blog Essays - Business, Customer Experience Management, Marketing

Dissatisfaction can be thoroughly seen in the faces of consumers nowadays. ?Customer complaints now seem to outnumber the heart-warming stories about companies going above and beyond. The same survey found that people frequently complained about having to speak with too many representatives before an issue was addressed: about company staff failing to take responsibility for customer satisfaction, and allowing bureaucratic policies to get in the way of satisfactory solutions.?(Driggs, 2009) Lack of understanding of firms from the demands of their customers and their deficiency in having dynamic ability to become accustomed to it agitate customers. The problems in buying products in market are the lack of quality service, strategic decisions, and failure to recognize the relevance of customer complaints. First of all, the lack of quality in the service provided by the company employees and representatives causes exasperation. This shows lack of knowledge in producer-consumer interaction which can be seen from the smallest to the biggest forms of business. I have come across many local stores in malls and bazaars such as those in Divisoria that have been swarmed with number of complaints. This signal that they must start to pay attention needed in conveying high quality products and services and support for their customers. Such foci are needed to get the desirable customer response. The personnel who deal directly with the customers should be trained to have the expertise, comprehension, and skills to efficiently handle customers? protest. Lack of quality service entails another problem which is the utilization of data used in decision making process. Too much dependency on what has been researched in the past cannot fully determine the future of current business undertakings. In other words, adequate sources and proper trainings cannot solely guarantee a successful dealing with customer issues. People?s preference is vibrant; sticking to one program will never result in a precise comportment and will never be truly appreciated by buyers. These reasons will make consumers go to competitors for more convenient ways of getting what they want. Different concepts should be used to view displeased customers in a new light. The inability to recognize the relevance of customer complaints is even more of a dilemma in several business firms. It is not always a bad thing to have customer complaints because it is part of the research process of finding out the weakness of the products and services being offered. But the fact that these are not being acknowledged and properly conveyed to the appropriate people in the business will not lead them to a pure understanding of their company?s product. In an age of powerful consumers marketing researchers must understand how consumers think and behave. This is the only way to make them understand the value of the goods and services that you provide. Flexibility in strategies? use will make consumers understand the firm?s core marketing message and what makes it unique from other competing forces. Analyzing the root causes and having proper communication will help prevent significant market damage to business? relationship with their consumers. All in all, business must have the endeavor to see the whole picture of the consumers? experience. In which things should be done with an understanding in the right set of conditions and priority of consumers? preferences. I can truly see that stores which apply more of these notions are more trustworthy and certain of their customers? loyalty. BIBLIOGRAPHY: Driggs, Woody(2009). Your Customers want you to know them. The Tipping Point. www.destinationCRM.com

The role of bottom up and top down processes in visual perception Essays

The role of bottom up and top down processes in visual perception Essays The role of bottom up and top down processes in visual perception Paper The role of bottom up and top down processes in visual perception Paper Theories of perception tend to explain how the visual system operates in terms of two kinds of processes: bottom up, data driven ones, that are pre-attentive, and are a consequence of how the nervous system is structured and top down or concept driven processes which rely on experience, inference and expectations. Apart from the retina, the rest of the visual system has two way connections ( for example the interplay between the lateral geniculate nuclei and the visual cortex), and thus top down processing is an obvious implication of the manner in which the human anatomy is organised. Gestalt psychologists have described how we organise sensation to perceive separate objects: and have developed a number of rules for figure ground organisation. The basic laws of Gestalt are: proximity, similarity, closure, and good continuation. But physiological evidence for the internal existence of their laws (which they termed isomorphism and believed to be based on electrical fields in the brain) has not been found. Lashley et al (1951; cited in Eysenck, M. 1998) were unable to affect vision by disrupting the electrical fields in the cortex of monkeys. However, the grouping theories that they have described occur in perception even at short durations of less than 100 m/s, this suggests that they must be a bottom up process. Template theories suggest that copies of the objects are stored in the long term memory, which are matched against to produce pattern recognition. This theory is completely concept driven, and thus only those objects stored in memory can be seen and novel objects cannot be perceived at all. Since one object needs various templates to represent all the different shapes and sizes that result from viewing a 3D object, it requires an almost infinite numbers of templates to be stored, and accessed. Feature theorists solve the problem by breaking an image into basic features, which are compared with similar patterns in the memory. So called feature detectors, identified by Hubel and Weisel(1959, 1968) as single cortical cells, identify specific(simple) features in their receptive field such as curves, angles, or straight edges. Other complex cells respond to angles, or movement and process the information on a different level, each level adding another layer of sophistication to the visual stimulus. Typified by Selfridges pandemonium model, feature net models explain perception entirely in terms of data driven processes. They do not account for the complexity of a human environment, or explain the importance of context. Both approaches are unified in a bi-directional model of pattern recognition, such as that offered by Mcclelland, Rumelhart, and Hinton (1986; cited in Gleitman 1999). This system offers answers where there is ambiguity, and bi-directional inhibition of alternative detectors explains why priming effects result in faster reaction times. This model begins with a knowledge-driven hypothesis, which makes the visual system more sensitive to data from feature detectors. The important difference is that each level is capable of influencing any other level, in both directions, and thus the term parallel processing has be used. Thus when presented with the ambiguous dalmation figure figure, data driven processing alone is not able to organise the stimulus into a recognisable pattern, but after being told what to look for, the task is easily solved. A major achievement of our visual system is the creation of a three dimensional reality, from a flat retinal image. Depth cues describe how this is achieved. There is evidence to suggest that depth cues in simpler animals such as salamanders is innate (see Spery, 1943; cited in Coren et al, 1994). Visual cliff experiments show that depth cues are used by a wide range of very young animals (Walk and Gibson, 1961; cited in Gleitman, 1999). Binocular depth perception has been found in humans as young as four months( Granrud, 1986; cited in Coren et al 1994). However, depth perception is improved, as with dark reared kittens, through learning during sensitive periods in an animals development (see Tees, 1974; cited in Coren et al, 1994). Monocular or pictorial depth cues such as occlusion and familiar size offer information about relative distances in the world around us. Since these cues are learned they must be examples of top down processes. As evidence of this Turnbull (1961; cited in Chandler.) found that forest dwelling pygmies, unused to environments requiring long range depth perception, applied size constancy only over short distances. They interpreted a far off herd of buffalo as insects. Other learned cues are texture gradients, height in the plane, linear and aerial perspective Binocular depth cues are now believed to be physiological. These include accommodation, convergence, retinal size and stereopsis. Julesz (1959) illustrated that the visual system is able to reconstruct three dimensional perception from random dot stereograms , in the absence of any other depth cues. This occurs when the visual system is able to match and fuse the disparate images in each retina. In other words, stereopsis produces form and not the other way around. In support of this Bishop and Pettigrew (1986; cited in Coren et al, 1994) located disparity tuned detectors in the in the visual cortex of cats. Marr and Poggio (1976) solved the matching problem of how the visual system is able to match which element in each eyes view belong together, and how alternative fusional possibilities are eliminated. Evidence of neurons that respond to crossed (near) and uncrossed (far) disparities have been found in monkeys (Poggio and Fischer, 1997; cited in coren et al, 1994). Their computational theory illustrates the level of complexity that an automatic and bottom up process is capable of, and led the way for developments in object recognition. Their model of object recognition allows for a 3 dimensional representation that is independent of the observers viewpoint. Earlier models such as template matching theories were confounded by the enormous variation that any one object has in three dimensions. It is important to note that various depth cues may be used at once, and the effectiveness of a particular cue will be determined by its reliability in the past. Ittleson (1951; cited in Coren et al, 1994) presented participants with different sized playing cards in a dark room. Since all other depth cues were lacking the largest cards were perceived as being closer, thus illustrating how retinal size was interpreted in terms of past experience (familiar size). Our ability to combine depth cues then is learned. Biedermans Geon theory of object recognition (1987, 1990) is a development of computational theories. It reduces the information