The Roles And Responsibilities Of The Design Team Construction Essay

The Roles And Responsibilities Of The Design Team Construction Essay Interior Designer Interior designers are sometimes used on contracts where the internal finish and dà ©cor is important or of a prestigious nature. Some high-profile house building projects or city-centre apartment conversions have been developers in conjunction with interior designers who can add considerable value to a project. Quantity Surveyor Quantity surveyors accurately determine the amount of materials needed to build the project. They prepare a bill of quantities establishing a record of all the materials needed and identify all the information necessary to draft out a specification of the works. The quantity surveyor can then advise and guide the architect or the client on the cost of the job, check tenders and evaluate any costs as work proceeds. Landscape Architect The landscape architect is sometimes contracted to design the external environment of the project. As with interior design, the landscape can be enhanced by a specialist to improve the completed project. Resident Engineer Resident Engineers are based close to the construction works, on the construction site itself. They report back to the structural engineer and the architect on the matters relating to the structure and the load-bearing components that have been designed by the structural engineer. Structural Engineer Structural Engineers determine the design of loadbearing elements of the building and ensure that each component is designed to safely withstand the loads that are imposed on the building. Structural engineers typically work for the client but are frequently engaged by the architect to inform and supervise the design and installation of structural elements as work proceeds. They work very closely with the architectural technologist and the principal contractor. Building Services Engineer Building services engineers design and implement a range of items into the project that dont improve the resources and the quality of the building. Building services and the effective use of heat, light, acoustics and other electrical appliances have seen significant improvements in recent years and many of these items, such as lifts, escalators, air conditioning and heating and ventilation systems, need to be integrated into the contract drawings at an early stage to avoid conflicts of space or to ensure that the design can accommodate machinery, plant and equipment. Clerk of Works The clerk of works is employed directly by the client, who will want assurance that a contractor is producing a building that meets specification in terms of both materials and workmanship. The clerk of works also reports to the architect on progress of the construction works. Clerks of works do not issue instructions and do not have authority to impose variations or changes to the design but will need to inspect the works as it proceeds and hence need to visit the site frequently. On some larger sites, a clerk of works will have a resident office and spend their entire working time there. Contractor Contractors perform many duties on site and thus they are in the best position to ensure that site activities are carried out safely. Contractors must ensure that subcontractors have information about risks on the site and that all workers and operatives working on the project have adequate training and a suitable induction to site procedures. Task 3 Explain the roles and responsibilities of the production team. (Identify then describe the members of a production team, this is the team that will produce the building from the design) The Production Team Projects Manager Site Manager Quantity Surveyor Site Engineer Task 4 Describe the legal implications that could arise from miscommunication Legal implications that could arise from miscommunication include- In terms of legal position The client is put at the top of any hierarchical chain. However, the client usually tends to place the responsibilities on the architect, the design team and the contractors. To prevent any legal implications, architects are required by law to hold qualifications that show that they completely understand the principles of design and can build a sufficiently strong structure. They must also comply with the legislations such as planning, building regulations and management regulations and the disabled and disabilities act. Furthermore, architects are required to have adequate public liability insurance to protect any third parties from any defects or problems related with their work. Task 5 Changes made are window size have been increased (communicate this to the production team) Write letter to (proof and backup needed, when communication has taken place) Paragraph on the different communications Produce a written communication between design and production team- Write sample letter to product team about change in window size Tell building to leave gaps for the windows (bigger gaps) Who needs to be told? QS Because specification will change Task 6 Describe a modern method of construction look for a sustainable method employing timber or a technological product. Describe what methods and components could be used to construct each type of building- Why is there a need for these different methods and components? Merit Criteria Task 7- Obtain a copy of RIBA current plan of works, how does it work? What are its merits? The benefits of using the RIBA plan of work are that it is easily understood, it is a well-planned, coordinated structured approach. What are all the stages? How will the team members be coordinated to complete the project? RIBA Plan of works Feasibility phase- Inception Feasibility At this stage of the plan, the architect will work closely with the client to determine and prepare the requirements of the building project. Architects will provide clients with an appraisal and recommendation so that they can determine the form in which the project is to proceed, ensuring that it is feasible both in technical and financial terms. Pre-construction phase- Outline proposals Scheme design At this stage, the architect will usually have determined through sketch plans the layout, design and construction in order to obtain approval of the client on the outline proposals and accompanying report. To complete the brief and decide on particular proposals, including planning arrangements and appearance, constructional method, outline specification and cost, the architect will then draft plans and drawings for submission to the local authority to obtain all approvals such as building control and planning consent. Detail design At this stage, the architect will have to obtain final decisions on all matters related to design, specification, construction and cost. BVy creating working drawings and finalising the full designs of every part and component of the building, the architect draws together the construction team. Meetingds of the team will take place to discuss and decide materials, finishings, services, contributions by specialist firms and a range of other matters relating to the finalising of the building. It is important that any changes or modifications to the scheme are noted and accommodated so that everyone can be updated and work from the latest drawings. Changes can be accommodates at this stage, although they may result in increased costs due to the scheme being planned on an early proposal. Production information This part of the plan includes the preparation of product information used in the building, the drafting of bills of quantities, tender documents and project planning materials such as the programme of works showing duration of activities and the time taken to create the building itself. This is a very important stage in the process and particular care must be taken to ensure accuracy of the work involved in drawings and specifications so that the contractors undertaking the building work have all the necessary information to hand to complete the work to the appropriate standard. Drawings require at this stage include a location plan of where the work is found, a layout drawing of the construction site itself and a general arrangement drawing that shows the layout of the work to be done. From these drawings, a series of schedules and specifications will be drafted to provide any necessary additional information. Bills of quantity Specifications are dealt with in more detail later on, but their link with the bills of quantities is important. Bills of quantities are prepared by a quantity surveyor who reads the drawings and determines the quantities and amounts of materials needed to complete the constructions work. Any part of the building that is not yet finalised or has missing information can