Writing Is A For A Foreign Place Is Leaving Home - 961 Words

The hardest part of adventuring out into a foreign place is leaving home. You do not know what to expect, but you trust that the experience you have gained in your life so far will guide you in the best direction. After reflecting on my experience in English 1102, I would say writing is similar to traveling to foreign places. There is a lot of preparation that is involved in traveling to your final destination, just like how there is a lot of planning for your final draft of writing. Each concept forces you take a risk, and it pushes you to express or pursue a passion. Craft is an important aspect to drawing out a map of where you want to go with your thoughts in an essay. A thesis is like the destination itinerary or a foundation of the traveling plan. The thesis is revealed in the introductory paragraph and indicates the purpose of the journey. Additionally, the body paragraphs resemble the adventure. Although the body paragraphs hold analysis, they each must relate to the thesis; or in other words, one can explore the different parts of a country, but with the intended purpose. In travel and in writing, it is imperative to remember your purpose and plan; otherwise, you or your writing will be lost. Coming from a high school English class, English 1102 was like a foreign country. I adapted to a different kind of AP writing in high school, and it was very different than the culture of this English course. In high school, I grew a habit of writing down my thoughts in aShow MoreRelatedThe Importance Of Having A Place - House1170 Words   |  5 PagesLucy, Ichiro and Esperanza stress the importance of having a place – house - they belong in and wonder where home is for them, hoping the discovery of home will lead to self-realization. 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It is a moving story, starting out with a brief glimpse into the horrible abuse that he experienced as a child from his mother, and then moving into the difficult trials of being placed in numerous foster homes. The abuse that he went through is tear-jerking. His mother made him sleep in the basement on a cot without blankets, would only feed him when she wanted to which was rarely, and played evil mind games with him, leading him to believe that he had done

Uk From Mercantilism Free Market Ideas - 1561 Words

UK from mercantilism free market ideas Name Course Date Tutor UK from mercantilism free market ideas Introduction and background Mercantilism began its eclipse with the publication of Adam Smith’s book, which was the Wealth of Nations. One interpretation of the economic history of the state suggests that his ruthless advocacy for the free market is opposed to the regulation heavy mercantile doctrine (Magnusson, 2002). He saw the damage that overweening government intervention was capable of and argued that the East India Company was responsible for creating the large cases of famine in Bengal. He was opposed to monopolies and argued that the greedy barons were able to create personal wages or profit greatly above the natural rates. Smith provides circumstances where government interference is necessary. He was for the navigation acts where he outlined cases where government intervention in trade was useful (Phillipson, 2010). Adam Smith was not opposed to regulation in all, but the instances where individuals and governments were able to abuse their position of personal for the means of personal gain. Now, the measures in order to boost the economic activity and reduce unemployment were not successful as concerns extra imports, thus worsening the trade balancing and seemed to lead to big rises in inflation (Downs, 1957). The financial markets loss of confidence meant a slide in the value of the currency. This led to a rescue from the IMF in 1976. TheShow MoreRelatedThe World Trade Organization ( Wto )1466 Words   |  6 PagesGlobalization has been one of the most import reasons why the world has become a place where everyone can communicate with each other, travel to places in a shorter period of time than before and have a massive variety of goods and services provided to, from which they can choose. 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Tender Methodology Report For Building -Myassignmenthelp.Com

