Belbins Team Roles theory in classroom activity

Belbins Team Roles theory in classroom activity The main axiom of this assignment is to study the group theories and leadership theories and explore different styles of leadership and group behaviour in different situations. I am supposed to identify my own behaviour with that of the leadership behaviour so that this study will give me an proposal in the direction of the encouragement of real life experience and the absorption of leadership theories it tells that working in group will fetches us to have a have a significant memorandum of our character and behaviour on a team and individual point of view as a follower ,as a leader or as a management executive .This task will also tells the appropriate issues of the following group and leadership theories and its characteristics in diverse aspects. 1. Introduction:- Instead of going openly into the topic i.e., reflecting my own behaviour in the group Situations and quoting examples of my experiences in team working in an organization or classroom activities ,what I felt is to tell something about organization ,organizational behaviour, Group and Group characteristics. Why I felt like this means in order to know about leadership, management, group processes, team working first I should know about organization after that I should know about organizational behaviour .After this only I will get a familiar opening to see the aspects like group, group characteristics, leadership and management because in my Opinion, Organization is a nucleus which generates all the above issues. An Organization is a coordinated unit consisting of at least two people who function to achieve a common goal or set of goals. (GIBSON,1994).In my estimation, by looking into the organization at the people we can find out many new things like working styles, behaviours, management approach towards the their workers. Now I would like to talk on the importance of organizational behaviour. 2. Importance of Organizational Behaviour:- Edward E.Lawler says that Organizational Behaviour is a field of study that draws on theory, methods and principles from various disciplines to learn about individual perceptions, values, learning capacities while working in a group. In my view, Human performance influences efficiency of an organization. Psychology tells that each individual is poles apart. Each people have different cultural origins, matchless awareness, qualities, life experiences, mind-set, and life styles and objectives. Management should assume about that each and every employee as unique embodiment of all these behavioural and cultural factors to be effective. In an organization, each and every individual has to play a specific role. Some plays the role of a leader and some acts the role of a follower while some plays the role as a manager and this all depends upon their individual behaviour in an organization. Some individuals join together and form as a group and this group also have a powerful impact on individual behaviour and organizational performance. So, now I wish to talk about group, group characteristics, and individual behaviour in a group. After conducting a proper investigation on the group processes and group behaviour, what I understood is that there is no specific universally accepted meaning for the word group. Different authors had different views on the definition of group. A group is defined in psychological terms as any number of people who interact with each other, psychologically aware of each other, perceive themselves to be a group and purposefully interact towards the achievement particular goals or aims (SCHEIN, 1980, p.317). After this, I planned to tell about how a group forms in an organization and the types of groups .In an organization groups are created as a consequence of model of organization structure and schedule for the partition of work. We cannot say that groups are formed only on the above basis .In my opinion, groups can also be formed in order to fulfil their need, to achieve certain goals, and to represent individual closeness. After the group has formed it will develop and this group development will occur in five stages, according to Tuckman Integrative Model and they are namely Forming, Storming, Forming, Performing and Adjourning. Forming:- This is the initial stage in the group development. In this stage, individuals, who formed as a group were interested in knowing others mannerism and conditions. All individuals will try to have own feeling on others. All members rely on some head to present them arrangement in forming of ground rules. Storming:- This is a inconsistency stage in group development. Individuals may refuse to agree to the have power over of other group members and may show unfriendliness. The important individual relations topic in this stage is the management of unfriendliness. Norming:- This is the consistency stage in the group development. In this stage, the individuals of the group tend to widen behaviour of functioning to develop nearer relationships with others in the group. Issues like how to do and what to do and who will do are arise and group working rules are developed. Performing:- In this stage the group is full efficiently structured and individuals in the group are anxious with getting on with the job and achieving objectives. In this stage, the group is fully established group. Adjourning:- This is the final stage in the group. After this the group may discontinue or continue and discontinuity may be because the task given to them was achieved or individuals leaving the group may also be the reason for discontinuity of the group. After this, now I would like to discuss about types of groups in an organization. There are two types of groups namely formal groups and informal groups. Formal groups are created by managerial decision to accomplish stated goals of organization and informal groups arise from individual efforts and develop around common interests and friendships rather than deliberate design. (MARVIN E. SHAW, 1981). Again formal groups are sub-divided into two types namely command group and task group and Informal groups are again sub-divided into two types namely Interest groups and Friendship groups. 3. My Class-Room Activity:- In this circumstance I would like to quote an example of my experience in working in a group in a classroom activity that was conducted in my university. On that day, my tutor had made all of us to form as a group. Each student was given a alphabet to him and the alphabets are from A to G so that all students with alphabet A together formed as group A and those with alphabet B clubbed together to form as group B and those students who are possessing alphabet C are joined to form as group C and those students who are having alphabet D are gathered to form as group D and those with alphabet E are joined together and formed as group E and those with alphabet F are clubbed together to form as group F and those who are having alphabet G are gathered to form as group G. So, on that day the class was formed into seven groups and the groups are named as group A, group B, group C, group D, group E, group F and group G.I was placed in group C on that day. All the groups received instructions f rom our tutor to do certain tasks as a team. We were given a package and in that package we had resources to do our task. There was a time limit for us to complete the task .Now I will tell u how we did that task on that day. Actually each student is new to each other student in the group. Before my tutor told us to start the task, we had ten to fifteen minutes to discuss about the task .So, initially what we did is, in order to get a friendly environment in working as a group, each student was asked to introduce themselves to the group quickly .Later we studied the instructions and got a clear cut idea what to do. We openly discussed how to do and came to an idea to assign roles to each student in the group. So, every issue was discussed openly in the group. One student who is elder than all of us in our group innovatively told that he is interested in leading a team and undisputedly, he became the leader of the group. One student then told that he was interested in marketing and he will take the role of doing marketing i.e., to bargain resources from other teams if we are in scarce of any resources. Then one student had taken the role of tester and the other student had taken the role of task assigner a nd another student had taken the role of monitor and I am assigned a role as Evaluator. We are six students in a team. Our tutor was assigned a task to cut papers into certain measurements and different shapes and a layered shape .Our tutor provided all groups with some resources so that we should not use our own resources and utilize the provided resources only. We worked as a group and worked dedicatedly to achieve the task. As a result we managed to be the First group to finish the given task in a given time. Now I would like to relate this experience with that of Belbins Team- Roles theory. 