be allocated a provisional or prime cost so that there is an amount for the work to take place is allocated even when the actual cost or amount to do this work may be finalised some time later. If the architect has not yet appointed a construction contractor or team to complete the works onsite, discussions at this stage will begin to determine an appropriate company or contractor to appoint who is capable of undertaking the work. Tender The idea of tendering is to allow the client an opportunity to present a batch of work or a construction contract to contractors who learn about the complexity, the stages of construction, the limits and the constraints anticipated within the work so that a realistic and accurate price can be calculated by the contractors. The contractors then identify the price of the works and the client chooses the contractor best suited and able to do the work. Frequently, the cheapest tender or quote is selected as this can represent best value for the client. For some work selective tendering may take place, where a architect and quantity surveyor invite contractors that are either known to them or have an established reputation for completing work similar to the one they are working on, to tender. Again, the cheapest quote is most commonly selected in this process. Contractors may be approached so that they tender an interest in the work. Sometimes a pre-tender meeting may be held with contractors and the complexity and the details of the work can be communicated to the contractors so that the contractors, the architect and he client can satisfy themselves that they are all capable of completing the work within the appointed timescale and budget. A letter of invitation to tender can then be issued together with all relevant drawings, specifications and bills the contractors can then visit the site of works and the contractor will determine and cost the project. Tenders are returned to the architect at an agreed date and time. Initial comparison of the tenders received from different contractors takes place by the architect and sometimes this includes the client or their representative. This analysis of the tenders usually results in the lowest priced tender winning the contract and being appointed as the contractor. Construction phase- Project planning This is where the work to produce the building starts on the building itself. Contract documents are prepared and signed. At a project planning meeting, the architect will usually clarify any points undecided at this stage and agree anyfurther contractual points. Contractors draft a programme of works that illustrates the milestones and the total duration of the work. Key milestones include taking possession of the site, dates of the project progress meeting and other key dates that are achieved during the lifetime of the contract. The contractor is expected to sign the contract documents at this stage, which include: A copy of the contract A full set of construction drawings Bills of quantities Specifications A register of drawings Site diary and associated report forms Site operations The site is officially handed over to the contractor who can begin construction-related operations. The site is now the responsibility of the contractor who has to comply with all the legislative requirements and legal constraints. The contractor should be informed of any rights of way, preservation orders, protection requirements and any other environmental issues that need to be considered in terms of the work and the activities on site in the months ahead. the contractor has a duty to ensure the appropriate site supervision of all those involved in activities onsite. a clerk of works will check on behalf of the client and the architect that the contractor is complying and building the project to the appropriate standards of materials and workmanship. samples are taken of various materials, sometimes by a specific request from the architect and other times by established practice in some cases, such as the sampling of concrete which is regularly tested by way of a slump test to ensure workability when it arrives on site, and its strength assessed by testing to destruction samples at regular intervals after the concrete has been placed. brickwork panels are sometimes erected to enable the architect and the client to see what the brickwork will eventually look like. tiles, blocks, panels, etc. may also be subject to a request that the contractor builds a mock-up or sample panel for viewing by the architect and the client so that the quality and the desired finish of the work can be ascertained and ensured. The contractors duties at this stage of the plan are to work diligently on the construction works adhering to all relevant health, safety and welfare legislation. the contractor is also expected to maintain a site diary to record relevant information about the progress of the construction works. typically, a site diary will include information on: weather conditions visitors on site for the period any deliveries of materials to site progress of work to date personnel onsite including subcontractors any comments and notes taken about the work undertaken Discrepancies and any inconsistencies in contract documents. Completion as the building starts to take shape, the contractor may be required to hand over part of the building to the client. the actual date of handover is planned and any outstanding issues relating to the construction works can be determined and a solution found. the period of notice required varies from site to site, but usually adequate notice is required in order to prepare the area and any other supporting documentation. the client should be in a position to accept the building for its proper use so the architect will usually insist on inspecting the area and determining for themselves that the work is to the appropriate standard of materials and workmanship, that all services and equipment are functioning appropriately and effectively and that the as-built record drawings are a true record of the actual building. the building manual which in the case of a simple domestic dwelling or house will be simple could extend to a complex and detailed manual of several volumes for an industrial or more intricate commercial building. a certificate of practical completion can be issued by the architect to the contractor which then enables the contractor to claim monies due for the construction work and address any defects and snags that have arisen so far. at this stage, the contractor has effectively completed the construction stage and has no responsibilities for the insurance of the building or its works. When all defects or amendments or outstanding issues are addressed, the architect will issue a final certificate and the account will be adjusted for variations, subsequent instructions and fluctuations in labour and materials prices and/or costs Feedback the final part of the riba plan is to analyse and evaluate the progress of what was expected with what was actually delivered. architects will need to determine what has happened in order to achieve better performance in the future. typically, an analysis and evaluation could include the following: what does the client think of the completed building? Does the building function effectively? What parts of the design were particularly successful or problematic? Could this design process have been undertaken differently and have provided a better service to the contractor or the client? What relationship and communication existed between the design team and the construction team? How could these be improved in the future? Did the contractor meet all the performance targets in a timely and effective manner? Did the design process run smoothly? If not, why? Was the job profitable and was the contract fulfilled? Why will my company use RIBA and what happens if it is altered or not adhered to. Why the company will use RIBA The riba plan is usually accepted as the most suitable plan, although many other types of plan are acceptable for smaller building projects or for instances where the riba plan may be too inflexible when conditions change frequently. The RIBA plan of work is known for being well planned, coordinated, and known for having a structured approach. Task 8- Compare the methods available for communication, for example, advantages and disadvantages of each. Explain why the contractor must implement these changes Distinction Criteria Task 9 Analyse and discuss in detail the RIBA plan of work in terms of handling a design change after work has started. Evaluate the effectiveness of the plan from design to construction phase and provide examples of the plans flexibility to resolve changes of design quickly. Include how these changes are quantified.

