Support Literacy and Numeracy Activities Essay Example for Free

Support Literacy and Numeracy Activities EssaySupport literacy and numeracy activities K8 the strategies and resources used at your school for growth educatees a reading skills b committal to writing skills c speaking/talking and listening skills d mathematical knowledge, understanding and skills The classes in my school atomic number 18 of complex ability and key stage 1 year 1 and 2 contain pupils from two adjacent year groups. Throughout the school, we use a admixture of teaching styles including whole class, group and individual teaching, depending upon the task and learns of the pupils. In line with government requirements, the school lays particular emphasis upon the teaching of basic skills of reading, writing and numeracy. All children in the main school arrive an hour of numeracy and an hour of literacy each day but these periods be frequently supplemented by further activities in the lead to the ontogenesis of these vital, basic skills. Strategies and resourc es for growth reading skills Teachers, parents and teaching assistants should all be working together to come on pupils to enjoy and benefit from reading.The main focus of development will be through the Literacy lesson, although reading will be promoted through all areas and curriculum subjects. Shared reading This takes trust in the classroom and every unrivalled looks at a text together. The texts include various types, such as plays, fiction, non-fiction and are on a range of different subjects and themes. Guided/group reading This takes place in small groups within the class while other pupils are working independently.Individual reading This usually incriminates pupils quietly reading books from the classroom or library, or those used during guided reading, which pupils can read without adult run on. I hear individual pupils read as much as possible as it is an important way of developing their reading skills. For those pupils who deprivation extra help, they are take n out of the class by an assistant and sport one to one time to encourage and help them with their reading. When supporting pupils reading, I use a range of strategies and check with the teacher whether any pupils reach specific targets.However, it is important to involve all pupils if I am working with a group and to be aware if I have pupils who are reluctant to talk about what they are reading. I ensure I give them plenty of praise and encouragement to build up their confidence and reassure them when putting their ideas forward. Careful questioning alike helps me find out about pupils understanding of texts so they can tell me what they are reading about. Strategies and resources for developing writing skills As pupils develop writing skills, they need support both in English/Literacy lessons and in other subject areas as they form basic words.I therefore need to help them with the good aspects of writing, including spelling, grammar and handwriting. Strategies for developing writing skills can be done by carrying out shared writing activities. Using pictures and key words or phrases. Using workbooks to encourage writing skills. Strategies and resources for developing speaking/talking and listening skills Pupils who are not confident when speaking need to be aware that I value what they have to say. I can show them that I am interested by- Giving them eye-contact when they are talking to meSmiling or encouraging them to continue while they are talking Repeating back what they have told me Asking them open-ended questions to encourage them to answer in more detail I can also support pupils by allowing them time to mobilize about and formulate ideas before they give their answers. Some pupils find it very difficult to sit quietly and listen to what others are saying. Young pupils find activities such as carpet time where they need to spend a long time listening to others, quite difficult or easier in a small group.Pupils who lack confidence in speaking and listening situations in class, for whatever reason, are given opportunities to develop these skills in smaller groups, which they find less threatening. We can develop speaking and listening skills in many different situations, not necessarily as planned events. Literacy resources I am able to identify the location of literacy resources within individual classes. These support basic writing with younger pupils for example lists of words or sound cards or may be books such as dictionaries.The school also has a range of technical resources such as computer programs and software to support literacy activities. Strategies and resources for developing mathematical knowledge, understanding and skills When working with pupils on Maths tasks, I will use different strategies to support the development of their skills. It is likely that I will accommodate how I do this depending on the needs of the pupil, so I need to know about individual pupils targets for Maths. I might use some of th e pursuit strategies.Helping pupils to interpret and follow instructions Some pupils find it hard to recall instructions or follow a series of points given by the teacher. I may need to help them follow what is required. Reminding pupils of teaching points made by the teacher Some pupils may find a task dispute because of their individual learning needs or ability to focus on it. I may need to remind them about specific teaching points to enable them to continue. Questioning and prompting pupils It is likely that I will use this strategy regularly with all pupils, as they often need to be refocused or have specific questioning to redirect their hinking. Helping pupils to select and use appropriate mathematical resources I may need to prompt or encourage pupils to think about resources available to them when working on Maths activities. Explaining and reinforcing the correct use of mathematical vocabulary to reinforce vocabulary used by the teacher, extend pupil vocabulary and check pupils understanding of the terms used. Introducing follow-on tasks to reinforce and extend learning The teacher may have given additional tasks for pupils to work on if they have finished the initial activity.More able pupils may be asked to develop concepts and find their own objectives, but it is likely that I will still need to check these with them. Numeracy resources I know how to use any resources that I need and where they are kept. All pupils are given the opportunity to look at and search resources before starting to use them, and some pupils may need help if they are unfamiliar with particular resources. Resources for Maths may range from measuring frame-up for length and weight to number equipment, such as number lines, cards or cubes and games to develop different Maths skills. There is also numeracy software on our computers.