about the components of a visual object to 36 basic shapes or Geons, which are matched in the long term memory. The success of the theory relies on the understanding of non-accidental properties, those aspects of a perception that do not change as we look at an object from a different angles (for example symmetry, parallel lines, curvature). Biedermans theory explains object recognition as consisting of various processes. Thus patients with visual agnosia are able to recognise each separate aspect of an object: a brush made of handle and bristles, but are incapable of organising the features into a recognisable whole. However, the theory relies on bottom up processes and does not explain the importance of context in object recognition. This was illustrated by Bruner et al (1951; cited in Eysenck, M. 1998) who found that hypotheses or expectations (top down processes) might influence perception of colour. Thus playing cards of irregular colours, such as black hearts, were reported as brown or purple. The implication is that bottom up processing is used in optimal viewing conditions, and supplemented by top down processes, in less than optimal viewing conditions. Gregory (1970, 1980) a constructivist, used the Muller-Lyer illusion to illustrate how context might be applied to perception, in this case in terms of misapplied size constancy. He suggests that the line that appears as longer reminds us of the inside corner of a room, thus we interpret it as further away than the other figure. Since the retinal images are the same size, the visual system mistakenly infers that the line on the right must be bigger. Experiments reported in 1966 by Segall, Campbell and Herskovitz (cited in Chandler) suggested that the Mà ¯Ã‚ ¿Ã‚ ½ller-Lyer illusion may be absent or reduced amongst people who grow up in right-angle free environments. This would indeed be evidence for knowledge driven influence on perception. However, Gross (1992; cited in Eysenck,M. 1998) found the same illusory effect when the arrows were replaced with other shapes, that could not represent the 3D corners. Helmholtz, and later Gregory (1978) and Rock (1983) exemplify the Intelligent Perception approach. In their view, visual perception of space goes beyond the image itself to include previous experience and habitual cognitive processing strategies. The main problem with the constructivist approach is that many of the top down effects described are produced in a lab, under brief exposure in conditions removed from everyday life. As Tulving et al (1964; cited in Gleitman, 1999) found, top down processing is important under ambiguous circumstances, such as brief exposure of a stimulus, where bottom up processes are reduced in effectiveness. But we would expect that perception would be inaccurate much more of the time, if expectation plays such an important role. This just isnt the case in everyday life. Gibsons direct perception approach is a bottom up ecological theory, which suggests that automatic higher-order patterns between such elements as size, shape and distance remain the same as we move around, and are used to produce a coherent view of the world. They explain the phenomena of size and shape constancy. Thus, although the size of the retinal image may change as we move closer to the visual stimulus, other relationships between visual elements are invariant. However,Size constancy can be found even when other relationships between object and background such as texture cues are absent from the visual scene. Also, as distance cues are reduced, size constancy is also reduced, (see Holway and Boring, 1947; cited in Gleitman, 1999). Favouring one process over another in perception, as reflected in the opposition between constructivist and direct perception theories is too limiting to explain all of the evidence. Innate components exist and are important, but to achieve high levels of visual functioning, these components must mature, and experience allows this to happen. Both processes may occur together, or in sequence, but both must occur. The idea that perception is immediate and begins with primitive features has been investigated in the work of Treisman through Feature Integration Theory. She suggests that primitive features do not have to be analysed or located, they jump in to perception effortlessly. Measuring response times in visual search tasks, differences in shape, colour, orientation and direction of movement embedded in a display, are perceived very quickly. Thus a single letter O embedded in a display of many Vs can be perceived as fast as a single O between only two Vs. This indicates that the visual system doesnt have to inspect every detail to determine whether it has relevant properties and implies that this process is pre-attentive. However, perception of a collection of features is not as immediate, and when presented with features such as a colour and a letter simultaneously for 200 m/s, certain illusory conjunctions were apparent: letters were identified, but their colours were often confused or swapped (see Treismann and Gelade, 1980; cited in Gleitman, 1999). Thus indicating that coordinating several features in a stimulus requires a discrete step that occurs after that of feature identification. This stage requires active focal attention. Importantly, the process is independent of the stimulus, and involves selecting a locus in space, and integrating the features there into a perceptual object. Feature integration is less prone to error when we know which objects to expect. This aspect of the process involves attention, which is an important conceptually driven aspect of perception.

Managing change Essay Example | Topics and Well Written Essays - 2000 words

Managing change - Essay Example Clearly, there is a separation of vision within the executive leadership group mandating an immediate necessity to unify this group by way of establishing a singular strategic goal for securing the banks continued growth and obtaining policies which enhance internal productivity. A common purpose derived of senior-level unity of vision is a missing element from the organizational climate and this level of division is having a profound trickle down effect on the banking staff which further creates a disorganized and uncertain culture. Further, the rigid top-down leadership hierarchy of command established within the bank prevents empowering staff to utilize their vast skills through self-managed contributions. The breakdown of communication in the Australian Regional Bank can best be defined in the organizations lack of development regarding customer relationship management and this collapse of communication is impacting productivity on all levels. Despite the banks history of substantial successes, radical change in terms of internal practice is proposed in order to move forward as a cohesive business entity. Developing a common purpose within the executive leadership group should be recognized as a primary objective in order to establish a clear path forward in terms of how the company intends to sustain growth in its industry. While some new executives continue to resist the direction proposed by the Chief General Manager, others are attempting to mimic opposing successes established in the executives previous career position. This division amongst leadership is substantially visible to the bank employees, creating a sense of confusion, doubt, and mistrust in terms of perceived manager/employee relationships. Lack of management visibility and support, especially for companies experiencing a transitional phase, will directly affect employees perceptions about whether or not the company is well-managed (Boles & Sunoo, 1998). Faith in

Do We Need More or Less Regulation Research Paper

Do We Need More or Less Regulation in the Internet - Research Paper Example It is evidently clear from the discussion that the United States is the top-ranked country with the highest host density1in cyberspace, ranked at 65.3%. It is a country that allows a high degree of competition to its new users, and so carries a great deal of responsibility on its shoulders. More importantly, in the US, IP telephony is unregulated because it is considered to be an information service. And given the high population of the internet community of the United States, regulation is not only a recommendation but a valid requirement. Unless properly regulated, the trends of internet usage promise a disastrous picture in the long run for the United States - both economically as well as socially. Socially, because the United States legislation, known for its strict regulatory framework on the international front, would prove to be a negligible threat to the ever-increasing community of Internet hackers, thieves, virus-creators, and so on. However, the economic numbers are far mo re intimidating. Hacking costs the United States economy close to $400 million every year2. Given the ever-multiplying community of internet unscrupulous minds, this number is a cause for grave concern. This dangerous figure of $400 million is the testimony to the fact that the security of cyberspace in the United States stands dangerously exposed, and unless serious steps are taken to amend the prevailing situation, cyberspace faces the risk of unscrupulous domination in the years to come. We live in a digital age. Most of our world is comprised of data and bytes instead of flesh and blood. In such a case, the need for internet regulation becomes imperative. The lack of internet regulation will lead to a state of cyber anarchy, a state of complete lawlessness where we will have no one else to blame except ourselves. The time has come for us to decide which is more important to us: Digital safety or artificial freedom. The main reason for internet regulation is its great influence o n our life - whether it is starting a business, getting legal advice, understanding the theory of relativity, or doing some jewelry shopping. The internet's presence is all-pervasive. For the sake of our expressions and thoughts, we prefer blogs (online internet diaries) instead of conventional methods (it is claimed that there are over 14 million blogs on the internet and one blog is created every half a second!). For starting a business, we prefer an online business as compared to the traditional brick-and-mortar. And for buying something, we prefer e-bay to the store on Regent Street. Yes, the internet has given us what we always wanted - absolute freedom. But is freedom all that is required Unless there is a sense of responsibility accompanying it, freedom will be a synonym of lawlessness. And in the present circumstances, we are witnessing a dangerous event of cyber anarchy. Just like anything else, the internet is to be used in a responsible manner.

