Navigate Reading / What makes a hero? slide 79

Kerry Clark was sitting in the backyard of his farm when he saw a small plane crash in the nearby woods. He rushed over there immediately and started to rescue people, even though the plane was on fire and might explore any minute.

‘Somebody needed to help,’ Clark said afterwards. ‘You do it because you have to.’

But if you saw a crash, would you risk your life to help? Was Clark crazy or unusually brave? Researchers at Berkeley University have spent the last five years studying what exactly makes people act heroically.

They have made some fascinating discoveries …

  • One in five people has done something heroic, such as helping another person in a dangerous situation, or being honest when they find out about something unfair, even if it risks their safety or job.
  • The more educated you are, the more likely you are to be a hero.
  • Kind, generous people are more likely to be heroes. One third of the heroes in the study had also volunteered up to 5-9 hours a week.
  • Men reported heroism more than women. However, this may be because women can be a bit embarrassed about their heroic actions.
  • Having been lucky enough to survive a disaster yourself makes you three times more likely to be a hero and a volunteer.

The researchers believe that we are all capable of becoming heroes. It’s about learning to make the right choices in a particular situation, about doing the right thing even if we are afraid. Everyone needs to realize that they are responsible for making the world a better place. They have created an online course, the Heroic Imagination Project, to train ordinary people to become less selfish and more heroic. For example, to stay calm in a difficult situation, so that we don’t just automatically do what everyone else is doing.

Dear students, please come up with your ideas related to the project Business and Advertising.

Interactive Case Studies:

  • Develop interactive case studies that simulate real-world business and advertising scenarios. Students can analyze data, make decisions, and see the impact of their choices.
  • Have students create their own advertising campaigns for a fictional or real product. This could include designing promotional materials, creating a marketing strategy, and presenting their campaigns.

I thought of a small script according to which the content of the project can be compiled. First of all, the most frequently encountered and used educational tool in our educational complex is the computer. I suggest to think and create an advertisement that will inspire students to learn. However, because every advertisement also shows the opposite, bad, incomplete sides of something, so the project implementers should do the same. I mean approximately this:

  1. Presentation of the computer as a learning tool;
  2. Avoidance of violations, otherwise penalty approved by curriculum;
  3. Leveraging a unique opportunity as a shaper of the future.