Environmental Education Guide In Construction Industry
The promotion of Environmental Education in a certain construction industry is very relevant and must be participated by all the workers in the job site. This is an endeavor that must be taken up so that it will help deliver information to everybody in the site about how to minimize the damage brought upon the construction industry to the environment.
What is the meaning of Environmental Education? From the root words environment and education, you can understand freely how Environmental Education would like to explain. It is simply developing awareness and inculcating consciousness to the people about the environment so we could have more ideas of how we could help preserve it, protect it and enhance our participation in promoting all means of positive ways that could benefit us and our environment. Thus, Environmental Education is a process which could instill to each and every human who will be continuing this learning up to the future.
All the workers in the construction site will be given the chance to participate and interact in the Environmental Education. There will be no exemptions because no one is going to have immunity in the environment’s unpredictable fall back to the humans. He may be the top official or the lowest employee. The fundamental aim of the Environmental Education in construction industry is to offer added information to the contractors about the various environmental issues. Moreover, through this, construction companies would be more familiar with the current Environmental Legislation, as what the Australian Federal Government has, by initiating environmental compliance. Thus, everybody in the construction company shall become an environment literate worker. Therefore, there will be anticipation for the creation of sense of Environmental Responsibility in each worker in the worksite.
How to accomplish it? Environmental Education in the construction industry will never be successful if not everyone will cooperate and see the real purpose in it. The two must be considered:
– First, in the work site, there must be an educator (whether contractors, environmentalists, trainers) who will play a vital role in introducing and in giving guidelines in promoting the environmental education which must be achieved according to its objective. They will be the role models of the workers in implementing rules if there will be any. Furthermore, the teacher must have non-obsolete updates about the present happenings pertaining to the environment so as to relate with the workers in pushing through activities which could promote in saving the environment. In conclusion, Construction Environmental Management Plan and Environmental Education are synchronized with each other.
– Secondly, the workers are the major components in the process of learning regarding with the Environmental Education. They are the ones who need help in enhancing environmental responsibility to be good stewards in taking good care of the environment. However, to make the process more effective, everyone must participate and contribute in achieving the goal. Everybody must agree what they have promulgated upon the Environmental Education session.
Higher Education In India
INTRODUCTION
Declination of social transformation as a core function of education was presented in the report of the Indian Education Commission (1964-66), as follows:
“Implementation of the country’s aspirations to change the knowledge, skills and values of people in general. The changes in large-scale ‘is to be achieved without a violent revolution is the only tool that can be used – Education.”
Education: —
Education is the power of mind, knowing it is practiced purposefully and effectively.
Education discipline the mind, sharpens the intellect and improves the spirit. It creates and polishes rough diamonds known in multidimensional kohinoor sparkling with scintillating brilliance. Her development of an integrated personality, which itself is the ultimate wisdom. Its a continuous process.
Philosopher President Dr.Radhakrishnan (1948) said: “There can not be educated people without educated women. If the general education should be limited to men or women, that opportunity should be given to women, they are certainly the most to be transferred to the next generation. ”
HIGHER EDUCATION OF WOMEN: —
Higher education is defined as education after 12 years of schooling. Higher education for women, has received an expanded role and responsibility in the world. Today, in the 21 st century, we can not afford to ignore the importance of higher education for women any longer. The reason for its necessity and urgency is that there are no biological differences in the systems of men and women. Unfortunately, this important task of higher education of women remain neglected for centuries. The demand for higher education among women is becoming increasingly important, or the 3rd world countries where colonialism left a large force, affecting the education for the masses, and for women in particular.
GOALS OF HIGHER EDUCATION FOR WOMEN: —
To provide society with competent men and women trained in agriculture, arts, medicine, science and technology and a number of other professions, which will also be cultured people in towns with a sense of social purpose.
Strive to achieve equality in social justice and reduce social and cultural differences through the spread of education.
The need to increase education for women: men and women: —
Higher education can also be seen from the perspective of the needs of their customers. The term consumer is very wide and heterogeneous. It includes young and older men and women. In theory the need for higher education for men and women are equal. But some argue that men and women differ in their social and cultural needs.
The main argument, which provides for women’s higher education is not that higher education for women is different from that of men. Our main thrust is that in higher education, women should be equal partners. Our experience shows that, so far, higher education is still limited only to men. It must now broaden their horizons and include women. Commission on Higher Education for Women, University of Madras in 1979 rightly pointed out: “for men and women, higher education is necessary for the formation of character, ability to earn, creative expression and personal development.”