An Environmental Risk Assessment Environmental Sciences Essay

An Environmental Risk Assessment Environmental Sciences Essay All over the world, rapid industrial development of metropolitan cities have always resulted in a growth in population and also in the general increase of the size of municipal solid waste generated. The management of municipal solid waste, if not handled properly, will lead to various problems now and in the future. Developed countries in the world have, to a large extent succeeded in handling their waste using various principles and methods. From suitable collection methods to technologically advanced disposal methods, they have made sure that municipal solid waste has been effectively controlled in their cities. Unfortunately, the same cannot be said about other developing countries of the world. Developing countries such as Nigeria are still battling with municipal solid waste management. As a direct result of the oil boom, Port Harcourt city, the capital of Rivers State, Nigeria (which is the case study of this research work) has experienced a major rural- urban migration. The population has almost tripled over the years. This has, in turn, led to a massive increase in the sheer volume of solid waste generated within the city.. Approximately 168,201 tonnes of solid waste are produced in the city of Port Harcourt every year and waste disposal has not been effectively handled. Residents resort to indiscriminate discarding of their waste at every given opportunity The most common means of waste disposal in the city by the public are mainly by dumping the refuse by the road, burning the refuse in the open air in their compounds, littering it openly on street corners and also dumping them in rivers and streams and drainage systems. These methods of waste disposal contribute greatly to the degradation of the environment in so many ways. However, very little is done to reuse and recycle the solid waste generated. Research shows that a huge percentage of the public do not recycle and reuse their wastes which indicates that the awareness level of the public about reuse and recycling of waste in Port Harcourt city is very low and offers a lot of prospect for improvement. This study therefore investigates the reasons why proper waste disposal methods are neglected by residents of Port Harcourt. It also seeks to discover why the method of Reuse and Recycle of waste is not getting the awareness and Government support it greatly deserves. Recommendations were made about strategies that will allow the government and stakeholders involved to advance on modern methods of waste Reuse and Recycling as a core aspect of municipal solid waste management in the city. Through the use of data collated via questionnaires, it was gathered that a majority of respondents agree that reuse and recycling of waste can positively impact the environment, create revenue and also employment opportunities. It reconnoitres the link between reuse and recycling of solid waste as a means to create revenue and to ultimately achieve sustainable development in the future. CHAPTER ONE INTRODUCTION BACKGROUND OF STUDY According to Shah (2000), solid waste is defined as any material that is unwanted or thrown away. The general community views waste as something worthless that should be destroyed or thrown away. As such, proper disposal of waste has constituted huge disposal problems. People commonly dump their household solid waste on the road side, unapproved dumpsites and illegal landfills. This has brought about untold environmental pollution as well as major setbacks in societal development (Mbata 2010). Waste in general is a threat to the environment, because of its negative environmental impacts that result from littering, dumping of wastes illegally, and greenhouse gas emissions (Hosetti 2006). Waste contaminates ground water and can cause serious health hazards if not handled and managed properly. In developing countries like Nigeria and indeed Africa in general, industrial development has enhanced the problems of rapid urbanization. In Nigeria today, solid waste management is one of the principal problems faced by the state and local government authorities in Nigeria. Solid waste management in Nigeria is basically pigeon-holed by ineffective collection and disposal methods (Ogwueleka 2009). As such, Ogu (2000) observed that solid waste management continues to remain a formidable challenge to most developing countries. The progression of civilization in developing nations such as Nigeria has greatly enhanced waste generation; making it even more complex to handle (Jayarama, 2011). Owing to the growing population of Nigeria, the volume of waste produced is also increasing in metropolitan cities like Port Harcourt, especially as it is an oil producing area and the exploration of oil has led to an increase in movement of people from rural to urban areas (Odiba, 2009). This rapid expansion of key cities in Nigeria, like Port Harcourt, has led to the dilapidation of the environment mostly by domestic waste (Onyinlola, 2005). According to UNEP (2009) population growth and industrialization has resulted in rapid increase in the types and volume of solid waste generated therein. Research shows that relocation of the people from rural to urban areas does not only increase the revenue of the country, but also increases the total volume of municipal solid waste generated in such areas. (Adedokun, 2009). Municipal solid waste disposal methods are an aspect that raises serious concern in a third world country such as Nigeria. The common methods of solid waste disposal in some countries especially Nigeria is by landfill, open dumping on the streets, and by burning the waste in backyards or in an open space. Unfortunately, roughly 65% of household wastes are dumped straight into rivers or streams in Nigeria (Rakshit 2009). The use of dumpsites and landfills as waste disposal systems is yet another common means of waste disposal in Port Harcourt, Nigeria. This leads to very negative environmental impacts such as the emission of methane gas which contributes essentially to global warming and also reduces the amount of land available for development (Olowomeye 2010). Dumping of waste in landfills also leads to ground water contamination of the entire surrounding areas. Okosun(2011) also observed that uncontrolled dumping of wastes by roadsides results in various health hazards and reduces the aesthetic quality of the environment. Through research shows that the problems associated with waste disposal can be traced back to the 14th century when the littering of food waste and other solid wastes in the town led to the outbreak of diseases that caused the death of half of the Europeans at the time (Bortoleto 2011). Over the years, research has continually shown that the main reason for solid waste problems in urban areas of developing nations is due to high population growth rates and the prevailing poverty (Affun 2009). The economic and social growth of a country or city always results in increased production and manufacturing activities. This, in turn, leads to activities that are synonymous with human existence such as production, manufacturing, waste generation and disposal. As a direct result of the processes of manufacturing and disposal of consumables, there is a significant increase of the rate of pollution. This depletes valuable natural resources and also releases toxic energy which pollutes the environment, making sustainable development impossible to achieve. Sustainability as a word has always been used in our everyday lingo. According to Hideroni (2006) it is defined in a perspective of natural environmental protection, population growth and economic gap between developed and developing countries. Sustainable development entails an environmentally comprehensive, cost effective and socially suitable management of solid waste (Roberts, 2003). Sustainable development is a theory that has to be integrated into the everyday lives of the populace if we want to achieve a better quality of life for our unborn children (Dernbach, 2002). In the recordings of the International Council for Local Initiatives(ICLI),sustainable development is such that provides environmental, social and economic amenities to all citizens of the society without disrupting the capability of the natural built social systems upon which the delivery of these services depend on. The main aim of sustainable development is to regenerate the badly damaged environment and ensur e that generations unborn do not face the adverse effects of our neglect on the environment. Therefore, solid waste management with sustainable development in mind encourages countries to generate less waste, re-use most consumables, recycle and try their utmost best to recover and reuse all the waste produced, thereby ensuring that the future generation are not affected by the impacts of the current generation (Mbata 2010). Sustainable development is a concept that needs to be taken into attention for effective waste management. With regards to this, countries all over the world including Nigeria, are striving to achieving sustainability (Hasheela, 2009). Therefore, all necessary steps and precautions