Education, Teacher Essay Example for Free

Education, Teacher Essay How can teachers be advocates for children in and out of the classroom? Teachers play an important role, everyone knows that, but does anyone actually know how much teachers do for us? It seems that teachers are just an authority figure at school, but it is so much more than that. Teachers are in a classroom with about 25 children who thirst for an education. Teachers quench this thirst with the knowledge that they teach in the classroom. Teachers do not just advocate children in the classroom; they continue to do so in the community and the lives of people. Teachers advocate for children in the classroom. â€Å"What students need to succeed in the twenty-first century is an education that is both academically rigorous and relevant to the real world† (Covey). In the classroom, teachers are resource providers, instructional specialist, curriculum specialist, classroom supporters, learning facilitators, mentors and school leaders they are also learners that learn new things each and every day from the children they teach. Children look up to teachers for help, advice, tutoring, and guidance. In the classroom, teachers teach the curriculum they have planned for the day and are expected to help any child that is falling behind or does not understand. Discipline is also a part in the learning process. With all the cheating and various ways of bullying, schools these days have turned into a place you do not want to be at because you feel in danger of getting physically or mentally hurt (Covey). The misbehavior of these cheaters and bullies are preventing their classmates from learning and teachers from instructing the thought out session (Rizzolo). Teachers should always on the first day(s) of student attendance, get off to a good start and execute the rules of the classroom, to avoid this misbehavior from happening. Of course, the classroom rules should tie in with the school policies. When teachers are stating the classroom policies their tone must be stern but not strict, this is to ensure that the students do not take the teacher lightly. The teacher has a role in the community also. Teachers’ role in the community is extremely important, since it is the teachers who are the backbone of the educational system. The whole educational system starts with the school board. The school board comes up with all the school policy that every school must follow. Once these policies are set in stone, administrators interpret them, but the teachers are the ones that personally enforce these school policies and make sure everyone obeys these policies. For teachers to maintain support from the community to keep the school itself running, the community must have a positive observation on the teachers. In order to uphold this positive outlook, teachers must be prepared for the unknown and keep a positive attitude throughout (Nebor). Teachers play a valuable role in todays society. The government creates the standards of living and suggests ways of assessment. Our administrators direct the teachers to teach these standards that the government has created for us. After being directed by the administrators, the teacher educates the students on these standards. Therefore, it can be agreed that teachers are responsible for the society, or in other words is the backbone of society. As stated in the previous paragraph, a teacher is a figure that not only educates on an academic level, but also on a social level in order to create character and citizenship. As time passed, the message that teachers attempt to get across has changed but the meaning behind it has not. â€Å"A teacher must help form society at the foundation† (Covey). For today’s children will be tomorrow’s leaders. Teachers have an impact on the lives of others. Certainly, teachers affect the lives of the children they teach, but how? Teachers give their students encouragement by saying Come on, you can do it youve got this! or Hey, I believe you can achieve more; give it your all! †(Five Ways Good Teachers Change Lives) or other uplifting phrases such as a quote that I live by that says â€Å"Dont give up just because of what someone said. Use that as motivation to push harder. † Like encouragement, teachers also support their students by conveying the belief that their students can succeed at anything they put their mind to. The teacher must care for the students; have the child’s best interest in mind. Being a teacher like the teachers who risked their lives for their students in the Sandy Hook shooting in Newtown, Connecticut, is not necessary but showing them respect and support and encouragement is. Most importantly, challenge the student. Set high standards and push the student to succeed in everything they set out to do. Call out the best from them by rewarding them with some praising words. Just remember do not speak words of devastation, cause humiliation, express indifference, use authority to cause fear, or act out of anger and frustration, and all will be good. Parents expect a lot from teachers. Parents expect their child to learn from his or her teacher what they cannot be taught at home. Parents want their child to gain knowledge of obedience, traditional values, admiration, good manners, and responsibility throughout their whole school experience (Covey). Parents want to be able to schedule a one on one conference with the teacher to discuss their child’s progress or any problems the child is having, and how they are doing in the class or if they are not doing so well how they can improve. Teacher’s ability to inspire children to learn should be acknowledge for enthusiasm or passion cannot be taught, but it can certainly be transferable. Also, the teacher’s ability to understand the child’s perspectives should also be acknowledged, because good teachers will see what their students need to succeed. Children should be free to make their own mistakes and not be afraid of being punished, how else will they learn if you do not give them any room. Yes children should be able to make their own decision; you should also give them space to express themselves freely. One thing that you can make sure of is wherever they are expressing themselves or making their own mistakes they are in a safe environment. Teachers also inspire one another. Teachers all have a common goal, so why not come together and share. A lesson that on teacher teaches may inspire on if not many other teachers to do/plan a similar lesson. No one teacher can know everything there is to know in this world, so they learn from each other. Social media is a great place for teachers to acquire ideas for a lesson. Sites such as Twitter, Facebook, and Pinterest are outstanding sites for teachers to connect with students and other teachers (Bort). Students benefit from this by having the opportunity to obtain assignments that they have missed and obtain information. Teachers benefit by having a way to communicate with students out of the class and get a hold of some inspiration (Vartan). Being a teacher is not an easy job. Teachers must always demonstrate leadership in multiple ways. A teacher should do everything that can to ensure that their students grow up to become a mature, responsible, and respectable person. Who knows the student may become the teacher and the teacher becomes the student. Works Cited Bort, Anji. Personal Interview. 13 Feb. 2013. Covey, Stephen R.The Leader in Me. New York: FranklinCovey Co. , 2008. Print. â€Å"Five Ways Good Teachers Change Lives. † Passing the Baton. WebSpark Design, 18 Nov 2009. Web. 16 Feb. 2013 http://www. passingthebaton. org Nebor, Jon N. The Role of the Teacher in School-Community Relations [microform] / Jon N. Nebor Distributed by ERIC Clearinghouse, [Washington, D. C. ]: 1984 http://www. eric. ed. gov Vartan, Starre. â€Å"How teachers use social media in the classroom to beef up instructions. † MNN, 2012. Web. 19 Feb. 2013 http://www. mnn. com.

