Teaching Method For Environment Education

Teaching Method For Environment Education Abstract :This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activiti es are not changed Keywords: Neuroscience cognitive learning, brain based learning, problem based learning, environmental education INTRODUCTION More than 30 years have passed since the appearance of Environmental Education in Malaysia, however expert still encounter difficulties integrating Environmental Education into academic programs the classroom. The existing curriculum should not only provide environmental awareness to students, but to prepare students to act on environmental problems (WWF, 2008) Education is an essential tool for achieving a sustainable future. Environmental education is one of Sustainable Development agenda implemented through the education system. Various definitions of Environmental Education (EE) produced by several parties. UNESCO (1999) defines Environmental Education as a form of education or knowledge which includes such as physical aspect; environmental impact directly and indirectly; and interaction between the local communities and the impact of activities in a given time. In Malaysia, the definition of the concept of Environmental Education is based on the definition issued by the Division of Teacher Education (1997) and Department of Environment and the Institute for Environment and Development University Kebangsaan Malaysia (UKM SUSTAINABLE) (2004). According to both of these organizations, Environmental education involves learning to understand the interaction humans and the environment and how the environment is managed in a wise and responsible to the sustainability of life on Earth. It involves education about the environment to increase awareness, knowledge and understanding about environmental management wisely. While the process is said to involve education about the environment, through the environment and for the environment. byPalmer(1998), interaction between these three components can be seen as the Figure 1. Attempts are now being made by environmental educators to fully become interdisciplinary and reach beyond just the Science classro om. To become fully interdisciplinary, environmental education needs to reach out into all subjects; Math, English, Fine Arts and Social Studies, to mention a few. To leave the topic of the environment merely in the Science classrooms is to ignore the interdisciplinary nature of the issues involved with the environment. Students need to learn how to write about the environment, understand how environmental issues are dealt with in other countries, learn how historically the environment was treated, and the actual mathematical side of environmental problems, like the impact of oil spills on local ecosystems. There should be a greater emphasis on teaching about the environment, for the environment, and in the environment. Figure Palmer, A model for blending together these components in environmental education. This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. This focus age group is chosen because according to neurobiological development, during this post-puberty stage, the individual is ready to discuss heavy issues of ecological degradation(Puk, 2012) ENVIRONMENTAL EDUCATION IN MALAYSIA EDUCATION SYSTEM In the Malaysian school system, Environmental education was introduced through the infusion and integration approach; as well as introduced in relevant subjects such as English Language, Malay Language, Geography, Science, Local Studies, Civics and Citizenship. It was also infused through co-curricular activities such as Nature Clubs. The Curriculum Development Centre in the Ministry of Education has also developed and distributed a Teachers Guide Book to infuse Environmental education across the primary and secondary school curriculum. However researches indicated that these approaches were generally not coordinated and not implemented effectively. Researches showed that till 2005 although Malaysians in general know and realize that the environment need to be taken care of, however most of them are not oriented to translating their knowledge into action. Environmental Education allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Environmental Education requires far-reaching changes in the way education is often practised today. Environmental Education, is not simply about giving students information, but ensuring that education and schools specifically is mobilized to re-orient society towards sustainable practices ENVIRONMENTAL EDUCATION APPROACH PROBLEM Previous studies have shown that students in primary, secondary and higher education institutions in Malaysia have knowledge about the environment but possess low awareness of the environment (Daniel Shafiee, 2006). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. To engage diverse students actively in classroom is to understand and interact within their unique worlds. Traditional teaching methods tend to neglect active student involvement, and so fail to tap their rich wells of diversity in class. When lessons do not accommodate students interests and abilities as tools to achieve, learners lose interest and feel disengaged (Ronis 2008). