Education & Knowledge
If there is one thing worth committing to, it's your education. Whether it's doing well in school, reading a new book, or learning a language, taking the time to sharpen your noodle is the wisest investment you can make.
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By nature all people are alike, but by education become different
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Community Journal: Education & Knowledge
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KatWentworth Apr 19, 2021, 4:11 PM"Read a lot about Public Housing and continued American Nations"View my Commitment -
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Diana_of_Themyscira Apr 19, 2021, 2:35 PM"Mon 4-19: walked/ran 2 miles + 10 min meditation 👊👊"View my Commitment -
jaymarquardt Apr 19, 2021, 2:23 PM"I don’t have a good example of using this. If anything I’ve. Been nervous especially with the dogs "View my Commitment -
liisahi Apr 19, 2021, 1:33 PM"Day 8 completed: 1 physics, 1 chemistry Left for the rest of the week: 1 physics, 1 chemistry, 2 biology + 1 training exam"View my Commitment -
Jiyon_John Apr 19, 2021, 1:25 PM"I generally don't feel too great today, I had a night shift at Macca's then I headed straight to uni because I had a group assignment to do. I came home at around 4 and went to bed at 4:30ish, woke up at 8:30-9. I feel that my generally low score today is attributed to the fact that I am really tired right now and that I haven't got much quality sleep. I am kinda happy with VR as I am finishing all the questions on time, I just need to increase the amount of question I get right. I now feel like I should focus on QR a bit more, I think that I am naturally pretty good at QR, I just need some practice and refreshment. I feel that I am ok at DM, again, I need to attempt the Modules from MedEntry and Medify. For AR, I need to add the bookmarked questions to my Anki Flashcard. And, SJ is a matter of doing lots of practice and reviewing what I did right and the logic behind each decision i.e. what differentiated something from most appropriate and somewhat appropriate (I am not sure if this is the right terminology). I'll try to finish Ali Abdaal's UCAT crash course's VR section by tomorrow, I am not sure how much work I can get done tomorrow as some people are coming over. "View my Commitment -
SachiAli Apr 19, 2021, 11:06 AM"ページ75まで進んだ。なるほど。 明日は76のAさん。人のを読むのは共感するし簡単。自分のを作成するのは難しいなあ。、"View my Commitment -
SachiAli Apr 19, 2021, 10:58 AM"必ず死という結果に到達する。あらゆる健康法を試しても同じ。毎日老いていく。死に向かっていることを理解する。"View my Commitment
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SachiAli Apr 19, 2021, 9:50 AM"イライラしすぎた。反省。 なぜ話しを聞かないのか、聞こえないのか。確かめてないのに決めつけた。 反省しかない。"View my Commitment
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SachiAli Apr 19, 2021, 9:38 AM"反省 言う通りにしない。話しを聞いてない。でイラっ 充実 zoomで体操 ワクワク やることをやれそう"View my Commitment
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osinskyte Apr 19, 2021, 6:08 AM"Apskaičiuoti ingredientai, judam link įrenginių skaičiavimo!"View my Commitment -
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yoyoalsh Apr 19, 2021, 3:59 AM"Also i learned a freaking programing language in a day!!!"View my Commitment -
yoyoalsh Apr 19, 2021, 3:59 AM"Study for toefl and apply for the internship due by april"View my Commitment
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annx79uk Apr 19, 2021, 3:30 AM"BSL with Mel on youtube, and review on Janets. I'm getting better."View my Commitment -
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Captain_Rocket Apr 19, 2021, 1:48 AM"Sick Thursday afternoon through Saturday with ongoing health issue. "View my Commitment -
puzzler10 Apr 18, 2021, 10:29 PM"Week 2 - achieved. I definitely wouldn't be doing this if it wasn't for this contract, so that is good. This upcoming week might be challenging to make the time, let's see "View my Commitment -
Ygg Apr 18, 2021, 10:13 PM"Overall an improductive week. I really need to find something to get productivity all the way up, I really think that the whole weekly order is not that of a good idea, and that tom-pomps are also good enough when decided in the morning rather than preprogrammed."View my Commitment -
Ygg Apr 18, 2021, 10:11 PM"General : Avoid evenings so you can sleep, eat better, speed up the morning list. L : DM Change M : Code something T : Work on the two projects S : Do what is due "View my Commitment -