Importance of Strategic Planning and Management

Importance of Strategic Planning and Management Strategic management involves decisions concerning what a company might do, given the opportunities in its environment; what it can do, given the resources at its disposal; what it wants to do, given the personal values and aspirations of key decision makers; and what it should do, given the ethical and legal context in which it is operating (Dobson). Organizations need to know where they are heading to and a firm concept of the kind of business it is in. An organizations product-market scope specifies the particular products or services of the organization and the growth vector is the direction the organization is moving in terms of its current product-market scope. Strategic management is an art and science that must be studied by top management and it involves formulating, implementing and evaluating the cross-functional decisions that have been created so that an organization can achieve its objectives. The organization identifies its objectives, acquire the resources needed to i mplement the policies and strategies to achieve its goals. In order to be successful, strategic management synthesizes the activities of the different sectors of the business such as sales, marketing, production, etc. so that organizational goals can be achieved. Also, strategic management is a continuous process of assessing the business, the industry it belongs, its competitors, for the improvement of the organization. According to Carter McNamara, Strategic planning determines where an organization is going over the next year or more and how its going to get there. (McNamara 2008). The strategic planning process is organization-wide, or it can be focused on a major function. The major activities of the strategic planning process include strategic analysis; setting strategic direction; and action planning. Small business owners need strategic planning because it involves figuring out where the business is going with the aim of achieving overall success and at the same time, pinpoint strategic objectives. Owners of small businesses must give time to look for ways to grow and increase turnover. Most big businesses have used strategic planning when they were still new and small businesses. Strategic planning and business strategy are essential to achieve the goals of the business and without strategic planning and decision making, no business can head forward over the long term. Strategic demands the owners own thoughts and ideas and owners must make it as a major concern. His/Her personal investment in strategic planning is essential and fundamental to make the business to grow and improve the way the business operates and without strategic planning, the business will likely stumble into one problem to another. Therefore, small business owners must consider strategic planning frequently and regularly as it is essential to long term success. The four functions of management in relation to the creation and implementation of an organizations strategic plan are as follows: planning, organizing, leading, and controlling. This paper is going to analyze an external IT company that has been assigned and contracted to take over the internal IT functions of an organization, particularly, the desktop support department. The goal of the external IT Company is to offer the highest quality service with an equally high financial return rate. In the planning stage, the company has to analyze the needs of the organization in terms of technology such as hardware types to support, peripherals, and other various office related equipment. The number of customers impacts the number of support staff needed and the skill levels required. The next phase is organizing and the company is going to reduce the number of their desk side support team for the purpose of minimizing expenses but they have to assign a technician to build an operating syst em, customize it so that the security needs and standards of the organization are met. The next phase is leading and its purpose is to channel the behavior of the personnel so that the organizations mission and objectives are accomplished. In the IT Company, they need to establish good relationship with their staff, give good compensation and benefits, provide them with the best training, promotion, and others so that they will be motivated and become more effective and contribute to the success of the organization. The last function is controlling which refers to the process of establishing the performance standards according to the companys objectives, comparing and taking preventive or corrective action as necessary. The controlling function involves evaluating and reporting the actual job performance of their staff. It is important that these points be studied and further corrective and preventive actions can be decided. In solving performance problems, there is a need for manag ement to higher their standards, speak to the employee on any problem that hinders him/her to work excellently, and check any other problems that may affect performance. Effective and efficient management leads to success, the success where it attains the objectives and goals of the organizations. (Pakhare, J. 2007). In achieving the ultimate goal, management has to be creative in solving problems in all the four functions. References http://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_chapter/140511181X/Dobson_strategic%20management_sample%20chapter.pdf http://www.oppapers.com/essays/Definition-Strategic-Management/127324 http://managementhelp.org/plan_dec/str_plan/basics.htm http://www.articlesphere.com/Article/The-Importance-of-Business-Strategy-Planning/156896 http://www.articlesbase.com/strategic-planning-articles/four-functions-of-management-outsource-technology-377102.html http://answers.yahoo.com/question/index?qid=20070510055850AAFFm0y http://www.buzzle.com/articles/management-concepts-the-four-functions-of-management.html

Mechanically agitated fermenters

Mechanically agitated fermenters Abstract Traditional mechanical agitation fermenters have dominated the industry since the antibiotic era as needs changed new fermenter designs were created. As a result air lift agitated fermenters were created and have many merits in comparison to mechanical agitation fermenters. In this essay we will go through both systems merits in regards to mixing, aeration, practicality and energy costs Introduction Agitators are mechanical instruments used to mix substances, Fermentation is an age old art in which organic substances are broken down and reassembled into other substances. Fermenters are large bioreactors in which fermentation occurs, fermenters are the instruments employed to manufacture economically viable biological products. Their basic function is to provide a controlled environment in order to achieve optimal growth and product formation of the particular biological product required. For biotech and pharmaceutical purposes the products from fermentation are microbial cells or biomass, enzymes, and microbial metabolites such as antibiotics and ethanol. The basic desired functional properties of all Fermenters are that they can create gas liquid interfaces without making foam a problem. They should sufficiently hold up dispersed phases and allow reasonable heat transfer. They should also be able to control bulk flow so no dead zones can form. In league with these functional re quirements they should be cheap, robust and have a simple mechanical design additionally they should have low power consumption and be easy to scale up. In this essay we will compare two different types of Fermenters, airlift Fermenters and mechanically agitated Fermenters. Both types of mixers within Fermenters results in the intermingling of two or more dissimilar portions of material resulting in the acquirement of either physical or chemical uniformity in the final product. In industrial fermentation reactions there is a basic requirement of substrate, organism, water and oxygen. Mixing within Fermenters usually causes equilibrium between, rate, purity and production yield. Mechanical