Question: Discuss about the Tender Methodology Report For Building. Answer: Goals The goal of the project is to provide a suitable, permanent and purpose-built premise for DMHDS. This will facilitate the Studys vision of promoting research about human health, behavior and development(DMHDRU, 2017). It has been specially designed by prioritizing the needs of the Study members(University of Otago, 2017). The building will help in protecting Study members identities. It has a private entrance and parking that will keep disguised identities of the Study members returning to the university after several years of study in various parts of the world. This project has numerous potential constraints and risks. Some of these are discussed below Constraints Design constraints these are factors that limit potential design options for the project. They include performance requirements, the budget, completion date, site conditions, available technology, labor, materials and plant, neighboring buildings or properties, etc. Technical constraints these are usually processes that may affect execution of construction activities, especially those related to building standards and practicality of construction methods used. Economic constraints these constraints are the ones related to budget of the project, how resources are located and overall cash flow. Management constraints these are constraints related to how the project is managed in terms of resource allocation, working practices, safety procedures, requirements for overtime, working shift patterns, materials delivery, etc.(Enshassi Mos, 2008) Legal constraints these are constraints related to the need for all construction processes and activities to conform to specific regulations and standards(Kinnaresh, 2013). They include safety requirements, environmental requirements, employment law, etc. Environmental constraints these are factors related to geographical location, hazardous materials, traffic, geological features, noise, air pollution, preservation of wildlife, etc.(Mirzaei Mabin, 2014) Social constraints these are factors that can be caused by opposing, personal or conflict of interests in the project from the public or other organizations. They are usually escalated by media pressure and public concern. Third parties this is another category of constraints that are caused by views of third parties, who are not involved in day-to-day activities of the project. Risks Financial risks these are very common risks in construction projects and can be caused by price fluctuations, inflation, payment delays, design changes or variations that increase cost and local taxes. Technical risks these are risks that can be caused by incomplete design, insufficient site exploration, inappropriate design specifications, uncertainty on availability and sources of construction materials and labour, changes in project requirements or scope, design omissions or errors, etc.(Menard, 2017) Logistical risks these are risks that can be caused by insufficient or unavailability of appropriate transportation facilities and unavailability of construction resources, such as construction equipment, labour, fuel, spare parts, etc.(Ehsan, Alam, Mirza, Ishaque, (n.d.)). These risks can cause huge project losses and delays. Legal risks these are law-related risks and can be caused by late contract payment or extras, delayed dispute resolution, contractor insolvency, negotiation of change order, etc. Environmental risks these are risks that can be caused by natural disasters and unfavorable weather conditions that can delay construction process(Jayasudha Vidivelli, 2016). These risks are usually overlooked by contractors who are now familiar with local weather conditions and can result into huge losses and delays. Management risks these are risks caused by inappropriate allocation and utilization of resources, poor planning, poor work supervision, poor pay, untimely delivery of materials, insufficient skilled employees, and inappropriate assigning of roles and responsibilities, among others(Rezakhani, 2012). Socio-political risks these are risks resulting from requirements to meet specific codes and regulations where the project is being implemented. Main elements of permanent works Some elements of permanent works of the building are: Substructure The substructure of the building will be made up of a strip foundation. The strip foundation will be constructed below the ground. Its main function is to transmit dead and live loads from the superstructure to the ground. The substructure will mainly be constructed using concrete, steel reinforcement and concrete blocks. Envelope The building will have a tight envelope to enhance thermal insulation. Some of the elements of the envelope include: exterior walls, roof, floors, external doors and fenestrations (windows, clerestories and skylights)(Autodesk, 2017). The envelope has been designed such that it provides a comfortable indoor environment and minimizes the amount of energy consumed by the building. External walls are made of concrete blocks with fiber cement sheets on the outside surface. The concrete blocks have been specifically used to provide insulation. The floor is made of concrete slab of high-mass. The roof is light to absorb more natural light. In general, the envelope has been designed to perform the following functions: control functions, support functions, finish functions and distribution functions(Lemieux Totten, 2016). Interior The interior of the building comprises of the following components: columns, beams, curtail wall, internal partitioning and stairs. The columns are reinforced concreted square columns. Beams used are I-steel beams. The curtain walls of the building are aluminium-framed with fiber cement in-fills. The framing has been attached to the structure of the building but it does not support loads from the roof or floor(Vigener Brown, 2016). The curtail walls are opaque to provide the necessary privacy in the building. Internal partitioning of the building has been made using reinforced concrete. The stairs of the building are made of reinforced concrete. Building services Below are the major building services: Electrical services Their main purpose is to ensure that the building is properly and adequately supplied with electricity. They entail design and installation of concealed electrical conduits, electrical cables, distribution board, electrical panel, power sockets, lighting fixtures (internal, external and emergency lights) and the entire wiring process. The services include how normal, emergency and standby power is supplied and distributed in the building. They also include installation of necessary data, telephone, video and audio equipment. Mechanical services Their main purpose is to ensure that the building is supplied with adequate water, fresh air and that the occupants are safe from fire hazards. They include heating, ventilating and air-conditioning (HVAC) to control thermal comfort of the building; site drainage to ensure that waste water is properly removed from the building; plumbing that ensures appropriate distribution of water in the building; rainwater harvesting and management system; fire protection that includes laying of water supply pipes, fire alarm system, automatic fire detection systems, sprinkler system, smoke detectors, etc.; exhaust fans; acoustic insulation; and chillers. Building operation services Their main purpose is to ensure that the building is able to serve its intended purpose in the best way possible. They comprise of various services within the building, including walkways, parking, food services (such as refrigeration), automated lighting, environmental controls and energy management systems, among others. To ensure safety, components of these services must be purchased from certified manufacturers and suppliers, and their installation done by qualified MEP professionals or subcontractors. The installation should be done in accordance with design layouts. To avoid rework, all the services shall be considered and included in the design layouts of the building. This means that each building service will be clearly included and the exact position where to be install shall be specified. Installation of each service shall also be done through continuous consultation with each subcontractor. In other words, each subcontractor will inform the other about the work or services they are about to install to ensure that they do not interfere with the work of others. Last but not least, construction of all building services shall be supervised closely to ensure that it is done in accordance with the required engineering standards and design layouts. Types of bracing elements Some of the various types of bracing elements used to provide lateral stability are: Diagonal bracing There are two types of diagonal bracing: single diagonal bracing and double diagonal bracing. Single diagonal bracing is a bracing element where one rod, tube or pipe is fixed transversely in a rectangular or square structural frame(Jagadish Doshi, 2013). Double diagonal bracing, also known as X-bracing(Star Buildings Systems, 2017), is a bracing element where a building is braced by rods, tubes or pipes arranged diagonally across each other, making an X(Jesumi Rajendran, 2013). Figure 1 and 2 below are schematic diagrams of single and diagonal bracings. Figure 1: Single diagonal bracing(Designing Buildings Ltd, 2017) Figure 2: Double diagonal bracing(Designing Buildings Ltd, 2017) V-bracing In this system, two diagonal bracing members extend from the two corners of a top horizontal member and meet at the centre of the lower horizontal member, making a V-shape as shown in Figure 3 below. Figure 3: V-bracing(Designing Buildings Ltd, 2017) Inverted V-bracing This is also referred to as chevron bracing. It is where two diagonal bracing members extend from corners of a bottom horizontal member and meet at the centre of the top horizontal member(Eghtesadi, Nourzadeh, Bargi, 2011), making an inverted V as shown in Figure 4 below. Figure 4: Inverted V-bracing(Designing Buildings Ltd, 2017) K-bracing This is a bracing element where bracing members meet at mid-height of columns, as shown in Figure 5 below. It is more flexible in terms of allowing openings such as doors and windows. It also causes the least floor beams bending. This bracing system is not recommended in seismic prone areas due to possibility of the column failing when the brace buckles are subjected to compression. Figure 5: K-bracing element(Designing Buildings Ltd, 2017) Eccentric bracing This is bracing element that is commonly used in buildings found in seismic prone areas. It resembles inverted V-bracing but instead of its bracing components meeting at the apex, they leave some space between them as shown in Figure 6 below. Figure 6: Eccentric bracing element(Siddiqi Hameed, 2014) The bracing elements used on the proposed building is eccentric bracing and inverted V-bracing. These bracing elements provide significant resistance to lateral loads and space for necessary openings, such as doors and windows. Options for structural frames Structural frames for the building can be made using different materials. These include: precast concrete, in-situ concrete, structural steel and structural timber. Each of these materials has its own pros and cons. They vary in terms of strength, cost, speed of construction, safety, availability, design possibilities and environmental impact, among others. Some of the comparisons of these materials are as shown in Table 1 below Table 1: Comparison of structural precast concrete, in-situ concrete, steel and timber frames Pre-cast concrete In-situ concrete Structural steel Structural timber Materials used It is mainly made up of cement, aggregates, sand, water and additives It comprises of cement, aggregates, sand, water and additives (some can contain reinforcement fiber) It comprises of steel material It is pieces of wood Timing requirements It can be stored for a long period of time before use as long as the storage space contain the right conditions Must be used immediately after being prepared Can be stored for long periods before use, as long as it is treated and stored properly Has high construction time especially cross-laminated timber (CLT)(International Timber, 2015) Can be stored for long periods before use provided it is treated, preserved and stored properly Site constraints Requires minimal skill to erect It can be stored in open space but not for so long before use Requires a large storage space since it cannot be stored in piles It cannot be prepared in rainy conditions It cannot be stored after preparation hence must be used immediately It has more wastes It has to be stored in a covered structure to avoid damage by rain and chemical attack Requires fewer workers thus reducing construction cost(McGar, 2015). It must be stored indoors or in a covered storage area to protect it against moisture, insects, moulds, bacteria, etc.