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. The problem arises from the difficulty of students to master the concepts of abstract environmental teaching. Students who do not understand the basic concept of the abstract environment is always looking for short cuts to memorize a concept but did not understand what was said. By just memorizing the concepts, meaningful learning environment does not occur. When meaningful learning does not occur, knowledge and awareness of the environment relatively will be low. This opinion is based on the Model of Responsible Environmental Behavior (Hungerford Volk, 1990) which states that individuals with high knowledge and awareness of environmental will showed positive behavior towards the environment Hence, environmental education should incorporate elements that promote thinking and problem solving skills. Environmental education also having the difficulty o f empowering students into meaningful action, the challenge of using innovative methods, the difficulties associated with values education, and deficiencies in teacher preparation (Thomas 2005). Recognising the importance of the responsibility to protect our environment cultivated, the Environmental Education in Malaysia education system should be able to function efficiently to form a community that are sensitive and concerned about environmental issues and acquire the knowledge, skills, values and commitment to work and act individually or together toward solving environmental issues. Many will have positive attitude and knowledge about the environment but fail to reflect environmental values in terms of their commitment towards environment (Kollmuss Agyemen 2002). However, knowledge about environmental issues per se cant be the only determinant for pro-environmental behavior, other factors also play an important role (SitiNurDiyana Mahmud Kamisah Osman 2010). Teaching and learning approaches adopted in Environmental Education was also found to be less effective in generating optimum learning potential of students with learning style preferences vary. This is because generally practiced method is just give priority to certain groups of students in the classroom. Teaching often emphasizes linear information processing approach (Lourdusamy, 1994). This method is found only in favor of the students who have left brain dominance and less able to attract students who are dominated by the ability of the right brain (Sousa 1995). Consequently, only students with specific learning styles benefit from teaching while the others were less keen to learn. When subject areas are taught in a conventional format, they are taken out of their natural context and presented to learners as independent and isolated units. Unfortunately, this traditional format operates in opposition to the brains natural way of integrating and processing new information (Ronis 2008). According to that problem, therefore various approaches in teaching and learning have been explored for the purpose to enhance learning environmental education. Recently one of the areas have been concerned by the educational communities is the potential of Problem-based Learning with consideration of neuroscience cognitive elements to promote environmental education. Problem-based Learning approach appears to be a potential method to inculcate students with sustainable knowledge, since it require action on the ground, to provide students with opportunity to apply their knowledge into practice (Steinemann, 2003). NEURO-CONSERVATION APPROACH Proposed neuroscience cognitive approach is one of the suitable methods to overcome problems as described earlier. This approach taking into account relevant aspects of the principle of the brain capacity to generate meaningful learning. With different primary structures (reptiles brain, midbrain/ limbic system and neocortex), the brain requires specific approach to operate at its optimum. Neuro-conservation approach which taking into consideration the emotional climate, teaching strategies and reinforcing strategies can enhance the brains learning. The changing nature of the neuroplasticity of the brain may also have implications for lifelong ecological literacy and provides direction towards the restructuring that schooling may require in order to influence global efforts to deal with ecological degradation. This involves the manner in which internal representations (the content of neural networks) are laid down in human beings during childhood and the resulting resistance to chang e during adulthood(Puk, 2012). Neuroscientists are just beginning to understanding how brain development is related to aspect of adolescence such as risk taking, decision making, and managing impulsive behaviours. It is the job of the prefrontal cortex to control these impulses through reason, planning or delay of gratification. But the impulse inhibiting capacities of the brain are not present at birth. Research now indicates that it take at least two decades for the biological processes of brain development