Cypop 24 Essay

Phonics enables children to experience regular, planned opportunities to listen and talk about what they hear, see and do. Phonics is a six phase learning programme that is incorporated within nurseries and primary schools. It enables children to blend phonemes for reading and segmenting for spellings. Phase one is aimed at the Early Years Foundation Stage (EYFS) as it falls within the communication, language and literacy section. This phase recognises the importance of developing speaking and listening skills. This enables children to start a systematic programme then they are more likely to succeed. Within nurseries and primary school they carry out jolly phonics. Jolly phonics enables the children to learn the sounds of letters, this can be incorporated within a song to represent each letter of the alphabet for example for a you say; A A A Ants up my arm, you would say this doing a pinching movement up one of your arms. Within jolly phonics there are five skills that are taught, these include; learning the letter sounds this is when children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue. Learning letter formation this is when children are able to use different multi-sensory methods, they learn how to form and write the letters. Blending is when children are taught how to blend the sounds together to read and write new words. Identifying the sounds in words (Segmenting) is when the children are able to listen for the sounds in words gives children the best start for improving spelling. And then there is tricky words, Tricky words have irregular spellings and children learn these separately away from the other words. Jolly phonics helps to support children by learning within a fun environment. http://jollylearning. co. uk/overview-about-jolly-phonics/ Phase 2 is the beginning of the systematic programme. These phonics are best being taught in short, discrete daily sessions. Stage 2 starts with an approach to start learning some letter formations e. g. ‘S’ ‘A’ ‘T’ ‘P’ ‘I’ ‘N’. Within settings this could be incorporated by burring letters in sand of bubbles for the children to find and tell you what sound that letter makes and then put it back in for other children to find. The systematic programs are not designed to control the teachers but to control the presentation of information in order to help children manage and master the complexities of our language. The purpose of a systematic program is to help the child learn. ’ http://www. righttrackreading. com/dsphonics. html Phase three completes the teaching of th e alphabet and helps children to move on to sounds that consist of more than one letter e. g. ‘he’ ‘the’. Phase four enables children to learn to read and spell words containing adjacent consonants, e. . ‘the’ ‘black’ within the word black, ‘bl’ are adjacent consonants because they are two different consonants containing different sounds whereas ‘ck’ at the end of the word black aren’t adjacent consonants because both letters contain the same sound. Some children may pick up phonics really well and may need this stage earlier than other, in which case they should not be held back. Phase five extends graphemes and phonemes. Graphemes are the names of all the individual letters in the alphabet, phonemes are the sounds the letters make. It shows children that words may sound the same but are spelt differently with different meaning e. g. meet and meat. Phase six should enable children to read automatically usually spellings lag behind reading, so children may still find it difficult to read. Spelling needs children to recall the word from memory and recompose it without being able to see it. Children who are in secondary school aged between 11-16 carry out spelling activities. During nursery and primary school they learnt the basic phonics to help them read, write and spell. Spelling help to further develop each child and young person’s skills. For example within my setting I was working with the nurture group and they received ten spellings every week. Most of the children within the nurture group had SLCN. The children with SLCN always struggled with their spellings, so therefore I provided my support to whoever wanted it. All the spellings they received every week had the same sound in common, e. g. heat, meat, cheat, great. All of these words have ‘eat’ in common. Within my support I explain to the children that the words may sound differently but the spellings they always received had sounds in common so therefore pointing this out they was able to think of the starting of the word and knew each work has the same sound in and was then able to achieve more marks out of ten on their spellings. This helped to boost their confidence and self-esteem because they knew they could do it. Young people that attend college and university aged between 16-25 may carry out key skills/functional skills. Once you leave school and set out to go to college, there are some skills that young people are going to be better knowing and understanding than not having those skills. Once young people have learnt them, then their day-to-day life will be a lot easier. Whatever children and young people do their going to have to know how to communicate and work with numbers, because literacy and numeracy are a very important when wanting a job as they are a must. Children and young people are going to need to know the basics when it comes to ICT. When young people are ready to apply for jobs or college courses, they can’t just state what they are good and aren’t good at, they will need to prove it. They can do this by completing a set of courses that assess how well they do at the skills they need to get their dream job. These set of course are called Key Skills. These courses include; communication, application of number, information and communication technology (ICT), problem solvi ng, improving own learning and performance, and working with others. These skills will help children and young people to further develop their skills. If young people have SLCN then they may receive support to complete these skills to enable them to go on to college or to get a job. | Adults can help to extend the speech, language and communication development by simply involving them in conversations using a child language instead of an adult language. This enables the children to understand you more when you ask them questions. For example if you asked ‘How are you feeling today? they may not fully understand as it is a complex question whereas if you asked ‘Are you okay? ’ this is a simpler question and will be easier for them to understand. If you interact children with SLCN they are more likely to improve their vocabulary and social communication because they are involved within an activity and may start to communicate with other children without really noticing. Adults could also work with parents/carers by communicating with them and possibly sending SLCN activities home with the child or young person to complete at home with their parent/carer. This enables the parent/carer to see where their child is at within their development and also enables them to help their child further develop their skills. Phonics, spellings and key skills all have positive effects on a child and young person’s life. Phonics enables children to understand the names and sounds of letters and help them learn to read, write and spell. Learning phonics enables them to progress through primary school to secondary school. Being able to read and write enables the children and young people to complete their work and their SAT’s. Completing spellings enables children and young people to develop their writing skills and their vocabulary as they may know how to spell a word without maybe knowing that it is a word. Key skills effects young people’s lives because it teaches them six different skills to help them apply for college courses and gain a further education to get a job that they want. Doing all of these things is improving their speech, language and communication needs and also their vocabulary. 3. 3 – Apply research evidence to planning an environment that supports speech, language and communication Within my work setting I worked closely with children with additional needs. Within my work setting we always got told that if a child I was there to support was getting too frustrated within lessons to remove them from that lesson and take them to a calmer and quieter environment and work 1:1 with that child. For example child T has SLCN and he doesn’t like noise and gets frustrated and distracted very easily so my setting enables him to receive brain breaks which enables him to leave the classroom with his TA and have a little walk and a drink to calm him down until he feels ready to return to the classroom. If he feels he can’t go back to the classroom because of the atmosphere then it is down to the TA to return to the classroom and collect the work he needs to complete and liaise with the class teacher to inform them how child T is feeling and wanting to complete his work in a quieter environment as he feels he will work better and will be able to complete his work to a better standard. When a child is removed to a quieter environment the work is broken down into small steps for them to complete one after another. This enables the child or young person to understand the work and remain on task as they won’t get frustrated because they don’t understand it. Providing these sessions with child T enables him to enjoy coming to school as he knows if he starts to struggle then staff can make it easier for him. This also enables him to achieve his set targets within his lessons as we are providing support for him to complete his work.

