Environmental Literacy and Sustainability Essay

Environmental Literacy and Sustainability - Essay Example However, many economists disagree with this approach, claiming that constraints on the use of natural resources will inhibit the advancement of modern and creative societies (Allen, Tainter, & Hoekstra, 2003). It has been commented upon that the current discourse may be confounded by political biases, which serve only to limit the ability of societies to plan for a sustainable future (Allen, Tainter, & Hoekstra, 2003). It is generally conceded within the ecological community that there are limits to the human ability to produce and consume of the natural environment. Present research concerns are oriented at global unsustainable development and the threat to human survival within the 'earth household' (Allen, Tainter, & Hoekstra, 2003). From the research findings has arisen an emphasis on sustainability education, both at the academic level, and at the level of the every-day consumer or the corporate executive, all of whom are inter-connected systems of the global ecosystem called Earth. Hence, it is anticipated that this paper will; provide the reader with a reflective review of past and present human activities impact within ecological systems; extend the reader's insight into the core elements of biophysical ecology; inform teacher/researchers about ways to enhance sustainability education; and to contribute toward raising the awareness of consumers as to the critical need for sustainable lifes tyles, industry and economic-political institutions.First, this paper will review the definitions of terms common to sustainability discourse, such as environmental literacy and sustainability. Secondly, three popular theories of sustainability will be outlined. Next, the implications of these theories in regard to ecological education will by highlighted. Finally, a conclusion will synthesize the main points of this paper, present recommendations for future research directions, and emphasize the importance for ecological education in 21st century living. Landscaping the Discourse Environmental literacy Gaining momentum during the early 1970s, the concept and application of environmental literacy has achieved depth and comprehensiveness, and has been adopted into education systems of many industrial and developing nations (Goodland, 2002). In North America, over 1.5 million primary to secondary teachers deliver and participate in environmental education (EE) courses. As such, numerous models of how best to present new information regarding environmental behaviors have been developed. An emphasis is placed on positive engagement of the student will novel forms of new knowledge about ecosystem energetics and the value of biodiversity. However, it had been pointed out by Golley (1998) that, in general, North Americans are unable to articulate environmental knowledge that could be put to practical use such as protecting community health and natural resources, empowering people to live for a sustainable future. Ironically, the discrepancy between public support for EE, and actual sustai nable behaviors, has occurred for over three decades (Golley, 1998). Humans have been remiss in the application of environmental knowledge and some attribute this to a deep believe within industrial cultures that nature is an object to be used, exploited and profited from. Unfortunately, this mindset appears to be embedded across academic

