Hinduism And Buddhism And Hinduism - 1641 Words

So far we’ve learned about Hinduism and Buddhism in India two of the most common religions found in India. One of the many things about learning about different culture is the religion that is come with. Religion is one of the many things that are unique to each and every culture. Religion views are what make a group of individuals come together and form a community. In core 7 we are learning about Hinduism and Buddhism learning about India and their religion views has helped me see the world in a different way and understand religion and a way of living in a whole new perspective. I’ve grown to take something from every religion we have learned up to core seven and try to relate it to my own lifestyle and how I can take something away from it and make me a better person. As an artist you have to take a little bit of everything and make it your own. Although Hinduism and Buddhism are very different from Christianity there are some aspects that appeal to me and I feel I can take away without feeling like I have to convert to the religion. Hinduism and Buddhism are two very unique religions that we have been discussing in core seven. Like any other region both are very different from each other but have some similarities. To start off both religions believe in Karma and reincarnation but both see the purpose of life in a different way. Hinduism was the first religion that we covered and it was the one that applied to several people in India. To start of Hinduism believes inShow MoreRelatedHinduism, Hinduism And Buddhism1205 Words   |  5 Pagesafterlife has become a controversial subject across many religions. Religions such as Hinduism and Buddhism have provided a multitude of similar and different analysis behind their specific beliefs and practices. Similar to many religions practiced around the world, Hinduism portrays a great amount of belief in worshipping gods that they believe play a special role in their history. Though when speaking of Hinduism, I should mention that it does not consist of a single, dominant religion. It is aRead MoreHinduism : Buddhism And Hinduism1045 Words   |  5 PagesSoutheast Asia, particularly India, is the birthplace of many religions. India is where these two religions arose: Buddhism and Hinduism. Hinduism is a very ancient belief system derived from the lifestyle of Southeast Asia. It still has a strong presence in its place of origin and it is characterized as a family of religions. An offspring of Hinduism, Buddhism is also a family of religions, except it has less of a strong presence in its place of birth. Yet, situated to the East area of the worldRead MoreHinduism And Buddhism And Hinduism1276 Words   |  6 PagesOut of the worlds many beliefs and religions, Buddhism and Hinduism m ake of about 20% of them (The Future of World Religions: Population Growth Projections, 2010-2050). Hinduism and Buddhism are the most influential and popular in the eastern hemisphere, mostly in and around the Asian continent. These two religions have similar ideologies. So much so that many say that Buddhism is an appendage of Hinduism. Such religions have different religious structures, which allow broader interpretations toRead MoreBuddhism, Hinduism, And Hinduism1817 Words   |  8 Pagespracticed today. Most of these religions are based off the belief in a god, or have a moral code that they need to follow in order to appease their god or achieve salvation in the afterlife. Three religions that will be highlighted here are Buddhism, Sikhism, and Hinduism. In each of these three religions, they all share some religious tenets, or beliefs, that is universally accepted amongst all religions around the world and throughout history. Some of these tenets include the belief in a go d or a SupremeRead MoreBuddhism Vs Hinduism : Hinduism1573 Words   |  7 PagesBuddhism vs Hinduism Hinduism and Buddhism are two religions that are very open and tolerant of all people. They are religons that believe in acceptance of all and open-mindedness of other religons. Hinduism is the oldest religion on the planet that has been well established and still has a large following. To put it into perspective if religons were under 100 years old Hinduism would be 80 and Judaism and Christianity would still be in their 20s or 30s. Buddhism is also a long-standing religionRead MoreBuddhism Vs Hinduism : Hinduism1773 Words   |  8 Pages05 Taylor Winchester Professor Warber HST 203 October 24, 2015 Buddhism vs. Hinduism According to the book, The Religion of the Hindus, Hinduism is the third oldest world religion that has approximately 300 million followers, most of which live in India. The holy language of Hinduism is the Sanskrit language. Hinduism is considered a religion versus a philosophy. There is no specific founder for Hinduism; however, it is closely related the customs and manner of Hindus, making it ratherRead MoreBuddhism and Hinduism881 Words   |  3 PagesSome awesome title I make Buddhism and Hinduism are two of the most philosophical religions around the world. Both religions stem from India before the Common Era and hold ranks as being one of the top five main religions around the world, therefore, having similar origins and philosophies. Hinduism places third as an organized religion and is much older than Buddhism. Hinduism and Buddhism have lasted for centuries and today is widely practiced among the world. Hinduism is considered to be monotheisticRead MoreHinduism and Buddhism976 Words   |  4 Pages Buddhism and Hinduism are two of the world’s most influential and greatest religions. Buddhism is a religion based on the teachings of the awakened one (Abrams), and Hinduism is the oldest of the world’s greatest religions (Rice). Both of these religions arose in South Asia, thus they share similar culture and philosophy; however, they also contrast greatly with each other in many other aspects. By comparing the rituals of worship of the two religions it is proven that Hinduism worships variousRead MoreChristianity, Hinduism, Buddhism, And Hinduism1173 Words   |  5 Pagesfollowing religions are: Christianity, Islam, Judaism, Buddhism, and Hinduism. These religions cover up more than half of world’s people and the reason why people are conforming every day is because each and every one of them has extraordinary stories that’ll take your breath away. As much as I want to talk about the five religions listed earlier, I only want to give you a chance to gain more knowledge on Islam and Buddhism. Islam and Buddhism both have similarities and differences. You’ll know theRead MoreHinduism And Buddhism : Buddhism942 Words   |  4 Pages Hinduism and Buddhism Park University Desmond Hutchinson RE307 â€Æ' Abstract Both Hinduism and Buddhism originated in India a very different world and origin than the other main religions. What is now called Hinduism began in India around 2000 years before the birth of Jesus Christ. Minorities in religion Hinduism and Buddhism are still well known and are growing in its followers from all over the world not just limited to the traditional geographical locations. Hinduism and Buddhism are different