Past Movements in Education and Analysis of Curricuar Reforms

Polytechnic University of the Philippines GRADUATE SCHOOL Doctor in Educational Management Manila The Past Movement for Social Change in the Educational System & Analysis of Curricular Reforms in the Elementary, Secondary and Tertiary Levels A Written Report in DEM 736-Systems Analysis in Education Submitted to: DE DRACIA Subject Specialist Submitted by: MARY ANN B. PASCUA DEM Student March 16, 2013 Introduction Education has always been considered a very important basic tool in improving not just the quality of an individual’s life, but in achieving overall social and economic progress of the whole nation as well.For an individual, it must be treated as a continuous process that should not end when graduation rites in each particular level of schooling are being held. True education is life, it must always be a part of our daily living, whether through formal or informal means. Educational systems in general, and educational curriculum in particular, also need not to be stati c. The curriculum should respond to the demands of a fast-changing society. To some extent, it should also be global or internationally-aligned.These are the reasons why foreign and local educational educators in the past and until now have been introducing educational reforms and innovations. They have been searching means to address the problems being met in the implementation of a certain curriculums and to ensure the total development of every learner. I. The Past Movements for Social Change in the School System Social change affects education. Centuries ago, pioneers of education have sought to introduce renewal in education. Their ideas were far ahead than the actual renewal that took place later on.Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius -â€Å"Father of Modern Education† Most permanent educational influences: a. practical educational work Comenius was first a teacher and an o rganizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university.Didactica Magna is an educational treatise which aimed to seek and find a method of instruction by which teachers may teach less but learners may learn more, by which the school may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment and solid progress; and through which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the other hand, more light, orderliness, peace and rest. b. formulating the general theory of education In this respect he is the forerunner of Rousseau, Pestalozzi, Froebel, etc. and is the first to formulate that idea of â€Å"education according to nature † so influential during the latter part of the eighteenth and early part of the nineteenth century. c. the subject matter and method of education -exerted through a series of textbooks of an entirely new nature His published works: Janua Linguarum Reserata (The Gateway of Language Unlocked) – contained his conviction (certainty) that one of the prerequisites for effective educational reform was a fundamental change in language of instruction.Orbis Pictus (The World of Sensible Things Pictured) – contributed to the development of the principles of audio-visual interaction. It was the first successful applications of illustrations to the work of teaching, but not the first illustrated book for children. Schola Ludus (School as Play) – a detailed exposition of the doctrine that all learning should be made interesting, dramatic and stimulating.These texts were all based on the same fundamental ideas: (1) learning foreign languages through the vernacular; (2) o btaining ideas through objects rather than words; (3) starting with objects most familiar to the child to introduce him to both the new language and the more remote world of objects: (4) giving the child a comprehensive knowledge of his environment, physical and social, as well as instruction in religious, moral, and classical subjects; (5) making this acquisition of a compendium of knowledge a pleasure rather than a task; and (6) making instruction universal.He also developed the pansophic scheme, the view that education should take the whole of human knowledge as its universe. For him, truth was indivisible and was to be seen as a whole. Thus by relating each subject to every other subject and to general principles, pansophia was to make the learner capable of wisdom. 2. Marquis De Condorcet Marie-Jean-Antoine-Nicolas de Caritat took his title Marquis de Condorcet from the town of Condorcet in Dauphine. He advocated that the aims of education were: o cultivate in each generation t he physical, intellectual and moral facilities and, thereby contribute to the general and gradual improvement of the human race. He envisioned a national system of public education designed to develop the natural talents of all, making real equality possible. His proposals of the five levels of public instructions areas follows: 1. Elementary- for the teaching of the ‘elements’ of all knowledge (reading, writing, arithmetic, morals, economics and natural science)and would be compulsory for all four years 2.Secondary school- of three years’ duration, teaching grammar, history and geography, one foreign language, the mechanical arts, law and mathematics. The teaching at this and the first level would be non-specialized. 3. Institutes- responsible for ‘substituting reasoning for eloquence and books for speech, and for bringing philosophy and the physical science methodology into the moral sciences’. The teaching at this level would be more specialized.P upils would choose their own course of study (at least two courses a year) from among four classes: mathematics and physics, moral and political sciences, science as applied to the arts, and literature and fine arts. 4. Lycee – the equivalent of universities, with the same classes as the institutes and ‘where all the sciences are taught in full. It is there that scholars-teachers receive their further training’. Education at this and the first three levels was to be entirely free of charge. 5.National Society of Science and the Arts – a research institute responsible for supervising the formal education system as a whole and for appointing teachers. Its role would be one of scientific and pedagogical research. 3. Jean Jacques Rousseau According to the history of education, he was the first great writer to insist that education should be based upon the nature of the child. Rousseau’s Emile is a kind of half treatise, half novel that tells the life st ory of a fictional man named Emile.His book â€Å"Emile† has been referred to as the gospel of â€Å"educational freedom† for the child. Accordingly, Emile is divided into five books, each corresponding to a developmental stage. |Book No. |Age |Description |Basic Features | |I & II |0-12 |Age of Nature |Insists that the young children must emphasize the physical side | | | | |of their education .Like small animals, they must be freed of | | | | |constrictive swaddling clothes, breastfed by their mothers, and | | | | |allowed to play outside, thereby developing the physical senses | | | | |that will be the most important tool in their acquisition of | | | | |learning.Later, as they approach puberty, they should be taught a| | | | |manual trade, such as carpentry, and allowed to develop within it,| | | | |further augmenting their physical capabilities and hand–brain | | | | |coordination. |III & IV |13-19 |Transitional Stage |The individual should begin formal edu cation under a private tutor| | | | |and studying and reading only what he is curious about, only that | | | | |which is â€Å"useful† or â€Å"pleasing. † Rousseau explains that in this | | | | |manner, Emile will essentially educate himself and be excited | | | | |about learning.Rousseau states that early adolescence is the best| | | | |time to begin such study, since after puberty the young man is | | | | |fully developed physically yet still uncorrupted by the passions | | | | |of later years.At this stage, Emile is also ready for religious | | | | |education | |V |20-25 |Age of Wisdom |(Rousseau writes that only after a final period of studying | | | | |history and learning how society corrupts natural man can Emile | | | | |venture unprotected into that society, without danger of himself | | | | being corrupted). Emile does venture out in book V, and he | | | | |immediately encounters woman, in the form of Sophie. Rousseau | | | | |devotes a large part of the con cluding section to their love story| | | | |as well as to a discussion of female education. |Rousseau claims that this stage is followed by the Age of Happiness, the final stage of development, which he does not address in Emile. For Rousseau, there are two natural attributes cooperating in the youth’s development, namely: -generic features of his age, which makes it possible to articulate the principal phases of his development; and Specific talents for which the child must find opportunities to exercise and develop. 4. John PestalozziIn the history of education, the significant contributions of Johann Heinrich Pestalozzi are: 1) his educational philosophy and instructional method that encouraged harmonious intellectual, moral, and physical development Pestalozzi's most systematic work, How Gertrude Teaches Her Children (1801) was a critique of conventional schooling and a prescription for educational reform. Rejecting corporal punishment, rote memorization, and bookishness, Pestalozzi envisioned schools that were homelike institutions where teachers actively engaged students in learning by sensory experiences.Such schools were to educate individuals who were well rounded intellectually, morally, and physically. Through engagement in activities, students were to learn useful vocations that complemented their other studies. 2) his methodology of empirical sensory learning, especially through object lessons Pestalozzi designed object lessons in which children, guided by teachers, examined the form (shape), number (quantity and weight) of objects, and named them after direct experience with them. 3) his use of activities, excursions, and nature studies that anticipated Progressive education. He also emphasized the importance of the nature of the child and propounded (advocated) that in the educational process, the child must be thought in relation to the subject matter. He sought to understand the nature of the child and to build his teaching around the n atural, progressive and harmonious development of all the powers and capacities.He is an advocate of each man’s right to education and of society’s duty to implement that right and pave the way to universal national education. His motto â€Å"Learning by head, hand and heart† is still a key principle in successful 21st-century schools. 5. Friedrich Froebel The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform. Froebel’s educational principles: a) free self-activity As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the necessary form of pre-school education (Watson, 1997a).Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality; self-activity involves formulating a purpose, planning out that purpose, and then acting on that plan until the purpose is realized (Corbett, 1998a). Corb ett suggests that one of Froebel's significant contributions to early childhood education was his theory of introducing play as a means of engaging children in self-activity for the purpose of externalizing their inner natures. ) creativity Froebel designed a series of instructional materials that he called â€Å"gifts and occupations†, which demonstrated certain relationships and led children in comparison, testing, and creative exploration activities (Watson, 1997b). A gift was an object provided for a child to play with–such as a sphere, cube, or cylinder–which helped the child to understand and internalize the concepts of shape, dimension, size, and their relationships (Staff, 1998). The occupations were items such as aints and clay which the children could use to make what they wished; through the occupations, children externalized the concepts existing within their creative minds (Staff, 1998). Therefore, through the child's own self-activity and creative imaginative play, the child would begin to understand both the inner and outer properties of things as he moves through the developmental stages of the educational process. c) social participation A third component of Froebel's educational plan involved working closely with the family unit.Froebel believed that parents provided the first as well as the most consistent educational influence in a child's life. Since a child's first educational experiences occur within the family unit, he is already familiar with the home d) motor expression Motor expression, which refers to learning by doing as opposed to following rote instructions, is a very important aspect of Froebel's educational principles. Froebel did not believe that the child should be placed into society's mold, but should be allowed to shape his own mold and grow at his own pace through the developmental stages of the educational process. 6. John DeweyHe contributed the educational philosophy which maintains that education is life, education is growth and education is a continuous reconstruction of human experiences from the beginning to the end of life. He was the spokes person of progressive education which states that aims have significance only for persons, not for processes such as education, and arise only in response to problematic situations in ongoing activities. Aims are to be viewed as anticipated outcomes of transactions, as intrinsic aspects of the process of problem-solving, and as a motivating force behind the individual’s approach to problem-solving situations.The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows: a. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. b. Interest shall be the motive for all work. c. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. d. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development. . Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors. f. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. g. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experiments in child culture. He believed that education has two sides: the psychological and the social on the same plane.Education must start from the psychological nature of the child as the basis for directing his energies into totally useful channels. Schools must be set up to include bond the individual and social goals. The needs of a new society are to be taken into consideration in modifying methods and curriculum. 