to produce a fully functional prefrontal cortex (Weinberger, 2001). Thus middle and high school students still lack the brain development to balance impulse with reason and planning. Figure 2 visualizes the neuro-conservation approach. The approach integrates principles of brain-based learning and problem based learning. The Brain Based Teaching Approach advocates three instructional techniques: Orchestrated Immersion (creates a learning environment that fully immerses students in many educational experiences), Relaxed Alertness (eliminates fear in the learners while maintaining highly challenging environments) and, Active Processing (allows the learner to consolidate and internalize information by actively processing it). According to this theory, each education should integrate all of these elements: a) Relaxed Alerteness i. The brain learns best in its optimal state. ii. The brains cognitive cycle influences the learning process. iii. Emotions are critical to the brains patterning process. iv. Learning is enhanced by challenge and inhibited by threat. v. Positive climate stimulates brain function. vi. Appropriate environment, music and aroma exvite brain activity. b) Orchestrated Immersion i. The brain is a parallel processor it able to perform multi activities in the same time. ii. Search for meaning comes through brain patterning process. iii. The brain processor works in wholes and parts simultaneously iv. Complex and active experiences involving movements stimulate the brain development. v. Learning engages the whole physiology. c) Active Processing i. Learning involves both focused attention and peripheral perception. ii. Learning involves both conscious and unconscious processes. iii.Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. iv. The brain can easily grasp and remember facts and skills embedded in its memory space. Figure Neuro-conservation approach model Figure The PBL learning principles (Based on the works of GraaffKolmos 2003, KolmosGraaff 2007) In this neuro-conservation approach these three instructional techniques (orchestrated immersion, relaxed alertness and active processing) are implemented across the entire process of learning. The integration of these learning optimum state elements is believed to be able to fulfill various learning requirements whilst fostering interest among students to learn. This is due to the fact that the shift from teaching to learning is considered the most important innovative aspect of this educational concept, and consequently, the task of the teacher is altered from transferring knowledge into facilitating the learning process of the students (Kolmos 2006). This approach is expected to stimulate and generate conceptual understanding and motivation to learn, 21st century skills and environmental awareness among students and hence increase their learning potential of a learning style preferences vary. In neuro-conservation approach, the PBL principles suggested by de Graaff and Kolmos (2003) is adopted. In general, de Graaff and Kolmos (de Graaff and Kolmos 2003, Kolmos and de Graaff 2007) summarize the main learning principles in three approaches: cognitive learning, collaborative learning and contents (See Figure 3). (1) The cognitive learning approach Learning is organised around problems and will be carried out in projects. It is a fundamental principle for the development of motivation. A problem provides the starting point for the learning process, places learning in a context, and bases learning on the learners experience. (2) The contents approach This approach especially concerns interdisciplinary learning, which not only stresses but also spans traditional subject-related restrictions and techniques. It is exemplary practice in the sense that the learning outcome provides a good example of the overall objectives. Furthermore, it supports the relation between theory and practice by demonstrating the fact that the learning process involves an analytical approach using theory in the analysis of problems and problem-solving methods. (3) The social approach is team-based learning. The team learning aspect shows the learning process as a social act in which learning takes place through dialogue and communication. Furthermore, the students are not only learning from each other, but they also learn to share knowledge and organize the process of collaborative learning. The social approach also covers the concept of participant-directed learning, which indicates a collective ownership of the learning process and, especially, the identification of the problem. Stonewater (2005) argues that the best way for teachers to equip learners with the skills and attitudes they need is through problem solving and inquiry learning. Learning should involve the use of inadequately structured problems, problem that provide only minimum amount of information, just enough to guide the investigation. In relation to Environmental Education in Biology, this theoretical background paves the way for the employment of neuro-conservation approach as an innovative strategy for subsequent educational design (See Figure 3). By