The Human Society and its Environment Essay Example for Free

The Human Society and its Environment Essay Environment (HSIE) syllabus has a two-pronged objective that seeks ultimately to help scaffold students in their development both as persons and as citizens of local and global communities. It seeks to give them a sense of identity, and this involves an understanding of how their talents and opinions are relevant in their society. Research has shown that students (as human beings) develop, not in an isolated context or in a vacuum, but within the context of the family, community, and society in which they live (Panofsky, 2003, p. 411, Azmitia, 2002, p. 355). Therefore, allowing students to feel themselves true citizens of their society is an important aspect of creating identity and participation, according to the ideas of Vygotsky, Dewey, and Gibson, is therefore a key factor in learning (Rahm, 2002, p. 164; Wong Pugh, 2001). Separated into four strands (introduction, rationale, aims and objectives, and an overview of learning in HSIE), the syllabus’ introductory pages demonstrate how its objectives can be addressed in a classroom setting. Each strand clearly outlines how knowledge will be of benefit to the student and by extension to society. In fact, much thought and effort has been placed into determining the individual outcomes of particular aspects of the HSIE content. Though the syllabus is not particularly explicit about how these goals are to be achieved, nor does it clearly define the ideals of citizenship, it does give the teacher enough direction to facilitate the proper delivery of the information. A detailed look at the formulation of the goals in these introductory pages will demonstrate that the syllabus, though not explicit, is adequate in its explanation of how its aims are to be achieved. It will also present a view the interconnected aspects of the syllabus and how essential each is to the achievement of HSIE’s major goals. The introductory pages of the syllabus indicate that some of its content is taken from research into the thought processes of the children (Human Society and its Environment K-6, 2006, p. 9). Its writers have considered the fact that children might think differently about such issues than adults do, and have suggested suitable ways of teaching. This indicates that the syllabus intends to address how students are to be taught the material. The syllabus also indicates that the effective classroom practices of many previous teachers have informed its content, and this too indicates that effective strategies for instruction are to be included in the text of the syllabus. It appears that the strategies will involve equipping teachers with the tools necessary to create a classroom atmosphere in which students go beyond the level of hearing or reading the information to the level at which learning becomes an experience. It implies that teaching should begin on a plane with which the child is familiar and then branch of to less familiar areas, thereby building on schematic knowledge and making connections that allow them to assimilate the information gained (Human Society and its Environment K-6, 2006, p. 7). Though the explanation does not clearly delineate how the will be achieved, it is a promise that the syllabus itself will provide more explicit information on how to do this. Another way in which the introduction to the syllabus promises to demonstrate how to achieve its goals is in its deliberate organisation to allow for depth of understanding by its readers. It not only categorises the content according to the knowledge, values, and skills students ought to take from the class, but it further breaks down these areas, creating in effect a checklist of goals that teachers can try to incorporate into the planning of each lesson (Human Society and its Environment K-6, 2006, p. 8). It suggests to a certain extent the different aspects of the subject that the teachers are meant to emphasise. The goals are explicitly defined, though methods are not. Therefore, though details are not given as to how teachers should teach the lesson, this may mainly be seen as a method of allowing the creativity of each teacher to surface. The syllabus’ introduction appeals to the creativity of the teacher in its conciseness, yet does offer some direction through the thorough way in which the goals are dealt with. For example, though it does not suggest tasks that students should be made to perform in learning about the transmission of culture, it clearly states a number of ways through which culture transmission can be achieved (Human Society and its Environment K-6, 2006, p. 10). Another example is in the reference to the students’ gaining a sense of identity through their environment. The syllabus points toward learning the use of globes, diagrams, maps, and other tools that give direction and perspective about the local and global environment. Though it does not expressly tell how to teach the lessons that incorporate them, it does demonstrate that their use will aid in the achievement of the overall aims of the HSIE syllabus. The syllabus demonstrates a connection among its three main aspects and among the content from different disciplines that make up each of these parts. It argues that knowledge/understandings, skills, and attitudes/values are related in such a way that the student cannot be expected to fully grasp the ideas being presented them unless they have an adequate grasp of each of the areas (Human Society and its Environment K-6, 2006, p. 10). The knowledge provides a basis for students to gain appreciation for themselves and others, as well as for their societal groups. They are able to gain perspectives on cultures, systems, the environment, and historical