(WA Steel Sales, 2016) Handling it is easy and does not need any special equipment It can be stockpiled thus saving space on site Transport constraints It is relatively heavy depending on size It does not have special transportation requirements It is usually heavy depending on quantity Since it is prepared on site and used immediately, it can be transported using any type of container, including wheelbarrows, dumpers, buckets, etc. It is the lightest hence easier to transport Has to be transported in bunches using trucks During transportation, it must be secured properly to prevent injuring road users It is lighter than concrete but heavier than steel, but generally easy to transport It is usually transported in trucks and must be covered in case of rain Fire rating High fire rating High fire rating Moderate fire rating because it can melt and soften when exposed to very high temperature Low fire rating thus it requires extra fireproofing treatments Flexibility to make changes It cannot be changed It is only flexible when being poured or placed Cannot be changed after setting Easy to make changes as it can be cut and welded quickly during construction Easy to make changes Two types of cladding systems Cladding systems are different types of panels made from different materials and installed so as to cover the exterior of a building to protect it from weather effects and also enhance its aesthetic appeal(AFS International, 2016). Besides protecting the buildings exterior, cladding systems also protect its interior from elements of harsh weather(Team WFM, 2017). Cladding systems directly influence construction cost of the building and value of the property after construction. The two types of cladding systems discussed here are: timber cladding and fiber cement cladding. Timber cladding is one of the commonest types of cladding. It is suitable for all styles of buildings and come in panels, shingles or boards(Gibson, 2010). It usually gives the building a natural look and elegance. It is suitable for both exteriors and interiors(Team WFM, 2017). Fiber cement cladding comprises of sheets installed on the exteriors of the building. The sheets are made of compressed cement, sand and ce llular fiber. Timber cladding system Fiber cement cladding system Materials used It is made of pieces of wood that are usually fabricated in factories. The timber claddings come in form of boards. It is made of cement, sand and cellular fiber. It is manufactured in factories and comes in form of sheets. Timing requirements Wood can be stored for a long time before use as long as it is protected against attacks, including extreme weather conditions, bacteria, insects, etc. But if there is no proper storage facility on site, timber cladding boards or panels must be used immediately. It is resistant to majority of external attacks, including extreme heat, rain, chemicals, insects and bacteria. For this reason, it can be stored for longer periods before installation. Installation sequence It is lighter than fiber cement thus installation can be quick After being delivered on site, the timber is cut into desired sizes and stored for a few days to allow time for acclimatization and shrinking before installation Timber battens are nailed on the external wall (if the wall is uneven and in bad condition) or else a strong adhesive can be used The timber cladding boards are vacuumed and wiped to remove dirt then two coats of chosen finish are applied on all sides. A third coat is usually applied after fixing the boards(Metsa Wood, 2016). A small hole is drilled in the board then it is fixed on the wall by driving a pin through the hole The next board is placed in its positioned and pinned. This continues until the whole wall has been cladded All pin holes are then filled with a color-matching wood filler(Homebase, 2017) It is usually heavy thus the uncut sheets must be carried by at least two people It is fragile and so should be handled with care during installation or else it can break Before installation, the fiber cement sheets are cut in the right sizes using metal hand shears or mechanized saw The surface of wall is also prepared using sand paper or other tools to make it smooth and remove dirt To install, the sheet flush is held by one person against the studwork as the other person nails it in place Besides nailing, the sheets can also be by screwing them in place or using hook fixings Weather-proofing principles It is vulnerable to weather conditions including rain and extreme heat and so it must be specially treated or painted to enhance its resistance to some weather conditions UV protection oil and other treatments can be used to reduce its vulnerability to weather conditions Thermal modification is another approach of enhancing weather-proof properties of timber cladding(Brinsmead, 2016) It is resistant to extreme weather conditions such as rain, frost, snow and wind(Hardie, 2012) Fire properties It is highly flammable although flame retardants can be used to make it less flammable(TDCA, 2016) Over 90% of the product is inflammable material, which makes it resistant to fire(United Home Experts, 2017) Durability It is susceptible to damage caused by weather conditions, insects, bacteria, etc., which reduces its durability Durability of timber cladding largely depends on how it is maintained. If properly maintained, it can last for a number of years Special treatment can also be used during manufacturing to increase its durability(DoItYourself, (n.d.)) It has high resistance to impact making it withstand physical damages. Since the product is made of cement, it is resistant to rot and insect attack It is resistant to color fading, cracking, rotting and warping, making it more durable Its durability can be increased by repainting, which is usually done after 10 to 15 years(Savannah Roofing Experts, 2016) Fiber cement sheets usually have 10-year warranties that cover basic defects like peeling and cracking. Their typical lifespan is 40 years and above(Self-Build.co.uk, 2015) High durability of fiber cement cladding makes it suitable for use in areas prone to geotechnical or seismic movement(Reardorn, 2013). Maintenance requirements It has moderate maintenance needs, which usually entail regular staining or painting so as to protect it against elements and maintain its natural attractiveness(Wakeling, (n.d.)). It also requires regular treatment to protect it against insects, bacteria and moulds. It has very low maintenance needs if compared with timber cladding. The only maintenance required is repainting or reapplying caulk on the edges of the fiber cement sheets in case they start rotting(Allura USA, 2015). Based on the two cladding systems, fiber cement is recommended for this project. Both cladding systems are suitable but fiber cement is more durable, fireproof, weatherproof and low cost. The fact that it has very minimal maintenance needs means that its total cost over the entire lifespan is low. Additionally, fiber cement is among the contemporary cladding systems with versatile design options hence it will give the building a remarkable look and comfortable indoor environment. Types of suspended floor systems The two types of suspended floor systems discussed are: suspended concrete floor system and suspended timber flow system Suspended concrete floor system this is a type of flooring system that is made of concrete slab, beams or planks suspended from the bearing walls. Two or more edges of a suspended concrete floor is usually supported on columns, beams or walls, which also carry the self-weight of the floor(The Concrete Society, 2016). It can be made of pre-cast concrete, in-situ concrete or reinforced concrete. Figure 7: Schematic diagram of suspended concrete floor system(Supreme Concrete, 2017) Suspended timber floor system this is a type of flooring system made of timber joists that are suspended from the bearing walls and covered with high quality panels of groove and tongue or floor boards. This floor system have spaces below them. These spaces area ventilated by air from the outside of external wall through air bricks and their internal wall have gaps that facilitate flow of air across the building and below the floors so that moisture is not allowed to accumulate in the timber, which could otherwise cause moulds and fungal attack(PracticalDIY.com, 2017). Figure 8 below is a schematic diagram showing various parts of a suspended timber floor system Figure 8: Schematic diagram of a suspended timber floor system(DIY Network, 2017) Comparisons of these two types of suspended floor systems are provided in Table 2 below Table 2: Comparisons of suspended timber and suspended concrete floor systems Suspended timber floor system Suspended concrete floor system Materials used It is mainly made of timber joists that are joined with nails, iron loops, plates, etc. The timber joists can be fixed directly in the superstructure wall or supported using metal joist hangers. The general materials used to make a suspended timber floor include: damp-proof course, support walling blocks, air vents, polythene membrane, floor joists, nails, insulation sheets, water-resistant decking(Snell, 2015). It is mainly made of concrete (cement, sand and aggregates). In some cases, it may contain reinforcement fiber. The general materials used to make a suspended concrete floor include: adaptor vents, air bricks, floor blocks, floor beams, air vents, insulation sheets, membrane, insulation sheets, mesh reinforcement, infill pre-cast blocks, T-beam and premix screed. Installation sequence The first thing to do is to make sure that concrete floor that is set to receive the suspended timber floor systems weight is of adequate strength. Sleeper walls are erected at the suitable layout of the design and are honey combed to ensure sufficient ventilation(5KC, 2009). Damp proof course is applied at suitable level Wall plates are placed appropriately on the damp proof course, on top of sleeper walls Floor joists are placed at the predetermined intervals on top of the wall plates The floor boards are placed across the timber joists then nailed appropriately The process ends by installing vents in external walls off the building so as to provide adequate ventilation to the timber. This will ensure proper fresh air circulation and keep the timber dry thus preventing decay(Flynn, 2013). The first thing is to ensure that pre-cast concrete beams or pre-cast concrete planks and concrete blocks to be used are available on site. The contractor must ensure that the floor system installed to the designed layout placing any detail carefully to avoid mistakes and rework Once the beams are delivered on site, they are offloaded and stacked on timbers The beams are lifted, using a crane, and lowered in the right positions After ensuring that the beams are centrally located, pre-cast concrete blocks are placed between beams. Mortar bed is placed for the end slip pre-cast concrete block Closure slip pre-cast concrete blocks are then cut so as to suit the pre-determined centres then mortar is placed to the end blocks to close the slop After installing th pre-cast concrete blocks, the entire floor is grouted using 1:3 cement to coarse sand mix to create a homogenous structure(Travis Perkins, 2015). But before grouting, the floor is cleaned thoroughly and wetted so as to ensure that the seal is effective(Cemex, 2017). Air vents are also installed below the floor to provide adequate ventilation and prevent dampness problems(i-brick.com, 2012) Timing requirements Suspended timber floor does not have any need to hurry during installation. As long as the timber joists to be used are stored properly, the contractor or homeowner can choose when to install the floor. This floor system can be installed quickly and in any weather condition, provided the contractor has the skill However, speed of installation is usually reduced by the need to cut the timber joists into desired sizes Since this floor system is constructed using pre-cast concrete beams and blocks, it takes very little time. Once the pre-cast concrete beams and blocks are delivered on site, the contractor or homeowner can install them at any time. Remember that the pre-cast beams and blocks will have been made in the desired shapes and sizes, so no cutting on site. This helps in reducing installation time Cost implications Depending on the availability of timber, the total cost of installing a suspended timber floor is usually lower than that of suspended concrete floor(Rock, 2016). However, this floor system deteriorate quickly and easily when exposed to moisture, insects, moulds or physical damage. In such situations, the suspended floor stars forming creaks and squeaks(Pilkington, 2017). This increases their overall maintenance costs. The total cost of installing a suspended concrete floor is usually slightly higher than that of a suspended timber floor system. However, suspended concrete floor has little maintenance requirements due to their weatherproof properties and durability. This reduces their overall maintenance costs. So suspended concrete floor has low overall cost throughout its entire lifespan. It is also worth noting that the cost of installation varies depending on the type of suspended concrete floor finishes(Riha, (n.d.)). From the comparisons of the two types of suspended floor systems, the recommended system for the project is suspended concrete floor system. This system is easy and quick to install, it has unlimited design options, provides unique finishes, has low maintenance costs, and its overall lifecycle cost is lower than that of suspended timber floor system. Principles of passive fire design and factors to consider Design principles Some of the key principles of passive fire design are: Design of passive fire must be done as part of the buildings architectural design. In other words, design of passive fire system has to be integrated in the buildings architectural design to ensure that it is well-matched with the entire building components. Passive fire system must include blast and fire resistant walls, windows and doors. These elements must meet the minimum blast and fire resistance ratings in the area where the building is constructed and specific requirements of the building. Building materials used should be fire-resistant and thermal barriers to reduce spreading of fire and insulate other components against heat. For example, structural frame should be made of fire-resistance materials like concrete or treated timber or steel(Newman, 2016). The passive fire system designed must be able to contain and reduce spread of flames and fire in case of a fire outbreak in the building(Wolters Kluwer, 2012). This can be achieved by ensuring that the building is divided into various compartments, each with a specific purpose. This means that the walls, windows and doors should help in sealing various compartments of the building effectively and prevent fire from spreading throughout the building. In case of fire and before it starts spreading, the passive fire system should enable occupants of the building to evacuate effectively, quickly and safely. To