Potential contribution from international educational programs to Environmental Awareness and Political Interaction Inger Haug

Consumptions and lifestyles in the press

Susana Henriques

Researcher CIES / ISCTE; Professor Universidade Aberta (UAb)

Lisboa

00351 964 685 119

With the fusing between advertising and programming, the boundaries between what it´s advertising material and not advertising material becomes very fluid. Thus, the traditional formula that separated the content of the media (entertainment, information and education) from the advertising (selling), is replaced by another one where the proper advertising can be seen as entertainment and information, such as the normal media programming. This hybrid nature is present on the articles in analysis.

The empiric reference are 1105 news of the written Portuguese press, collected between 2004 and 2005, in periodicals and magazines of generalist information of higher circulation.

In this paper we present a discussion of the analyzed data, based on content analysis and critical discourse analysis. The collected articles were analyzed in seven different dimensions – body care, diets and food, health (and illness), substances (chemical and natural), leisure (facilities and activities), icons (public people and famous personalities), metareflexivity (journalistic articles that reflect on the proper speech of the media or, on the consumptions and the lifestyles in the present societies). In conclusion we found a need of developing strategies of Education form Consumer Citizenship.

The diversity of the sources considered here, in terms of preferential public-target, that is, more popular periodicals or of reference, daily and weekly, of national and regional broadcasting (although Jornal de Notícias is a "regional" of wide broadcasting) and magazines of generic information, disclosed some differences in the focus given to certain particular contexts. However, this didn’t create significant differences, since in all these we have found articles where the problematic in study is present, thematized. In the same way, we transversally found - either in the diverse consulted sources, or in the considered dimensions - elements revealing the hybrid nature that results of the presence of marketing elements allied to the journalistic logic of news production.

Therefore, we identify the "marketing attitude" defined by Lendrevie and others (1993), which implies that the decision processes are, more and more, guided for, and in function of, the consumer, in this case, the reader of the written portuguese press. According to Serrano (2006) the appearance of the supplements of periodicals came to answer, precisely, to this necessity. Necessity that is, simultaneously, of the periodicals (as a form to be answered to the requirements of the market: readers and advertisers), of its public (that look for utilitarian information in close connection to the supply and demand of products and services, to the consumption and the taste) and of the advertisers (who ,this way, see their products, services, brands and respective prices promoted in promotional articles, in such a more efficient way, the less explicit it is identified as advertising).

This trend strengthens the need of a widened vision of the "universes of the news" (in the expression of Ponte, 2004), allowing to involve the field of the culture and the conflict of representations, in nowadays´ societies. What is expressed considering the implied questions in the news selection and in its productive processes (Wolf, 1992). That is, the images which the periodicals and the advertisers have of its public perpetuate ways of saying that try to be close of the interest of this (represented) public. In the analyzed articles, these processes are identifiable in the very hedonist nature associated to the consumption. For instance, even when we find articles with stories of more difficult situations (as in the cases of illnesses) focus is given to the presentation of some suggestions - that can be of technological innovations, products or services - with the objective to improve the quality of life. This perspective is, still, strengthened by articles centred in self-support. Another example, in the headings of the articles we find traces that the consumptions and lifestyles, in the different analytical dimensions, translate news focus that feed entertainment and information spaces. Thus, we assist to a "marketization of the speech" (Fairclough, 1995). That is, the journalistic speech tries to become more appealing by increasing the resource of the visual and the pictorial elements: colours, photographs, illustrations. In the analyzed articles this marketization of the speech through these traces is well present, since only about 5% of the news did not have any type of photograph or illustration²⁹. These elements, present in most of the analyzed articles, configure the role of the media in the social construction of reality, since they contribute to create shared experiences. Thus, they are assumed as collective instruments of knowledge and agreement of the real.

Therefore, in the mediation process, the created meanings are dynamic. Concretely, in the consumptions and lifestyles´ field, we assist to its reproduction, transformation and emergency that can be identified in the considered dimensions of analysis. Reproduction of consumptions and lifestyles standards culturally rooted that express themselves, for example, in the body care, essentially associated to women, but also starting to be a concern of the men, which represents the emergent attention that the media helps to constitute. Transformation of consumption trends that, when revitalized, assume new modernity and current shapes. As it is the case of the trend "retro", this is manifested in a dress style, but equally in the decoration or other signs linked to consumption and lifestyles, as places to be or the music to hear. Finally, emergency of new trends, associated to the "styles" of celebrities (icons) in the clothes they wear, in griffes they choose, in the cars they drive, or the travelling destinations they choose, for instance.