Jade Peony Essay Example for Free

Jade Peony Essay This excerpt from â€Å"The Jade Peony† by Wayson Choi conveys the mystery and insightful fear of the unknown of a young boy who has just lost his mother. Although the passage refrains from giving sufficient details, the reader is still able to understand the essentials of the situation: A young boy is lying in a bed with his dying mother and is then taken into the care of a family friend. The reader confirms the death of the mother with the narrator’s description of the â€Å"rigid arms† (line 8), which implies the limpness of the mother’s lifeless arms, and the boy’s realization that â€Å"my mommy’s voice†¦would never say again†¦Ã¢â‚¬  (lines 23-24). Also, from the apparent urgency and, perhaps, panic of the first paragraph, the reader may infer that something – most likely an emergency – has gone terribly wrong. The development of the Chin family characters then expands on this confirmation (of the mother’s death) to help develop the reader’s understanding. Mrs. Chin is shown as a very nurturing and maternal woman – a foil to her husband’s practical leadership in giving instructions (line 3) – who comforts the boy as the mother dies. She pulls the boy â€Å"up, up, up, from the dark†¦Ã¢â‚¬  and carries him away to her family’s cabin, a safe place. These actions indicate the switching of maternal roles between the boy’s mother and Mrs. Chin as the biological mother passes on. Also, the other Chin characters help to convey the situation. For example, in line 13, the expressions of the Chin children reflect back the â€Å"vacant stare† of the young boy to indicate his scared yet insightful awareness of the situation. Once they are in the Chin family’s cabin, Mr. Chin dynamically changes from practical leader to nurturing father, mirroring the comfort given by Mrs. Chin. His actions to return to normality – telling old stories, singing songs, etc. (lines 17-21) – further indicate the absence of the boy’s mother, showing how the Chin family is so kindly taking in the now motherless boy. Considering that the reader is left void of a complete description of the situation, the mysteriousness of this lack of detail also effectively helps to convey the similar mysteriousness felt by the boy, the narrating voice. It seems that the boy is aware of his mother’s death, at least to some degree. For example, he has a â€Å"vacant stare† (line 13) and he does not say anything as he eats his jook (line 16). Still, he does not fully grasp the concept, or the repercussions rather, of his mother’s death. For example, he remembers the â€Å"joy and excitement† of the storytelling night just before realizing his â€Å"mommy’s voice†¦would never say again†¦Ã¢â‚¬  (line 24). Aside from a paralleled mysteriousness experienced by both the reader and the boy, Choi also cleverly uses tone and sensory descriptions to convey the context and feeling of the narrating voice (of the boy). Especially in the first paragraph, Choi appeals to the auditory senses; he narrates and sets the scene by describing what the boy hears. First there is the voice of Herby Chin calling for help, then the boy hears the back door open and the sound of voices coming from the kitchen. In lines 1-3, the boy describes the scene by telling everything he hears from the other bedroom. This conveys the uneasiness of the unknown, since the boy is only hearing what is going on; he cannot see anything in the other room. Surely the boy is scared, but his observant mind conveys his insight and awareness of the situation. Choi also uses an appeal to the tactile senses, developing a tone of urgency, which helps to convey the uneasiness felt by the boy. For example, in line 17, Mrs. Chin scrubs her hands furiously simultaneously as the boy hears the siren to indicate her urgent and almost unsatiable desire to clean the blood from her hands. This may also demonstrate (figuratively) the feelings of the boy and the Chin family to move past the mother’s death – they hope to get ride of the stains of the pain in an attempt to return to normality. Aside from his sensory appeal, Choi also uses an effective word choice to convey the sense of urgency. Most noticably, he uses the word â€Å"rush† twice (line 1 line 5) as well as other phrases with a connotation of quickness (which indicates the level of panic felt in the emergency). For example, a chair falls over (due to the rushing of people in the kitchen), the curtains are â€Å"whipped† back, the blinds â€Å"whirled† and â€Å"snapped† up. Mrs. Chin â€Å"shoves† aside the pillows on the bed to comfort the boy. As the passage progresses, the sense of urgency slows as Choi picks up another more reflective and observant tone. The diction, especially of lines 25-30, is much less urgent and has a sense of calmness to it (conveyed by the sensory description of the freshly baked pie, the epitome of comfort). Ultimately this helps to demonstrate the probable acceptance and understanding of the boy. This gives the reader a final peace of mind, as the mysteriousness and urgency that are conveyed at the beginning finally come to a close, and the reader solidifies his or her understanding of the characters and the situation. Questions for sample commentary on â€Å"The Jade Peony† 1. What is the central assertion of the commentary? 2. What makes it an effective central assertion? 3. What contextualizing details does the student provide? 4. In your oral commentaries, what kind of contextualizing details will you be able to provide that this writer can’t? 5. A) Identify the topic sentence in paragraph 6. B) What details of content and literary features does the student use to support the topic sentence? C) What are the effects of these details, according to the student? D) How do these details and effects relate to the central assertion? 6. How does the student bring a sense of closure to the commentary? 7. Identify a point or explanation of a quotation that is underdeveloped. 8. How does the student bring a sense of closure to his commentary?

