Change is the continual process of growth or modification basic to life. As the pace of change quickens, openness to new ways of thinking, acting, and relating is essential so that all people may survive and thrive. Change is something that the world needs to enact in order for human kind, not only as a society, but as a species to survive into the future. In spite of all the challenges that have arisen over the most recent decades, humanity continues to start the processes of change, however slowly they may be.
At our school, there is not so much an institution of change internally. There is the changing of students and the passing on of leadership but aside from these seemingly-ceremonious events, there is not much in the way of change. There is human outreach to help those in need and those impoverished as well as those affected worldwide by the numerous catastrophes that plague the world yearly, but there is nothing to introduce change for our own immediate society. While it is good and very Christian to put the needs of others before ourselves, change within our own community should be a high priority, especially if negative issues exist.
To address the concept of change, the school should be more vigilant in addressing issues that need to be change for the better. To find these issues and identify them, the student body’s input must be placed in high importance and the words of the eighth graders should hold the same importance as the words of the twelfth graders. Issues should be addressed and dealt with regardless of simplicity or seeming unimportance. If not the most pressing of concerns, they should be dealt with nonetheless, perhaps with fewer resources allocated to the cause. This is the first step towards change; moving towards solving the problems and enacting new routines will ease the way for change.
Regarding worldwide change, the school does much in ways of awareness, relief, and aid. Just recently assemblies regarding Darfur and the pursuit of ensuring human rights for all have been shown; this, as well as any information given about world events, aids in the process for change. To change an issue, one must first know about the issue and then gradually understand it. In terms of relief, there are the occasional drives to collect relief, both monetary and material, to help the impoverished and needy. Within the city of Vancouver, the proceeds of can-drives and the like go to aid those who cannot supply themselves with the necessities of life. As far as aid goes, the school goes on to donate, as in the case for Myanmar, on donation or fundraiser cases. These aids help to ease in change gradually: awareness starts the process of change, relief helps the process along, and aid ensures those who need help are supported for change.
Relative to the global scale, the school should take stances on change and the initiative to, perhaps, start campaigns to advocate change. As a Catholic school, it makes sense that we should support causes that promote loving solutions to problems (with love in the sense of fair treatment and bounds within human rights) rather than radical or violent solutions. In addition, it should also encourage students to support causes for change in the world, no matter how trivial it may be. After all, change comes about in many sizes and forms. With this base of students supporting their own platforms, it would only come naturally that word be spread by word of mouth, intentionally or unintentionally, and this would benefit the causes for change for the better.
As far as achievements go, the school has no bounds by which it is restrained. With the achievements in the past that this school has achieved, in comparison to its resources, there is no doubt that the school could go far in a campaign of change. The developed world lends a keen eye to the grassroots campaigns of politicians; should the same not apply to change?
At our school, there is not so much an institution of change internally. There is the changing of students and the passing on of leadership but aside from these seemingly-ceremonious events, there is not much in the way of change. There is human outreach to help those in need and those impoverished as well as those affected worldwide by the numerous catastrophes that plague the world yearly, but there is nothing to introduce change for our own immediate society. While it is good and very Christian to put the needs of others before ourselves, change within our own community should be a high priority, especially if negative issues exist.
To address the concept of change, the school should be more vigilant in addressing issues that need to be change for the better. To find these issues and identify them, the student body’s input must be placed in high importance and the words of the eighth graders should hold the same importance as the words of the twelfth graders. Issues should be addressed and dealt with regardless of simplicity or seeming unimportance. If not the most pressing of concerns, they should be dealt with nonetheless, perhaps with fewer resources allocated to the cause. This is the first step towards change; moving towards solving the problems and enacting new routines will ease the way for change.
Regarding worldwide change, the school does much in ways of awareness, relief, and aid. Just recently assemblies regarding Darfur and the pursuit of ensuring human rights for all have been shown; this, as well as any information given about world events, aids in the process for change. To change an issue, one must first know about the issue and then gradually understand it. In terms of relief, there are the occasional drives to collect relief, both monetary and material, to help the impoverished and needy. Within the city of Vancouver, the proceeds of can-drives and the like go to aid those who cannot supply themselves with the necessities of life. As far as aid goes, the school goes on to donate, as in the case for Myanmar, on donation or fundraiser cases. These aids help to ease in change gradually: awareness starts the process of change, relief helps the process along, and aid ensures those who need help are supported for change.
Relative to the global scale, the school should take stances on change and the initiative to, perhaps, start campaigns to advocate change. As a Catholic school, it makes sense that we should support causes that promote loving solutions to problems (with love in the sense of fair treatment and bounds within human rights) rather than radical or violent solutions. In addition, it should also encourage students to support causes for change in the world, no matter how trivial it may be. After all, change comes about in many sizes and forms. With this base of students supporting their own platforms, it would only come naturally that word be spread by word of mouth, intentionally or unintentionally, and this would benefit the causes for change for the better.
As far as achievements go, the school has no bounds by which it is restrained. With the achievements in the past that this school has achieved, in comparison to its resources, there is no doubt that the school could go far in a campaign of change. The developed world lends a keen eye to the grassroots campaigns of politicians; should the same not apply to change?
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