|
|
||||||||||||
|
|
||||||||||||
|
|
||||||||||||
|
B. Social indicators C. Family indicators D. The home transportation system indicator E. Environmental behavior outdoors indicators F. Environmental behavior at work indicator G. Communicating comprehensive environmental information indicator H. Education and training indicator I. Environmental emergencies indicator J. Aboriginal and treaty concerns indicator K. Government interactions indicators: K.1 Responsibility for environmental control in Canada K.2 Government legislative measures to protect the environment, social aspects, economic ans socail well-being of Canadians, and resources. K.3 Environmental strategies and programs K.4 Policies for protection of the environment K.5 Need for improved policy instruments K.6 Economic instruments, market forces and partnerships K.7 An environmental tax K.8 Polluter-pays Principle L. Land use indicator M. Environmental planning and design indicator N. Transportation sector indicators and indices N.1 Transportation and the environment indicators and indices N.2 Urban transport management indicators N.3 Improving the environment by taking actions related to vehicle use N.4 Transportation impacts indicators N.5 Environmental and health impacts of private vehicle use N.6 Environmental and health impacts of diesel emissions compared with those from other engines N.7 Air pollution caused by the transportation sector N.8 Alternative fuels indicator N.9 Fuel consumption indicator O. Noise pollution indicators and indices P. Sustainable and community development indicators and indices P.1 Decent housing indicators P.2 An atmosphere of social justice indicator P.3 Proper land planning indicator P.4 Aesthetic satisfaction indicator P.5 Personal security from crimes indicator P.6 Suitable community services, infrastructures and facilities indicators and indices P.7 Health care system P.8 Educational system P.9 Seniors'care P.10 Food chain, nutrition P.11 Farming communities P.12 Parks P.13 Spiritual pathways P.14 Entertainment P.15 Pollution, waste P.16 Family stability P.17 Religion P.18 Juvenile crimes, gangs, drugs, illiteracy P.19 Socio-cultural and political influences, multi-culturalism P.20 laws P.21 Responsive government subject to community participation in decision-making; P.22 Energy conservation and energy efficiency are part of the decision-making process and made part of the community design; P.23 The application of the 4 Rs is integrated in the community design; P.24 Community businesses, working areas, play areas, social and cultural areas, education areas, and training areas; P.25 The use of renewable energy sources, central heating where possible, and cogeneration of electricity are made part of the community design when possible; P.26 The form of community development integrates concepts such as cooperation, trust, interdependence, stewardship, and mutual responsibility; P.27 Promote self-sufficiency in all areas such as energy, garbage, food and sewage disposal; P.28 Rely on locally-produced goods. Q. Quality of life indicators and indices R. Employment indicator S. Social and economic well-being indicators T. Health sector indicators and indices: T.1 The health dimension indicator T.2 Health costs indicator T.3 Genetics T.4 The food chain indicators and indices T.5 Medical wastes indicator T.6 Nutrition indicator T.7 Biological indicator T.8 Psychological indicator U. Evolution indicator V. Cultural indicators and indices W. Information access indicator X. Education and communication indicators and indices Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Section Assessment Scoring
I(normalized) = 0.3500
In this assessment, the values used for I(normalized) are the
same as those obtained and described in section 2.3 The Mathematical
Model. The two tables in The Scale of Values obtained from
the survey, guess-estimated and standard give all normalized
values in their last columns. Although most values were not given here,
they were obtained a few years ago by evaluating each impact as shown in
section
2.3 under Impact equation example: Forestry. It is obvious
now that one has to keep updating these impact equation calculations every
year as the world is changing very fast. Their calculations are a very
powerful educational tool and should be used in school to educate students
in thinking globally and in terms of interactions and their multidimensional
effects within themselves and on all four major interacting quality systems.
To become responsible in sustaining Earth has to start at early stage in
someone's life and calculating impact equations would be one of their first
steps.