achieve this, the passive fire system has to contain the fire for a particular period to facilitate evacuation and also extinguishing the fire. Partitioning walls of the building should be designed to run continuously from the ground floor to top floor so as to create an uninterrupted barrier to fire. If the partitions, ceilings or floors have any openings, they must be as small as possible to reduce spread of fire. These openings should also be protected so as to enhance fire resistance. Compartmentation, which includes firewalls, fire barriers (such as fire-rated ceilings, floors and walls), smoke barriers and fire partitions, should be used to control spread of fire within the building and also facilitate safe egress(Aker, 2008). These components should also be structurally stable to retain the buildings structural frame even if the building burns. Cavities in ceilings and walls, and other openings found around conduits, pipework and service ducts should be fire-protected in areas where they penetrate or pass across partitioning boundaries. All ducting, including air conditioning, should have fire dampers in areas where they pass through partitioning boundaries in order to regulate spread of smoke and fire(Fire Protection Association, 2009). The fire-resisting ducts used should also be tested to ensure that they comply with the appropriate building standards requirements. There should be fire dampers at various locations where pipes/conduits pass through the floor, wall or ceiling so as to reduce spread of fire and smoke. The building should also be designed with a roof venting. This system helps in removing hot gases and smoke from the building, which limits spread of smoke and fire thus enhancing firefighting. It is also the role of a passive fire system to maintain structural integrity of the building in case of fire outbreak(Bok, 2016). This means that the system has to contain the fire to reduce the risk of damaging the building or its collapse. The fire protection system must be included in the buildings fire safety design plan to ensure that it works together with other fire safety systems, such as active fire protection systems. Factors to consider when designing and constructing passive fire systems The following are some of the factors that should be considered when designing and constructing passive fire systems: Potential risks passive fire protection systems should be designed and constructed based on findings of a quantitative risk analysis. The analysis helps in identifying potential risks and suitable approaches or eliminating or mitigating them. Stakeholder involvement it is important to involve all stakeholders of the project in the design and construction of passive fire protection systems. This allows stakeholders to give their opinions on best practices and also to understand their roles and how they are expected to participate in ensuring that the systems are properly designed and constructed. Materials used designers of passive fire protection systems should choose materials carefully to ensure that they meet the threshold of containing fire and smoke, and stopping them from spreading. Legislation it is also important to ensure that the passive fire protection system is designed and constructed in accordance with the engineering codes and standards of the area where the building is being constructed. Partitions maximum floor areas if the potential fire risk within a planned partition is greater, the floor area should be less than the typical sizes. Enclosure of these floors should also be made of high-rated fire-resisting materials. Storage for hazardous materials if the building has any hazardous or explosive materials, they must be stored in separate storage facilities. The facilities should be made of thick concrete walls and padlocked doors facing away from occupants (to the open air) but which can be easily accessed by firefighters. Unprotected openings fire resisting walls should not have any unprotected openings Fire escapes their width should be at least 1m or wider so as to accommodate more people in case of a fire outbreak(Stewart, 2016). Fire doors they should seal automatically when temperatures get very hot, otherwise they have to remain open facing the fire escapes. Expertise this is another crucial design and construction factor for consideration. It is very important to ensure that passive fire protection systems are designed and constructed by qualified personnel. References: 5KC. (2009, April 5). Suspended timber floors and their construction. Retrieved from 5KC Limited: https://www.5kc.co.uk/suspended-timber-floors-and-their-construction AFS International. (2016). Cladding systems. Retrieved from Architectural Facade Solutions: https://architectural-facade-solutions.com/architectural-cladding-systems-facade/ Aker, J. (2008, April 1). The basics of passive fire protection . Retrieved from https://www.buildings.com/article-details/articleid/5851/title/the-basics-of-passive-fire-protection- Allura USA. (2015, November 23). 23 benefits of fiber cement siding for builders, contractors, and homeowners. Retrieved from Allura USA: https://www.allurausa.com/blog/benefits-of-fiber-cement-siding Autodesk. (2017). Building envelope. Retrieved from Autodesk Inc.: https://sustainabilityworkshop.autodesk.com/buildings/building-envelope Bok, P. (2016, September 26). The principles of passive fire protection. Retrieved from Van Dam: https://blog.van-dam.nl/principles-of-passive-fire-protection Brinsmead, N. (2016, March 24). Timber cladding. Retrieved from Homebuilding Renovating: https://www.homebuilding.co.uk/timber-cladding/ Cemex. (2017). Beam and block floor - installation guidelines. Retrieved from Cemex: https://www.cemex.co.uk/floor-installation-guide.aspx Designing Buildings Ltd. (2017, July 17). Braced frame structures. Retrieved from Designing Buildings Wiki: https://www.designingbuildings.co.uk/wiki/Braced_frame_structures DIY Network. (2017). Floor construction methods. Retrieved from DIY Network: https://www.diynetwork.com/how-to/rooms-and-spaces/floors/floor-construction-methods-pictures DMHDRU. (2017). About us. Retrieved from University of Otago: https://dunedinstudy.otago.ac.nz/about-us DMHDRU. (2017, March 8). Dunedin Study new home officially opened. Retrieved from University of Otago: https://dunedinstudy.otago.ac.nz/news-and-events/article/54 DoItYourself. ((n.d.)). Advantages of timber cladding. Retrieved from DoItYourself.com: https://www.doityourself.com/stry/advantages-of-timber-cladding Eghtesadi, S., Nourzadeh, D., Bargi, K. (2011). Comparative study on different types of bracing systems in steel structures. International Confernce on Modeling Simulation (pp. 1863-1867). Paris: World Academy of Science, Engineering and Technology. Ehsan, N., Alam, M., Mirza, E., Ishaque, A. ((n.d.)). Risk management in construction industry. Retrieved from Meeting.edu.cn: https://www.meeting.edu.cn/meeting/UploadPapers/1282726331593.pdf Enshassi, A., Mos, J. (2008). Risk management in building projects: owners perspective. The Islamic University Journal, 95-123. Fire Protection Association. (2009). Design guide for the protection of buildings, food processing factories 1: design principles. Paris: Fire Protection Association. Flynn, C. (2013). Suspended timber floor. Retrieved from Construction Studies Q1: www.constructionstudiesq1.weebly.com/suspended-timber-floor.html Gibson, C. (2010, July 9). Types of cladding. Retrieved from Home Improvement Pages: https://www.homeimprovementpages.com.au/article/types_of_cladding Hardie, P. (2012, October 11). Top 4 benefits of fiber cement siding. Retrieved from Eco Vision Sustainable Learning Center: https://ecovisionslc.org/top-4-benefits-of-fiber-cement-siding/ Homebase. (2017). How to put up cladding. Retrieved from Homebase: https://www.homebase.co.uk/en/static/how-to-put-up-cladding i-brick.com. (2012). How to - install a block and beam floor. Retrieved from i-brick.com. International Timber. (2015, July 30). 5 reasons timber is superior to steel and brick. Retrieved from International Timber: https://www.internationaltimber.com/news/timber/5-reasons-timber-is-superior-to-steel-and-brick Jagadish, J., Doshi, T. (2013). A study on bracing systems on high rise steel structures. International Journal of Engineering Research Technology, 1672-1676. Jayasudha, K., Vidivelli, B. (2016). Analysis of major risks in construction projects. ARPN Journal of Engineering and Applied Sciences , 6943-6950. Jesumi, A., Rajendran, M. (2013). Optimal bracing system for steel toowers. International Journal of Engineering Research and Applications, 729-732. Kinnaresh, P. (2013). A study on risk assessment and its management in India. American Journal of Civil Engineering, 64-67. Lemieux, D., Totten, P. (2016, May 10). Building envelope design. Retrieved from Whole Building Design Guide: https://www.wbdg.org/systems-specifications/building-envelope-design-guide/wall-systems McAvinue, S. (2017, January 26). Dunedin Study welcomed to new home. Retrieved from Otago Daily News: https://www.odt.co.nz/news/dunedin/dunedin-study-welcomed-new-home McGar, J. (2015, February 26). Timber vs steel vs concrete structures. Retrieved from Sourceable: https://sourceable.net/timber-vs-steel-vs-concrete-structures/ Menard, S. (2017, March 2). The types of risks in construction projects. Retrieved from eSUB: https://esub.com/the-types-of-risks-in-construction-projects-to-watch-out-for/ Metsa Wood. (2016). Softwood cladding fixing instructions. Retrieved from Metsa Wood: https://www.metsawood.com/uk/Products/exterior-cladding/softwood-exterior-cladding/Pages/Softwood-cladding-fixing-instructions.aspx# Mirzaei, M., Mabin, V. (2014). Exploring constraints in projects: a construction industry case study. Wellington: Victoria University of Wellington. Newman, R. (2016, September 2). Designing for passive fire protection in buildings. Retrieved from International Fire Protection: https://ifpmag.mdmpublishing.com/designing-for-passive-fire-protection-in-buildings/ Pilkington, S. (2017, January 19). Concrete vs timber floors. Retrieved from BTL Property Services Ltd: https://www.btlpropertyltd.co.uk/blog/build/concrete-vs-timber-floors/ PracticalDIY.com. (2017). Different types of ground floor suspended flooring. Retrieved from PracticalDIY.com: https://www.practicaldiy.com/general-building/flooring/suspended-timber-flooring.php Reardorn, C. (2013). Cladding systems. Retrieved from YourHome: https://www.yourhome.gov.au/materials/cladding-systems Rezakhani, P. (2012, March 30). Classifying key risk factors in construction projects. Retrieved from Kyungpook National University: https://www.bipcons.ce.tuiasi.ro/Archive/292.pdf Riha, J. ((n.d.)). The pros and cons of concrete flooring. Retrieved from DIY Network: https://www.diynetwork.com/how-to/rooms-and-spaces/floors/the-pros-and-cons-of-concrete-flooring Rock, I. (2016, June 27). How to choose a floor structure. Retrieved from Homebuilding Renovating: https://www.homebuilding.co.uk/floor-structure-guide/ Savannah Roofing Experts. (2016, September 27). Advantages and disadvantages of fiber cement siding. Retrieved from Savannah Roofing Experts: https://www.savannahroofingexperts.com/advantages-disadvantages-fiber-cement-siding/ Self-Build.co.uk. (2015, May). Fibre-cement cladding explained. Retrieved from Self-Build.co.uk: https://www.self-build.co.uk/fibre-cement-cladding-explained Siddiqi, Z., Hameed, R. A. (2014). Comparison of different bracing systems for tall buildings. Pak. J. Eng. Appl. Sci., 17-26. Snell, D. (2015, December 22). Comparing ground floor structure costs. Retrieved from Homebuilding Renovating: https://www.homebuilding.co.uk/comparing-floor-structure-costs/ Star Buildings Systems. (2017). Bracing elements 101. Retrieved from Star Buildings Systems: https://blog.starbuildings.com/bracing-elements-101/ Stewart, R. (2016, December 18). Factors designers should consider when designing a fire protection system. Retrieved from LinkedIn: https://www.linkedin.com/pulse/factors-designers-should-consider-when-designing-fire-roy-stuart Supreme Concrete. (2017). Suspended beam block floor. Retrieved from Supreme Concrete: https://www.supremeconcrete.co.uk/general/suspended-beam-and-block-floors/ TDCA. (2016). Benefits of exterior timber cladding. Retrieved from Timber Decking and Cladding Association : https://www.tdca.org.uk/timber-cladding/benefits-of-exterior-timber-cladding/ Team WFM. (2017, January 16). Different types of cladding material. Retrieved from WFM : https://www.wfm.co.in/cladding-materials-types/ The Concrete Society. (2016). Suspended floors. Retrieved from The Concrete Society: https://www.concrete.org.uk/fingertips-nuggets.asp?cmd=displayid=245 Travis Perkins. (2015). Ground floor - block beam. Retrieved from Sustainable Building Solutions: https://www.sustainablebuildingsolutions.co.uk/solution-data-sheets/ground-floor-block-beam United Home Experts. (2017). The pros and cons of fiber cement board siding. Retrieved from United Home Experts: https://www.unitedhomeexperts.com/the-pros-and-cons-of-fiber-cement-board-siding/ University of Otago. (2017, January 25). Brand new premises for world-famous Dunedin longitudinal study. Retrieved from University of Otago: https://www.otago.ac.nz/news/news/otago633973.html Vigener, N., Brown, M. (2016, May 10). Curtain walls. Retrieved from Whoe Building Design Guide: https://www.wbdg.org/systems-specifications/building-envelope-design-guide/fenestration-systems/curtain-walls WA Steel Sales. (2016, August 25). Should you choose a concrete, timber or steel structure? Retrieved from WA Steel Sales: https://www.wasteel.com.au/should-you-choose-a-concrete-timber-or-steel-structure/ Wakeling, B. ((n.d.)). The disadvantages of timber cladding. Retrieved from eHow: https://www.ehow.com/list_6881691_disadvantages-timber-cladding.html Wolters Kluwer. (2012, November 15). Fire protection considerations in new premises. Retrieved from Wolters Kluwer: https://app.croneri.co.uk/feature-articles/fire-protection-considerations-new-premises?product=21

