Intellectual contributions include experience in and out of school, training, skills, and natural abilities. Many of the advances in our world today are the result of the application of intellectual human resources. Finally, labor brings creativity and innovation to businesses. Without creativity, innovation would stall, and economies would stagnate. Remember that resources need to be productive. Money certainly helps the economy move along more efficiently and smoothly, like grease for the economic machine.
In contrast to natural resources, capital is a resource that has been produced but is also used to produce other goods and services. This factor of production includes machinery, tools, equipment, buildings, and technology. Businesses must constantly upgrade their capital to maintain a competitive edge and operate efficiently. In the last couple decades or so, businesses have faced unprecedented technological change and have had to meet the demands of consumers whose lives increasingly take place in a virtual world.
Almost every business has a Web presence, and many customers are more accustomed to interacting with a virtual version of the business than a brick and mortar store. Thus far we have looked at natural resources, human resources, and capital as three inputs needed to create outputs. The last one we need to consider is perhaps the most important: entrepreneurship. This resource is a special form of labor provided by an entrepreneur.
An entrepreneur is someone who is willing to risk his or her time and money to start or run a business—usually with the hope of earning a profit in return. Entrepreneurs have the ability to organize the other factors of production and transform them into a business.
Without entrepreneurship many of the goods and services we consume today would not exist. If you consider just some of the factors of production involved in baking even a very simple cake, what would happen if one of the four inputs were missing?
What evidence exists that the extraction of resources has harmed, or may harm the environment? To conclude, facilitate a debate about the types of activities that should be allowed in each location going forward.
In general, how should humans address the overlap between needed resources and the environment? A resource map is one type of map that is used to show the distribution of different resources in a region. Help students understand the idea of a resource map by visiting the Freshwater Availability resources map.
Have students examine the map and identify its purpose. Students should determine that the map depicts the varying amounts of fresh water available to people throughout the world. Then have students describe what type of conclusions can be drawn from such a map.
For example, they might notice that fresh water is more available in South America than in Africa. Have students explain why this map might be useful for scientists.
Then have students conduct research about the resources in their own state or region. Students can create a resource map that shows crops, minerals, water, or other resources available to the people who live there. Instruct students to use symbols to represent the resources on the map and to include a map key. Tell students that they can include as many resources as they think would clearly and logically fit on the map. When they are finished, have students share their maps with other students.
Ask: What types of organizations, agencies, businesses, or people might find these maps useful? The audio, illustrations, photos, and videos are credited beneath the media asset, except for promotional images, which generally link to another page that contains the media credit.
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Any interactives on this page can only be played while you are visiting our website. You cannot download interactives. Different regions have access to different renewable or nonrenewable natural resources such as freshwater, fossil fuels, fertile soil, or timber based on their geographic location and past geologic processes. Their question is whether there are new opportunities for growth and job creation, and if so, how these can be used best to increase social inclusion and reduce poverty.
To promote the creation of green jobs at national, sub-national and local level, the Green Jobs Programme leverages different means of action: National and sectoral research of the potential for green jobs creation Policy advice, based on the outcomes of the research, to better connect environmental and labour policies Capacity building and coaching for constituents to enable and improve social dialogue and ensure their full engagement in relevant policy debates and national strategies Pilot projects at sector and local level on green entrepreneurship, green business, vocational training, employment-intensive infrastructure, etc.
In general, a democratic social dialogue space facilitates information exchange and the sharing of demands and concerns. It allows for a shared assessment of the issues and provides the opportunity to better understand the challenges and opportunities of the different actors. The understanding of the different perspectives allows for consensus-building and makes it possible to anticipate and manage possible conflicts.
The participation of social partners in policy dialogues is key to ensure a just transition as they are voicing those who are most directly involved and affected; employers and workers. Government assistance to both workers and enterprises will be necessary in many cases. Main international environmental processes e.
UNCED, Johannesburg Summit, Agenda 21 have also recognized participation and social dialogue as key elements of sustainable development and established respective mechanisms. Economic activities of women, particularly of poor women living in rural areas, are more dependent on natural resources. Changes in the environment will therefore have a direct impact on women and their quality of life. Women are among the poorest of the world and are recognized as one of the most vulnerable in face of environmental degradation and climate change.
Different research identified that worldwide there are strong gender gaps in access to resources and income-generating opportunities, in decision making positions at local and national levels and in access to education and human development.
Those inequalities tend to exclude women from the short and long term benefits that the green economy can provide. Worldwide, women have less access than men to resources that would enhance their capacity to adapt to a changing environment. They have less access to land, credit, agricultural inputs, decision-making bodies, technology, training services, among others.
This is particularly true for the vast majority of women working in the informal sector and in small enterprises, lacking capital and access to credit and information.
The promotion of green jobs particularly in smallholder agriculture and waste management can lead to greater gender equality. Strong investment in skills, rural infrastructure and organization to enable smallholder farmers to adopt greener and more productive farming practices could boost food security, lift tens of millions out of poverty and prevent accelerated rural—urban migration.
Recycling is critical for energy efficiency, avoidance of waste, safe treatment of hazardous waste and recovery of valuable materials. Employment could be increased significantly by improving recycling rates, and there is major potential to improve social inclusion and reduce poverty through formalization, as the majority of waste pickers, notably women and child labourers, are concentrated in informal employment.
Those skills needs can be anticipated by making adjustments to existing education and training systems and by creating new trainings opportunities. These can be an important stepping stone for giving youth, women and other disadvantaged groups access to the job and income-generation opportunities that will be created in a green economy.
Green Jobs Programme pilot projects at sectoral and local level demonstrate that there are many opportunities to create decent work with a reduced impact on the environment. Some examples are: Renewable energies: Training on solar panel installation and maintenance has proven to be very effective in rural areas in Bangladesh.
The training allowed the participants mainly women to use solar power in their own households and start small businesses by providing installation and maintenance services to other community households. Sustainable construction: According to a ILO study conducted on the subject in the Gaza Strip, sustainable construction has the potential to create new job opportunities and improve working standards while improving the efficiency of materials, energy and water use in construction and buildings.
Sustainable construction uses local and recycled materials, exploits renewable energy and rainwater and produces less sewage water and pollution.
Sustainable agriculture: Changing the production patterns in agriculture allows not only to reduce the impact on the environment, but also to better cope with a changing climate including floods, more severe droughts etc. Sustainable agriculture is labour intensive and can therefore create more job opportunities in this sector.
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