Effective Communication within the Workplace

Effective Communication in spite of appearance the WorkplaceEffective Communication within the WorkplaceIn the fast-paced world that we live in, dialogue has become a direction of life, especially within the business environment. From a managers point of view, communication is the key to the success of m whatever objectives and goals set by individuals and top(prenominal) management. Unfortunately, management at every level is experiencing increased tension and uncertainties from lack of communication within the workplace. Therefore, the need for new strategies such as listening preparations, which accommodates the mental, physical, and behavioural aspects required for communicating and listening effectively (Hybels Weaver II, 2007). Therefore, good communication skills in management are necessary for sufficient technical leadership within any organization.Throughout the next couple of paragraphs, I will be discussing different communication processes, some personal learning ou tcomes, as well as some learning outcomes from the Hybels and Weaver II Communicating Effectively textbook. First be able recognize how self-concept, defensive and supportive messages and behaviors create a compulsive or negative communication climate. For instance, giving employees positive reinforcement or feedback simply means telling them how they are doing at work which helps develop ones self-concept. However, there is also dickens-way feedback, which means taking feedback from employees. This means we need to be ready to listen to what others tell us without becoming defensive if it is not what we neediness to hear (McCoy, 2003). If managers approach this is technique of communication with open doors, it proves them with active listening skills that will provide a well-developed communication climate that will increase their declare performance and/or the businesses productivity.Organizations have often thought that poor communication is the biggest barrier to organizat ional effectiveness. Therefore, the development of communication skills is very important for management to crap and maintain an employees self-concept. By management sharing information with employees, it helps reduce any uncertainties about their jobs and futures, which also increases their well-being and perception of the work environment.Some strategies management uses to pass over some of these communication barriers and conflicts are, clearly defining the employees roles and responsibilities and actively listening to their concerns, which builds their personal communication skills and improves their communication competences. When employees and management have good business relationships and the feeling of compare empowerment and positive self-concepts are shared, it makes for a productive work atmosphere. Giving workers the opportunity to participate in the decision making process, that affect their jobs, is another way to build confidence between themselves and upper mana gement. It is also important to establish employees that they are valued, by praising their good work performance verbally, which maintains and develops their self-concept.The key to any productive business is effective communication yet there are billions of dollars wasted for each one year, due to poor communication, therefore it is favorable for both managers and employees to include this skill within the workplace, for an enjoyable, well-organized and productive work environment. Building communication skills and becoming active role models in the workplace can have a notable contribution to the success of businesses and the success of employees. Some objectives to becoming a better communicator are to make personal contacts, actively listen, be a clear communicator, show respect, and most of all make compromise an option.It is a proven fact that by improving communication skills throughout life it will make you more than successful and productive within the workplace. Whic h simply means less stress and more rewards for both employees and companies. Moreover, you become a valued leader and your company becomes more successful, due to effective communication.It is important to remember that good communication skills require the use of critical thinking, which allows us to take control of our opinions and mind-set in dedicate to make better judgments without jumping to conclusions, which can ultimately lead to conflicts. Therefore, the use of critical thinking skills and good communication skills provides us with the intellectual standards needed to expect questions about the certain situations that might otherwise be overlooked.With everything that we have studied during this class, I found that keeping an open mind and thinking outside the encase is the easiest way to approach certain situations that require a special need for communication skills. Although, our communication skills will always change throughout our lives because of our constantly ever-changing self-concept and perceptions (Hybels Weaver II, 2007), I have been using strategies like actively listening and proper assessments, as a way to achieve a flexible musical mode effectively communicating. To me, good communication skills with a positive attitude open the doors to a successful career