1. Avoiding Sentece Errors
2. Levels of Usage
3. Verb Usage
4. Pronoun Usage
5.Subject and Verb Agreement
6. Pronoun and Antecedent Agreement
7. Adjective and Adverb Usage
8. Miscellaneous Problem in Usage
Linggo, Marso 11, 2012
III. Writing in the Discipline as a Platform in Education for Sustainable Development
“Education for Sustainable Development”(ESD) is a vision of education that seeks to empower people to assume responsibility for creating a sustainable future. Central to ESD is the concept of culture as an essential underlying theme. Recognizing that there is no “single route” to sustainable development and that perception of, and ideas for sustainability are different, participants need to work together to negotiate the process of achieving sustainability.
IV. Reflection in English 121
I think that I have grown at organization and careful flow of thoughts. The research paper I wrote was on the “Israeli Palestinian Conflict”. I could have chosen an easier subject to research, but I felt I had acquired the skills that I needed to really learn and understand this complicated issue. My dad’s side of the family is all Jewish and throughout my life I have always heard them talking about the conflict in Israel. I wanted to learn for myself each side of the story and then choose a side for me to take. After heavy research, I’ve realized that each group of people has valid points on why they think the holy land should be theirs. Using this 10th grade English class, I have furthered my knowledge on current events and what’s going on in the world around me. I would say that “The Israeli Palestinian Conflict” was my favorite piece to write.
V. Integration of Education for Sustainable development to English 121
Integrating issues concerning sustainable development, in particular Education for Sustainable Development
(ESD), in technical and vocational education and training (TVET) is a subject that has been on the agenda of the
UNESCO TVET Programme for over a decade. The Second International Congress on TVE held in Seoul, South
Korea in 1999 drew attention to the need to do so by recommending that TVET be re-oriented to sustainable
development. Five years later, an international experts meeting held in Bonn, Germany in 2004 highlighted this
subject. The Bonn Declaration that was issued at the close of the meeting captured the continuing importance
of re-orienting TVET to sustainable development. This can be seen in references in several paragraphs to phrases
and clauses such as ‘sustainable societies’, ‘sustainable industries’, ‘TVET initiatives that alleviate poverty...’, and
‘TVET initiatives…pivotal to human-centred sustainable development’ (UNESCO, 2004a). Going further than the
Second International Congress, the International Experts Meeting produced concrete suggestions for action
planning, comprising the following:
advocacy and vision building; support for the review and development of national TVET policies;
guidelines for planning and implementation; capacity building and training programmes; learning
support materials and resources and equipment; networking and partnerships in TVET; and ongoing
monitoring, evaluation and research
(ESD), in technical and vocational education and training (TVET) is a subject that has been on the agenda of the
UNESCO TVET Programme for over a decade. The Second International Congress on TVE held in Seoul, South
Korea in 1999 drew attention to the need to do so by recommending that TVET be re-oriented to sustainable
development. Five years later, an international experts meeting held in Bonn, Germany in 2004 highlighted this
subject. The Bonn Declaration that was issued at the close of the meeting captured the continuing importance
of re-orienting TVET to sustainable development. This can be seen in references in several paragraphs to phrases
and clauses such as ‘sustainable societies’, ‘sustainable industries’, ‘TVET initiatives that alleviate poverty...’, and
‘TVET initiatives…pivotal to human-centred sustainable development’ (UNESCO, 2004a). Going further than the
Second International Congress, the International Experts Meeting produced concrete suggestions for action
planning, comprising the following:
advocacy and vision building; support for the review and development of national TVET policies;
guidelines for planning and implementation; capacity building and training programmes; learning
support materials and resources and equipment; networking and partnerships in TVET; and ongoing
monitoring, evaluation and research
Mag-subscribe sa:
Mga Post (Atom)