4. Analysis of Belbins Team- Roles Theory on My Experience in Classroom activity:- Actually I didnt know what Belbins Team-Roles Theory is about while we worked as a group to do that task assigned by my tutor. After reading several theories on group processes and behaviour, I had an opportunity to relate my class room activity with that of Belbins Team-Roles Theory. Belbins Team-Roles Theory was developed by Meredith Belbin and his colleagues in the late 1970s. It was widely accepted theory for understanding the roles with in a group or a team. This theory states that in an organization, individuals are appointed normally on the source of their capability or experience. This theory tells that we see organizations rarely selecting individuals to perform additional task in a group. David Buchanan (1991) cites the work of Meredith Belbin (1981) as Personal characteristics of an individual fit them for some roles within a team while limiting the likelihood that they will be successful in other roles. The members in a team tend to acquire one or more roles comparatively and without fail. Individuality evaluation, team role survey identifies an individual preference. The evaluation, assortment, appointment and supervision of individual employees by organization are key tools for improving team effectiveness. Meredith Belbin had listed nine roles in his self-perception theory as Plant, Resource Investigator, Co-ordinator, Shaper, Monitor-evaluator, Team worker, Implementer, Completer, Specialist. This is not mean that each team had to consist of nine people .A single member can double-up and play several roles, thereby enabling the overall size of the team. (DAVID BUCHANAN, 1991) In my point of view, I compared my class room activity ,with that of Belbin Team Role Theory because we, In order to achieve the task on time, we assigned ourselves some specific roles so that leader in our team will do his role in observing and guiding us and tester can test the output whether it is appropriate or not and marketing executive will provide us resources by bargaining from other groups when we are in scarcity and monitor and task assigner will do the task of monitoring and assigning the tasks effectively so that every student in the group contributes his own preference role working and contributes for the achievement of the task on time .So my team did exactly the same and managed to be the first team to finish the task on time. While working in that group what I experienced is , since our group is an informal and task oriented group which have to complete the task on time, I felt some seriousness in doing my role correctly because it will be awkward if the team fail to achieve the task due to my negligence. So, I managed to work in that group by paying attention. What I experienced with other fellow members of the group is everyone managed to do their work by showing some interest and happiness towards it because the roles assigned was by ourselves on our interest only. So, we got fruitful success by finishing on time. 5. My Work Experience in 4c Solutions:- After finishing my graduate course in the department of Information Technology, I am recruited by 4c solutions. I joined that company in the year 2009. I got training for 3 weeks and I had placed in a team of 7 members, among which I am the fresher with no experience and the remaining all are with more than 3 years of experience as technical Analysts .The first project we got after I joined that group was pervasive computing project and I am totally new to that concept. My project leader first he had taken tutorial for us and then he assigned our individual tasks .My project leader was 45 years old, with 20 years of experience and sound knowledge of the subject. His way of teaching was very difficult for me and two others members of my team to grasp the concept. At that moment, my age was only 23 years old and entirely new to the work environment. I cannot understand how to connect two computers by pervasive computing technology .For my project leader, this kind of issues are easy be cause he had a vast knowledge of subject and always he feels difficulty with me and the other three members in my group because we are unable to catch his fastness and we many times had late submission of our assigned tasks. Project Leader expects us to think us very uniquely like him and tells us to write some thousands of lines of code on our own. Since my project leader was very experienced, he is handling another couple of teams who are working on cloud computing and cluster computing so, he controls totally 3 teams and he maintained very less supervision with our team because he was the only one who monitors all the three teams which works on computing concepts. Moreover I had some inferiority complex to ask any questions regarding my task because he says that why I am asking such a small doubts. But I dont understand why he cannot feel that doubt is very small to him not for me. Although we achieved how to connect two computers by using pervasive computing concepts, my group f ailed to submit the task of connecting more than 2 computers in a room by using pervasive concepts .So, as a result the client was upset and after our prior request, he had extended another week to submit the project and then we submitted our project to the client .So we failed as a tem to submit the project on time. Now I would like to relate this experience in relation to that of Trait theory. 6. Analysis based on Trait Theory on my experience in 4c solutions:- Trait theory attempts to identify specific characteristics like physical, mental, personality associated with leadership success. It relies on research that relates various traits to certain success criteria. (GIBSON, IVANCEVICH, DONNELLY, 1994). Intelligence:- Gibson (1994) cites the work of Ralph Stogdill as Leaders were more intelligent than followers. One momentous judgment was that intense intelligence variation among leaders and followers might be unfunctional. A leader with an fairly high Intelligence trying to manipulate a group whose members have usual intelligence may be incapable to understand that why followers are not realizing the problem. Personality:- Some traits like attentiveness, innovation, confidence are connected with successful leadership. Gibson (1994) cited the work of Edwin Ghiselli as person who exhibit individuality were the most effective leaders. Physical Characteristics:- There are some organizations that deem that a physically big person is needed as a leader to safe compliance from his members of a team. But studies of the relationship between physical characteristics and leadership gave contradictory result. There are examples of leaders like Napoleon, Stalin, and Gandhi with small posture but also proved effective leadership. Supervisory Ability:- There is a optimistic association between supervisory ability and level in organizational ladder. Ghiselli stated that Effective utilization of whatever supervisory practices are indicated by the particular requirements of the situation. In my point of view, I related my work experience in 4c solutions, with that of trait theory because actually my group had failed to submit the project to the client on time and that situation made us to request our client to prolong the submission for another week .why I choosed to relate this experience with that of Trait theory means I can tell that our group had failed to submit the project to the client on time duet o ineffectiveness of the project leader .Ineffectiveness means not that he had no concept my project leader had vast knowledge and is very intelligent and it made me and some of our group members to follow him and moreover he didnt maintained a strict supervision our team because he handled three teams which are working on computing concepts. So I found my experience, similar to that of the rait theory and thus related my experience with that of traits of leadership. So, after