Life Essay Example

Life Essay Life in the present is bombarded with many influences that make it difficult to resist no matter how people try not to succumb to the pressures and expectations of society. Beauty is in the eyes of the beholder, but it is another story if the beholders are one’s peers, social group, and parents and even love ones. Beauty will always be skin deep, but what is seen will always be the first to be judged. As persons, an individual evaluates him/her self based on how others respond to him/her. In this society, beauty is defined by what is seen in the outside, the physical attributes are evaluated as attractive, sexy, desirable or fat, big, ugly and gross. Within this context, people develop an unhealthy obsession with their bodies, in order to become good looking and attractive. Obsession with one’s body is a result of social influence, peer pressure and media influence.As a social being, man constantly interact with other people and is both influencing his environment and i s being influenced by it. In the American culture, one’s body is regarded as a personal property; no one can dictate to a person what one wants to do with his/her body and with it comes the personal responsibility in making sure that the body is in its best form. One of the reasons why people become obsessed with the perfect body is because of the many social influences that everyone is constantly being subjected to. An attractive body or physique would mean that an individual has invested in his/her body and that he/she can use it to his/her advantage thus the need to maintain the perfect figure through artificial or natural means. For example, fitness products have become a major player alongside the cosmetics industry, because as one advertisement says, â€Å"maybe she was born with it† and if it isn’t then there is always a cosmetic product or a diet pill that would enhance what she has or eliminate her flaws. Social expectations in the form of how others de fine physical beauty have made us believe that physical beauty is important. Having the perfect body is like having the power to be needed and wanted by others. The attractiveness of the rewards of being physically beautiful and perfect motivates a person to seek means to be beautiful in the eyes of society. Different social groups place a premium on the perfect body, evidence of which is how people react more positively to attractive people. Pretty girls get better service at bars; they get appreciative nods and smiles and are perceived to be confident and witty while hunks get the hot girls, they get better jobs and are popular. Wanting the perfect body may be caused by social expectations, but a more significant cause is peer pressure.Becoming obsessed with having the perfect body can also come from the pressures that a person feels from his/her peer group.   It is within the peer group that a child learns what is valuable and important, when teenage girls have slumber parties, they talk about what is important to them and it is mainly how to be hip and fashionable and they trade secrets in how to keep their hair that way, how to cheat on their weight and how important it is to look good for the boys in order to be popular. When boys get together, they also talk about how girls like boys who have the muscle, who are tall, who are sexy and a stud. Good looking girls and boys who are genetically endowed with the perfect body would not have difficulty in this area but those who are unfortunate to be fat and big may be consumed with the need to have a perfect body. In the peer group, a child or adolescent is continually evaluated based on their own concept of what a perfect body is and if they somehow fall short of what is desired then they are consumed in finding the means to change their appearance and body. A girl who has been teased about her nose because it is not the perfect shape may become obsessed with how to enhance or hide it and if all else fails then the answer is cosmetic surgery.   The pressure from the peer group to look perfect is very real and adolescents are very susceptible to live up to the pressure because it would ensure their belongingness to the group.Lastly, a significant cause of obsession with one’s body are found in the media, the   influence of the media is so pervasive and it constantly sends out the message that physical beauty will make people rich and successful and it promotes an unhealthy concept of beauty that is based on physical attributes only. Browse through a magazine and almost half of the entire magazine is made up of advertisements that depict the perfect body as slim, lean, and well proportioned, have great skin and attractive features. Movies and television shows always depict celebrities who are perfect in every way and these celebrities make it a point to be beautiful and fashionable, to be fit and alluring. They endorse products, diets and exercise routines to help achieve the perfect body, they are saying that if you want to become a celebrity, look at me!   Clothes modeled on the runway or even in the mannequins of Sears and Wal-Mart are often made for thin women and slim men, indirectly it is telling people that fat and big people are an anomaly and they should be concerned with their bodies if they want to feel good about themselves.In conclusion, it can be seen that all the messages and influences that a person receives directly or indirectly from social expectations and the media in the importance of having the perfect body have made people develop the obsession to have a perfect body. Obsessions in having the perfect body may take the form of wanting to change a body part, have rigid and extreme exercise routines, invest in cosmetic surgery, use make-up extensively, and have implants and others. The peer group exerts pressure to its members to have the perfect body as it is often the standard at which group belongingness is judged. Becoming obse ssed with physical beauty is a result of the premium that is placed on how a person looks and the consequences associated with it.

