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Nature as it is a great learning atmosphere. This is and should be viewed in different school of thoughts. The best way forward is not to deny any view in relation to the environment. Every discipline has in a way or the other always depended on Nature for their sustainability. The Natural environment then has a wide impact in Education.
In general, it is now becoming a prerequisite in every aspect of our lives to consider nature and environment. All major sectors of the economy are interconnected by nature and none can work without the other. Outdoor education programs of today are considerably more “environmentally conscious” or “eco-friendly” than other aspect of living. No school or college is leaving the subject of nature or environment in their syllabus. But the question as to what exactly outdoor education should be teaching students about the natural world and the human relationship with that world, remains very much up a topic of discussion.
Wilderness and outdoor education are classified into two role:
Pro-Wilderness school of thought: The role of wilderness is viewed as critical and essential to outdoor education; nature itself is believed to have beneficial effects and potentially transformative aspect. It gives people a wider knowledge and understanding of most theories and practical that is only engineered to reflect the subject at hard. Nevertheless nature is not a subdivided sector rather it’s a complete product which must be explained in whole.
Anti-Wilderness: In this area I will highlight the issue of The Anti tourism school of thought. Tourism (read adventure) is regarded as imperialism, it erodes culture, damages the environment, create displacement, trivialized art, brings social evils and other negative effect brought about in the destination chosen as a venue for the adventure education. In other words, outdoor education program effects can largely be replicated in non-wilderness settings using adventure-based principles and non-wilderness based adventure activities.
In view of the above aspects, Outdoor education can be enhanced and its negative effect minimized if the development of education are planned, controlled and managed in accordance to the rule of “Eco-tourism” This according to me can mean education, conservation and organized tourism. Outdoor education should be closely tied to environmental education and those programs should Endeavour to bring participants into a closer and more caring relationship with nature particularly from the Outdoor Education & Nature, environment and Tourism.
With that title, you may think that I am questioning the credibility of Wilderness Programs. I am not. In its holistic outlook wilderness course may be something that can really help out troublesome teens. If I were an addict or an alcoholic in my childhood, I myself may have been convinced to change myself. This therapy provides teens with exposure to outdoor education; teaching them survival techniques and removing all the distractions of modernism.
But today, more and more abuse cases have been coming out in connection to students enrolled in their programs or, other present behavior modification programs for that matter. There are a number of organizations founded by parents who grieve because of their children who were victimized by institutions that they entrusted to take care of their teens. These organizations rally for reform instead of total demise. Also, in spite of all the news about abuses, many parents still enroll their children to these institutions. This may mean that they still believe in the system -that there is hope for troublesome kids if institutions run their programs decently.
One of the companies running wilderness camps says that their objectives are “clinical treatment, natural observation & assessment, and preparation for long-term solutions.” This therapy process seems promising that is, if wilderness staff knows how to control the children without being abusive. Sadly, some of these institutes seem to use the contract signed by the parents as tool they can use to step on the students’ human rights. Parents spend thousands of dollars to put their children in such programs to improve their behavior, but if in improving their behavior they end up bruised, malnourished or dead, what is the point of reformation?
The ideals of wilderness program are laudable and well-thought of. Abusive teens exposed to a constricted and isolated camp has its advantages. They are not incarcerated inside walls but they are being held by nature. With this system students can’t just run off whenever they feel like shutting down, they can’t stay away from confrontation and they are the only ones who are held accountable for any action that they do. Unlike in their homes where their parents need to focus on other things as well, staffs in these institutions are supposed to do one thing alone -guide the students.
Nature as a learning tool is a good concept because nature does not alter anything and it doesn’t manipulate the truth; it teaches nothing else but purity and peace but if abused, it will stop providing. Nature without disturbances of modernism and temptation could give space for students to deal with themselves. Institutions must not take advantage of the fragility of the families instead; they should lend their helping hand to them.