facts on how these systems came into being. A key factor that contributes to the interrelatedness of the syllabus’ content is the fact that all knowledge cannot be acquired within a classroom setting. Along with exposure to this knowledge comes a similar exposure to the tools and skills that will allow students opportunity to acquire more knowledge on their own. It is to be noted that according to Howard Gardner, people have different ways of perceiving the world (Mbuva, 2003) and should learn different skills that allow them to use their own type of intelligence. All these skills allow for participation, investigation, the ability to identify biases, and the use of higher- and lower-order thinking skills. Yet the knowledge gained through these methods cannot, by itself, lead to understanding without a suitable way of processing it (State of NSW, 2003, p. 7). According to A classroom practice guide published by the Department of Education and Training of the State of New South Wales, the difference between deep knowledge and deep understanding lies in the assimilation of content that defines students’ learning (2003, p. 7). Quality instruction blended with the attitudes and values that students are desired to learn will grant them a way of processing the knowledge that they gain through classroom and out-of-class lessons (Human Society and its Environment K-6, 2006, p. 13; 2003, p. 7). They allow students to see what use they can make of the knowledge that they gain about themselves, others, their history and their environment. It inculcates a level of respect for other cultures and allows them to develop a sense of societal responsibility. Because, for example, the student understands how the society and its governmental systems work—why each part is necessary—he or she is able to appreciate the need to become a good citizen and to preserve the civilisation which he or she has inherited (Harris, 2001, p. 3). The student, being cognisant of the struggles that ancestors have gone through to create the society, will further respect and honour the traditions that have been passed down. Further historical and cultural studies will also grant respect for other cultures within the Australian society and those of the rest of the world. Students will be able to have respect for the differences between theirs and Aboriginal cultures, and this will enhance their citizenship as they will learn how to treat those citizens whose actions might portray differences to their own (Human Society and its Environment K-6, 2006, p. 13-14). After considering how each aspect of the syllabus relates to the others, it becomes evident that all sections are necessary to the complete education of the student in HSIE. Though the student might have the resources that contain knowledge, they will not be able to access that knowledge without skills that allow them to tap such repositories as the library, internet, and even textbooks. Even once this knowledge is gained, it is necessary that students be able to process it in order to turn that knowledge into understanding and into good citizenship, which is the reason usually cited for teaching HSIE (Reynolds Lewis, 1995, p. 3). Another important aspect of HSIE is to transform students into lifelong learners. All parts of the HSIE learning programme are necessary in order to add meaningfulness to the sense of knowledge acquisition so that students might consider it necessary and worthwhile to use their skills continually to gain knowledge for the betterment of society. It is often problematic that teachers have the ability to make value judgements about particular outcomes of lessons. Students often place high value on teachers’ preferences and pay keen attention to how teachers speak and feel about certain topics. However, teachers may use their influence to an advantage. Demonstrating openness especially to diversity of culture and frowning upon intolerance especially as it regards other people’s values and belief systems will help create a more tolerant class and ultimately a more tolerant society. Related to this is the fact that students will become more exposed to different religions and political views—a situation that might offer some discomfort to parents. It is important that parents be assured that culture sensitivity and tolerance (and not indoctrination) are the main goals of this kind of education. Human Society and its Environment attempts to delineate the different facets of societal groups, show how they connect with each other, and demonstrate to the student how he or she fits within one or all of them. It desires to show the variety of organisations that exist, how these organisations work, and how students with varied interests can become a part of them. It also involves the inculcation of the individual’s debt and responsibility to society—lessons that can be learned through history, environmental, and civil education. The syllabus connects three perspectives: knowledge/understandings, skills, and attitudes/values which students master through the acquisition of low- and high-order thinking skills. Yet all these facets depend upon the provision of quality instruction in a quality learning environment in order to produce deep understanding (State of NSW, 2003, p. 10). References Azmitia, M. (2002). â€Å"Interpretative reproduction: a tool for unpacking the sociocultural dynamics of development. † Human Development. Vol. 45, 355-359. Harris, C. (2001). â€Å"Curriculum control: at what cost to teachers? † AARE Annual Conference 2001. Notre Dame University. Retrieved 3rd August 2006 Available: http://www. aare. edu. au/01pap/har01535. htm Human Society and its Environment K-6: syllabus. (2006). Board of Studies, HSW. Sydney. www. boardofstudies. nsw. edu. au