Let us now see the main conclusions for each one of the considered dimensions.

It’s a set of 118 news articles that approach themes related to the body hygiene – well-care directed to specific areas (feet, hair, face, hands) and beauty advices to maintain the young appearance, tricks for special occasions (as make up or self tanners), rituals to follow and keep "perfect shapes". These news evidence an increasing importance given to the personal image, of the body and fashion. The fashion – of the dressing and of the silhouettes – is one of the most significant expressions that makes the values system circulate, collectively shared with its rules of behaviour (Castilho, 2006).

It is the notion of the beautiful body that seems to become the standard in the construction of an ideal body, according to which it evaluates, it moulds and it builds the own body, based in stylized images, build and propagated by the media. The self image of the body seems to be dependent of social images and the individual seems to invest lots of his time to control and to supervise the appearance of its body, its "look". The collected articles show this concern. They also witness a strong presence of the marketing logics, specially, expressed in the diffusion and advising of places and products.
Diets and Food

This dimension is about news (141) which central subject is nourishment: places of meals or acquisition of specific foods, the benefits of some foods for the health and well-being, fast-food, alimentary riots...

The trend seems to be the search of the perfect nourishment to keep health and silhouette; this situation can lead to the riots of the alimentary behaviour, to the excesses – obesity –, to the scarcity – anorexia – or to the healthful obsession for - ortorexia. In parallel, there are contradictory information related to the relationship between the dangers and the benefits of diets or, specifically, of particular kinds of food, which is connected to the notion of risk society (Bck, 1992).

In these articles there is, clear and constantly, one appeal to the healthful and concordant consumptions and lifestyles with the standards presented in the media, expressed in the idea of the nourishment as a form to get a healthful appearance and a favourable physical form, that is, lean.

Health is a dimension composed by 179 articles that approach questions as illnesses (diverse pathologies of the physical and psychological forums), innovations (advances to the levels of the medical techniques and medicines), dangers (alerts to some levels - technological, pharmacological, of the practices and the behaviours), prevention of illnesses (through the promotion of the health and the physical and psychological well-being).

The concerns appear out of context and globalized; it is the case of the alimentary and the environmentally concerns in health; or the case of the pandemics, as the birds flu. However, technological advances, at same time, create new expectations with new therapies and also alert for the discovery of unknown effects until then.
Substances

This one mentions substances capable to modify the mood and conscience states and to reduce the suffering. It is the dimension with more collected articles, 209.

These news products translate the social search of different experiences to the level of the conscience and mood states and to the level of the integration and interaction, through the resource of diverse practices and substances. Here we find parts on alcoholic beverages, alcohol free drinks, tobacco, substances – as medicines –, illegal substances – as "drugs" – and several addictions.

In a transversal way to all the substances that are quoted we note the complexity of the economic interests that cross the respective fields – of medicines, drinks and others. Another transversal aspect to all the quoted substances is the fact that the substances, by themselves, are not beneficial or harmful; the benefits or damages happen, generally speaking, of the uses that each one makes of it – this conclusion, not being explicit in any of the articles, are allowed by crossing of the information of the different articles.

This dimension relates to a set of articles (168) related to travelling destinations suggestions according to a logic of valuation a natural, healthful and stress less life.

The leisure holds a double reading: on one hand, the articles (or this kind of articles) tend to fulfil, more and more, the function of entertainment; on the other hand, the presented offers tend to configure, essentially, forms of breaking up with the daily routine. This rupture can be made through more spirituals ways to reach greater serenity or through other more material strategies, as travelling, decoration, for example.


Icons

The icons represent the reference of public figures (in 133 articles): their lives and careers, forms of diversion, styles to follow.

The presence of these people in media configures them as icons, as models to follow in their consumptions – body image, dressing and the accessories, fragrances, the daily things, as the cars they drive or their travelling destinations. The icons are models of behaviour and styles to follow and imitate. And even when they appear associated to socially less valued behaviours, they transmit the idea that they had been able to get over them (with all the resulting implications).
Metareflexivity

Metareflexivity is composed by 157 articles and holds two dimensions:

1) Metadiscourse is centred in articles in which speech produces and constitutes one proper vision of the media concerning the consumptions and lifestyles. We find, here, articles where the relation, stronger and stronger, between information, entertainment and spreading or promotion is explicit, in market logic.