agitators are used in traditional Fermenters for mixing they maintain optimum substrate biomass concentration everywhere, keeps solid suspended, disperse oxygen, and allow an upkeep of total bubble surface area and the recycling of air bubbles (figure 1). Mechanically agitated Fermenters Mechanically agitated Fermenters require a relatively high input of energy per unit volume. In these systems a large variety of impeller shapes and sizes are available to produce different flow patterns inside the Fermenter. The use of multiple impellers produces better mixing that works in addition with baffles that are normally used to reduce vortexing. Approximately 70-80% of the volume of stirred reactors is filled with liquid. Foaming may be a problem with this type of Fermenter. Foam breakers, may be necessary. It is better to use mechanical anti foamers over chemical anti foamers because the chemicals often reduce oxygen transfer rate. One of the limits of this system is the use of high speed impellers can damage and even destroy cells. Aspect ratios of these Fermenters vary over a wide range. For aeration to be increased a higher aspect ratio is needed (H/D rates). Increased aeration results in greater contact times between liquid and rising bubbles and produces hydrostatic p ressure at the bottom of the Fermenter. Bubble column /Air Lift Fermenters In these systems aeration and mixing are achieved by gas sparging. Gas is sparged only into the riser. Decreased liquid fluid density and gas accumulation cause the liquid in the riser to mover upwards. Gas disengages at the top of the vessel leaving heavier bubble-free liquid to recirculate through the downcomer. This process needs less energy than mechanical stirring. This mixing, method is used in the production of beer and bakers yeast. The advantages of this method over mechanical agitation are, lack of moving parts, low capital costs satisfactory mass and heat transfer. Air lifted Fermenters produce heterogeneous and homogenous medium flows. In heterogeneous flow, Bubbles and liquids tend to rise up in the center of the column while a corresponding down flow of liquid occurs near the walls. In Homogenous flow, bubbles rise with the same upward velocity with no back-mixing of the gas phase. Foaming may also be a problem with these Fermenters. There are two kinds of air lift Ferm enters internal loop and external loop Fermenters. Mixing is better in external loop Fermenters because the riser and downcomers are further apart in external loop vessels which cause the density difference between fluids in the downcomer and riser to be greater meaning circulation of the liquid vessel is faster due to fewer bubbles being carried to the downcomer. Airlift Fermenter are normally used for the culture of immobilized catalyst and the culture of plant and animal cells because of their low sheer level. Mixing Stirred Fermenters and air lifted Fermenters both offer adequate mixing and mass transfer. However when a large Fermenter is required (50-500M3) for a low viscosity medium air lift vessels may be a better choice due to their advantages. These being they are cheap to install and operate. When scale up is required large mechanical agitators are impractical as the power required to achieve adequate mixing becomes very high. Mechanical agitators are used for high viscosity cultures. Mass transfer rates decline at viscosities greater than 50-100 cP. Mechanical agitation creates much more heat than sparging of compressed gas. This can become a problem when the reaction temperature is high for example when trying to produce single celled proteins from methanol, removal of frictional stirrer heat can be problematic this is where air-lift agitation is preferred. Comparison In brief the conventional, stirred tank bioreactor has dominated the industry since its successful application in the antibiotic era and most fermentation processes today use Fermenters of this type because of this. However due to change in the industry in regards to products in demand. Such as the growth of hydrodomas cell and recombinant DNA technologies of genetically modified cells of plant, microbial and mammalian origin imposed new demands that traditional agitators could not provide at an economically viable level. For this reason new novel Fermenters where designed and put into use. The air lift Fermenter being one of them. The air lift Fermenter has no movable parts or motors the only power requirement comes from the air compressors that provide air through the sparging system. No mechanical agitation occurs, the air bubbles forced through the sparger cause induced turbulent liquid mixing and mass transfer in which mixing rates and aeration rates are coupled together. Their main advantage is low sheer and energy requirement along with aseptic seals not being required around the shaft which makes them highly suitable for producing single celled protein. Additionally in air lift Fermenters mixing is improved by the inclusion of a draught tube to impart a circulation loop which produces a higher oxygen mass coefficient (KLA). The Air lift Fermenters are ideal when there is need for gentle agitation. Whereas the conventional mechanical agitated Fermenters have a broader range of application but they have a poorly defined mixing pattern in comparison to airlift Fermenters. Additionally they cannot be aerated at a high enough rate due to impeller flooding. Practicality wise they have a long life, the mechanical agitation configuration has become too established in processes for new methodologies to replace them. It would be too expensive to do. Aeration To provide aeration into a vessel means to supply or expose the medium to the circulation of air. Airlifted Fermenters provide a much greater aeration than mechanical agitators as gas is constantly pumped into the medium and consequently causes fluid circulation. Aeration within a mechanically agitated Fermenter is controlled by the type of impeller and baffle system. For example Turbines, propellers and paddles are generally used in low viscosity systems and operate at high rotational speed inside the Fermenter. Turbines are normally used for dispersion of gases in liquids. There are many types angled-blade turbines and retreating-blade turbines, the rushton/inclined six blade impeller. Similarly for large vessels with high aspect ratios it is common practice to mount more than one impeller of the same shaft. Baffles are of particular importance as they prevent gross vortexing which is detrimental to mixing/ aeration they are normally fitted on the walls of a vessel. Practicality Depending on the product being produced in the Fermenter and the viscosity of the medium practicality of mechanical and airlift agitators differ. Mechanical agitators are very practical when it comes to mixing highly viscous non Newtonian mediums however the power for this can be very high and subsequently this increases the costs. Additionally the practicality of the Fermenter being used in regards to merits is determined by the type of product being produced, the microbiology of particular cell systems in use coupled with the morphology and nutritional requirements needed for optimal growth. The geometric configuration of the Fermenter play an important role. Effective mixing to minimise temperature, PH concentration gradient are very important particularly with mechanically agitated Fermenters especially when a process is scaled up. Additionally the viscosity of the medium plays an important role, does the medium behave in a Newton or non Newton manner is it a solid or liquid sta te fermentation. The sheering effect of a particular agitation system dictates whether sheer sensitive cells can be cultivated. All of this is taken into account keeping in mind what is best for economic performance. For example large mechanical agitators have better Practical use than air lift agitators for use with the following cell systems, these are immobilised Bacteria, yeast and plant cells and are used for the for the production of products such as ethanol, monoclonal antibodies, growth factors and medicinal products. This is because they can