Review Of Surgery Versus Surgery Alone For Colorectal Cancer

Research Summary Study # 1 Neoadjuvant Chemotherapy Followed by Surgery Versus Surgery Alone for Colorectal Cancer This study was meta-analysis review, over six studies using randomized controlled clinical trials, and is Level I on the hierarchy of evidence (Stillwell et al., 2010). These trials were conducted between 2002 and 2012, and the researcher conduced their search in 2014. They compared 1393 patients (50.6% of their population studied) using neoadjuvant chemotherapy 1358 patients (49.2%) using surgery alone. All patients had colorectal cancer, and mirrored each other in the percent of male vs. female and age. The researchers separated their data by the location of the tumor –ascending, descending, transverse, sigmoid and rectum.†¦show more content†¦According to their conclusions overall among all of the studies, neoadjuvant chemotherapy seemed to reduce or delay the possibility of distant metastasis—especially to the liver— in patients with colorectal cancer (Huang, et al., 2014). Study # 2 Neoadjuvant Chemotherapy and Surgical Management of the Axilla in Breast Cancer: A Review of Current Data This is a systematic review that has looked over several randomized studies, nine in total, in regards to whether neoadjuvant chemotherapy (NAC) can impact patients who would otherwise have an axillary lymph node dissection (ALND). This is an example of a Level I evidence Stillwell et al., 2010). Sixty-one percent of women with stage I or II breast cancer will have a breast conservation surgery (BCS) and 36%, a mastectomy. However, in those with stage III, 72% will have a mastectomy instead of BCS (American Cancer Society, 2016). The researchers found studies that showed that some patients who could undergo breast-conserving therapy (BCT) after their tumor had been down-staged. The researchers mentioned data from another study that followed more than 403 patients, 22% of which had metastasis, but had a complete response to neoadjuvant treatment. Eighty-seven percent of the ones who had the complete response had a recurrence-free survival. They found overall that the patients with no de-negative sentinelShow MoreRelatedColorectal Cancer : Cancer And Cancer2998 Words   |  12 PagesCancer occurs when abnormal cells in the body uncontrollably replicate forming a malignant tumor that invades nearby tissues. It has the capability to affect any part of the body and spread to tissues throughout the body. 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Contents †¢ 1 Signs and symptoms o 1.1 Pelvic pain o 1.2 Fertility o 1.3 Other o 1.4 Complications †¢ 2 Risk factors o 2.1 Environmental toxins o 2.2 Genetics o 2.3 Aging †¢ 3 Pathophysiology o 3.1 Formation of ectopic endometrium ï‚ §Read MoreRobotic Surgery Essay example14445 Words   |  58 PagesRobotic Surgery HUM432: Technology, Society, and Culture April 15, 2012 Table of Contents Abstract – Page 3 Introduction– page 4 Description of Robotic Surgery page 5 Applications of Robotic Surgery – page 4 – 7 History of Robotic Surgery - – page 8 Robotic Surgery –- page 9 Advantages of Robot-Assisted Surgery – page 9, 10 Disadvantages of Robotic Surgery – page 11, 12 Political Influences – page 13 - 16 Legal Influences – page 16 – 20 Economic Questions/ Considerations –Read MoreRobotic Assisted Surgery16730 Words   |  67 PagesRobotic Assisted Surgery Research Project LAS 432 Professor Scott Maxon Team B Richard Field Melissa Cutrer Charles Engle Ryan Ferree Nada Dakroub Yarin Garcia Miralles Table of Contents Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....4-5 I. 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The Environmental Non Governmental Organizations Education Essay Free Essays

string(248) " is really limited information available that explores the perceptual experience of people towards NGOs \( Vasquez, 2010 \) , old surveies have assessed the perceptual experience of local people and pupils towards these organisations \( Ivy et al\." Environmental non-governmental organisations ( ENGOs ) are going one of the noticeable histrions today in biological preservation. A study was conducted on the university pupils of Central Mindanao University ( CMU ) , Philippines and National Chung Hsing University ( NCHU ) , Taiwan to measure their perceptual experience towards ENGOs and if their sentiments are influenced by demographic variables. The survey besides explores the pupils ‘ involvement and respect about biological preservation as a major issue locally or globally. We will write a custom essay sample on The Environmental Non Governmental Organizations Education Essay or any similar topic only for you Order Now A sum of 273 university pupils were surveyed from different classs in both states. The consequences showed that most pupils from both states were non familiar with ENGOs and indicated a impersonal mentality towards their trust to these organisations. CMU pupils perceived the local people as the most responsible stakeholder while on the other manus NCHU pupils signified the authorities as the most dependable establishment. The nationality and academic major of the pupils were found to hold a strong association in the pupils ‘ perceptual experience of the most responsible stakeholder. The pupils from both states besides believed that the environmental issues are the most serious jobs in the universe, followed by societal and preservation issues. Furthermore, CMU and NCHU pupils were more concerned about societal jobs than preservation issues in their several hometowns, although they have contrasting positions about the major societal jobs they are confronting. NCHU pupils, nevertheless, expressed more involvement in environmental issues than CMU pupils, both in local and planetary graduated table. The nationality of the pupils showed a positive relationship with their perceptual experience towards the major of import issues in the universe and in their communities. ENGOS should exercise more attempts in affecting the college pupils of Taiwan and Philippines in their run plans to better the pupils ‘ engagement and perceptual experience towards these organisations. KEYWORDS: environmental nongovernmental organisations, pupils ‘ perceptual experience, Philippines, Taiwan, biological preservation Introduction With all the services and chances that biodiversity provide the human public, it is of import to keep and conserve the Earth ‘s biological resources. Biological preservation must be reinforced to prolong the profusion and variableness of different life-forms and their home grounds ( Spellerberg and Hardes, 1992 ) . One of the stakeholders involved in this enterprise are the Environmental Non-governmental Organizations ( ENGOs ) , which are mostly concerned in delivering biological resources from fast extinctions and debasements ( Gunter, 2004 ) . These organisations employ different schemes in their projects. They act the function of experts ( Charnovitz, 1996 ; Esty, 1998 ) , raise consciousness runs ( Bauer, 2006 ) , anteroom policymakers ( Binder and Neumayer, 2005 ) and authorise local communities ( Raustiala, 1997 ) . ENGOs in the Philippines proliferated during the Martial Law Period of President Marcos in the 1970s until the early 1980s ( Teehankee, 1993 ) . Serious environmental debasements during and after the absolutism have prompted the Filipino authorities to go through a figure of environmental Torahs and policies ( Magallona and Malayang, 2000 ) . The democratisation of the state officially acknowledged the importance of NGOs in the Filipino society ( Soledad, 2006 ) . The activities of Filipino ENGOs are engaged chiefly in natural resource direction, community organizing, pollution control, biodiversity development, land debasement and dirt preservation ( Magallona and Malayang, 2000 ) . They besides build partnerships with other NGOs, academia, media, grassroots organisations, anteroom politicians, empower autochthonal people and behavior scientific research and circulate studies to the populace ( Lucas, n.d. ; Magno, 1993 ; Bryant, 2001 ) . It is estimated that there are about 3,000 NGOs that focus on the environment and rank to these groups largely come from the young person, scientists, professionals, retired persons, altruists, politicians and business communities ( Lucas, n.d ) . They obtain support from many-sided givers, authorities bureaus, rank fees, local and foreign contributions, income-generating activities, local and transnational companies, local and international NGOs ( ADB, 2007 ) . The issue on NGOs ‘ deficiency of resources and managerial capablenesss frequently limit their influence on the Filipino society in relation with their ends and involvements ( Teehankee, 1993 ; ADB, 2007 ) . Like the Philippines, Chinese ENGOs came to turn after the Kuomintang ( KMT ) Martial Law epoch ended in the late eightiess ( Hsiao, 1999 ) . The rapid industrialisation of Taiwan and the authorities ‘s thrust for economic growing has been pointed out to do major environmental crisis in Taiwan ( Edmonds, 1996 ; Tong, 2005 ; Yang, 2008 ) . In response to the dismaying environmental crisis, the Chinese authorities has passed several Torahs, policies and ordinances ( Edmonds, 1996 ; Lin, 2001, Yang, 2008 ) . ENGOs in Taiwan by and large drew rank from bookmans and professionals ( Tong, 2005 ) and addressed issues chiefly on pollution control, resistance to atomic power workss, and biological preservation ( Hsiao, 1999 ) . Furthermore, they are besides active in forming grassroots presentations and public hearings, educating the populace on environmental issues, oversing authorities policies, publicising environmental issues, and let go ofing imperativeness studies ( Tong, 2005 ; M cBeath and Leng, 2006 ) . There are merely about 300 ENGOs that operate in Taiwan and some of which operate as government-organized NGOs ( McBeath and Leng, 2006 ) . Taiwan ENGOs acquire funding support largely from rank fees, contributions, and authorities grants ( Edmonds, 1996 ; Lin, 2001 ) . Due to its political position, international loaning establishments like the Asian Development Bank and World Bank are non aggressive subscribers in the local environmental protection runs, which make foreign fund supports difficult to obtain ( McBeath and Leng, 2006 ) . The common encountered restraints by Chinese ENGOs are the troubles in enrolling members, acquiring fiscal support, deficiency of information channels from international ENGOS and deficiency of equal managerial capacity ( Hsiao, 1999 ; Yang, 2008 ) . In malice of the support to Filipino and Taiwanese ENGOs, there are still restricting factors that affect their range in accomplishing the groups ‘ ends and involvements. The contentions that involved ENGOs and the NGO sector in general ( Gibelman and Gelman, 2004 ; Jepson, 2005 ) have a serious impact on their image to the populace and every bit good as impacting their legitimacy, credibleness and ability in acquiring fiscal support. The present survey selected the college pupils as respondents because they are assumed to be the future stewards and leaders of the society ( Sia Su, 2007 ) . Although there is really limited information available that explores the perceptual experience of people towards NGOs ( Vasquez, 2010 ) , old surveies have assessed the perceptual experience of local people and pupils towards these organisations ( Ivy et al. You read "The Environmental Non Governmental Organizations Education Essay" in category "Essay examples" , 1998 ; Wong, 2003 ; Hyseni, 2008 ) . The aim of this survey is to exemplify the perceptual experience of the college pupils towards the functions of ENGOs in biological preservation, utilizing two representative universities, Central Mindanao University ( CMU ) and National Chung Hsing University ( NCHU ) of the Philippines and Taiwan, and to measure if their point of views are influenced by demographic factors such as nationality, gender, academic major, and age. This research besides intends to turn to a figure of inquiries: ( a ) How do college pupils of CMU and NCHU regard biological preservation as an issue, in their ain place state or worldwide? ; ( B ) How do these college pupils rank ENGOs compared to other stakeholders involved in biological preservation? ; ( degree Celsius ) How much do these college pupils trust ENGOs? ; and ( vitamin D ) How willing are these college pupils to take part in biological preservation attempts by ENGOs? Method The research survey involved 137 and 136 college pupils of Central Mindanao University ( CMU ) , Philippines and National Chung Hsing University ( NCHU ) , Taiwan severally. This was conducted last February to March 2010. In both states, merely two universities were approached due to clip restraints and to be able to ease a manageable survey. The study involved pupils from different classs in CMU and NCHU. CMU respondents were pupils taking Agriculture, Biology, Veterinary Medicine, Engineering and Nursing classs. Respondents from NCHU were pupils taking Forestry, Commerce, Engineering, Political Science, Foreign Language and Mathematics. The questionnaire was pre-tested with a few pupils in NCHU, and alterations were made consequently to better the lucidity of the inquiries. The questionnaires given to CMU respondents were in English while the Mandarin version was given to the NCHU respondents. The different socio-demographic information of the respondents such as age, gender, academic major, degree of survey, and nationality were ab initio asked. The succeeding inquiries were posed to obtain the respondents ‘ ( 1 ) general perceptual experience and consciousness towards biological preservation, ( 2 ) perceptual experience and consciousness towards ENGOS and ( 3 ) willingness to take part in biological preservation attempts of NGOS. The study was carried out both inside and outside the schoolroom, and about, it took 10 proceedingss per respondent to make full out the questionnaire. Data analysis was performed utilizing Statistical Analysis System ( SAS ) . Chi-square trials were used to find whether