7. Ovide Decroly He influenced instruction in the kindergarten, the aim of which was to guide the child’s desire for activity and to give him a sense of discipline and norms for his social behavior (same with Dewey) 8. Maria Montessori Maria Montessori left a long lasting mark on education around the world.She is regarded as one of the most famous and accomplished educators of her time. Montessori determined the development of the human being to be as follows: |Birth – 3 years |Absorbent Mind | | |Sensory experiences | |1 ? – 3 years |Language development | |1 ? 4 years |Coordination and muscle development | | |Interest in small objects | |2 – 4 years |Refinement of movement | | |Concern with truth and reality | | |Awareness of order sequence in time and space | |2 ? 6 years |Sensory refinement | |3 – 6 years |Susceptibility to adult influence | |3 ? – 4 ? years |Writing | |4 – 4 ? years |Tactile sense | |4 ? – 5 ? ears |Read ing | Learning, according to Montessori, comes from manipulation of the environment and the training of the senses. Montessori thought that within every child â€Å"There exists†¦an unconscious mental state which is of a creative nature. She called it the ‘Absorbent Mind’† The child’s absorbent mind is the driving force behind Montessori’s theories of how children learn. She claims that children will absorb information from the environment that they are in.The materials that Montessori developed â€Å"†¦were designed to be self-correcting, and the children thrived on the activity involved with learning†¦Ã¢â‚¬  (Hainstock, 1997, 14). They were auto-instructional in that they did not require a teacher to show the children how to use the materials, the children were able to play with the tool and gain knowledge from it on their own. The teacher was simply there as an observer and a facilitator. Mistakes were a natural part of the learn ing process according to Montessori.She believed that when children work with the environment they will naturally make mistakes and often those mistakes are a critical part of the learning process. It is the repetition of the activity that the child will gain mastery and learn the concept. Characteristics of a Montessori Education †¢ Psychic wellness †¢ Intrinsically motivated †¢ Inner disciplined †¢ Self-supporting †¢ Creative thinkers †¢ Highly developed social skills †¢ Lifelong learners †¢ High sense of self-worth †¢ Peacemakers & peacekeepers †¢ Love of mankind †¢ Stewards of the earth †¢ Leadership †¢ Abstract thinkers Able to think & speak for themselves †¢ Self control †¢ Team players 9. Celestin Freinet In 1915 he was recruited into the French army and was wounded in the lung, an experience that led him to becoming a resolute pacifist. In 1920 he became an elementary schoolteacher in the village of L e Bar-sur-Loup. It was here that Freinet began to develop his teaching methods. In 1923 Freinet purchased a printing press, originally to assist with his teaching, since his lung injury made it difficult for him to talk for long periods. It was with this press he printed free texts and class newspapers for his students.The children would compose their own works on the press, and would discuss and edit them as a group before presenting them as a team effort. They would regularly leave the classroom to conduct field trips. The newspapers were exchanged with those from other schools. Gradually the group texts replaced conventional school books. Concepts of Freinet's pedagogy †¢ Pedagogy of work (pedagogie du travail) – pupils were encouraged to learn by making products or providing services †¢ Inquiry-based learning (tatonnement experimental) – group-based trial and error work †¢Cooperative learning (travail cooperatif)- pupils were to cooperate in the prod uction process †¢ Centres of interest (complexe d'interet) – the children's interests and natural curiosity are starting points for a learning process †¢ The natural method (methode naturelle) – authentic learning by using real experiences of children †¢ Democracy – children learn to take responsibility for their own work and for the whole community by using democratic self government II. Analysis of the Curricular Changes in the Philippine Educational System (Elementary, Secondary and Tertiary Levels) Basic Education Curricular Reforms Grade Level |1945-1957 |1957-1972 |1973-1989 |1989-2001 |2001-2011 |2012-present | |Year IV | |2-2 Plan |Revised Secondary |New Secondary Education|Revised Basic | | | | |-College Prep |Education Program |Curriculum |Education Curriculum| | | | |Curriculum |-Electives |(SEDP) | | | | | |-Vocational Curriculum| | | | | | |General Education | | | | |K to 12 Basic | | |Core Curriculum | | | | |Education Curriculum| |Y ear III | | | | | | | |Year II | | | | | | | |Year I | | | | | | | |Grade VI | |1958-1982 |1983-2001 |2011-onward | | | | | |Kindergarten to the | | | | | | |Public Schools | | |Grade V | |Revised Elementary |New Elementary School Curriculum (NSEC) | | | | | |Education | | | | | | |Curriculum |SOUTELE basis of PRODED | | | |Grade IV | | | | | | |Grade III | | | | | | |Grade II | | | | | | |Grade I | | | | | |The development of the basic education curriculum is the responsibility of the Central Office Bureau of Elementary and Secondary Education, the Curriculum Development Divisions. The historical development of the Philippine basic education program proves the Department’s continuing effort at improving the quality and relevance of basic education in terms of curriculum development. The table shows that since 1945, the elementary curriculum underwent three (3) revisions, while that of the secondary curriculum underwent four (4) before the K to 12 Curriculum. A. ELEMENTARY LE VEL Before the NESC and NSEC were developed, the DECS reviewed the results of several researches, surveys and experimental programs conducted in the country to find out what the ailed the educational system.The surveys and researches revealed the deficiencies of the curricula implemented by the Department. 1970 Presidential Commission to Survey Philippine Education (PCSPE) – Reiterated many of the findings of previous surveys. It also restated the language problem, but further noted the mismatch between educational output and country needs. It called for the reorganization of the educational system to address overcentralization-which resulted in the creation of the Bureau of Higher Education (BHE), Bureau of Nonformal Education (BNFE), Educational Project Implementation Task Force (EDPITAF), and National Manpower and Youth Council (NMYC) and for a political solution to the language problem. 976 Survey of Outcome of Elementary Education (SOUTELE) – Measurement and analy sis of learning outcomes of a sample of Gr. IV students in the country that included surveys of school, teacher, and student characteristics. It also indicated poor achievement levels even in basic reading, writing and quantitative analysis. It noted differences across socio-economic conditions of students and school environments, and explicitly linked socioeconomic inequalities in society to differences in educational outcomes. The two studies, along with 1978 Experimental Elementary Education Program (EEEP) revealed that our elementary students performed poorly especially in the three Rs.One of the findings also revealed that the elementary school curriculum was overloaded starting from Grade I. With this issue of curriculum congestion which resulted to the learners’ lack of mastery of basic competencies was the reason behind the introduction of the decongested NESC and NSEC. The National Elementary School Curriculum (NESC) The 1983 National Elementary School Curriculum (NE SC) was deemed to answer the problems revealed by the above-mentioned surveys. First, a comprehensive plan known as the Program for the Comprehensive Elementary Education (PROCEED) was prepared. From this big program was derived the sector program known as the Program for Decentralized Educational Development (PRODED). 982-1989 Program for Decentralized Educational Development (PRODED) – funded by the International Bank for Reconstruction and Development (IBRD). It focused on improving the curriculum to strengthen the emphasis on science, technology, math, reading and writing. Features of NESC: a. It covered fewer learning areas putting together emphasis on intellectual skills and basic knowledge, especially reading, writing, and mathematics as well as attitude formation among pupils; b. Its content focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among children; c. It aimed at mastery learning among pupils; d.It a lso emphasized the development of work skills which are as important as intellectual skills e. It developed health values in the whole curriculum, not only n the period for character building activities and science and health; f. It developed competencies and values for social living reflected in the new dimension in civics and culture expanded to include history, geography and work ethics for grade 3, and in-depth learning of geography, history and civics in grades 4-6. Learning Areas Grades I-III Filipino English Mathematics Civics and Culture Science and Health was added starting Grade III. Music, Arts and PE were integrated in Gr. I and II and became a separate subject area starting from Gr. III.Other subjects were gradually added beginning Gr. IV, Like Home Economics and Livelihood Ed. , a common subject for boys and girls, and Geography, History, Civics for Gr. IV-VI, which was the continuation of Civics and Culture. The NESC was tried out gradually in 13 pilot schools in the country. From the results of the try-outs, the Minimum Learning Competencies (MLCs) were finalized and the NESC was fully implemented. Basic Education Curriculum (BEC) (2002-2011) The four Pillars of Education in Jacques Dolors’ Report to UNESCO was one of the documents that influenced the restructuring of the curriculum. (Restructuring does not mean complete revision or change of the curriculum.It only means refining and giving more emphasis to some aspects that are deemed more responsive to the present realities). Learning to live together and learning to be using the knowledge gained to improve oneself and one’s relationship with fellow human beings, are especially relevant Features of the BEC 1. Greater emphasis on helping every learner become a successful reader 2. Emphasis on interactive/collaborative learning approaches 3. Emphasis on the use of integrative learning approaches 4. Teaching of values in all learning areas 5. Development of self-reliant and patriot ic citizens 6. Development of creative and critical thinking Focus of BEC 2002 1. Development of reading skills and values of self-reliance and patriotism 2.Interactive learning approaches and integrative teaching approaches which integrate competencies and values within and across learning areas Comparison of Learning Areas of NESC and BEC |NESC |BEC | |Filipino |Filipino | |English |English | |Mathematics |Mathematics | |Science and Health (starting Gr.III) |Science | |Civics and Culture (I-III) |Makabayan | |Geography, History, Civics (IV-VI) |- Sibika at Kultura (I-III)/ Heograpiya, Kasaysayan at Sibika (IV-VI) | | |- MSEP (integrated in I-III; separate subject in IV-VI) | | |- Edukasyong Pantahanan at Pang-Industriya (IV-VI) | | |- Edukasyong Pagpapakatao (separate subject fr. I-VI) | |MAPE (integrated in Gr. I and II; separate subject in Gr.III) | | |HELE (starting Gr. IV) | | |Geography, History, Civics (starting Gr. IV) | | The K to 12 Curriculum Focus: Considers every aspect of development of the learners so that graduates will be holistically developed, equipped with 21st century skills and prepared for employment, entrepreneurship, middle level skills or higher education. Comparison of the 2002 BEC and the K to 12 Curriculum 2002 BEC |Age |K to 12 Structure | | |17-18 |Senior High School | | | |Grades 11-12 | |High school |12-16 |Junior High School | |Year 1 to 4 | |Grades 7-10 | |Elementary Grades |6-11 |Elementary | |Grades 1-6 | |Grades 1 to 6 | |Optional |5 |Mandatory Kindergarten | |Pre-school | | |Comparison of the 2002 BEC and the K to 12 Elementary Education |2002 BEC | |K to 12 | |Bilingual |Medium of Instruction |Mother Tongue-Based Multi-Lingual Ed. (Gr. I-III)| |(English and Filipino) | | | |Filipino, English, Mathematics, Science, |Learning Areas |Filipino, English, | |Makabayan | |Mathematics,EsP,AP, | | | |Mother Tongue (Gr.I-III) | | | |MAPEH (starting Gr. I) | |National Achievement Test |Assessment |End-of-Gr. VI Asses sment, as exit exam and as | |For Gr. VI | |readiness test for Gr. 7 | Twelve major languages that shall be offered as a learning area and utilized as language of instruction: TagalogCebuanoMaranaoKapampangan HiligaynonChabacanoPangasinenseWaray IlokoBahasa-sugBikolMaguindanaoan Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Learning Areas |2002 BEC |K to 12 Education | | |(minutes per day) |(minutes per day) | |English |60-90 | |30-50 | | | |Languages | | |Filipino |60-70 | |30-50 | |Mother Tongue(I-III) |None | |50 | |Mathematics |60-70 | |50 | |Science (III-VI) |40-60 | |50 | |Araling Panlipunan |40-60 | |40 | |Edukasyon sa Pagpapakatao | |20-30 | |30 | | |Makabayan | | | | |Music, Arts, PE and Health | |40 | |40 | |Edukasyong Pantahanan at Pangkabuhayan (IV-VI) | |40 | |50 | B. SECONDARY LEVEL 1. 2-2 Plan In the 2-2Plan, both general and vocational secondary schools offered the basic or common curriculum of academic course wit h one unit of Practical Arts in the first two years. In the last two years, the general secondary schools offered a pre-college academic curriculum with one unit of vocational elective each year while the vocational secondary schools offered more specialized vocational courses with one unit of academic elective each year. The 2-2 Plan was a differentiated curriculum leading either to a college or technical course.It was seen to be a very responsive curriculum, however, it was met with strong opposition especially from the private sector which requested for its deferment due to lack of money, facilities, equipment for vocational education and lack of guidance counselors. The pitfalls of the 2-2 Plan implementation could be attributed to â€Å"insufficient preparation before the plan was implemented and the continued high prestige value of the college preparatory course in the eyes of parents and students. † 2. Revised Secondary Education Program Learning Areas: EnglishMathemat icsScienceFilipino Social StudiesHome EconomicsCharacter Ed. Physical Education (with PMT/CAT in fourth year) Medium of Instruction: English (almost all subjects excluding Filipino)In the later years of implementation, more time were spent in technology-related subjects like Science and Technology and Technology and Home Economics. 