Italian For Travelers - Common Phrases and Expressions

Italian For Travelers - Common Phrases and Expressions Taking a trip to Italy and want to learn Italian? If you want to have an incredible experience (not like all of those typical tourists) with the language tour to Tuscany you booked or the relatives in southern Italy you’re visiting, learning to speak basic Italian is a must. Its not enough to fare la valigia (pack your suitcase) and watch Italian language movies before you arrive. Whether youre sightseeing in world-famous cities like Florence, Rome, and Venice, on a business trip in Milan, or reuniting with family, there are a multitude of ways to improve your Italian before traveling to Italy. Â   Italian Survival Phrases Your first objective should be to learn Italian survival phrases. Greetings and farewells will earn you goodwill, and ones related to train travel and your hotel will help you solve problems quickly. Plus, remembering a few phrases related to dining out can make the difference between a good meal and a memorable one. After all, if you dont know the difference between a pesca (peach) and pesce (fish), you might go hungry. Â   The Basics If youre pressed for time, focus on the fundamentals. Study the Italian ABCs and Italian numbers, learn how to pronounce Italian words and ask questions in Italian, and brush up on the euro (after all, youll have to reach into your portafoglio- wallet- eventually). Â   How Tos Dont want to miss the next train to Venice? Have tickets to La Scala for 20:00 and arent sure when that is? Here are quick, step-by-step instructions on how to tell time in Italian that will help you avoid missing curtain call. Michelangelos is around the corner. Or so you thought the sign said. Avoid missing the highlights of Italy with simple instructions on how to ask for directions in Italian. Travelers to Italy might also want to know , how to pronounce Italian words, and how to conjugate Italian verbs like a native. Â   Its All in the Hands When all else fails- your is buried deep in your suitcase and you can’t even begin to think in Italian- try to speak Italian with your hands. Its not just pointing and grunting when ordering your favorite , either. Italian hand gestures are a way to convey emotions and passions that Italians will understand implicitly. What might seem at first to be physical theater or a scene in an Italian comedy will actually be a way to connect that will be much appreciated. Â   Buon Appetito! One of the primary reasons for traveling to Italy (besides the magnificent art, the incredible history, the amazing archeological sites) is la cucina italiana. One challenge is since dishes are usually served on separate plates in a specific order. include the autogrill, or roadside snack bar; the osteria, an informal place; the trattoria, which is a medium-priced, often family-run eating establishment; and the paninoteca, a place where sandwiches and salads are often available. Travelers are often puzzled about tipping in restaurants in Italy, and for good reason. Il coperto (cover charge for bread and water)- but not the service charge- is usually included in il conto (the bill). Italians tend to tip minimally. Â   Divertiti - Have fun! One of the best ways to pass time like an Italian is to spend a day (or a month) at the beach. Here are phrases to help you do that. You’re going to see incredible sights, so you’ll want to have suitable vocabulary to express how incredible whatever you’re seeing is. Plus, you’ll find some of the best shopping in the world in Italy. You better be prepared for it. If you’re interested in learning Italian and becoming fluent, read this. And if you’re feeling really brave, you can visit these places that aren’t on the typical tourist’s itinerary. Buon viaggio!

Difference Between Public, Charter and Private Schools

Difference Between Public, Charter and Private Schools Public, private, and charter schools all share the same mission of educating children and young adults. But theyre different in some fundamental ways. For parents, choosing the right kind of school to send their children to can be a daunting task. Public Schools The vast majority of school-aged children in the U.S. receive their education in Amercas public schools. The first public school in the U.S., Boston Latin School, was founded in 1635, and most of the colonies in New England established what was called common schools in the following decades. However, many of these early public  institutions limited enrollment to male children of white families; girls and people of color generally were barred. By the time of the American Revolution, rudimentary public schools  had been established in  most states, although it wasnt until the 1870s that every state in the union had such institutions. Indeed, not until 1918 did all states require children to complete elementary school.  Today, public schools provide education for students from kindergarten through 12th grade, and many districts also offer pre-kindergarten classes as well. Although K-12 education is mandatory for all children in the U.S., the age of attendance varies from state to state.   Modern public schools are funded with revenue from federal, state, and local governments. In general, state governments provide the most funding, up to half of a districts funding with revenue usually coming from income and property taxes. Local governments  also provide a large portion of school funding, usually also based on property tax revenue. The federal government makes up the difference, usually about 10 percent of total funding. Public schools must accept all students that reside within the school district, although enrollment numbers, test scores, and a students special needs (if any) may influence which school a student attends. State and local law dictate class size, testing standards, and curriculum. Charter Schools Charter schools are institutions that are publically funded but privately managed. They receive public money based on enrollment figures. Roughly 6 percent of U.S. kids in grades K-12 are enrolled in a charter school. Like public schools, students do not have to pay tuition in order to attend.  Minnesota became the first state to legalize them in 1991. Charter schools are so named because they are founded based on a set of governing principles, called a charter, written by parents, teachers, administrators, and sponsoring organizations. These sponsoring organizations may be private  companies, nonprofits, educational institutions, or individuals. These charters typically outline the schools educational philosophy and establish baseline criteria for measuring student and teacher success.   Each state handles charter school accreditation differently, but these institutions typically must have their charter approved by a state, county, or municipal authority in order to open. If the school fails to meet these standards, the charter may be revoked and the institution closed. Private Schools Private schools, as the name implies, are not funded with public tax dollars. Instead, they are funded primarily through tuition, as well as private donors and sometimes grant money. About 10 percent of the nations children are enrolled in K-12 private schools. Students who attend must either pay tuition or receive financial aid in order to attend. The cost of attending a private school varies from state to state and may range from about $4,000 per year to $25,000 or more, depending on the institution. The vast majority of private schools in the U.S. have affiliations with religious organizations, with the Catholic Church operating more than 40 percent of such institutions. Nonsectarian schools account for about 20 percent of all private schools, while other religious denominations operate the remainder. Unlike public or charter schools, private schools are not required to admit all applicants, nor are they required to observe some federal requirements such as the Americans with Disabilities Act unless they receive federal dollars. Private schools may also require compulsory religious education, unlike public institutions.