socio-demographic variables influenced the pupils ‘ sentiments about the ENGOs. The age groups and academic big leagues were divided into two classs. Respondents below 18 were added to the 18-20 age class and those above 25 were included in the 21-25 age groups. The academic big leagues were farther categorized into biology-related and non-biology-related. Biology-related classs in this respect pertains to train such as agribusiness, forestry, veterinary medical specialty, and biological science while non-biology related classs includes technology, nursing, commercialism, foreign linguistic communication, political scientific discipline and mathematics. The degree of trust held by CMU and NCHU pupils with regard to the different statements refering ENGOs were highlighted in Table 7. Most of the respondents from the two universities rated â€Å" impersonal † ( bespeaking neither agreed nor disagreed to the statement ) when surveyed about their assurance on ENGOs ‘ â€Å" cognition and competency † and â€Å" answerability in the efficient usage of money † in work outing environmental jobs. Furthermore, when asked if ENGOs are influenced by political parties in their several local countries, most pupils from CMU and NCHU said â€Å" Yes † ( 49.26 % and 53.38 % , severally ) . Both CMU and NCHU expressed high concern over societal issues in their several hometowns, while environmental and preservation issues were less recognized. The two groups of respondents had different perceptual experiences on the local societal jobs. Most of the CMU respondents were peculiarly concerned about poorness, corruptness and unemployment. The prevalence of poorness in the Philippines ( CIA World Factbook, 2010 ) could be a conducive factor to the CMU pupils ‘ concern for poorness. The issue on political corruptness has besides been a battle in the Philippines ( Thompson, 2001 ) . Furthermore, the state ‘s unemployment rate is high. Its population, estimated at 92.23 million, is projected to make 111 million by 2015 ( National Statistics Office, 2009 ) . NCHU pupils were largely concerned about unemployment, and seemed to be less troubled by the issues of corruptness and poorness. Their concern for unemployment is attributed to the recent economic recession wherein legion occupations were lost in Taiwan ( Chan, 2009 ) . Taiwan ‘s economic position is about comparable to a developed state ( Lin, 2009 ) which could assist explicate why merely a little proportion of NCHU pupils considered poorness as a job. Whereas the deficiency of concern over corruptness may bespeak that the job is non serious in Taiwan but it does non needfully intend that the job does non wholly exist ( Transparency International, 2009 ) . NCHU respondents besides expressed more concern in both environmental and preservation issues than CMU respondents. This could be attributed to the environmental debasement attach toing Taiwan ‘s rapid industrialisation in the past old ages ( Agoramoorthy, 2009 ) . The Philippines has besides faced ecological crisis ( Posa et al. , 2008 ) but the CMU pupils may care less about environmental issues because of other societal-generated jobs. The difference in CMU and NCHU perceptual experiences towards environmental issues could besides be attributed to the school ‘s geographical location. CMU is located in a rural scene while NCHU belong in an urban country. As Hsiao et Al. ( 2002 ) contends, the rural people have a different relationship to nature than the metropolis people. Although NCHU pupils seemed to be comparatively concerned about biological preservation, most of them were non cognizant to international environmental understanding compared to CMU pupils. This could be attributed to Taiwan ‘s international political position, non being recognized as a â€Å" state † by UN criterions ( MacBeath and Leng 2006 ; Lin, 2009 ) and therefore Taiwan was isolated from take parting in international environmental dialogues. On the other manus, the Philippines have signed to some international environmental pacts ( Magallona and Malayang, 2000 ) which could explicate why CMU pupils were largely cognizant about international environmental acme. Percepts and Awareness of Students towards ENGOs Most CMU and NCHU respondents were non peculiarly cognizant of ENGOs in their several hometowns. Although there are a figure of national ENGOs operating in the Philippines, peculiarly in the Metropolitan Manila and the chief island Luzon ( Magallona and Malayang, 2000 ) , CMU pupils might non still be cognizant of them sing the archipelagic nature of the state. Unlike in Luzon, there are merely a few established ENGOs that operate in Mindanao ( PSDN, 2010 ) , the island where CMU is situated. The less figure of ENGOs which are actively working in Taiwan ( MacBeath and Leng, 2006 ) could be the ground besides for less consciousness by NCHU pupils. The CMU pupils perceived the local people as the most responsible stakeholder in biological preservation. Although there were several preservation plans initiated by the Filipino authorities ( Magalona and Malayang, 2000 ) , the respondents ‘ low assurance on their authorities may hold stemmed from the prevailing issues of corruptness ( Thompson, 2001 ) and therefore, their perceptual experience shifted towards tilting on the local people as accountable and more reliable on holding the ideal place in pull offing their biological resources ( Posa et al. , 2008 ) . On the other manus, the NCHU pupils believed more in the attempts of their authorities in biological preservation. This could be mostly attributed to the launching of huge educational runs by the Taiwan authorities in advancing preservation consciousness to the populace ( Wong, 2001 ) . The authorities establishment in Taiwan has the fiscal and human resources besides to transport out monolithic preservation plans. The fiscal restraints by both Taiwan and Philippine ENGOs could besides be a important factor with regard to the extent of their preservation actions. In Taiwan, most contributions normally go to local spiritual organisations ( Lin et al. , 2005 ) . On the other manus, the poorness state of affairs in the Philippines is a major restraint in donating to these organisations ( Jiao, 2008 ) . The less acknowledgment by CMU and NCHU pupils of ENGOs as a stakeholder in biological preservation farther implies that ENGOs should demo more effectivity and value in their attempts, particularly in affecting college pupils. The nationality and academic major of the pupils were found to be important variables in act uponing their perceptual experience of the most responsible stakeholders in biological preservation. Students with classs related to biological science are more open to preservation issues and therefore, more likely to exhibit high degrees of cognition refering the environment. This is besides in conformity with the consequences of Tikka et Al. ( 2000 ) . Most pupils from both universities could non peculiarly agree nor disagree to the cognition, competency and answerability of ENGOs in turn toing preservation issues. But the two groups