KEY FACTORS AFFECTING WOMEN success / failure in completing TERTIARY EDUCATION: —
Success:
a) women are strongly motivated to succeed in the education stream.
b) the merits of the education system allows women to Excel.
c) the prejudice against women in education has been reduced. Higher education has to be equated with the bride at a dowry. ”
d) Women’s University to encourage women in higher education.
e) Women’s expectations for education based employment is high.
g) Some courses of higher education provide scholarships for women.
g) Women students were provided with accommodation in some areas.
Disclaimer:
a) Female students are experiencing difficulties in access to transport infrastructure as a whole.
b) sexual harassment, as well as the occasional student violence hinder the completion of students of higher educational institutions.
c) marriage, in many cases leads to an early lift.
d) Gender stereotyping hinders the completion of training.
e) Financial difficulties can cause a withdrawal from the education stream.
f) Part-time work to earn living hinders research.
THE IMPORTANCE of this study: —
The purpose of the Indian society was also founded in the Constitution, is to achieve a democratic, socialist and egalitarian society. In such a society, women must fulfill their role as men. Their status in the structure must be equal to men.
Generally speaking, knowledge of which imparted through the Higher Education provides the skills for its practice. Our understanding is that by acquiring the skills of women, improving their status in comparison with men, as well as the situation in the group to which they belong.
In order to understand the situation of women, and for that matter for the understanding of any social issues, need to combine at least 3, namely the prospect. from a policy perspective, in terms of statistics and in terms of culture.
The present study aimed at finding a different reason for women wishing to enter higher education.
It seeks to find reasons for entry into higher education of women in terms of men, teachers, parents and the women themselves.
This will lead to an awareness of women in different ways their undergraduate education, and thus mark the beginning of a major process of empowering women.
To learn more about the problems that hinder the achievement of higher education for women.
Make suggestions for finding a solution to these problems in a rational and free manner.
To suggest ways of improving women’s colleges, including professional courses.
To examine the scope of higher education, where women have not yet stepped up and the monopoly of men.
To suggest suitable measures to ensure that higher education for women, that is, universal free time and distance effectively.
PROMOTING HIGHER EDUCATION FOR WOMEN
In the context of social policy in education should be improved.
Family and personal consultation at the stage of secondary education can be provided.
Higher education is skill-oriented.
Innovative programs for women, can be created.
Recent decline in state support for non-traditional higher education must be reversed.
Institutions can be physically accessible ie Locate them from potential customers, improving the transportation system, etc.
Universities should be more women, it is convenient physical changes, changes in training programs for social change.
Women’s representation in the institutions of decision-making bodies, may be increased.
Equal opportunities for commissions, institutions of higher education should be established.
The number of female teachers in the co-educational institution of higher education should be increased.
Scholarships, fellowships and scholarships may be linked to the positive action program.
Women should be recruited into administrative training programs for higher education.
A great role for women’s training centers can be provided.
Universities must provide placement services.
Barriers to women’s career entry should be removed, for example, employers must be aware of the value-free, childcare centers, etc.
Sexual harassment in the educational environment must be addressed.
A large number of female secondary school graduates, as a rule, can not enter the university. To take into account that the population would be in favor of strengthening the role of professional institutions. Post secondary vocational training institutions should take steps to encourage women to training line has traditionally been considered men’s preserves.
Affirmative action quotas should be provided in order to promote women’s access to higher education, where such quotas exist, should be reviewed periodically to ensure their continuing relevance.
Where quotas to specific disadvantaged groups like the disabled, people from remote or rural areas, indigenous minorities, as a minimum proportion to be reserved for women members of these groups.
Distance education and open learning institutions and practices should be encouraged, especially in higher education to expand opportunities for women in rural and remote areas, which would take into account their needs.
SUGGESTIONS FOR FURTHER RESEARCH: —
This study is limited only to women, students seeking higher education to Undergraduate in several professional and not professional colleges in the city of Chennai. The following are recommendations for further investigation.
1. A similar study could be conducted among graduate students and students of research level.
2. A similar study can be conducted throughout the State of Tamil Nadu.
3. A comparative study of factors affecting the entry of women in higher education may be between developing and developed countries.