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aksur Apr 18, 2021, 4:14 PM"yen yen ile ders yapamadık, kendisi iptal etti. ama kelimeleri çalıştım."View my Commitment -
Diana_of_Themyscira Apr 18, 2021, 4:13 PM"Sun 4/18: walked 2 miles and meditated without guide !!!!"View my Commitment -
samwharris Apr 18, 2021, 2:04 PM"enjoyed the regular yousician and uploaded something to insta although a bit crap but hit the target. Gonna plan out more of the songs i want to record and get some help beforehand hopefully so it sounds less bad..."View my Commitment -
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SigmaX Apr 18, 2021, 12:08 PM"Yesterday: success. Finally got my dang simulation to run reasonably fast, via a combination of quad trees and switching to a standard C++ shape-management library to handle low-level collision logic (instead of rolling my own)."View my Commitment -
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Jiyon_John Apr 18, 2021, 7:56 AM"I did VR under timed conditions, I was doing well in terms of speed and was pretty confident that I was getting the questions correct as I was doing the subtest. I was frankly shocked to see that my score was so low :(. I was most happy with AR, I believe, this is my highest score for AR during the past 31 days. I was running out of time in QR, so I had to guess some questions and choose questions randomly before the time ran out. SJ and DM were comfortable in terms of time, finished SJ with ~ 2 minutes left (out of 8 minutes) and I was on track for DM until the last 2 questions where I wasted time unnessicarily. I have not made any progress in the Ali Abdaal's UCAT crash course, hopefully, I finish within 2 days, however, I am progressing in the Udemy Speed reading course (just found out that my basal reading speed with almost 100% comprehension was around 170 wpm). I also found out that I was sub-vocalising and had erratic eye movement which also contributed to my low reading speed. I will proceed with the course. Hopefully, I see some improvements over the next few days/weeks. I am planning to go through the DM Modules in MedEntry either tomorrow or the day after. "View my Commitment
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jaymarquardt Apr 18, 2021, 7:05 AM"I told boo the truth about the fireplace and really stated it strongly"View my Commitment
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liisahi Apr 18, 2021, 6:50 AM"2. week (week 15) goal: 2 physics, 2 chemistry, 2 biology + 1 training exam"View my Commitment -
liisahi Apr 18, 2021, 6:46 AM"Between Monday 12.4. - Sunday 18.4. weekly goals achieved"View my Commitment -
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annx79uk Apr 18, 2021, 4:23 AM"Hi Charlotte continue with the note a day, and later today I'll listen to what you've done so far. Remember to learn the notes in order and do one a day."View my Commitment -
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Madelaine23 Apr 18, 2021, 2:14 AM"Was able to read but not 45 mins a day. Able to read 25 mins"View my Commitment -
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SachiAli Apr 18, 2021, 1:38 AM"なるほど！ ワークシートでわかった。 最初はいらだちだと思ってたのが、実は恥だった！ 恥をかかされたと思った。 悲しいなあ。"View my Commitment
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mandiem Apr 18, 2021, 1:35 AM"Week 1: Relational Mindset Self-Assessment: Assess Your Understanding of How Poverty Affects Students After completing the self-assessment, I feel like I have a good insight into how poverty can affect students. I grew up in a situation similar to many of my students, so I somewhat know what they go through. This self-assessment did make me think about the challenges my students face today that I did not face when I was their age. I have students that are very transient, moving from house to house or hotel or camper as the rent is due each month. I have students who miss school because the power is out or their parents’ cars have run out of gas. Right now, I have students who miss assignments or cannot complete assignments because their parents cannot afford internet or data. This assessment made me realize that I try to be the emotional support my students need, but there is more that I can do. Reflect on Relational Mindset: Insights and Questions 1. One new insight I gained on the relational mindset is that the relationships that students have with their teachers contribute to their achievement. Students will work harder for a teacher that they