Diagnosis of a Respiratory Disorder

Diagnosis of a Respiratory Disorder Introduction Respiratory disorders are the commonest causes of morbidity and mortality among children of all ages. The presentation may vary from trivial to life threatening symptoms. While a carefully conducted history and physical examination are vital for a correct diagnosis, various laboratory and radiological investigations aid in finally clinching the diagnosis. This chapter focuses on clinical assessment of the respiratory system in children. There is much overlap between the respiratory examination and that of other systems, and it is assumed that the reader has mastered basic physical examination skills. History The evaluation of a child with respiratory disorder should start with the history of present illness, significant past history, family history as well as antenatal and birth histories. The parent should be asked the chief complaint that prompted the consultation, along with the circumstances at onset, frequency, duration, and severity. History of prior treatment should be obtained. History of past illness will include all previous respiratory and other complaints. These include history of recurrent pneumonia (suggesting immunodeficiency, cystic fibrosis, anatomic abnormality, or bronchiectasis) known allergy and malnutrition. The family/ environmental history will provide information about history of contact or that suggestive of asthma in relatives, nutritional and financial status of the family, and history of exposure to allergens. Following are important clinical pointers in the history: Recurrent pneumonia: points towards immunodeficiency, cystic fibrosis, anatomic abnormality (gastroesophageal reflux), dysfunctional swallowing, or bronchiectasis. The child with a history of tracheoesophageal fistula repair is prone to tracheomalacia and gastroesophageal reflux–related disease. Atopy: eczema, atopic dermatitis, hay fever, or known allergies, may be important in the child with chronic cough or recalcitrant asthma. Failure to thrive, frequent infections, blood product transfusion, parental substance abuse, or poor growth may be a clue to an underlying immunodeficiency. History of contact with a case of tuberculosis Environmental history: exposure to dust due to construction in the house/neighbourhood, presence of pet animals or birds, exposure to smoke, either from tobacco use or use of wood for heating, cooking, or both. Associated complaints: Headache may be a sign of sinus disease or, especially if occurring in the early morning, a result of obstructive sleep apnea. Ocular symptoms such as conjunctivitis and blepharitis, as well as nasal symptoms, may indicate an atopic predisposition or in the young infant a chlamydial infection. Recurrent mouth ulcers or thrush can be associated with immunodeficiency, as may chronic or recurrent ear drainage. Poor feeding, edema, shortness of breath, and exercise tolerance can be clues to the presence of congestive heart failure. Stool characteristics, abdominal bloating, and fatty food intolerance are important features of cystic fibrosis. Neurologic symptoms such as seizures or developmental delay are important in evaluating the child with apparent life-threatening events or suspected chronic or recurrent aspiration. PHYSICAL EXAMINATION A thorough general physical examination is extremely important in the approach to a child with respiratory disorder. Recording the anthropometry is as important as are the presence of cyanosis, pallor and clubbing. Use of accessory muscles of respiration may indicate severity of respiratory distress and intercostal recession may point towards airway obstruction and a non-compliant lung. Supraclavicular and cervical lymph nodes should form part of the exanination routinely. Upper Airway An examination of the upper airway will indicate presence of nasal foreign body or infection, tonsillar enlargement, or narrowing of the glottis. The position of the trachea should be noted during examination of the neck. Deviation to one side may be seen with pneumothorax, neck mass, unilateral pulmonary agenesis or hypoplasia, or unilateral hyperinflation (as seen with foreign body or congenital cystic lung disorders). Chest Inspection Inspection forms the first component of chest examination. Presence or absence of any deformity should be noted, as should the general shape of the chest. A barrel chest (increased anteroposterior dimension) denotes obstructive lung disease. The severity of this deformity shows increased lung volumes (functional residual capacity, residual volume, total lung capacity, functional residual capacity/total lung capacity ratio, and residual volume/total lung capacity ratio) and is associated with radiographic findings of hyperinflation in children with poorly controlled asthma. Pectus carinatum (â€Å"pigeon breast†) or pectus excavatum (â€Å"funnel chest†) may be seen in patients who have chronically increased work of breathing, as in pulmonary fibrosis, cystic fibrosis, or poorly controlled asthma. The respiratory rate, preferably noted with the child at rest or asleep, is a very important indicator of pulmonary illness (though fever and metabolic acidosis can have an inc reased respiratory rate in the absence of pulmonary disease). Nasal flaring to reduce nasal resistance to airflow and the use of accessory muscles of respiration such as the sternocleidomastoid muscles indicates respiratory distress as do retractions or indrawing of the skin of the neck and chest. Respiratory distress may also be seen in children with neuromuscular disorders. An objective way of assessing the degree of dyspnea is asking the child to count and noting the highest number reached in a single breath. The respiratory pattern and depth may also point towards a particular pathology. Shallow and rapid respiration is seen in children with restrictive lung disease. Similarly, rapid and deep respiration (hyperpnea), can be seen in children with hypoxia and metabolic acidosis while alkalosis results