of respondents agreed that these organisations are capable by political use. CMU pupils ‘ perceptual experience might be affected by the reported dirts on some development and environmental NGOs before ( Bryant, 2002 ; Songco, 2007 ) . On the other manus, NCHU pupils ‘ positions towards ENGOs might be influenced by some pro-development persons who think these organisations aggressive signifiers of actions might interrupt the state ‘s foreign investors ( MacBeath and Leng, 2006 ) . Although ENGOs are one of the seeable and active subscribers to nature preservation, their representation should besides show unity, earnestness and trust, non merely to the college pupils but to the whole populace, with regard to its nature as a fund-dependent organisation. Students ‘ Conservation Behavior Both CMU and NCHU respondents had low respect in back uping ENGOs as a worthwhile personal activity in protecting the environment. However, if there will be ENGOs present in their local country, the CMU pupils are willing to take part actively by giving clip. While the NCHU pupils expressed willingness to back up but could non offer both clip and money. Most of the pupils expressed private preservation behaviour ( e.g. personal enterprises ) instead than public behaviours ( e.g. back uping activities of NGOs ) . This besides suggests that ENGOs need to better on how to present their purposes on preservation attempts affecting the pupils. ENGOs should develop ways on how pupils could easy derive entree of information on their environmental runs and plans and perchance, the degree of engagement would increase. The deficiency of involvement by CMU and NCHU pupils in fall ining conservation-themed pupil nines may be parallel to their indifference in ENGO ‘s preservation attempts. Decision The present survey demonstrates that CMU and NCHU college pupils were non unusually concerned about biological preservation issues, globally or locally. Social precedences in the pupils ‘ respective and immediate milieus by and large influenced their mentalities towards preservation issues. The pupils ‘ deficiency of involvement in preservation issues further implies that any biological saving thrusts and runs, whether initiated by ENGOs or any other stakeholder, may non be as effectual and greatly participated, sing that they have other pressing concerns in head. ENGOs ‘ deficiency of outreach plans and hapless selling thrust in the academia sector could be a important factor in the waning involvement and weak acknowledgment in the Black Marias of the immature public. College pupils, on the other manus, should be cognizant of their societal and environmental duties since they will be the stewards of biological resources in the hereafter. They have to recognize that ENGOs are their spouses in this enterprise and that they are besides a valuable component in the organisations ‘ sustainability in turn toing environmental protection. It would besides be interesting for the two universities to better their environmental instruction plans by presenting a more specific topic entirely turn toing environmental and preservation issues. This could excite and perchance alter the pupils ‘ concern and mentality towards the environment. Increasing the sample size from different universities and parts in both states would hold better represented the Philippines and Taiwan in comparing the pupils ‘ perceptual experiences on ENGOs. Stratified choice of respondents from different strata is besides recommended in future surveies to guarantee a representative subdivision of the different demographic variables. How to cite The Environmental Non Governmental Organizations Education Essay, Essay examples

Relationship Between Health And Schooling - MyAssignmenthelp.com

Question: Discuss about the Relationship Between Health And Schooling. Answer: Introduction Better education is extraordinarily fundamental for all to continue in the life and get accomplishment. It makes conviction and helps building personality of a man. School direction accepts a phenomenal part in everyone's life. Fitting learning influences heaps of ways to deal with to continue later on. It makes an individual strong judiciously, socially and rationally by extending the learning level and concentrated aptitudes. Rule acknowledges a head part in the front line mechanical world (Naseer, 2017). It builds up the general open's brains to an incredible level and colleagues in clearing every last one of the capabilities in the general populace. It makes an individual arranged to twist up distinguishably a not all that terrible understudy and see each bit of life. It offers capacity to see all the human rights, social rights, responsibilities and commitments towards nation. Students can't in any capacity, shape or frame get everything of noteworthy worth when they leave schoo l yet; the inclination to keep addressing for the duration of their lives ought to dependably consume brilliant. Discussion The Knowledge, Values, Attitudes and Skills of Students Leaving School after 10 Years of Schooling: In the education procedure, understudies ought to be offered a wide assortment of approaches to learn, among which they could pick or with which they could analyze. They don't need to learn diverse things a similar way. They ought to learn at a beginning time of "tutoring" that figuring out how to learn is to a great extent their obligation with the assistance they look for however that isn't forced on them. The target of training is learning, not instructing. The point of school training isn't to take out obliviousness (Yamada, Fujikawa Pangeni, 2015). It is a delusion to believe that each and everything in life can be learned from ten years of schooling. John Dewey, an American philosopher and founder of the philosophical movement propagated the belief that a democratic society of informed and enquired enquiries was the best means of the promotion of human interest. In his educational theories, My Pedagogic Creed (1897), The school and society (1990) and Experience and Education (1938) Dewey claimed that learning and education both are social and interactive procedures, thus a school itself is a social institution where social reforms should take place. Additionally, he believed that students thrive in an environment where they are only allowed to interact with the curriculum and experience it. It is thus important for the students to get an opportunity to take active part in their own learning. According to his theories, the importance of education is not only for the purpose of gaining content knowledge but for a scope to learn to live (Yamada, Fujikawa Pangeni, 2015). He proposed that the concept of education should not concentrate only on gaining pre-determined set of skills but on the realization of utilizing those set of skills with ones capability and potential. In his work The Child and the Curriculum Dewey pointed out the practice of preset curriculum that focuses only on the subject matter to be taught in school which let the child to remain imma ture (Ladd Sorensen, 2017). According to