Inventory Management System Essay Example | Topics and Well Written Essays - 1000 words - 3

Inventory Management System - Essay Example The term computer means an electronic device that is capable of accepting information which is the form of data and thereby converting it to the desired outcome based on the set of instructions handed over (DeMarco, 2005). Also, a program may be used to influence the desired out. However, the main purpose of a computer comes down to storing of useful information which may include records on inventory. Printer: this is an output hardware that is capable of printing documents in an alphanumeric or graphic way. In this case, the printer will be used in printing out daily and sales reports. This is very important since it is a source of backing up documents for future use. Barcode scanner: this is a special device that scans the barcodes and interprets the information therein (DeMarco, 2005). There is the need of using it when making a sale so as to prevent any mistakes from happening. Therefore, the moment it captures the data, the system automatically subtracts the bought item from the available stock. Material: these are funds which will be used for purchasing the necessary materials. The materials are necessary for the general running of the system and the include printers, computers and furniture. The purpose of these reports is to help the manager in understanding which orders that are open and the ones that are overdue. This is very important because the manager is aware the orders they are yet to receive and the ones that are overdue.

Deforestation as an Environmental Problem Assignment

Deforestation as an Environmental Problem - Assignment Example The aim of the discourse, therefore, is to provide a short report on the subject of deforestation by: (1) providing a brief summary the problem; (2) by outlining its causes; and finally, (3) analyzing some possible solutions to the problem. Brief Summary of the Problem Deforestation is defined by the Food and Agriculture Organization (FAO) as referring â€Å"to change of land cover with depletion of tree crown cover to less than 10 percent. Changes within the forest class (e.g. from closed to open forest) which negatively affect the stand or site and, in particular, lower the production capacity, are termed forest degradation† (Food and Agriculture Organization, 2000, p. 1). Deforestation is regarded as an environmental problem for the reasons that cutting of trees or depletion of forests and woodlands leave insufficient numbers of trees which have been proven to store vast amounts of carbon needed to prevent continued global warming. Also, due to clearing activities in forest s and agricultural areas, the burning of trees emit substantial carbon dioxide in the atmosphere, which is deemed contributory to the green house effect (Oracle Think Quest n.d.). Likewise, trees also have natural abilities to aborb water, if vast amounts of trees are uprooted and cut, the deforested region is therefore prone to floods or extreme dryness, causing further destruction of lives (human, animals and plants). Concurrently, trees and forests have been revealed to function as ways for conserving biological diversity where various flora and fauna have survived in their natural habitat. Deforestation through natural (storms, blizzard, eathquakes) and human induced activities disrupt and contribute to the loss of biodiveristy which eventually leads to extinction of endanged species. Cause of Deforestation As revealed, the causes of deforestation are varied; ranging from finding other alternative uses for the land for planting, grazing animals, being used as residential areas d ue to population expansion, being allocated as roads, subdivisions, and even for logging (Oracle Think Quest, n.d.). As deduced, deforestation is caused by human activities to satisfy diverse human needs. According to the FAO Key Findings Report on Global Forest Assessment in 2010, â€Å"deforestation – mainly the conversion of tropical forests to agricultural land – shows signs of decreasing in several countries but continues at a high rate in others. Around 13 million hectares of forest were converted to other uses or lost through natural causes each year in the last decade compared to 16 million hectares per year in the 1990s† (FAO, 2010, p. 3). Possible Solutions At the onset, one could analyze that the solution to this dilemma is straightforward: to replant trees and to stop cutting those that are still currently surviving. However, to implement this, those identified to be authorized to maintain, monitor and restrict cutting and focus on preservation and c onservation must design strategies and plans for management and governance through policies and regulations. As disclosed by FAO (2010), â€Å"80% of the world’s forests are publicly owned, but ownership and management of forests by communities, individuals and private companies is on the rise†

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.