Its Time for Uniforms in American Schools Essay -- School Uniforms Ed

It's Time for Uniforms in American Schools Works Cited Missing School uniforms have been debated in the public school system for what seem like fifty years. Understand the constructive views that most administrations envision, you start to recognize the goals associated with having students wear them; however, there is a flip side. The unenthusiastic views that are associated with school uniforms present an equally intriguing question. Should schools incorporate them into the curriculum or not? Who opposes it and why it may be used to insure our children’s future. All views will be presented for you to make the decision. Why is this an issue? Well it seems that clothes have become the status maker and not grades, attendance and behavior. They say never judge a book by its cover; however, it seems that in today’s society looks mean everything. A child’s mental demeanor can change with what he/she is wearing. The age-old problem of â€Å" mom I have nothing to wear† has become a burden, even when there is a wardrobe stuffed behind over sprung closet doors. This is the issue. Fashion and the status of a student should not coincide. If anything a student’s statues should be reflected by the grades they receive from class. That should be the only determinant; unfortunately, this is not the case. So what role does various clothes and fashion portray, according to Swain (2002) cloths are used to portray individualism (p53). Individualism is an important feature for a student to possess. But again it seems that individualism can be achieve through other venues. From a teacher†™s stand point the main issue with student wearing uniforms is the impact uniforms can have on behavior and grades. Student’s behaviors can be influenced from a uni... ...mes to there children’s future. With television and the media promoting a way of life that is out of reach for most of the populous, parents need to help there children realize that school is important in obtaining a grasp and gaining that desired future? A proper education and the desire to sacrifice time and the superficial individuality needs to be completed now at a young age. Sacrifices must be made to gain the, now required high school diploma to insure their place in the middle ground of society. The more sacrifices the student learns to make at a young age the better prepared he/she will be for hurtles that one faces in everyday life. With the rise of tabloid television it seems that the â€Å"dumbing of America† has begun. This uniform policy is the first step that needs to be taken to insure the success of our children. Education is the issue here not fashion. It's Time for Uniforms in American Schools Essay -- School Uniforms Ed It's Time for Uniforms in American Schools Works Cited Missing School uniforms have been debated in the public school system for what seem like fifty years. Understand the constructive views that most administrations envision, you start to recognize the goals associated with having students wear them; however, there is a flip side. The unenthusiastic views that are associated with school uniforms present an equally intriguing question. Should schools incorporate them into the curriculum or not? Who opposes it and why it may be used to insure our children’s future. All views will be presented for you to make the decision. Why is this an issue? Well it seems that clothes have become the status maker and not grades, attendance and behavior. They say never judge a book by its cover; however, it seems that in today’s society looks mean everything. A child’s mental demeanor can change with what he/she is wearing. The age-old problem of â€Å" mom I have nothing to wear† has become a burden, even when there is a wardrobe stuffed behind over sprung closet doors. This is the issue. Fashion and the status of a student should not coincide. If anything a student’s statues should be reflected by the grades they receive from class. That should be the only determinant; unfortunately, this is not the case. So what role does various clothes and fashion portray, according to Swain (2002) cloths are used to portray individualism (p53). Individualism is an important feature for a student to possess. But again it seems that individualism can be achieve through other venues. From a teacher†™s stand point the main issue with student wearing uniforms is the impact uniforms can have on behavior and grades. Student’s behaviors can be influenced from a uni... ...mes to there children’s future. With television and the media promoting a way of life that is out of reach for most of the populous, parents need to help there children realize that school is important in obtaining a grasp and gaining that desired future? A proper education and the desire to sacrifice time and the superficial individuality needs to be completed now at a young age. Sacrifices must be made to gain the, now required high school diploma to insure their place in the middle ground of society. The more sacrifices the student learns to make at a young age the better prepared he/she will be for hurtles that one faces in everyday life. With the rise of tabloid television it seems that the â€Å"dumbing of America† has begun. This uniform policy is the first step that needs to be taken to insure the success of our children. Education is the issue here not fashion.