3. New Secondary Education Curriculum (NSEC) When the first batch of students who went through the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and finalized. The NSEC had the following features: g. It covered fewer learning areas putting greater emphasis on intellectual skills and basic knowledge, especially reading, writing and mathematics as well as attitude formation among pupils; h.Its content focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among chi ldren; i. It aimed at mastery learning among pupils; j. It emphasized the development of work skills which are as important as intellectual skills; k. It developed health values in the whole curriculum; and l. It developed competencies and values for social living reflected in the new dimension in civics and culture The NSEC included the ff. learning areas to be taught for 40 minutes daily from first year to fourth year: Values EducationSocial Studies FilipinoScience and Technology EnglishPhysical Education, Health and Music MathematicsTechnology and Home EconomicsComparison of the Learning Areas and Time Allotment of RSEP and NESC |RSEP | |NSEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science and Technology | |Filipino | |Filipino | |Social Studies | |Social Studies | |Home Economics | |Technology and Home Economics | |Physical Education (with PMT/CAT in fourth year) | |Physical Education, Health and Music | |Character Ed. | |Values Ed. | |One hour, thrice a week |Time allotment |40 minutes daily schedule | The formal review of the NESC and NSEC was started during the incumbency of Sec. Andrew Gonzales (1998-2001) and continued during the incumbency of Sec. Raul Roco (2001-2003).Other studies conducted: |Studies/Researches |Findings/Recommendations | |National Achievement Test |Gr. VI students were able to answer correctly less than 50% of questions asked in | | |Science, Mathematics and English | |National Secondary Achievement Test |A mean percentage score of only 50 % was achieved | |Committee on Information, Technology , Science, |An â€Å"overcrowded curriculum† especially in Gr.III resulted in poor performance of | |Mathematics, Education and other Technology |pupils in the elementary grades. Students needed longer time in science and | | |mathematics. | |Present Realities in Reading Education by Aurora|Students are deficient in reading ability. They have not developed the higher | |Roldan |order think ing skills, even at Gr. V. There is danger of reverting to illiteracy | | |if the students dropped out before completing Gr. VI. | |Third International mathematics and Science |The Philippines ranked 39th out of 42 countries which participated in the studies. |Study (TIMMS) | | |The Learning Process: The Neglected Phenomenon |In comparison with other countries, the Philippines science syllabus contained | |in Science and Mathematics Education Reform in |more topics suggesting that the curriculum is still congested. | |the Philippines | | 4. Restructured Basic Education Curriculum The first monitoring and evaluation of the basic education curriculum implementation was conducted in September 2002, the second in October 2003 and the latest in September 2004. Effective 2006-2007, the mandatory implementation of the 2002 BEC was expanded to the private secondary schools (DepEd Order No. 35, July 1, 2005). Comparison of the Learning Areas of NSEC and RBEC NSEC | |RBEC | |English |Lear ning Area |English | |Mathematics | |Mathematics | |Science and Technology | |Science | |Filipino | |Filipino | |Social Studies | |Makabayan | |Technology and Home Economics | |-Araling Panlipunan | |Physical Education, Health and Music | |- Technology and Livelihood Ed. | |Values Ed. | |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | | | |-Edukasyon sa Pagpapahalaga |A vital part of the restructured curriculum is the promotion of the use of Information and Communication Technology (ICT) in every learning area. DepEd, through its Computerization Program, provided computers and peripherals to recipient public high schools nationwide. The government agencies like the Department of Trade and Industry (DTI), local governments, and private firms such as Intel likewise contributed to the advancement of computer education in public elementary and high schools through donations of computers. The features that make the new 2002 curriculum for elementary and secondary educatio n different from previous curricula implemented in the 1900s are: 1.Restructuring of the learning areas, reducing them to five (English, Filipino, Mathematics, Filipino and Makabayan) 2. Stronger integration of competencies and values within and across learning areas 3. Greater emphasis on the learning process and integrative modes of teaching 4. Increased time for tasks to gain mastery of competencies of the basic tool subjects Amendments in the RBEC included the assessment or learning outcome to take place before or in between the presentation of the lesson 5. 2010 Secondary Education Curriculum (SEC) The SEC still patterned the content of the curriculum to the 2002 RBEC. It still includes the five major learning areas.The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wiggins. The Secondary Education Curriculum is composed of three stages: Stage 1: Results/Desired Outcomes, which define what students should be able to know and do at the end of the program, course, or unit of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards. †¢ Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, â€Å"What should students know and be able to do? †¢ Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, â€Å"How well must students do their work? † or â€Å"At what level of performance would the student be appropriately qualified or certified? † †¢ Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children to remember even long after they leave school. †¢ Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings. †¢ Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their own classroom objectives.Stage 2: Assessment, which defines acceptable evidence of student’s attainment of desired results; determines authentic performance tasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria against which the student’s performances or products shall be judged. †¢ Products and Performances, which are the evidence of students’ learning and a demonstration of their conceptual understanding, and content and skill acquisition. Stage 3: Learning Plan, which details the instructional activities that students will go through to attain the standards. †¢ Instructional Act ivities, which are aligned with the standards and are    designed to promote attainment of desired results. The Features of 2010 Secondary Education CurriculumThe 2010 Secondary Education Curriculum has the following strengths/ advantages: 1. It focuses on essential understandings. 2. It sets high expectations (standards-based) expressed in terms of what students should know and the quality of the skills that they are expected to demonstrate as evidence of learning. 3. It is rich and challenging as it provides a personalized approach to developing the students’ multiple intelligences. 4. It develops readiness and passion for work and lifelong learning. 5. Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Comparison of the Learning Areas of RBEC and 2010 SEC RBEC | |2010 SEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science | |Filipino | |Filipino | |Makabayan | |Makabayan | |-Araling Pan lipunan | |-Araling Panlipunan | |- Technology and Livelihood Ed. | |- Career Pathways in Technology and Livelihood Ed. |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | |- Music, Arts, Physical Education, Health | |-Edukasyon sa Pagpapahalaga | |-Edukasyon sa Pagpapahalaga | | | |Citizen ship Army Training (4th yr) | 6. The K to 12 Basic Education Curriculum This is in pursuance of the reform thrust of Basic Education Sector Reform Agenda (BESRA) 2006-present BESRA – Integrated reform framework articulated by the DepEd that provides a coherent conceptual and policy structure for the various reforms needed by the system, particularly the targets defined in the Philippines EFA 2015 plans and the Millennium Development Goals -. Focuses on key reform targets related to the implementation of school-based management, improvement of teaching quality, curriculum, and pedagogy in the key learning areas, and incorporates the Philippine EFA 2015, among others.Comparison o f the Curriculum of the Old Education and K to 12 Secondary Education |Basic Education Curriculum (2002) |2010 SEC |K to 12 Curriculum 2012 | |BEC is restructuring of the NSEC and NSEC in |The 2010 is the revised 2002 BEC incorporating |The K to 12 Basic Ed. Curriculum is geared | |order to raise the quality of the Filipino |Understanding by Design (UbD) which seeks to |towards the development of holistically | |learners and graduates and empower them for |contribute to functional literacy for all and |developed Filipino with 21st century skills who| |lifelong learning. the development of 21st century core skills |is ready for employment, entrepreneurship, | | |needed for global competitiveness. |middle level skills development and higher | | | |education upon graduation. | Learning Areas The learning areas of the K to 12 curriculum cut across the grade levels from Gr. I to Gr. 12 are the ff: Languages: Mother Tongue, Filipino,English Arts and Humanities: Music, Arts, PE, and Health , Edukasyon sa Pagpapakatao, Araling Panlipunan Science and Mathematics Technology and Livelihood EdComparison of the 2010 SEC and the K to 12 Secondary Education |2010 SEC | |K to 12 | |UBD framework follows three stages, starting |Curriculum |Spiral progression of curriculum that starts | |from results or desired outcomes, assessments, | |from simple to complex and requires revisiting | |products, and performance and learning plan | |prior knowledge | |National Achievement Test for Secondary |Assessment |End-of-Gr. 10 Exam and end-of-Gr. 12 Exam | |Students | | |Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12 Curriculum |Learning Areas |2002 BEC (Hours per week) |K to 12 Education (hours per week) | |English |5 |4 | |Filipino |4 |4 | |Mathematics |5 |4 | Science |6 |4 | |Araling Panlipunan |M |4 |3 | | |a | | | | |k | | | | |a | | | | |b | | | | |a | | | | |y | | | | |a | | | | |n | | | |Edukasyon sa Pagpapakatao | |2-3 |2 | | Music, Arts, Physical Education and Health (MAPEH) | |4 |4 | |Technology and Livelihood Ed. |4 |4 | C. TERTIARY LEVEL General Education Curriculum (GEC) A. CHED Memorandum Order No. 59, series of 1996 Minimum Requirements The minimum requirements for the mandatory General Education Curriculum (GEC) of tertiary courses of study leading to a initial bachelor’s degree covering four curriculum B. CHED Memorandum No. 04, Series of 1997 Two broad categories of fields of study a. the Humanities, Social Sciences and Communication-GEC-A (63 units for humanities, social sciences and communication students) b. fields other than the Humanities, Social Sciences and Communication -GEC-B (51 units for non-HUSCOM students) C.The Revised General Education Curriculum Gen. Ed vis-a-vis Major Courses The GE Program introduces students to different ways of learning and is oriented toward broad and wide-ranging understandings. On the other hand, major program focuses on theories and methods partic ular to a discipline. Likewise, it is directed at more theoretical and technical knowledge. Goals of RGEC 1. Lay groundwork for development of a professionally competent, humane and morale person 2. Prepare students demands of 21st century life 3. Enable students to locate himself/herself in the community and the world and engage in it meaningfully COLLEGE READINESS STANDARDS Combination of knowledge, competencies, and reflective thinking necessary for K-12 graduates to participate and succeed—without remediation—in entry-level undergraduate courses in higher education The New GEC: from 63/51 to 36 units The RGEC or new GEC removes remedial courses, does not duplicate Gr. 11 and 12 subjects and cuts across domains of knowledge. RGEC is composed of 24 core units which include Understanding the Self, The Contemporary World, Purposive Communication, Art Appreciation, Ethics, Readings in Phil. History, Mathematics in the Modern World, Science Technology and Society; 9 unit s in Elective (Environmental Science, People and the Earth’s Ecosystem, Living in the IT Era, Gender and Society and others) and a mandated 3-unit course in Life and Works of Rizal. Core Courses Title |Description | |Understanding the Self |Nature of identity; factors and forces that affect the development and maintenance of personal | | |identity | |Readings in Philippine |Selected primary sources on different periods of | |History |Philippine history | |The Contemporary |Globalization and its impact on individuals, communities and nations, challenges and responses | |World | | |Mathematics in the Modern World |Nature of mathematics, appreciation of its practical, | | |intellectual, and aesthetic dimensions, and application of | | |mathematical tools in daily life | |Purposive |Writing, speaking and presenting to different audiences | |Communication |and for various purposes | |Art Appreciation |Nature, function and appreciation of the arts in contemporary society | |Sci ence, Technology |Interactions between science and technology and social, cultural, political and economic contexts| |and Society |which shape and | | |are shaped by them; specific xamples throughout human history of scientific and technological | | |developments | |Ethics |Principles of ethical behavior in modern society at the level of the person, society, and in | | |interaction with the