know cares about them. 2. Another insight I gained is the importance of social time and individual time. I know students need to work together to learn cooperation skills and other social skills, but I never thought about it on an emotional development level. Relationships with other kids their age is important. It made me think about these kids who were isolated during the quarantine last year and how ready they were to get back to school. That eagerness was not just to learn, but to see their friends and make new ones. 3. Lastly, we know how important it is to have these caring relationships with our students. How do we get teachers who are there just to teach to understand the value and benefits of creating these connections? As teachers we should be doing everything we can to support and encourage our students. Implement one strategy Since we are close the end of the school year, I would like to implement the “Two for Ten” strategy. My students love to talk to me, but sometimes I feel like certain ones never get the chance for the one on one conversations. I plan to choose two of my students and make it a point to talk with them one on one each day. I’ll let them lead the conversation and just let them know I’m there to listen. This will let me build an even stronger connection with these students. I will definitely put this strategy into action next school year. "View my Commitment -
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SachiAli Apr 18, 2021, 12:05 AM"なるほど。自分家族の病気、金銭、仕事のなんらかの恐怖。逃げて走れば怒り。怒りの種類か、、、。怒れば破壊。なるほどねー。恐怖がない人はいない。空腹も恐怖。この恐怖が怒りという感情のグループ。"View my Commitment
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SachiAli Apr 17, 2021, 11:55 PM"気持ちの切り替えができるようになってきてる。いいところを見て、いい関係を気づく。愚痴は勘弁して。"View my Commitment
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SachiAli Apr 17, 2021, 11:54 PM"イラっ 私がこれだけ心配してるのに。 実際は、事実を確かめてない。アホだなあ。 悲哀 朝起こされる声が聞こえた。でも実際はいない。他界してる。 いらいら 被害者意識。休みの日に面会に行くと一日がつぶれる。実際は、ダラダラ勉強してダラダラしながら一日が終わる。情け無い！ 満足 目の前にコーヒー。お花の手入れ。天気がいい。"View my Commitment
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Diana_of_Themyscira Apr 17, 2021, 11:34 PM"Sat 4/17: walked 2 miles + 10 min meditation YAY YAY!!!"View my Commitment -
MasonKista Apr 17, 2021, 9:56 PM"I read for about 10. But also re read the how to think better book for about 120 minutes.... So I'm still busy with it. "View my Commitment
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dakool45 Apr 17, 2021, 5:58 PM"Not much today. Working on head sculpting. I can make a head base mesh in 5 minutes now."View my Commitment
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Jiyon_John Apr 17, 2021, 1:25 PM"I tried to do the 100 questions properly, but my family convinced me to watch a movie with them. I lost track of time and forgot had to finish the 100 questions with AR. Yesterday, I took my time to do the VR questions (didn't watch Ali Abdaal's videos), score 80+, and be very happy with that score; I hope I score that high with the timed questions. AR was done very well also 80+. DM and QR lagged, but they were still above 50 and frankly, I don't remember what I got for SJ. Today, I attempted VR timed, I was very slow and had to randomly guess near the end, I started watching Ali Abdaal's UCAT videos, there were very helpful, I only got up to the T/F/CT aspect of the UCAT Modules, I will probably improve my scores as I finish his course. DM was pretty bad, AR was ok the first time, the second attempt was done better even though I didn't fully understand all the patterns. ps. I should start dedicating some time to QR question, I might start writing a sheet of important formulae and favourite questions that I have trouble with."View my Commitment
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tzaman Apr 17, 2021, 12:09 PM"Completely losing priority because of work related issues."View my Commitment -
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SachiAli Apr 16, 2021, 11:54 PM"状況 遊具で姉妹で遊ぶ 気分 劣等感、恥 自動思考 なんで運動してない人の方が運動神経がいいの？ 私は毎日運動、勉強、指導してる 将来についての問題は運動を続ける 状況 リハビリ中、母の動きが悪い 気分 怒り 自動思考 えっ、この人ほんとに体操習ってんの？ 続きはまた"View my Commitment
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SachiAli Apr 16, 2021, 11:47 PM"充実 あまり泣かないで誕生日を祝えました。後悔があまりなかった 焦り 大幅に寝坊。朝のルーティーンがこなせない。寝続けたら遅刻 ワクワク 腕立て伏せができる 不安 腰が痛い"View my Commitment
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SachiAli Apr 16, 2021, 11:29 PM"ジェームズえっ？勉強するの当たり前理論 投資してることを伝えたかったのかな？朝一番の怒りでした。"View my Commitment
