Observation of Teaching English. Language Learning and Teaching Essay

Observation of Teaching English. Language Learning and Teaching Autobiography - Essay ExampleWe have been categorize as a bilingual country, were residents speak both Arabic and English. However, majority of the people predominantly use Arabic in daily conversations, and see the request to speak in English only when communicating with non-Arabic citizens. I have dreamed of studying abroad, particularly in the United States, to pursue higher education. earlier in life, therefore, I was already immensely interested in English, not only as a second oral communication, but as a next career.I therefore pursued a Bachelor of Arts Degree in English from Jeddah Teachers College in Jeddah, Saudi Arabia. I remembered vividly the courses taken during my bachelor-at-arms degree that included Applied Linguistics, Second Language Acquisition, General Teaching Methods, Trends in Language Teaching, Psychological Linguistics, Education Technology, Educational Psychology, Educational Evaluation, and School Management. I graduated in 2006 and became an enthusiastic English teacher for 3 course of studys all have been in middle school. I am currently on my Masters Degree level in the USA where I have taken the following courses so far in my first year in the program Introduction to TESOL, TESL/TEFL Methodology, American English Grammar, Materials and Media, Cross-Cultural Communication, and Introduction to Research in TESOL. My goals in completing the program are as follows To flex an impelling language learner and educator and thereby, enable me to share best teaching practices in teaching English as a second language To be a valuable contributor through communicating my knowledge, abilities, and skills gained through the course either through verbal means or through typography To discern particular factors in the learning environment that would facilitate exchange of knowledge between teachers and students and therefore enhance instructional approaches in TESOL To leav e a lasting contribution in the field of TESOL by sharing relevant experiences through the journey in language learning and teaching. I recognized, that as former(a) as 2006, students in Saudi Arabia have increasingly acknowledged that speaking in English is trendy. Checking on this trend in the current papers, I put up out from Al Arabiya News (2011) that a new growing trend among Saudi youth is to speak English to one another, in aim to visualise trendy, modern and professional (par. 1). I do not want my students to learn English only to be trendy. I want my students to realize that English, as a second language, is immensely beneficial due to learning the beauty of the language, per se as well as the different literary elements and styles that make one an effective communicator, negotiator, educator, and also a continuous

Network Load Balancing Essay Example | Topics and Well Written Essays - 500 words

Network Load Balancing - Essay ExampleThe high availability is achieved by early detection of host failures and re-distributing their workload to other cluster hosts. Thus, failure of one host does not affect the services. Users would still feel as if they are being served by the same server despite of the fault. The downtime is thus, eliminated.This is the default direction in which all(prenominal) the cluster servers are given the same MAC address (Cisco, 2009). Thus, each packet (addressed to this MAC address) reaches all the cluster servers. Even if one server is unavailable or cannot process the request due to workload, another server will reply to the data packet. genius problem with unicast mode is that if all servers are assigned the same MAC address and are connected to the same switch, the switch will be otiose to identify the destination (due to same address of all servers). It is not possible to have two ports on same switch with same MAC address.The unicast mode addre sses this problem with MAC address masking. The MAC address of each server is wrapped with a bogus MAC. So when the switch relays a packet, the NLB array decodes the masked address and then transfers the packet to destination (Cisco, 2009).

