Part II:

The discussion would be held on the article titled “Indigenous bio-cultural knowledge in ecosystem science and management: Review and insight from Australia” written by Ens et al., (2015), happens to focus on environmental conservation and the role of aborigines in this regard. The article rightly highlighted responsibility of the countries like Australia, New Zealand and US to frame rightful policies and procedures in engaging the son of the soil, say the aborigines in preserving the environment and applying their bio-cultural knowledge. The article came up at a time when the world is at a verge of environmental disintegration, so this particular article would be suitable in providing a rightful awareness on the matter and offer resolution to uphold the environmental cause (Epstein, 2018). The article aims to strive for a balancing act amongst the indigenous and non-indigenous priorities using the spatial analysis by means of the Indigenous Bio-cultural Knowledge (IBK) for preserving the environment. So through this article the authors had made an attempt to create a conscience amongst the readers to take care of the environment and most importantly engage the indigenous people in this exercise for a sustainable outcome.  

This rhetorical analysis on the aforesaid article has been shared by my friends who has been conducting research on environmental and social sustenance for the last few years. So I shared my perception on the article to get his honest feedback. He after going through the article was thrilled to learn about the utilisation of the bio-cultural knowledge of the indigenous people in preserving the environment. According to him this sort of initiative strives to set up a balanced responsibility amongst the indigenous and non-indigenous tribes in addressing the scenario effectively especially for a country like Australia, a tourist haven (Ramchurjee & Ramchurjee, 2018). Now so far my writing is concerned he seems to be very particular in his considerations as the rhetorical analysis presented is shorter as he expected it to be of a page length. But he seems to be impressed of the consideration of SOAPS in presenting the rhetorical analysis on the article of (Ens, et al., 2015). I would like to sum up that the feedback shared by my friend is constructive enough to come up with a better sort of rhetoric analysis the next time.

Part III:

In this section a debate would be presented whether homework need to be given to the students of primary schools and the discussion would be elaborated with the relevance of the article “Primary Teachers Opinion about Homework” written by Matei & Ciascai (2015). The article starts off by igniting a debate as one group of the teacher perceive that homework could be stressful to the students and take a substantial time which could be better utilised if the children indulged in sports for that specified period. Another group of teachers think differently as homework could be constructive and indulge a discipline in study amongst the children from a very tender age. But the situation would be more effective if a balanced approach say limited homework are been given to the children along with adequate time to complete the same. It is because the schools give much homework to the students making them a studying machine and not the hearty children as they are supposed to be. So the article strives to present perception of both the sides to come up with a rightful decision on the matter.  

I shared my review with one of my friend to get his honest feedback on the article on “Primary Teachers Opinion about Homework”. He is conducting study on social issues and child psychology, so according to me he is supposed to be the best candidate in this regard. He stated that the article invariably brings about the plight of the students who are forced to do excessive homework and mend under the pressure of the study (Vatterott, 2018). He thinks that the energy of the small children should be channelized to be more effective in indulging them in sports, fun and other sorts of learning activities rather than conventional classroom learning. He feels that the latter instills a fear amongst the children and as they grow up they try to avoid learning and attending classes. But at the same time it is been pointed out that the concept of homework should not be done away completely as the children could be given homework based on activities rather than studies which would arouse an interest in them letting them take homework as a fun activity.

Bibliography

Ens, E. J., Pert, P., Clarke, P., Budden, M., Clubb, L., & Doran, B. (2015). Indigenous biocultural knowledge in ecosystem science. Biological Conservation, 181, 133-149.

Epstein, M. (2018). Making sustainability work: Best practices in managing and measuring corporate social, environmental and economic impacts. Perth: Routledge.

Matei, Ş., & Ciascai, L. (2015). PRIMARY TEACHERS OPINION ABOUT HOMEWORK. Acta Didactica Napocensia, 8(3), 29-36.

Ramchurjee, N., & Ramchurjee, E. (2018). Tourists Becoming Increasingly Aware of Green Tourism: Tourist Intention to Choose Green Hotels in Bangalore, India. In Managing Sustainable Tourism Resources (pp. 219-245). Bengaluru: IGI Global.

Vatterott, C. (2018). Rethinking homework: Best practices that support diverse needs. Boston: ASCD.