that is beneficial to any organization, but more importantly a way of knowing and understanding those around you.As mentioned earlier, recognizing personalities and self-concepts is very important within any organization. From a personal and a management viewpoint, the spirited expectations of communication skills within my career, has actually been very helpful with the development of many different skills. For instance, a strategy introduced a few years ago was pass to help understand and recognize different personalities within the organization.The learning tool developed by Dr. Carl Gustav Jung, was actually going to help everyone understand each other to the point c ommunication would not be an issue within the organization. The programs intent was to help treat people, as they needed to be treated, based on two of four colors, red being a director, blue being a relater, green being a thinker and yellow being one that socializes.They had each employee take the short quiz to determine their two personal colors, one being their primary color and the other being secondary. After I took my quiz, it primed(p) that I was red over green, which meant that I was a director and a thinker. I really had my doubts about this program until I moved up into a management position, which required me to communicate at a much higher level. Knowing and understanding that each individual requires different forms of treatment and communication being the primary form, the use of this technique has given us the ability to determine what those individual needs may be. This learning technique has had a powerful force on the communication within the company and even if someone has not taken this quiz, it provides a way to assess their personal communication competencies, by find a set of colors that fits each individual. Although, the assessment/ judgment may not always be correct, it does provide a foundation for emotional intelligence operation development.Hybels, S., Weaver II, R. L. (2007). Communicating Effectively 8th Edition. New York McGraw Hill.McCoy, J. (2003). Business Performance. Retrieved 3 26, 2010, from Employee Feedback How to Build Staff Moral and Grow Your Business http//www.businessperform.com/articles/workplace-communication/employee_feedback.html

Evidence of Bad Character Case Study

Evidence of Bad Character Case Study1.That Z had sex with T D HThe say that Z had sex with T D H sight be admitted with the jibement of on the whole the parties1. thus far it is un in totally probability that Z would mark off that this deduction could be admitted at that placeof that X would crap to rely on one of the different eatable of section ascorbic acid (1) of the Criminal referee routine 2003 in order to admit the establish.Section 100 (1) of the Criminal Justice operation 2003 stipulates, Evidence of the handsome character of a person other than the defendant is admittable if and only ifIt is crucial explanatory evidence,It has firm probative honour in relation to a matter which is a matter in answer in the proceedings, andis of real(a) importance in the context of the case as a whole, orall parties to the proceedings agree to the evidence being admissible then it is likely that Z will try and admit this evidence under s100(1)(b) arguing that it has substantial probative order in relation to a matter that is either a matter in issue in the proceedings or that is of substantial importance in the context of the case as a whole. In order to determine whether or not the evidence has substantial probative judge case honor prior to the enactment of the Criminal Justice Act 2003 should be considered where it was considered that such evidence could be admitted if it was striking similarity2and of sufficient probative force to overcome prejudice.3It is likely that this evidence will be admitted.2.That Z was convicted of wasting police timeThe evidence that Z had been convicted of wasting police time could again be admitted if both parties agree to the evidence being admitted. However it is unlikely that Z would agree that this evidence can be admitted therefore that X would have to rely on one of the other victuals of section 100 (1) of the Criminal Justice Act 2003 in order to admit the evidence.Section 100 (1) of the Criminal Justice Act 2003 stipulates that evidence of the bad character of a person other than the defendant is admissible if and only ifIt is significant explanatory evidence,It has substantial probative value in relation to a matter which is a matter in issue in the proceedings, andis of substantial importance in the context of the case as a whole, orall parties to the proceedings agree to the evidence being admissible because it is likely that Z will try and admit this evidence under s100(1)(b) arguing that it has substantial probative value in relation to a matter that is either a matter in issue in the proceedings or that is of substantial importance in the context of the case as a whole. In order to determine whether or not the evidence has substantial probative value case law prior to the enactment of the Criminal Justice Act 2003 should be considered, as above and in servant of that evidence it is unlikely that the evidence will be admitted. This does not appear to be of substanti al importance and it is likely that the jury