working in that group seeing that failure what i experienced is Leader of the group should be effective and should be friendly with the group to answer doubts of group members and he should govern the group on regular basis. In my point of view, my project leader, instead of doing like that if had done like that of Action Centred Leadership then we had finished the task on time. 7. Action- Centred Leadership model:- Action Centred Leadership is a highly successful method of leadership , developed by John Adair in the year 1984.This theory tells that effective leadership must contain three sets of interconnected needs, which give rise to three functions and they are as follows:- Task-related function:- Leader should meet the needs of the group and by helping its group members, the leader should relay on task completion so that the group overcomes barriers of task completion. Team -related function:- The leader should meet up the needs of the group to hold together as a unified unit. Individual Oriented functions:- The leader should ensure whether individual needs are met or not. Leader should not only focus on the task highly but he should consider individual needs like if a group member needs assistance in one concept, the leader should be in a position to clarify his doubts. DDEREK ROLLINSON.2008 Organizational Behaviour and Analysis,4th edition. London: Prentice hall gives us the diagrammatical representation of Action -Centred Leadership is represented as follows:- So, in my group, If my Project leader if had done the above three tasks i.e.,task-related function, team-related function and individual oriented function, then we may achieved the task on time. My project leader ignored individually oriented function because he ignored fresher group members who are new to the work environment .If he had solved my doubts patiently instead of saying me that why I am asking some small doubts and governed the team by encouraging us to finish the task on time, we may achieved result on time .So, I related this Action centred leadership if had followed, my group and my project leader may achieved success. After this I would like to tell about the qualities of an effective leader. 8. Who is a Efficient Leader:- In general, a leader is a person who is in a higher position than others in a group .The main important management skill to be developed in each and every individual is Leadership quality. BELLA BANATHY, 2010.A manager who is leading a team should have qualities like giving information to his subordinates on their doubts, understanding their group needs, controlling the group, representing the group, planning and also motivating the group. 9. Distinction between Leaders and managers:- The word Leader and manager although has same meaning I dont know why some authors makes difference of the roles that were performed by leaders and managers respectively. The difference between leaders and managers was stated by Abraham Zaleznik, a professor at Harvard business school as those leaders put up with confusion and lack of arrangement and is thus equipped to keep answers in suspense. Managers look for order and control and are in a position to solve the problems even before they recognize their consequence.(Gibson,1994). 10. Conclusion:- This assignment helped me to know about many group behaviour theories, leadership theories and Process theories and made me to realize the faults that I had done in past. So, I got a framework of the theories in my mind now and I came to know how to behave while working in a group .After studying leadership concepts, we taught that the most important skill that each and every individual should possess is Leadership quality and I got an idea of qualities to possess to become a effective leader .Finally I conclude that a leaderless group or an organization is like pie-in-the sky propaganda. References:- 1. DEREK ROLLINSON.2008.Organizational behaviour and Analysis an Integrated approach .4th edition.England:Pearson.pp.317-326. 2. GIBSON,IVANCEVICH,DONNELLY.1994.Organizations:Behaviour,Structure,Processes.8th edition.America:Irwin.p.5. 3. MARVIN E.SHAW .1984.Group Dynamics.Newyork:McGeawhill.pg.310. 4. ANDRZEJ HUCKZYNSKI and DAVID BUCHANAN.2001.Organizational Behaviour.4th edition. England: Prentice Hall.p.297 . 5. BELLA BANATHY, 2010.Leadership skills. The Eleven skills of Leadership. [online Journal] http://www.whitestag.org/skills/index.html 6. J GEOFFREY RAWLINSON .1981.Creative Thinking and Brainstorming. England: Gower

Parenting and Education During Early Childhood Essay

This paper will discuss various forms of caregivers, parenting styles, and early childhood education. Topics covered are: †¢ Evaluate the different types of parenting styles and their influence on development during infancy and early childhood. †¢ Compare and contrast at least two different kinds of caregivers and the positive and/or negative impacts on development during infancy and early childhood. (examples: stay at home parent, daycare, grandparent, and nanny) †¢ Discuss how early childhood education has evolved and its impact on cognitive development in early childhood. Parenting style is a psychological construct, strategies that parents use in the development of their child during infancy and early childhood. There are many differing theories and opinions on the best ways to rear children. Many parents create their own style from a combination of factors in the home, parent upbringing, and surrounding environment. The parent styles are affected by both parents (if both parents are involved with the child) and the child’s temperament; other influences include culture, tradition, and parent upbringing. Despite these challenges in child development, researchers have found links between parenting styles and how these styles affect children. In the early 1960’s psychologist Diana Baumrind conducted a study on 100 pre-school children. Observing the different parent involved in the study, it was identified that there are four dimensions of parenting. The four parenting styles are: The Four Parenting Styles †¢ Authoritarian Parenting: This type of parenting, children are expected to follow strict rules established by the parents. Authoritarian parents fail to explain the reason behind the set rules. Failure to follow these rules results in punishment. If the child asks to explain, the parent then replies to a simple answer â€Å"Because I said so†. These Authoritarian Parents have high demands but are non-responsive to their children. Diana Baumrind labels these parent as â€Å"obedience and status oriented and expect their orders to obeyed without explanation†. (1991) †¢ Authoritative Parenting: These parents like authoritarian parents establish rules and guidelines that are expected to followed by there children. But this style is more democratic, and parents are responsive to the child(s) and willing to listen to the child(s) questions. If the child fails to meet the expectations, the parents are more nurturing, forgiving, rather than punishing. They are assertive and not restrictive and intrusive; their disciplinary methods are supportive rather than punitive. The parents want their children to be assertive as well as socially responsible, self-regulated, and well cooperative. Diana Baumrind suggests these parents â€Å"monitor and impart clear standards for their children’s conduct†. (1991) †¢ Permissive Parenting: Sometimes referred to as indulgent parents, they have very few demands from their children. Permissive parents rarely discipline their children, reason being the parents have low expectations of maturity and self-control. The parents are non-traditional and lenient; they do not require mature behavior and allow considerable self-regulation with confrontation avoidance. Baumrind refers to these parents as â€Å"generally nurturing and communicative with their children, often taking the role of friend rather than parent†. (1991) †¢ Uninvolved Parent: This parent style speaks for itself, parent have very few demands, little to no communication, and low responsiveness. These parents usually fulfill the child’s basic needs. They generally detached and in extreme cases reject or neglect the needs of the child or children. The Impact of Parenting Styles The outcomes of the parenting styles differ; these styles are produce effects rather than causes that lead to the child’s outcome. Here are some â€Å"general† outcomes from the parenting styles listed above. †¢ Authoritarian parenting children may have less