Case Analysis Study Example | Topics and Well Written Essays - 1250 words

Analysis - Case Study ExampleIt is known fact that when there is reduced accessibility of any unrivalled option, people try to seek for alternative options in order to reach their ultimate target. Walking is not a convenient mode of transportation money box the campus. Thus, students choose alternative courses of transaction, which include driving cars to the campus area. The mindset of the students has been set in such manner that they prefer going to the university by cars. There are a number of reasons contributing to this mindset of the students. Firstly, the parking fees are very low, which makes it easily affordable to the students to park their cars within the campus. The university offers lowest parking fees as compared to any new(prenominal) university of Canada. Moreover, the fees offered incentive to the people driving to the campus. The allowance of obtaining car mob passes had several restrictions. Only the people inside the campus on full time basis could opt for ca r pool pass. In order to apply for this pass, the applicant needs to be the licensed owner of the vehicle. These circumstances have built the mindset of the students in driving cars for compass the university. Another issue is lack of enough time in the hands of the students. The students coming to the Royal Road University have a specific time document based on which they like to perform their day to day activities. Reaching the university by means of other transport vehicles, such as bikes and cycles would consume much(prenominal) more time as compared to the cars. It is due to this reason that they prefer going by personal cars, so that they can easily reach on time. alone the above mentioned issues contributed to the increase in the number of driving single occupancy vehicles into the Royal Road Campus. Answer Two The second issue would be turn to in this project. As already mentioned above, the mindset of the students have been set in such manner that they perceive conve yance by means of single occupancy vehicles is the best possible option for them. There are a number of concerning matters, which are needed to be rectified in such way that it does not have any impact on the time factor of the students but at the same time helps the University in fulfilling its objective of reducing the carbon dioxide emission. The University considers sustainability action as one of its primary goal (Royal Roads University, 2013b). The reduction in the carbon gas emission by almost 11 percent be its effort towards the fulfillment of the commitment. There are various constraints in the fulfillment of goal of the University. The location of the University is in such place that there is no availableness of buses. The bikes and cycles would consume much more time to travel thirteen kilometers and reach the university on time. Moreover, allowance of carpooling has been restricted in several areas. These circumstances have built the mindset of the students in a way whe re they prefer travelling in cars to the University. The above mentioned issue have been identified and addressed as the most decisive one which requires special attention in order to meet the goal of the University. Answer Three One of the most important alternatives of addressing to the above mentioned issue is qualification the students realize the necessity of reduction in carbon gas emission. The University can plan for conducting various programs where the importance of

Critically Analyse the Theoretical Conflicts Between Capital Exporting Essay

Critically Analyse the Theoretical Conflicts Between Capital Exporting Countries and Capital Importing Countries - Essay ExampleThe end of the compoundism resulted in letting loose forces with regard to nationalism. After breaking free from the fetters of colonialism, the freshly self-governing states got restless to put an end to the economic supremacy of the previous colonial authorities present in their own respective states. It was in addition followed by a further restlessness with regard to a world regulation which was aspect to allow them increased possibility for the regulation of their respective economies along with providing the right of entry to the international markets. The Cold War among the then existing super-supremacies gave rise to ideologic disputes regarding the law. The various theories that were triggered in relation to exotic investment would be further discussed1. Theories The Classical Theory on Foreign Investment The classical theory regarding the foreig n investment states that the notion of foreign investment proves to be completely advantageous for the host economy. ... This rerouting of the capital would prove beneficial for the public of the state. The introduction of a foreign investor would typically bring in fresh technology which would have no chances of being available with respect to the host country. This scenario or aspect paves federal agency towards technology distribution in the economy of the host country. This gives rise to fresh employment needs and without the presence of foreign investment, such employment prospects would not be triggered2. Dependency Theory The theory of dependency surfaced in the period of 1950s to be a serious response with respect to the conservative approaches towards the economic develop that materialised in the repercussion of the Second World War2. The consequences of foreign funds along with the multinational corporations (MNCs) on the host states could be drawn from the writings whic h were laid drop by the dependency school. Dominant works done by this particular school entails the ontology regarding dependency like the theory of Karl Marx on development as well as underdevelopment, study conducted by Andre Gunder regarding the development as well as underdevelopment, study conducted by Paul Baran regarding the economic growth and backwardness and also the writings by Samir Amin on the subject of unequal growth4. Different countries took up the viewpoints of the dependency theory during that period like the Latin American and the East Asiatic countries. Among these, quite some countries agreed to the plan of import replacement and posed an aggressive approach towards the idea of foreign investment. These specific policies were noted to have damage consequences on the economies of such countries. In the period of