should be taken to achieve this goal PROBLEM STATEMENT Having a population of over 165million people and an annual growth rate of 5.6%, Nigeria is considered the largest country in Africa. Growth rate of urban areas in Nigeria has increased from 25% in 1975 to 46% in 1995(George,2010) Estimates by the World Bank indicate that by the year 2005, more than 65% of Nigerians would have migrated to urban areas such as Lagos, Port Harcourt, Delta, Calabar and Abuja (Alkali, 2005). The cause for this relocation is essentially due to oil exploration activities of oil companies in these areas. As a result of this, the wastes generated from these areas have been on the increase and its disposal and effective management is a huge challenge to the government and municipalities involved. It can be observed that the major problem associated with solid waste management comes about due to the large heaps of refuse dumped illegally by the road sides and market places (Odiba 2003). As horrid as it sounds, it is still common practise in Nigeria to dump wast e illegally without thinking of the impact of such practices on our environment. Waste management problems in Nigerian cities according to (Ogwueleka 2009) are typically associated with lack of concern and participation from the general public. He further stated that most of the waste policies are made without putting the public, who are the main waste generators, into thought. The manner, in which waste is controlled in Port Harcourt, Nigeria (the study area) is a big threat to the environment and can cause health hazards (Hasheela2009). A plethora of health hazards such as malaria fever, typhoid fever, diarrhoea, cholera and even skin diseases have been shown to be the effects of poor waste management in any environment (Guobadia 2011). It is needless to say that ineffective waste management is a big danger to the goal of sustainable development and if no positive advances are made in the area of managing waste, there will be catastrophic, long term environmental impacts on the people now and generations unborn. AIMS AND OBJECTIVES AIM The principal aim of this project is to examine and discover the various ways how the Reuse and Recycling of Municipal Solid Wastes can lead to sustainable development and revenue generation. To establish, through comprehensive analysis and statistical analysis that waste Reuse and recycling the most suitable method of Municipal Solid Waste Management in a developing country such as Nigeria and can ultimately lead to Sustainable development. Objectives To evaluate the various already existing techniques/methods of Municipal Solid waste collection and disposal in Port Harcourt city and Nigeria as a whole. To determine, based on an Environmental Risk Assessment, the most significant waste related risk currently in the case study area (Port Harcourt) To appraise the present level of awareness shown by the public and the current efforts of the government in creating more awareness and providing environmental education to members of the public on efficient, environmental friendly methods of waste disposal such as Reuse and recycling. To explore the barriers that prevents the reusing and recycling of the major components of Municipal solid waste such as paper waste, plastic waste. To deal with Solid waste reuse and recycling as important aspects of national economy and environmental as a means of sustainable development and revenue generation. Research Questions This study is concerned with achieving sustainable development and potential revenue generation through Reuse and Recycling as a method of Municipal Solid Waste Management. It will seek to answer the following: Why is there a need to reuse and recycle municipal solid waste? In what ways can Reuse and recycling of municipal solid waste lead to the achievement of sustainable development? Can Revenue generation be guaranteed through the continuous use of reuse and recycling as the core method of municipal solid waste management? 1.5 Significance of study Sustainable development is the ultimate goal of every society and should be pursued with all diligence. This research highlights the significance of municipal solid waste (such as paper glass and plastics) as useful resources through reuse and recycling towards Sustainable development and revenue generation for Port Harcourt city and Nigeria as a country. 1.6 Scope and limitation of study This project work was limited to only the processes of reuse and recycling of municipal solid waste as a means to sustainable development in Port Harcourt city. Only recyclable waste such as plastics, paper and glass were used as a case study because they are the major waste materials found in municipal solid waste in Port Harcourt. However, all other processes of municipal waste management such as composition, collection, transportation and disposal were also looked to during the course of this research. 1.7 Structure of Study Chapter 1 gives an introduction to the research, covers the background of the study, discusses its aims and objectives, and also proposes relevant research questions. Chapter 2 details the literature reviews of municipal waste management, views reuse and recycling as a means for sustainable development and revenue generation, and also the present-day situation of waste management in Nigeria Chapter 3 shows the methodology employed for achieving the set aims and objectives of the study. Chapter 4 discusses the results and draws conclusions from the data generated. Chapter 5 finally discusses the summary findings, shows the researchers conclusions and his suggested recommendations for the best way forward. d recommendations for the best way forward. CHAPTER TWO Literature Review 2.1 Definition of Waste Waste is a direct consequence of human existence and activity. It can be said to be totally unavoidable. Different definitions of waste abound. It is, however, important to state that the term waste is very subjective. This is because, what one person may consider as waste can be viewed as an object of high value by another person.(Ajomo, 2010). A very strict legal definition of waste to comply with the law is therefore necessary; as such firm definitions of waste have legal, financial and social implications for the government, local authorities, businesses, and the general public (Williams 2005). In common parlance, waste can be defined as any product or material that is unwanted. Wright (1990) describes waste as anything that has lost its utility value in the sight of the original owner and everyone else in general. However, the European Council framework Directive (waste Framework Directive 75/442/EEC 1975) offers a legal definition of waste. It defines waste as à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦any material where the holder has an intention to discard the material as no longer part of the normal commercial cycle of the chain of utility This is the universally recognised definition of waste. Different countries may have slightly different deviations of this definition based on their laws, culture and prevailing times, circumstances and practices. According to the Federal Environmental Protection Agency (FEPA), under the auspices of Provision Decree 42 of 1988, waste is said to be substances or objects which are disposed of, or are intended to be disposed of, or are required to be disposed of by the provisions of the law of the Federal Republic of Nigeria (Omobolaji, 2010) 2.2 Classification of waste There are different types of wastes that can be found all around us. Different nations define/classify waste according to the state in which the waste is formed i.e. solid, gas or liquid or the way the waste is generated. Based on this, waste can be classified Industrial waste, household wastes, medical waste, construction waste, commercial wastes, radioactive wastes, etc. However, in general terms, all these types of wastes can be classed into two main kinds, namely Controlled and Uncontrolled wastes: Controlled Waste Controlled wastes, according to the provisions of the Control of Pollution Act !974 (COPA) are said to be mainly Household waste commercial/ industrial wastes. It is a UK term covering waste subject to a duty of care under the Environmental Protection Act of 1990. Industrial Wastes: these are wastes that are generated as a direct result of industrial practices. They include waste thermoplastics, waste wood cuttings and trimmings etc. However, they do not include plastic medical waste, waste steel cuttings and waste paper (Environmental Law Library 2010). Commercial Wastes: They are the various waste materials gotten from trade and business buildings and activities. Household Wastes: Are those waste products generated from activities inside a residential house. Examples of this kind of wastes are garden waste, paper and cardboard, glass, food remnants, wood etc. Non-Controlled waste Non controlled wastes are classified as those waste products that are not under the direct control and jurisdiction of the appropriate local authority. These kinds of wastes include wastes that are as a direct result of mining and quarrying activities, and agricultural wastes and also, radioactive wastes (Wright, 2003) Agricultural