsako skaičiavimas] with the  Lithuanian language','Saved','CircularChallenge','Asmeninio pėdsako skaičiavimas','LT','2024-03-17 22:31:29'),(972,9,60,'Domantas  Tracevicius has edited a circular challenge [Asmeninio pėdsako skaičiavimas] with the  Lithuanian language','Edited','CircularChallenge','Asmeninio pėdsako skaičiavimas','LT','2024-03-17 22:37:06'),(973,9,61,'Domantas  Tracevicius has saved a circular challenge [Klimato sprendimų simuliavimas] with the  Lithuanian language','Saved','CircularChallenge','Klimato sprendimų simuliavimas','LT','2024-03-17 23:11:01'),(974,9,61,'Domantas  Tracevicius has edited a circular challenge [Klimato sprendimų simuliavimas] with the  Lithuanian language','Edited','CircularChallenge','Klimato sprendimų simuliavimas','LT','2024-03-17 23:13:53'),(975,4,179,'Marion  Real has edited a learning block [El consumo en el reto de la economía circular: Hacer y Prototipar] with the  Spanish language','Edited','LearningBlocks','El consumo en el reto de la economía circular: Hacer y Prototipar','ES','2024-03-18 14:05:53'),(976,4,99,'Marion  Real has edited a learning block [Razones sociales y medioambientales para reparar] with the  Spanish language','Edited','LearningBlocks','Razones sociales y medioambientales para reparar','ES','2024-03-18 14:11:16'),(977,4,97,'Marion  Real has edited a learning block [Conceptos básicos del compostaje] with the  Spanish language','Edited','LearningBlocks','Conceptos básicos del compostaje','ES','2024-03-18 14:17:17'),(978,4,102,'Marion  Real has edited a learning block [¿Qué necesitamos en mi centro educativo para comenzar a compostar?] with the  Spanish language','Edited','LearningBlocks','¿Qué necesitamos en mi centro educativo para comenzar a compostar?','ES','2024-03-18 14:22:51'),(979,5,19,'Cynthia  Lamothe has edited a circular challenge [Les vêtements en tant que service] with the  French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2024-03-19 09:20:23'),(980,1,176,'Support  Ipag has edited a learning block [BONJOUR] with the  English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-19 10:45:55'),(981,1,176,'Support  Ipag has edited a learning block [BONJOUR] with the  English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-19 10:46:19'),(982,1,176,'Support  Ipag has edited a learning block [BONJOUR] with the  English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-19 10:46:38'),(983,1,176,'Support  Ipag has edited a learning block [BONJOUR] with the  English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-19 10:53:43'),(984,1,188,'Support  Ipag has saved a learning block [TEST] with the  English language','Saved','LearningBlocks','TEST','EN','2024-03-19 10:57:05'),(985,4,43,'Marion  Real has edited a learning block [Visible Mending: repair and customize your fabric] with the  English language','Edited','LearningBlocks','Visible Mending: repair and customize your fabric','EN','2024-03-19 19:03:50'),(986,4,95,'Marion  Real has edited a learning block [Visible Mending: repara y personaliza tu tejido] with the  Spanish language','Edited','LearningBlocks','Visible Mending: repara y personaliza tu tejido','ES','2024-03-19 19:04:47'),(987,5,189,'Cynthia  Lamothe has saved a learning block [Partager avec Discord] with the  French language','Saved','LearningBlocks','Partager avec Discord','FR','2024-03-20 09:20:48'),(988,5,189,'Cynthia  Lamothe has edited a learning block [Partager avec Discord] with the  French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 09:24:39'),(989,5,189,'Cynthia  Lamothe has edited a learning block [Partager avec Discord] with the  French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 10:04:58'),(990,5,189,'Cynthia  Lamothe has edited a learning block [Partager avec Discord] with the  French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 11:06:03'),(991,5,189,'Cynthia  Lamothe has edited a learning block [Partager avec Discord] with the  French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 11:09:03'),(992,5,189,'Cynthia  Lamothe has edited a learning block [Partager avec Discord] with the  French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 11:09:40'),(993,5,189,'Cynthia  Lamothe has edited a learning block [Partager avec Discord] with the  French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-20 11:14:07'),(994,5,10,'Cynthia  Lamothe