Practicing the Backward Roll in the Gymnastics Term Paper

Practicing the Backward Roll in the Gymnastics - Term Paper ExampleBack rolling is usually a rugged rolling process because of the neck. This is more so for the young children. This is because a childs head in comparison to the rest of the body is usually bigger than that of an adult person. Therefore, a child requires a greater amount of push from the floor in ordering to perpetrate the back rolling technique. This happens in order to encourage them clear their heads from the floor while preventing the unnecessary injuries to the neck.However, as an instructor, there is a need to ensure that the students have enough abdominal strength in helping them lift their hips over their heads. The students besides need to have enough arm strength in order to help them push their heads from the mat. This will help them to relieve some stress from their necks. Rick Feeney (1990), explains one of the skills of backrolling which involves the placing of the mats in a V-formation for the back rolling technique. It helps to serve several functions1. To protect the head from injuries2. It teaches the students how to roll in an exact straight line3. It teaches the students how to push using their hands and armsHowever, as a rolling instructor, there is need not rush your students to perform the back rolling technique, especially on flat mats until when the students are ready to perform it. However, when they perform this skill, there is a need to help them lift their hips up an over their heads. Consciously keep the pressure from their necks. The back rolling skill is a great technique to master because it usually helps the students to develop strength and agility. It also assists the learners to grasp the technique of safe fall. However, spotting a back roll in students takes a little more practicing than any other rolling. First, the students need to pioneer in a squatting stance. Next, make sure that their chins tackle forward while their hands are by their shoulders. T heir palms need to be facing the detonating device in this area. However, there is a need to stand slightly behind your students, as well as their sides.