Section Rating
= Sub-section % total
x 0.3500
= GESDI for
this section Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
1. Employment by occupation and economic activity 2. Traffic and Congestion 3. Taxes 4. Quality of Life 5. Prevention and control of infectious diseases 6. Social Services 7. Food chain 8. Senior’s care 9. Farming communities 10. Psychological 11. Biological 12. Parks 13. Genetics 14. Evolution 15. Spiritual pathways 16. Entertainment 17. Customs and beliefs 18. Communications 19. Decent housing 20. Suitable community services 21. Aesthetics 22. Juvenile crimes 23. Gangs 24. Family stability 25. Religion 26. Infrastructures and facilities 27. Land planning 28. Socio-cultural and political influences 29. Multi-culturalism 30. Aboriginals, Natives 31. Illiteracy 32. Healthy environment 33. Health care 34. Health sector reform 35. Health is affected by chemical contamination of air, water , and food; exposure to hazardous wastes; social diseases of violence and crime; traffic; accidents 36. Interactions between health, human development, and environment 37. Wars 38. Tolerance and peace between countries 39. Conflicts 40. Security 41. Intellectual Property Rights 42. Human Rights 43. Social Justice 44. Interaction between socioeconomic development and ecological change (and in terms of species destruction, settlement patterns, population size and distribution, resource depletion, waste generation, consumption practices, environmental degradation and social pathology) 45. Rising rates of violence and delinquency 46. Cross-border pollution agreements 47. Government measures for the conservation and wise use of natural resources 48. Disabled 49. Aging 50. Cultural Diversity 51. Sharing of ecologically sound technologies between countries 52. Joint actions between countries 53. Relations among local communities and sustainable development 54. Indigenous Peoples 55. Minority Ethnic Groups 56. Children 57. Youth 58. Distribution of Income 59. Consumption 60. Food Production 61. Malnutrition 62. Eradication of hunger, food insecurity and malnutrition 63. Trade Unions 64. Public Hearings 65. Referendums 66. Citizen Advisory Boards 67. Crime 68. Drugs 69. Sexual Diseases 70. Public Administration 71. Pollution Prevention 72. Incorporation of environmental education along with multiethnic, pluricultural, and multilingual education in school 73. Education: access, by gender, distance learning, school programs 74. Quality of Education: public and private schools, college, university, institute of technology 75. Promote education projects that are relevant to sustainable development 76. Science and Technology 77. Training 78. Unemployment 79. Health: services, cost 80. Environmental effects on health 81. Population 82. Language 83. Cultural Characteristics 84. Demographics 85. Human Settlements 86. Life Expectancy 87. Poverty 88. First Nations 89. Poverty Alleviation 90. Community Empowerment 91. Community Actions 92. Promotion of Environmental Awareness 93. Schools 94. Wealth 95. Government actions and instruments to prevent and control pollution and harmful impacts on natural resources and the environment 96. Laws, Regulations, Guidelines: municipal, national and international 97. Laws, Regulations, Guidelines and their effectiveness in specific regions 98. National Environmental Institutions 99. Mechanisms for citizen participation 100. Declarations, action plans of worldwide scope 101. Electronic consultation 102. International Treaties and other binding and nonbinding instruments concerning the sustainable development 103. Local Authorities 104. Non-Government Organizations 105. Government Commitment 106. Global Agreements and Commitments 107. Living Standards 108. Land Use 109. Surface Areas 110. Urbanization 111. Home and Community Development 112. Measurement of Indicators 113. Monitoring 114. Making results of measurements available on the Internet 115. Globalization 116. Social well-being 117. Opportunity for youth 118. Improving quality of family life 119. Developing healthy lifestyles 120. Home and community development 121. Serving as the Global Community Assessment Centre of indicators about global changes 122. Dedicated to increasing public awareness about issues of global concern 123· Working in cooperation with individuals, industry, and government to create a global value shift toward a sustainable future for Earth 124· Disseminating information on sustainable development 125· Promoting international cooperation and a Global Community Sustainable Development through seminars and conferences, and a World Congress 126· Providing strategies for global communities to achieve environmental, health and safety excellence and economic success 127· Providing a link between scientists, officials from all levels of government, economists, statisticians, environmentalists, ecologists, renewable and non-renewable resources specialists, business leaders, non-governmental organizations, educators, health and