him, education system in school should practice an effective way of implementing the curriculum. Students in the school should get experience of relating studies and information to prior experiences so that they can deepen the connection with the new subject matter taught to them and gets a thorough understanding of the context. In his other works on education and school, Dewey suggested that school should experience a balance between distribution of knowledge and consideration of the students experience and interest. Dewey became the famous proponents of the hands-on learning education and experience (Wiggins, 1989). Problem based learning (PBL) or experimental learning models were initially proposed by the philosopher for the school learning methodology to pertain learning and experience through active enquiry. In his works, Dewey not only suggested the possible measures and learning ways the school should opt for the better future and understanding of the students but also the role of the teacher in school. Throughout the decade, education system has been all about providing students in school with limited set of skills for acquiring a particular job. Works of Dewey provided some of the noteworthy examples of the attempt to train students with both contemporary education system and also teacher training skills to produce efficient and demand specific workforce. Dewey in his works. "The School and Society" and "Popular government of Education" asserted that as opposed to getting ready nationals for moral interest in the public arena, schools develop uninvolved understudies by means of emphasis on authority of certainties and teaching of bodies (Grossman, 2015). As opposed to getting ready understudies to be intelligent, self-sufficient and moral creatures equipped for touching base at social realities through basic and tyrant work and political structures, debilitate the quest for individual and public enquiry and see higher learning as a restraining infrastructure of the foundation of training. Education stifles individual autonomy where learners are taught about knowledge transmission in one direction from the expert to learner. In his work, the philosopher re-imagined the way the learning procedure should take place and the particular role the teacher should play in that process (Mondal, Saha Baidya, 2015). Students in their school should be in hand of responsible teachers who can successfully cultivate the attributes addressed in the school curriculum. Many people think that educations sole purpose is to train students for work by providing them with a limited set of skills and information for a particular job. According to the various philosophical theories in education of schooling, it is the responsibility of both the school and a teacher as a workforce and provider of social services to propagate social and psychological goods which can lead to present and upcoming social progress. Education serves as an immediate purpose and the present society lacks the sufficient production of skills, intelligence and character. According to Dewey, it is the sole responsibility of the teacher in the school to ignite them in the students so that they can efficiently join whatever industrial or economical civilization awaits them after they leave schooling (Gathmann, Jrges Reinhold, 2015). The pr ofession of the classroom educator is o deliver the insight, aptitude and character inside every understudy with the goal that the law based group is made out of residents, who can thin, do and act shrewdly and ethically. A student must have an energy for information and a scholarly interest in the materials and techniques they are being instructed for being fruitful in their life. This affinity is an intrinsic interest and love for discovering that varies from one's capacity to get, recount and repeat course book knowledge. It is trusted that the instructors of school assume a compelling part in molding mental, good and profound existences of the kids amid their most developmental years, they involve a crucial energy for advancement of the scholarly development of youthful youngsters. The Current Maldivian School Curriculum and a Basic Analysis of the Curriculum: The National Curriculum Framework (NCF) is the most fundamental game plan laid out to help and energize quality preparing for the Maldives. It reflects the contemporary thinking capacities required for the understudies to win for the duration of regular daily existence, and how schools can feasibly help the understudies achieving this pined for objective (Islam, Beer Slack, 2015). It illuminates the vision that leaves to achieve; the tenets that assistants its blueprint; the basic regards that Maldivian culture respects basic; and the key capacities that all adolescents and youths are depended upon to secure through mentoring, whereupon all learning is created. The NCF moreover depicts how learning is sorted out finished each period of mentoring and grouped into different key learning zones. It also recognizes practical instructional technique and the evaluation to be gotten in teaching and learning while in the meantime influencing positive figuring out how to condition in schools. The parts and obligations of the accomplices are clung to ensure the smooth execution of the NCF. The NCF is introduced with informative measures which are believed to be the explanation behind essential initiative on the instructive projects change and its transport (Rasheed, 2015). Among the eight standards set out in the NCF, the main rule tends to the key worries that are one of a kind to the Maldivian setting. The followings are the standards. Islam: Islam: The NCF is supported by Islamic esteems, standards and practices. It sees the place of Islam in the Maldivian social order and sponsorships the change of individuals who understand and sharpen the Muslim certainty. Personality and Culture: The NCF supports giving an inside and out comprehension of the special Maldivian culture, and the energy about its legacy. It advances the national character with the convention acclimated among the Maldivians alongside its history, present and its future (Sharp, Green Lewis, 2017). Human Rights, Democracy and Justice: The NCF maintains human rights, vote based system and equity. It endeavors to give chances to understudies to investigate related esteems, comprehend their substance, and experience these ideas through their learning encounters (Naseer, 2017). All-encompassing Development: The NCF progresses the far-reaching change of the youth. It focuses on overhauling understudies' significant, moral, social, social, physical and mental change, and along these lines the general flourishing of the individual. Individual Excellence: The NCF empowers all students to accomplish their most extraordinary potential and achieve singular splendor. It ensures that students or children are outfitted with testing learning experiences fitting to them with dynamic speculation bolster their motivation in learning. Inclusivity: The NCF is non-one-sided and it ensures that all understudies