4. A similar study may be an attempt on the various issues relating to higher education for women.
[Top]United States India Education Foundation Opens the Gate for Studying in USA
Universities in USA are renowned all over the world for providing quality education, number of courses to opt, world class educational environment and many more reasons. Numbers of students in the world has the aim of studying in these universities and have a chance to get quality education and experience the top quality educational atmosphere. There are number of universities and colleges in USA that are ranked under top 100 universities in the world like Harvard University, Stanford University and university of Pennsylvania are to name a few.
Every number of students all over the world comes to study in USA. As per the stats more than 600,000 students from different nations comes to USA for their higher education. Stats show that more than 90,000 students out of these are from India which clearly shows the popularity of USA amongst Indian students. Education USA Centre is also one of the causes for popularity of colleges in USA. Education USA centers promote higher education in USA. It has its various centers all over the world including India as well. These centers provide ample information about various Universities and colleges, education programs, intake session and every other necessary detail that are required by students to get admission in desired universities.
High standards of education and top notch universities are not the only reasons for such popularity. There are various other reason that attracts students towards USA like bright career prospectus as all the major companies in the world are in USA, global exposure, rich cultural heritage, excellent training and growth opportunities. As there are myriad advantages of studying in USA and that is the reason for tough competition amongst the students for studying in Australia. Many talented students every year gets disappointed due to rejection of there application and cause for this rejection is lack of knowledge looking up to such problems USIEF (United States India Education Foundation) is established which is affiliated to US Department of States . USEF has its four centers all over India including New Delhi, Mumbai, Kolkata and Chennai. USIEF is the only official educational advising centre in India.
United States India Education Foundation has helped number of Indian students who were interested to various colleges in USA. USIEF provides unbiased, sufficient and timely information to the interested students. USIEF staff members are approved trainer from United States Department of States ehich have a good experience in the same field. These councilors provide free of cost and fee based counseling service providing the required details about getting about the course, universities, finance required and every other thing that is required.
The Quality services of USIEF includes
Special Information session on various admission procedures.
Personal Counseling (advise on how to choose universities and courses, financial statement, how to write personal statement and other required details).
Basic information and overview of US higher Education system and application Procedure.
Attestation of Academic documents
Counseling over how to get visa and how to file application.
Pre- Departure information for students that helps them to connect to universities once they reach USA.
Organizing various fairs US University Fairs, Alumni Fairs, US University information sessions
In the recent times it have been seen that USIEF have played a vital role in growth of number of Indian students studying in USA. USIEF is dedicated source of information and as it is the official organization it saves students from many fake organizations which have the sole aim of deriving money from students.
[Top]Research in Education Essay
Nowadays, diverse education is getting to be extremely important and, in this respect, art should play a significant role. Nonetheless, art, being a constituent element of ethical education of students, are still not very successfully taught in schools. For instance, music education is nowadays practically in decline and there are various factors that deteriorates the current situation, including problems with professionalism, time management, teacher and student relations, preparation of young teachers, and implementation of new technologies and techniques in the teaching process.
First of all, it is necessary to point out that at the present moment the professional level of specialists teaching music in schools is widely discussed and criticized. In recent years the music coordinators have been viewed as a panacea from all problems modern schools and music education have. However, their role remains unclear and the effectiveness of their work is still quite low. Stuart Button and Allison Potter explain such a situation by a number of problems, main of which concern the coordination of work of music coordinator and head teachers as well as the current curriculum. To put it more precisely, often teachers are very skeptical about the pedagogic professionalism of music coordinators while the latter do not appreciate the professionalism of teachers in the field of art, namely music. It is obvious that the cooperation between them remains quite low and the role of curriculum is also very important since it is not coordinated by music coordinators and head teachers. As a result, the efforts of both parties remain ineffective.
However, the main problem probably is that “not all schools are fully exploiting the potential of the music coordinator” . Obviously, the use of their potential would contribute to more successful music education since they are real professionals in music. This is why it is only necessary to combine the pedagogic skills and experience of head teachers with music skills and experience of music coordinators. In this respect, the partnership teaching seems to be the most efficient strategy leading to the positive results.