social experts, Aboriginals and Natives, home and community planners, and the public to explore local and global sustainable development issues under the theme Global Community Action 1 : · Insuring a Sound Future for Earth · Measuring and Managing Sustainable Development 128· Serving the scientific community as a forum for the presentation and discussion of important issues related to sustainable development 129· Generating a Global Community dialogue about and for peace and sound solutions to that effect 130· Providing a Global Online Community for the general public and the opportunity for involvement and feedback into projects and programs 131· Providing the Global Community with sound solutions related to home and community sustainable development, environmental designs and sustainable buildings 132· Committed to the sustainable end of world hunger by finding sound solutions to development 133· Promoting the global adoption of energy-efficiency in order to enable a sustainable economic development and an ecological sustainable development 134· Performing Global review of projects, examine alternatives, and formulates guidelines and criteria for future local and global development 135· Establishing a permanent global dialogue on measuring and managing sustainable development 136· Establishing a permanent global dialogue on finding sound solutions to sustainable development 137· Establishing a permanent global dialogue to ensure a sound future for Earth 138· Mechanisms for citizen participation to finding sound solutions 139· Coordinating the assessment of local and global indicators along with other national and international organizations 140· Establishing accounting and valuation on sustainable development; making results available to governments, research institutions, NGOs from all countries 141. Establishing the Global Community network that will conduct annual assessments of sustainable development indicators and making results available on the Internet 142· Providing gross global indicators to the global community: 1. Gross Environmental Sustainable Development Index (GESDI); and 2. Gross Sustainable Development Product (GSDP). 142· Developing projects and programs to promote the Global Community concept in school and for the general Public 143· Establishing a warning system on environmental hazards and emergencies to prevent disasters from happening 144· Helping countries to prevent and peacefully settle environmental disputes by initiating a process for dialogue and finding solutions 145· Proposing a local and global Code of criminal law governing transnational offenses 146. Proposing minimum standards of punishment for transboundary criminal behavior 147· Proposing joint legal instruments and policies to facilitate management of transboundary natural resources and border ecosystems, and to regulate the use of renewable natural resources 148· Proposing integrated accounts systems, business and industry accounts, economic policies, policy instruments, and private actions 149· Proposing policies and management practices to national and international organizations for the integration of environment and development at various stages of the decision-making process 150· Proposing joint projects between countries for resource management and control 151· Proposing to international institutions (World Bank, IMF, etc.) measurements of sustainable development be included in their statistics on socioeconomic, trade and financial performance 152· Proposing regulatory instruments on sustainable development 153. Lifestyles 154. Habits 155. Political influences Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Section Assessment Scoring
I(normalized) = 0.3500
In this assessment, the values used for I(normalized) are the
same as those obtained and described in section 2.3 The Mathematical
Model. The two tables in The Scale of Values obtained from
the survey, guess-estimated and standard give all normalized
values in their last columns. Although most values were not given here,
they were obtained a few years ago by evaluating each impact as shown in
section
2.3 under Impact equation example: Forestry. It is obvious
now that one has to keep updating these impact equation calculations every
year as the world is changing very fast. Their calculations are a very
powerful educational tool and should be used in school to educate students
in thinking globally and in terms of interactions and their multidimensional
effects within themselves and on all four major interacting quality systems.
To become responsible in sustaining Earth has to start at early stage in
someone's life and calculating impact equations would be one of their first
steps.
Section Rating
= Sub-section % total
x 0.3500
= GESDI for
this section Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI
Back to top of page HOME
Back to Index of the Restoration of the planet, our home Back to Index of the Scale of Values and measurement of the GESDI |
||||||||||||