Gender Ethnicity Culture And Social Class †MyAssignmenthelp.com

Question: Discuss about the Gender Ethnicity Culture And Social Class. Answer: Introduction The aim of the essay is to discuss about the gender, ethnicity, culture and the social class in relation to that of the childrens experience and how these has an impact on them. Childhood is the age period, which ranges from birth until adolescences. However, as per Piagets theory of cognitive development this phrase of childhood mainly consists of two parts, which are the preoperational, and the concrete operational stage (Black et al. 2017). Social perspective of the childhood is very important to identify the concept of the childhood as they vary according to different societies and the different societies have different approach of childhood which in turn nurtures the overall development of the child and helps in the formation of the profound childhood experience among children (Gehlbach and Brinkworth 2012). Lastly, the term Professionalism can be defined as the behavior, aim or the qualities which an early life educator should have to help in the overall development of the chil d. The professionalism of the educators will help in the growth of child and also find and mitigate any problems faced by the child. However, these concepts are important for children because all these terms are equally important for maximizing the future well-being of a child. Through the childhood experiences, the child develops learning, social, emotional abilities. On the other hand, Social perspectives help in examining the experiences of the children within the framework of time and place. Gender Gender do have a major impact on children as through gender role a child learns social and behavioral norms that are considered suitable for people of various genders. Therefore, an understanding of gender in childhood helps them in their social development as seen among the different African tribes where the children of different genders help in the establishment of their own roles in the society. However, from the very childhood people must know the differences between sex and gender as both are used interchangeably. Moreover, family as well as culture does have a major impact in gender-role socialization as family helps in the acculturation of the gender norms among children and the society enforces the actions and behaviors related to it. Boy and girls in different cultures are dressed differently, receive dissimilar toys and have differently furnished bedrooms by their parents (Antman 2012). For instance, when children start socializing it has been observed that boys choose to play with boys and girls with girls. This happens because since birth children are made aware of their gender roles in a number of societies by giving the children the different kinds of childhood experience based on gender. Globally the gender of a person in the modern society cannot be only attributed based on their biological make up. Every continent however, has two recognized gender but there are countries, which also supports transgender and gay. For instance, in America Transgender rights are very not easy. In Europe, the people are more tolerant about different genders. Early years educators play an important part in the childs life as they subconsciously strengthen gender roles. They are the ones after the family who guides children if they unknowingly behave differently in their gender specified roles. However, not only gender differences but children also learn the concept of child equality through these early professionals (Hart 2013). Reflection helps educators help the children in making the overall decisions relating to the teaching patterns of the children making the experience better. Reflection helps the educator device different plans and study patterns for overall development of the educative patterns of the children. However, through reflection educator can link their previous experiences to formulate better ideas for child education. Thus, educators need to act up and process the information along with synthesizing and analyzing the data before reflecting. Ethnicity The children in their childhood through various ways learn about ethnicity and their ethnic identity. However, parents, community and most importantly the peer group of a child plays a very important role for helping the child to emerge with their ethnic identities. Thus, ethnicity has an impact on the overall physical, social, emotional and cognitive aspects of a child. Ethnicity will have an impact on how a child will develop their eating habits, sense of belongingness, gender roles, respond to the emotional state as well as has an impact on the learning environment (Jia and Persson 2013). Childrens differing ethnic experiences might be able to affect their expectations of assist at the time of desires, in their life satisfaction, emotional welfare as well as in family argument. However, globally it has been seen that children are facing psychosocial and developmental problems, there is also interference in their normal functioning, and these problems are connected with ethnicity. Thus, difference experiences of the childs ethnic experience will have an impact on their attitudes as well as identities through which they might develop a positive or a negative attitude towards the ethnic diversity (Putnam-Hornstein et al. 2013). The effect of ethnicity on children is from a very early age and it can be observed in various countries. In Northern Ireland the children are found to have begun to clearly see themselves as Protestant or catholic until about the age of about five or six, however the pressure of their respective communities have begun much earlier. In England, children have been found to adjust and re-work on the existing stereotypes so that they can make sense of their own experiences and at times just to justify their own actions. It is also impactful for the early years professionals because their beliefs and opinions will further have an influence on how they will teach then children. The teachers thinking will definitely influence the ethnic behavior as their way of treating the childhood of the children will depend on their own experience of childhood. The child will understand more about ethnicity and can increase their effective communication among the early professionals and the children. Through the early professionals, children learn about the various groups, which are represented in their classroom (Villegas, Strom and Lucas 2012). Culture Children learn about their culture at a very early age. Culture shapes experiences as well as influences childrens development. However, it is through culture that children learn about the various behaviors as well as temperaments as in childhood the preferred behaviors either are encouraged or discourages. Moreover, culture consists of the traditionally gathered knowledge, tools as well as attitudes, which encompass the childs overall development of the child. The important elements through which culture influences the child are through language, morality, parenting, worldview and autonomy. Emotional and cognitive development also has an impact through culture in the child as they learn how to poses and express their feelings (Zipes 2013). As observed through the worldwide view on culture regarding its impact in child development is that a childs culture as well as upbringing has a major effect on how they will see the world and the way in which they will process information. In childhood, the children are first aware of the various differences among people and slowly develop forming attitudes and opinions for others. However, differing cultural experiences help children to learn more about the cultural diversity in the world and help them communicate as they grow up (Aronin and Laoire 2013). Across the world, there are different ways how parents develop their children according to their cultural norm and thus, through their parents children first come to know about their culture. In Norway the parents let their children sleep in the cold, in Polynesia the older children are responsible to take care of the younger children, in Japan the parents allow their 7years old children to ride the subway alone. These all varied because of the cultural differences these countries have which are clearly stated in their child rearing practices (Forehand and Kotchick 2016). Early years professions can bring high differences because only through them children can understand that culture is not only the celebrated holidays but also rather it has its own roots and is in it is a unique experience. The early professionals not only engage the children to impact fully participate in education but also to learn by knowing their academic abilities rather than relying on any of the previous racial or ethical stereotypical experiences with other children who have similar kind of background (Ishihara and Cohen 2014). Social class Social class has a vital role to play in the development of a child. Thus, children are often taught the ways that they can fit in their developing personality which associate with their social status. However, when it comes to childhood experiences, social class plays an important role because children belong to the lower social class will always feel deprived from educational success, decreased linguistic knowledge, as well as luxuries, which the upper class children avail just after their birth. However, with different social class the parenting, styles of the parents will also change and so it will affect their education and family (Blanden, Gregg and Macmillan 2013). Children of different social class have different views and beliefs, which they get from their parents. However, therefore a child get different developmental environment depending on their social class. Thus, middle class parents will intervene a lot in their childs life as well as education. In upper class parents, it has been seen that they encourage their children not interfering too much but rather giving them ample chance to grow. Lastly, in lower class the children are mainly found to have grown feeling deprived with many things with are easy for other classes (Kraus et al. 2012). In America social class is an altogether controversial issue because though Americans believes in the three-class model of upper, middle and poor class but the social scientists have proposed more complex models of the socio economic statuses. However, in China it has been seen that the population of middle class is increasing with time. Moreover, in Britain depending on the social class a person gets their economic advantages. Lastly, in UK it has been seen that they face huge social class inequality in educational achievement (Savage et al. 2013). The early years professions can effectually make a difference in the childs life because there builds a connection between the child and the professionals own social background, their skilled dispositions as well as their academic practices. Therefore, it is through the social class and background that the professionals process to reproduce social inequality as well as its interruption (Merritt et al. 2012). Conclusion To conclude this report, it can be said that the early professionals do play an important role in a childs development because it is through them that children learn how to respect the diverse cultural differences. Moreover, they make a child learn about equality. Then regarding ethnicity early years professionals are also important because their thoughts and opinions will be reflected in their guidance to the children. The educators play a major role in the acculturation of the gender roles in the childhood of the children due to the different roles the society may think the children should follow. Therefore, the thoughts and the cultural values of the educators may often reflect in the child. It is through them that a child will get be aware of the various ethnic groups in the society and how to communicate appropriate with everyone. Moreover, regarding culture it has been seen that children learn from that every culture has their own roots rather than just being some celebrated ho lidays. Early year professions of the children make them aware of the various colors of the diverse cultures in this world. Rather than simply following the already made racism and stereotypical behaviors, an early year professional will encourage the child to make new experiences with other children of similar or different backgrounds and therefore, a child get the practical essence of the various cultures all over. Moreover, early years professional also provide the children with the general knowledge from where they come to know that every society is divided in certain classes, which divides the people from certain advantages. Therefore, it is from the family that the childs education of the norms mores customs and values are inculcated. Further, they know about the differences among other children, through their early professionals who guide the children and make them more updated with all kind of practices education and awareness so that these children can have an appropriate knowledge regarding gender, ethnicity, culture and social class. Childhood is thus, said to be the best phrase where children are actually shaped with the right values and education so that they can become a successful human being when they grow up. References Antman, F.M., 2012. Gender, educational attainment, and the impact of parental migration on children left behind.Journal of Population Economics,25(4), pp.1187-1214. Aronin, L. and Laoire, M., 2013. The material culture of multilingualism: moving beyond the linguistic landscape.International Journal of Multilingualism,10(3), pp.225-235. Black, M.M., Walker, S.P., Fernald, L.C., Andersen, C.T., DiGirolamo, A.M., Lu, C., McCoy, D.C., Fink, G., Shawar, Y.R., Shiffman, J. and Devercelli, A.E., 2017. Early childhood development coming of age: science through the life course.The Lancet,389(10064), pp.77-90. Blanden, J., Gregg, P. and Macmillan, L., 2013. Intergenerational persistence in income and social class: the effect of within?group inequality.Journal of the Royal Statistical Society: Series A (Statistics in Society),176(2), pp.541-563. Forehand, R. and Kotchick, B.A., 2016. Cultural Diversity: A Wake-Up Call for Parent TrainingRepublished Article.Behavior therapy,47(6), pp.981-992. Gehlbach, H. and Brinkworth, M.E., 2012. The social perspective taking process: Strategies and sources of evidence in taking anothers perspective. Hart, R.A., 2013.Children's participation: The theory and practice of involving young citizens in community development and environmental care. Routledge. Ishihara, N. and Cohen, A.D., 2014.Teaching and learning pragmatics: Where language and culture meet. Routledge. Jia, R. and Persson, T., 2013. Ethnicity in Children and Mixed Marriages: Theory and Evidence from China.mimo, IIES and UCSD. Kraus, M.W., Piff, P.K., Mendoza-Denton, R., Rheinschmidt, M.L. and Keltner, D., 2012. Social class, solipsism, and contextualism: how the rich are different from the poor.Psychological review,119(3), p.546. Merritt, E.G., Wanless, S.B., Rimm-Kaufman, S.E., Cameron, C. and Peugh, J.L., 2012. The contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade.School Psychology Review,41(2), p.141. Patterson, M.M., 2012. Self-perceived gender typicality, gender-typed attributes, and gender stereotype endorsement in elementary-school-aged children.Sex roles,67(7-8), pp.422-434. Putnam-Hornstein, E., Needell, B., King, B. and Johnson-Motoyama, M., 2013. Racial and ethnic disparities: A population-based examination of risk factors for involvement with child protective services.Child Abuse Neglect,37(1), pp.33-46. Savage, M., Devine, F., Cunningham, N., Taylor, M., Li, Y., Hjellbrekke, J., Le Roux, B., Friedman, S. and Miles, A., 2013. A new model of social class? Findings from the BBCs Great British Class Survey experiment.Sociology,47(2), pp.219-250. Villegas, A.M., Strom, K. and Lucas, T., 2012. Closing the racial/ethnic gap between students of color and their teachers: An elusive goal.Equity Excellence in Education,45(2), pp.283-301. Zipes, J., 2013.Happily ever after: Fairy tales, children, and the culture industry. Routledge.