social competence due to the parent or parents telling the child what to do instead of allowing the child to make a choice. In some cases the demands are to forceful and resulted with the child or children to break down, rebel or run away. †¢ Authoritative parenting is attentive to their children’s needs and will typically forgive and teach versus punishment for the child’s short comings. The result is the children have a higher self-esteem and independence. This is most recommended parenting style by experts. †¢ Permissive parenting children tend to more impulsive and may engage in more misconduct as an adolescent. The children go on to never learn to control their own behavior and always expect to get their way. As in better cases they child may mature quickly and live a very dependent life. †¢ Uninvolved parenting: children of uninvolved parents develop a sense that other aspects of the parents’ life are more important than they are. The child often attempt to provide for themselves, sometimes halt dependence on the parent to have a feeling of independence and mature beyond their years. Child from this environment often withdraw from social situations, this also impacts there relationships later on in life and they show patterns of truancy and delinquency. Studying these outcomes with any accuracy is very difficult, if not impossible, and trying to simply connect adult or adolescent outcomes to the parenting style used with them without adjusting for a multitude of other factors will produce misleading or false results. Some potential causes of these differences include culture, personality, family size, parental background, socioeconomic status, educational level and religion. Compare and Contrast Over the years child education has evolved from the old fashioned simple lectures and drill styled lessons of the past. Instead of the one dimensional process of teaching, it is based around not only learning by repetition but what motivates a child, using different means and medias to teach. By including all the kids and making it engaging and fun for them the kids are not only able to learn the material but to take the next step by using what they had learned. Theorist Piaget’s stated that children learned through a process called Concrete operational thought. In short this is the ability of a child to process experiences in a logical manner by the age of 8. The other big part of his theory revolved around perception. Where as a child of 9 years old lets’ say distinguishes between different types of bugs a child who is five years see all bug being the same even if nine happen to be ants and one is a grasshopper. In that younger child’s mind that separation hasn’t been made yet. Through all of Piaget’s experiments they showed that around the age of eight is when this ability is found in children. Piaget’s thought was that the main way of learning for kids was more through a process of discovery. Now on the other side of the spectrum was a theorist named Vygotsky. His thought process was one that children learned through cultural interactions, lesson instructions and through their own peers. That the lessons passed down through the generations were as important as the instructions during class. Things that were a knowledge base too were just as important. With all these things combined is what bridged the learning gap. Vygotsky also emphasized the importance of surrounding children with what is being taught. Reading a big focus among all ages and the importance for this to be learned is one huge example of his thought. If a child is surrounded by family who reads and encourages this to happen by not only telling but also engaging in the activity. In turn the child is more adept to follow in step. So in today’s schools the two theories are practiced or more combined into one. Meaning not only is the old fashioned style of repetitious lectures still partially important. It is also even more so encouraged that kids interact with one another in a fun positive environment led by a teacher. So in this way learning is taking place from many different angles. It is pushed for parents to get involved with their kids by more than just taking them to and from school but to read with them, to practice the math concepts they are taught. Teachers are also encouraged to look at the possible cultural differences and take them into account to develop their lesson plans. So in many ways the teaching of children has changed much from the previous generations. Early childhood Education More responsibilities come along happiness and pride of becoming parents. Children depend on their parents and also need their love and protection. Parents also have to decide what type of care giving they want for their kids. Daycare and stay-at-home are two different kinds of care giving parents may choose for their offspring. These are different in many ways, but at the same time they both benefit children. Studies have shown that daycare can be useful and stimulates a child’s intellectual and social development. Children get interaction with kids their same or different age and staff at daycares usually is trained in early childhood development. Furthermore these facilities are certified, and offer different types of educational games for children. Children’s experience at the daycare also contributes to their development (Chilman, 1993). That is by acquiring better language and cognitive skills as they grow up. On the other hand, daycare may not be affordable to everyone, since the cost is usually really high. As Chilman (1993), continues to explain in her study the lack of quality affordable child care causes numerous absences from work. She also mentions that daycare may not be available for sick children, children with special needs or infants. Staff members at daycares also have to care for more than one child at a time, therefore children may not get the attention they need while being there. Daycare children might not get to know their parents that well, especially if the parents have a real busy work schedule. Most parents would like to be their children’s primary caregivers and stay home to care for them. Being a stay-at-home parent brings satisfaction and pride by knowing their child is getting the attention and quality of care needed. The parent gets more time to bond, and witnesses each developmental milestone the child is going through such as, saying the first word, or taking the first step. Some professionals have found out that stay-at-home mothers have been shown to provide better care than working mothers (Shpancer, Melick, Sayre & Spivey, 2006). Even though the parent caring for the child at home can have playtime and bring out toys, the child still needs to interact with other kids their age and socialize with them. The mother or father may not have the special training or use the proper toys for the child to play with. Another disadvantage of this kind of care giving is that the parent has to stop working in order to care for their child. As Chilman (1993) illustrates on her findings career drives may be postponed by one or both parents for a short period of child care. This could affect the family financially and emotionally since the parent is not fulfilling his or her career goals. In short, it has been shown that daycare gives the child the opportunity to socialize with other children, and caregivers, but they also need the attention and nurturing care of their parents. Reference: Baumrind, D. (1967). Child-care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43-88. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11(1), 56-95. Chilman, Catherine S. (1993, July). Parental Employment and Child Care Trends: some Critical Issues and Suggested Policies. Social Work 38(4). Maccoby, E. E. , & Martin, J. A. (1983). Socialization in the context of the family: Parent–child interaction. In P. H. Mussen & E. M. Hetherington, Handbook of child psychology: Vol. 4. Socialization, personality, and social development (4th ed. ). New York: Wiley. Maccoby, E. E. (1992). The role of parents in the socialization of children: An historical overview. Developmental Psychology, 28, 1006-1017. Au Shpancer, N. , Melick, K. M. , Sayre, P. S. , & Spivey, A. T. (2006, February). Quality of Care Attributions to Employed versus Stay-at-Home Mothers. Early Child Development and Care 176(2). http://psychology. about. com/od/developmentalpsychology/a/parenting-style. htm Parenting Styles, The Four Parenting Styles Pulled from web Feb 1, 2012.

