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Introduction

            The owner of this blog is a master's degree student of Notre Dame of Marbel University taking up educational management. A course essential in adapting with the constantly changing world of teaching and learning. As a modern learner and teacher, she is tasked to create this blog statistics as a platform in education for sustainable development in partial requirements of the course.

            Typically, a teaching portfolio is a dossier that includes selected documentation of one's teaching effectiveness and  reflection on  teaching. There are several reasons why a teacher would need to design a portfolio. The most common are for hiring decisions, promotion and tenure, and sometimes for teaching awards. It is a good idea to have a portfolio ready to offer as a presentation of one's teaching effectiveness. However, there is great variability in this process.

            Teaching portfolios have as much variability as individual teachers. Peter Seldin, who has written extensively on teaching portfolios, suggests that the materials should come evenly from three different areas: 1) information from self, such as a statement of teaching philosophy and reflections; 2) information from others, such as student, faculty, or peer evaluations; and 3) products, such as course materials.

           The creation of this blog aims to integrate sustainable development to the course. Through this, bulky paper works that needs space and  monetary  sustenance can now be eliminated. Using the WWW we can now save all the work, thus, it will not corrode. Material progress and political power may vanish; the spirit of nationalism may wane; but this blog will withstand the forces of decay and decline. This will serve as an eternally burning flame, exuding light that renders significant to the civilization as it will preserve our experiences in the Statistic subject in a cohesive and beautiful manner.

            By making this blog, this will enable us to exhibit the potency of an explosive mind which may help us to become more mature personally, intellectually, socially. It will make us more concern of our mother Earth with that mature sensibility and compassion for the condition of all living things, human, animals and vegetation, and will help us connect ourselves to the cultural context which we are part. This will shape our lives; it will make us human.

I. The Isles of My Portfolio in Educ 213

Chapter 1 Introduction to Statistics
Chapter 2 Variables : The Subject Matter for Statistics & Research
Chapter 3 Integration of Innovation in Statistics
Chapter 4 Measures of Central Location
Chapter 5 Measures of Variation
Chapter 6 Measures of Correlation
Chapter 7 The Normal Probability Distribution
Chapter 8 Sampling Theories and Hypothesis Testing
Chapter 9 Statistical Inference
Chapter 10 Z Test of One Sample Mean
Chapter 11 T-Test of Significance
Chapter 12 Analysis of Variance (ANOVA) 
Chapter 13 Factorial ANOVA
Chapter 14 Chi-Square Test
Chapter 15 Computer Statistical Operation using MS Excel 

 LINKS in EDUCATION 213

II. Students Outputs of E-Porfolio

A. NDMU Masteral Students

1. Bayona      2. Buhat       3. Cabaobao    4. Castor             5. Castor            6. Collado
7. Dela Cruz   8. Dionio     9. Evangelio   10. Farofaldane  11.Fedoc           12.Forro
13.Jance       14.Losaria    15.Macaya      16.Magbanua     17.Moralidad    18.Palmes
19.Palua        20.Pama       21.Peli              22.Pesana            23.Pingoy          24. Polido
25. Sayson   26. Solis       27. Sulpico      28.Sutaron           29. Toledo         30.Ulo
31.Usman     32.Villareal

III. Statistics as a Platform in Education for Sustainable Development



               Climate change is the greatest public policy issue of our time. If humanity is to respond to the challenges, education has a key role to play in promoting understanding and helping individuals, society and governments to make informed choices.

              This is not simply about giving people information, but ensuring that education – and schools specifically – is mobilized to re-orient society towards sustainable practices.

              Education is not a ‘magic bullet’ in approaching climate change and sustainability, but without co-ordinate educational interventions, even the best thought through technical policies will fail.

              In order to promote such a reorientation the International Alliance of Leading Education Institutes has agreed on eight recommendations, informed by the jointly conducted research project and targeted the world’s political decision makers. These are the following:

1. Climate change makes sustainable development an urgent priority. Sustainable development is impossible without learning. We are therefore clear that policies which promote Education for Sustainable Development should play a key part in the negotiation of global agreements on climate change policy (COP15)

2. Societies need to change radically consumption, production and behavior patterns to meet the challenges we face. The urgency of climate change policy and sustainable development risks narrowing the role of education to communication of expert-defined advice to citizens. This will be counter-productive in the long-term. We strongly recommend maintaining and implementing the more ambitious aims of Education for Sustainable Development providing people with the com

3. ESD will make demands on all of society but schools will play a critical role, through what they teach and how they model sustainable practices. Governments need to ensure that schools are able to play a leading role in Education for Sustainable Development through the way education systems are managed, schools are organized and pupils taught.

4. Whole-school approaches are promising: societies need to re-orient schooling towards a stronger emphasis on education for sustainability. In practical terms, this means greater interdisciplinary work, participation in authentic sustainability challenges and interaction with others outside school. We recommend these approaches as a way of integrating Education for Sustainable Development into current educational practices.