in slow, shallow breaths. Hyperpnea alternating with apnea (Biots respiration) is associated with central nervous lesions involving the respiratory centers. Cheyne-Stokes respirations seen in comatose patients is marked by gradually increasing and decreasing respirations. Likewise, the relative length of the respiratory phases (the inspiratory/expiratory ratio) is important. As the inspiratory and expiratory phases are roughly equal, a prolonged expiration may indicate obstructive diseases such as bronchiolitis, acute exacerbations of asthma, and cystic fibrosis. While some abdominal breathing, is normal up to 6 or 7 years of age, conspicuous respirations of this type in a child, however, generally reflect a pulmonary abnormality such as pneumonia, or respiratory muscle weakness. Palpation: Although more generally thought of in terms of the abdominal examination, palpation is important in the respiratory examination as well. It is used to confirm the visual observations of chest wall shape and excursion. Palpation is performed by placing the entire hand on the chest and feeling with the palm and fingertips. Friction rubs may be felt as high-frequency vibrations in synchrony with the respiratory pattern. Tactile fremitus, the transmission of vibrations associated with vocalization, is at times difficult to assess in children because of a lack of cooperation and a higher-pitched voice; lower-pitched vocalization is more effectively transmitted. It is best felt with the palmar aspects of the metacarpal and phalangeal joints on the costal interspaces. Decreased fremitus suggests airway obstruction, pleural fluid, or pleural thickening, whereas increased fremitus is associated with parenchymal consolidation. Occasionally a â€Å"thud† can be felt high in the chest or in the neck, a finding suggestive of a free tracheal foreign body. One can also assess chest excursion by placing the hands with the fingertips anterior and thumbs posterior and noting the degree of chest wall movement, comparing excursion of one side with the other by noting the movement of the thumbs away from the midline (the spinous processes). The point of maximal impulse, frequently shifted to the left in cardiac disease, may be shifted inferiorly and to the right in severe asthma, a large left-sided pleural effusion, or a tension pneumothorax. With massive left-sided atelectasis, it may be shifted to the left. Percussion: Percussion should be performed with the child upright with the head in neutral position, and using the indirect method (a single finger from one hand strikes on a finger of the other hand placed on an interspace). A gentle force should be used so as to avoid causing injury, especially in a young child). Sounds commonly elicited by percussion of the chest are as follows: Tympany : Normally heard with percussion of the abdomen, is seen in the chest with a massive pneumothorax. Resonance: This is the normal state in the chest; it is sometimes called vesicular resonance. Hyperresonance: Accentuation of the normal percussion is seen with states of hyperinflation like emphysema, asthma, or free intrapleural air. Coin test: A resonant metallic sound heard with a stethoscope when tapping a coin that is held flat against the chest with another coin; it indicates a pneumothorax. Dullness: A flat, thud-like sound, this sound is associated with pleural fluid or parenchymal consolidation. Flatness: This sound can be mimicked by percussing over muscle; its presence in the chest suggests massive pleural effusion. Auscultation: Auscultation of the chest should be performed with the age appropriate stethoscope (with chest pieces for premature infants, infants, children, and adolescents/adults). The diaphragm of the chest piece (pressed tightly against the skin) is used to filter out low-pitched sounds, thereby isolating high-pitched sound, and the bell (held lightly on the chest) is used preferentially to isolate low-pitched sounds. The upper lobes are best heard by listening anteriorly in the infraclavicular regions, the lower lobes by listening posteriorly below the scapulae, and the right middle lobe and lingula by listening anteriorly lateral to the lower third of the sternum. All lobes can be heard in the axillae. It is also important to specify the timing (continuous, early, or late), pitch (high, medium, or low), and character (fine, medium, or coarse) of sounds. These sounds can be divided into breath sounds (produced by the movement of gas through the airways), voice sounds (modifi cations of phonation not heard distinctly in the normal state), and adventitious sounds (neither breath or voice sounds). Breath Sounds Vesicular breath sounds are the sounds heard during respiration in a healthy individual. They are low-pitched, with a relatively longer inspiratory phase and a shorter expiratory phase and are louder on inspiration. These sounds emanate from the lobar and segmental airways and are then transmitted through normal parenchyma. Bronchial breath sounds are usually louder than vesicular sounds and have short inspiratory and long expiratory phases. They are higher pitched and louder during expiration. They may be the result of consolidation or compression (i.e., airlessness) of the underlying parenchyma. A similar sound can be heard by listening directly over the trachea. Bronchovesicular breath sounds, as the name implies, are intermediate between vesicular and bronchial sounds. The respiratory phases are roughly equal in length. This sound is felt to be indicative of a lesser degree of consolidation or compression (airlessness) than bronchial sounds. Bronchovesicular (and sometimes bronchial) breath sounds can occasionally be heard in normal individuals in the auscultatory triangle (the area in the back bound by the lower border of the trapezius, the latissimus dorsi, and the rhomboideus major muscles) and the right upper lobe. Wheezes are continuous musical sounds, more commonly expiratory in nature, and usually associated with short inspiratory and prolonged