has edited a circular challenge [Wool Challenge] with the  French language','Edited','CircularChallenge','Wool Challenge','FR','2024-03-20 11:21:51'),(995,5,54,'Cynthia  Lamothe has edited a circular challenge [Le compostage à l\'école] with the  French language','Edited','CircularChallenge','Le compostage à l\'école','FR','2024-03-20 11:22:11'),(996,5,55,'Cynthia  Lamothe has edited a circular challenge [Événement circulaire] with the  French language','Edited','CircularChallenge','Événement circulaire','FR','2024-03-20 11:22:28'),(997,5,19,'Cynthia  Lamothe has edited a circular challenge [Les vêtements en tant que service] with the  French language','Edited','CircularChallenge','Les vêtements en tant que service','FR','2024-03-20 11:23:11'),(998,5,18,'Cynthia  Lamothe has edited a circular challenge [défi \"Conception pour un comportement durable\"] with the  French language','Edited','CircularChallenge','défi \"Conception pour un comportement durable\"','FR','2024-03-20 11:23:34'),(999,5,20,'Cynthia  Lamothe has edited a circular challenge [Remixer l\'école] with the  French language','Edited','CircularChallenge','Remixer l\'école','FR','2024-03-20 11:24:23'),(1000,5,46,'Cynthia  Lamothe has edited a circular challenge [Simulation de solutions climatiques] with the  French language','Edited','CircularChallenge','Simulation de solutions climatiques','FR','2024-03-20 11:25:02'),(1001,5,52,'Cynthia  Lamothe has edited a circular challenge [La consommation dans le défi de l’économie circulaire] with the  French language','Edited','CircularChallenge','La consommation dans le défi de l’économie circulaire','FR','2024-03-20 11:26:31'),(1002,5,53,'Cynthia  Lamothe has edited a circular challenge [Les Monnaies Locales] with the  French language','Edited','CircularChallenge','Les Monnaies Locales','FR','2024-03-20 11:26:51'),(1003,5,51,'Cynthia  Lamothe has edited a circular challenge [Evenement circulaire] with the  French language','Edited','CircularChallenge','Evenement circulaire','FR','2024-03-20 11:27:10'),(1004,5,51,'Cynthia  Lamothe has deleted a circular challenge [Evenement circulaire] with the  French language','Deleted','CircularChallenge','Evenement circulaire','FR','2024-03-20 11:27:44'),(1005,5,23,'Cynthia  Lamothe has edited a circular challenge [Low-Tech] with the  French language','Edited','CircularChallenge','Low-Tech','FR','2024-03-20 11:28:24'),(1006,5,21,'Cynthia  Lamothe has edited a circular challenge [Participer aux activités des ONG locales] with the  French language','Edited','CircularChallenge','Participer aux activités des ONG locales','FR','2024-03-20 11:29:08'),(1007,5,126,'Cynthia  Lamothe has deleted a learning block [Raisons sociales et environnementales de réparer] with the  French language','Deleted','LearningBlocks','Raisons sociales et environnementales de réparer','FR','2024-03-20 13:35:22'),(1008,5,190,'Cynthia  Lamothe has saved a learning block [Share with Discord] with the  English language','Saved','LearningBlocks','Share with Discord','EN','2024-03-21 09:02:54'),(1009,4,14,'Marion  Real has published a circular challenge [School composting] with the  English language','Publish','CircularChallenge','School composting','EN','2024-03-21 09:31:33'),(1010,4,17,'Marion  Real has published a circular challenge [Local Currency] with the  English language','Publish','CircularChallenge','Local Currency','EN','2024-03-21 09:31:54'),(1011,4,48,'Marion  Real has published a circular challenge [Conception de l\'empreinte carbone personnelle] with the  French language','Publish','CircularChallenge','Conception de l\'empreinte carbone personnelle','FR','2024-03-21 09:43:34'),(1012,4,11,'Marion  Real has deleted a circular challenge [Wool Challenge] with the  Lithuanian language','Deleted','CircularChallenge','Wool Challenge','LT','2024-03-21 10:01:40'),(1013,4,62,'Marion  Real has saved a circular challenge [Wool Challenge] with the  Lithuanian language','Saved','CircularChallenge','Wool Challenge','LT','2024-03-21 10:03:22'),(1014,4,62,'Marion  Real has deleted a circular challenge [Wool Challenge] with the  Lithuanian language','Deleted','CircularChallenge','Wool Challenge','LT','2024-03-21 10:05:40'),(1015,4,63,'Marion  Real has saved a circular challenge [Wool Challenge (VILNO)] with the  Lithuanian language','Saved','CircularChallenge','Wool Challenge (VILNO)','LT','2024-03-21 10:08:00'),(1016,5,189,'Cynthia  Lamothe has edited a learning block [Partager avec Discord] with the  French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-21 10:16:10'),(1017,1,176,'Support  Ipag has edited a learning block [BONJOUR] with the  English language','Edited','LearningBlocks','BONJOUR','EN','2024-03-21 10:56:19'),(1018,9,191,'Domantas  Tracevicius has saved a learning block [Susipažinimas su biomedžiagomis: kas jos yra? iš kur jos atsiranda?] with the  Lithuanian language','Saved','LearningBlocks','Susipažinimas su biomedžiagomis: kas jos yra? iš kur jos atsiranda?','LT','2024-03-24 09:18:43'),(1019,9,192,'Domantas  Tracevicius has saved a learning block [Biomedžiagų gamyba: pirmieji žingsniai ir receptai] with the  Lithuanian language','Saved','LearningBlocks','Biomedžiagų gamyba: pirmieji žingsniai ir receptai','LT','2024-03-24 09:27:02'),(1020,9,193,'Domantas  Tracevicius has saved a learning block [Biomedžiagų pavyzdžių knygos gamyba] with the  Lithuanian language','Saved','LearningBlocks','Biomedžiagų pavyzdžių knygos gamyba','LT','2024-03-24 09:32:46'),(1021,9,194,'Domantas  Tracevicius has saved a learning block [Apmąstykite žiedinius iššūkius] with the  Lithuanian language','Saved','LearningBlocks','Apmąstykite žiedinius iššūkius','LT','2024-03-24 09:37:03'),(1022,9,64,'Domantas  Tracevicius has saved a circular challenge [\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas] with the  Lithuanian language','Saved','CircularChallenge','\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas','LT','2024-03-24 09:41:36'),(1023,9,64,'Domantas  Tracevicius has published a circular challenge [\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas] with the  Lithuanian language','Publish','CircularChallenge','\"Remix The School\": maisto atliekų naudojimas gaminant biomedžiagas','LT','2024-03-24 09:43:08'),(1024,9,195,'Domantas  Tracevicius has saved a learning block [Ekosistemų kartografavimas] with the  Lithuanian language','Saved','LearningBlocks','Ekosistemų kartografavimas','LT','2024-03-24 10:09:56'),(1025,9,196,'Domantas  Tracevicius has saved a learning block [Medžiagų patirtis] with the  Lithuanian language','Saved','LearningBlocks','Medžiagų patirtis','LT','2024-03-24 10:15:57'),(1026,9,197,'Domantas  Tracevicius has saved a learning block [Vilnos spalvinimas] with the  Lithuanian language','Saved','LearningBlocks','Vilnos spalvinimas','LT','2024-03-24 10:21:11'),(1027,9,198,'Domantas  Tracevicius has saved a learning block [Sukurti atvirojo kodo įrankį verpimui ir (arba) audimui] with the  Lithuanian language','Saved','LearningBlocks','Sukurti atvirojo kodo įrankį verpimui ir (arba) audimui','LT','2024-03-24 10:26:13'),(1028,9,199,'Domantas  Tracevicius has saved a learning block [Matomas taisymas: taisykite ir keiskite savo audinius] with the  Lithuanian language','Saved','LearningBlocks','Matomas taisymas: taisykite ir keiskite savo audinius','LT','2024-03-24 10:37:30'),(1029,9,63,'Domantas  Tracevicius has published a circular challenge [Wool Challenge (VILNO)] with the  Lithuanian language','Publish','CircularChallenge','Wool Challenge (VILNO)','LT','2024-03-24 10:42:13'),(1030,9,65,'Domantas  Tracevicius has saved a circular challenge [Žemosios technologijos] with the  Lithuanian language','Saved','CircularChallenge','Žemosios technologijos','LT','2024-03-24 20:47:57'),(1031,9,66,'Domantas  Tracevicius has saved a circular challenge [Drabužiai kaip paslauga] with the  Lithuanian language','Saved','CircularChallenge','Drabužiai kaip paslauga','LT','2024-03-24 22:57:31'),(1032,9,66,'Domantas  Tracevicius has edited a circular challenge [Drabužiai kaip paslauga] with the  Lithuanian language','Edited','CircularChallenge','Drabužiai kaip paslauga','LT','2024-03-24 22:59:29'),(1033,5,189,'Cynthia  Lamothe has edited a learning block [Partager avec Discord] with the  French language','Edited','LearningBlocks','Partager avec Discord','FR','2024-03-25 10:25:26'),(1034,5,190,'Cynthia  Lamothe has edited a learning block [Share with Discord] with the  English language','Edited','LearningBlocks','Share with Discord','EN','2024-03-25 10:42:41'),(1035,7,18,'Casper  Boks has saved a learning block [Design for Sustainable Behaviour Challenge: Part 3: Explore] with the  English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge: Part 