Gender Trait Chart Essay

Complete the chart by listing seven traits you believe are associated with male or female behavior. Examine the differences of these traits between genders. Identify whether the differences are biological, social, inherent, or learned. Explain why. Gender Trait What are the trait differences between genders?  Are the trait differences biological or social? Are the traits inherent or learned? Why? Nurturing Women are more nurturing than men re. They show signs of being more emotional and caring. inherent and learned it seems to be associated with genetics but also through the expectations of society- women are expected to be more nurturing and caring. Sympathetic Women are sympathetic then men are however some males have carry the same trait Learned and inherent women tend to be more sympathetic and nurturing which is mostly learned but can also be inherent. Dominant More of a male trait, being dominant tends to show the male is in charge. Inherent and learned this trait can be inherited but also learned men are obligated to be more â€Å"macho† and being dominant proves masculinity. Aggressiveness Male trait Inherent and learned men are suppose to be rough and show fearlessness in some sort of way, this is the perspective from society.

Ways to Keep the the Neighbourhood Clean

Ways to keep your neighborhood clean and green Good morning to†¦. Today, I would like to talk about â€Å"Ways to keep your neighborhood clean and green†. It is important to keep our neighborhood clean and green. There are many ways to do this but they need to be done correctly. Some jobs we can do are to make sure we clean up our garbage and recycle items around the house. I love my community and I do not like to see it littered and dirty. We need to do our best to keep our community looking clean.Everyday, plants and animals become extinct as their habitats are destroyed by human influence. At this rate, our world will become extinct quickly. Picking up trash when people are out in public would greatly help this situation. It is not hard to find a trash can in parks. Making sure people clean up would benefit everyone. If people see trash which is not theirs, they could pick it up themselves knowing they did something to help the world. You can make your neighborhood a c leaner and safer place by organizing a neighborhood cleanup.Another great way to make sure we keep our neighborhood clean and green is to pick up garbage we find in ditches and highway. This purposes is keeping our Earth healthy. Ways to keep the highways clean are being cautious trash is not thrown out of car windows and going outside to clean up the ditch. Always keep a litter bag in your car so you won’t be tempted to toss unwanted trash out the window. Going out once a week to clean up ditch would not only make it look nicer, but also keep the neighborhood healthy. The litter found in ditches can harm our environment.People need to do their best not to pollute. Prevention is an important step, so set a litter-free example for your family, friends, co-workers and neighbors to help keep your community. Each year, each person uses almost a 100-foot tall Douglas Fir Tree in paper and wood products. There is a great importance for recycling to reduce the amount of trees cut do wn. It is not a hard task to separate your recyclable items from trash items. Recycling would save about 75,000 trees. Recycling is a great way to keep your neighborhood clean and green.Besides that, growing trees and other plants in your community is a healthy step toward keeping your neighborhood beautiful. Take part in an effort to plant a tree along residential streets. These ways about are simple jobs which can make a big difference in our world. If everyone does their part, then we will live in a cleaner and greener neighborhood. Doing these can give people the opportunity to make their neighborhood clean and green so get started today in making your neighborhood clean and green. Thank you.