could reach the right determination without hearing this evidence.3.That W is a lesbian who is prejudiced against menThe evidence that W is a lesbian who is prejudiced against men can be admitted with the engagement of all the parties4. However it is unlikely that W would agree that this evidence could be admitted therefore that X would have to rely on one of the other provisions of section 100 (1) of the Criminal Justice Act 2003 in order to admit the evidence.Section 100 (1) of the Criminal Justice Act 2003 stipulates, evidence of the bad character of a person other than the defendant is admissible if and only ifIt is important explanatory evidence,It has substantial probative value in relation to a matter which is a matter in issue in the proceedings, andis of substantial importance in the context of the case as a whole, orall parties to the proceedings agree to the evidence being admissibleTherefore it is likely that Z will try and admit this evidence under s100(1)(b) arguing that it has substantial probative value in relation to a matter that is either a matter in issue in the proceedings or that is of substantial importance in the context of the case as a whole. On this basis it is unlikely that this evidence will be admitted.4.Psychiatric evidence in gaze of YThe evidence that Y is suffering from Potipahrs Wife Syndrome can be admitted by sympathy by the parties. 5 However it is unlikely that Y would agree that this evidence could be admitted therefore that X would have to rely on one of the other provisions of section 100 (1) of the Criminal Justice Act 2003 in order to admit the evidence.Section 100 (1) of the Criminal Justice Act 2003 stipulates that evidence of the bad character of a person other than the defendant is admissible if and only ifIt is important explanatory evidence,It has substantial probative value in relation to a matter which is a matter in issue in the proceedings, andis of substanti al importance in the context of the case as a whole, orall parties to the proceedings agree to the evidence being admissibleX will need to argue that the evidence is important explanatory evidence. Evidence is important explanatory evidence for these purposes if (a) without it, the judicial system or jury would see to it it impossible or difficult properly to understand other evidence in the case, and (b) its value for understanding the case as a whole is substantial6. buy food in relation to evidence of conduct, which is alleged to be similar to matters in dispute at the trial, evidence of witnesss bad character may not be adduced without the leave of the court7. Section 100(3) identifies certain factors to be taken into account by the trial judge, alongside either others considered relevant, in exercising his savvy to grant leave to allow bad character evidence to be disposed. Such factors include the number of relevant incidents, the lapse of time, and other common common sense considerations relating to similarities surrounded by past and present conduct and questions of contested identity. Therefore such evidence will only be admitted if it bears substantial probative value, and the court grants leave. It would therefore be concluded that in this instance that the evidence would be admitted.5.Previous evidence of VAssuming as discussed above that the X is not successful in admitting any of the evidence (as if he is this will mean that the evidence of his bad character and previous reliances will automatically be admitted) the Criminal Justice Act 2003 contains a dedicated scheme of rules to regulate the admissibility of evidence of the charges extraneous misconduct in s101 (1). These rules are different from those rules that exist for the admittance of other witnesss previous character.In criminal proceedings evidence of the defendants bad character is admissible if, but only if all parties to the proceedings agree to the evidence being admissi ble,the evidence is adduced by the defendant himself or is given in answer to a question asked by him in cross-examination and intended to elicit it,It is important explanatory evidence,It is relevant to an important matter in issue between the defendant and the pursuitIt has substantial probative value in relation to an important matter in issue between the defendant and a co-defendant,It is evidence to correct a false impression given by the defendant, ofThe defendant has make an attack on another persons characterTherefore this evidence can be admitted by agreement by the parties however this is unlikely. Therefore it is likely that the prosecution will attempt to admit the evidence under sections c and d and this are provisions, which are refer with similar fact evidence. angiotensin converting enzyme significant dimension of the similar facts cases concerned the dangers posed by deliberate collusion between witnesses or innocent cross-contamination of their evidence.In deter mining the admissibility of evidence of the impeachs misconduct in the first instance, however, section 109 obliges the court to treat the evidence as true, unless it appears, on the basis of any literal before the court (including any evidence it decides to hear on the matter), that no court or jury could reasonably find it to be true8. Therefore given the similarities between the previous incident