Philosophy of Music Education in the Indian Context Essay Example for Free

Philosophy of practice of medicine raising in the Indian Context quizThese goals must be the first and foremost reason why we teach harmony. To instill an even greater understanding and love of the domain hence en up to(p) our students develop a genuine interest and continue a life long journey thats under cultivaten in varying degrees and with diverse roles. Phenix (1986) test on the fact that knowledge of methods makes it possible for a individual to continue learning and under feature inquiries on his own (p. 11).Estelle Jorgenson in her book Transforming Music Education eloquently describes the extremity for euphony gentility to be transformed for the very reason that children be able to continue developing their knowledge beyond the classroom. legal medicament teaching method is built of a foundation that encompasses discussions, goals, materials and strategies, based on a teachers knowledge and experience of practice of medicine and child development, educa tional guidelines and overarching, and developing philosophy of medicament education (Fiske, 2012).Before I elucidate my philosophy ab issue music, I recognize the need to clarify my stand as a music educator who is passionate and determined to elevate the status of music education within classrooms around India. My Musical Experiences Music has always been a part of me for as long as I foundation remember. My earliest memories of music, especi every last(predicate)y the performance aspect, goes back to when I was three years old and interpret a solo for a Christmas Concert that was organized by the radio station that my father worked at.I brace memories of him human kneeling on one knee and playing the guitar for me while I sang after which I was delighted to receive a big present from Santa. Ever since, I have enjoyed performing, and have so felt so comfortable on st bestride. All along I grew up listening to Christian gospel music and many modern arrangements of hymns. Sup plementary to that my father offered me a rich experience of Indian hindustani devotional music. I versed songs by ear and didnt realize what I was missing at this point, imagining what I knowing in music to be the only if way to absorb and internalize it.Performing was some issue that I enjoyed doing and it came naturally to me, partially because of my early initiation into starring(p) worship at church. My true test of endurance came ab discover when I was introduced to Western Classical Music at the age of 14, through the take in of two years of gentle. My teacher, like many others around, displayed an extremely formalistic approach and didnt do much to expand my understanding of music beyond what was on the page and how I was supposed to read it.In response to this method I didnt enjoy learning from the pages of notated music books, as much as I did learning by ear, and I continued to develop as a musician who played by ear and makeshift at will. Studying opera during und ergrad was a trying phase for me because of my inability to connect the dots as easily as I should have been able to. My aural skills remained excellent and I sometimes relied on that to carry me through certain phases. Hard work and determination became my motto, and I spent hours to understand and perfect music that was assigned to me, as I wanted to do my very best.Although I had composed songs earlier, without notating them, the study of music theory opened up a whole new world for me. I could now add variety and richness to my music through the concepts I was learning. Music became a new actors line for me I was captivated by the way it lent itself to diverse experiences through diverse musical theater roles (something that I wasnt aw atomic number 18 of or didnt be attention to earlier). As a Music Teacher Although I initially joined a conservatory to study vocal performance, I found myself deeply drawn towards music education, and during my second semester decided to lear n more about devising importeeful and persuasive trategies to improve the standard of music education in India.This melodic theme emerged from an understanding that I had felt almost cheated for having lost out on so many years of studying music formally, yet effectively. I didnt have a choice because structured music instruction simply wasnt available at all the schools that I studied in, or the quality of instruction didnt go to the purpose of educating or informing students like me. What gave the impression of a music class/lesson at school was in reality an enthusiastic way of keeping students occupied for forty minutes in simple singing, with a concert for p arents every once a year.We learned songs by rote to perform them, year after year. During those years though, I didnt realize the limitations that this system came with and continued to enjoy the fact that I was in choir and able to sing. This vacuum remains largely visible and unattended to in schools today, although so me music educators in the recent past have taken huge steps towards improving the quality and effectiveness of their instruction in classrooms around India. Their efforts however remain predominantly an enthusiastic endeavor. What is urgently required is sure enough something much more than sincere teaching.It calls for a transformation of the present system, giving room for every child to receive superior music education that fits into the whole. The need of every student being met in a transformed educational framework that constantly reshapes itself to accommodate new ideas and strategies. After all, as Regelski (2003) rightly points out that music (music education) is for everyone and not just for an elite few. The turning point in my decision to finally teach music myself came about when I enrolled my four-year-old daughter, Tiara, for after-school piano lessons.I hoped to give her a head start, with the understanding that she neednt have to face the same challenges in learnin g music, like I had to. However, after a few classes, I realized to my complete dissatisfaction that there was no structure, no thought and imagination, and no clarity in what was being thought to her. Her fingering on the piano was all over the place for the two songs that her teacher worked on Twinkle, Twinkle Little Star. And Baa Baa Black Sheep Her teacher (I later learned wasnt introduced to classical notation), taught her these songs by writing letters in a book and instructing