Wastes: These wastes are primarily the types that arise from agricultural activities such as livestock litter. They also include waste pesticides asbestos roofing material and also waste oil coming from machinery, chemicals with hazardous properties etc. Radioactive Wastes: these refer to waste that contain radioactive materials. They usually originate from nuclear power plants, or industries that emit radioactive substances or compounds during the course of their operations( Barnstein,2009) http://www.eauc.org.uk/image_uploads_waste/wasteclassificationframework_large.jpg Figure 2.2.1 Classifications of Wastes (Source: EAUC, 2009) 2.3 Municipal Solid Waste Management Municipal solid waste (MSWs) refers to all the solid waste generated within a given municipality. They are primarily organic and inorganic in nature and are produced in residential homes, office complex, shops, hospitals etc. Although everybody in the society has the duty to dispose of refuse in a decent manner, municipal solid waste is usually the responsibility of the local government authorities (Okogbue, 2001). Municipal solid waste is those wastes collected by metropol5ises independent of the main source of waste (Bernstein, 2009). Such wastes include household wastes; waste produced by business buildings and small neighbourhood stores. They do not, however, include waste from industrial practices or agricultural solid waste (Filemon, 2008) In the words of Robert Klein (2002) municipal solid waste refers to the assemblage, transfer, treatment, recycling, and disposal of solid waste in urban areas. The goal of municipal solid waste management are targeted at promoting the quality of the urban environment, generate employment and income, and protecting environmental health (Ogwueleka, 2009). According to Kit Strangen (2002), municipal solid waste may comprise of some, if not all of the following items: Street garbage/litter or sweepings. Household waste (usually generated from recycling and composting waste deposited by house residents at waste disposal sites). Hazardous waste (in small quantities gotten from households) Garden/green waste and Bulky solid waste also generated from households. Municipal Solid Waste management can be said to encompass all the activities that has to do with handling all the waste generated within a municipality, from the point of source, to the final point of disposal. In the words of McGraw(1993), municipal solid waste management is the discipline attendant with the control of the generation, storage, collection, transfer, processing and control of disposal of solid waste in a manner that is in accord with the best principles of public health, economics, engineering, conservation, aesthetics and other environmental considerations and that is also responsive to public attitudes Bloomberg (1989) described solid waste management as the discipline that deals with the control of generation, storage, collection, transfer, processing, and disposal of solid wastes in a manner that is in agreement with the best principles of public health, economics, preservation, aesthetics and other environmental concerns and that is also responsive to public expe ctations and outlooks. The United Nations (1997) defines solid waste management as the entire process of control and supervision of solid wastes from its point of generation to its end point of disposal. 2.4 Principles of Waste Management Solid waste management has been said to refer to all activities relating to the control, assortment, relocation, treatment and handling of solid waste in agreement with the best values of public living and other environmental considerations (Shan, 2000). Therefore, operative principles of waste management comprises of waste prevention, reduction, recycling, treatment and disposal in the environment (Shan, 2000). Failure to effectively manage waste in the environment leads to rapid degradation and it poses long term problems to everyone. Research has shown that, in order to successfully manage waste and minimise the damaging effects it has on the environment, some strategies should be adopted and implemented: Waste Recovery (waste recycling, re-use and treatment) Prevention of waste generation Environmentally friendly Waste disposal. http://upload.wikimedia.org/wikipedia/commons/thumb/1/18/Waste_hierarchy.svg/300px-Waste_hierarchy.svg.png Figure 2.4: Waste Management Hierarchy (Source: Liennmann, 2009) These strategies are aimed at reducing the overall amount of waste produced by encouraging proper management of waste. It also aims at recovering as much value as possible from all the waste generated. As shown on figure 2.4, waste prevention should ideally be the first approach to waste management before other options are considered (Klein, 2000). Effective implementation of this waste management hierarchy will lead to a reduction in the volume of the final waste disposed (Hasheela 2009). Magali and Bodart (2010) suggested that for sustainable development to be achieved, waste management activities should be dedicated towards waste reduction, which is at the top of the hierarchy, using the very practicably best environmental choices. Therefore the main aim of the waste management hierarchy is the reduction of waste at source. Waste recovery and reuse should be the secondary aim as they involve other processes such as recycling, composting, and recovery of energy. However, recent studies have shown that the waste management hierarchy strategy is not the most effective. This is because it is not based on any scientific principle.it cannot specifically choose the best system for a city or country to adopt. For example, the waste management strategy cannot equate composting and incineration; or recycling and landfilling in terms of their environmental impacts and cost (Letcher, 2004). This goes to show that the waste hierarchy should be followed flexibly as a guide rather than rigidly in order to achieve a stable environmental, economic and social solution (Raven, 2011) Aside from the above mentioned constraint, implementing this strategy in a developing country such as Nigeria will be difficult. This is because of the prevailing norms of illegal refuse disposal all across the nation. It will therefore entail adequate environmental awareness/education for the public. More so, stringent environmental laws and regulations should be implemented by all concerned. 2.4.1 Prevention of Waste Waste prevention remains the best form of waste management because it is the most effective way of reducing the amount of waste that is generated. It is also the most environmental friendly means has it has absolutely no effect on the environment. It reduces pollution, saves electricity and saves far more energy than all other means of waste prevention (Vallero, 2004). Finkbeiner (2003) stated that the number one priority in waste management should be waste prevention as it is the best way to stop the accumulation of waste and a reduction of loss of resources. This process should be started at the source of production. The primary approach of waste prevention and reduction is for the manufacturers to redesign and package their products with the lowest toxicity and least volume of material. Industrialist and households can also reduce their waste by selective buying and recycle of some products and materials (Angell, 1995). It can be said that waste reduction depends mainly on the consumers and the choices they make. As such production and manufacturing companies should adopt cleaner trends in the production process. They should also try to encouragement the consumers choice to support less wasteful products and services (CEC 2001). This can be achieved through the use of clean technology. Their ability to choose sustainable products that have the least negative effect on the environment is the key to sustainable waste management (Spoolman, 2008). 