tolerate sheer at a level best for productivity. Resulting in large quantities of moderate quality products with good profit costs. Alternatively air lift agitators are generally used for the cell systems of bacteria yeast and other fungi producing products such as single celled proteins E.G. Quorn, enzymes, secondary metabolites and biosurfactants. This is because they are more economically practical due to them having low sheer values meaning they do not damage the cells, they have much lower running costs and they can produce higher value sheer sensitive GM pr oducts. Furthermore when it comes to scale up with airlifted Fermenters it can be difficult to alter stirring rates making it difficult to deal with important rheological changes and foaming. This is where mechanically agitated Fermenters are favoured. Also air lifted Fermenters are less flexible than mechanically agitated systems as Aeration is responsible for homogenization. Energy use and Cost Mechanical agitators use more energy have moving parts, seals and are more expensive to run than airlift fermenters. The main benefit of air-lift Fermenters over mechanical agitators is that they can be constructed at much greater reactor volumes air-lift Fermenters can be built at volumes of several thousands cubic meters while mechanical operated agitators can be scaled up to a maximum of 800-1500 m3 (Ruitenberg et al 2001) As a consequence of this the investment costs of air-lift Fermenters is significantly lower when compared to mechanically operated agitators of the same capacity. At higher volumes mechanical agitators cause mechanical problems because of the large power requirements of the impeller. Furthermore, scale-up of air-lift Fermenters is much more straight forward than that of mechanical agitated fermenters. Scale-up from a 5 m3 pilot to 1500 m3 and larger is well defined. (Ruitenberg et al 2001) Figure 3 shows the Capital cost comparison of air-lift Fermenters vs. mechanical agitated fermenters. The cost for a mechanically agitated fermenter is defined as 1 for a 1500 m3 tank. The c ost of a 1500 m3 air-lift fermenter is a bit lower than that of the equivalent mechanically agitated fermenter. However, the investment cost follows the 0.6 rule until 6000 m3 is reached. Above 6000 m3, more than one air lift fermenter may need to be used. Another advantage of air-lift fementers over mechanical agitated fermenters is that the oxygen input efficiency is the same or better at considerably lower shear. Additionally Because no moving parts are present in air-lift Fermenters, the costs for maintenance will be lower as compared to mechanically agitated fermenters. The combination of high oxygen input efficiencies and low maintenance costs results in lower operational costs. Shear rates are much lower in air-lift Fermenters than in mechanically agitated fermenters. Low shear rates facilitate growth of biofilms, which can increase the reaction rate. This advantage is thought to be greatest when thermophilic bacteria are used. Because a three-phase settler can be integrated on top of an air-lift fermenter, the solids retention time can be separated from the hydraulic retention time causing biomass retention, (Ruitenberg et al 2001) Conclusion Mechanically agitated Fermenters have been in use since the beginning of the industry however due to changes in demand that comes with time in regards to technology and products needed novel Fermenter ideals were designed and put into fruition the air lift Fermenter is but one. In many ways this air lift agitators have many advantages as was just discussed. References Barker, T. W. and J. T. Worgan (1981). The Application of Air-Lift Fermenters to the Cultivation of Filamentous Fungi. European Journal of Applied Microbiology and Biotechnology 13(2): 77-83. Chisti, Y. and U. J. Jauregui-Haza (2002). Oxygen transfer and mixing in mechanically agitated airlift bioreactors. Biochemical Engineering Journal 10(2): 143-153. Fontana, R. C., T. A. Polidoro, et al. (2009). Comparison of stirred tank and airlift bioreactors in the production of polygalacturonases by Aspergillus oryzae. Bioresource Technology 100(19): 4493-4498. Margaritis, A. and J. B. Wallace (1984). Novel Bioreactor Systems and Their Applications. Bio-Technology 2(5): 447-453. Ruitenberg, R., C. E. Schultz, et al. (2001). Bio-oxidation of minerals in air-lift loop bioreactors. International Journal of Mineral Processing 62(1-4): 271-278. Williams, J. A. (2002). Keys to bioreactor selections. Chemical Engineering Progress 98(3): 34-41.

The Equal Rights Amendment Essay -- Women Feminism Equality Essays

The Equal Rights Amendment "Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex."   Ã‚  Ã‚  Ã‚  Ã‚  In 1923, this statement was admitted to Congress under the Equal Rights Amendment (ERA). The ERA was a proposed amendment to the United States Constitution granting equality between men and women under the law. If the Era was passed, it would have made unconstitutional any laws that grant one sex different rights than the other. However, in the 1970s, the Era was not passed, and therefore did not become law.   Ã‚  Ã‚  Ã‚  Ã‚  The idea for an equal rights amendment first became acknowledged in the early part of the twentieth century. In 1916, Alice Paul founded the National Women's party (NWP), a political party dedicated to establishing equal rights for women. Traditionally, women were viewed as weaker and inferior to men. The purpose of the ERA was to prohibit any person from acting on this belief. Alice Paul viewed that equality under the law was the foundation essential to full equality for women.   Ã‚  Ã‚  Ã‚  Ã‚  In November of 1922, the NWP voted to work for a federal amendment that could guarantee women's equal rights regardless of legislatures' indecisions. The NWP had 400 women lobbying for equality.   Ã‚  Ã‚  Ã‚  Ã‚  Despite strong opposition by some women and men, the NWP introduced and Equal Rights Amendment to the United States Constitution in 1923. In order to become law, the amendment needed a two-thirds vote in both houses of the congress of the United States, or a supporting petition of two-thirds of the state legislatures. Then the amendment would have required ratification by three-fourths of the states. However, it failed to get the two-thirds majority required to move onto the states for approval. The proposed amendment also failed in following sessions until 1972, when it won a majority vote in Congress. The main objectives of the women's movement included equal pay for equal work, federal support for day-care centers, recognition of lesbian rights, continued legalization of abortion, and the focus of serious attention on the problems of rape, wife and child beating, and discrimination against older and minority women. The ERA would have addressed all of these issues if it were passed.   Ã‚  Ã‚  Ã‚  Ã‚  Had it been adopted, the ERA would have resolved the paradox of an oppressed majorit... ...t giving the Supreme Court and federal agencies authority to spell out the meaning of equal rights would be risky. Decisions made on such a level would be too far removed from the ideas and desires of the people. Opponents felt that equal rights should be dealt with on a local or state level where legislators can be voted out of position if the people do not like some of the decisions made.   Ã‚  Ã‚  Ã‚  Ã‚  Although the ERA did not pass, all of the actions made by NOW, NWP, and any of the other women's movements, have greatly aided women in their battle against sex discrimination in the work place, in educational institutions, and in their roles as wives and mothers, and finally laid to rest the controversy over protective legislation and equal rights.   Ã‚  Ã‚  Ã‚  Ã‚   Like the Fourteenth Amendment, we are inclined to forget that the ERA was designed not to change values but to modify behavior of mainstream citizens by changing the constitutional status of a particular group. The ERA's purpose was and is to provide equality of opportunity through the Constitution and legal system for those women who want to realize full personal and professional expectations within mainstream America.