Nonetheless, there is also the problem of the preparation of future professionals since it is necessary to constantly support the progress of music education that needs employment of new professionals, including young teachers. Naturally, this implies that the new professionals need special training and preparation to be qualified to teach music effectively. Not surprisingly, music professionals teaching music underline that “new music educators need and deserve our support” and they insist that mentoring should be widely applied as a means of professional growth of new music educators since “mentoring certainly holds promise and mentoring programs that offer such support are growing across the country” . In such a situation, it is really important that more experienced professionals could help their younger colleagues to keep growing professionally that will guarantee the further progress of music education and high level of professional education.
In such a way, the professionalism and training of new professional educators of music are among the most important factors that can contribute to the better teaching of music and art at large. Nonetheless, it is also necessary to take into consideration the problem of teachers and students relations since teaching music as well as teaching in general is a two-sided process. Consequently, it implies that teachers and music coordinators managed to develop productive relations with students that can make education really effective.
Specialists recommend that teachers focused on their students need and interests and, at the same time, stimulate constantly their progress, develop their personality at all levels. To put it more precisely, Robert Duke recommends to teachers to build such relations with students and create such a curriculum that “every time your own students leave the studio, ask your self what physical, intellectual and artistic habits theyre developing in your presence every week” .
Unfortunately, often neither teachers nor students have enough time to improve their skills and abilities in music. In fact, students often turn in a very difficult position when they simply do not have time for rehearsal and the role of teachers in this problem should not be underestimated. For instance, Joseph Manfredo underlines that “the single greatest factor that affects rehearsal success is pacing the teachers ability to effectively manage time during the teaching period” . Moreover, he even provides a typical rehearsal that may be used by teachers that includes: setup for teachers and students, tuning, warm-up, rehearsal of performance literature, sight-reading and other comprehensive musicianship activities, announcements, ending or teardown.
Finally, it should be said that the effect5ive time management, good teacher-students relations, and high professionalism are not sufficient nowadays since the technological progress creates new demands for teaching music. In this respect, the role of distance learning is constantly growing and forces teachers to use this way of teaching more and more often. In this respect, it is worthy of mention that specialists agree that “the rapid development, availability and marketing of online educational opportunities will almost certainly accelerate the development of distance learning in music education” . This is why this trend should into consideration and the established models of education should be modernized and adapted to the new conditions. Moreover, this also needs the development of new infrastructure and wide implementation of computers, IT and Internet in the educational process. However, it is necessary to remember that “educational values, excellence, and learning should always take precedence over visions of convenience and innovation for the sake of innovation” .
Thus, taking into account all above mentioned, it is possible to conclude that the current development of music education is insufficient for really effective learning. The latter should be based on highly professional approach and carefully planned and coordinated curriculum which would be characterized by highly effective time management. Obviously, the realization of such a strategy implies the necessity of employment of professionals such as music coordinators in the teaching process and their cooperation with head teachers. At the same time, it is also necessary to remember about technological progress which achievements should be possibly implemented into music teaching without harming the quality of education at large.
[Top]Copy of Spanish Professor Wins Third Graduate XXI Education Contest
Jorge Gallardo won the prize for his proposal to reintegrate young victims of violence into society.
Madrid, Spain, May 30, 2013 – Jorge Gallardo won the prize for his proposal to reintegrate young victims of violence into society.
Spanish university professor Jorge Gallardo was the outright winner of the third GRADUATE XXI contest, an Inter-American Development Bank (BID) initiative designed to prevent children dropping out of school in Latin America. Gallardo, who has a doctorate in Communication Sciences and is a professor at the Camilo Jos Cela University (UCJC) in Madrid, won the award for his proposal for socially reintegrating young people who have suffered from violence.
His project, entitled -Good memories mark the start of a new path-, won the majority of users’ votes on the programme’s website. -My idea involves expressing negative and positive memories, and posting the positive ones on a blog where they can be shared with other education centres all over the world, because this is the wonderful thing about the Internet and its global reach-, said Gallardo.
The international body said that, although access to education in Latin America has improved considerably over recent years, almost half of all Latin American students do not finish secondary school. Gador Manzano, head of the GRADUATE XXI project, said that initiatives such as this one -give all sectors of society a voice and the chance to actively participate in efforts to combat the school dropout problem and make a good-quality education possible for all-.
The objective of GRADUATE XXI is to involve Latin American citizens in improving the educational system and to increase the numbers completing secondary school education in the region.
Press Contact: Marca Espana Media Relations Marca Espana Serrano Galvache, 26 28033 Madrid, Espana. 512-212-1139 http://marcaespana.es
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