its very nature, the problem-based approach requires an organizational framework which is similar to detective work. By first identifying specific focus questions and then proceeding through systematic research for answers, students learn the discipline of logic along with the excitement of mental connection that click, resulting in insight and epiphany. The urgent need for and emphasis on interactivity in the learning process is directly linked to the idea that each learner actively creates his or her own knowledge through direct and meaningful experience (Ronis 2008). When students explore information through a variety of different instructional approaches, they often become more interested in and receptive to the subjects they are studying. Because the brain is functioning with greater efficacy through these varied approaches, students are able to invest more of their mental energy in learning and thereby commit concept to memory with greater comprehension (Cowley Underwood 1998). Additionally, using neuro-conservation approach allows teachers to help their students become successful in most of these areas, including learning/innovation skills; information, media and technology skills; and life/career skills. Depending upon the PBL scenario, many of the core subjects and themes can also be included. As students work together to define the problem, find and evaluate evidence and reconsider the problem from multiple angles, they develop higher order thinking, problem-solving, collaboration and communication skills. These skills are transferable to all contexts, in school settings as well as in real-life. Research indicates that the use of PBL enhances problem-solving skills and effective reasoning strategies, while increasing long-term student retention and application of knowledge (Goodnough Cashion, 2006; Strobel van Barneveld, 2009). PBL also has the potential as an effective learning approach in Environmental Education (Clara Vasconcelos 2010). In PBL, sce narios relating to real life are used as a point of departure for the learning process. In this learning approach, the ill structured nature of the problems not only personally relevant to the students, but address timely community issues and thus establishing a valid connection with the learners themselves. PHASES OF IMPLEMENTATION A neuro-conservation intervention program will be implemented for postgraduate science education students. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activities are not changed. In addition, students will suggest possible solutions to change current patterns in the climate change. The focus will be to create solutions that are fact based and practical. Solutions should span personal, local and global changes that could decrease global warming. The program will comprise six lesson (45 minute each) and one field trip. The instruction will be implemented within a period of approximately 6 weeks. The seven week course will be based on the three main phases considered as the compulsory axis in PBL program: a) Involvement in the program, b) Solving the problem within group work and c) evaluation of the learning process. A field trip will be organised in order to present the problem within an appropriate context. Prior to beginning this neuro-conservation learning lesson, respondents will be given pre-test of global warming conceptual understanding. This provides the researcher with one summative assessment that compare the repondents growt and learning prior to the lesson experience and following the activity. This study will evaluate respondents motivation to learn, environmental awareness, conceptual understanding about global warming and also respondents 21st century skills. In neuro-conservation approach, teacher needs to help learners build their own problem-solving skill and thinking abilities while teaching the content necessary to apply those skills. . Table 1. Phase of Implementation Neuro-Conservation Approach Phase Activity Features PBL Phase Brain Based Learning Principles Involvement in the program Activity 1: Class Discussion and Hyphothesis Generation Task: Students are given a real-life problem statement. Students brainstrom and suggest the kind of infromation or data that they would need to answer the question posed. Activate the memory processor system and students prior knowledge to stimulate the transfer process. Problem Design The teacher begins the learning process by developing a real world open ended problem. This problem is related to the unit that is being taught in that it should involve the application of the content skills and concepts covered. Learning is enhanced by challenge and inhibited by threat. Emotions are critical to the brains patterning process. Solving the problem within group work Activity 2:Field Sampling Task:The choice of the field site should be based on easy of sampling. The student guide gives the students a brief outline of the bioassessment physical parameter procedures that they will perform in the fiels. Acivity 3: Class Meeting Task:Each team will meet and with the help of the instructor, decide what the data they have