her to commit it to heart.Lesson after lesson they would follow the same outline with no violence on any other musical aspects whatsoever. I decided I wasnt going to take this lying down I had to do all within my capacity to change the face of music education, as the vast majority of people understand it. I began studying about music education as well, to inform and equip myself for the task at hand. Around this period, my vocalization teacher encouraged me to coach students in voice, and I began shy ing away from it believing I was under qualified and needed many years of study to begin teaching.However, with a newfound passion and vigor, I accepted to coaching some of his voice students and also began to teach small groups of students on the history of music (because I loved learning about it). Meanwhile, I started training both my young daughters at home constantly developing new ideas and strategies to introduce musical concepts to them. A friend noticed my teaching style and asked if I would teach her daughter too, and thus began my professional journey as a music educator. Four years since then, I find myself accountable for the music instruction I offer to over 250 children across various age groups, who are part of my school.The need is so great within schools, and only a few educators are willing to take the extra effort of educating themselves and being channels of superior music instruction-catalysts of sorts. I am blessed to have a team of ten teachers who share in m y vision and work alongside me in imparting music to the children who are part of our music school, Harmony. My long-term vision is to enhance the music programs in India for the betterment of as many children as possible. Individuals dont realize what theyre missing until theyve been given a taste of it, a glimpse of the large picture (much like my case).Through our school performances I aim on providing a window for the change to take place. A transformation that not only affects my students, but others around them as well through their personal interactions with each other and the community as a whole. My Personal Philosophy A eye socket or discipline without philosophical guidance, without critically examined ideals and commitment to their revision in light of the diverse and changing needs of those it seeks to serve, is more akin to an occupation han a profession (Bowman Frega, 2012, p. 23). For my vision to bear fruit and show evidence of becoming something concrete, I real ize the need to develop my philosophy of music to an extent that equips me with the compulsory tools to be able to initiate the change that I seek after. In the haggle of Jorgenson (2008), I want to excavate beneath the superficial and demonstrable skills to conceive about the ideas and principles of music teaching, the things that drive and shape.According to Kivy (2002), A practice or discipline or body of knowledge, then, seems to become eligible (If that is the right word) for philosophy, mightily socalled, when it becomes for us a way of life when it cuts so deeply into our natures as human beings that we are impelled to explore and reveal its innermost whole caboodle (p. 7). It is necessary for me to clarify the major dimensions of musical experience so I can effectively offer them to, and nurture them within, my students (Reimer, 2003, p. 9), this despite the passion and conviction with which I teach and advocate the need for arts in schools. I have begun to develop a s ynergistic mindset in my philosophy of music education after my reading and researching the literature, coupled with practical experiences over the last few years. Reimer (2003) points out A synergistic mind-set is one open to cooperation as an alternative to animosity, to searching for points of agreement or confluence as an alternative to fixating on discord, to recognizing nuances in which seemingly opposed views are capable of some level of contention (p. 30).I agree with Reimers democratic view that musical meaning is meaning that individuals choose to give to and take from music, based on their life experiences and their musical orientations. He further adds that there is to be no one right way, and calls for an adaptation of a synergistic blend in music teaching. Music must involve decision making through discernment and connections within a particular role (Reimer, 2003, p. 213). Eisner (1987) illuminates the need for a curriculum that exploits the various forms of hist rionics and that utilizes all of the senses to help students learn what a period of history feels like(p. 7).Similarly, offering students a basis for understanding music in all contexts involves a thorough exploration of musical meaning within its definitive parameters, along with contemplation or reflection. Introducing students to the music and other art forms of various cultures is a grand way to broaden their understanding of the meaning of music. A student does not need to lose his own musical identity in order to study other music. On the contrary, in learning about other music, a students life is enriched.Reimer states, In the spirit of adding to the self rather than alter other selves for ones self, the study of the music of foreign cultures enriches the souls of all who are engaged in it (p. 191). Music and Meaning As advocates of music, music educators are often expected to express the meaning of music through words, yet words are incapable of truly describing the beauty and emotion felt through experience. The concern is not to arrive at a definition and to close the book, but to arrive at an experience (Ciardi, 1975, p. ). Ciardi states that there still lingers belief that a dictionary definition is a satisfactory description of an idea or of an experience (p. 1). Words may attempt to describe music, yet true meaning must be derived from the actual music experience Reimer (2003) discusses the difference between meanings drawn from words or language and the meanings found through music. He writes, row is created and shared through the processes of conceptualization and communication.Music is created and shared through the process of artistic/ aesthetical perceptual structuring, yielding meanings language cannot represent (p. 133). The real big businessman of music lies in the fact that it can be true to the life of feeling in a way that language cannot (Langer, 1942, p. 197). Phenix (1986) highlights the need to look for aesthetic meaning in mu sic concluding that there has to be a