Friday, February 28, 2020

Personal Environmental History Essay Example | Topics and Well Written Essays - 500 words

Personal Environmental History - Essay Example As I moved into my early teenage years, despite becoming further educated about the nature of pollution and environmental degradation, I became complacent in my relation to the earth such that it became even more estranged to my existence. During this period my friends and I would regularly litter and act with little disregard for nature. These actions were perhaps youthful arrogance personified. It was a general understanding of life and nature that it was plentiful and without end. As I matured I began to have and look back on the experiences I had with nature. As a child growing up my family and I would often go on camping trips where we would venture in the woods, set up a campsite, and enjoy the natural surroundings. I remember venturing down to the lake with my brother and attaching crickets to our fishing line and bringing in fish. As I grew older I remember visiting the Appalachian Trail and spending an entire weekend hiking a significant segment, and camping in the woods. I appreciated the meditative aspects that nature provided. The means of nature as a retreat from the development of the industrialized world and all its social problems, and nature’s ability to provide this respite. I read books such as Thoreau’s Walden and began to appreciate nature not as a stranger, but as a close friend.

Tuesday, February 11, 2020

Minnesota Curriculum Integration Assignment Example | Topics and Well Written Essays - 500 words

Minnesota Curriculum Integration - Assignment Example The faculty and the advisers are keen in the undergraduate curriculum since they work under the set and existing structures (Thurlow, 50). One of the structures that are emphasized a lot is the academic planning for the student in addition to the issues that face the student when studying. The executive leadership plays a major role in teaching the faculty and advisers on how they can study abroad and still emphasize student to partner with them abroad. Since the institution is interested in long-term impacts through the transformation in the undergraduate curriculum, they work for it through structures that are followed by the advisers, faculty and the learners (Nussbaumer, 40). They still work to ensure that they can get the behaviors concerning the student studying abroad and how the institution will be depicted internationally. The executives of the institution are administrators, vice chancellors, vice provost, vice president, the directors and core curriculum team. They work together to make sure that the goals set are achieved within the stipulated time (Mitton, 45). For the purpose of curriculum integration, the institution follows the principles set in along with discipline that is equipped to the learners. The set structures which exist are part and parcel of the institution model where they are followed to make sure that the student will benefit and study abroad without fear. One of the goals of Minnesota curriculum integration is to make changes in the institution, making sure that innovation is achieved where they are going to partner with others. Additionally, the goal of curriculum integration is to make sure that faculty or the advisers that are in abroad create well-educated learners and global citizens that will contribute positively in the national development (Hallinger, 32). Another goal is to make sure more increased scholarship abroad is achieved.