collected may mead to their hypotheses and what information yet needs be obtained. Activity 4:Class Meeting Task: Students are encourage to discuss and form a plan of action especially in regard to the laboratory data they need. Some students may have already done this and may begin actual laboratory work. Activity 5:Action Items/ Laboratory Work Task:Instructor needs to be available to consult with the students before they begin their work so they have a clear idea of what they need to do and advise. Activity 6: Class Meeting Task:Students share information and draw final conclusions concerning their assignment. They begin planning their posters and position papers. Activate the right brain processor prior to the left brain. Alleviate anxieties over accessibility and relevance material. The stage for brain active processing The stage for digesting, thinking about, reflecting on and making sense of experience utilizing visualization, auditory, kinesthetic in multiple context. Locating and Identifying Resources The second phase, the resources phase refer to the stage when students gather data as well as acquire learning resources and engage in experiences. The brain is a parallel processor it able to perform multi activities in the same time. Search for meaning comes through brain patterning process. The brain processor works in wholes and parts simultaneously Complex and active experiences involving movements stimulate the brain development. Learning engages the whole physiology. Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes. Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. The brain can easily grasp and remember facts and skills embedded in its memory space. Evaluation of the learning process Activity 7: Final Assessment Task: In this activity, students will be asked to present their posters and conduct a formal evaluation of the posters of the other groups. Additionally, each student will hand in the position paper that support his/her conclusion to the problem. The activity stimulates working memory to summarize the lesson Problem Analysis In the final phase, the problem analysis phase, the teacher role is to encourage students to offer answers, hypotheses and reflection that may consist of either closed or open activities inquiries. The brain is a parallel processor it able to perform multi activities in the same time . Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes The purpose of neuro-conservation approach is to help educators make sense of current research in the neuroscience and the resulting implication for environmental education and science instruction. Research indicates that an integrated approach to learning aligns with the way brain naturally processes and internalizes new information. However, problem based learning alone is no guarantee that learning will take place. Students also need reflection and interpretation to make sense of learning activities and for locating activities in a wider framework of meaning and purpose., CONCLUSION This paper seminally highlights the integrative principles of brain-based learning and problem-based learning that were previously studied independently. The integration of these two theories becomes a basis for neuro-conservation approach. Arguably, neuro-conservation approach is also capable in enriching the idea of teaching and learning methods based on the architecture of the brain that can be implemented in accordance with holistic learning strategies. To say the least, neuro-conservation approach is expected to increase the students motivation to study Environmental Education and instill environmental awareness. This will lead to subsequent improvement of their understanding of Biological concept and nourish their 21st century skills.

Discursive Essay Essay

Discursive Essay It is argued nowadays on whether teenagers, who go to school, should be wearing a uniform. There are many advantages but also some disadvantages, such as : All the students wearing the same uniform , which can take the stress off looking better than other students as they are wearing similar attire, and also having a uniform can make a person look smart and respectable, but on the other hand, students can feel that their uniforms are too boring and doesn’t show their personailty or their style well enough, and that for certain schools, uniforms can be expensive, especially if it is a larger family they are being bought for. An advantage of uniforms would be that, all the students are wearing similar clothing, so no-one will feel as if they don’t look good enough or that they have to impress anyone. Students would probably feel this way if it were a non-uniform school, and would be under stress trying to buy new clothes every week or month to impress their classmates. So having a uniform is beneficial to certain people as they may not be as well off as other and won’t be able to afford new clothes all the time. I think this is a very strong point as i agree that students wouldn’t feel pressured to impress their friends with new clothes, and that their parents would save a fortune with a uniform as uniforms only