Caring for the World and School Education-Free-Samples for Students

Questions: 1.Children in school age are introduced to many global issues to help the environment, war and conflict, homelessness and community violence. Explore what this means to the school-ager, how they are exposed to these issues and asked to take action. 2.Is this too early for them to be involved? Is it a good thing to inform and ask them to take care of serious issues of the adult world? Find one project that includes an issue that the school-ager participates in. Answers: 1.The most important contributing factor behind the present alarming condition of the environment has to be the complete disregard of the manmade development for the impact on the ecology and the throwaway living patterns of the society. However, the past couple of decades have brought forward enhanced awareness in the mankind and the conservation of the environment has gained a global priority (Gadotti, 2010). The concept of ecologically sustainable living is a lifestyle habit that is not easy to take up any point in life; the awareness about ecological responsibilities has to be ingrained in the developmental age itself. The most impactful and easy method to introduce the children to environmental awareness can be the 3R campaign, where the children learn to reduce, reuse and recycle. Now it has to be mentioned that this the 3R campaign, does not just address the ecological concerns, but also is associated with adult world issues like war and conflict, homelessness and community vi olence. In the present day situation of continually accessible digital and social media, the children are exposed to a variety of the different adult world issues, and according to the Kahriman-Ozturk, Olgan, Guler (2012), the implications of this exposure are better than bad. The present world problems and natural disaster can be overwhelming but it will also enhance the sense of responsibility among the children and help them become more responsible adults. This program will not only help the students entertain are environmentally responsible personality when growing up it will also help them contribute to many resources and shelter issues that predominate the war conflicted areas and homelessness. Overall it can be mentioned that the 3R activity can be a driving factor behind the children becoming responsible adults with a strong connection to their surroundings and hence the group has chosen this topic. 2.The efficacy of that 3R program when integrated in school education scenario depends heavily upon the expertise and skills of the educator. It has to be mentioned that when the children are introduced to adult world issues, it is very important for the educated to introduce the children to such delicate it was very carefully. The preliminary role of the educator will be to emphasize and explain each of the components of the 3 hour campaign and how it will help environment and other adult world issues with the children for their better understanding (Yeheyis et al., 2013). The reduce element teaches with the kids to limit the resource usage to a point where sustainability is facilitated. And reuse is a component that the teachers to students to optimise the resource usage and recycle is the component that teaches children's minimize wastage. It is also the responsibility of the educator to ensure that the children are engaging in the sentimental activity with the optimistic fuel rat her than a pessimistic few of the adult was issues. Care has to be taken to ensure that the children are not being affected by the severity of the adult world issues. The Ontario campuses have encouraged the children in the 3R campaigns and the results have been successful in enhancing the awareness and it can be hoped that integration of 3R activities can be exponentially beneficial for the children if adequately implemented by the educator (Zhang et al., 2011). References: Gadotti, M. (2010). Reorienting education practices towards sustainability.Journal of education for sustainable development,4(2), 203-211. Kahriman-Ozturk, D., Olgan, R., Guler, T. (2012). Preschool Children's Ideas on Sustainable Development: How Preschool Children Perceive Three Pillars of Sustainability with the Regard to 7R.Educational Sciences: Theory and Practice,12(4), 2987-2995. Yeheyis, M., Hewage, K., Alam, M.S., Eskicioglu, C. and Sadiq, R., 2013. An overview of construction and demolition waste management in Canada: a lifecycle analysis approach to sustainability.Clean Technologies and Environmental Policy,15(1), pp.81-91. Zhang, N., Williams, I. D., Kemp, S., Smith, N. F. (2011). Greening academia: Developing sustainable waste management at Higher Education Institutions.Waste management,31(7), 1606-1616.