sociological methods :: essays research papers

Methods As we were interested in attitudes and experiences of our subjects we decided to use a qualitative approach to conduct our study. We wished our respondents to define their attitudes and experiences using their own words and meanings therefore it was considered that quantitative data was not appropriate for such a study. Qualitative study is more in-depth and much less structured than a quantitative approach, generating a greater depth of information (Mason 1996) A semi-structured interview technique to gather our data. This was chosen because of the benefits that this method entails and because of the disadvantages of the standardised and non-standardised methods (Gilbert, 2001). The standardised model was discarded because although all respondents received the same questions in the same order the system lacked credibility due a number of facts. Firstly, not every respondent may have the same interpretation of a question thus answers could not be compared to any degree of certainty. Secondly, the interviewer was unable to clarify any questions that the respondent did not fully comprehend. Most importantly, though, was the fact that the interviewer was unable to explore any area that our respondent unexpectedly enlightened us to, this also hindered us from asking any supplementary questions that may have furthered our findings (Punch, 1998). A non-structured approach was instantly ruled out as we wished to gage specific attitudes and experiences of drugs from our respondents. A non-standardised interview could have left us with an abundance of irrelevant material and little of any actual use. The semi-structured method has many benefits. Not only does this technique give the interviewer room for scope to probe, clarify and alter his or her interview schedule on the spot but it is also relatively easy to code and analyse the information that is procured (Seidman, 1998). The Sample Our sample were four third year students, two males and two females. Third year was chosen as our sample year-group as this allowed the respondents time to have become fully integrated into the Stirling student ‘life-style’. The sample was approached at random in the Stirling University union, ‘The Studio’. Random individuals were asked if they were 3rd year students and if so were they willing to take part in our survey. The sample were informed of the purpose of our research and confirmed the area of questioning which we wished to pursue. The sample was told that the location for their interview was entirely at their own discretion.

Coordinate Activities And To Use The Available Resources

A formal national EE scheme or policy though has every bit yet non been set up due to miss of political will ( Mayo et al. , 2008 ) , even though the National Environment Education Strategy Action Group was set up in early 1996 ( Department of Health Policy and Planning, 1997 ) . Research shows that EE has ingrained its roots in the primary educational field ( Pace, 1997 ) , where it is reasonably easy to incorporate cross-curricular EE in the schoolroom since most of the clip there is merely one instructor responsible for the instruction of all the topics. In the secondary educational field, it is less easy, since different topics are thought by different instructors and therefore acquisition is more disconnected. Pace ( 1997 ) argued that there are three obstructions which limit the extract of EE in secondary school course of study: stiff capable compartmentalization deficiency of preparation for learning forces stiff timetables and direction constructions Environmental surveies was introduced as a topic in the secondary course of study, but it is non implemented in public schools where they still have separate lessons and instructors for geographics, history and societal surveies. Still environmental issues are normally tackled in scientific topics such as incorporate scientific discipline, biological science, chemical science, natural philosophies and geographics. The EkoSkola programme though, in both primary and secondary schools, has successfully driven multidisciplinary EE in schools. The programme supports a whole school attack and weaves EE rules within a school ‘s direction policy and the mundane running of the school. In post-secondary schools acquisition is even more disconnected with different instructors learning non merely different topics, but besides different subjects within the same topic. Like in secondary schools environmental issues are normally addressed in science-related topics. In 1994, an intermediate degree certification in Environmental Science was launched. However, the class does non supply a holistic overview of environmental issues because the syllabus panel regarded the debut of socio-cultural facets as an effort to chant down the course of study ( Pace, 1997 ) . Students taking to inscribe into university, have to follow a Systems of Knowledge class which consists of four faculties. Module 4 is called ‘Sustainable Development and Environment ‘ and apart from taking to further cognition on local and international sustainable development issues, it besides aims to further pro-environmental attitudes and values such as: The value of sustainable development as a merely method of covering with environmental issues Concern and duty for the environment Committedness to actively take part in enterprises aimed at protecting the environment ( Matsec, Syllabus 2011 ) The job with this class though is that it involves a concluding scrutiny and at least a base on balls is a demand for university registration. Harmonizing to Pace ( 1997 ) , the class ‘s purposes are non wholly fulfilled as the scholars ‘ chief concern is to obtain a certification in the topic instead than widening their cognition.2.2.2 Problems with Education for Sustainable DevelopmentHave pedagogues responded to the demand, values and methods of ESD? Harmonizing to Bybee ( 1991 ) , pedagogues have responded neither ap ­propriately nor sufficiently, but they have reacted chiefly by concentrating on modern-day jobs individually, such as the energy crisis, acerb rain or population growing, and the consequence has been uncoordinated, unconnected educa ­tional stuffs. Sterling ( 2001 ) suggests that a ground why educational systems across the Earth have hardly responded to the challenge of reorientation may be that there has been deficient elucidation of the alterations in instruction that would be necessary for the ends of EE to be fulfilled. What has been losing is lucidity about the vision of the instruction that is needed, and besides a scheme of how to come on towards such a vision, bearing in head the power of the dominant societal and educational paradigms. Harmonizing to Pace ( 2005 ) , though, the major job is the inclination of educational establishments to take the easiest manner out – the relabeling of traditional patterns such as Nature Study, as EE, instead than the restructuring of educational constructions. This might stem from the failure of policy-makers to understand what is needed to accomplish proper EE ( Pace, 1992 ) . Leal Filho ( 1996 ) suggests that this deficiency of apprehension, confusion and slow acceptance of proper EE has been aggravated by academic arguments about nomenclature. At this point, it is of import to separate between instruction about the environment and instruction for the environment. The first refers to geting cognition and consciousness about issues and roll uping informations on these issues ; the 2nd refers to utilizing instruction to construct a more sustainable hereafter. Education for the environment is more than cognition edifice. It includes new attitudes, positions and values that usher and tip people towards more sustainable life styles. Barriers to EE are non merely present on a national and institutional degree but