expiratory phases. They can be of single (monophonic) or multiple (polyphonic) pitches, which are higher pitched than vesicular sounds. These can often be very difficult to distinguish from snoring and upper airway sounds such as stridor. Stridor is a musical, monophonic, often high-pitched sound, usually thought of as inspiratory in nature; it can be expiratory as well, such as when produced by partial obstruction of a central, typically extrathoracic airway. Its presence in both inspiration and expiration suggests severe, fixed airway obstruction. Voice Sounds The normal lung parenchyma filters vocalization so that whispered sounds are not usually heard during auscultation and normally spoken syllables are indistinct. Bronchophony is the distinct transmission of spoken syllables as the result of an underlying consolidation or compression. More severe consolidation or compression results in the transmission of whispered sounds or whispered pectoriloquy. Egophony is very similar to bronchophony but has a nasal quality as well. It may reflect an underlying effusion, consolidation or compression, or both conditions. Adventitious Sounds Fine crackles are thought to be the result of the explosive reopening of alveoli that closed during the previous exhalations. These occur exclusively during inspiration and are associated with conditions such as bronchitis, pneumonia, pulmonary infarction, and atelectasis. They can also be normal when heard in the posterior lung bases during the first few breaths on awakening. They may be imitated by rolling several strands of hair between the thumb and forefinger in front of the ear or by pulling apart Velcro. Hamman’s sign, also called a mediastinal crunch, is the finding of crackles associated with systole and is suggestive of pneumomediastinum. Coarse crackles are popping sounds likely produced by the movement of thin fluids in bronchi or bronchioles. They occur early in inspiration and occasionally in expiration as well, may be audible at the mouth, and may clear or change pattern after a cough. They can sometimes be heard in the anterior lung bases during exhalation to residual volume. An example of these sounds is the crackles typically heard in patients with cystic fibrosis. Rhonchi (sometimes more descriptively called large airway sounds) are gurgling or bubbling sounds usually heard during exhalation. These sounds are the result of movement of fluid within larger airways. In individuals with pleural inflammation, a pleural friction rub may be heard. This loud, grating sound may come and go over a short period of time. It is usually associated with a subpleural parenchymal inflammatory process. OTHER SIGNS AND SYMPTOMS Clubbing: Clubbing is the broadening and thickening of the ends of the fingers and toes that occur as the result of connective tissue hypertrophy and hyperplasia and increased vascularity in the distal phalanges, in response to chronic hypoxia. It can be confirmed clinically by checking for Schamroth’s sign. Causes of clubbing are as follows: Bronchiectasis Severe pneumonia, lung abscess, or empyema Interstitial lung disease (autoimmune and infectious) Pulmonary arteriovenous malformation Hepatopulmonary syndrome Pulmonary malignancy Cyanotic congenital heart disease Bacterial endocarditis Inflammatory bowel disease Thyrotoxicosis Familial Cyanosis: The use of cyanosis as a clinical indicator of hypoxemia is confounded by a number of factors such as skin pigmentation, poor lighting, the presence of nail polish, or hypothermia. Cyanosis occurs when the concentration of reduced arterial hemoglobin exceeds 3 g/dL. Clinical impression of cyanosis should be verified by arterial blood gas analysis or pulse oximetry. Pulsus paradoxus: Pulsus paradoxus (fluctuation in systolic blood pressure with respiration) may sometimes be associated with obstructive pulmonary disease. The arterial pressure falls during inspiration and rises with exhalation. It is quantified as the difference between the systolic pressures measured during inspiration and expiration. Pulsus paradoxus is useful in evaluating children with cystic fibrosis and asthma, in which a value of more than 15 mm Hg has been found to INVESTIGATION:

My Educational Philosophy :: Philosophy of Education Teaching

My Educational Philosophy The responsibilities that educators have in the education field is to teach our students the basic training skills needed to be successful in the future. As an educator I will be involved in classroom instruction, grading papers, taking attendance, planning lesson plans around activities, readings and projects that will not only teach, but also engage. Without engagement, students are not likely to have a positive learning experience. I will make sure that every child is envolved and no child is left behind. As an educator I will modify instructional methods by using a wide range of teaching styles for the academic achievement of all my students. I will seek the need to self-motive my students learning skills; explore their academic, cultural, and social needs, which makes these central to the classroom experience. As an educator I will help students understand, investigate, learn, and determine how the knowledge process influences in discipline. I will use teaching methods and materials to reduce student prejudice, and work to create a school culture that empowers all students especially those from minority groups. I will engage all students in learning which is a goal of mine. As an educator I am also a mentor, who is a trusted and experienced advisor that has direct interest in the development and education of another individual. I want to encourage and motivate my students as well as maintaining a constructive and caring manner towards their needs. As an educator I will be very social, orderliness, and practical. I enjoy helping others and appreciating their needs and values as an individual. I am very orderly, which I keep things in their proper place, which makes the classroom environment more flexible.