3: Explore','EN','2024-03-25 13:17:03'),(1036,7,16,'Casper  Boks has saved a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the  English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2024-03-25 13:17:27'),(1037,7,19,'Casper  Boks has saved a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the  English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2024-03-25 13:17:41'),(1038,7,20,'Casper  Boks has saved a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the  English language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2024-03-25 13:17:56'),(1039,7,17,'Casper  Boks has edited a learning block [An introduction lecture about Design for Sustainable Behaviour] with the  English language','Edited','LearningBlocks','An introduction lecture about Design for Sustainable Behaviour','EN','2024-03-25 13:25:22'),(1040,7,86,'Casper  Boks has saved a learning block [Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha] with the  Spanish language','Saved','LearningBlocks','Design for Sustainable Behaviour Challenge - Parte 1: Introducción y puesta en marcha','ES','2024-03-25 13:26:34'),(1041,7,88,'Casper  Boks has saved a learning block [Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar] with the  Spanish language','Saved','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible: Parte 3: Explorar','ES','2024-03-25 13:27:01'),(1042,7,89,'Casper  Boks has saved a learning block [Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo] with the  Spanish language','Saved','LearningBlocks','Desafío del Diseño para un Comportamiento Sostenible, Parte 4: Prototipo','ES','2024-03-25 13:27:19'),(1043,7,90,'Casper  Boks has saved a learning block [Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar] with the  Spanish language','Saved','LearningBlocks','Reto del Diseño para un Comportamiento Sostenible, parte 5: Reflexionar','ES','2024-03-25 13:27:41'),(1044,7,16,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge - Part 1: Introduction and set-up','EN','2024-03-25 13:28:34'),(1045,7,18,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge: Part 3: Explore] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge: Part 3: Explore','EN','2024-03-25 13:29:55'),(1046,7,19,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge, Part 4: Prototype] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, Part 4: Prototype','EN','2024-03-25 13:31:03'),(1047,7,20,'Casper  Boks has edited a learning block [Design for Sustainable Behaviour Challenge, part 5: Reflect] with the  English language','Edited','LearningBlocks','Design for Sustainable Behaviour Challenge, part 5: Reflect','EN','2024-03-25 13:31:51'),(1048,5,200,'Cynthia  Lamothe has saved a learning block [Partager ses résultats en tant qu\'élève] with the  French language','Saved','LearningBlocks','Partager ses résultats en tant qu\'élève','FR','2024-03-26 11:09:53'),(1049,7,22,'Casper  Boks has edited a learning block [Introduction to Sustainability] with the  English language','Edited','LearningBlocks','Introduction to Sustainability','EN','2024-03-26 15:01:50'),(1050,7,29,'Casper  Boks has edited a learning block [Textile environmental impact] with the  English language','Edited','LearningBlocks','Textile environmental impact','EN','2024-03-26 15:03:04'),(1051,7,33,'Casper  Boks has edited a learning block [Addressing eco-anxiety in class] with the  English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-03-26 15:07:00'),(1052,7,33,'Casper  Boks has edited a learning block [Addressing eco-anxiety in class] with the  English language','Edited','LearningBlocks','Addressing eco-anxiety in class','EN','2024-03-26 15:09:12'),(1053,7,65,'Casper  Boks has edited a learning block [School event planning] with the  English language','Edited','LearningBlocks','School event planning','EN','2024-03-26 15:15:50'),(1054,7,111,'Casper  Boks has saved a learning block [Consumption in the circular economy challenge: Make and Prototype] with the  English language','Saved','LearningBlocks','Consumption in the circular economy challenge: Make and Prototype','EN','2024-03-26 15:17:45'),(1055,7,112,'Casper  Boks has saved a learning block [Circular Consumption Challenge: Explore] with the  English language','Saved','LearningBlocks','Circular Consumption Challenge: Explore','EN','2024-03-26 15:18:18'),(1056,7,63,'Casper  Boks has