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liisahi Apr 16, 2021, 8:27 PM"Day 4 completed: 3 chemistry Left for the rest of the week:, 1 biology"View my Commitment -
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SigmaX Apr 16, 2021, 12:58 PM"Today: Success. 7am-9am, trying to get my dang robot simulation to run faster."View my Commitment
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Jiyon_John Apr 16, 2021, 12:24 PM"I have to go to work immediately, so I'll add to the journal tomorrow"View my Commitment
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annx79uk Apr 16, 2021, 8:23 AM"Day 1: Introduction to using the book and website."View my Commitment -
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chewytauge Apr 16, 2021, 4:14 AM"Did more practice work this week. Using guide sheets to get my angle consistent "View my Commitment -
chewytauge Apr 16, 2021, 4:14 AM"Week 15: Completed analysis on: - description - colour Started analysis on embellishments. "View my Commitment
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dakool45 Apr 16, 2021, 3:59 AM"Got fed up attempting to make realistic humans. Here's alien brain."View my Commitment
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Kaizenshogun77 Apr 16, 2021, 12:36 AM"Introduction It was in 1972, that the United Nations (UN) ultimately took the first step towards a worldwide environmental collaboration (Sullivan, 1972). This event is deemed historically noteworthy (Brisman, 2011). It started when a Swedish initiative that combined science and diplomacy successfully convinced UN representatives to meet in the city of Stockholm to discuss the condition of the human environment (Paglia, 2021). This international conference was the first one in history to officially recognize the damaging impacts human development has had on the earth’s natural environment (Brisman, 2011). This Stockholm conference became the first of many environmental ‘mega’ conference (Seyfang, 2003), and is considered the point of origin of the entire global environmental governance movement (Paglia, 2021). In 1987, a report titled: ‘Our common future’ introduced a global plan aimed to provide “the security, wellbeing, and very survival of the planet” (WCED, 1987). This report is now more commonly referred to as the ‘Brundtland report’, named after former Norwegian Prime Minister ‘Gro Harlem Brundtland’ who led the 1984 UN’s World Commission on Environment and Development (Toprak, 2013). The Brundtland report’ gigantic historical significance is in part due to the fact that it is the first document to introduce the concept of ‘sustainable development’ to a worldwide audience (Sneddon et al., 2006). Sustainable development was then described as “the ability to make development sustainable, to ensure that it meets the needs of the present without compromising the ability of future generations to meet their own needs” (WCED, 1987). This description has since then become the most widely used definition of sustainable development (Upadhyay, 2012; Kono, 2014; Kates et al., 2016). An alternative way to define the word ‘sustainability’ is to describe what it is meant to accomplish (Kates et al., 2016). To guide organizations towards a state of sustainability, the Brundtland report has established 4 central goals at its core: 1) safeguarding long-term ecological sustainability, 2) satisfying basic human needs, 3) promoting intragenerational and 4) intergenerational equity (WCED, 1987). Those goals are regarded as the fundamentals and non-negotiables parts of the sustainability movement (Daly, 2007). To help reach those goals, the Brundtland report provides an extensive list of suggested legal changes (e.g., empower environmental bureaucracies; increase funding towards environmental restoration) to be implemented by all governments in order to eventually reach a state of sustainability (WCED, 1987; Sneddon et al., 2006). After the Brundtland report was published, the concept of sustainable development became a predominant concept expressed by a multitude of policymakers, specialists and planners (Kono, 2014). Even though Brundtland’s definition of sustainable development is popular, there is a debate regarding what ‘sustainable development’ precisely means (Howarth, 1997). Academics have yet to reach an agreement on whether the terms ‘sustainable development’ and ‘sustainability’ diverge slightly in their meaning, or whether they are synonymous (Eweje and Bathurst, 2019). For instance, multiple scholars regard ‘sustainability’ as the objective (i.e., the finish line), and ‘sustainable development’ as the process required to attain such objective (Mancebo, 2013; McKeown, 2013). This paper esteems that the two words are similar enough in terms of denotation and content, and can therefore be used interchangeably. Even though Brundtland’s definition of sustainability is the most widely used, the idea that was most adopted from the report is that there are three pillars of sustainability (Upadhyay, 2012). For example, (Carter and Rogers, 2008) define sustainability as “ an integration of social, environmental and economic issues”. Another author defines sustainability as “a wise balance among economic development, environmental stewardship and social equity”(Sikdar, 2003). The focus on those three dimensions was initially stated by Gro Harlem Brundtland herself when she introduced her report in Oslo: “What is needed now is a new era of economic growth-growth that is forceful and at the same time socially and environmentally sustainable” (WCED, 1987). In 2002, the Johannesburg World summit established that those three dimensions are “interdependent and mutually reinforcing pillars of sustainable development” that should be implemented “at local, national, regional and global levels.” (WSSD, 2002). Accounting frameworks such as the ‘ Triple bottom Line’ (TBL) have integrated those three pillars and abridged them as ‘ people, planet, profit’ (Elkington, 1998). The TBL framework was originally designed to to help business oriented organizations include additional measures to the financial ones in commercial performance (Elkington, 2004). Many businesses, non for profits and even governmental organizations have since then adopted the TBL framework (Slaper and Hall, 2011). Since 1987, the concept of sustainable development has gained an increased importance in national, international (Howarth, 1997) and corporate policies (Mebratu, 1998; Upadhyay 2012), however, very few sustainability reforms have been successfully implemented (Sneddon et al., 2006). For instance, (Lafferty and Meadowcroft , 2000) not only found that governmental sustainability policies created within highly developed countries (e.g. Canada, Australia, USA, Norway, Japan, Germany, etc.) were implemented unequally between countries, but they also revealed a governmental tendency for inertia. Next, a 2014 study used key markers to measure whether 167 different countries actually met the level of sustainable development required to reach the 2030 sustainable goals; the study discovered that not a single country in the world met the required level in all of the four fundamental dimensions of sustainable developmentt, moreover it found that some governments were even alarmingly far from reaching them (Holden et al., 2014). The discrepancy existing between policy goals and the lack of concrete action generated from them can be explained by the fact that sustainability as an idea is both abstract and complex (Eagle et al. 2019; Kates, Parris, and Leiserowitz, 2016). For instance, findings revealed that not only do governments prioritize certain sustainable goals to a different extent, but those countries also understand and interpret those goals quite differently from one another (Lafferty and Meadowcroft, 2000; Mebratu, 1998). Also, even though the three pillars of sustainability were rapidly adopted, there is no consensus about how to precisely use them to measure performance (Jackson et al., 2011; Slaper and Hall, 2011; Kates et al., 2016). Additionally, (Norman and MacDonald, 2004) noticed that the vagueness of the concept can be used by corporations as a disguise to pretend that they are operating sustainably when they are not (i.e. Greenwashing). Because no clear-cut definition of the sustainability idea exists yet, it makes it difficult for everyone to implement procedures aimed at accomplishing such conceptual goal on a national or even regional level (Holden et al., 2014; Aleixo et al., 2018). In spite of the fact that politicians and scientists have yet to reach an agreement on the exact definition of sustainability (Holden et al., 2014), throughout decades and borders, the idea has continued to be the ultimate political ambition many countries aspire to (Kates et al., 2016; Holden et al., 2014; Lafferty, 2004). For instance, sustainability has been at the forefront