2.4.2 Recovery of Waste/Energy Recovery is a waste management method whereby the biological, physical or chemical essence of a waste product is altered in order to reduce the effect of such waste on the environment (Cheremisinoff, 2003) Energy can be recovered through various means; example chemical, thermal, physical and biological processes. Some waste management strategies for recovery of energy include: Composting: This is an environmental friendly way of decreasing the volume of waste produced and also producing fertilizer (Bertoldi, 2006). Because of the low negative impact it has on the environment, the European Union has rated this method of waste disposal very high (DEFRA, 2006). It is a microbial based aerobic method that deals with the gains of resource efficiency and creates useful products from waste material that could have otherwise been discarded (USEPA 2011). The process of composting is particularly favoured for use in the tropical and hot climate countries. This is because of the high rate of biodegradation in those regions as a result of the climate. According to Tyler and Scott (1999) almost 70% of the waste streams in developing countries are compostable. The general procedure of composting is such that the organic ratios of municipal solid wastes is isolated from the inorganic portions and then laid bare to composting, this can be done in a mechanized fashion usin g machines and tools to handle the wastes and regulate the composting conditions. Composting can also be semi mechanized in which case the composting process is allowed to occur naturally and less machinery is used. Composting also removes the organic matter in the waste stream thereby improving the recycling and incineration processes. Nevertheless, a number of greenhouse gases such as methane, carbon dioxide etc. are released into the atmosphere during this process, among other things, hence it is obvious that composting has its negative environmental impacts. Incineration: Incineration is another method of reducing municipal solid waste. It essentially entails the combustion of waste materials with the use of an incinerator under temperatures of over 1000 Degree Celsius (Environmental Protection Department, 2005). During the incineration process, solid waste is sorted out on the basis of their combustibility. Thereafter, the combustible materials among the waste are thrown into the incinerator and burnt. Incineration of waste is a highly effective method of reducing waste as studies have shown that it reduces the amount of waste dumped in landfills by up to 80% volume and weight (Roberts, 1978). However, this method is quite capital intensive and also requires high maintenance cost and technical expertise. This is why it is only popular among developed nations and countries such as Nigeria do not readily practice it (World Bank, 2002). Anaerobic absorption : Anaerobic digestion is a biochemical procedure that takes place when there is an build-up of wet organic matter, in the lack of dissolved oxygen. Through the action of anaerobic microorganisms, organic matter is converted to water, methane and new cells. These are then collected and used as gaseous fuel while the soil dregs are used as soil conditioner. Anaerobic absorption also aids processes of landfilling by eliminating sticky organic waste materials that are responsible for gaseous and liquid radiations. It is normally carried out in close tanks that allow for the collection of large portions of biogas produced (Keller, 2007) Studies indicate that this process of waste management reduces the total volume and weight of waste generated by over 25% (Jason, 2009). It is fundamental to create renewable energy from biodegradable waste, rather than contributing to climate change through the release of methane gas that occurs during landfilling and incineration (Marek, 2007) According to EA (2001), methane gas is 20mtimes more potent than CO2 as a greenhouse gas. The residue gathered from anaerobic absorption comes in both liquid and solid form. This residue is known as digestate and is used to condition the soil and also as a fertilizer. This by-product is used widely on farms in countries like Germany, Sweden, and Austria. (Hardtle,2007) propounds that about 0.46% of electricity needed in the UK can be generated through the anaerobic digestion of food waste. Unfortunately, the usage of anaerobic absorption in developing countries like Nigeria is very limited due to lack of expertise, technology and the relevant infrastructure. Landfilling: For landfilling, the solid waste is dumped and spread over the land and is left for its transformation to humus. This is attained by the biodegradation of the waste matter. Landfilling is the final step in the disposal of waste that cannot be treated or recycled, together with other residues from waste that cannot be collected, separated or handled in any other way (Nemerow,2007) There are three types of landfill carried out in Africa today, namely open or dump landfill, semi controlled or operated landfill and sanitary landfill. Open /dump landfill is the most crude form of landfilling and that is the one still being practiced in most developing countries

CTLLS Understanding Assessment in Education and Training Essay

Assessment is the act of appraisal, assessing or evaluation of the achievement of a student on a course (Johnson, Mims-Cox, & Doyle-Nichols, 2006). Similarly, Gravells (2013) defined assessment as the act of judging something or the process of observing students behavior samples and drawing inferences about the abilities and knowledge of the students. Educational assessment, on the other hand, is the process of documenting beliefs, attitudes, skills and knowledge usually in measurable terms. The educational assessment can focus on the learning community, individual learner, the education system, and the institution. When the teachers are doing assessments, they look at the behavior of the student’s by using variety of types of assessment in order to get the most accurate of the overall progress of the students (SQA, 2014). The purposes of types of assessment used in education and training Individual assessment-this is conducted prior intervention or instruction to establish the basis from which the individual growth of the student can be measured. The purpose of this type of assessment is to know the skill level of the student about a project and in helping the teacher in explaining the material more efficiently (SQA, 2001). Formative assessment- this is carried out throughout the project or course in general. The purpose of formative assessment is to aid learning and provide the teacher with the feedback of the work of the students (SQA, 2014). Summative assessment- this is carried out at the end of the project or course generally and are evaluative in nature. The purpose of summative assessment is to assign a course grade to the students and to summarize everything the students have learnt and in finding out if they understood it well. Diagnostic assessment- the purpose of diagnostic assessment is to improve the experience of the learner and their achievement level (SQA, 2014). Informal assessment- these result from the day-to-day spontaneous observations of the teachers of how the students perform and behave in class. The purpose of informal assessment is for the teacher to learn important insights into the abilities, inabilities and misconceptions of the students that might not be accurately represented through other formal assessments (SQA, 2001). The effectiveness of assessment methods used in education and training in relation to meeting the individual needs of learners Observation- formative peer observation helps in the improvement of teaching (Johnson, Mims-Cox, & Doyle-Nichols, 2006). Summative peer observation, on the other hand, involves evaluation of the effectiveness of teaching used for tenure, promotion and merit of decisions. Peer classroom observations are effective because they offer insights regarding improvement of the individual needs of the learners and in improvement of teaching. Moreover, the teachers will gain new perspectives and ideas about teaching through observation from their colleagues. This will improve the ability of teaching (Johnson, Mims-Cox, & Doyle-Nichols, 2006) questioning- it is one of the assessment methods used by teaches naturally daily in classroom in testing whether the learners have, understood, learnt and progressed ultimately against the defined learning objectives at the start of the session (Gravells, 2013). Tests- these are undertaken while the learning of the students is taking place with the purpose of improving learning and teaching of the individual students. They are effective since it capture the progress of the student in a program or in the institution (SQA, 2001). Professional discussion- it provides a holistic approach when conducting knowledge assessment and understanding. The method is useful and effective in determining the performance of the candidate and also the candidates’ abilities in decision making and analysis. SQA (2001) asserted that professional discussion method is one of the best ways of testing reliability and validity of the candidates evidence Witness testimony- it is one of the most reliable evidence resources if the witness is authentic. It is effective and a useful tool in helping in authentication of the evidence that the claim of the candidates have produced (SQA, 2014). Assignment- this is a problem solving exercise having clear structure, guidelines and specified length. According to Johnson, Mims-Cox, & Doyle-Nichols (2006), assignment is specifically suited to the learning outcomes assessment concerned with application of the learning skills and the knowledge and understanding related to a situation involving management of tasks. Assignment is effective as an assessment method since its development is relatively straightforward. It can also access a wide range of both practical and cognitive competencies, furthermore, it provides the candidates with a good opportunity of demonstrating initiatives. Lastly, Gravells (2013) stated that it can be used in integrating assessment across units and outcomes. Case study- according to SQA (2014), it consists of an event description normally in a text, electronic recording or a picture that concerns real situation. The case study is then followed multiple instructions prompting the candidate to analyze the situation, identify core issues and make conclusions before making suggestions or decisions on the course of action. Case