Work Environment Research Paper Example | Topics and Well Written Essays - 1500 words

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Merchant Trade Around the World During World Colonization - Research Paper Example The movement’s â€Å"diversification and lack of centralized leadership† strengthened their ability to survive whenever they were persecuted (King, Bays and Foster xv-xvi). Leonard Howell, who is known to establish the Pinnacle, a commune where his followers lived, forming a community, was just one of the first preachers of Rastafari, who returned to Jamaica in the midst of an upsurge of Revivalism after being discharged from Panama to join the U.S. Army Transport Service as a cook was a defiant anticolonialist. â€Å"He is said to have encouraged or threatened peasants not to pay taxes† (Chevannes 121-122). In 1932, he encouraged Jamaicans to reject the authority of the King of England and to give their loyalties to the new emperor of Ethiopia, selling pictures of Haile Selassie as future passports to Ethiopia. He was arrested, together with his deputy for breaking Jamaica’s sedition laws and sentenced to two years of hard labour, and his deputy to one ye ar(King, Bays and Foster xv-xvi). According to Ennis B. Edmonds and Michelle A. Gonzalez, â€Å"the rise of a new generation of Rastafarian artists †¦ Artists†¦have focused the critical eye of Rastafari on continued inequities and exploitation in Jamaican society†¦ It has grown from small beginnings to become a religion known and embraced around the world.† The movement spread to other countries because people, particularly students from other places such as the Caribbean islands who study in Jamaica brought Rastafari to their own countries while Jamaican students who study in other countries like Barbados, Trinidad, Cuba and other countries shared their belief and convictions, together with their reggae music.

Discuss the politics of Third World peasants. Examine the role the Research Paper

Discuss the politics of Third World peasants. Examine the role the Chinese peasants played during the Revolution, and their pres - Research Paper Example (Kataoka 1974, p. 297) Historians, however, are not quick to deny the role played by the peasant revolutions in the political development of China. The reason for this is that out of all the weaknesses of the peasantry in waging their wars, they are considered invaluable in the success of the Communist Party in its campaign against the Nationalist KMT from 1927 to 1949. Mao has recognized the potential force of the sheer number of the peasants and with the fact that they constitute the bulk of Chinese population during the Civil War period. Under the tutelage of his mentor Li Dazhao, Mao have actually started his campaign for social change with his attempts at organizing peasants as early as 1922 and that he would further be impressed by the effect of peasant revolution as he witnessed the protest and insurrection of more than a million peasants in the province of Hunan in the late 1926. (Grasso, Corrin and Kort 2009, p. 103) Together with some comrades, Mao has studied the dynamics of these peasant uprisings and worked hard to win them into the revolution’s fold. His experiences with the peasantry and the developments triggered by peasant insurrections that he has witnessed led Mao to the conclusion that if his Marxist campaign is to succeed, he must tap and harness this mass, which, in his opinion, when given momentum could rise like a mighty storm, a force that no one can hold back. The problem, however, was that the Marxist ideology, mandates that the central revolutionary role should be taken by the working class. This became problematic for a time because using the peasants would mean diverting from the ideal Marxist ideology. A series of setbacks finally shook things up and transformed the Communist Party’s stand with regards to the peasantry. For instance, in 1927, the Nationalist government launched the dreaded White Terror that nearly decimated the CCP. Mao and his comrades were driven to the countryside and finally worked with the peasa nts. His argument is that the peasants are important and that the proletariat should lead them instead of criticizing and opposing them. With the peasantry, Mao was able to steer the Chinese Communist Party (CCP) into a stronger force because the peasants helped him secure a physical base. Mao’s relationship with the peasants revealed interesting insights about this class and the variables that led them to rise and join revolutions. As previously mentioned, there is a widespread belief among scholars, even contemporary proletarian officers, that the peasants cannot lead themselves and are good at following leaders outside their class. In a way, this demonstrates the dependency theory, wherein a weaker or poorer class is exploited for the perpetuation of a higher or more dominant class and its causes. Mao and his comrades have sufficiently studied the peasantry in such a way that they have successfully established mechanisms of control to keep the peasant’s dependence. The Communist Party operated with low finances and so it cannot offer material things for support. However, they have an extremely good organizational capability and that the peasantry saw

Organizing Function of Management Essay Example | Topics and Well Written Essays - 2000 words

Organizing Function of Management - Essay Example Organizing is a broad set of activities, and often considered one of the major functions of management" (McNamara 2007). In the Department of Veterans Affairs, organizing function has a great impact on HR and staff relations. In this organization, HR is concerned with a long-term and a short-term perspective; the psychological contract based on commitment and compliance; self-control and external controls. The Department of Veterans Affairs pays a special attention to selection process and development of employees who work with veterans and their families. Organizing function involves training programs for service workers and career development, promotion and personal development of employees. The core of organizing function of HR includes communication, motivation and leadership (Horts, 2002). Within the Department of Veterans Affairs, attention is also drawn to the key role of organizational culture. For example, an "organization" means the philosophy, attitudes and actions of top managers and service workers, or possibly an individual manager. The rationale for organizing function is built on the idea that employees and clients engage in basically consistent, value-maximizing calculations or adaptations within certain constraints. The peculiarity of this organization is that it deals with diverse customer groups and services. In many cases, the Department of Veterans Affairs has to choose the alternative approach and consequences that rank highest in terms of the payoff functions; that is, that contribute most to the ultimate goal (Horts, 2002). The organization introduced additional training focusing on employee's motivation and work design programs to help worker identify their goal and professional development strategies. Organizing function helps to determine and ma nage goals or objectives and has a payoff, utility, or preference function that permits that person to rank all possible alternative actions by the action's contribution to the desired goals. For instance, "HSR&D provides core funding to fifteen Centers of Excellence (COEs). The research at each COE serves to energize the facility and network with which they are affiliated, and provides a constant source of innovation, creativity and support" (the Department of Veterans Affairs 2007). The organization is presented with and understands alternative courses of action. Each alternative has a set of consequences. Successful organization performance depends upon and is determined by technology. For instance, "technology as it is used in health care is defined as applied knowledge, in other words: any intervention used in health promotion, prevention and rehabilitation" (the Department of Veterans Affairs 2007). Technology helps to connect people in organization who operate in a distance, and has no opportunity to use printed matters or other sources. Organizing function plays a crucial role in technology management determining the main areas of improvement and resources available and needed for this process. The key benefit is the fast interactions between employees and between employees and clients. This constitutes the capital of an organization, i.e. the network of relationships constitutes a valuable resource for the conduct of organizational affairs. For

