毎週水曜の夜は、英語に親しむ「英活」の時間。ビジネスパーソンから英語教師、英語学習者の知的好奇心を刺激する番組です。 「今週のニュース」では、「英語と経済」を同時に学びます。『Nikkei Asia』(日本経済新聞社)の英字記事で、「時事英語」や「ビジネス英語」など、生きた英語をお伝えします。 『日本経済新聞』水曜夕刊2面「Step Up ENGLISH」と企画連動しています。
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‘Tiny forests’ spring up in urban areas to combat climate change
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Manage episode 441112529 series 2530089
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They often cover just a few square meters of urban space, and now they’re growing across Australia to cool neighborhoods down on hot days. “Tiny forests,” as they are called, also mature in 10 to 20 years, rather than the usual 100 years, because of the way they’re generated. And that could be a big benefit for Australia’s suburbs. A school in Perth is busy creating a tiny forest. “I love it the most because I love animals and nature,” says one student. This particular type of forest can be planted in the tiniest of spaces, such as a car parking spot, a tennis court, or even a strip of land next to a street. The students are being guided by Grey Coupland and they’re using the Miyawaki method to plant the forest. The method follows three central ideas. “It’s planting locally native species that are specifically adapted to the area in which you are planting them, the soil remediation, and the high-density planting,” explains Coupland. Another advantage is that these forests take very little time to grow and help cool urban areas. And, once they’re planted, the forests also become part of the school curriculum, which has benefits for the students. “The more they are immersed in nature, the more they care about it,” says teacher Cymbie Burgoyne. “The children who participate in this program, some have never played in the dirt before, some had never planted a plant before,” says Coupland. The project will also compare the health and well-being of students who take care of the forest, compared to students that don’t. “We want to re-engage children with nature,” says Coupland. “We’ve got children on one end of the spectrum who are really worried about the climate crisis and feel they can’t do anything about it. At the other end of the spectrum, we’ve got kids who are just on their iPads and their screens and totally disengaged.” This article was provided by The Associated Press.
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2310 episodes
MP3•Episode home
Manage episode 441112529 series 2530089
Content provided by レアジョブ英会話. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by レアジョブ英会話 or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.
They often cover just a few square meters of urban space, and now they’re growing across Australia to cool neighborhoods down on hot days. “Tiny forests,” as they are called, also mature in 10 to 20 years, rather than the usual 100 years, because of the way they’re generated. And that could be a big benefit for Australia’s suburbs. A school in Perth is busy creating a tiny forest. “I love it the most because I love animals and nature,” says one student. This particular type of forest can be planted in the tiniest of spaces, such as a car parking spot, a tennis court, or even a strip of land next to a street. The students are being guided by Grey Coupland and they’re using the Miyawaki method to plant the forest. The method follows three central ideas. “It’s planting locally native species that are specifically adapted to the area in which you are planting them, the soil remediation, and the high-density planting,” explains Coupland. Another advantage is that these forests take very little time to grow and help cool urban areas. And, once they’re planted, the forests also become part of the school curriculum, which has benefits for the students. “The more they are immersed in nature, the more they care about it,” says teacher Cymbie Burgoyne. “The children who participate in this program, some have never played in the dirt before, some had never planted a plant before,” says Coupland. The project will also compare the health and well-being of students who take care of the forest, compared to students that don’t. “We want to re-engage children with nature,” says Coupland. “We’ve got children on one end of the spectrum who are really worried about the climate crisis and feel they can’t do anything about it. At the other end of the spectrum, we’ve got kids who are just on their iPads and their screens and totally disengaged.” This article was provided by The Associated Press.
…
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