and the current one it is likely that this information will be allowed to be admitted into the current proceedings. The reason for this is that the evidence can either be considered to be important explanatory evidence or alternatively that it is relevant to an important matter in issue between the defendant and the prosecution6.Xs previous conviction of ExposureThe CJA 2003 contains a dedicated scheme of rules to regulate the admissibility of evidence of the accuseds extraneous misconduct in s101(1)In criminal proceedings evidence of the defendants bad character is admissible if, but only if all parties to the proceedings agree to the evidence being admissible,the evidence is adduced by the defendant himself or is given in answer to a question asked by him in cross-examination and intended to elicit it,It is important explanatory evidence,It is relevant to an important matter in issue between the defendant and the prosecutionIt has substantial probative value in relation to an important matter in issue between the defendant and a co-defendant,It is evidence to correct a false impression given by the defendant, ofThe defendant has made an attack on another persons characterTherefore this evidence can be admitted by agreement by the parties however this is unlikely. Therefore it is likely that the prosecution will attempt to admit the evidence under sections c and d and this are provisions, which are concerned with similar fact evidence. One significant dimension of the similar facts cases concerned the dangers posed by deliberate collusion between witnesses or in nocent cross-contamination of their evidence.In determining the admissibility of evidence of the accuseds misconduct in the first instance, however, section 109 obliges the court to treat the evidence as true, unless it appears, on the basis of any material before the court (including any evidence it decides to hear on the matter), that no court or jury could reasonably find it to be true9.Section 107 where evidence of the accuseds bad character has been admitted into the trial without the accuseds agreement, under section 101(1) paragraphs (c)-(g), and the court is satisfied at any time after the close of the prosecutions case that (i) that evidence is colly such that (ii) a conviction would be unsafe, the court must either direct the jury to acquit the defendant of this offence or, if it considers that there ought to be a retrial, discharge the jury. Either way, proceedings will not be allowed to continue if it emerges during the course of the trial that material evidence of bad character has been contaminated.A previous conviction can be admitted as evidence of propensity if it falls into either (i) one of the categories of offences or (ii) the statement of the offence in a written charge or indictment would be the same. Thus, a person who has been convicted of actual bodily harm and is flat charged with actual bodily harm will fall into the second category (same description)-but a person who has been convicted of theft and is now charged with burglary would not. However, the Home procedure will introduce two sets of categories of offences-the first broadly comprising all Theft Act offences, the second comprising sexual offences involving sexual contact with children.Therefore given the similarities between the previous incident and the current one it is likely that this information will be allowed to be admitted into the current proceedings. The reason for this is that the evidence can either be considered to be important explanatory evidence or alterna tively that it is relevant to an important matter in issue between the defendant and the prosecution7.Directing the control boardBecause of the statutory grounding of the criminal evidence rules the rules on directing the jury, in relation to similar fact evidence and evidence of bad character have altered somewhat. The provisions that we are concerned with here are contained within Section 107 where evidence of the accuseds bad character has been admitted into the trial without the accuseds agreement, under section 101(1) paragraphs (c)-(g), and the court is satisfied at any time after the close of the prosecutions case that (i) that evidence is contaminated such that (ii) a conviction would be unsafe, the court must either direct the jury to acquit the defendant of this offence or, if it considers that there ought to be a retrial, discharge the jury. Either way, proceedings will not be allowed to continue if it emerges during the course of the trial that material evidence of bad character has been contaminated.Finally, there is a power for the court to discharge the jury and either direct an acquittal or order a retrial if a judge, having admitted evidence of bad character, ulterior decides that such evidence was contaminated. Contamination is defined in terms of evidence that is false or misleading in any respect, as a offspring of the witness who gave the evidence either having agreed to give false evidence, or being affected by hearing other evidence in the case. It seems these provisions are aimed particularly at allegations of multiple sexual abuse where other allegations are, on occasion, felt to be the consequence of collaboration by different witnesses. In such cases it would be open to the judge to cure