besides on a schoolroom degree. Some barriers are external and logistic in nature such every bit such as deficiency of clip ( Ko and Lee, 2003, as cited by Kim and Fortner, 2006 ) . However, there are besides barriers that act more on a personal degree, such as instructors ‘ attitude, content cognition, and pedagogical cognition ( Kim and Fortner, 2006 ) . Harmonizing to Makki et al. , ( 2003 ) , it is besides non plenty to develop and implement a course of study in which EE is conspicuously represented. They continue to reason that even though an improved course of study may supply instructors and pupils with tonss of information, if it does non surrogate creativeness, involvement, and pupil engagement, the consequence will be deficiency of meaningful acquisition and motive. A critical, but by and large disregarded facet of EE is environmental political instruction, which teaches how alterations can be achieved via political activism directed at Governments, international administrations, and even corporations ( United Nations, 2004 ) . In other words, EE should be aimed at bring forthing environmentally responsible citizens, non merely green consumers.2.3 Young personEnvironmental issues affect immature people in a disproportional manner since they are the 1s who have to populate for a longer period of clip in a deteriorating environment handed down to them by old coevalss. Young people are the 1s that will decidedly necessitate to supply extremist solutions to the environmental jobs caused by contemporary actions ( Bradley et al. , 1999 ) . Young people should therefore be compelled to prosecute in new signifiers of action and activism that will bring forth effectual consequences in the field of environmental protection ( United Nations, 2004 ) . The h ereafter of the universe is, after all, their hereafter. The universe ‘s 1.2 billion immature people aged 15-24 constitute 18 per cent of the planetary population ( United Nations, 2007 ) . Young people play many functions in society. They are non merely scholars but besides consumers of many things including energy. They are intelligibly besides concerned by societal, cultural, economic and environmental issues. Young people therefore have a cardinal function to play in determining the hereafter, including in finding forms of energy ingestion, and other factors taking to climate alteration. The development of pro-environmental attitudes and behavior in young person is therefore seen as really of import for a sustainable hereafter ( Eagles and Demare, 1999 ) . The United Nations ( UNCED, 1992 ) identified young persons as cardinal stakeholders that have a alone part to do towards sustainable development, and dedicated Chapter 25 in Agenda 21 to the importance of kids and immature people in the engagement in determination devising to make their ain hereafter. Agenda 21 promotes the function of immature people in decision-making by withstanding the popular discourse that since immature people are inexperienced and unqualified, they should non be considered ( De Lucca, 2004 ) . Young people have a right to be listened to and involved in the issues and determinations that affect their lives, non merely today but besides in the hereafter. Besides, the experience of immature people populating in the modern universe, conveying alone positions that need to be taken into history, and their creativeness, open-mindedness, and energy enable them to seek out the alteration that they want to see and force for it. Therefore the engagement of immature peo ple in determination devising procedures will decidedly act upon the long-run success of sustainable development. The Rio Declaration on Environment and Development, frequently shortened to Rio Declaration, is a short papers that was produced at the same conference ( Earth Summit ) . The Rio Declaration consists of 27 rules intended to steer future sustainable development around the universe. Principle 21 concerns youth, and suggests that the creativeness, ideals and bravery of immature people should be mobilised to make a planetary partnership that will vouch a better hereafter for everyone through sustainable development ( United Nations, 1992 ) . These two paperss ( Agenda 21 and the Rio Declaration ) highlight the importance of young person to the future sustainability of our environment both in Malta and throughout the universe. The National Youth Policy ( Parliamentary Secretariat for Youth and Sport, 2010 ) affirms that the State recognises ‘that young person engagement in preserving and protecting the environment is an of import part towards the attainment of sustainability ‘ ( 3.8.1.2 ) , and that it should seek schemes that promote and promote ‘the active function of immature people and their administrations in recommending steps to battle clime alteration, conserve bio-cultural diverseness and better the quality of human life ‘ ( 3.8.2.2 ) . ESD is truly the key to enabling young persons to accomplish a sustainable hereafter. Agenda 21 expects authoritiess to set up task-forces that include young persons and young person NGOs to develop ESD programmes specifically aiming young persons on relevant critical issues ( UNCED, 1992 ) . This is because ESD is the best tool to inform and call up all immature people, to take part actively in community activities that contribute to planet ary sustainable development, therefore authorising them to take part in social transmutation ( UNESCO, 2004 ) . One of the purposes of this research stems from the demand to do ESD more available to immature people, and is therefore to place some factors that encourage a alteration in behavior in immature people so that more effectual programmes could be developed. It is hoped that more immature people take the lead in sustainable development. Young person have a major function in political relations and they can utilize their influence as a long-run constituency to name upon political leaders to take more pro-environmental determinations ( United Nations, 2003 ) since they are the 1 that will confront the effects of bad determinations, for the longest period of clip. Today ‘s immature people have more power and possible to make alteration on planetary and local degrees than they have had in any old coevals ( Corriero, 2004 ) . This addition is due both to the increased attempts at inclusion by determination shapers who recognise the importance of the parts of immature people to determination devising and to the easiness of treatment and information exchange as a consequence of the Internet ( Arnold et al. , 2009 ) . In general, immature people are frequently more open to information about the environment than do people from older coevalss. In portion this is due to the handiness of more EE in schools, at least in the developed universe and possibly more periodically elsewhere ( United Nations, 2004 ) . Besides holding been more open to environmental issues by agencies of formal, non-formal and informal instruction, youth have lived all their lives in an epoch in which these issues have become rather seeable. Because young person have a stronger consciousness of the issues and a greater interest in sustainable development, this should be an country in which they ought to take the lead to advance more consciousness and to convey about concrete alterations. Young people surely rose to the challenge at the COP-15 of the UNFCCC in Copenhagen, Denmark, in December 2009. At COP-15, universe leaders met to negociate the protocol that will follow the Kyoto Protocol, upon its termination. The end was to hold on new adhering understandings to extenuate clime alteration. As those with the most to lose, 1000000s of young person from around the Earth gathered forces and campaigned, lobbied and protested to allow their leaders know that they care for their hereafter and that it must be protected. Despite the importance