Theory of Language

1. THEORY OF LANGUAGE The theory of language underlying Duysel Learning was derived from a view of proposed by Turkish Linguistics in the 2000s. Duysel Learning Method involves both the learning of language knowledge and the cultivation of language skills, with the emphasis on both the form and the content of a language. In teaching practice, its all-inclusive nature requires English teachers to select special and effective teaching methods in conformity with its special tasks to avoid turning it into a pure practical course of oral English or a pure theoretical one on grammar.Regardless of all criticism it has received, the grammar-translation method has been an indispensable method in English teaching as well as a necessary step in the cultivation of students’ communicative ability in a non-English environment. A person cannot have successful communication before having a correct mastery of language rules. Although the applicability of the communicative method has been widel y accepted, this method is confronted with some practical problems.I think we should search for a fusion between the traditional teaching method and the modern teaching method with a more rational attitude based on the learner’s practical ability and request that is, adopting a new method fusing the two methods together in one class of comprehensive English. 1. THEORY OF LEARNING Language is the most important aspect in the life of all beings. We use language to express inner thoughts and emotions, make sense of complex and abstract thought, to learn to communicate with others, to fulfill our wants and needs, as well as to establish rules and maintain our culture.Language is a subtle and complex instrument used to communicate an incredible number of different things, but for our purposes here we can reduce the universe of communication to four basic categories: information, direction, emotion, and ceremony. The first two are often treated together because they express cogniti ve meaning while the latter two commonly express emotional meaning. Language is not learned primarily by learning the â€Å"rules† but rather by first listening to and understanding the spoken language and then practicing speaking.Occasionally, however, learning of rules can help many adults learn and use the language. Just do not make rules the focus of the course. While repetition and memorization can play an important role in language learning, they cannot by themselves insure that students will be able to use the language for any real purpose. Repetition and memorization, if used, must be accompanied by other activities requiring the application of the learned patterns in novel situations and with variation in vocabulary and even structure. . DESIGN a. Objectives/Syllabus In Duysel Learning Method, grammar teaching is not intended for studying grammar but help students to grasp language rules and fulfill listening, speaking, reading and writing practice in a better way. A s a result, teachers should create situations for real activities according to students’ daily life to guide students to understand, grasp and use grammar correctly in such situations.I once adopted a four-step method including introduction, imitation, summary and application to promote grammar teaching at comprehensive English class. In the introduction section, the teacher gives oral demonstration on some original or relevant sentences related to a certain grammar rule in order to introduce it. Selected examples should be in conformity with certain communicative situations hence putting it across to students to what situations this grammar rule applies.In the imitation process, students are required to have oral imitation of some expressions fit for the given situation after understanding examples, which further establishes a pattern for correct use of grammar knowledge in a new situation as well as checks whether they have understood the given knowledge points or not. In t he summary part, students are guided to sum up grammatical rules and points by analyzing specific situations themselves so that they will enjoy the joy of success. Students are expected to take notes so as to accumulate material for review.In the last step, some real situations are set to help students to practice using the learnt grammatical knowledge to have communication. Once they find that they can apply grammar to real communication and specific tasks instead of memorizing grammatical rules, students’ learning enthusiasm will be stimulated and their ability of independent analysis and solving problems will be cultivated as well. b. Types of Learning and Teaching Activities Duysel Learning Method emphasizes students’ comprehensive training in listening, speaking, reading, writing and translation.Due to the specialty of listening and speaking training, they are usually dealt with separately while other three skills are mainly trained through the learning of texts. As for listening and speaking, students are expected to follow classes given in English, to understand short conversations, lectures as well as reports with familiar topics, simple structure and a speed of 120 words per minute, to ask and answer and retell based on relevant listening material, to make conferred presentations based on familiar topics after adequate preparation.Obviously, the communicative method helps to achieve the teaching goal in listening and speaking practice. In practice, teachers may ask students to listen to tapes, do exercises and have discussions based on hot issues with teachers’ checking and instruction; they may also analyze some difficult points in listening material and have more extensive learning of new words and expressions. However, those who have been accustomed to the traditional method tend to keep silent and think little of this method since they cannot learn sufficient knowledge and language points.As a result, teachers should use the g rammar-translation method at times with the communicative method as the main line. For instance, some difficult points at the linguistic level can be explained with the traditional method. Students’ reading, writing and translation skills are mainly trained in learning texts. Teachers are expected to base their teaching on texts to give students certain information and language knowledge first of all by focusing on the translation and understanding of texts and then establish new situations beyond the texts for practice of communicative skills.I once adopted a four-step method including preparatory reading, listening and answering, communication on text and conferred communication in the text teaching process, achieving a natural transition and fusion of grammar-translation training and communicative training. In the first step, students are required to preview a text beforehand with their grammar-translation experience in which they can make sure about some new words, the gi st of the text and some questions and therefore have the next day’s class with full preparation.In the second step, the teacher first asks students to correct their pronunciation and intonation by imitating the tape and then plays the tape once again for students to answer questions or make judgments so as to check their preparatory reading. In the third step, the teacher may guide students to have communication in the context related to the text and help them to solve some problems in key words, sentences and understanding of content they displayed in the previous two steps.When explaining key words and sentences, the grammar-translation method should be used to deepen students’ understanding of the text and improve their ability to use language correctly and flexibly through right communication on the text. In the last step, students’ enthusiasm for communication is fully encouraged. Here the communication in this step is different from that in the previous st eps since teachers need to employ a variety of advanced teaching methods to create language situations and communicative tasks which originating from text while going beyond of it.Students are able to apply what they have learnt to real communication through continuing writing texts, having simulated dialogues, having role-plays, having discussions and so on, hence achieving the purpose of communicating ideas through language. c. Learner Roles Learners have to participate in classroom activities that were based on a cooperative rather than individualistic approach to learning. Students have to become comfortable with listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model.They are expected to take on a greater degree of responsibility for their own learning. d. Teacher Roles Teachers have to assume the role of facilitator and monitor. Rather than being a model for correct speech and writing and one with the primary responsibility of making students produce plenty of error-free sentences, the teacher have to develop a different view of learners’ errors and of her/his own role in facilitating language learning. e. The Role of Instructional Materials Classical texts and carefully compiled texts according to grammar system are used.The materials usually consist of three parts: grammar, vocabulary, and text. The main functions of the materials used in Duysel Learning are presenting and reinforcing grammar rules and new words, and offering cultural information. Additionally, exercise handbooks, cue cards, activity cards, pair-communication practice materials. And student interaction practice booklets are employed in the activities with the aim of improving communicative skills. f. The Role of Native Language The role of language in learning cannot be over-emphasized. Language is the prime resource teachers have and use for mediating learning.When learning languages, then, teachers and students are working with language simultaneously as an object of study and as a medium for learning. In teaching languages, the target language is not simply a new code – new labels for the same concepts; rather, effectively taught, the new language and culture being learned offer the opportunity for learning new concepts and new ways of understanding the world. The target language should be used not only during communicative activities, but also for explaining the activities to the students or in assigning homework. However, native language is only used in making translation. . Feelings of Students Learner’s feelings are very important because students will be more motivated to study a foreign language since they will feel they are learning to do something useful with the language. They are given an opportunity to express their individuality by having them share their ideas and opinions on a regular basis. h. Evaluation The teacher evaluates not only the students’ accuracy, but also t heir fluency. Use an integrative test which has a real communicative function. To assess students’ writing skill, a teacher might ask them to write a letter to a friend.Written tests in which students are asked to translate from their native language to the target language or vice versa are also used. Questions about the foreign culture or questions that ask students to apply grammar rules are common. i. Treatments of Errors Errors of form are tolerated during fluency–based activities and they are seen as a natural outcome of the development of communication skills. But in the translation part, having the students get the correct answer is considered very important. If students make errors or don't know an answer, the teacher supplies them with the correct answer.