the problem by direction to the jury, but where it is felt that direction is inadequate and any subsequent conviction would be unsafe, the judge is empowered to discharge the jury.In conclusion therefore if the judge is satisfied with the evidence and there is no evidence of contamination or collusion then this evidence of the defendants previous bad character will be admitted.BibliographyLegislationCriminal Justice Act 2003BooksDennis I, (2002) The lawfulness of Evidence, Sweet and MaxwellHuxley P OConnell M, (2004) Statutes on Evidence, Oxford University PressMcEwan J, (1998) Evidence and the Adversarial Process, Hart PublishingTapper C, (2003) Cross and Tapper on Evidence, Oxford University PressZuckermann A Roberts P, (2004) Criminal Evidence, Oxford University Press1Footnotes1 S100 (1) (C)2 DPP v Boardman 1975 AC 421 HL3 DPP v P 1991 2 AC 447 at 4604 S100 (1) (C)5 S100 (1) (C)6 S100(2)7 S100(4)8 S 109 (2)9 S 109 (2)

Constructing A Multi Storey Commercial Building Construction Essay

Constructing A Multi Storey Commercial Building Construction EssayInvolved clearing, grubbing (removal and disposal of surface vegetation, roots, stumps and underground break in of structures to a depth of at least 0.50m below ground level) and stripping (removal of topsoil to an average depth of at least 100mm below ground level), JKR 1988-1.all(a) the combustible material removed from the designated argona is being disposed by burning however if burning is not permitted, it must be disposed in a safe and tidy manner at solid waste dump outside the order, JKR, 1998-1.1.2 EarthworkInvolved excavation of loosening and removing earth and rock from its legitimate position from a cut and transporting it to a fill or a waste deposit (Clarkson ad Hicks, 1981). It must be carried out immediately subsequently the top soil has been removed. Earthwork is fundamental for the winding of drainage, thoroughfareway and mental synthesis foundation. Mass haul diagram is used to guarantee the volume of cut and fill be efficient (reduce wastage and import from other place).1.3 StakingStaking is being carried out by surveying. Markers are being driven into the ground as markers for the building and perimeter fencing. Precise staking is important plot the view perimeter of a building.1.4 Perimeter FencingTo prevent intruders, public and animals to create disruptions to the project.1.5 DewateringApplications of vertical drain, piezometer or surcharge are useful for the dewatering process. This is to ensure the pore water pressure in the soil is in a safety range hence it does not affect the building.1.6 Temporary BuildingsInclude site office (meeting and discussion), tooshie, store (store building materials), canteen, worker s quarters, etc.1.7 Temporary Access RoadIt must be strong, wide and not too exorbitant for heavy vehicles and it should allow to take-over space. Warning signboard and guard house should be equipped to ensure the safety of the site (prevent unautho rised intruder).2.0 SUB-STRUCTURESSub-structures are the elements of a building that are located beneath the ground level such as1) Piling and foundation2) Basement/Underground floor3) Column stumps4) primer jibe5) Hardcore and damp-proof materials2.1 Piling and FoundationTo support the structure above it. A system of piles, pile caps, and straps (if required) that transfers the structural load to the bearing stratum into which the piles are driven.Uploaded with ImageShack.us Piling2.2 Basement/Underground FloorSometimes, parking lots, merchandise outlets, food-court, etc are located at basement or underground. Proper supervising and soil probe needed to ensure safety.2.3 Column StumpsColums stumps needed for the column to be build especially for high-rise building.Uploaded with ImageShack.usWorkers are constructing column stumps2.4 Ground BeamGround beams are designed to support brick/blockwork or to form permanent shutter to the edge of in-situ concrete floor-slab. Loading requ irements can be achieved by varying the reinforcement. Ground beams are rectangular or square in shape. However, notches / half end plates / sloped faces can be supplied to order.Uploaded with ImageShack.us Ground beams being constructed2.5 Hardcore and Damp-Proof MaterialsA overprotective measure applied to building foundation walls to prevent moisture from passing through the walls into interior spaces. Moisture if in contact with the reinforced concrete, the reinforcement impart rust and the strength of the reinforce concrete will be greatly reduced.3.0 SUPER-STRUCTURESSuper-structures are the elements located above the damp-proof material (ground level) such as1) Structural flesh served as a frame for the construction of the upper floors2) Upper floors for high-rise building.3) Wall as a partition.4) Roof5) Doors and windows6) Finishing7) Utilities providing basic conveniences such as water, power supply, septic tank, telephone, fire detector, sprinkler, elevator, security al arm, etc.4.0 EXTERNAL WORKSIt consists of all the works outside the building such as1) roadstead2) Vehicle parking3) Gutter4) Sewer5) Fence6) Landscaping5.0 UNIFORM BUILDING BY-LAWThere are many elements in the Uniform Building By-Law in Malaysia such as1) Preliminary2) Submission of plans for approval includes supervision of work, scale of plans, plans