In the life it is easy to say any thing, but another very different thing is to preach with the example. Napoleon Hill in its classic book, Piense and Hgase Rico explains that each human being to obtain what wishes in the life must par excellence be a leader: The following are the majors attributes of the leadership 1 UNSHAKEABLE ANGER: This one is based on the self-knowledge, and the occupation of everyone. No follower wants to be dominated by a leader who does not have value nor confidence in itself. Nor their employees will follow a person for a long time. 2 AUTOMATIC CONTROL. The man who cannot be dominated, cannot dominate others.
The own control serves as example its equipment. Most intelligent always they will try to emulate you and to follow it. 3 A RIGHT SENSE OF JUSTICE. Nobody can direct long time to others if he is not sufficient the right thing in his decisions. That aid to retain and to foment the respect of the group.
4 DEFINITIVE DECISION. The man who changes and annuls his decisions shows uncertain and vacillating and it cannot direct with sufficient success. 5 To glide WITHOUT HESITATIONS/. An Entrepreneur of first works later in a plan and in its execution. A leader who works only based on the inspiration is like a boat without rudder; Later or early he is more going to crash against rocks. 6 THE HABIT TO DO MORE OF THAT ONE REASON WHY PAYS TO YOU. One of the punishments of the leadership is the desire of the leader to do more than it will ask his followers. 7 AN PLEASANT PERSONALITY. An untidy person neglected and will be never a leader. The leadership urges respect. Nobody will respect to which it does not take care of in end all the details of an pleasant personality.
It has still gruposonde exist action correct, as for example, the selective collection of the garbage, masseguem the consumistas attitudes that have as deresduos consequence an increasing volume. In this context the school, acting in the ambient education has umimportante paper. As Maria Jose de Arajo Rasp in its EcologiHumana book: The education is, thus, being called to play papeisparadoxais. At the moment where it looks for to adjust to the individual the society, it must instrument-lopara also criticaresta same society. (…) the ambient education demands a critical position and umcorpo of knowledge produced from a reflection on the realidadevivenciada one. Being a proposal essentially communitarian, it materializes-seatravs of one practical one whose bigger objective is the promotion of comportamentoadequado to the ambient protection. It holds a desalienante conception, porquantopressupe actions directed toward the sprouting of new values, where aparticipao is one begins basic. Thus, integral and directed actions are educational instruments that can serutilizados in the process of ambient education, and the dialogues between the diversossegmentos of the society can provide to the pupils differentiated vises sobreos subjects, as well as aimings for an performance accomplish.
The accomplishment of activities that englobem the conhecimentocientfico and the debate of realities is a differential. These activities to podemser carried through, for example, monthly and to approach the subject chosen for meiode followed lectures of debates between the segments. It is basic to give vozao to be able public, the civil society (that it can be represented porcooperativas, ONGs, etc), and to the pupils. The pupil will be able to exercise the saberacadmico in real situations, and will have the chance to live deeply the solution deproblemas, the opening of chances, as well as the impediments that are not rarosno that it says respect the ambient attitudes. The objective biggest will be to inquietar to parapromover the action, will have the possibility to develop the capacity important criativato in the life in community. We will be promoting ' ' fazer' ' , essential so that our young can live in a realmentesustentvel environment. RefernciBibliogrfica Guimares, Mauro. Ambient Adimenso in the education. Campinas, SP: Papirus, 1995.