studies are effective because it provides good opportunities for the learners to exercise skills in decision making and problem solving. Moreover, it allows the learners to demonstrate skills in time management, information gathering and analysis. Projects- this is an essay substantially written, treating issue or subjects in depth in a formal and methodological manner. The project is always based on literature research for the subject or even original research. Project assessment methods are effective in testing the ability of the learners in applying knowledge critically, evaluating evidence from different sources and drawing valid conclusions from the evidence and finally presenting their ideas in a coherent and clear report (SQA, 2001). Moreover, projects are effective since they allow scope for self-expression, and tests skill of higher order. The internal and external assessment requirements and related procedures of learning programs Internal and awarding organization’s requirements The school setting or a learning institution accepts the drive of improving teaching by making sure that the assessment serve the teaching purpose, and that the teaching is not negatively affected by assessments put in place for accountability. According to Johnson, Mims-Cox, & Doyle-Nichols (2006), successful teaching is grounded on evidence and are produced by learners during the activities of learning and in assessments, that shows whether; a learner has understood and learned and is capable of applying in different situation despite many attempts of learning and teaching, a learner has not yet understood and showed achievement a learner is ready for learning teaching and learning have not yet been successful Record keeping According to Gravells (2013), the assessors need to keep their assessment records they have undertaken on the learners. It is necessary to keep records because it allows tracking of the learners’ progress. Moreover, the external and internal verifiers will use the records in helping them in selecting sample decision of assessments for review. Lastly, the records can also be usd when monitoring the quality assurance activities in the school center. Learner tracking Learners tracking as a related procedure of learning program is significant to the assessor in thinking about the leaner during the assessment. According to SQA (2014), in tracking the learner, the assessor need to reflect on the following questions on the way of involving and tracking the learner in the process of assessment. This encourages a sense of ownership to the process of learning: Does the process of assessment match the knowledge acquisition sequence, and skills development in the training/learning program? Have the assessor avoided excessive assessment by making a consideration on the learners’ workloads in across and within subjects? Have the assessor reduce over assessment by finding opportunities of combining the assessments? Can the assessor identify instances of evidence that are naturally occurring? Is the required time for assessment realistic? Have the assessor considered using the e-assessment? Monitoring progress In the educational system, it is very important to know the extent of the progress towards objectives, aims and levels, and therefore the assessment concentrate often on finding out how much have been learnt by the learners. This is either done formally or informally. According to SQA (2001), in worst cases, this assessment type intensifies focus on the accountability disregarding the teaching quality. Johnson, Mims-Cox, & Doyle-Nichols (2006) indicated that if there is a lot of pressure of achieving targets and to showing progress to the parents, it is likely that the teaching will imitate assessment. Gravells (2013) asserted that this is when the assessment negatively influences teaching. Quality systems They monitor progress of the learners and the assessment and are presented as a tool of improving teaching. This suggests that identifying reasons and remedies is practically the same as identifying gaps. At best, quality systems provide profile that use fine grained on common curriculum, and offer activities for remediation that are online (SQA, 2001). The ways in which minimum core elements can be demonstrated in assessing learners.Minimum core according to SQA (2014) is a way in which the tutor imbedding the functional skills to the learners such as English and mathematics. This can be achieved in different ways such as use of electronic white board activities that promotes ICT skills and English and allow students to a more present approach. Similarly, handouts can be used to ensure the learners have a direction and quantity in learning. The effectiveness of my own assessment practice The most significant factor in meeting the learners’ needs is understanding their individual learning requirements and needs. In my assessment practice, this has been my foundation for achievement especially the classroom environment. Currently in my practice, I have a group of 30 students, and therefore individual assessment of each and every student needs an understanding of each individual need and support for them to achieve the set objectives. My assessment has been effective since I have used multiple assessment methods such as observation and professional discussion hence allowing my students to achieve maximally and holistically. Moreover, my assessment practice has been effective because my rate of course completion is high, student satisfaction is excellent and the direct feedback I get from the industry has been positive. Moreover, I believe my assessment method is excellent because I do keep personal records of my resources and the instructional strategies I applied during my practice that were either useful or not useful. Lastly, I do participate in the informal and formal assessment and moderation in addition to undertaking professional development such as the PD program which I hope will help me in building continuous improvement in my practice. Areas for improvement in your own assessment practice Currently in my practice, there are also some areas that needs improvement. During my practice, I always ensure that I have enough resources in meeting the learners’ needs and for each of the units they learn. The first area that needs improvement is development of new resources and the learning processes since the resources available are limited. The organization where I practice need to put proper measures of ensuring that the resources are available for proper learning and assessment of the learners Secondly, I believe I need to improve on adopting the online and digital method of assessments like the e-assessments. This is because of their reliability compared to other methods. Moreover, e-assessment is easy to use where there are many learners. Moreover, it is easy to make comparison of the assessments results from different learners than using observation method in conducting the assessments. I also think that I should involve my students more in the assessment process than before, and monitor their skill development and progress. This is because the learners are involved in the training because they want to develop knowledge and skills that is needed to compare their training course, get the credentials and then apply their skills in their places of work. Conclusion In conclusion, the essay report discussed the research carried out on assessing learners in education and training. It discussed the purposes of different types of assessment, and analyzed the effectiveness of different assessment methods in relation to meeting the individual needs of the learners. Moreover, I identified the internal and external assessment requirements and related procedures of learning programs. The report also analyzed the ways in which minimum core elements in assessing learners can be demonstrated. Finally, the report reflected on what I have done and presented an evaluation that reviewed the effectiveness of my own assessment practice, taking account of the views of learners and others. Furthermore, it identified areas for improvement in my own assessment practice. References Gravells, A. (2013). The award in education and training. Los Angeles, California: SAGE. Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. Thousand Oaks, Calif: Sage Publications. Scottish Qualifications Authority. (2001). Guide to internal moderation for SQA centres. Glasgow: Scottish Qualifications Authority. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCIQFjAA&url=http://www.sqa.org.uk/files_ccc/ProfessionalDiscussion.pdf&ei=VlqiVKuqGoOAzAOPs4CQCw&usg=AFQjCNEmQ0k81HwhkjtiYiU__r2ft3ZbZA&sig2=UQ4WNDtx642VM1OKCk6wUA&bvm=bv.82001339,d.ZGUScottish Qualifications Authority. (2014).Internal Assessment, External Assessment, and Assessment for Learning — a think piece for those involved in developing assessments. (2014, January 1). Retrieved December 30, 2014, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0CCkQFjAB&url=http://www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf&ei=VlqiVKuqGoOAzAOPs4CQCw&usg=AFQjCNHimFgXezPk-X8HlGSKZW94HkSMiA&sig2=iFz8zIK5iTW2A_b17JdJqQ&bvm=bv.82001339,d.ZGU Source document

Brainstorm of the places where we use computers Essay