can learn and achieve. It ensures that the adjusting needs of all understudies are met and the individual needs related to aptitudes and endowments are tended to. Planning for Life: The NCF cultivates the advancement of abilities in readiness forever. It urges students to act normally needy, careful and free who regard work and drive forward in their undertakings to succeed (European Journals of Education Studies", 2018). Significance: The NCF offers finding that is purposeful, and it urges understudies to see the estimation of what they are figuring it out. It ensures that learning is appropriate to their present and future lives, by exploring important contemporary and creating issues, for instance, advancement, sensibility, try and citizenship. The NCF elevates comprehensive way to deal with instruction, putting parallel accentuation on the advancement of information, understanding, aptitudes, qualities and states of mind. The accentuation is laid on building strong establishments of information and abilities in the early years of tutoring, acquainting with understudies a basic comprehension of key ideas and procedures over a broadness of key learning zones. Values- The NCF places awesome accentuation on empowering youngsters and youngsters to receive profoundly held esteems shared inside our general public. It distinguishes four fundamental classifications of shared esteems. Joining these into the arrangements, practices and ethos of the learning condition turns into a duty of the school. (European Journals of Education Studies", 2018). A high need ought to likewise be given to empower uplifting states of mind towards all key learning territories. Abilities - In a quickly evolving world, it is hard to survey what new learning will be required for what's to come. Thus, it is significant that schools concentrate on creating abilities in kids and youngsters; aptitudes that would basically enable them to pick up, sort out and utilize data properly (Sharp, Green Lewis, 2017). The NCF stresses the significance of the procedures of learning; of building up the abilities of examination and critical thinking; of applying perusing aptitudes that are suitable to the normal errand; of the utilization of thinking in composing; and creating aptitudes fundamental for viable learning. Information and Understanding - Students learn best when they are locked in effectively in rich undertakings. They accomplish a profound level of understanding when associations are made to things that they can relate in their everyday life (Gan, Menkhoff Smith, 2015). Thoughts and ideas get disguised all the more successfully when relations are appeared amongst standards and practices; when actualities are connected between the past and the present; and when they have to effectively draw in with the learning region through reasoning and application. The NCF indicates eight key abilities which are essential for individuals to live, learn and contribute as unique people from the nation and the world. These key abilities give the start to durable learning and employability in a dynamic and testing world. Practicing Islam Understanding and Managing Self Thinking Critically and Creatively Relating to People Making Meaning Living a Healthy Life A Using Sustainable Practices Using Technology and the Media The NCF distinguishes four principle periods of tutoring: establishment, essential, bring down auxiliary and higher optional. Each stage concentrates on a specific age gathering and thusly developmental level. The convergence of taking in and its showing technique differentiate from stage to organize, and each one ensures making positive learning experiences as to energize their comprehensive change and propel perfect learning. At each stage, the learning comes about that understudies are required to achieve are shown (Islam, Beer Slack, 2015). At basic, cut down assistant and higher discretionary levels the learning comes about are furthermore disengaged into key stages. The National Curriculum recognizes eight key learning zones which characterize the information, understanding, aptitudes, states of mind and qualities that all youngsters need to get with a specific end goal to be effective, sure, equipped, capable and profitable people. Every one of the eight key learning regions are basic for a wide and adjusted training that advances students all-encompassing improvement. Islam and Spirituality- This key learning territory includes the fundamental principles of 'Confidence' (Eman) and 'Routine with regards to Eman' (Islam) important to lead an existence as a Muslim. It additionally incorporates the information, mentalities, traits, aptitudes and good esteems important to support and hold fast immovably to the Islamic conviction. Islam and Spirituality fortifies the understudy's conviction and empower them to lead life securely upon that conviction and enables the understudies to work as humanized individuals decorated with Islamic qualities progressing in the direction of accomplishing the present (European Journals of Education Studies", 2018). According to the proposed structure, In the Pre-school arrange accentuation will be laid for the most part on building the establishment for a genuine Islamic conviction and making an affection for the religion in the brains and hearts of the students. The learning territory is sorted out in six strands: Quran ic Knowledge, Hadith (adages) of the Prophet Muhammad (SAW), Articles of Iman, Islamic Jurisprudence, Islamic History, Culture and Civilization, Islamic train. Language and Communication- Dialect and correspondence is the learning region of the educational modules which furnishes understudies with the chance to learn dialects find out about dialect and learn through various dialects so as to convey adequately for both scholastic and practical purposes. This learning territory put forward an extraordinary accentuation on building up students capability to utilize their first dialect, Dhivehi from the establishment organize. The reason for showing Dhivehi dialect at school is to unite and grow understudies' education aptitudes, to empower them to express their considerations and emotions, to settle on educated choices about individual and social issues, teach an adoration for the dialect and writing and to ingrain a soul of keeping up their legacy (Mondal, Saha Baidya, 2015). Dialect and Communication contains oral, perusing, and composing aptitudes and is organized as: Communicative Purpose, Skills and Strategies, Language Structures and Fe atures. Mathematics- The ideas and standards educated in Mathematics additionally urge understudies to investigate and take sensible choices in day by day life exercises. It would likewise welcome the style of Allah's creation (Naseer, 2017). Along these lines, it is critical to guarantee that understudies have a strong comprehension of science. Arithmetic is organized and sorted out in numbers, estimations, spatial sense and geometry, possibility and information and designing and polynomial math. Environment, Science and Technology- This key