Boston Tea Party Essay Example for Free

Boston Tea Party Essay Attention Getter: You probably wouldn’t believe me if I told you that a drug that creates the same signaling activity in the brain as cocaine is sold legally on almost every street corner across the nation. This is a fact however, and the drug is caffeine. It is one of the main ingredients in coffee, and is currently the most frequently used recreational drug in the world. Establish Credibility: I personally consider myself a coffee expert, and have been drinking at least one cup of coffee almost every morning for the last three years. Relate to the audience: Now, I know not every one of you drinks coffee but as you can tell by the multiple Dutch Bros, Starbucks, and other coffee shops around town it is a very big part of our culture today. Preview: Throughout the course of this speech, I will discuss three major points relating to coffee. First, I will give some information on the history of coffee and when it first came into human culture, followed by the positive health benefits and some of the negative health risks associated with coffee. [First of all, I’m going to talk a little bit about the historical side of coffee and how it first got popular in our culture. ] Body I. Main Point: To understand why coffee is such a big part of modern day society, we must first understand where it originated. A. Sub-point: Coffee was first cultivated on the Arabian Peninsula in the 15th century. 1. Supporting details: Not only were the Arab’s the first to cultivate coffee, but they also were the first to trade coffee. 2. By the 16th century, the popularity of coffee was already expanding and Persia, Egypt, Syria and Turkey all had discovered about the amazing beverage. B. Sub-point: By the 17th century coffee was still gaining notoriety around the world, however it was still not a household favorite as it as today. 1. Supporting Details: Coffee houses started sprouting up everywhere in the 1700’s, however tea was still the most popular drink around. 2. In 1773 a heavy tax on tea was inflicted by King George, which led to a pretty famous revolt called The Boston Tea Party. 3. Since people couldn’t afford tea after the tax, coffee quickly took over as the most popular morning beverage across the world, and remains the most popular today. [Although coffee has been drank for hundreds of years, the majority of its health benefits have only recently been discovered in the last few decades. ] II. Main Point: The majority of people drink coffee just to get through each day, however it does have many positive benefits to your health. A. Sub-point: Within just the last few years alone there has been research done showing that coffee may protect against type 2 diabetes, liver cancer, and Alzheimer’s disease. 1. Supporting details: According the Centers for Disease Control and Prevention, liver cancer is the ninth leading cause of cancer and coffee has been shown to reduce risk of liver cancer by 40%. 2. Drinking coffee reduces the risk of diabetes as well, which is a common risk factor of liver cancer. B. Sub-point: One of the other medical uses of coffee is in preventing Alzheimer’s disease and dementia. 1. Supporting details: The most common neurodegenerative disease and number 1 cause of dementia is Alzheimer’s. 2. There is no cure for Alzheimer’s, however it has been shown that coffee drinkers have up to a 65% lower risk of getting the disease. [You might be thinking coffee is a miracle drink after some of those statistics, however it also has many negative effects on health as well. ] III. Main Point: There are a great deal of health issues that can result from drinking coffee, with some of the most common being addiction, insomnia and increased blood pressure. A. Sub-point: As a college student, one of the last things you will ever want to experience is insomnia, but it is a regular side effect of coffee. 1. Supporting details: By blocking certain receptors in the brain, coffee prevents chemicals that induce sleep from being used. B. Sub-point: Another widely studied effect of coffee, specifically caffeine, is how addictive it is. 1. Supporting details: Caffeine stimulates the central nervous system and regular use will result in a physical dependence. 2. If a regular coffee drinker doesn’t have their daily cup, they will feel fatigued, irritable, and experience headaches within the first 24 hours. Conclusion 1. Transition Signal: In conclusion, coffee isn’t for everyone but if you do choose to consume it, you at least now know how it affects you. 2. Summary of Main Points: Throughout this speech we looked at how coffee first gained popularity in the human race, some of it’s positive health benefits as well as some of the negatives. 3. Call to Action: Even if you’ve never been a fan of coffee, try drinking a cup before your next study session and see if you still don’t like it. 4. Memorable end: Although it may be addicting and cause serious potential health problems, there must be something special about coffee considering over half of adults in the U. S. drink it daily. References: 1) Coffee Acts Just like Cocaine, Says Scientist. BeverageDaily. com. Beverage Daily, 02 Sept. 2002. Web. 12 Nov. 2014. 2) Goldschein, Eric. 11 Incredible Facts About The Global Coffee Industry. Business Insider. Business Insider, Inc, 14 Nov. 2011. Web. 12 Nov. 2014. 3) Gunnars, Kris. 13 Proven Health Benefits of Coffee Authority Nutrition. N. p. , n. d. Web. 12 Nov. 2014. 4) The History Of Coffee. National Coffee Association. NCA, n. d. Web. 12 Nov. 2014. 5) Stromberg, Joseph. This Is How Your Brain Becomes Addicted to Caffeine. Smithsonian. N. p. , 9 Aug. 2013. Web. 11 Nov. 2014. 6) Van Dam, Rob. Ask the Expert: Coffee and Health. The Nutrition Source. Harvard School of Public Health, n. d. Web. 09 Nov. 2014. 7) Weber, Belinda. Coffee Consumption Cuts Liver Cancer Risk. Medical News Today. MediLexicon International, 22 Oct. 2013. Web. 12 Nov. 2014.

Economics and Prostitution Essay Example for Free

Economics and Prostitution Essay Introduction: The word â€Å"prostitution† has always confused the minds of people for years. Constant attempts to solve this existing problem have not really given any positive results. For some time the problem was obviously ignored by the government as if it completely did not know what to do with it. In the beginning of the XXI century a prostitute has become one of the most ordinary goods that the market can offer. It is also necessary to mention that the demand on prostitution is constantly growing due to several factors worth of separate analysis. Prostitution has always been â€Å"covered† from the eyes of citizens as is has always been unacceptable. Nevertheless, the problem does not disappear and in fact it becomes even more â€Å"sharp† with time. Of course it is easier to pretend like there is no enormous amount of women and men that have no other way to survive but offering sexual services. Basically, the Law of Canada has not done anything good enough to solve the problem in any way, except causing vagueness in the understanding  of what is legal and illegal in terms of sexual services. Prostitution has a lot to do with the economy, as it is not only its â€Å"dark† side but also the potential legal income, which is always needed so much. So what is prostitution? Does it need economical stimulation or should it be completely prohibited or ignored? And should the economical approach be used to prostitution at all? Prostitution is not and will never be a standard job and this is something that is to be never forgotten. 2. Choosing prostitution as a â€Å"career† opportunity? Read more: Reasons for Prostitution The most horrifying thing about prostitution is that it has become not just a way to make money for starving and homeless people but also a â€Å"career† opportunity for the young generation. Why do our children have to grow up with the notion that prostitution is a source of getting money and surviving in this world? The contemporary world lives under certain regularities. A man has to get a job that will provide him or her with a sufficient amount of money in order to maintain a normal living. So if a person does not have enough knowledge to get this or that job he or she always has another opportunity to prostitute himself or herself. Prostitution as a primitive was of making money; it is a problem that prevents the society from its perfection and development. Prostitution is obviously a negative phenomenon, demoralizing the society but is has actually become a â€Å"job† for many men and women and this fact cannot remain unnoticed. 2.a. Definition of prostitution Prostitution does exist and it an unchallengeable fact. It existed since ancient times in different countries, with different social-political statuses. A prostitute is a person who provides sexual services in exchange for money. In other words it is a person who offers sex and gets paid for it. Nevertheless, none of the people providing this type of services are performing a business activity. It is usually believed that prostitutes are women; nevertheless men play an important part in prostitution as an object of high demand, too. Anyhow it is very hard to give a definition to prostitution as a profession, because prostitutes do not pay taxes and do not receive any pension while on retirement. Prostitution is not illegal in Canada and this fact puts it in a very uncertain position in terms of possible â€Å"career opportunities† for the young generation. It is legal to  sell services but it is illegal to buy them – this statement makes many people bewildered. One th ing is certain for sure: prostitution – is an act of selling a person’s body for further sexual services for material compensation. 2.b. Danger of the oldest profession Choosing prostitution as a profession is not rational. Yes, it does bring income and the demand is always high. But what will a prostitute remain with at the threshold of the pension age? This is one of the reasons that many people such as the criminologist Dr. John Lowman argue in favor of its legalization1. Prostitution is considered as a potential source of renewing the budget of Canada. But there are also other reasons for not becoming a prostitute except the tax-pension side of the issue. Many of the prostitutes simply disappear and often become the victims of violence. According to the statistics â€Å"90 percent had been physically assaulted in prostitution and 78 percent had been raped in prostitution†2. Prostitutes do not get the protection the representatives of standard professions do. They can also be the cause of spreading of venereal diseases due to the fact of absence of a proper medical checkup. This â€Å"dangers† put prostitution in the position of the â€Å"risk zone† occupation. No one will argue that choosing an occupation with high risks is not rational at all. 3. Economical approach to prostitution Prostitution is legal in Canada. But it is only formally, because â€Å"pimping and operating or being found in or working in a â€Å"bawdy house† (every place where one or more prostitutes regularly work or where â€Å"indecent acts† are performed) are not†3. Criminal Code sections 210 and 211 forbid â€Å"Bawdy houses† and section 212 foresees responsibility for living on the avails of the prostitution of a person. How should the economical approach be applied to prostitution? Canada’s Justice has put prostitution in a position where is has to be done in certain places without any publicity or in other words it has to respect the moral abutments of the society. If prostitution is to be viewed as a type of â€Å"profession† than it is put on the same level with other taxpayers such as teachers, lawyers and many others. The application of the economical approach means that prostitution has to have a legal status. SO this makes us view prostit ution as a business. A business  activity is an independent activity directed to a systematic income arrival from property use, selling goods, work execution or rendering services registered and stated by Law. So prostitution is a systematic income obtained from rendering a service. Prostitution gets the possibility to exist illegally from the gaps in the Law and the Canadian Law with its semi-legalization does not make it easier to define the status of prostitution in the country. If prostitution is legal than prostitutes have to be 18 years old and have the right to medical and social security. At the same time they have to pay the monthly income tax, which will make the profession less profitable, then it is now. 3.a. Prostitution and economy. The existance of prostitution in Canada still can be explained form the point of the economic approach for Canada has a market-based economy. According to the economic approach both of the sides have to be in profit. Demand gives birth to supply and in this terms prostitution is just the reaction of the high demand of sexual services. So it is about the morality of the society in the first place. Third parties should be completely eliminated from this â€Å"deal†. These third parties, known as â€Å"pimps† or even sex-firms are the ones to be persecuted. Sex-workers have become an integral part of Canada’s society and they even form alliances such as the Sex Worker’s Alliance of Vancouver. The amount of money obtained from prostitution is enormous, so therefore the budget is left without any additional financing. There are only two ways out –either to completely legalize it eliminating street prostitution or to completely forbid it. Prostitution has increased in the last years in Canada. This has a lot to do with the sex-tourists arriving to Canada searching for sexual services. This means that Canada is getting foreign â€Å"deposits† that go to â€Å"nowhere†. Conclusion: Prostitution can be found in Canada’s every corner and especially in its main cities4. Its existance is conditioned by many factors. Canada is offering licensed sex but for some reason the gaps in the law enforcements are so big that it is completely impossible to notice them. In many cases prostitution is the only option of a person and the reaction of the government should not be through the legalization of this option but in the creation of other options of decent money making. The economic approach explains the existance of prostitution because any country is a big market place and is interested in  profit in the first place and Canada in not an exception. â€Å"The communicating law† is not effective anymore. Prostitution needs to be analyzed from every single side and needs a new conception of functioning if functioning at all. The economic approach app lication does not imply that the profit is made on the degradation of the society. And it is obvious that if the sex-workers had education, a place to work and a decent salary they would never have found themselves on the panel and could be their labor would have brought a bigger income for the budget. Canada needs to change the economic approach to the human approach and study everything concerning the prostitution for new.