Humorous Wedding Speech by a Friend of the Groom (Bridegroom) :: Wedding Toasts Roasts Speeches

Humorous Wedding Speech by a Friend of the Groom (Bridegroom) Good afternoon, Ladies and Gentlemen - My name is Charles. I've tried to memorise this speech, but forgive me if I resort to my notes every five seconds. I did ask for an autocue to be set up in front of me, but apparently the wedding budget doesn't stretch that far. And, unfortunately, neither does my eyesight. Laughter I've known Steven for 22 years now and we've had more good times than I can remember - and we'd have had a one more if I hadn't run out of money in that strip cub on the other night. During this period, I’ve seen Steven go through many evolutionary changes to end up the man he is today. And in order to understand exactly what went wrong, we must start by examining his early goals in life. At school, Steven had two goals: 1) To play for the school baseball (cricket) team – which he did. In fact, his prowess was legendary and he single-handedly rewrote the school record books - shortest time at bat (in bat), most catches dropped and most unforced errors in a single game (wides bowled in an over). The list is endless. 2) To star in a school play – and his first opportunity came with the school’s major production of â€Å"Snow White & the Seven Dwarfs†, in which Steven was cast as one of the dwarfs. And very soon, he had made the part his own. From the outset, he personified his role day and night, living and breathing the essence of his character. And many say they’ve never since seen a more virtuoso performance of Dopey. After leaving school, Steven’s goal was to travel the world. But he only got as far as New Zealand, where we all new it would suit him down to the ground. What with the sun, sea, surf and, of course, the biggest draw of them all – the sheep. On his return, his goal was to land a job in a bank because they had the two things he liked best: money and holidays. But if it hadn’t been for me it might never have happened. When applying for the job he asked me to give his application form a quick once over before he sent it off. It was a good thing he did. Where he was asked, ‘Length of residence at present address,’ he had replied, ‘About 20 meters – not counting the garage.

The First Amendment Essay -- Bill Rights Constitution Government USA E

The First Amendment America was built on freedom. Freedom to speak, freedom to choose, freedom to worship, and freedom to do just about anything you want within the law. America’s law was designed to protect and preserve these freedoms. The reason the United States of America came to exist was because the colonists fled Great Britain to get back the freedoms that were taken away from them by the Monarchy. In countries where Monarchies and Dictatorships rule, there is little if any freedom to speak of. Citizens of these countries are persecuted or even killed if they attempt to exercise any of the basic freedoms. In these countries there is no free speech, no right to choose government, no right to express religion, no right to own property. This is why I believe the first amendment in the Bill of Rights under the Constitution is the most important amendment. The First Amendment clearly voices a great American respect toward the freedom of religion. It also prevents the government from "abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble and to petition the Government for a redress of grievances." Since the early history of our country, the protection of basic freedoms has been of the utmost importance to Americans. The American voice on freedom has been shaped throughout the course of history by the initial democratic notions of the immigrants to the same desire for greater freedom that we have today. Ever since colon...

