Choose one arid region and write a report comparing possible methods Assignment

Choose one arid region and write a report comparing possible methods of water provision to the area - Assignment Example The magnitude of the problem is increasing because of the lack of awareness among the general public of these areas about the sustainable and economical use of water. This report discusses the situation of water supply crisis in one such region i.e. Qatar and a few solutions to the problem and methodologies for providing water are also discussed. 2. Background The problem of water shortage is not due to global warming but is more due to the increase in population and the wastage of water by a large number of people throughout the world. More 20% of the world population does not have access to clean drinking water. The United Nations water program has set a target, in Millennium Development Goals, of supplying 85% of world population with safe drinking water by the end of 2020. But with the increasing population and increased wastage and pollution of water this target cannot be achieved before 2030. The third edition of the World Water Development Report (WWDR3) presented in the fifth World Water Forum in Istanbul in March 2009, various issues have been identified as the cause of the water shortage in the world, particularly in the arid regions. ... The salient features and the application of the various alternative methods with respect to Qatar is discussed separately in the following paragraphs. a. Wastewater Treatment and Reuse A large quantity of water is used for household washing purposes. This water which can be reused after proper treatment is normally wasted and thus contributes to the problem of water shortage particularly in the arid regions of the world. Qatar being one such region can also utilize its wastewater for fulfilling the increasing demand of water in the country. Wastewater does not only fulfill the increasing water demand but it is also very effective in controlling water pollution and various water-borne diseases particularly in countries like Qatar where people are unaware of the hygienic procedures through which they can stop water pollution. Wastewater reuse has is being practiced in various countries for providing fresh water resources. Qatar generates more than 2 million cubic meters of waste water in the form of household and industrial waste (Gleik, Cooley and Morikawa, 2008). Out of which about 35% can be treated and reused. Doing so will fulfill 50% of the household demand of water in Qatar. The cost per cubic meter ($0.49) is also lower as compared to the water obtained from desalination (2$ per cubic meter). Moreover wastewater treatment also resolves the issue of water pollution because the water is treated and reused instead of discharging into land which pollutes land and underground water resources. Another advantage of the reuse of wastewater is the localized nature of water supply system because the wastewater generated by a certain locality can be treated and reused

Teaching ESL Adults Essay Example | Topics and Well Written Essays - 750 words

Teaching ESL Adults - Essay Example However, good times are not always why people seek overseas settlement (Yen, 2012). According to the United States 2010 Population Census, of the 26.4 million immigrants in the United States, almost 80% are adults (Yen, 2012). English as a Second Language (ESL), as a result, has turned into the fastest growing and developing segment in government financed adult education program. A majority of the adult ESL students do not have much education in their home country, and hence, lack proper study skills vital for academic success and accomplishment. They tend to face great financial distress, as well as family responsibilities, which oftentimes avert them from focusing on their education, as well. Educating them can be a vital challenge for both the curriculum developer and the teacher (Yen, 2012). Therefore, a proper lesson plan should be devised, which seeks to incorporate all adult ESL students in the classroom. The title of the lesson will be "Finding a Job: An Introduction to Apply ing for Entry Level Positions". The plan will incorporate 15 adult students of varying ages, origins and language proficiency who are concerned in discovering what it takes to find employment. The course will run for two-hours, twice a week for eight weeks. The three main goals of the lesson plan will include enabling to listen actively, speak so others can understand and also enable adult ESL learners to read with understanding. In Colorado state, the capability of listening and understand English incorporates goals, which mainly revolve around survival and personal safety (Fullan & Stiegelbauer, 2008). A case of a survival skill at an indispensable stage is understanding when a person asks for your name. Also, in Colorado, understanding someone can be positively influenced by education. Not being understood is annoying for a non-native English speaker. An easy goal is the ability to inquire the price of an item in the market especially a crowded one (Starr, 2013). A higher goal is the ability to hold a discussion with your child's teacher at school, or to give details about a book adequately, which a librarian can assist in locating the title. Understanding and interpreting the written English language is also vital. The skill to understand and interpret road signs or pick a meal from a menu is a recessed skill, while a high-level skill is the capacity to select suitable classes from a college course catalog (Starr, 2013). This talent permits the adult language learner to feel more contented and happy in a language, which is not his or her own. Many adult ESL learners find this the most natural place to begin their English language acquirement. Benchmark standards of the adult ESL students with regards to Colorado state standards include: All ESLs have to take state educational achievement tests in language arts, apart from ESLs who have been in the United States for less than one year. If available from the state, ESLs students can seat for these language a rts tests in their native languages so as to understand how the vocabularies are used in language. Adult ESLs students who have been in United States for three successive years should be tested in language arts/reading using an examination written in English, even though on a case-by-case basis, this phase can be prolonged up to five years. Adult ESLs students as a group should meet annual targets of Adequate Yearly Progress (AYP). States, districts, and