The Countries of the World in French

The Countries of the World in French Learning the French names for countries is relatively easy if you are already familiar with the name in English. In most instances, the translation is as simple as attaching something like  -ique  or  -ie  to the end of the name.  That means that this a very easy French lesson which students of any level can learn. Les Pays en Franà §ais Below is a list of virtually all of the countries in the world, organized alphabetically from English to French. As you study geography in the French language, you will find it useful to learn how to speak about the countries and be able to use them in sentences. Remember that you need to use a definite article (the the, such as  le or  la)  for countries. Some of the countries do not have a  definite article  because they are islands. Articles are normally not used with islands. You will also need to know the gender of the country in order to use it in a preposition.  Nearly all countries that end in -e are feminine, and the rest are masculine. There are just a few exceptions: le Belizele Cambodgele Mexiquele Mozambiquele Zaà ¯rele Zimbabwe In those cases and for  countries that use  l  as the definitive article, the gender is indicated next to the name. English French Afghanistan l'Afghanistan (m) Albania l'Albanie (f) Algeria l'Algà ©rie (f) Andorra l'Andorre (f) Angola l'Angola (m) Antigua and Barbuda l'Antigua-et-Barbuda (f) Argentina l'Argentine (f) Armenia l'Armà ©nie (f) Australia l'Australie (f) Austria l'Autriche (f) Azerbaijan l'Azerbaà ¯djan (m) Bahamas les Bahamas (f) Bahrain le Bahreà ¯n Bangladesh le Bangladesh Barbados la Barbade Belarus la Bià ©lorussie Belau Belau Belgium la Belgique Belize le Belize (m) Benin le Bà ©nin Bhutan le Bhoutan Bolivia la Bolivie Bosnia la Bosnie-Herzà ©govine Botswana le Botswana Brazil le Brà ©sil Brunei le Brunà ©i Bulgaria la Bulgarie Burkina-Faso le Burkina Burma la Birmanie Burundi le Burundi Cambodia le Cambodge (m) Cameroon le Cameroun Canada (learn the provinces) le Canada Cape Verde Island le Cap-Vert Central African Republic la Rà ©publique centrafricaine Chad le Tchad Chile le Chili China la Chine Colombia la Colombie Comoro Islands les Comores (f) Congo le Congo Cook Islands les ÃŽles Cook Costa Rica le Costa Rica Cà ´te d'Ivoire la Cà ´te d'Ivoire Croatia la Croatie Cuba Cuba Cyprus Chypre (f) Czech Republic la Rà ©publique tchà ¨que Denmark le Danemark Djibouti le Djibouti Dominica la Dominique Dominican Republic la Rà ©publique dominicaine Ecuador l'Équateur (m) Egypt l'Égypte (f) El Salvador le Salvador England l'Angleterre (f) Equatorial Guinea la Guinà ©e à ©quatoriale Eritrea l'Érythrà ©e (f) Estonia l'Estonie (f) Ethiopia l'Éthiopie (f) Fiji les Fidji (f) Finland la Finlande France (learn the regions) la France French Polynesia la Polynà ©sie franà §aise Gabon le Gabon Gambia la Gambie Georgia la Gà ©orgie Germany l'Allemagne (f) Ghana le Ghana Greece la Grà ¨ce Grenada la Grenade Guatemala le Guatemala Guinea la Guinà ©e Guinea Bissau la Guinà ©e-Bissao Guyana la Guyana Haiti Haà ¯ti Honduras le Honduras Hungary la Hongrie Iceland l'Islande (f) India l'Inde (f) Indonesia l'Indonà ©sie (f) Iran l'Iran (m) Iraq l'Irak (m) Ireland l'Irlande (f) Israel Israà «l (m) Italy l'Italie (f) Jamaica la Jamaà ¯que Japan le Japon Jordan la Jordanie Kazakhstan le Kazakhstan Kenya le Kenya Kiribati Kiribati (f) Kuwait le Koweà ¯t Kyrgyzstan le Kirghizstan Laos le Laos Latvia la Lettonie Lebanon le Liban Lesotho le Lesotho Liberia le Libà ©ria Libya la Libye Liechtenstein le Liechtenstein Lithuania la Lituanie Luxembourg le Luxembourg Macedonia la Macà ©doine Madagascar Madagascar (m) Malawi le Malawi Malaysia la Malaisie Maldives les Maldives (f) Mali le Mali Malta Malte (f) Marshall Islands les ÃŽles Marshall Mauritania la Mauritanie Mauritius ÃŽle Maurice (f) Mexico le Mexique (m) Micronesia la Micronà ©sie Moldavia la Moldavie Monaco Monaco Mongolia la Mongolie Montenegro le Montà ©nà ©gro Morocco le Maroc Mozambique le Mozambique Namibia la Namibie Nauru la Nauru Nepal le Nà ©pal Netherlands les Pays-Bas New Zealand la Nouvelle-Zà ©lande Nicaragua le Nicaragua Nieu Niouà © Niger le Niger Nigeria le Nigà ©ria North Korea la Corà ©e du Nord Northern Ireland l'Irelande du Nord (f) Norway la Norvà ¨ge Oman l'Oman (m) Pakistan le Pakistan Panama le Panama Papua New Guinea la Papouasie-Nouvelle-Guinà ©e Paraguay le Paraguay Peru le Pà ©rou Philippines les Philippines (f) Poland la Pologne Portugal le Portugal Qatar le Qatar Romania la Roumanie Russia la Russie Rwanda le Rwanda Saint Kitts-Nevis Saint-Christophe-et-Nià ©và ¨s (m) Saint Lucia Sainte-Lucie Saint Vincent and the Grenadines Saint-Vincent-et-les-Grenadines San Marino Saint-Marin Sao Tomà © and Principe Sao Tomà © et Principe (m) Saudi Arabia l'Arabie saoudite (f) Scotland l'Écosse (f) Senegal le Sà ©nà ©gal Serbia la Serbie Seychelles les Seychelles (f) Sierra Leone la Sierra Leone Slovakia la Slovaquie Slovenia la Slovà ©nie Soloman Islands les ÃŽles Salomon Somalia la Somalie South Africa l'Afrique du Sud (f) South Korea la Corà ©e du Sud Spain l'Espagne (f) Sri Lanka le Sri Lanka Sudan le Soudan Surinam le Surinam Swaziland le Swaziland Sweden la Suà ¨de Switzerland la Suisse Syria la Syrie Tajikistan le Tadjikistan Tanzania la Tanzanie Thailand la Thaà ¯lande Togo le Togo Tonga les Tonga (f) Trinidad and Tobago la Trinità ©-et-Tobago Tunisia la Tunisie Turkey la Turquie Turkmenistan le Turkmà ©nistan Tuvalu le Tuvalu Uganda l'Ouganda (m) Ukraine l'Ukraine (f) United Arab Emirates les Émirats arabes unis (m) United Kingdom le Royaume-Uni United States (learn the states) les États-Unis (m) Uruguay l'Uruguay (m) Uzbekistan l'Ouzbà ©kistan (m) Vanuatu le Vanuatu Vatican le Vatican Venezuela le Venezuela Vietnam le Vià ªt-Nam Wales le pays de Galles Western Samoa les Samoa occidentales Yemen le Yà ©men Yugoslavia la Yougoslavie Zaire (Congo) le Zaà ¯re (m) Zambia la Zambie Zimbabwe le Zimbabwe (m)