Investigating Effect Essay

Plan Aim: The aim of the experiment is to find out what effect temperature has on the action of a protease enzyme on exposed developed film. Enzymes are biological catalysts. They are made in livings things built up by amino acids to make protein. Enzymes are able to speed up reactions and can repeat reactions. There are various factors that affect the activity of enzymes they are: â€Å"Y Temperature â€Å"Y pH â€Å"Y Specificity â€Å"Y Concentration of enzyme or substrate Enzymes are specific, this means that they only work on one substrate molecule. A substrate molecule is what the enzyme actually works on. The factors I have chosen to investigate are temperature. This therefore means that the temperature will be the independent variable. In the experiment there will be a transparent plastic backing of developed film, which will have a black gelatine coat on it. The gelatine coat is protein, which is the substrate molecule. I will put the film into protease solution, which is the enzyme. By having the gelatine coat I am able to see what happens to the gelatine coat when the temperature increases. I can find out if temperature affects the action of a protease enzyme. Prediction: Enzymes have an optimum temperature, which is generally below 400C. The optimum temperature is when enzymes works best and fastest at. When the temperature rises the rate increases. This is because the substrate and enzyme molecules are moving faster because the temperature has increased. This means that the molecules have more energy. They therefore are likely to collide more often with each other and a reaction will take place. However if the temperature goes over the optimum temperature the reaction slows down and the enzyme denatures. This means that it has changed shape and therefore the substrate can no longer fit into the enzyme. The diagram below shows how the substrate molecules which is protein fits into the enzyme, which is a protease molecule. This type of mechanism is called the lock and key hypothesis. If the active site, which is the enzyme, is heated too much it will change shape and no longer fit the substrate. The substrate therefore no longer is able to react if there is no active enzyme. I predict that when the temperature increases the time taken for the gelatine to be broken down will decrease. This is because temperature is a catalyst, which helps to speed up the enzymes, which are biological catalysts. When the temperature is 300C I predict that it will take longer for the film to become transparent than when the film is in a temperature of 600C. However at a certain temperature in the experiment I predict that there will be an optimum temperature. This is when the enzyme works best at. After this point the enzymes start to slow down and eventually denature which means it is harder for the substrate molecules to fit into the enzyme molecules. As I predict that when the temperature increases the time taken for the gelatine to be broken down decreases until it reaches the optimum temperature I therefore predict that the rate of reaction will increase when the temperature increases until it reaches the point when the enzymes start to denature. When the temperature is increased the enzyme molecules will break down the black gelatine coat quicker and therefore the developed film will become transparent faster. When temperature is increased the substrate molecules of protein will collide more frequently with the enzyme molecules. So if the temperature is increased from 300C to 600C the enzyme molecule will break the black gelatine down faster to leave the transparent plastic backing. The two diagrams show the effect of temperature between substrate molecules and enzyme molecules. They are only rough diagrams of what will happen between the two molecules. â€Å"Y Substrate molecule- â€Å"Y Enzyme molecule- Method: Apparatus: The apparatus that I am going to use for the experiment will be a test tube, developed film with a gelatine coat, splint, syringe, stopwatch, thermometer and electric water baths. This equipment is suitable for this experiment because it is easily available, it is easy to set up and use and it is easy to collect results with. This is how the experiment will be set up I will firstly measure the volume of protease solution by using a syringe, which will be 10cm3 and then put it into a test tube. I will then get two developed films and hook wire onto each so I am able to get them out of the tube easily. The wire will be labelled so it is easy to see which film is which. I will then put the test tube into an electric water bath, which is at a specific temperature for example 300C. I will leave it in the bath for three minutes and then put the two films into the test tube. Every 30 seconds I will check to see if the film has become transparent. When the two films have become transparent I take them out of the test tube. I then check  the pH of the protease solution by getting a glass rod and dipping it into the solution and then put the solution onto pH paper. Preliminary experiment: For my preliminary experiment I set up the apparatus as above. As it was only preliminary I used one film. I chose two temperatures to put two test tubes of protease into, they were 600C and 300C. I put the two test tubes into the two different electric water baths and then after three minutes put film in each. This is how the results turned out: Temperature of water bath/0CTest tube in water bath with no developed film/secsTime taken for film to become transparent/secsRate of reaction/ 1/secs (S-1) 301808000.0013 601803000.0033 This table of results indicates that when the temperature increases the time taken for the film to become transparent is less. It also shows that when the temperature increases that rate of reaction also increases until it reaches the optimum temperature. This is what I expect will happen to the results in my final experiment. Variables: In this experiment the independent variable will be the temperature, the dependent variable will be the time it takes for the films to become transparent and the controls are: â€Å"Y Concentration of protease â€Å"Y Volume of Protease â€Å"Y Film size The experiment should be carried out the same for each test tube and the pH should stay the same for all test tubes. The concentration of the protease solution will be 0.5% and the volume of each protease solution will be 10cm3. Range: The range of temperatures that I am going to use will be 300C, 400C, 500C, 600C, 700C. If I have a temperature any higher than 700C the enzyme would most probably denature. I haven’t got a temperature any lower than 300C because it would take too long for the gelatine to break down in the time given. Reliability: In my final experiment I am going to use a syringe to measure out the volume of protease needed. A syringe is accurate enough for this experiment. I will put two developed films into each test tube to improve reliability of my results. I will also use a stopwatch to time when I put the films into the test tube and when to check the films. The electric water baths are really easy to use and they control the variables very precisely unlike heating the test tube with a bunsen burner, as the temperature can go slightly up and down. Safety: Whilst doing the experiment I will have my hair tied back, I will wear a lab coat and I will also wear safety goggles throughout as I am using protease which if gets into your eyes it can be dangerous.