Roman Religion Essays - Greco-Roman Mysteries,

Roman Religion Roman Religion in A Romans Everyday Life vs. Religion's Effects on Today We Romans, said Cicero, owe our supremacy overall other peoples to our piety and religious observances and to our wisdom in believing that the spirit of the gods rules and directs everything. Roman rites and observances took two main forms. One was the domestic reverence of the spirit or genius of the family. The other was the public attitude to the gods and goddesses by whom the destiny and welfare of the Roman people as a whole were supposed to be guided and controlled. During the Classical period, religious observance accompanied all important private and public events and transactions and, no successful outcome went without a vow of thanks or public dedication. Temples, priests and sacred rites were provided by the State. Nothing in the nature of religious services as we know them, in which the body of worshipers as a whole were able to participate, seems to have been celebrated in the temples. Any set forms of prayers, hymns or chants were performed solely by the official priest s whose secrets they remained. The ordinary Roman man or woman had little personal part to play in such rites (Handbook To Life In Ancient Greece). While they were being undertaken and fulfilled it was the duty of the ordinary citizen not to interfere or make any disturbance and to refrain from any business affairs. When religiously minded Roman dropped in to a temple in order to worship the god or goddess whose house it was , they had some practical object in view : some personal favor or advantage. They came and perhaps burn incenses. When praying they stood with upturned palms. Sometimes they got as close to the image of the god as they could in order to whisper their pleas; the feet of some of the images were worn by the kisses of generations of worshipers. In addition to paying a fee for admission, the grateful petitioner for divine aid also brought sacrifices and thankful offerings to the temples. Enormous numbers of livestock and cattle went to augment the wealth of the templ es, and to swell the incomes of the priests and attendants, many of whom became extremely wealthy. Temple worship was no essential part of Roman life. If it had been, it is difficult to understand why there were not more than about a hundred within the city confines, which is no large number in a city of some million inhabitants. Romans kept their religious faith because they grew up with it in their homes. Its strength did not depend so much upon visits to the temples or upon the services of the priests because every home had a domestic shrine and alter before which daily act of reverence could take place. There were lares of the cross roads also, who could be worshiped out doors by the homeless or by those too poor to maintain their own family shrine (Handbook To Life In Ancient Greece). Roman religion had been heavily influenced by its surrounding civilizations, especially Greek and Etruscan. Characteristic for early Roman religion are the so called function gods : gods that perf orm only one specific function that was mostly agricultural. Rome used to be an agricultural community before evolving into a world power. Apart from these , gods as Stercutus the god of the power of manure , nature itself was full of godly powers. In a later stage the Romans transformed under Greek influence. Since the beginning of their existence Romans tended to take over other cults and incorporate them into their own religion ; cults like the one of Cybele, originally from Anatolia, Mithras from the Persians and even Isis from Egypt where adapted and incorporated in Roman society. During the Empire an important new cult was institutionalized , the cult of the Emperor. Starting from Augustus onwards the emperor was deified and worshiped (Home Work Help : History). This was very handy to unify the empire and show loyalty to the emperor. Roman religion was intended to keep the relation god/human healthy. The relation between god and man was kept somewhat like a contract, I give yo u something and you give

Sierra Leone Politicians Redefining Purpose Essays

Sierra Leone Politicians Redefining Purpose Essays Sierra Leone Politicians Redefining Purpose Essay Sierra Leone Politicians Redefining Purpose Essay It sounds easy. The dictionary defines something â€Å"purposeful† simply as â€Å"full of meaning†. Yet, expressing our politicians purpose, as popular as it should be in other countries, is in reality not that simple. There are many things we see as having meaning that may be we can’t define the most popular politician(s) in Sierra Leone as of purpose. Or maybe because we have never tried to define our politicians’ purpose towards our country and the people in the hopes that they would just come to us suddenly. Is the purpose of our politicians about corporate responsibility?Well.. No. We want our country and communities to endure and thrive, but that cannot happen if the economic system is not thriving. Is the purpose of our politicians about doing well in Sierra Leone? Well.No. we may agree that majority of our politicians in Sierra Leone do not share the same definition of what it means to do good, and most of them do not feel that theirgood work makes a difference in the country. Is the purpose of our politicians about uniformity and consistency? Well..No. Our past and current government does not believe that we are most effective as a country when our values, goals and strategies align.But diverse perspectives have proven to help us innovate, excel and become more creative. One thing we can be sure about: purpose can be powerful, palatable and even tangible if we understand its true meaning on a multitude of levels – individual, collective, systemic – and how to activate it in a unified manner. Being a good political leader with purpose means being a good listener, great at your own work, able to look after, motivate and train others, tactful, decisive when it’s important and being able to judge circumstances and react proactively.So far our past and current politicians in Sierra Leone are lacking these qualities. Hence they continue to inflict their manmade poverty in the lives of our people, whilst