of young person battle in sustainable development, there has been small research conducted on immature people who are leaders in environmental action ( Arnold et al. , 2009 ) . This type of research will enable informed attempts to prosecute immature people in environmental issues. Such battle could hold deductions for their involvement and engagement in environmental action throughout their lives. The immature people involved in this survey have, for a figure of grounds, developed a deep concern for the natural environment, so much so that they have become portion of an administration that speaks out for the environment. They strive for the capacity to do alterations in those procedures of society which they consider to be impeding its sustainability.2.4 Research into Attitudes and BehaviourIt is clear that the attitudes, cognition, and concerns that immature people have about the environment will straight and indirectly affect nowadays and future determinations refering the environment and sustainable development. Therefore, if we examine immature peoples ‘ attitudes, cognition, and concerns about the environment around them, we can hold a better apprehension of the way we are headed. It is besides of import to larn about the direct parts that they are doing to prolong and back up the environment, and to observe the illustrations of good pattern. Young leaders of altera tion can move as function theoretical accounts for other immature people. Human behavior is seen as an of import subscriber to environmental jobs and their solutions ( Gardner and Stern, 2002 ; Nickerson, 2003 ) , and instruction purposes to determine human behavior ( Hungerford and Volk, 1990 ) . Therefore behavioral theories have been widely used to inform and develop EE. Ajzen and Fishbein ‘s ( 1980 ) theoretical account of sound action is one of the most often cited. Harmonizing to their theory, purpose to move has a direct consequence on behavior, and can be predicted by attitude. Attitude is formed by subjective norms and beliefs. From its origin EE sought to promote pro-environmental behaviors and in the beginning this was based on a behavioral alteration theoretical account that hypothesised a additive relationship among cognition, attitude, and action ( Hines et al. , 1986-1987 ; Hungerford and Volk, 1990 ) . Environmental pedagogues and research workers therefore thought that any cognition gained about the environment and environmental issues would ensue in the development of a pro-environmental attitude, which in bend would take to pro-environmental behavior. This premise is still present to some extent in the instruction community. Working under this premise, early EE research workers sought to happen out what cognition and experiences characterised people that held pro-environmental attitudes. The implicit in premise was that if this cognition and these experiences could be replicated through EE, pro-environmental attitudes would be fostered amongst the general populace, and pro-environmental behaviors would so ensue. Corraliza and Berenguer ( 2000 ) specify pro-environmental attitudes as people ‘s sensitivities, to pay attending to, be concerned about, and, finally, to move in the name of environmental protection. Harmonizing to Kraus ( 1995 ) , attitude is one of the most of import determiners of behavior. Therefore, understanding the footing of an attitude is of import if one is to seek and ease behaviors alteration. Since a clear end of EE is to alter behavior, Pooley and O'Connor ( 2002 ) suggest that it would be advantageous to first understand the footing of environmental attitudes and so utilize that understanding to ease altering environmental behavior. Attitude research could therefore besides be a utile vehicle for finally planing EE plans ( Newhouse, 1990 ) . Some surveies support the relationship between pro-environmental attitudes and behaviors ( Dunlap and Van Liere, 1978 ; Kaiser et al. , 1999 ; Meinhold and Malkus, 2005 ; Oskamp et al. , 1991 ) . Assorted other surveies though, have concluded that the environmental attitude-behaviour association is flimsy ( Axelrod and Lehman, 1993 ; Barrett and Kuroda, 2002 ; Kaplowitz and Levine, 2005 ; Kraus, 1995 ; Mogensen, and Nielsen, 2001 ; Newhouse, 1990 ; Schultz and Oskamp, 1996 ; Tuncer et al. , 2005 ) . Even though these surveies report a high degree of cognition and positive environmental attitude, behavior is reported to be non so positive. This was confirmed to be true to the Maltese islands every bit good. Mifsud ( 2008 ) studies that the overall attitude towards the environment, of pupils in post-secondary instruction appears to be strongly positive, but pupils by and large seem to execute small positive action towards the environment. Similar consequences were found in other surveies ( Grima, 2008 ) . So, even though many people view themselves as ‘environmentalists ‘ ( Pieters et al. , 1998 ) , they do non interpret their attitudes into pro-environmental behavi or. One ground may be pro-environmental behaviors frequently does non ensue in an immediate single net income but in a long-run corporate net income, which is frequently non appreciated by the person. The single benefits obtained from going by auto and devouring endlessly, without consideration of negative environmental impacts, non dividing waste, and non conserving energy, are immediate, whereas the negative environmental effects of such behaviors are frequently unsure effects in the hereafter. Another ground for this spread between attitudes and behavior might be the manner in which we are presenting EE. The formal instruction system is strongly knowledge based and it is clearly non taking to the desired result. This clashes strongly with the proper purposes of EE which focus strongly on a alteration in behavior and life style. What is the benefit of EE if there is no action? Environmental jobs jeopardizing ecosystems and societies are due to human activities. To be reduced, they therefore require alterations in human behavior ( Pawlik, 1991 ) . It is therefore really of import to analyze other factors instead than knowledge that Foster a alteration in behavior. This will assist us to rethink instruction and happen new avenues of affecting immature people in positive environmental actions. There is in fact a big and invariably turning sum of literature that trades with the inquiry of how human behaviours that impact the natural environment can be explained and fostered. To successfully advance pro-environmental behavior, a better apprehension of the assorted factors that influence people to prosecute in such behavior is of import. Future EE attempts will definately profit from a closer consideration of hindrances to and incentives of pro-environmental behavior. It is non ever easy though to find such factors as sometimes, even if the behavior has a positive impact on the environment, it might be performed for other grounds than to protect the environment, for illustration, conserving energy in the family to salvage money or utilizing a bike alternatively of a auto to acquire some exercising. On the other manus, possibly we should non seek to extinguish these factors but see them at the same time with the ‘purely ‘ environmental grounds. After all to underst and and pattern sustainable development we need to incorporate environmental, economic and societal facets.2.5 Research on the Factors that Foster Pro-environmental Behaviour2.5.1 ValuessIt is frequently suggested that environmental attitudes and environmental behaviors are related to people ‘s values ( Poortinga et al. , 2004 ; Schultz and Zelezny, 1999 ; Stern, 2000a ) . Valuess are ingrained personal criterions that guide us through decision-making in life. Valuess are hence at the root of our attitudes and behavior. It has been argued that environmental jobs are mostly ingrained into the traditional values, attitudes, and beliefs of a given society ( Deng et al. , 2006 ) . Harmonizing to Johnson et Al. ( 2004 ) different populations with specific societal patterns and cultural traits are likely to keep different values