Behavioral and Social/Cognitive Approaches to Forming Habits

Habit as defined in Webster’s as a: a behavior pattern acquired by frequent repetition or physiologic exposure that shows itself in regularity or increased facility of performance b : an acquired mode of behavior that has become nearly or completely involuntary (Merriam-Webster Dictionary Online, 2011). Behavior is the manner of conducting oneself or anything that an organism does involving action and response to stimulation. In everyday life habits are formed and intertwined with ones behavior. People are often associated with the way they behave based on the environment they come from and the habits they develop from that environment. Behavioral Theorists believe learning experiences as the development of our personality. During these developmental years the environment has the greatest influence on the personality. This influence is reinforced by positive or negative rewards. Classic conditioning explains many behavioral reaction patterns. When a person receives positive reinforcement of a behavior (reward), they develop this behavior as part of their own. A person will continue to perform a certain action because of the reward at the end of the action. An Actor receives a Grammy for outstanding performance. That actor will try to perform this action again in the next movie they are in. On the other hand, negative reinforcement (punishment) will elicit a response to not perform that behavior again. (Friedman & Schustack, 2009). If you put your finger in an electric socket the electric shock will influence you not to perform this habit again. John B. Watson was instrumental in the development of the behavioral learning approach. Watson believed in the experimental method and if psychology were to be a science, then only the observable behavior was a reasonable matter of science (Friedman & Schustack, 2009). He looked at obvious behaviors that could be learned and controlled by the therapist. During his experiments Watson used animals and not human subjects. He believed he could get the same results from animals that others did using humans. Traditional behaviorism identifies two basic types of conditioning. Classic conditioning is defined by the repeated exposure of an unconditioned stimulus that elicits an unconditioned response and a neutral stimulus. The developed neutral stimulus can develop the same response as the unconditioned stimulus. B. F. Skinner developed the more radical approach of Operant conditioning. Operant conditioning results when a behavior is followed by reinforcement or punishment (Burger, 2010). Social cognitive personality development has some similarity as behaviorism. Behavioral and Social learning theories consists of four characteristic: Behaviorism, Basic Principles of Conditioning, Social Learning theory, and Social-Cognitive Theory. Behavioral is regarded as â€Å"attitude change, language acquisition, psychotherapy, student-teacher interaction, problem solving, gender roles, and job satisfaction. † Social learning is regarded as â€Å"thoughts, morals, expectancies, and individual insights† (Burger, 2010). Social-Cognitive theory as described by Albert Bandura engages in thinking and symbolic learning from observation. Behaviorism holds that people are conditioned, or trained, to respond in certain ways by rewards and punishments. Bandura suggested that there must be a way that people can learn simply by watching others, thereby removing the need to learn everything by monotonous trial-and-error (Krapp, 2005). People learn by observing others, with the environment, behavior, and cognition all as the chief factors in influencing development. These three factors are not stagnant or self-sufficient; rather, they are all shared. According to social learning theory, modeling influences learning primarily through its informative functions. As the observers in our environment we retain a portion of the modeled behavior, which then serves as a blueprint for the behavior. This type of learning incorporates four components: attention, retention, motor, and motivational processes that help to understand why individuals imitate socially desirable behavior (Krapp, 2005). Habits are developed from childhood into adulthood. Good and bad habits are formed during this time based on behavior and social influences. In today’s society our bad habits are more noticeable than our good ones. We are always trying to correct someone from doing something we would not do or say, yet we do not understand why they behave the way they do. Some families develop household habits that last a lifetime and can be passed from child to child. These childhood habits are hard to break and require years of reconditioning. Some become part of your way of life. In my family one of the many habits I developed or inherited, was to eat eggs with jelly all over them. Yes that is right!! You mix the jelly in with the eggs and that is how they are eaten. My father ate his eggs that way, his father ate eggs the same way and so did my Great Grandfather. I have yet to break this habit. My father reinforced this habit by providing praise and allowing me to try different jellies on my eggs. The more he paid attention to this behavior the more I performed the act. He had no idea he was conditioning me to perform a certain action based on his praise/reward. Until I studied behaviorism I had no idea this was a form of conditioning. This was not something he taught me, this was a behavior I observed as part of my family environment. Once I tried the eggs with jelly, I like the taste and this became part of my habits when eating scrambled eggs. For my children I allow them to have free will and eat what they like and how they like it. My six year old likes ketchup on her broccoli. This is not learned from observation, this is just her. of his is a good example of behavior of the family that influenced one of my habits. While serving in the Military, I developed a social habit that is wide spread in the Army. Using acronyms is a large part of the military language. We use this as part of our social communication. If you do not know or understand the terminology you are not â€Å"Hooah† enough. Some may say that situation is FUBAR (Fouled up Beyond All Recognition). I contribute my behavior more to the social cognitive theories of observation. My behavior has been shaped from observing others around me and taking bits and pieces from each of them and incorporating those behaviors into my personality. To this day I am an observer of others behavior. Good or bad, I have the free will to make a determination on what parts I will use to become part of my personality. This is why I disagree with the behaviorism theorist. I have not received reward or punishment for my behavior. Good, bad, or indifferent, my personality has not been affected by treating me like a lab rat and performing behavior changing experiments on me. I believe some personalities do need operant conditioning, mine is just not one of them. For those personalities developed from socially unacceptable environments, some form of conditioning is necessary to develop a socially acceptable behavior. The first course of action is to take them out of the environment and allow them to see a more positive behavior. The saying goes you can take the child out f the country, but you cannot take the country out of the child (country can be substituted with any negative environment). I have worked hard to eat eggs the way it is socially accepted. In public I will eat the way it is expected for you to eat, but this differs from environment to environment. In Germany, boiled eggs are egg more served than scrambled. Thereby I adjust to the environment I am exposed to. At home I can eat the way I want to and enjoy my eggs and jelly. Some habits you just do not want to change. I enjoy the taste of a finely cooked, scrambled egg and grape jelly.