of alterations, materials not to be deposited in a street without permission, etc.3) Space, light and spreading includes open spaces to be provided, access from a street, splayed corner, width of footwear, mechanical ventilation and air-conditioning, height of rooms in residential buildings, shophouses and school, etc.4) Temporary works in connection with building operations includes commencement of building operation, responsibility of person granted temporary permits, vehicular access to site, etc.5) Structural requirements includes building materials, customary requirements of loading, weight of partitions, mechanical stacking, roof coverings, foundations, brick footings, etc.6) Constructional requirements includes drainage of subsoil, protection against soil erosion, lift, swimming pools, depth of water, etc.7) Fire requirements includes rules of measurement, protected shafts, ventilation to lift shafts, fume detectors for lift lobbies, etc.8) Fire alarms, fire detection, fire extinguishment and fire fighting access.9) Miscellaneous building exempted, failure to buildings, etc.6.0 SITE INVESTIGATION aim investigation is very important to a project to1) decide whether the site is generally suitable (whether it is situated at suitable location)2) get specific information for nab design, safety and economy (determine soil properties)3) prepare for construction alternatives (special equipments for dewatering and etc.)7.0 PHASES OF INVESTIGATIONThe followings are the phases of investigation1) Desktop study initial study of available data2) Site investigation get useful data from the site3) Soil investigation determine soil properties4) Analysis of dataSketch of Bad Site LayoutUploaded with ImageShack.us detrimental SITE LAYOUTBased on the attached bad site layout, it is considered as bad due to the following reasons1) Material storage situated opposite of the road which is inconvenient for the construction work to be carried out. It will cause traffic issue while transporting the materials to the construction site.2) Site office is far away from the construction site.3) Worker s quarters are near to the construction site but the canteen is far away from the worker s quarters. This cause inconveniences for the workers during lunch time hour.4) Toilet is far from the worker s quarters.5) Parking lots are not located near to the construction site.6) No pedestrian bridgework between the construction site and the parking lots. This will cause a big problem to the traffic especially during peak hours.7) The material storage, site office, canteen, toilet as well as parking lots should be si tuated at the empty space indicate in the site layout to minimise the problems discussed above.

Comparison and Contrasting Between 3 poems: - The Flea (John Donne), Es

Comparison and Contrasting Between 3 poems - The Flea (John Donne),Shall I equivalence Thee To A Summers Day (William Shakespeare), andJenny Kissed Me ( mob Leigh race)These three know poems or sonnets were all pen pre 1914 but byvery different writers. The authors of these poems use differentstyles of compose love poetry. For instance, John Donny is veryclever. His poem, The Flea brings out an angle of smart sayings toget people to have sex. William Shakespeare focuses more on actuallylove, while James Leigh Hunt focuses primarily on a blunt approach.Two of these three poems are very short, merely one verse if you cancall them that. Jenny Kissed Me by James Leigh Hunt rhymes creatinga quicker tempo and bringing a real life experience to the readersmind. It brings over the fact that someone is infatuated with an early(a).Someone stole Jennys love in this poem. Time, you thief, who loveto get indicates that someone picked their time to steal her love.However, much like Shakespear es Shall I compare thee to a summersday, this poem is about love, and not infatuation. It shows that thelove has stayed by dint of the course of time.William Shakespeares Shall I compare thee to a summers day is avery popular sonnet. It is about love, very much unlike John Donnesthe flea, which is merely about sex. It is docile to see the love shownin this sonnet by a variety of quotes. Though art more lovely andmore temperate, Sometime too hot the eye of paradise shines, Norlose possession of that fair thou owest, and So long as men canbreathe or eyes can see. Almost every other line there is a referenceto the beauty of the subject of this poem. Shall I compare thee to asummers d... ...onnes The Fleais about someone trying to seduce a charr to have sex with him beforemarriage, while William Shakespeares Shall I compare thee to asummers day is more about how love can be good, but can withal hurt. Acomplete contrast to both is James Leigh Hunts Jenny Kissed Me,which has a theme about someone being loved once, and clinging on tothat memory, which could be for a fewer reasons.The actual dates of the poems reflect something about them. Forinstance, both Donnes The Flea, and Shakespeares Shall I comparethee to a summers day were written around the same time and culture,however, Jenny Kissed Me by James Leigh Hunt was written about ahundred years afterward, this may reflect the dramatic change instyles of writing, just like the old English of the past and the coeval writing styles have a remarkable difference.