5. One of the key obstacles to Education for Sustainable Development is teacher knowledge and understanding, because of the lack of pre- and in-service teacher training in Education for Sustainable development. We recommend allocating resources to remedy this: universities should offer Education for Sustainable Development courses for pre- and in-service teachers and governments should implement policies which help all teachers to develop their capacity to implement Education for Sustainable Development.

6. Teacher education in Education for Sustainable Development will not change school practice unless resources and time for experimentation are provided and the sustainability is integrated into the curriculum. Thus, policy initiatives in teacher education should be coordinated with support for Education for Sustainable Development at school level.

7. Interaction between researchers, teachers, NGOs, public officers and others in the field of Education for Sustainable Development is essential, in order to support knowledge sharing, enhance curriculum development and promote more valid and reliable ways of evaluating ESD. We recommend the establishment of mediating organizations and groups to promote this. Regional Centers of Expertise on Education for Sustainable Development, which already exist at some places, may serve as models for this endeavor.

8. Education for Sustainable Development research needs to be augmented. It should be focused on (1) documenting the state of practice and identifying promising practices, (2) exploring educational outcomes and their evaluation in respect of Education for Sustainable Development, (3) identifying and explaining opportunities and problems of general relevance. As people are influenced by a number of different agents and media, informal and non-formal education is an important field that needs to be studied more thoroughly.

The document was developed for the International Alliance of Leading Education Institute by Jeppe Læssøe, Karsten Schnack, Søren Breiting and Simon Rolls from Research Programme for Environmental and Health Education, The Danish School of Education, Aarhus University.

IV. Reflection in Statictics

Module 1     Introduction to Educational Statistics
               From the very start of my schooling, I never like to deal with numbers. But, at this time I am beginning to understand its importance in my day to day dealings with life. Statistics is an important subject for me and to all future researchers. As such, it will equip us with basic concepts of how to conduct and tabulate results in our chosen field of study. Grateful indeed I am that my cognition is again been refreshed and elucidated by proper justification and guidance from our mentor. 
Module 2     Variables: Subject Matter of Statistics and Research 

            At first, i could hardly understand its term but when  I get a thorough reading about it, I have concluded that everything that surrounds me are variables. Abstract or concrete, variables are measurable and research able, systematic, and time bounded. Some maybe dependent from the others while some could be an intervention to others. Just like the real life, man can never be social in an island unless he will become a variable to himself and to others. Variables gives meaning to our existence in this macrocosms and it would depends on how we are going to play the good cards on our hands.  
Module 3     Integration of Innovation in Statistics 
            In modern world of computerization and mechanization, men should be innovative and upgraded with technological advancement. Although Philippines is 10 to 15 years behind other third world countries but, little by little  we are equipping our new generation of learners to become technology literate. So when our mentor taught us how be communicative and publish our written works without having a hard copy but instead though the use of the world wide web, I felt glad and hope that time will come all of the elementary learners could have also a strong foundation on how to manipulate, thus, they may be able to adapt and adjust to the constantly changing age of computers.
Module 4     Measure of Central Location 
            The mean, the median, and the mode are three common terms in statistics. Knowing how to compute them posted a notion on the basic technicalities in learning and conducting a research work. I once again felt happy I have been equipped on how solved these terminologies in a simplified way. But it took me to read 3 books just to arrive with a proper solutions. with guidance of my mentor, I believe that I will get better in understanding the succeeding topics. On the usage of Microsoft excel on the computation of the central location, I have been motivated to share to my young acquaintances this conceptual skills if time permits and availability of technology will be present in our locality.
Module 5     Measures of Variation            
            It becomes complicated now. As life goes on, trials and shortcoming are concomitant with time. I am beginning to shed a tear to express my aching back while typing numbers on my street priced calculator just to arrive with the correct answer on how to get the summation of the measures of variation. But, patience is one of my virtues, thus, I never give up and I just gave my eyes an ample time to rest then  proceed with my task. Alas! i found it. Although this topic is hard but I could  consider it as a challenging one. For whom and what shall be afraid if God is with me. I know that all were given to me at the same with the trust that I can do it.
Module 6     Measures of Correlation 
            I am becoming enthusiastic to expand my understanding on this subject. What animates me most is the friendly attitude of our mentor, she speaks of words I longed to hear. She even consider our curiosity as perfectly natural. This topic lets me have a better perspective on the contributions of greatest statistician. How I wish I have an expanded brain just like them.
Module 7     The Normal Probability Distribution 

            Hmmm. yes indeed, life is like statistical subject wherein there are times when we feel good just like a farmer whistling while harvesting the fruits and seeds of success but there are times when we are going to experience barriers. Kurtosis and Skewdness best fitted to this real life scenario. In the end what really matters most is our reaction to the posted challenges. Perhaps we need it (Skewness) if our incentive is to do good. Then a realistic  and pragmatic approach should be used to deal with the life Skewness.
Module 8     Sampling Theories and Hypothesis Testing 
            There goes the saying "to see is to believe" which rhetorically expresses that a person could hypothesize but it should be first tested before it will be considered and accepted as affirmative or negative. Testing a hypothesis will required respondents from a given population, these are called sample. This is a process of narrowing the scope of the selected subject. Just like in real life, the farther the scope of perception, the complication of its dealings may arrive at both ends. 