Transition in Stanley Kubricks Full Metal Jacket Essay -- Film Movies

Transition in Stanley Kubrick's Full Metal Jacket "These are great days we're living, bros. We are jolly green giants, walking the Earth with guns. These people we wasted here today are the finest human beings we will ever know. After we rotate back to the world, we're gonna miss not having anyone around that's worth shooting." In Full Metal Jacket, Stanley Kubrick's portrayal of the Vietnam War and the US Marines is immense. His "Boys to Men" theme brought forth the transition these young men had gone through in order to achieve that "Man" status. The beginning of the movie takes place at the Marine boot camp on Parris Island in South Carolina. The Marines, as always, were looking for a few good men. On this day, they received a group of wide-eyed teenagers, and some adults, but mostly teenagers. Obviously unaware of what will await them in boot camp and more importantly on the frontline, their Senior Drill Instructor Sergeant Hartman played by R. Lee Ermey greets them. Sergeant Hartman plays a different role in the film depending on the perspective you take. To me, he is my coach. They have been through similar situations I have been through and are there in guidance. However, contrary to Hartman's intentions, he forces them to learn quickly and efficiently because this is not a game that they ar e practicing for. This is life and Death. Sergeant Hartman had seen Vietnam personally. A hardened veteran of the US Marine Corp, Hartman demands to see the fear in his recruits so, in a bullying manner, he can take it. "It is your killer instinct which must be harnessed if you expect to survive in combat. Your rifle is only a tool; it is a hard heart that kills. If your killer instincts are not clean and st... ...o a callous creature. He has to conflict with himself to become this but at the end of the movie, he seemed more calm and understanding. He had in fact, defeated himself by realizing he was his own enemy and is no longer afraid. He had finally found someone worth killing. Works Cited Jung, Carl G. The Archetypes and the Collective Unconscious. New Jersey: Princeton University Press. 1969. Oberdorfer, Don. Tet: who won? Washington D.C.: Smithsonian Magazine 2004 Rambuss, Richard. Machinehead: The technology of killing in Stanley Kubrick's Full Metal Jacket. Indiana University Press. 1999 Crowley, Vivianne. Jung: A Journey of Transformation: Exploring His Life and Experiencing. Quest Books. March 15, 2000 Downs, Frederick. The Killing Zone: My Life in The Vietnam War. W.W. Norton & Company. November 1, 1993