have to be renewed every month or so. Another advantage of uniforms would be that they look smart and respectable, which can give the impression that the student goes to a great school, and that he/she is quite intelligent. Furthermore, some schools that don’t have a dress code, their pupils look casual and it doesn’t look like they even go to school. In addition to that, when schools have a non-uniform day, it can be more exciting because its a day where they can show off their non-school clothes. I strongly agree with this point because students do look more sensible in a uniform rather than casual attire, and i also agree that, when schools do have a non-uniform day, they want to look nice and show off their designer clothes, where as, at a school which has no dress code, they have probably already worn their designer clothes to school, so they would resort to buying even more clothes to impress, which will cost a fortune. Which brings me to my next and final point on the advantages of having a uniform, The cost. Some private schools uniforms may cost considerably more but would you rather pay for a full uniform at a dear price, or buy new clothes every week or two for around the same price range, or more? Most public school uniforms don’t cost an incredible amount, and only have to be renewed after a month or two. I do agree with this point as it is true about having to buy new clothes all the time would cost an awful lot, and that you could buy a full uniform for around the same price. Uniforms may be good in some ways, but some students strongly dislike them for multiple reasons. One disadvantage of uniforms would be the image. The first though that comes into a students head when they see a uniform is that, they look boring, and the reason for this is understandable as uniforms usually consist of one, two, or maybe even three colours, but these colours are usually neutral, boring colours that aren’t very eye catching. But you never really see a uniform that has colours like bright yellow or even multiple colours that would definately make you stand out from the crowd. I do agree with this point very much as uniforms can be extremely dull and boring looking, and wearing a uniform that has colours such as brown or black would probably make you feel quite depressed and unhappy, and i also think that there should be much more colourful uniforms that stand out more. Another disadvantage of uniforms would be the type of clothings schools make you wear, such as skirts. Skirts at any length can make any girl feel uncomfortable, no matter how big or small the girls are. The reason for this is because they may have to show their legs, by wearing knee-high socks, or even wearing tights can be uncomfortable for them as their not used to wearing skirts. In addition to that, when it gets into the winter period, some girls are still forced to wear skirts, even when the temperatures are below 0’C I strongly agree with this, as girls should be aloud to choose whether they wish to wear trousers or a skirt, and i also believe that it is wrong to force girls to wear skirts in the winter period, as they will be freezing going to school. My final disadvantage of uniforms would be that they can hide a students personality, their style, and who they really are, and this really irritates students if the teachers are too strict and will not allow simple jewellery, accessories or extra clothing. I strongly agree with this statement as its true that students should be able to show how unique they are and show their personalities through the way that they dress. Even if its a few extra peircings or a bright hair dye, students should be able to do so as trying different things and styles is part of growing up. Having a uniform prevents this. In conclusion, i believe students should be able to wear whatever they wish to school, and not have to wear a uniform. I say this because uniforms are extremeley boring and depressing if they consist of one, dark, dull colour. And i agree that if the school is very strict about what the students are wearing to school, it can hide the students personality or how unique they are.

Diversity And The Disenfranchised Of A Christian School

Coming into this class, there weren’t many expectations. The description is in the name: Diversity and the Disenfranchised, there isn’t much that can be mistaken for. I figured that we would talk about all the normal oppressed groups: African Americans, Hispanics, and the poor. When talking about African Americans and Hispanics I figured that there would be a lot more historical context than what was actually discussed, because that is the only thing I have ever been taught. Instead, we learned about how their ethnicity shapes them, and how typical white traditions were not what African Americans or Hispanics followed. When talking about the poor I figured we’d address welfare and why people were poor. We did those things as well as watched a video of how being poor affects the lives of children, which made much more of an impact on me than just learning about statistics. What I didn’t expect was that we would address