INTRAORAL PIERCINGS COMPLICATIONS AND RISK MANAGEMENT essays

INTRAORAL PIERCINGS COMPLICATIONS AND RISK MANAGEMENT essays Ornamental body alteration, tattooing and skin piercing has played a various human cultural traditions since antiquity. In the United States, has become another means of self-expression, and as often as not, teenage Some of the more popular anatomical piercings include the navel, septum, as the cartilage (rather than the lobe) of the ear. Any piercing of the skin carries the risk of infection and subsequent complications, but perforation of oral tissues and the installation of ornamentation poses more serious consequences than other types of alterations elsewhere on the body, despite the fact that oral trauma tend than damage to the epidermis.(1) Tongue piercings are particularly a medical perspective, owing to the structural complexity and functional tongue in comparison to other popular piercing sites. Despite its healing properties from its very generous blood supply, healing time for tongue is often prolonged because the tongue is almost always in motion, from eating, talking, or merely perpetual swallowing of saliva.(2) To some extent, the potential dangers and complications inherent in piercing are related to the structure of the particular tissues involved, these physiological sources of danger is the informal, entirely unregulated which the procedures are typically performed. Oral tissues feature some of the most intricate and concentrated blood vessels, mucosa and nerves in the human body. The tongue especially, muscle, interlaced with a network of nerves and four different types of it is susceptible to several different types of injury and functional If not for the very high tissue turnover rate of oral tissues that or three times as fast as other types of tissues, infection rates from perforations would likely be a much worse problem than it is, already. abundance of blood vessels in oral tissues also contributes to quicker associated with...