Guidelines to Quality Criteria for ESD-Schools enhance the quality of Education for Sustainable Development SCHOOL DEVELOPMENT THROUGH ENVIRONMENTAL EDUCATION Guidelines to Quality Criteria for ESD-Schools enhance the quality of Education for Sustainable Development A document by the SEED and the ENSI networks for international debate Written by Søren Breiting, Michela Mayer and Finn Mogensen 1 Imprint: “Quality Criteria for ESD-Schools” Guidelines to enhance the quality
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Analysing Self and Organisation HR837 Self Analysis Assignment John Hall Student Number: 05020550 January 2007 Word Count: 3220 Tutor: Gillian Forster Contents Introduction: p 3 Application of Honey and Mumford Theory: p 3 Analysis of Kolb’s Learning Styles: p 6 Application of Belbin analysis: p 10 Personal SWOT Analysis: p 12 Rationale behind Personal Development Objectives: p 14 Conclusion: p 15 Bibliography: p 16 Appendix: p 17 Introduction
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requirement and sources A. Sources of fund B. Program of expenditure V. Assessment of the project A. Findings B. Conclusions C. Recommendations VI. Appendices Letters Memorandum of Agreement (MOA) Personal reflections of participants Pictures/photographs Training manual All other pertinent documents I. General Information A. Proponents Students: Bachelor of Industrial Technology – Instrumentation and Control Technology Students:
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HEALTH PROMOTION ON OBESITY This reflection will focus on a health promotion experience. During my placement period. According to the World Health Organisation (WHO 2013) health promotion enables people to increase control and improve their health. The Driscol and Teh (2001) model of reflection which has three cue questions, what, so what and now what will be used. The rationale for using this model of reflection is that it has further questions which will help in the reflective process. To maintain
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committed to educating students from a Biblical perspective with excellence in academics fâÅÅxÜ exyÄxvà|ÉÇá‹AAA Volume V, Issue 11, July 2011 Page 2 PRINCIPAL’S MESSAGE The title ‘Summer Reflections’ that I am using for this newsletter is purposefully ambiguous as I wanted to mention another type reflection. Many years ago my wife built a small pond in our garden and each year it is populated with goldfish, although this year we have only two. This year is the first year that we have had frog spawn
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Relational Leadership Model and how it is different than traditional leadership models and theories. Through leadership activities, reflection, and journaling, you will develop a greater sense of self and style as well as your own leadership potential and your own personal leadership philosophy. LEARNING OBJECTIVES Through active engagement in the course, material and activities, students will:
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What makes an effective, moral, and efficient school leader? Over the last few years at MSUM I have learned what it takes to have strong leadership in a school. My philosophy of leadership has many components which have been derived from my various classes and readings in the educational leadership program. Leadership in my eyes is a combination of having an open mind, shared vision, strong collaboration, lifelong learner, and a willingness to take risks. I feel that I have come a long way in
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questions untruthfully. It is common for people to respond with a response that is more socially desirable. Another limitation of this study is the sample size, using only fifty participants with a limited age range is it difficult to get a true reflection. The sample as well only came from one area, that being a Perth metropolitan area, the results may vary for remote communities and international samples as cultural differences need to be taken into account. A big limitation comes from the definitions
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Team E Learning Reflection Week Two MGT / 311 February 6, 2011 Team E Learning Reflection Week One In week three, Team E learned a variety of concepts surrounding organizational behavior. As a team we learned the three the different property groups that a manager may use to determine work groups. We have learned the different types of groups that may be formed that consist of two or more people. We also learned that while in a group conflict may be necessary to use. Finally, we have learned
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EXPLORING THE REFLECTIVE PRACTITIONER- ASSIGNMENT 1 “We teach to change the world.” (Brookefield, 1995: 1) This first section discusses reflection, as a teacher, why should I reflect upon my practice? What do I achieve? I feel that the process of reflection allows me to learn from my own experiences as a teacher, by providing me with a record of what I have done and an assessment of where I want to end up. Reflecting provides me with a focus for my teaching, where I constantly question what
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