Solid Waste Management Case Study In Bristol Environmental Sciences Essay

Solid Waste Management Case Study In Bristol Environmental Sciences Essay The management of Municipal Solid Waste (MSW) is a major environmental crisis throughout of the World, which everyone is concerned about. In the United Kingdom, the quantity of municipal waste has increased and 46.9 per cent of the total collected waste has disposed of in landfill in 2009/10 (DEFRA, 2010b). In comparison, the Netherlands and Denmark have disposed of almost no municipal waste to landfill and other members of European Units such as Germany and Sweden have less than a quarter of municipal waste to landfill (DEFRA, 2010b). Therefore, the UK Government published Waste Strategy for England 2007 on 24th May 2007 in order to meet EU strategy and set out a sustainable method for hierarchy of waste management options within climate change and population growth. The fundamental goals of the strategy are to set out a blueprint for waste prevention, reduction, re-use, recycling and recovery and improving environmental and economic outcomes through increased recycling of resources and recovery of energy from residual waste using a mix of technologies. There are some actions of the proposal strategy outlined, for example, energy from waste is expected to account for 25% of municipal waste by 2020 compared to 10% in 2007 and the standard rate of landfill tax increase by eight pounds per year from 2008 until at least 2010/11(DEFRA, 2010c). As a result, it is necessary to set up a variety of waste treatment for recovery material in the UK, such as Mechanical Biological Treatment (MBT) and Energy from Waste (EfW). There is no doubt that a number of local authorities face major challenges when they manage residual waste sustainably. Take Bristol for example, 59% of waste has been sent to landfill and 40% has been recycled or composted in 2009/10 (DEFRA, 2010d). According to Bristol City Council (2000), 100,000 tonnes of household waste will remain to be treated if 40% waste is recycled or composted. Thus, the council wants to make a 25 years Residual Waste Management Contract with company to treat 100,000 tonnes of Residual MSW by one of three options which include MBT with composting or anaerobic digestion and Energy from Waste. In this paper, the environmental impacts of each option will be assessed in order to find a sustainable method for residual waste management in Bristol. Furthermore, some relative mitigation meas ures and remediation approaches for chose option will be mentioned, focusing key issues of development and land redevelopment after 25 years. 2. The Description of Development and Site Bristol city council aims to set up a waste treatment plant in the city in order to not only meet their recycling needs but also make efficiently recover value from the residual waste produced. There is no doubt that a hundred thousand tonnes of rubbish send to the new plants for processing in the coming years rather than dumping it in landfill sites. The possible potential site is assumed as previously used land which locates in the main industrial estate (Avonmouth) in the northern part of Bristol. It would generally be preferred in planning terms, as no new land would be used and contaminated land restored. In addition, the facility has good transportation infrastructure, which results from closely primary road network and alternatively rail access. Figure 1 shows some potential previously land in the potential area, which have several large chemical manufacturing plants and also has a significant residential area in Avonmouth between the industrialised zone and the M5 motorway. M oreover, a large scale of green sites and water body around the assumed site. Figure 1. The Potential Site for Waste Treatment Plant in Bristol alll sites.jpg (Source: Google Map) There are three potential options including MBT using composting (In Vessel Composting) or anaerobic digestion (AD) or EfW provided in following details. The local waste strategy officers assume that: 100,000 tonne residual MSW will be treated; the detailed value of treatment for each option is described in Figure 2; Figure 2. The Value of Waster Treatment Process mixed recyclates are worth on average  £50/tonne; all plants operate 90% of the 8760 hours in a year; both digestate and compost are disposed to landfill at the full tax rate; however, the digestate is charged the full dispose cost, compost is disposed for free; bottom ash can be processed and used as a secondary aggregate, making profit at  £5/tonne; gas cleaning residues are hazardous waste and landfilled at  £100/ tonne plus landfill tax at  £48/tonne; electricity from AD is worth  £135/MWh, electricity from EfW and In Vessel Composting is worth  £60/ MWh. 3. Introduction of Three Processing Options for the Residual Municipal Solid Waste Management This section focuses on introduction of the process and principals of three options including In Vessel Composting, Anaerobic Digestion and Energy from Waste. MBT mainly follow two processes including mechanical sorting and biological process. Mechanical sorting is to sort mechanical element such as metal, plastics, glass paper, which is made by hand and is a basic process in both composting and anaerobic digestion. However, the biological processes are different because of the variety of treatment principals. Anaerobic digestion, which is the biological treatment of organic waste without oxygen, utilise microbial activity to break down the waste in a controlled environment with mesophilic and thermophlic digestion and produce biogas (e.g. Methane and Carbon Dioxide) and digestate at the same time. In Vessel Composting is an enclosed compost system and is the treatment of organic matter with aerobic microorganism to produce a mixture of stable humic substances and inorganic plant nu trient (Agrivert, 2010). In comparison with AD, there is no green energy produced through the system, therefore, the extra energy will be used in the processes. Energy from Waste is process incorporation the thermal decomposition of the waste include waste reception and storage, combustion system, heat recovery, flue gas cleaning, power generation and process control and monitor. Compared with MBT, EfW can disposal of all types of waste without other pre-treatment and the temperature has a minimum requirement of 850oC for 2 seconds (March, 2010a). Additionally, incineration offers a further option for the treatment of residual MSW and is already proven and bankable technology in the UK with 26 EfW plants (March, 2010a). However, there is no incineration in Bristol at the moment. 4. Environmental Impacts Assessment of Three Processing Options In order to achieve the UK governments fundamental goals and Bristol waste strategy, assessment of the environmental and economic impacts of each processing option should be undertaken in the following section. Local facilities of waste treatment would provide much local employment opportunities. Moreover, the number of legislation and planning policy comprising international, national and local policy will also be introduced to make sure the sustainable development. Therefore, this section focus on the key issues of waste treatment options such as air emissions / health effects, dust / odour, noise, water resources, visual intrusion and public concern. According to analysis of environmental impact assessment, one of the options will be identified as the Best Practicable Environmental Option for Bristol City Council. 4.1 Planning Policy and Context i) International Policy The European Union has instigated a range of Directives at a European level that should be suitable for each EU member and transposed into national laws in order to adopt the local environment. The following International policies provide the European framework for Waste applicable to the United Kingdom. à ¢Ã¢â€š ¬Ã‚ ¢ European Community (EC) Landfill Directive 1999/31/EC; à ¢Ã¢â€š ¬Ã‚ ¢ EC Framework Directive for Waste 75/442/EEC as amended by 91/156/EEC; à ¢Ã¢â€š ¬Ã‚ ¢ Waste Incineration Directive 2000/76EC (WID). ii) National Policy The Waste Strategy for England (2007) sets out the Governments vision for sustainable waste management. The key objectives and targets of the strategy are to reduce the amount of waste produced and increase the rate of recovery of municipal waste. There are also some other legislation created to achieve the target in the following: Landfill Allowance Trading Scheme (LATS); Planning Policy Guidance Notes (PPG) and Planning Policy Statements (PPS); Planning Policy Statement 1 (PPS1): Delivering Sustainable Development (2005); Planning and Climate Change (PCC): The purpose is to set out how climate change considerations should be taken into account at different stages of the planning process. Planning Policy Statement 10 (PPS 10): Planning for Sustainable Waste Management. During Annex E of PPS 10, the main factors have been taken into account by waste planning authorities when testing the suitability of a site for waste management purposes. iii) Regional and Local Planning Policy Planning policies for Bristol are set out in the Statutory Development Plan which includes the following documents (South Gloucestershire Council, 2010): Regional Planning Guidance for the South West (RPG10) (September 2001) Joint Replacement Structure Plan (as saved) (September 2002) Bristol Local Plan (as saved) (1997) Regional Planning Guidance for the South West (RPG10) (2001) RPG10 comprises the Regional Spatial Strategy for the South West and the Regional Transport Strategy, and aim to meet sustainable development in terms of environment, economy and society. 4.2 Anaerobic Digestion In terms of biodegradable waste either by anaerobic digestion or by composting MBT technologies helps to reduce the contribution of greenhouse gases to minmise the impacts of global warming. IPPC (2010) stated that AD technology for various homogenous waste streams is widely proven in Europe, but there are no full scale plants in operation in the UK on municipal derived wastes. Thus, environmental and economic impacts should be assessed in order to develop facilities at present. 4.2.1 Environmental impacts As we all know that anaerobic digestion is totally enclosed system, which may reduce environmental impacts. As it may achieve a key aim of the landfill Directive and reduce organic wastes from landfill which reduces the production of landfill gas and leachates. Although the facility has pollution control technology in order to control the sustainable processes not only for the company but also for the public, each development has some relevant impacts on air, water resources and local residents. For example, odour emissions should be released during material handling and other air emission (Methane) would be release during the process. This may affect the local living condition if the pollution will not be controlled and visual intrusion, pests and noise problems. In order to predict how odour will be transported, some information such as meteorological conditions (e.g., wind speed and direction, temperature, and inversion conditions) in the proposal site can be obtained from a local weather station. Moreover, contamination of final product is often difficult to avoid, which means digestate from residual MSW connot be used for food growing; only regeneration of contaminated land or landfill cover (McKendry 2010). Therefore, AD also has slightly negative impacts on environment during the handling and processes of the facility. According to Figure 2, net energy (0.5 MWe) will be produced for National Grid, which also can save energy and reduce environmental pollution from power generation. To sum up, compared with no waste treatment in Bristol, AD is a better environmental practical option for waste recovery and also can achieve the UK fundamental target. 