The main uses of ICT in Coopers is to educate pupils that attend also to help teachers keep track of their daily teachings. The uses of ICT like interactive boards and projectors have played an important part in the way education is being taught in ST Edward’s. These functions allows teachers to browse the Internet in front of the class and go on educational websites. Also to use the interactive board with a interactive pen to draw straight lines easier than a whiteboard. Systems like SIMS are very useful for teachers every day routine as it allows them to do features like see students timetables, personal details like address and home telephone number also their face identity. This is useful because this can be arranged so that a whole classes pictures are printed of in alphabetical order in order for a teacher to know there class pupils quicker by face by arranging the class in alphabetical order. The public school Coopers is allocated in Romford, Essex was formed over 300 years ago. It contains around 1200 pupils with six formers and over 100 teachers, which the school had to accommodate by building a new building alongside the old one. The head teacher of Coopers is Mr Drew. The school is very multicultural as it accepts students from the local borough as well as outside the borough, which makes the school very unique in its area of Havering. Also recently Coopers was one of the 19 schools in the whole of London to been given the top grade from OFSTED inspectors. The school dress code of Coopers’s pupils is to blue blazers with a badge showing a cross and doves also charcoal grey trousers. The tie has diagonal stripes of yellow, navy and light blue. Microsoft office plays a very important role in the education system at Coopers through programs like Microsoft Word, Excel, and PowerPoint. Some of the uses that these programs enable are: Spreadsheet > Microsoft Excel: Use are being able to mail merge, spread sheet formulas Word Processing > Microsoft Word: This programs enables you to Do Fax template documents, Invoices and basics such as Letters Presentation Software > Microsoft PowerPoint: PowerPoint presentations allow students to present class to their class on an interactive board. Database > Microsoft Access: Mainly used throughout Cooper’s school for tracking student’s behaviour and for teaching throughout the schooling industry. Also by teachers into allowing them to organise their timetables and see where they have free periods or when a class needs a supply teacher as a teacher is away from school. Desktop Publishing (DTP) > MS Publisher, Photoshop, and Corel Draw: Generally used in school to edit and draw pictures. List of Hardware: (computer Specification) How ICT is used in subjects that are taught and used in school. CDT: This subject has specialised software on the ICT program like 2D Design, which enables students to draw different shapes and letters then have specially designed into a 2D key chain using a high tech machine. MFL: the subject MFL has software installed on the schools computer system, which allows teachers to access it through the interactive boards and teach students on their speech thought the board’s speakers. Also through the interactive pen, the teachers can ask students to come to the front and moves individual words to the right sentences. Security software: an administrator through logging on a computer can access The CCTV cameras. This allows the admin to control the movement of the cameras. Most classrooms in Coopers are locked with a specialized security system with only opens by inserting a card with a special chip build into it. The door will only open if it recognises the chip. Systems on different doors can be programmed to accept the chip. This will allow the user to open a number of doors throughout the school. The school technicians would install anti – virus software’s like Northern Art: The use of digital cameras and software allows users to edit photos and images. Also it can be used to evaluate pieces of work and how to make improvements. The benefits of using ICT in Art are that students can do animations and add special effects to pictures, which cannot be done by hand. Library: The heritage used to the check if the book you want hasn’t been taken out. Also the library uses ICT to controls what is borrowed and taken out in the library also students who have books that are overdue. I also found my school is using networking in 10 computer rooms; each room has a local network. All local networks are connected together with router and Gateway. After accessing to the network manager I found that the school network is using the star network. Preferably Maths: ICT is used in maths to do accurate pie chart and bar chart diagrams. Also spreadsheets and calculations in programs like MS excel. Finance Dept: This department uses ICT to deal with problems such as calculating staff salary and tax using spreadsheets and SAGE line 50 or Payroll software. Why the organisation uses ICT? Coopers Comprehensive uses ICT as it is very effective in helping to manage and organise the work of the school. Examples; The organisation uses word processing software such as Microsoft Word to design templates which they will use every time they want to send a letter to pupil’s homes. This is effective as this system will enable the organisation to save time not writing by hand the information that would be stored as a template. E.g. school address and logo Locations where ICT is used 1. Reception a. Photocopier b. Computer c. Lights d. Fax 2. Classrooms a. Lights system b. Computer c. Fan d. Projector e. 3. Staff room a. Computers b. Lighting system 4. Science Lab a. Computers b. Interactive board 5. Interactive board a. Sound system b. Internet browser c. Interactive board d. Video e. Projector 6. Library a. Heritage i. Resource library ii. Computer iii. Database 7. Six form sweet 8. D.T a. Computers 9. Technicians office a. Laptops b. Computers 10. Art room a. Computers 11. Music room a. Keyboards b. Interactive board c. Lights d. Sound system 12. Food room a. Digital camera (for taking pictures of food) b. Computer c. Pocket computer (keeps track of his daily routines) Roles 1. Teaching a. Worksheets b. Timetables c. Teachers planners d. Room changes e. On call system 2. French a. Interactive whiteboards 3. History a. Computer b. Interactive 4. Security a. CCTV (24 hours in motion a day.) b. School alarm c. Fire alarm 5. Internet a. School website b. Revision sites for learning 6. Mr Chapmen’s Office a. Letters home b. Reachout 7. Mr Drew’s office a. Photocopier 8. Homework 9. Maths a. Calculators b. Projectors c. Interactive board 10. SEN Dept 11. S.T.E.D.S a. Calculators 12. Mr Browns Office a. Timetables 13. SIMS (schools information management system) a. NOVA b. Timetables for students and teachers c. Cover d. Administration e. Pupil profiles f. Students behaviour Now I am going to highlight more details how the organisation is using ICT to meet the specific needs. Making lessons interactive: the school uses a smart interactive white board and computer system in every classroom to make lessons interactive. When the teacher is teaching he can write down everything on the whiteboard and using the special software SMART, writing can be saved and played back whenever necessary. Teachers can use many tools to make lessons interactive for example, drawing tools, setting the background colour, selecting font, importing diagrams, showing animation and effects and so on. To make the interactive board work the following hardware and software I identified > Projector > Computer with necessary software e.g. operating system Windows XP and applications software e.g. MS Word and hardware e.g. keyboard, mouse and > Driver program comes with interactive whiteboard > USB memory to transfer and save lessons. > Digital pen or stylus – using this device teachers can use software interactively without coming to the computer > Cable connection between whiteboard and computer The objective of the organisation is to educate students interactively within a short time. Using such interactive system the teacher can teach many things to each student e.g. printing handouts of what he taught at the end of the lesson, without writing he can show it again and again if the student doesn’t understand. Students don’t need to take all notes and can take soft copy of the lessons. When a student is absent he or she can take the soft copy to catch up. registering and maintaining student database creating school brochure templates designing writing letter to parents mail merge save time don’t make mistakes Issuing and receiving books in the school library Searching for books in the library: the school uses ICT in libraries so that books can be found easily and can also to record pupils taking books out and returning them easily without making mistakes and losing books. The benefits are: > Saves time just scanning books instead of writing it down manually every time a pupil wants to take a book out. > Pupils can easily search for books on a database instead of finding it on shelves > Overdue books can be worked out by the computer whereas you may forget when the pupil was due to bring back the book.