learning territory is a general train which investigates the regular world and its wonders through methodical and sorted out request. Science efficiently addresses, examines, predicts and clarifies occasions in the universe. Through science, understudies are offered chances to investigate ecological issues which are imperative to the Maldivian people group and the more extensive world. By examining science, students question, reflect and wind up plainly basic scholars add to nearby, national and worldwide groups by being educated leaders on touchy, moral, moral and natural issues acknowledge logical information and procedures end up noticeably dynamic individuals in the general public and add to feasible improvement (Ladd Sorensen, 2017). Health and Wellbeing - Wellbeing and prosperity is the learning territory that furnishes understudies with information, abilities, limits, qualities and energy to keep up solid ways of life, tackle issues and settle on choices that are specifically identified with individual wellbeing and prosperity (Brown, 2007). This learning region depends on an expansive thought of wellbeing that envelops all parts of a person's prosperity comprehensive of social, mental, and physical. This learning region is fabricated and organized in physical, social, mental and passionate prosperity. Social Sciences - As a learning zone, Social Sciences enable students to regard their establishments, examine their past and grasp their one of a kind conditions, welcome the interrelationships between people across after some time, circumstances and social orders while making city sufficiency (Islam, Beer Slack, 2015). Through Social Sciences understudies see how social requests capacity, and develop the data and aptitudes which help them to settle on instructed and thought about decisions that are anticipated from fit and dynamic locals of a vote based society. Creative Arts - These are methods for articulation that perceive diverse societies, and esteem the one of a kind culture of the Maldives (Israel et al., 2015). Through inventive expressions understudies express and convey thoughts, emotions and encounters utilizing pictures, sounds and developments. Innovative Arts assume a critical part in supporting inventiveness and in the expansive based training went for building up the "entire" kid. It additionally adds to create, offer and pass on qualities, thoughts and understandings of ourselves, our history, our way of life and our reality to who and what is to come. Inventive Arts help understudies to esteem the structures and practices of both conventional and contemporary Maldivian performing, melodic and visual expressions. It advances understudies' close to home and social character and sets them up for long lasting inclusion in the energy about expressions of the human experience. Pro investigations in the Creative Arts empower under studies to advance and add to an assortment of vocations in the imaginative enterprises. Entrepreneurship - Entrepreneurship includes the capacity to deal with vulnerability, react emphatically to change, make and execute new thoughts and better approaches for getting things done. Through this key learning zone, understudies are presented to testing instructive exercises that create entrepreneurial reasoning and a can-do state of mind. Aside from this, understudies approach an extensive variety of learning instruments that upgrade the ability to see the world in new ways (Mondal, Saha Baidya, 2015). Students additionally build up the psychological propensity for creating and testing various thoughts and additionally down to earth aptitudes that assistance them to participate in modern or business occupations and wind up plainly beneficial individuals from the group. Conclusion Compelling administration of the educational programs expects schools to give guidance to educational programs conveyance and deal with the showing procedure proficiently to help understudy learning. A portion of the determines territories to which key thought should be given keeping in mind the end goal to deal with the educational modules successfully are Scheduling School Hours, Selection of Subjects, Creating a Suitable Learning Environment, Teaching and Learning Process, Learning Outside the Classroom, Co-curricular Activities, Resources, Catering for Students With Special Educational Needs , Continuous Professional Development , Medium of Instruction. These academic measurements are techniques which guarantee that understudies encounter accomplishment through organized help and acknowledgment of their endeavors to achieve the expected learning results. References Brown, T. M. (2007). Lost and turned out: Academic, social, and emotional experiences of students excluded from school.Urban Education,42(5), 432-455. European Journals of Education Studies. (2018).Oapub.org. Retrieved 23 January 2018, from https://www.oapub.org/edu/ Gan, B., Menkhoff, T., Smith, R. (2015). Enhancing students learning process through interactive digital media: New opportunities for collaborative learning.Computers in Human Behavior,51, 652-663. Gathmann, C., Jrges, H., Reinhold, S. (2015). Compulsory schooling reforms, education and mortality in twentieth century Europe.Social Science Medicine,127, 74-82. Grossman, M. (2015).The relationship between health and schooling: Whats new?(No. w21609). National Bureau of Economic Research. Islam, N., Beer, M., Slack, F. (2015). E-learning challenges faced by academics in higher education: a literature review.Journal of Education and Training Studies,3(5), 102-112. Israel, M., Pearson, J. N., Tapia, T., Wherfel, Q. M., Reese, G. (2015). Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis.Computers Education,82, 263-279. Ladd, H. F., Sorensen, L. C. (2017). Returns to teacher experience: Student achievement and motivation in middle school.Education Finance and Policy. Mondal, A., Saha, A., Baidya, M. N. (2015). National curriculum framework for teacher education, 2009: A review of its perspectives and relevanceness.IJAR,1(9), 776-778. Naseer, A. M. (2017). The causes and problems of professional development training conducted by the government school in the Republic of Maldives. ,5(1), 15-36. Rasheed, A. A. (2015). Development, development policy and governance in the Maldives: A political economy perspective. Sharp, R., Green, A., Lewis, J. (2017).Education and social control: A study in progressive primary education(Vol. 49). Routledge. Wiggins, G. (1989). The futility of trying to teach everything of importance.Educational leadership,47(3), 44-59. Yamada, S., Fujikawa, K., Pangeni, K. P. (2015). Islanders educational choice: Determinants of the students performance in the Cambridge International Certificate Exams in the Republic of Maldives.International Journal of Educational Development,41, 60-69. Yamada, S., Fujikawa, K., Pangeni, K. P. (2015). Islanders educational choice: Determinants of the students performance in the Cambridge International Certificate Exams in the Republic of Maldives.International Journal of Educational Development,41, 60-69.