2) Reflexivity is centred in articles that, in some way, intend to reflect about the consumptions and lifestyles in the current societies. It discloses a concern with the media effects on the audiences, with a closer attention to those considered more vulnerable, as the children, and a concern with the excesses associated to the consumption.

The mass journalism has become, as a result of the market orientation: more focused on the profits; more dependent on the advertising; more directed to entertainment; and one guide of consumptions. This orientation has gradually also stimulated new demanding in the consumers, which stimulates consumers with critical analysis skills, with responsibility and capacity to develop organized forms of action.

The consumptions imply choices and these reflect the cultural model where they insert themselves through their meaning. Also the media consumption implies choices. To make choices the individuals must have information concerning the diverse options, as well as of the results (positive or negative) that can happen from them.

Thereby, from the conclusions of the research, we identify a need to develop strategies of inquiry-share in the areas of media literacy and consumption literacy. That is developing actions that promote citizenship in general and in consumer’s behaviour specifically. Aiming, thus, to promote the consumerism – understood as the spontaneous or elaborated participation of the consumers in the socioeconomics decisions that affect them (Saints, 1994; Hébert, 1997).

Castilho, Kathia (2006), Moda e linguagens, São Paulo, Anhembi Morumbi.

Fairclough, Norman (1995), Discourse and social change, Londres, Polity Press.

Hébert, Michael (1997), La publicité est-elle toujours l’arme absolute?, Rueil-Malmaison, Liaisons.

Lendrevie, Jacques; Lindon, Denis; Dionísio, Pedro; Rodrigues, Vicente (1993), Mercator, Lisboa, Dom Quixote.

Ponte, Cristina (2004), Leituras das notícias. Contributos para uma análise do discurso jornalístico, Lisboa, Livros Horizonte.

Santos, Beja (1994), O livro dos consumidores, Venda Nova, Bertrand Editora.

Serrano, Estrela (2006), Para compreender o jornalismo, Coimbra, Minerva.

Wolf, Mauro (1992), Teorias da comunicação, Lisboa, Editorial Presença.

Windows of opportunity for sustainable consumption: The de-routinization effect of life events Melanie Jaeger and Martina Schaefer

Consumption is embedded in a system of daily routines, habits and rituals that, on the whole, serves as a relatively well-functioning response mechanism to individual, social and societal demands, assuring continuity as well as identity. Sudden changes in consumption patterns can be seen as a threat to the continuous fulfillment of everyday requirements, making attempts towards trying to motivate sustainable consumption a difficult task. Life events such as the birth of a child or relocation challenge everyday routines, requiring adaptation to a new situation and new demands.

This process of adaptation is investigated through problem-centered interviews with persons who have recently moved or had their first child. Narratives about the life event itself as well as daily consumption in the fields of energy, nutrition and mobility have been examined, focusing on processes of familiarization in the changed situations, appropriation of space, newly evolving needs and demands as well as efforts made to fulfill them. Besides developing models of how life events change consumption patterns, this study attempts to discover starting points for interventions promoting more sustainable consumption.

The research to be presented is part of the “Life events as windows of opportunity for change towards sustainable consumption patterns” project, which is funded by the Social-ecological research program of the German Federal Ministry of Education and Research.

Contact:

Melanie Jaeger & Martina Schaefer

Center for Technology and Society

Berlin Institute of Technology

Sekr. ER 2-2

Hardenbergstr. 36a

D-10623 Berlin

jaeger@ztg.tu-berlin.de

(www.LifeEvents.de)

Making a difference in the learning process

Aloida Jurcenko, Inese Patapova, Zenija Truskovska and Velta Lubkina

Rezekne Higher Education institution

velta@ru.lv
Introduction

As a result of the rapid progress of information technologies the globalization processes, imbalance of growing social, economic and ecological systems destructively influence everything: the lifestyle of individuals, life quality and individuals’ life in general. This influence changes the manner of living for both the rich and the poor.

A scientifically based sustainable national development conception is elaborated in order to provide the same level of human development opportunities for the next generations as we have for our generation but not creating economic, social and ecological debts, which next generations would have to pay. It is based on the principle that any nation can develop in the present and in the future only by maintaining and renewing the environment in which it is living. Though the tendencies observed in the modern consumer society are contrary to the requirements set by the sustainable national development conception.