4.2.2 Economic impacts It requires comprehensive pre-processing of the waste or source separation and larger digestion tanks as it does not treat the whole Municipal Solid Waste stream but may be used on residual municipal waste stream with contaminants rejected as part of the process. Thus, AD is more capital intensive than composting and cost more for landfill tax. Moreover, the output of digestates is generally hazardous and set to landfill, which will also cost more for the process than production from composting. However, compared with composting, energy should be produced and is worth  £532,170 which is less than profit of net energy from EfW (Figure 3). Someone (City and County of Swansea, 2011) mentions that AD is relatively low capital costs compared to most thermal processes. On the other hand, anaerobic digestion has not enough profit which created from by-products compared to EfW (Figure 3). In terms of economy, anaerobic digestion is the secondary choice in three waste management options for Bristol. Figure 3. The Analysis of Input and Output of Economy in Proposed Waste Treatment Plant Anaerobic Digestation In Vessel Composting Energy from Waste Input  £2,380,000 (Landfill)  £ 1,564,000(Digestate)  £2,040,000 (Landfill)  £2,880,000(Compost)  £408,000 (Landfill)  £888,000(Gas Cleaning) Output Profit  £1,500,000 (Recyclates)  £532,170 (Net Energy)  ¹Ã‚ £Ã‚ £1,911,830  £1,500,000 (Recyclates)  ¹Ã‚ £Ã‚ £473,040 (Net Energy)  ¹Ã‚ £Ã‚ £3,893,040  £375,000 (Recyclates)  £185,000 (Bottom Ash)  £3,784,320 (Net Energy)  £3,048,320 4.3 In Vessel Composting Actually, this technology has only had limited experience in the UK; however, it is rapidly increasing in number due to recent legislation of waste management such as Landfill Directive. The advantage of In-Vessel Composting is that the processes are more controlled and can be designed to achieve specified temperatures of facilitate bacteria destruction. 4.3.1 Environmental impacts Composting can reduce volume of organic waste fraction of MSW by 25-50% and minmise landfill rate (IPPC, 2010), which avoid environmental pollution (Landfill gas and leachate) similar with AD. However, some potential odour and leachate also should be produced, which can result in air and water resources may be polluted to some extent. Although it is suitable for green and kitchen waste, it is potential of co-composting operations with other waste streams such as paper, sewage sludge (IPPC, 2010). On the other hand, it requires careful source segregation of further post or treatment as sensitive contamination of glass and plastics. Furthermore, in comparison with other options, In Vessel composting has no energy output and need extra energy for operation, which will affect more issues from power generation such as air pollution. It is similar with AD that the development is not bad for ecosystem and visual instruction as the proposed site is previously used land which may be contamina ted or brownfield site. The technology has a greater ability to control air pollution emissions than mass burn EfW in theory, but this has not yet been demonstrated in practice in the UK (Environment Agency, 2010). 4.3.2 Economic impacts Although the capital cost is not quite expensive than Energy from Waste, the balance of input and output of waste treatment process is totally different than other options. According to Figure 3, the developer or government should invest more money for rejected waste to landfill and extra energy ( £473,040), which means the profits of recyclates cannot make sure the continuously process of operation. Thus, in terms of economic aspect, this technology is not suitable for the UK fundamental sustainable development target and is the worst option. Energy from Waste In the UK, Energy from waste has a particularly poor public image and has been debatable by environmental groups on the grounds of perceived health impacts from emissions to air. Combustion of residual MSW can produce or release carbon dioxide and other greenhouse gases. Hence carbon emissions should to be considered in terms of composition of the residual waste stream, the type of energy produced (heat and/or power) and the overall generating efficiency of the facility. 4.4.1 Environmental impacts Compared with other options, EfW can disposal of a variety of waste without limitation and pre-treatment required. However, dust problem may exist within the waste reception hall or drawn into the furnace. Moreover, there is a WID emission limitation and air quality standards regulated in order to control the air emission especially greenhouse gases from factories. The advantage of this technology is that the state of the art of pollution control technology is completed for global use. In addition, energy recovery includes Combined Heat and Power (CHP) plants and opportunity for district heating programmes. However, the temperature is not easy to control during the operation processes, which may affect the efficiency of residue quality and disposal when combustion is not completed. Although EfW can resolve waste to landfill and emission reduction (methane)from landfill and residual waste, which to some extent may address climate change, air pollution of EfW is more significant than o ther options (Hong, 2010). The WID emission limits to air shows daily average emissions limit from incineration in the following (Veolia, 2011): Dust (Particulates) 10mg/m3 Total Organic Carbon 10mg/m3 Hydrogen Chloride 10mg/m3 Carbon Monoxide 50mg/m3 Sulphur Dioxide 50mg/m3 Oxides of Nitrogen 200mg/m3 According to Figure 2, the number of waste can be combusted and bottom ash can be used for construction applications, which reduces the quantity requiring landfill disposal to under 10% of the feedstock mass (IPPC, 2010). In comparison with others, 8MWe net energy should be produced and deliver cheap heat and power either to the National Grid or local users. On the other hand, it also save more energy and reduce pollution from power generation plants. EfW is not long term liability facility, thus, local EfW would provide the best global solution for Bristol depending on the Life Cycle Assessment. Furthermore, the impacts of visual, pests and noise and ecosystem are similar and related to other waste management options and with proper planning can be minimized to acceptable levels. As for the visual impacts, the following factors should be considered: direct effect on landscape by removal of items such as trees; potential of an exhaust stack associated with air clean up systems; scree ning features and scale of vehicles accessing site. 4.4.2 Economic impacts There is no doubt that EfW is one of the high capital costs technology, however, it also create net profits from the processes. According to Figure 3, although, gas cleaning residuals are hazardous wastes and landfilled at  £148 per tonne, the facility can create  £3,048,320 net profit from operation system except the capital investment, which including  £185,000 income from bottom ash,  £3,784,320 profit from electricity and  £375,000 worth from recyclates. Thus, EfW is the best option for waste treatment for Bristol in terms of economy compared to other options. On the other hand, the facility will waste more investment and energy during the process stopped when there is no enough waste for combustion process. 4.5 Summary In summary, each option may achieve the UK and local waste management and recycling target and to some extent reduce waste and air emission such as methane and carbon. However, in terms of sustainable development which related to economic, social and environmental aspects, each option has its own disadvantages and advantages. As for economy except the capital investment, Energy from Waste can make more profit in 25 years than MBT using Composting or Anaerobic Digestion. Although air emission from EfW is more significant than other options, EfW has been used for a long time and is improving or mitigating more sustainable technologies to avoid the negative impacts on environment. It is true that Energy from waste has a particularly poor public image; however, public attitude will be changed within the situation changing. Therefore, Energy from Waste is the best value options for Bristol City Council to reach the waste treatment target and follow sustainable development. 5. Mitigation Measures and Remediation Approach Energy from Waste is the Best Practicable Environmental Option for Bristol waste management programme based on Environmental Impact Assessment (EIA). As we all know that each option has its limitation, EfW is also a case in point. EIA states that the efficiency of combustion, air emission (flue gas emission and cleaning) and public image are the mainly significant issues of EfW facility implementation for Bristol. Moreover, the land restoration after use should be considered at the beginning of construction in order to be able to use as sustainable as possible. Mitigation measures should aim to avoid, reduce, or remedy any significant adverse effects that a proposed development is predicted to produce. First of all, because it is a smaller scale EfW plants, it is better to maximize the scope for dealing with risk events and other potential adverse impacts. Moreover, more information qualitative and quantitative assessment of impacts such as meteorological conditions and ambient air q uality should be collected for the next depth assessment. The recommended mitigation measure for efficiency of combustion is to use more effective techniques. For example, the techniques such as Flue Gas Recirculation (FGR) can control the incomplete combustion in order to increase efficiency and to reduce the flow rate of pollutant emissions (Liuzzo, 2007). In addition, the chimney should be high enough to furnish adequate draft and to discharge the products without causing local sir pollution. There are also some methods to increase positive public image, such as enhancing propaganda or media spread and improving education. The risk management including accident management/plan and security precaution also should be undertaken to avoid the health and safety of employees. As for the future development after use, the land should be careful managed to avoid potential hazardous components released into the land whether it is current contaminated or not (McKendry, 2010). The first recommendation aims to used less penetrability materials for land construction and reduce pollutants released. Moreover, the regular clean up system is recommended to collect the residual waste during transporting system and clean up the dirty area such as oil releasing sites. Contaminated Land Management Regulation indicates that the polluter or owner has responsible to deal with pollution if the land will be contaminated by human activities. In my view, the proposal site is hard to change to an eco-green site after development, thus, it is better to develop as commercial or industrial use in the future. 6. Conclusion In conclusion, Environmental Impact Assessment of Anaerobic Digestion, In Vessel Composting and Energy from Waste were analysed in this paper in order to find out one of the best sustainable development for Bristol and also achieve the UK fundamental goals for waste management. It is certainly that each option has both negative and positive impacts on environment and economy. The main aim of them is to reduce waste sent to landfill and achieve the UK waste management target; moreover, they also have same impacts on environment such ac visual intrusion, public image, potential contaminated land after use and air pollution. However, the significant impacts of facilities are different in different technologies; for example, odour emission is more significant during anaerobic digestion approach, visual intrusion, public image and air emission is more significant for Energy from Waste, and energy use and odour and leachate are significant in composting process. In terms of economy, EfW is the best option with highest net profits during the process; on the other hand, In Vessel Compost is the worst approach because of extra energy supply. At the last, EfW has been chose to treat residual Municipal Solid Waste with the additional mitigation measures in Bristol, which results in the development is not only suitable for international, national and local strategy but also meet the Best Practicable Environmental Option which is sustainable and integrated in the further development.