the homosexual and transgendered population in a Christian school. While this area of subject was only addressed briefly, it was informative. When I learned that we would be talking about the lesbian, gay, bisexual, and transgender (LGBT) community, I was hesitant, and figured that a big can of worms would be opened, this was not so. II. This class didn’t bring many challenges, other than knowing when to hold my tongue, and when not to. We only were able to talk about the LGBT population for a single class period, a disappointment as it was the topic I wasShow MoreRelated God Should Remain in the Pledge of Allegiance Essay1145 Words   |  5 Pagesthe father to the girl on whose behalf the lawsuit was brought forward. Newdow argued in court and on many different public speaking occasions that knowing his child is being led to say â€Å"One nation under God† on a daily basis makes him feel â€Å"Disenfranchised†. (Hamilton, Marci A. CNN Special). He points out that â€Å"The Pledge, which has â€Å"liberty for all† is being used to inculcate his daughter in a religious worldview he cannot accept†. (Hamilton, Marci A. CNN Special). This means that the state isRead MoreDiversity Within The Fresno Pacific University2550 Words   |  11 Pagescreating diversity within the Fresno Pacific University System. While the above is good, what about diversity within the university’s board of trustees, board members, administrative team, and professors? Has the university encouraged members of the minority race groups, ideology and religious beliefs to apply and have the same employment opportunities as people of the same race and religion equal to the opportunities of the majority demographic group of university employees? Diversity is desirableRead MoreGp Essay Mainpoints24643 Words   |  99 Pageschills down a liberal’s spine †¢ Magic behind oligarchs’, juntas’, emperors’, authoritarians’ abilities to rally the support of the people behind them †¢ Suppress all information that may jeopardize a government’s position †¢ Devoid of all diversity †¢ Robert Mugabe: corrupt president of Zimbabwe forced all news broadcasting firms to close down, allowing only the government-regulated news firm to disseminate info †¢ Rwanda: Genocide was propagated through state-backed radio. ExtremistRead MoreOrganisational Theory230255 Words   |  922 PagesOrganization theory is central to managing, organizing and reflecting on both formal and informal structures, and in this respect you will find this book timely, interesting and valuable. Peter Holdt Christensen, Associate Professor, Copenhagen Business School, Denmark McAuley et al.’s book is thought-provoking, witty and highly relevant for understanding contemporary organizational dilemmas. The book engages in an imaginative way with a wealth of organizational concepts and theories as well as providesRead MoreOpportunities23827 Words   |  96 Pagesineffective management. The case is based on her book Brand New: How Enterpreneurs Earned Consumers’ Trust from Wedgwood to Dell (Boston: Harvard Business School Press, 2001). Copyright  © 2001 President and Fellows of Harvard College. To order copies or request permission to reproduce materials, call 1-800-545-7685, write Harvard Business School Publishing, Boston, MA 02163, or go to http://www.hbsp.harvard.edu. No part of this publication may be reproduced, stored in a retrieval system, used inRead MoreInternational Management67196 Words   |  269 Pagesto this book and specifically to this edition. Of course, instructors also have access to Create (www.mcgraw-hillcreate. com), McGraw-Hill’s extensive content database, which includes thousands of cases from major sources such as Harvard Business School, Ivey, Darden, and NACRA case databases. Along with the new or updated â€Å"International Management in Action† boxed application examples within each chapter and other pedagogical features at the end of each chapter (i.e., â€Å"Key Terms,† â€Å"Review and Discussion

The Importance of Symbolism in The Glass Menagerie Essay

The Importance of Symbolism in The Glass Menagerie Tom Wingfield is the narrator and a major character in Tennessee William’s timeless play, The Glass Menagerie. Through the eyes of Tom, the viewer gets a glance into the life of his family in the pre-war depression era; his mother, a Southern belle desperately clinging to the past; his sister, a woman too fragile to function in society; and himself, a struggling, young poet working at a warehouse to pay the bills. Williams has managed to create a momentous play using a combination of different elements, including symbolism. Three noteworthy examples of symbolism are the fire escape, a sense of hope and an escape both to the outside world and from it; the glass menagerie itself,†¦show more content†¦For Tom, it is a means of escape from fire, â€Å"the slow and implacable fires of human desperation†(21). This is especially true of Tom’s apartment, which is â€Å"both literally and metaphorically a trap which Tom and his mother, at least, wish to escapeâ €  (Bigsby 34). His mother, Amanda, is devastated after her daughter Laura’s failure to cope in business college. This is a let down of Amanda’s hopes of escaping because she has â€Å"invested what little she had to free both herself and Laura† (Bigsby 34). Amanda then becomes obsessed with finding Laura a gentleman caller so that she can marry and be supported as another means of escape, at least for Laura. When this caller finally comes, and it seems like it was meant to be, as they dance and kiss, he announces he is engaged, and dashes their hopes. The ever-fragile Laura, temporarily drawn out of her dream-world shell of her glass collection and the victrola, draws further back into herself. Now a terrible desperation fills the apartment, and Tom decides he must escape the suffocating environment to follow his own calling. 