The authors’ theoretical research is concentrated on the issue what the possibilities exist for the development of comprehension of the new generation in the educational process encouraging young people choosing a sustainable lifestyle.

The necessity to introduce corrections into the organization and development of the curriculum comes forward in the context of balanced survival and desirable life quality, which are based on the opinion that is implemented into the International report “Education in the 21^st Century”, which activates learning to be (involving learning to know or to obtain the sources of understanding), learning to do, which involves the ability to collaborate creatively with the surrounding world and learning to live together, which in its part involves the ability to live by participating and collaborating with other people in all spheres of human activities.
Methodology

The aim of the theoretical research is to study theoretical literature and regularities among sustainable society development and requirements set for education in the 21^st century. The aim of the practical research is to ascertain the life skills of the youth contributing to sustainable development.
1. The Definition of the Sustainable Development Concept

A sustainable or balanced development concept appeared for the first time in Bruntland Commission Report to the United Nations. This concept gained its popularity and topicality after the meeting of the leaders of the world countries in Rio de Janeiro in 1992, where 179 leaders signed the agreement on the Action program in the 21^st century known as “Agenda - 21” (www.bvs.parks.lv).

Proper comprehension of the concept “sustainable development” is essential as currently it is diverse in the society. The authors of the research offer the summary of sustainable development definitions in the table below (see Table No. 1).

Table No. 1

• 
  Sustainable development is defined also as the development of the education process, conception, human activity, life quality, welfare, preservation of resources;
  
• 
  Several generations of people participate in the sustainable development process;
  
• 
  The aim of the sustainable development process is to facilitate common welfare of society and to provide the opportunities of the humanity to live in healthy environment implementing its own potential and abilities.
  

Sustainable development involves 3 dimensions:

• 
  Environment – it has necessary basis for sustainable development. The ecosystem currently is endangered by human actions. Satisfaction of current needs at the same time decreasing contagion of human activities is great challenge and needs new ideas.
  
• 
  Economy – an instrument by which it is possible to achieve sustainable development. Economic prosperity is a very significant tool of sustainable development as it helps to put down poverty, to finance recovery of economy, to carry out changes in our development etc. Though economic growth not always means the improvement of sustainable development. Only such economic growth, which does not produce a negative influence on environment, is supportable as a part of sustainable development.
  
• 
  Social dimension – an aim, which implies provision of sufficiently good life for both current and next generations. Sustainable development can be ensured by the support of civic society. (Our Common Future; The Brundtland Commission, 1987).
  

Theoretical approaches were studied in order to find the answer to one of the most topical questions of modern education, how to make use of current experience more effectively in order to make civic education a useful tool for making the future:

• 
  Professor Roberts Ķīlis’ approach “We have to do something in order to control consumption and overconsumption. The consuming approach towards the resources is opposed by more sustainable and healthier lifestyle. (Society participation project “Latvia 2030. Your Choice” Latgale Forum in Daugavpils).
  
• 
  Capital of Latvia’s sustainable development is people, their abilities, knowledge, talents, nature and location of Latvia, ability to collaborate and to do together the things that cannot be done individually (Sustainable development policy and guidelines, 2006).
  
• 
  When carrying out civic education in the family, at school, in the society it is very significant to allow everyone thinking about one’s own personal participation in activities, which influence social, economic, political and environmental situations that become the causes of poverty and create obstacles for sustainable development (www.google.lv).
  
• 
  Sustainable education prepares individuals for changes and life in the society based on knowledge, which would be constructive, in which people would be able to take responsibility, in the society which is tolerant and in which the uppermost one would be an individual and not business, in which individual could feel himself economically independent and enrich his own life with capacities of his creativity and liberty to take risks using new technologies (A. Šmite, 2008). Nonetheless as proved by the research of leading countries of the world in education, today’s negations in the society and in education hinder sustainable development of education and mark crisis in education (A. Šmite, 2008). Within the framework of the school there is a possibility to implement civic education in the learning process as an intermedium of subjects; as a part of out-of-class and out-of-school activities, as an integral part of the whole school policy and culture (www.iac.edu.ls). The Committee of Regions considers that education is the element which unites three pillars of sustainable development – development of economy, environmental protection and society development. Education is a precondition for the fact that an individual develops and participates in modern society as well as the preconditions of society’s development (Official Journal of the European Union, 2008).
  