Gold Coast Tafe marketing and survey research Case Study

Gold Coast Tafe marketing and survey research - Case Study Example They possess the ability to make determinate relationship s between various constructs, they are easy to use, and have no researcher bias. The technique allows for precise definitions of concepts and relationships relating these concepts. This technique is also best used when those in participation have experience with the domain being studied (Fransella & Richard, 2012). For instance, they should identify representative elements and have the ability to compare them using a set of criteria. Performing a grid analysis with education experts on the value of an academic brand can be achieved through professionals and researchers who are familiar with current and recent advances in the education sector (Jankowicz, 2009). Repertory grids are best used when practical and concrete examples are available. For example, financial tools that study the current trends of education institutions in the same region as GCIT and regions that they want to expand to; this could be used to determine the value of the brand. To decipher this, there are certain procedures used in repertory grid analysis. The first is element elicitation where the researcher has to select elements that represent the topic. For instance, to analyze the value of a brand, the elements would include similar brands. For various types of knowledge elicitation interviews, cards are utilized with element names shown to participants. The second step is constructing elicitation where the researcher will perform knowledge elicitation using personal constructs from the elements (Peio, 2012). To understand the way in which the individual perceives the elements, the researcher elicits scalar constructs, for instance, using the triadic method where interviewed individuals compare various subjects and states how...This is important because the group should not have conflicts on the issue that is under discussion. In these discussions, future educational course trends and present trends are collected. To conduct focus group research, the candidates are screened to determine the composition of the specific group. The researcher will also avoid groups that have relatives and friends among them to avoid discussion bias. A key factor in focus groups is to have groups that are similar with six to eight groups being desirable. The criteria that will guide the researcher are whether the latter groups generate any additional information (Puchta & Potter, 2009). The moderator has a key role to ensure that the discussion proceeds in the right direction. In marketing, focus groups are essential tools for getting feedback with regards to launching a new product, for instance launching GCIT to a national and international market (Stewart et al, 2011). These focus groups will allow GCIT as they seek to develop and test a new market, to view, discuss, and test their brand before they make it available to these markets. This will give valuable information concerning the acceptance of the potential market for the institution’s products.

Complaint letter (Analysis of a unsatisfactory experience with a Essay

Complaint letter (Analysis of a unsatisfactory experience with a company) - Essay Example As a result of this situation created by your establishment, I was forced to seek for a cheaper accommodation in the nearby town, a situation that led in the delay of the opening of the International Orphan Conference I was supposed to attend. In fact, to state that I was subjected to a psychological and emotional torture accompanied with an outstanding public embarrassment would be an understatement. As it has been the custom, over the years I have had countless satisfying stays in your hotel located in San Francisco, a convenient place for the nature of programs that we hold within and outside the states. Prior booking has also been the most convenient business method between the hotel management and me until the recent event. As you can imagine, the experience went way below my expectations with much consideration of the huge amount of money that I spent in your facilities during the numerous visits. In addition, I have played a huge role in encouraging my friends to use your facilities for conveniences as it was the case before this disappointing incidence. In the light of this, I am not certain if I will ever feel comfortable seeking services from your establishment. As such, I humbly request for a thorough investigation to be conducted involving the accommodation arrangement to establish why I encountered such an embarrassing situation even after I had booked a room and paid for one of the most important events I was to attend. Furthermore, I would recommend that legal and ethical actions should be taken against the culprits to swiftly curb and/or reverse this worrying trend and resolve the grossly appalling issue. To be honest, your response to my concerns will highly determine on the further action I will take. If you have any further clarification or questions, you can contact me via md@kleenchildfoundation.uk .Thank you in advance for your prompt

Teen oriented dating reality shows are undermining the values of our Essay

Teen oriented dating reality shows are undermining the values of our youth - Essay Example Scholars and experts have engaged in thought-provoking debate on the impacts of the reality television programming on the society, with majority perceiving it have negative influence especially on the youth. With emphasis on teen-oriented dating reality shows, this paper seeks to differ with the assumption that these reality shows undermine the values of the youth in society (Bilandzic and Rossler 296). For the purpose of this paper, The Bachelor and The Bachelorette dating reality shows will be the primary example throughout the paper. Contrary to these assumptions, the paper reiterates that dating reality shows actually demonstrate a number of beneficial values to individuals, especially the youth. According to some portion of scholars, claiming that a television show has negative or positive influence over reality is to forgo the x factor. This has nothing to do with the show. The main contributing factor to such perception is what the viewer takes from an experience, similar to the interpretation of the Christian Bible. The presentations may largely vary, but the results will be the same: people will hear what their conscience wants to hear, and proceed to apply those experiences in their lives in ways that benefits them personally. However, this does not make the particular thing good or bad. If our judgment no everything based on their effects on people, then most of what we consider sacred and moral would be bad since religious fervor is the cause of many battles in the past. Just like people, the media can have both positive and negative impacts on the society at the same time. Indeed, the presentation may have some bias on one direction or the other, but the most import ant determinant is the individual doing the viewing (Reiss and Wiltz 364). It is thus important to look and evaluate the types of people watching a particular program before pointing fingers in any directions. In