delicate balance between descriptive proposition that serves the purpose of laying out a historical background and allowing for freedom to gain perceptual features.Though music may evoke emotions in my students as they compose or serve as an outlet for their feelings when they perform, the ultimate significance of music lies in its ability to symbolize/portray deeply felt emotions. In the pages of his article, How Does a Poem Mean, magic trick Ciardi (1975) shares with the reader his view that language is not capable of completely conveying the meaning that is discovered through experience. Living through the poetry is more effectual than attempting to interpret it. I believe that language does, however, serve a purpose of enhancing and is required when teaching for musical meaning.Words much(prenominal) as diction, metaphor, round of drinks, and counter rhythm describe elements that lead to the understanding of form. Once a student can iden tify changes in the form through performance, he will have place the poem in action (p. 95). He will no longer ask what the poem means but will see how it means (p. 95). Ciardi suggests questions such as, Why does it build itself into a form out of images, ideas, rhythms? How do these elements become the meaning? and How are they inseparable from the meaning? (p. 100). These questions are helpful in leading a student to the ultimate meaningful experience.Likewise, music students may use their knowledge of musical elements, such as rhythm and dynamics, to see how a plot of ground of music means. Reimer (2003) says language has the essential function of disclosing and explaining the music. Music elements are inseparable from the performance of the music as they help to explain the musical experience. On their own, however, words and definitions remain dull and lifeless. I believe students should be immersed in the experience, while in a chorus, performing their instruments and lis tening to those around them.Meaning can be discovered through active participation in music and through the emotion and beauty the music portrays, for Music means whatever a person experiences when involved with music (Reimer, 2003, p. 133). Ciardis (1975) statement It is the experience, not the final examination, that counts (p. 3) is particularly striking. The Indian society places high emphasis on examinations in music as with other subjects, very often overlooking the need for students to value their experience through the process of learning.I sometimes feel pressured by the community to tinct high concert performance expectations and good examination results. Although I recognize that performance and the International music exams is a wonderful opportunity in which students can share their music with the community, or understand their level of competency, the true reflection of meaning in the music should be experienced in day-to-day music making within my classroom. I do my best not to focus on the examination repertoire alone but to include other music as well giving them a chance to draw out meanings and experience the music.Ciardi (1975) describes a poem as a dynamic and living thing (p. 10). He continues stating, One experiences it as one experiences life. One is never done with it every time he looks he sees something new, and it changes even as he watches (p. 10). Similarly, music is capable of revealing something new each time it is experienced. The meanings my students derive from an initial listening of a piece of music may be vastly different than the meanings understood months or years later. The meaning of music constantly changes with personal life experiences and new perspectives.Reimer claims, Music education exists to nurture peoples electric potential to gain deeper, broader, more significant musical meanings (p. 133). I believe my students should derive their own meanings from the musical experience and without my influence. By expla ining meanings to them, I face the fear of border into oblivion the celebration of their own unique experience with the music, much the same way a language teacher might, in more ways than one, take away from the experience of a students feelingful experience of poetry as she explains the meaning in the verses of the poem.Instead of teaching what music means, I will instruct students on how music means, enabling them to derive meaning from experiences that occur beyond the classroom, and within their own roles. Feeling through Music Music does for feeling what language does for thought (Bowman, 1998, p. 200). As a musician, I understand the power of music to evoke feelings. Listening to or performing a great work of music in a concert hall may bring tears or chills to the musician in a way that only music is capable.Similarly, students emotional lives may be heightened by experiences in the classroom. According to Reimer (2003), the emotional dimension of music-its power to make us feel, and to know through feeling-is probably its most important formation characteristic (p. 72). In Western history, emotion has often been regarded less valuable than intellect (Reimer, 2003). Some people do not consider the arts to be as important as other core subjects such as math and reading in education due to the belief that arts are based on emotions and not reasoning or intellect.Recently, however, scientific scholars have begun to recognize that human intelligence, or cognition, is exhibited in a variety of forms, directly associate to functions of the body, and tied to feeling. Dimensions of the mind, once thought to be separate and unrelated, are now known to work together, contributing to the things we know and experience. Anthony Damasio, a research neurologist, believes feeling is in all probability to be the key factor in human consciousness itself and an essential ingredient in human cognition (Reimer, 2003, p. 76). The capacity to feel pervades and directs al l we allow as living, aware creatures (p. 8).Direct experiences of feeling are embodied in music and made available to the bodied experience of those engaged with it (p. 80). The use of descriptive and symbolic language in the classroom, in the teaching of a varied repertoire of expressive music, aids in drawing out these responses of feeling from students. Including music that is heavy and loud or delicate and light will bring out an array of feelings. I believe students should be given an opportunity to vowelize these feelings through journaling and in-class discussion.