Module 9     The T-Test, Z-Test and Chi-square Test
            The purpose of modern equipments, such as laptop, will now be put into its purpose. Our mentor encourages us to more expert on dealing the subject of our study through correct computation of the different test. Not only that we will know how to compute these test but also how to draw our scholarly interpretation. Its computation can be made a lot easier with the aid of the Microsoft excel but interpretations must be accurate and based on the actual data presented.


Module 10     Analysis of Variance
            Any conclusions of a given research can be drawn based from the result of computation of the variance. There would be varied ways to do it , depending on the researcher's preferences, but they would still arrive on same interpretation. The very soul importance of this topic is to know what would be the difference of two or three means in a given  study. Topics in this subjects becomes more complicated as we along, but this posted challenges to my cognitive capacity made me tough and dedicated to excel and push the limit of my patience.


Module 11    Linear and Multiple Regression Analyzes 
            Time to give my share, time to converse and be on that  hot seat with  that spotlight. Another chance given to prove myself worthy in passing this course. It was the Standard Error of Estimates which i have been thinking for the past 2 weeks already. I have been surfing the world wide web and spend monetary resources just to look for a very accurate yet comprehensive explanation of my topic. Thanks to my fiancee who made it easier with that outstretched hands ready to take my assigned task. At last! a suitable Microsoft power point presentation  was downloaded. It contains a very direct and detailed explanation of the computations of the Linear and Multiple Regression. I think my co-group members should also see it for reference.  Many nights have past, Statistical formulas were almost made my empty cup full. Whew! how I wish a day will allow for me to drain some of them., But, not yet, not close since, I need to plot them in my mind as linear or even scattered.  

 

V. Integration of Education for Sustainable Development to Statistics

         “The human assault on the terrestrial environment shows no signs of abating and some signs of spilling over into non-terrestrial environments. … Many are appalled by this destruction … because of what it implies for themselves, their children, their friends, other creatures, the biomass [global nature], and the planet we inhabit. This response is in many instances an ethical response. People judge that what is occurring is not merely irritating, inconvenient, disappointing, or unfortunate, but immoral, bad, wrong or evil.”Elliot, 2001. Normative ethics. In: (editor, D. Jamieson) A Companion to Environmental Philosophy.

         Over the past few years, “Sustainable Development” (SD) has emerged as the latest development catchphrase. A wide range of nongovernmental as well as governmental organizations have embraced it as the new paradigm of development. A review of the literature that has sprung up around the concept of SD indicates, however, a lack of consistency in its interpretation. More important, while the all-encompassing nature of the concept gives it political strength, its current formulation by the mainstream of SD thinking contains significant weaknesses. These include an incomplete perception of the problems of poverty and environmental degradation, and confusion about the role of economic growth and about the concepts of sustainability and participation. How these weaknesses can lead to inadequacies and contradictions in policy making is demonstrated in the context of international trade, agriculture, and forestry. It is suggested that if SD is to have a fundamental impact, politically expedient fuzziness will have to be given up in favor of intellectual clarity and rigor.

Sustainable development is a major theme on the scientific and political agenda. Sustainable development is unanimously accepted as a guiding principle but each policy implication thereof (e.g. a carbon tax) is heavily disputed, because of differences in interpretation of the concept of sustainable development. Different perspectives on sustainable development are related to different theories on nature and the human relationship with nature as well as to different ethical views on the relationship between "us" and men living elsewhere on the world or living in future times.

We, students, of this course now felt aware of what will happen to our world if we will not be cognizant of the future of our mother Earth. 


 Statistics plays an important role in caring for our surroundings including the vegetation around us. It is a tool in calculating the effects of man-made equipments and scenery. It will tell whether modernization is bane or boon. This will also predict our future and the age our world will have through the hands of perversion, aberrations, and indignation created by man. 

  As an Elementary teacher, I am letting my young students with their  naturally curious mind to be aware of what they can do and what they can prevent to help save Mother Nature. It was last year when I let them watch about the movie An Inconvenient Truth. This movie is from the director Davis Guggenheim. It is a passionate and inspirational look at former Vice President Al Gore's fervent crusade to halt global warming's deadly progress by exposing the myths and misconceptions that surround it. In this intimate portrait of Gore and his "travelling global warming show," Gore comes across as never before in the media - funny, engaging, open and intent on alerting citizens to this "planetary emergency" before it's too late.

        Interspersed with the bracing facts and future predictions is the story of Gore's personal journey: from an idealistic college student who first saw a massive environmental crisis looming; to a young Senator facing a harrowing family tragedy that altered his perspective; to the man who almost became President but instead returned to the most important cause of his life. With an emphasis on hope, An Inconvenient Truth ultimately shows my students that global warming is no longer a political issue but rather, the biggest moral challenge facing our civilization today.

Through the use of multi-media, I am enabling my students to perceive the reality and check it against the world's past. Although their minds are very young on this issue but, they too must have this care to make them receptive to societal and environmental changes, to safeguard Mother Nature without procrastination.
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