edited a learning block [CO2 footprint calculator] with the  English language','Edited','LearningBlocks','CO2 footprint calculator','EN','2024-03-26 15:20:42'),(1057,7,34,'Casper  Boks has edited a learning block [What is your ecological footprint?] with the  English language','Edited','LearningBlocks','What is your ecological footprint?','EN','2024-03-26 15:21:32'),(1058,7,63,'Casper  Boks has deleted a learning block [CO2 footprint calculator] with the  English language','Deleted','LearningBlocks','CO2 footprint calculator','EN','2024-03-26 15:21:58'),(1059,9,201,'Domantas  Tracevicius has saved a learning block [Vietinė valiuta] with the  Lithuanian language','Saved','LearningBlocks','Vietinė valiuta','LT','2024-03-26 23:22:25'),(1060,9,67,'Domantas  Tracevicius has saved a circular challenge [Vietos valiuta] with the  Lithuanian language','Saved','CircularChallenge','Vietos valiuta','LT','2024-03-26 23:39:37'),(1061,9,67,'Domantas  Tracevicius has edited a circular challenge [Vietos valiuta] with the  Lithuanian language','Edited','CircularChallenge','Vietos valiuta','LT','2024-03-26 23:40:16'),(1062,9,201,'Domantas  Tracevicius has edited a learning block [Vietos valiuta] with the  Lithuanian language','Edited','LearningBlocks','Vietos valiuta','LT','2024-03-26 23:40:46'),(1063,9,201,'Domantas  Tracevicius has edited a learning block [Vietos valiuta] with the  Lithuanian language','Edited','LearningBlocks','Vietos valiuta','LT','2024-03-26 23:41:14'),(1064,6,202,'Mikhail  Hamwi has saved a learning block [Renting clothing Model] with the  English language','Saved','LearningBlocks','Renting clothing Model','EN','2024-03-27 11:07:51'),(1065,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-27 11:10:26'),(1066,6,202,'Mikhail  Hamwi has edited a learning block [Renting clothing Model] with the  English language','Edited','LearningBlocks','Renting clothing Model','EN','2024-03-27 11:11:15'),(1067,6,202,'Mikhail  Hamwi has edited a learning block [Renting clothing Model] with the  English language','Edited','LearningBlocks','Renting clothing Model','EN','2024-03-27 11:12:33'),(1068,6,202,'Mikhail  Hamwi has published a learning block [Renting clothing Model] with the  English language','Publish','LearningBlocks','Renting clothing Model','EN','2024-03-27 11:13:07'),(1069,6,203,'Mikhail  Hamwi has saved a learning block [Value chain] with the  English language','Saved','LearningBlocks','Value chain','EN','2024-03-27 11:39:04'),(1070,6,204,'Mikhail  Hamwi has saved a learning block [Stakeholder mapping] with the  English language','Saved','LearningBlocks','Stakeholder mapping','EN','2024-03-27 11:55:25'),(1071,6,17,'Mikhail  Hamwi has edited a circular challenge [Local Currency] with the  English language','Edited','CircularChallenge','Local Currency','EN','2024-03-27 11:57:53'),(1072,9,205,'Domantas  Tracevicius has saved a learning block [Tvaraus elgesio dizaino iššūkis, 5 dalis: refleksija] with the  Lithuanian language','Saved','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 5 dalis: refleksija','LT','2024-03-27 22:05:20'),(1073,9,206,'Domantas  Tracevicius has saved a learning block [Tvaraus elgesio dizaino iššūkis, 4 dalis: prototipas] with the  Lithuanian language','Saved','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 4 dalis: prototipas','LT','2024-03-27 22:19:24'),(1074,9,207,'Domantas  Tracevicius has saved a learning block [Tvaraus elgesio dizaino iššūkis, 3 dalis: tyrinėjimas] with the  Lithuanian language','Saved','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 3 dalis: tyrinėjimas','LT','2024-03-27 22:26:13'),(1075,9,208,'Domantas  Tracevicius has saved a learning block [Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas] with the  Lithuanian language','Saved','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas','LT','2024-03-27 22:30:17'),(1076,9,208,'Domantas  Tracevicius has edited a learning block [Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas] with the  Lithuanian language','Edited','LearningBlocks','Tvaraus elgesio dizaino iššūkis, 1 dalis: pasiruošimas','LT','2024-03-27 22:31:08'),(1077,9,68,'Domantas  Tracevicius has saved a circular challenge [Tvaraus elgesio dizaino iššūkis] with the  Lithuanian language','Saved','CircularChallenge','Tvaraus elgesio dizaino iššūkis','LT','2024-03-27 22:41:08'),(1078,9,63,'Domantas  Tracevicius