The Extraction of Aluminium Essay Example for Free

The Extraction of Aluminium EssayThe metal aluminium is a very important to numerous of the worlds industries how ever it requires a special process called electrolysis to express it form other metals which is commonly found with. As i mentioned aluminium is an extremely useful metal and has many uses which we depend on in our daily lifes which are any thing from packaging to being used in transportation.This means that we turn over to to be able to extract aluminium, as it is extremely rare to find aluminium as a free metal. In fact, it is get along to combine with over 270 other metals. Extraction is a major problem for aluminium and there is no ideal solution. However there are many not so perfect solutions that are currently being practiced today. In this essay I will tonicity into some of the limitations and benefits of the current decline techniques. I will also look at some of the economic and environmental effects the extraction of aluminium has.When aluminium is extracted from the other metals it must go through processes called electrolysis. Aluminium is not an easy metal to extract from other metals it is found in nature with, therefore it takes a lot of electricity to extract aluminium. Because it is such an energy consuming processe researchers have found steerings to cut down the energy usage by adding different compounds to the aluminium. The most common way to do this is to add molton cryolite to the molton aluminium. With adding molton cryolite to the molton aluminium alone it effectively lowers the temperature needed extract from 2000C to 950C, that is more than a 50% decrease in the required temperature 2.However due to the fact that the oxygen reacts with the carbon positive electrodes this can cause an inconvenience. When oxygen (O) reacts with carbon (C) it forms carbon dioxide (CO2). When the carbon dioxide forms it eats forth the positive electrode over time. As the positive electrodes are eaten away they must be replaced o n a frequent and regular basis, this is a negatieve inconvenience that save adds to the cost of producing aluminum which is already high form the large amount of energy that is needed 3.In the remainder of this essay I will look at the aluminium electrolysis plant located in Reydarfjordur, Iceland. I will look at some of the environmental and economic consequences of this plant run by Alcoa. When a parvenu plant or factory is created it can either be good or a bad thing and have twain positive and negative effects on the economy and the environnent.With this plant in Reydarfjordur it has a great effect on the economy as it brings many new jobs to this not yet developed region of Iceland. In order to build this plant it requires around 1800 temporary jobs. After the plant is in a test and stable condition it will require about 450 people on a daily basis as well as another ccc jobs that will be indirectly created 1. As jobs in the eastern Iceland or Reydarfjordur area have been s teadily decreasing over time this will hopefully boost the employment rate and provide jobs for many.When extracting aluminium there is no environmentally friendly solution however many new plants, including the Alcoa plant in Reydarfjordur have much lower dismissals than others that are older or less environmentally friendly. The new plan for the Alcoa plant in Reydarfjordur has significantly lower emission rates than other Alcoa plants which are all within local standards. Alcoa claims they are a large supporter of sustainable development and for this plant alone they have over 60 experts looking in to and implementing ways to preserve our environment. This new factory meets and exceeds all European Union and Icelandic emissions requirements, this is the first step to creating a sustainable plant. In fact, a recent study regarding this factory shows Alcoa factory located in Iceland had 35% lover CO2 emissions than other leading aluminum plants. As well as having lower CO2 emissio ns they also boast 40% less PFC emissions and a 80% lower nitrogen oxide emissions 1.Bibliography1. Alcoa. Acoa. 2 Feb. 2008 http//www.alcoa.com/iceland/en/info_page/reydarfjordur.asp.2. Various. Alumiumum. Wikipedia. 1 Feb. 2008. 2 Feb. 2008 http//en.wikipedia.org/wiki/Aluminium.3. Extraction of AL. BBC. 2 Feb. 2008 http//www.bbc.co.uk/schools/gcsebitesize/chemistry/usefulproductsrocks/electrolysisrev3.shtml.