The Psychological contract

The Psychological contract The psychological contract has been defined as the implicit relationship between an employee and their organization which outlines what each should expect to give and receive in the relationship (Gakovic Tetrick, 2003; pg 236). Rousseau (2000; pg 9) has defined psychological contract as the terms of an exchange agreement between individuals and their organizations. It can also be regarded as an individuals beliefs regarding the terms and conditions of a mutual exchange agreement between the person and the organisation (Saks, 2006; pg 613). Researchers have suggested that psychological contract can be shaped by personal/individual factors, past job experience and personality of employees. Saks (2006) suggests that early life experiences also shape an employee, influencing values about fairness, hard work and reciprocity. The study looks into the concept of psychological contract and determines the importance of this in the management context. It analyses the consequences of breaching the psychological contract and the effect it can have on the organisation. The purpose of this essay is to discuss whether managing the psychological contract is a core task. Discussion and Analysis The concept of psychological contract is led by the norm of reciprocity which implies that an individual, who provides benefits to another, obligates him or her to discharge these obligations by furnishing benefits in return (Wright et al., 2005; pg 409). It refers to employee expectations towards his job/organisation. Stemming from sociological and social exchange theories, the concept has recently extended to employee-employer relationships. In the psychological contract literature, employees exchange the treatment they receive from their employer by adjusting their perceived obligations and fulfilment to the employer (Ingham, 2006; pg 22). Similarly, employer perceptions of employee fulfilment of psychological contract have been shown to influence employer obligations and increase the likelihood of the fulfilment of these obligations (Lewis and Taylor 2001; Coyle-Shapiro 2001). Psychological contract is perceptual in nature and defined as a set of expectations held by the individual employee. There is a tendency to confuse psychological contract with other emotional attributes like job involvement and employee engagement (Rousseau, 2000; pg255). Psychological contract is different from organisation commitment or the feeling of desire, need or obligation to remain in an organisation. It also differs from job involvement. The feeling of fulfilment of expectations differentiates psychological contract from positive or negative evaluative judgments of the job, as in the job satisfaction construct, which is a result of fulfilment of psychological contract (May et al., 2004; pg 32). Over the years several researches have been carried on psychological contract and a consensus has developed within the research community that the psychological contract is an important determinant of employees behaviour and attitudes (Ashton Morton, 2005; pg 30). The concept of psychological contract provides a popular framework for advancing understanding of employees attitudes and behaviours in contemporary management research, mainly due to the much discussed changes in the employment relationship (Conway Briner, 2002). Employee engagement is closely linked to psychological contract and employees are cognitively engaged when they are aware of their mission and role in their work environment, have what they need at work and have opportunities to feel an impact and fulfilment in their work (Johnson J OLeary-Kelly, 2003). Employees are emotionally engaged when they perceive that they are part of something significant with co-workers whom they trust, form meaningful connection wit h and experience empathy and concern for, and also have chances to improve and develop. In an organizations psychological contract with a manager or the managers psychological contract with the organization, either side can have a major effect on the benefits derived from their mutual relationship. Additionally, either side can also affect the ability of an organization to attract and retain high quality managers. Management of psychological contract is important because modern organizations cannot succeed unless their employees agree to contribute to their mission and survival. In order todo so, workers and employers need to agree on the contributions that workers are expected to make to the firm, and vice versa. Understanding and effectively managing psychological contract can help firms thrive. Turnley et al., (2003) showed with his research that there has been a shift in workers psychological contract in the last few years, moving from a relational contract, based on trust to the company to a transactional relationship of limited duration, focused on economic exchange and limited worker involvement in the organization. This has largely been led by the rapid industrialisation of most economies. Macro Economic developments like technological changes, downsizing and restructuring and other social and labour market changes have forced individuals to change organizations many times throughout their career (Agee, 2000; pg 12). The changing organisational dynamics has meant that psychological contract is even more important proposition than it was some time ago. Vos et al. (2003; pg 419) suggest that a vital component of psychological contract theory is the concept of breach, defined as the cognition that ones organization has failed to meet one or more obligations within ones psychological contract in a manner commensurate with ones contributions. Researches done in the past have also shown that psychological contract and the breach of them can result in several consequences depending on the category of the employees. E.g. The most valuable employees, who possess the marketability to negotiate better deals in other companies, are those most likely to leave (Ashton Morton, 2005; pg 29). Study conducted by Chen Fang (2003; pg 2) argue that besides the general organization-employee psychological contract, there also exists a separate psychological contract between an organization and its managers. Several researches suggest that psychological contract breach is associated with increased intentions to leave the organization. Indeed, quitting ones job is one of the most frequent responses to a situation in which employees perceive that their employer has wilfully violated the deal (Rousseau 2004). Ingham (2006; pg 20) believes that the most defining character of social exchange in contrast to economic exchange is that it entails unspecific obligations. While there is a general expectation of return, the nature of the return is not stipulated in advance as in a strictly economic exchange. What makes matters difficult in order to manage psychological contracts is that there is no clear understanding of what the commitments are or how they can be fulfilled. When an employee believes that the organization has not kept its promises, then the employee perceives psychological contract breach which has a negative effect on a wide range of employee attitudes and behaviours, such as job satisfaction, organizational commitment, trust in the organization and employee motivation. All this can lead to lower productivity and result in the employee leaving the organisation. All this makes psychological contract a very important proposition to manage. Pate et al. (2003) indicate that the advent of the psychological contract is positively related to low job satisfaction and high turnover rates. Hui et al. (2004) further investigated and found that the psychological contract is positively related to employees exit and neglect and negatively related to employees loyalty. Employees are considered a source of competitive advantage and ways in which people work make a crucial difference between successful and unsuccessful firms. Psychological contract is recognised as a process for developing and retaining ability. Cassar (2001) suggests that if employee engagement affects financial outcomes and the bottom line, disengaged employees uncouple themselves from work, withdraw cognitively and emotionally, display incomplete role performance, put in less effort and become automatic and passive. This is a costly proposition for organisations and it is imperative for them to understand what employees primarily want. The psychological states of employees are key factors in determining their behaviour and responses at work. It is at least in part through the management of these psychological states that organisational effectiveness can be achieved. Management of psychological contract is an important management activity and it is important for both managers and organisation to believe in the concept of psychological contract at the beginning of the relationship. Employees with a history of psychological contract breach are more likely to view their psychological contracts in economic terms (Deery et al., 2006, pg 167). Previous research on psychological contract breach has also shown how breach perceptions reduce employees trust in the employer (Deery et al., 2006, pg 169). Contract breach perceptions undermine the social exchange basis of the relationship, eventually leading employees to watch over their investments and monitor closer the balance in the relationship (Turnley et al., 2003; pg 187). On the other hand, psychological contract fulfilment by the employer in turn presents a payback and provides value for the employee investments by bringing the exchange into a balanced state. What makes challenging for the management to manage the psychological contract is the fact that psychological contract lies in the eye of beholder. This means that even if the same deal (benefits, rewards) is offered to every employee, its psychological contract towards the organisation may vary. Also, psychological contract of employees evolves over a period of time as a result of experience and organisational policies. The recommendations for those trying to manage the psychological contract are to assess the implicit expectations from the employee at the interview stage. Also, at the same time, brief employees on the internal work environment and the organisation as much as possible. Some organisations make interviewees interact with employees so that the interviewee can informally discuss issues around working conditions, implicit rewards and expectations. The objective is to let the interviewee find out as much about the business and working conditions as possible. The roots of psychological contract formation lie in the recruitment process. During recruitment, employers should only make promises to their prospective employees, which the new employees expect them to uphold. In case an employer fails to do so, the employees may believe that their psychological contract has been violated. One of the ways of fostering psychological contract at the recruitment stage is the use of a realistic job pre view which tries to ensure that newcomers have accurate expectations about their new job and employer and thus avoid the experience of feeling short-changed thereafter. Managing of psychological contract can partly be done through training and development. Training is important in the make-up of psychological contract, not only in terms of employer expectations who consider the development of highly trained workers with firm specific skills a major factor for securing competitive advantage, but also because it acts as inducement for employees to maintain their commitment to the organisation (Lester Kickul, 2001; pg 10). The more employees perceive violation of organisational obligations with regard to providing skills and career development, the less satisfied they will be with their jobs. Conclusions The growing management interest in psychological contract can be attributed to the fact that the construct has the potential to predict employee outcomes, organisational success and financial performance (Pate et al., 2003; pg 558). Employee-employer relationships influence the economic as well as the behavioural outcomes of the organisation. Psychological contract is a multi-dimensional construct and unlike other constructs it is not only an affective but also a cognitive and physical state of involvement in ones job. It also focuses on the emerging issues in employment relationships. They are constructs that understand the concerns about employment relationships The review of literature suggests that psychological contract is extremely important for organisations to manage as it has an impact on job satisfaction, organisational commitment, intention to quit and organisational citizenship behaviour. What makes psychological contract more important is that as a construct, it has the potential to integrate a number of key organisational concepts. However, at the same time, its very difficult to manage something which is not clear. More so, because the psychological contact and the expectations might change in due course because of external and internal circumstances. The study concludes that it is important to manage the psychological contract and human resource practices significantly impacts employee development as well as assessment of psychological contract fulfilment. When employees are recruited, when they go through performance appraisals, when they evaluate their benefits packages or receive recognition for their efforts, they interpret the experience and the interpretation will influence how they react to it. The failure of a company to comply with its obligations (as perceived by an employee) can erode the employment relationship. References Agee J. (2000) Understanding psychological contract breach: An examination of its direct, indirect, and moderated effects. Unpublished doctoral dissertation, State University of New York at Albany. Argyris, C (1960) Understanding Organisational Behavior, The Dorsey Press: Homewood Ill. Ashton, C, and L Morton (2005) Managing Talent for Competitive Advantage, Strategic HR Review, Vol 4, No 5, pp 28- 31. Cassar V. (2001). Violating psychological contract amongst Maltese public service employees: Occurrence and relationships. Journal of Managerial Psychology, 16, 194- 208 Chen M, Fang M. (2003). The impact of psychological contract breach on employees work behavior: An example in high-tech industry. Fu Jen Management Review (in Chinese), 11, 1-32. Conway N, Briner RB. (2002). Full-time versus part-time employees: Understanding the links between work status, the psychological contract, and attitudes. Journal of Vocational Behavior, 61, 279-301. Coyle-Shapiro J, Conway N. (2005). Exchange relationships: Examining psychological contracts and perceived organizational support. Journal of Applied Psychology, 90, 774-781. Deery S, Iverson R,Walsh J. (2006). Toward a better understanding of psychological contract breach:Astudy of customer service employees. Journal of Applied Psychology, 91, 166-175. Gakovic A, Tetrick LE. (2003b). Psychological contract breach as a source of strain for employees. Journal of Business Psychology, 18, 235-246. Hui C, Lee C, Rousseau DM. (2004). Psychological contract and organizational citizenship behavior in China: Investigating generalizability and instrumentality. Journal of Applied Psychology, 89, 311-321. Ingham, J (2006) Closing the Talent Management Gap, Strategic HR Review, Vol 5, No 3, Mar-Apr, pp 20-23. Johnson J, OLeary-Kelly AM. (2003). The effects of psychological contract breach and organizational cynicism: Not all social exchange violations are created equal. Journal of Organizational Behavior, 24, 627-647. Lester, S, and J Kickul (2001) Psychological Contracts in the 21st Century: What Employees Value Most and How Well Organisations are Responding to These Expectations, Human Resource Planning, Vol 24, No 1, pp 10-21. May, D, A Gilson and L Harter (2004) The Psychological Conditions of Meaningfulness, Safety and Availability and the Engagement of Human Spirit at Work, Journal of Occupation and Organisational Psychology, Vol 77, pp 11-37. Pate, J, G Martin, and J McGoldrock (2003) The Impact of Psychological Contract Violations on Employee Attitudes and Behaviours, Employee Relations, Vol 25, pp 557-573. Robinson, D, S Perryman, and S Hayday (2004) The Drivers of Employee Engagement, Institute for Employment Studies, Brighton. Rousseau DM. (2000). Psychological contracts in the United States: Diversity, individualism, and associability in the marketplace. In Rousseau DM, Schalk R (Eds.), Psychological contracts in employment: Cross-national perspectives (pp. 250-282). Thousand Oaks, CA: Sage Saks, A (2006) Antecedents and Consequences of Employee Engagement, Journal of Managerial Psychology, Vol 21, No 7, pp 600-618. Turnley, W H , M C Bolino, S W Lester, and J M Bloodgood (2003) The Impact of Psychological Contract Fulfilment on the Performance of In-Role and Organisational Citizenship Behaviour, Journal of Management, Vol 29, pp 187-206. Vos, A, D Buyens, and R Schalk (2003) Psychological Contract Development during Organisational Socialisation: Adaptation to Reality and the Role of Reciprocity, Journal of Organisational Behaviour, Vol 24, No 5, pp 537-559. Wright, P M, T M Gardner, L M Moynihan, and M R Allen (2005) The Relationship between HR Practices and Firm Performance: Examining Causal Order, Personnel Psychology, Vol 58, No 2, pp 409-38.