has published a circular challenge [Wool Challenge (VILNO)] with the  Lithuanian language','Publish','CircularChallenge','Wool Challenge (VILNO)','LT','2024-03-27 22:48:31'),(1079,9,63,'Domantas  Tracevicius has deleted a circular challenge [Wool Challenge (VILNO)] with the  Lithuanian language','Deleted','CircularChallenge','Wool Challenge (VILNO)','LT','2024-03-28 07:49:50'),(1080,9,69,'Domantas  Tracevicius has saved a circular challenge [Vilnos iššūkis] with the  Lithuanian language','Saved','CircularChallenge','Vilnos iššūkis','LT','2024-03-28 07:57:12'),(1081,9,69,'Domantas  Tracevicius has edited a circular challenge [Vilnos iššūkis] with the  Lithuanian language','Edited','CircularChallenge','Vilnos iššūkis','LT','2024-03-28 07:58:01'),(1082,5,209,'Cynthia  Lamothe has saved a learning block [Chaîne de valeur] with the  French language','Saved','LearningBlocks','Chaîne de valeur','FR','2024-03-28 09:07:44'),(1083,5,209,'Cynthia  Lamothe has edited a learning block [Chaîne de valeur] with the  French language','Edited','LearningBlocks','Chaîne de valeur','FR','2024-03-28 09:13:20'),(1084,5,203,'Cynthia  Lamothe has edited a learning block [Value chain] with the  English language','Edited','LearningBlocks','Value chain','EN','2024-03-28 09:27:12'),(1085,5,209,'Cynthia  Lamothe has edited a learning block [Chaîne de valeur] with the  French language','Edited','LearningBlocks','Chaîne de valeur','FR','2024-03-28 12:42:00'),(1086,5,209,'Cynthia  Lamothe has edited a learning block [Chaîne de valeur] with the  French language','Edited','LearningBlocks','Chaîne de valeur','FR','2024-03-28 12:42:22'),(1087,6,2,'Mikhail  Hamwi has edited a circular challenge [Clothing as a service] with the  English language','Edited','CircularChallenge','Clothing as a service','EN','2024-03-28 13:06:54'),(1088,1,188,'Support  Ipag has edited a learning block [TEST] with the  English language','Edited','LearningBlocks','TEST','EN','2024-03-28 13:07:46'),(1089,1,188,'Support  Ipag has edited a learning block [TEST] with the  English language','Edited','LearningBlocks','TEST','EN','2024-03-28 13:08:48'),(1090,5,210,'Cynthia  Lamothe has saved a learning block [TEST 1] with the  French language','Saved','LearningBlocks','TEST 1','FR','2024-03-28 13:09:13'),(1091,1,188,'Support  Ipag has edited a learning block [TEST] with the  English language','Edited','LearningBlocks','TEST','EN','2024-03-28 13:09:31'),(1092,1,210,'Support  Ipag has deleted a learning block [TEST 1] with the  French language','Deleted','LearningBlocks','TEST 1','FR','2024-03-28 13:10:41'),(1093,1,188,'Support  Ipag has deleted a learning block [TEST] with the  English language','Deleted','LearningBlocks','TEST','EN','2024-03-28 13:10:51'),(1094,1,211,'Support  Ipag has saved a learning block [test Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies] with the  English language','Saved','LearningBlocks','test Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies','EN','2024-03-28 13:13:47'),(1095,1,211,'Support  Ipag has deleted a learning block [test Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies] with the  English language','Deleted','LearningBlocks','test Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies Riding the circular wave: Entrepreneurs tackle the waste crisis, redefine economies','EN','2024-03-28 13:14:17'),(1096,6,17,'Mikhail  Hamwi has edited a circular challenge [Local Currency] with the  English language','Edited','CircularChallenge','Local Currency','EN','2024-03-28 13:18:04'),(1097,1,17,'Support  Ipag has edited a circular challenge [Local Currency] with the  English language','Edited','CircularChallenge','Local Currency','EN','2024-03-28 13:20:50'),(1098,5,212,'Cynthia  Lamothe has saved a learning block [How to navigate on ] with the  English language','Saved','LearningBlocks','How to navigate on ','EN','2024-03-28 13:24:18'),(1099,5,213,'Cynthia  Lamothe has saved a learning block [Cartographie des parties prenantes] with the  French language','Saved','LearningBlocks','Cartographie des parties prenantes','FR','2024-03-28 13:39:03'),(1100,5,213,'Cynthia  Lamothe has edited a learning block [Cartographie des parties prenantes] with the  French language','Edited','LearningBlocks','Cartographie des parties prenantes','FR','2024-03-28 13:45:29');
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