of international preoccupations, as demonstrated in the 2012 Sustainable Development Conference in Rio de Janeiro (Leal Filho et al., 2015), and the 2015 Paris agreement (“Paris Agreement”, 2016). Throughout the world, progressing towards sustainability is unquestionably regarded as imperative (Waas et al., 2010). Sustainability, as (Lafferty, 2004) phrases it “is now like ‘democracy’: it is universally desired, diversely understood, extremely difficult to achieve, and won’t go away.” Not only is sustainability not going away ( Lafertty, 2004; Leal Filho et al., 2015), but it must become a priority for modern society because the gap between its objectives and what is actually being done, keeps widening (Fischer et al. 2007). There is an urgent need for a new model of development that can preserve the Earth’s limitations (Steffen et al., 2015). In a recent paper, 18 authors combining their efforts state that human development has already breached 4 out of 9 planetary boundaries (i.e., climate change, biosphere integrity, biogeochemical flows, and land-system change) (Steffen et al. 2015). Scientists concluded that human activities are destabilizing the Earth’s biosphere which accelerates an upcoming and irreversible ‘planetary scale tipping point’ (Barnosky et al. 2012). It was even more recently uncovered that ‘agricultural production’ is a massive influence that rapidly pushes the Earth out of its natural boundaries (Campbell et al., 2017). The rapid increase in demand for processed food and animal products threatens humanity’ s aptitude to grow food since it accelerates the struggle for more land, water and energy (Godfray et al., 2010). Time is of the essence, the world will have to produce around 70% more food (Davies et al., 2009) in order to satisfy the needs of a growing population estimated to reach 9.1 billion people in 2050 (Alexandratos and Bruinsma, 2012). What is more, people are progressively choosing more of the type of foods that are most negatively affecting both human health and the environment (Clark et al., 2019). As average wealth increases rapidly around the world, so does the demand for food, and especially the demand for animal products (Campbell et al. 2017; Godfray et al. 2010). For instance, the quality of life in Asian countries has been steadily increasing over the past decade, causing an significant increase in demand for animal products in those countries (Cao and Li, 2013). On top of those issues, there is a rising fear that a rapidly changing climate will also impact our ability to grow food reliably (Schmidhuber and Tubiello, 2007). Therefore the rising demand for food is causing challenges to provide healthy foods across the world without creating environmental, economic and social consequences on a global scale (Lindgren et al., 2018). Our current meat consumption is responsible the global pandemic that affected all three pillars of sustainability. For instance, viruses such as SARS-Cov (2003) and Ebola are believed to have spread to humans from infected animals such as fruit bats, monkeys and porcupines (Arora and Mishra, 2020). In 2019, the spread of the virus known as Covid-19 is also presumed to originate from a bat (Salata et al., 2020), and is known to have emerged at a food market in Wuhan, China (Vlachopoulos, 2020). Twelve years before the spread of Covid-19 (2007), the Food and Agriculture Organization (FAO) stated that rising consumption of meat would enhance the risks of new pandemics appearing. The FAO also disclosed in 2013 that 70% of new viruses contaminating humans come from animals. This is because the farming of animals (domesticated and/or wild) can cause different species to intermix together, which is known to help the spread of new pathogens to humans (e.g. bacteria and viruses) (Arora and Mishra, 2020). High level of air pollution have been linked to enhance the spread of Covid-19 (Coccia, 2021), moreover when arsenic from heavy metal pollutes water sources, the bacteria in the water quickly develop genes that become more resistant to antibiotics (Zhang et al., 2020). Thus, it has become evident that the spread of new infections comparable to Covid-19 are initiated and supported by both a growing world population, and by the over-exploitation of the Earth natural resources (Arora and Mishra, 2020). The three pillars of sustainability have been impacted to varying degree since the spread Covid-19 has forced our society to impose