Vergangenheitsbewältigung in The Reader :: Reader

Vergangenheitsbewältigung in The Reader   Germanys history is different from any other countries in the world. From 1933 to 1945 Adolf Hitler and the Nazis ruled the people. Everyone was forced to hound the Nazis rules and individuals were stripped of all of their freedom. The Nazis were also committing mass executions of certain classes of people. Jews, Gypsies, homosexuals, handicapped, and other groups of people were treated unfairly and stripped of all their rights. This cruel treatment attracted the attention of countries from all around the world. The events taking place in Germany and neighboring countries led to the outbreak of World War II. Many Germans are not proud of their countrys history. It is hard for individuals to do, save everyone must cope with it. Coping with the past, or Vergangenheitsbewältigung, has influenced the way people in Germany have lived their lives.   In The Reader there are many examples of individuals having to cop e with the past. Hanna Schmitz was a member of the SS during the Holocaust. She served in concentration camps in Auschwitz and a camp near Cracow. Although Hanna never killed anyone herself, she was involved in taking people to be executed. She must go to court for her actions while being in the SS. When Hanna was a guard she would pick certain girls to read to her. Yes she had favorites, always one of the young ones who was weak and delicate, says a subsister of the Holocaust during Hannas trial (Schlink 116). Hanna knew the younger, weaker girls would not tell anyone what they were doing for her. Hanna was illiterate so she enjoyed being read to by the girls. Hannas entire life is being influenced by all the actions that happened in her past.   Hanna is involved in a love affair with a boy less than half her age named Michael Berg. Their relationship is kept secret from people and is quite an strange, mostly because of Hannas past. Their relationship is based ar ound the same principles as Hannas special prisoners in the concentration camps. After many meetings together Hanna and Michael do not subsist each others names. When Michael asks Hanna about her name she suspiciously replies, Why do you want to know?

Crazy Horse :: Battle of the Little Big Horn

When I think back of the stories that I have heard about how theNative American Indians were driven from their write down and forced to live onthe reservations one particular event comes to my mind. That event is theBattle of the Little Big Horn. It is one of the few times that the OglalaSioux made report with them being the ones who left the differencefield aswinners. When stories are told, or when the media dares to tamper withhistory, it is usually the American Indians who are looked upon as the badguys. They are portrayed as ferals who spent their time raiding wagontrains and scalping the white settlers just for fun. The media has lead usto believe that the American government was forced to take the land fromthese savage Indians. We should put the blame where it belongs, on the U.S.Government who lied, cheated, and stole from the Oglala forcing Crazy Horse,the great war chief, and many other leaders to surrender their nation in roll to save the lives of their people. In the nineteenth century the most dominant nation in the westernplains was the Sioux landed estate. This nation was divided into seven tribesOglalas, Brule, Minneconjou, Hunkpapa, No Bow, Two Kettle, and theBlackfoot. Of these tribes they had disparate band. The Hunkpatila was oneband of the Oglalas (Guttmacher 12). One of the greatest war chiefs of alltimes came from this band. His name was Crazy Horse. Crazy Horse was not given this name, on his give up date in the fall of1841. He was born of his father, Crazy Horse an Oglala holy man, and hismother a sister of a Brule warrior, Spotted Tail. As the male child grew olderhis hair was wavy so his people gave him the nickname of Curly (Guttmacher23). He was to go by Curly until the summer of 1858, after a battle withthe Arapahos. Curlys brave charged against the Arapahos led his fatherto give Curly the name Crazy Horse. This was the name of his father and ofmany fathers before him (Guttmacher 47). In the 1850s, the countr y where the Sioux Nation lived, was beinginvaded by the white settlers. This was upsetting for many of the tribes.They did not understand the ways of the whites. When the whites tore intothe land with plows and hunted the sacred buffalo just for the hides this