Odor Pollution And Regulation - Free Essay Example

Sample details Pages: 12 Words: 3647 Downloads: 10 Date added: 2017/06/26 Category Law Essay Type Research paper Tags: Act Essay Did you like this example? Humans make decisions, often unconsciously, based on odors. Thus, by the odor we choose a flower and even lately have been found that we choose our couples. However, not all odors smell nice and there are odors that eventually can cause nuisance. Don’t waste time! Our writers will create an original "Odor Pollution And Regulation" essay for you Create order The human development and the consequent enlargement of cities, has brought with the progress also nuisances, among these, the release of malodors into the environment. Nevertheless, odor pollution (hereinafter OP) was not a recurrent topic in national debates during last century. This has caused that its legal treatment has acquired some relevance only after 90s when the odor pollution became a major problem in its cities as well as citizens began to become aware of their right to live in a pollution free environment and that presence of pollution generate nuisances that undermine their quality of life.  [2] In this paper I will briefly explore the general aspects of the odor pollution, then, I will analyze how the regulation in Chile and Germany prevent, control and sanction the odor pollution to finally conclude with a brief analysis of both legislations, some proposition if there are some and others consideration to bear in mind for the next legislation project. Generalities about odor pollution Citizen Complaint Pyramid. Ambient air in the society holds a fusion of chemicals from the everyday activities of its citizens and the enterprises that make up modern day society.  [3]  In order to know when these mixtures of chemicals lead to an odor nuisance, it is relevant to apply the conceptual model called the Citizen Complaint Pyramid.  [4] According to this model, odor nuisance is usually a result of a series of odor episodes experienced by a citizen or citizens.  [5]  The frequency of these episodes -how often the citizen experiences odor episodes, the intensity of odors, and the character or offensiveness of odors contribute to the nuisance experience and the consequential citizen complaint. Therefore, the sum-up of all these elements may lead to an odor pollution nuisance.  [6] Not in my backyark behavior. Common sources of odor pollution are industrial plants, incinerators for solid waste, industrial and municipal waste, water treatment plants and sewer systems, live stock farms.  [7]  Where should be located these installations is a key issue, since nobody wants them near their houses or the urban centers. Thus, in the United States the term not in my back yard  [8]  has been established to illustrate the will of residential centres to preserve their territories far away from environmental pollution activities including the ones that generate nuisances to the population as the OP and noises emissions between others. This behaviour can be explained by the fact that in many cases the development of treatment plants have not been well implemented or controlled, generating the consequent rejection in society. One example of this situation has occurred in Chile in 2003, when after the inauguration of new sewage treatment plant in the Capital, residents near the installa tion were affected by a continues malodour  [9]  . Methods to measure odor nuisance. There are different methods to measure the odor nuisance. Nevertheless, existing methods estimating intensity and hedonic tone under laboratory conditions are not always accurate, because the results do not consider what residents perceive -known as the subjective element-.  [10] Therefore, the European Union chose the dynamic olfactometric method, which incorporates this subjectivity through the constitution of a panel of experts whose only ability is to sense low concentrations of odors in the environment.  [11]  Thus, the panel integrates the subjective element to the survey. Odor reduction methods Measures that can be adopted to reduce odor pollution depend on many factors, between them, the chemicals that have been released and the territorial concentration of the emissions. Thus, the reduction of emissions can be managed through thermal destruction, activated carbon, biofilters or through the confine of the areas of activities that cause this emissions.  [12] Other solutions for the abatement of odor pollution may require the execution of an alternative operation process or the optimization of the actual one, the use of closed reactors instead of open reactors or the encasement and source-oriented suctioning.  [13] Chilean and German legislation framework regarding odors. Chilean legal framework. The Chilean Constitution  [14]  gives the framework in terms of environmental protection. The fundamental guarantee established in Article 19 number 8 of the Chilean Constitution states that all individuals have the right to live in a pollution-free environment and the State has the duty to uphold this right and to safeguard the preservation of nature.  [15] Therefore, all laws and decrees related to environmental protection should foster towards the implementation of this fundamental guarantee.  [16] The same rule provides that, in order to protect the environment, the law may establish specific restrictions on the exercise of certain rights or freedoms. Likewise, and with regards to property rights, Article 19 number 24 paragraph 2 provides that only the law may establish the manner to acquire property and to use, enjoy and dispose of it, and the limitations and obligations derived from its social function. Said function includes all the requirements of the Natio ns general interests, the national security, public use and health, and the conservation of the environmental patrimony.  [17] In turn, and with the objective to bring remedy to the unlawful acts or omissions, Article 20 paragraph 2 states that if the right to live in a pollution free environment is affected by an unlawful act or omission attributable to an authority or a specific person, the protection remedy should be applied.  [18] Therefore, any individual affected has the possibility to present recourse to the Court in which case the Court has the faculty and the duty to adopt any measure it considers suitable to establish the rule of law and protect the parties in those cases. In this duty, the Court has the faculty to order a stop of the contaminating activities or order an examination that may resort to other sanctions.  [19] In a lower hierarchical order is the law number 19.300  [20]  (hereinafter the Fundamental Environment Law), under whose provisions are regulated the right to live in a pollution free environment, the environmental protection, natures preservation and the environmental heritage conservation.  [21] This law defines, among others, pollution and pollutant, environment and what can be understood by a pollution free environment.  [22] According to Article 2 (d) pollutant is not only that element, compound, substance, chemical or biological derivative, energy, radiation, vibration, noise or a combination of them, whose presence in the environment, in certain levels, concentrations or periods of time, may constitute a risk for human health, but also those that can undermine humans well-being, nature preservation or environmental heritage conservation. Therefore, the right to live in a pollution free environment not only refers to the presence of pollutants that put at risk and eventually can cause damage to the health of individuals but also to cases where their presence can affect peoples quality of life, the preservation of nature and / or the environment heritage conservation. Regarding to the above, even if odor pollution may eventually constitute a real risk and harm peoples health, it generally affects directly the welfare and peoples quality of life of the population that lives near the sources of emission. Therefore, the issue of odor pollution must be placed in this last perspective. Specific Chilean Regulations. The current Chilean regulations have concentrated mostly in matters related to air pollution, air quality, regulation of dangerous gas emissions and only secondarily on odor pollution. Therefore, we can find only a few rules, very dispersed and of different origin addressing this particular issue. Among these: The Sanitary Code  [23]  in Article 89, letter a)  [24]  and b)  [25]  ; Decree 144 of the Ministry of Health  [26]  articles 1  [27]  ,2  [28]  ,3  [29]  and 8  [30]  ; The Civil Code  [31]  article 937  [32]  the Criminal Code  [33]  article 496 number 20  [34]  and the Decree 167  [35]  which will be analyzed specifically . The Supreme Decree 167 enacted in 1999, is particularly relevant since it is the only legal instrument in Chile that regulates specifically the odor pollution. Even if it sets the emission standard for odors (Hydrogen Sulfide Compounds and Mercaptant: TRS Gases) it is only associated to sulphate pulp manufacture or kraft process. Therefore, we shall recall that installations not related to the kraft process are excluded from this regulation. The Supreme Decree establishes maximum amounts of TRS gases allowed in the effluent, the methodology for measuring and controlling these, deadlines and programmed levels of compliance regarding the emission standard. Furthermore, this Decree lays down that the respective Health Service shall approve the particular measurement system for each installation, taking into consideration the monitoring plan submitted by the owner of the installation. Regarding the infringement of this regulation, it states that in case of infringement the general rules contained in the Law 19.300 should be followed. Nonetheless, it is important to bear in mind that article 52 of the Law 19.300 establishes a presumption of responsibility to the author of the environmental damage, if there is infringement, inter alia, of environmental quality standards and emissions standards. German legal framework. Before 1972 every State of Germany was responsible to enact it owns regulations regarding air pollution. Therefore, only a few States had regulated about that issue.  [36] Nevertheless, in 1974 the Federal Government enacted the Federal Act on protection against detrimental effects on the environment caused by air pollution, noise and vibration (hereinafter the Federal Immission Control Act).  [37]  Its purpose, between others, is to protect human beings against any harmful effects on the environment and to prevent the emergence of any such effects.  [38] Thenceforth, odorous substances are an issue of environmental protection in Germany if they cause significant nuisance in the neighborhood or to the general public. The Federal Immission Control Act, following the Directive 96/61/EC  [39]  (hereinafter the IPPC Directive), aims to prevent pollution of the atmosphere, water or soil wherever this is practicable, taking into account the particularities of each in stallation and of each environment, in order to achieve a high level of protection for the environment as a whole. Therefore, the Federal Immission Control Act establishes a licensing system for the operation of installations. This licensing system seeks to ensure that all prevention and control measures are taken in installations, particularly through the application of the Best Available Techniques (hereinafter BAT). In a second hierarchy level, coupled to the Federal Immission Control Act, the Technical Instructions on Air Quality Control  [40]  (hereinafter TA-Luft) contains a technical guidance for specific industries on how to achieve the general principles concerning air quality in the Federal Immission Control act and also includes provisions that protect the public from unacceptably high pollution levels from installations. In this regulation is also established the emission levels for different compounds and are calculated the immission levels based on the emi ssions allowed according to the regulation VDI-3940. Odor Pollution Prevention and Control. In the Chilean legislation, as explained above, the odor pollution has not been regulated with the only exception of the Decree 167 of 1999, but regrettably, this only concern TRS gases associated to kraft process. Thus, it is possible to say that in general terms Chilean laws do not typify, regulate prevent, control or even establish sanctions for odor pollution, as the German regulation does. The only viable way for affected people is to present a civil claim against odor pollution based on the damage produced to their property rights.  [41]  As a result, it is clear that these regulations are not sufficient to address this issue. Conversely, German Laws have established mechanisms to prevent and control the odor pollution. A licensing system, an emission and immission measurement method, safety checks procedures and sanctions to infringements have been established in the law. In the next pages I will briefly analyze the German legislation regarding the above and whe n it is possible a consideration regarding Chilean regulation about the issue will be made. Licensing regarding odor pollution: The Federal Immission Control Act in section four establishes that shall be subject to licensing the construction and operation of installations which, on account of their nature or operation, are particularly likely to cause harmful effects on the environment or otherwise endanger or cause significant disadvantages or significant nuisances to the general public or the neighbourhood, and the construction and operation of stationary waste disposal plants designed to store or treat wastes. However, an exception to some waste disposal plants and to open-pit mining installations has been established. Furthermore, this Act states that the Federal Government shall specify by ordinance, with the consent of the Federal Council (hereinafter Bundesrat), those types of installations which require licensing; the ordinance may also provide that licensing is not required for any installation which, in its entirety or in essential parts specified in the ordinance, has been type-approved and constructed and operated in accordance with the type approval. Moreover, regarding installations subject to licensing, section 5 establishes that they shall be constructed and operated in such a way that, in order to ensure a high level of protection for the environment as a whole, 1) harmful effects on the environment or any other hazards, significant disadvantages and significant nuisances to the general public and the neighbourhood are avoided; 2) precautions are taken to prevent any harmful effects on the environment or any other hazards, significant disadvantages or significant nuisances, in particular by such measures as are appropriate according to the best available techniques; 3) wastes are avoided, unavoidable wastes are recovered, and non-recoverable wastes are disposed of without impairing the public welfare; 4) economical and efficient energy use is ensured; 5) Installations subject to licensing shall be constructed, operated and closed down so as to ensure that eve n after cessation of operation the site is in the same conditions as it was before the operation. The license shall be granted if: 1) it is ensured that obligations arising from section 5 will be complied with; 2) the construction and operation of such installation does not conflict with any other provisions under public law or any occupational safety and health concerns. In the case of installations which are operated in different modes or where different substances are used the license shall, upon request, be extended to cover such different modes of operation and different substances if the prerequisites pursuant to number 1) above are fulfilled for all modes of operation and substances recorded. Emission and immission measurements. Section 26 of the Federal Immission Control Act that regulate the measurements taken for special reason states that, the competent authority may order the operator of an installation subject to licensing or, insofar as section 22 applies, of an installation not subject to licensing, shall allow measurements made by a specialized company