lockdowns. The air and water pollution levels decreased (Khan etal., 2020; Sarkis et al., 2020) and nature reasserted itself in some sections of the world (Arora and Mishra, 2020). The number of individuals suffering from mental health issues has augmented due to Covid related factors (i.e. added stress and social isolation) (Panchal et al., 2021). Some research even suggests that those psychological effects could last years after the pandemic is over (Brooks et al. 2020; Bodenheimer and Leidenberger, 2020). On the macroeconomic level, employment rates have decreased while inflation rates increased (Coibion et al., 2020). In 2002, the World Summit emphasized the connection existing between the three pillars of sustainability; this connection is now clearly illustrated by the emergence of a virus that grew from our unsustainable practices (Schaltegger, 2020). This pandemic successively affected the economic, social and environmental domains of human existence in considerable ways (Ranjbari et al., 2021). In spite of the negative impacts Covid-19 has had on human society, this pandemic will transform geopolitical and socio-economic norms (Rowan and Galanakis 2020), which can offer us unique opportunities to sustainably change the way we traditionally do certain things. For example, the digitalization of work reduced the need to travel, and therefore decreased the use of fossil fuel (Kanda and Kivimaa, 2020). Next, (Pierantoni et al., 2020) argues that this pandemic presents an opportunity to build more sustainable cities by using planning and architectural designs in order to help prevent similar health crises in the future. Regarding the agri-food industry, innovative technologies (e.g. 3D printing, Blockchain, and Artificial Intelligence) are being designated as promising solutions capable of building a more sustainable food system (Rowan and Galanakis, 2020). (Vlachopoulos, 2020) stated that this virus has provided a chance for online education to “penetrate new areas and offer sustainable and effective learning solutions to the populations it has impacted.” Moreover, also Covid 19 provides a ‘unique window of opportunity’ for marketers and policy makers to promote sustainable changes by strategically communicating to the world that maintaining unsustainable practices can result in new crises (e.g., new deadly viruses) (Bodenheimer and Leidenberger 2020). All of those examples demonstrate that Covid-19 has generated opportunities for sustainability transition (Ranjbari et al., 2021). Covid-19 made us adapt to a new situation by learning how to modify habitual behaviors (e.g. commuting to work, going to school, travelling and gathering in groups), such behavioral modifications can provide solutions to move towards more sustainable lives (i.e. learn new skills, use virtual meetings, and online education) (Sarkis et al., 2020). This wave of new sustainable opportunities can be explained by a simple sentence quoted here from (Gunner et al, 2020) “ Crises often drive innovation”. Similar occurrences of this phenomenon can be observed throughout the history of mankind. Events such as the Black Death, Cholera outbreak, Spanish Flu, and World war II have allowed new ways of thinking to emerge in the aftermath of those traumatic catastrophes, transforming our cultures, economic systems, and even our literature (Khan et al., 2020). Crises are wake-up calls that can help people (especially the ones who are reluctant to change), realize that a particular habit need to be altered, and that their current routine must be replaced for a better one (Charles Duhigg, 2012). This suddenly newborn willingness to change previous ways of doing things can be explained by our biology. Being exposed to novel threats triggers a chain reaction through our nervous system that makes us react and adapt to new dangers for the purpose of increasing our chances for survival (Mobbs et al., 2015). In other words, unexpected situations make us fearful and anxious, so our neurological defense mechanism (a.k.a. fight or flight response) gets activated to cope with the situation (Steimer, 2002). This is why business academics have previously recommended that companies placed in a hostile market should learn about how different species use their survival instinct to adapt to harsh environments and evolve accordingly within the animal kingdom (Lawton et al., 2012). Therefore, this pandemic will ultimately inspire the next