• 
  Education stimulates the humanity for changes in the lifestyle. Owing to the correspondent consumer education and explanations about the advantages of sustainable development, required changes of the lifestyle have to be created so that they were more acceptable and allowed to prevent a conflict between the old lifestyle and the lifestyle considered as “convenient” and the new ways oriented towards sustainability (Official Journal of the European Union, 2008).
  
• 
  Education oriented towards sustainability is not possible without corresponding participation of teachers and academic staff, enthusiasm and encouragement of students’ skills for life. Education facilitating sustainable development is good especially for children and youth as the next generation because for them such principles would create value systems and basis of the lifestyle. Education in the sphere of sustainable development should be perceived in the family, pre-school institutions, and schools. (Official Journal of the European Union, 2008). Family plays an important role in this education process, but we have to consider that the content of life skills, attitude towards the surrounding world and its preservation are also determined by the corresponding society traditions and customs.
  
• 
  It must be admitted that the society not always comprehends the concept “sustainable development” nowadays. Therefore the Committee of Regions considers that families need consultations about the application of the sustainable development principle in daily life, because the acquisition of life skills by children is delivered basing on the feelings and practical experience (Official Journal of the European Union, 2008).
  
• 
  There are several definitions of life skills. The World Health Organization understands life skills as “an ability to act with positive behavior according to the conditions which give an opportunity for individuals to deal with daily life requirements set by life itself”. (Bluka I., Rubana I.M., 2002)
  

• 
  To take responsibility;
  
• 
  To comprehend and control one’s own emotions;
  
• 
  To collaborate with other people;
  
• 
  To think critically and creatively;
  
• 
  To solve problems.
  
• 
  Education institutions together with families take part in the process of acquiring life skills. The task of school in the sphere of sustainable development is to motivate students through the acquired knowledge, obtained skills and abilities to choose the sustainable lifestyle. The educational process is the most significant way for implementing such civic life values that would promote student’s comprehension about sustainable development principles (Official Journal of the European Union, 2008).
  
• 
  Sustainable school speaks about sustainable development in all subjects, encourages students to evaluate critically how different resources are used, motivates students and teachers to think locally and globally, promotes sustainable development in society and at school with the assistance of common activities:
  
• 
  stimulates students and teachers, who save resources;
  
• 
  uses the resources usefully;
  
• 
  collects paper for recycling;
  
• 
  appeals to students to evaluate their own personal actions in the usage of resources (www.bvs.parks.lv, 2008).
  

• 
  schools of “Seasons”;
  
• 
  “Green Routes”;
  
• 
  “Open Door Days” and seminars about environmental issues;
  
• 
  courses that promoted an environment friendly attitude;
  
• 
  exhibitions;
  
• 
  “Green Hours” (monitoring of flora and fauna “mini ecosystems”, lessons of art and those of technical character using natural materials);
  
• 
  places that regularly need to be cleaned and taken care of, etc. (Official Journal of the European Union, 2008).
  

Theoretically we clarified that since social skills are a kind of skills that ensure the establishment of social relations with other people in order to achieve particular social aims, and then abilities encouraging collaboration and communication with other people are a kind of social skill.

Wherewith we can assume that life skills can be divided into 3 groups:

1. 
   Social skills;
   
2. 
   Skills promoting self-exploration;
   
3. 
   Problem and conflict solving skills.
   

Social research methods were used within the research: qualitative and quantitative. From qualitative research methods observation and an interview method were used, but from quantitative research methods – a survey method. Since quantitative methods can provide only statistical research data, the research was supplemented with qualitative methods in order to justify the results with information and verbal research data obtained in observation.

Observation was also carried out to ascertain interrelations of the youth in daily life. We can supplement already obtained information as well as gather more genuine data in general with the help of this method.

The survey was carried out among 35 respondents – the youth provided opinion about their life skills and the possibilities of their development. The youth evaluated their social skills, self-exploration skills and problem and conflict solving skills using a 10-point system from 1 to 10 in an ascending order, where 1 – underdeveloped, 5 – averagely developed and 10 – well developed skills. The same control questions will be asked them repeatedly after 8 months, which is enough to observe the dynamics of the acquisition of life skills.