when there is reason to fear that harmful effects on the environment may be caused by the installation. The competent authority is authorized to specify details regarding the type and extent of the measurements to be made. As well, according to chapter III, the operator of an installation subject to licensing shall, within a period to be fixed by the authority or on the date stipulated by the ordinance issued under section 27 subsection 4, provide the competent authority with information on the type and volume and the spatial and temporal distribution of the air pollutants emitted from the installation within a specified period, including the con ditions governing such emission (emission declaration); The content of the emission declaration shall be disclosed to third parties. Nevertheless, it should not be published or disclosed to third parties if these could be used to draw conclusions concerning business secrets. What is more, the Federal Government is authorized to establish by ordinance, with the consent of the Bundesrat, the content, scope, form, time of the emission declaration and the procedure to be observed when determining emissions. Section 28 lays down that the competent authority may request the measurement of the emissions, after the commissioning or after an alteration, and after the end of any three-year period. Nevertheless, if in view of the type, volume and hazardousness of the emissions released from the installation, the authority can deem necessary to carry out measurements even during the three-year period. In Chile the Decree 167 of 1999 establishes that the operator of an installation that process pulp through the kraft method, shall send to the Health Service every three month, a declaration, which is attached to the Decree, specifying the emission measures obtained according the norm. Furthermore, the Health Services and Municipalities have the authority to audit the compliance of the regulation. Safety Checks Under the Federal Immission Control Act in the case of installations subject to licensing, the competent authority may order specific emissions or immissions to be determined continuously by means of measurement loggers in lieu of individual measurements pursuant to section 26 or section 28 or in addition to such measurements. However these measurements may be performed 1) at a specific date during the construction of the installation or else before commissioning of the installation; 2) at a specific date after commissioning; 3) at regular intervals; 4) in the event of cessation of operation or 5) if there is any evidence to suggest that certain safety-related requirements are not met. Regarding the submission of results, the operator shall present them to the competent authority no later than one month after completion of checks. Nonetheless, the operator shall present the results without delay if this is deemed necessary for averting imminent dangers. The costs for the d etermination of emissions and immissions as well as for the safety checks shall be borne by the operator of the installation if it is subject to licensing. In the case of installations not subject to licensing, the operator shall bear the costs for measurements carried out only when is proved that have not complied with the law and the standards. We could say that there is a lacuna in the Chilean legislation regarding safety check. However, from the moment that Health Services and Municipalities have the authority to audit the installations that perform a kraft process, we can consider that this particular lacuna is not relevant anymore. Indeed, in the event that the operator does not collaborate when a declaration is requested by the authority, the latter can easily audit the installation. With regard to the cost of measurements the Decree falls silent. However, from the moment that this measurement constitutes a requirement from the operator it is clear that he must bear the cost of it. Sanctions in case of infrigment. The Federal Immission Control Act establishes two kinds of fines that depend on the offence that have been done by the operator. The fines can go up to ÃÆ' ¢Ãƒ ¢Ã¢â€š ¬Ã… ¡Ãƒâ€šÃ‚ ¬ 50,000.  [42] In Chile, the Decree does not establish sanction in cases of infringement, however it is is possible to appeal to sanctions established in article 56 of the Law 19.300. The sanction that can be apply according the Law 19.300 are: 1) admonition; 2) fines up to 1.000 UTM (Monthly Tributary Unit); and 3) temporal or definitive closure of the installation. Conclusions From the authors experience in Chile and analysis of legislation in this paper, although, generation of malodors is unavoidable, regulation aimed at preventing, controlling and sanctioning it, has been generally ineffective. Referring to the above, it can be deduced that the polluter pays principle, has not been totally effective in this area and better regulation regarding odor pollution is urgent. Thus, society as a whole must not continue paying externalities that only a few consume against the public interest. From the analysis performed in this paper can be clearly concluded that Chile lags behind Germany regarding odor pollution legislation. Current Chilean regulations are ineffective in preventing, controlling and sanctioning activities that produce malodors. However, it should be mentioned that despite new initiatives that have been proposed by the Chilean parliament in this field  [43]  , the legislator should take into account the progress that has been achieved in foreign legislation so as to avoid errors as the ones that figured in the project. In fact, this last legislation project has several shortcomings since 1) it does not require, as a condition of development of certain projects, the obligation to obtain a license issued by the authority; 2) it does not establish the emissions units for measurement; 3) it does not establish limits to those emissions; and 4) that sanctions are based on the latest annual income declared by the polluter. Therefore, in order to guarantee the success of this legislation project, I believe that the following modifications should be added: a) the legislation shall establish as a precondition for the development of these projects the previous procurance of a license that sets up, among other things, the emission limits of odoriferous substances, b) shall be stipulated the emissions units for measurement, for which can take in consideration the European Odor Unit, c) it shall establish emissions limits of each installation within their provisions, d) financial penalties shall have a minimum and a threshold and the penalties should also consider the damage caused; and e) shall be considered for the license the emission emitted by each installation as well the global amount of emission in the area. Without the modifications proposed, I consider that the gaps that would create such rule would leave the project without further application. In which case, the protection against odor pollution will continue in the current situation. Despite its great contribution to this area, the German legislation has also been criticized since it does not establish the meaning of significant nuisance. This lacuna makes in some occasions more difficult the application of this regulation by the affected people. Therefore, a clear and concise definition is needed in this particular case. Furthermore, it should be noted that foreign regulations on this issue and the respective implications that these regulations have in the importation of products plays a positive role, since companies who want to export their products to other nations that have strictest regulations have to introduce higher standards in their process than the ones imposed by their own legislation. This effect has happened in Chile, mainly caused by the celebration of many bilateral an international treaties. Finally in my opinion, Chile should issue a law with the same bases and principles as the IPPC Directive, as it is the only global way to prevent and control our environment avoiding a legislation only focused on a single spectrum as it is currently the case in Chile.