generations of innovators to create the disruptive inventions we need to adapt to a post- Covid-19 world (Rowan and Galanakis, 2020). Subsequently, this pandemic provides opportunities to reform unsustainable behaviors and accelerate the transition towards more sustainable modes of consumption (Cohen, 2020) and production (Sarkis et al., 2020). Obama’s chief of staff put it very simply: “You never want a serious crisis to go to waste. I mean, it is an opportunity to do things that you think you could not do before.” (Rahm Emanuel, 2008) Besides policy making, transforming the educational system in a way that engages people to participate into their own educational setting has been advocated for a long time as an instrument capable to generating a future population that takes active part in the appeasement between our economic development and our environment (Robottom, 1987). Such educational reforms were newly being recognized as crucial to reaching the sustainable goals (Goritz et al., 2019). For instance, the 1972 Belgrade conference stated that: “Governments and policy makers can order changes, and new development approaches can begin to improve the world’s condition; but all of these are no more than short-term solutions, unless the youth of the world receive a new kind of education” (Fensham, 1976) cited from (Brisman, 2011). A passage from the Belgrade conference (Fensham, 1976), describes the goal of environmental education as: 'To develop a world population that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment, to work individually and collectively towards solutions of current problems and the prevention of new ones.', cited from (Robottom, 1987). Moreover, the Brundtland report stipulates that: “changes in attitudes, in social values, and in aspirations that the report urges will depend on vast campaigns of education, debate and public participation” (WCED, 1987). This need of educating for active participation was reinforced by a more recent paper measuring the sustainability progress of 167 countries (Holden et al., 2014), which concluded that the difficulties surrounding policy execution should be corrected by increasing the public’ acknowledgement and participation. So, if we are to reach a state of sustainability, younger generations will need to learn and embrace new values, attitudes, habits and behaviors (Robottom 1987); however the educational programs aimed at fostering pro-environmental actions among students are inadequate (Redman and Larson, 2011). Sustainability educators must adopt a shift from a ‘transmissive’ to a ‘transformative’ type of teaching so that future generations can be armed with the proper tools to fight against the dangers of climate change (Burns 2011). A transformative learning approach should also be to a person’ change attitudes, so that learners can embrace sustainability as a new standard (Taimur et al., 2020). According to the United Nation’s (2015) Sustainable Development Goal number 4: “achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development” cited from (Vlachopoulos, 2020). Despite the fact that many organizations across the world increasingly recognize the value of concepts such as : ‘Education for sustainable development’ and ‘ Climate change education’, their actual implementation in educational organization is considered too slow (Goritz, et a., 2019), underused (Mochizuki and Bryan, 2015) and even inadequate (Redman and Larson, 2011). Consequently, while policy making remains predominantly inefficient in the fight against climate change (Lafferty and Meadowcroft, 2000; Sneddon et al., 2006; Holden et al., 2014), the potential of sustainable development education in creating meaningful change is enormous, and yet it remains to be exploited effectively (Goritz et al., 2019; Mochizuki and Bryan, 2015). This paper will therefore provide background information and guidelines on how to effectively improve sustainable development education in order to promote transformative actions effectively. "View my Commitment -
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Anna_lin1510 Apr 15, 2021, 11:03 PM"THUR 15 APRIL - Wake up time 7:30 - 9 PRODUCTIVE SESSIONS (Studied about mainly antibiotics) - Aimed 12 Sessions but was doing makeup for the practical and meeting friend. Next don't do the makeup! - Target for tomorrow 12 sessions - Sleeping time 00:00"View my Commitment
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