The youth consider that the acquisition of life skills in a 10-point system is average or a bit above the average. It most likely shows elevated self-esteem, inability to evaluate the situation critically.

In order to improve skills of solving conflicts, teenagers have to learn understanding himself, to analyze their own feelings and emotions, to learn regulating them, has to acquire an ability to accept other people, to evaluate critically and analyze themselves and their own activities. By analyzing oneself a person learns to comprehend others. When a person realizes own needs and is able to evaluate own strengths and weaknesses as well as is aware of own resources, able to regulate own emotions and to express own feelings, can listen other people and respect opinions of others and finally has an interest to collaborate – positive communication is established. The authors of the research are certain that the development of these given skills has to be noticed in work, first of all with the youth although they are important in all age groups. Since all of us live in society, everyone tries to establish relations with other people, and the higher the development of these skills, the more successful the socialization process that lasts a lifetime would be. This skill is a precondition for a harmonic personality.

35 respondents of the research – the youth from 2 comprehensive schools of Rezekne city and 2 schools of Rezekne district were offered an opportunity to participate in the life skills development program, which was organized within the framework of ESF supported project “JJJ – Youth with Insufficient Social Skills”, its measures “Youth for Youth”, its activities for the social teacher’s work. The youth worked in groups, as communication in a group of peers was essential and natural for the youth at this age. A group is natural environment for the acquisition of life skills: interaction with peers occur in the group with a common aim and a common activity, the group is a place where new experience can be acquired, the most significant issues can be discussed, such significant skills as communication and establishment of relationship, critical, creative thinking skills, emotions and stress management skills, decision making skills, taking responsibility and skills of solving problem situations and conflicts as well as many more practical skills are acquired. The offered program was implemented with the youth – specially trained managers, in the given case the interviewees were special education teachers and comprehensive school teachers.

Table No. 2

Table No. 3

The obtained data were summarized by calculating the average assessment according to kinds of skills and groups of skills (see Figures No. 2, 3). Pearson’s correlation coefficient formula was applied in order to compare the levels of life skills development before and after the acquisition of the program. The correlation coefficient is a ratio of relations between two variables.

The obtained results of the survey basing on the youth’s opinion with certainty show the dynamics in the acquisition of the youth life skills. It allows considering that in the next generation the system of values and sustainable lifestyle choice will develop these life skills.

Within the framework of the given program behavior correction, self-respect and self-esteem development were carried out along with the development of life skills.
Conclusions

1. 
   The launched work with the youth needs to be continued in order to make these life skills lasting as they need time, consolidation and strengthening in similar programs and activities of different types.
   
2. 
   It is necessary to carry out the training of social teachers and general teachers so that they could implement such and similar life skills acquisition programs for the youth, as well as to become moderators for other teachers.
   
3. 
   It is necessary to find an opportunity to elaborate new programs for the acquisition of life skills for the youth having different levels of the acquisition of life skills.
   

1. 
   Bluka I., Rubana I. M. Dzīves prasmju apguve skolā [Acquisition of Life Skills at School]. Methodological aid. – R.: Preses nams, 2002.- 41 p.
   
2. 
   Official Journal of the European Union, 2008.
   
3. 
   Engere L, Gleške L., Kvjatkovska I., Šulce D., Lomu spēles sociālā pedagoga darbībā [Role Plays in the Work of a Social Teacher]. SDSPA „Attīstība”, 2004.
   
4. 
   Sustainable development policy and guidelines, 2006.
   
5. 
   Kušners E., Latvia’s Society participation project “Latvija 2030. Tava izvēle.” [Latvia 2030. Your Choice] Zemgale Forum in Jēkabpils.
   
6. 
   Ķīlis R., Latvia’s Society participation project ”Latvija 2030. Tava izvēle.” [Latvia 2030. Your Choice] Latgale Forum in Daugavpils.
   
7. 
   Šmite A, Ilgtspējīga izglītība attīstībai: kursu materiāli [Sustainable Education for Development: course materials], 2008.
   
8. 
   www.bvs.parks.lv, 2008.
   
9. 
   www.google.lv, 2009.
   
10. 
    www.iac.edu.lv, 2009.
    
11. 
    www.reclatvija.lv Regional Environment Centre: Project for Sustainable Development of Schools in the Baltics 2001 – 2003.
    
12. 
    Our Common Future: The Brundtland Commission, 1987.