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When a play employs unconventional techniques, it is not trying to escape its responsibility of dealing with reality, or interpreting experience, but is actually attempting to find a closer approach, a more penetrating and vivid expression of thingsRead MoreThe Glass Menagerie And Winnie Holzman And Stephen Schwartz s Mega Musical Wicked1316 Words   |  6 Pagesto life a more flashy, commercialized interpretation of this tool, and played to the societal theme of entertainment, as seen in the increase of musical theater (Janaro). A true example of this stark contrast is Tennessee Williams’ tragedy The Glass Menagerie and Winnie Holzman and Stephen Schwartz’s mega-musical Wicked. Although from fundamentally different eras and using the employment of distinctive structures that correlate with the different branches of theater, at the core, these stories speakRead MoreAnalysis Of Tennessee Williams The Glass Menagerie 1805 Words   |  8 PagesMurphy Glenn Elizabeth Cochrane English 102 10/24/2017 Symbolism in The Glass Menagerie Tom Wingfield is the narrator and dominant character in Tennessee Williams’ timeless play, The Glass Menagerie. Through the eyes of Tom, the viewer gets a glimpse into the life of his family as well as into the depressed era that they live in. His mother is a southern belle who desperately tries to hold onto her past and her position within a society bygone; his sister who is tentative and cripplingly shy lacksRead MoreThe Glass Menagerie By Tennessee Williams1540 Words   |  7 PagesIt is easy to read through â€Å"The Glass Menagerie† by Tennessee Williams and quickly dismiss it has a play of a nagging mother, disheartened son, and socially incapable, whimsical sister. The three seem completely caught up in their own narrow mindedness they are blind to the reality around them. While these may all be true, the characters exhibit far more complications than the surface analysis proves. In Tennessee Williams play, the characters are full of complexities and contradict ions. One ofRead More Comparing The Glass Menagerie and the Life of Tennessee Willliams2909 Words   |  12 PagesParallels in The Glass Menagerie and the Life of Tennessee Willliams In Tennessee Williamss drama The Glass Menagerie the setting and dramatization in the play are used to convey each member of the familys hopes, desperations, and fears. He uses symbols throughout the story to add a deeper meaning and give his characters a sense of mystery. Also, though maybe inadvertently, The Glass Menagerie actually parallels the people and events in Tennessee Willliamss life. The setting inRead MoreThe Glass Menagerie By Tennessee Williams1769 Words   |  8 Pagesin order to achieve success. The main antagonist, on the other hand, is usually responsible for the struggles that the protagonist must overcome, and serves as a threat to the characters. The character of Tom in Tennessee Williams’ play, The Glass Menagerie, serves as a flawed protagonist. He bears the heavy responsibility of supporting his family, but also struggles against the boredom and stress of his everyday life. Despite his positive traits, he clearly shows contempt for each of his familyRead MoreEssay about Symbolism in A Streetcar Named Desire by Tennessee Williams1270 Words   |  6 Pages Symbolism in A Streetcar Named Desire by Tennessee Williams â€Å"Symbols are nothing but the natural speech of drama†¦the purest language of plays.† Once, quoted as having said this, Tennessee Williams has certainly used symbolism and colour extremely effectively in his play, ‘A Streetcar Named Desire’. A moving story about fading Southern belle Blanche DuBois and her lapse into insanity, ‘A Streetcar Named Desire’ contains much symbolism and clever use of colour. This helps the audience to link certainRead MoreThe Glass Menagerie And The American Dream2217 Words   |  9 Pages The Glass Menagerie and the American Dream The idea of the American Dream is a common theme in many pieces of literature based in the early 20th century. Tennessee Williams’ play, The Glass Menagerie, takes on this idea in its own way. The American Dream can mean different things to every individual, but everyone is striving for one things: success. For some, that could mean financial stability, whereas others just want a family or to give their family a better life. The characters in the play