Mercury Drug Macro Environment Essay

Demographics Mercury Drugstore’s Primary Target Market Demographics : Ages ranging from 18 to 65 years old who may be male or female that belong to any social class – B, C, D, and E Marital status – no specific status. The available market size using research data show that 6 out of 10 Filipinos are now opting for generic medicines over the more expensive branded counterparts. For a $2 Billion Pharmaceutical market in the Philippines $1.2 Billion (60%) – Generics Medicines $800 Million (40%) – Branded Medicines. Affordable generic medicine more available to a greater number of the population at the soonest possible time since generic medicines are 30% to 80% lower than the branded medicines Economic Data from researches show that out of every 10 Filipinos, 6 Filipinos are now opting to purchase generic medicines over the more expensive branded counterparts. For a $2 Billion Pharmaceutical market in the Philippines $1.2 Billion 60% for Generic Medicines $800 Million 40% for Branded Medicines. The rate of affordability of generic medicines is higher to the greater portion of the Filipino population. This is due to the price of generic medicines which are 30-80% lower than the branded ones. Natural Increase of cold months in the country caused increase of incidences of pneumonia. Pneumonia involves inflammation of the lungs and leads to hospitalization. Foreigners, especially those from non-tropical regions, are most susceptible to this in the Philippines because they have to adjust to the weather patterns. Diarrhea outbreaks have been consistently on the rise in Philippine soil, especially with the recent aftermath of Typhoon Ketsana (Ondoy in local name). Physical, emotional and social factors contribute to this prevalent problem of Filipinos. More underweight than overweight, Filipinos often have to consider societal gaps as a primary factor. The ill distribution of wealth in the country attributes to most Filipinos having less food to eat on their plates. Many Filipinos continue to fall victim to drug addiction. There are over 3.5 million habitual drug users in the country, and some of the national scandals in the past have been linked to illegal drug use. The ongoing struggle against illegal drug addiction is an uphill battle. A more recent DOH problem involved the hyper increase of cases of leptopspirosis in the Philippines, particularly in La Union and other flood-stricken areas. The onset of consecutive floods from the string of typhoons Ondoy and Pepeng caused contaminated water to fill the urban and rural areas. Technological Improvements in the field of computers have made operations in the stores more efficient and less time consuming and as well as having a more organized system of recording purchases. Mercury drugstore now is on the verge of implementing an online purchasing system in which customers may order medicines through the internet and then picking up the goods at the store of purchase. This will help the store reduce the number of people in queue and as well as offer customers a better way to purchase their items. Technological advancements have now brought about better medicines and as well as a larger variety of medicines giving the company a chance to broaden their stocks as well as the number of their consumers. The 3g system of the current netphones are now able to give people an opportunity to get in contact with the store so that their concerns can be acknowledged as well as any order of goods. Political Mercury drugstore now implies the senior citizen discount which is mandatory according to the laws of the Philippines. Mercury drug has also been able to adopt a senior citizen lane in their stores nationwide. Cultural/Sociological The need to be healthy is highly needed in the Philippines especially with poverty on the side. Most Filipinos that belong to the lower class tend to over exert themselves and end up with exhaustion, which has a high probability of leading to sickness. So daily supplements are needed to be able to sustain a healthier body while facing harsh working conditions.

Aa Meeting Reaction Paper - 1093 Words

SAB 210 April 12, 2010 Alcoholics Anonymous Meeting Reaction Paper I attended an A.A. meeting on April 5, 2010. Before the meeting I seemed very anxious. This was not my first meeting I have been to meetings before but they all seem to make me nervous. When I arrived the nervousness had eased off because everyone had made me feel welcomed. I was made to feel like a part of their family from the beginning to the end of the meeting. I seemed to have realized I missed going to these meetings and I miss the fellowship but it has not interfered with me staying sober. The meeting began with some readings. I read on the AA Promises which I thought was a waste of time. In my opinion I felt like they should have left the readings for†¦show more content†¦However, I was angry as I sat there and listened to what this disease has done to people and how it had ruined their lives. I did sit there in my chair and think how blessed these people were to have each other. In conclusion, I feel A.A. has saved many lives. It offers strength, hope, and support to those struggling with alcoholism. I felt one hour just was not long enough. I wanted to stay longer and help those in need. The meeting seemed to put me back in touch with reality and had touched my heart. I felt so many different emotions and feelings at this meeting. At one point I became teary-eyed as a young girl spoke of what she had been through. It did make me feel uncomfortable holding a stranger`s hand when we formed the circle but I think by saying the Serenity Prayer it gave each one of them hope, wisdom, and the courage to start a brand new day without the disease eating away at their lives and to replenish their day with a new perspective on life. I feel this project was an opportunity for me to explore how much I have grown since I was last in the rooms. 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