Literacy narrative Essay

Audience: Professor and fellow students of the English 102 course Purpose: To explain how I became literate in my lifetime and what contributed to my literacy level today 1,357 Words Benefits of Being a Bookworm Have you ever been asked, â€Å"What is your first language? † Living in such a melting pot of a country, the United States, minorities often get asked this question. Usually when people ask others this question, it is not because they want to know which language you learned to speak first. People ask this question to see which language the one being questioned is more fluent in. Is it possible that your second language might be the one you are more fluent and literate in? The answer to this question is yes. I am a first-generation immigrant to the United States and proud. My first language (to be politically correct) would be Cape Verdean Portuguese Creole. What I want to ask is why is it important to know what my first-language is when I am more literate and fluent in English? If I can compare my languages to my siblings, I would, due to the fact that I was raised with both of them equally during the course of my life. I learned Creole at home with my parents ad family, but I owe my literacy I English to school, and the love I had for reading. Practice makes perfect. A person’s literacy level is completely based on practice. Schools aim to train students to be literate and educated, but those students who practice at home (outside of the regulations of school) are the true scholars. Let’s look at Malcolm X, for example; a man who had formal schooling up until the eighth grade and nothing after that. Yet, even though Malcolm X had less schooling than all of us college students here at UMASS Dartmouth, he is probably, in my opinion, more literate and more educated than most of us. Interesting isn’t it? The reason why Malcolm X was so educated is because he read every day, non-stop, in his jail cell, with no distractions. He kept a dictionary by his side to teach himself any new words he would come across that he was unfamiliar with. What better way is there to familiarize yourself with a language and expand your vocabulary other than reading written works by other people that most likely know things you don’t know and have a different vocabulary than you? By reading you learn new diction, new facts, and cause your brain to grow in knowledge. I can say that aside from school, reading, like Malcolm X, expanded my literacy skills. As I had said before, I am a first generation immigrant; my parents also are first generation immigrants. I never had the luxury of being taught English by my parents, being read to by my parents, or getting help with my homework or anything academic at all except for math, of course, which doesn’t vary between countries that speak different languages. But even with this being said, I had always been at the top of my class in elementary school, done very well in middle school, and done well enough in high school to have the pleasure of being offered the opportunity to be in an Advanced Placement English class. I was a nerd in my early years. I used to enjoy reading very much. I would always ask my father to take me to the library, where I would check out many books and go through them like a bullet. During class time, when the teacher would be finished or took a break and there was nothing else to be done, I loved reading; I looked forward to silent reading time in class. When I had a 100-page book, I would tend to finish it within a day. Longer books such as the Harry Potter series would be finished within a few days. I never had a problem with reading assignments because I would finish them so quickly and understand everything I read. I had an eighth-grade reading level in elementary school while I would watch other students struggle while reading aloud as they stumbled on their words and wouldn’t know how to properly pronounce them. I never understood why it was so easy for me while other students would find it difficult. As a child I read all the Harry Potter books; they were my favorite. I also enjoyed other series such as Curious George, The Babysitter’s Club, and Judy Blume. I also read plenty of other books that I cannot remember because the list was so long. I believe that there is a strong relationship between reading and writing. Someone who is an excellent reader and comprehends what he/she reads should have a big vocabulary and a sense of how real, professional writers perform. Every book, magazine, and newspaper we read or look at is composed of articles and passages written by professional writers. If you have a lot of experience with all this, then you should know what a professional piece of work looks like and sounds like. Therefore, I feel like someone who reads a lot will be a good writer as well. The two things are connected, and it helps to write when you are a skilled reader and vice versa. Books are the perfect model for those who want to become more skilled as writers. After all, that is exactly what Malcolm X did, and he became very skilled. It takes a very skilled writer to produce the best books out there. If one does not know how to read and cannot understand words on a page, then how is it that they can know how to write the words down on their own pages. Similarly, if you are deaf, how can you learn to speak properly? Hearing words and their pronunciation is the model for the deaf to learn how to speak; and if they are missing their model or example, it can be almost impossible to learn naturally, on their own. I feel that reading and writing are the most important elements of school and learning. Books, articles, research papers, whether they are non-fiction or fiction, all serve a very important purpose. Whether you are reading for pleasure to expand your imagination and reduce your stress, reading to attain information on a specific topic or just to expand your knowledge, or reading to practice and become more literate and a better writer, you are never at a loss. Therefore, writing becomes very important because, if it wasn’t for writing, there would be nothing out there for us to read in the first place. Reading is not for the lazy. I used to love reading as a kid and found it so interesting, but as I grew into my teenage years and became more interested in action, reality and drama, I distanced myself from all the reading and became more of an extrovert. The occasional newspaper article or magazine article is still entertaining to me though. Even now, as a college student, you will never find me reading anything unless it is required for me to achieve the grades I desire; never do I read for pleasure. I feel that I achieved a high reading level way back in my middle school days, and that has influenced me to think that the only thing now that can improve my writing is to keep writing. I feel that I have acquired a great deal of knowledge throughout my lifetime and I did a lot of this myself through all my readings. Nobody pushed me to read during my spare time. My parents weren’t very literate in the English language to be role models for me or to help me read or even read to me. All the instructions I have read, all the words I learned how to pronounce, I did it on my own through reading. As a matter of fact, I don’t even remember seeing my father ever read a book, and my mom didn’t start reading until after she went back to school to get her college degree. Literacy is all about exploring the world of words, and pages, reading, and writing. In order for one to achieve great literacy, one will need to push and challenge himself/herself to read more and understand the readings.