Getting Older Essay

Introduction Math and numbers are used in every aspect and in every part of our daily lives. Everything is numbers. This is no different with people. Humans start as newborns and, if they are blessed, become elders. Numerical order is also used in determining our ages. The longer you live the older you become and the more things change. Aging is a part of life that should be embraced gracefully. There are three parts of old age. There are young old, middle aged old, and elderly old ages. Each part of being a senior citizen has its advantages and disadvantages. We still have to acknowledge the fact that the increase in living elders is making a major impact on the political aspects of being an old person. It seems to be and so we will explore why that the more seniors that survive each year seems to correspond with the lowering amount of funds available to them and more. We will attempt to cover the mark this senior citizen boom is making in the world for elders and those others it may affect. â€Å"Aging—a process that begins at birth and ends at death—has implications not only for our own lives but also for every aspect of society.† There are several problems being brought on by the indefinite increase in the aging population in America as well as other places. Not only does it affect the capital that supports many of our elders but it also weighs on what happens with their retirement and if and how they should continue to work. Now more than ever elders find themselves having to work out of obligation to stay financi ally stable and be able to be taken care of by their own finances. Elders from a while back worked because they had the ability and strength to. They were not as out of shape or out of tune with life. They did not  consume as much and many processed foods as our generations have either which would explain the longevity. Depending on what your beliefs are the reason for the ever so shortening or longing of years could have something to do with spirituality as well as environmental conditions. The demographic transition theory shows how the population is changed throughout time.It is based on the study and documentation of changes in birth/death rates. These significant transitions Result from low-high birth/death rates to high-low birth/death rates. When the aging population begins to rapidly increase, it usually is because of less new-birth but also less death. Low birth rates are as a result of access to contraception, preference to smaller families, urbanization and education of women. What a person prefers is often their business and left to their discretion, but with less youth, there are less younger adults that are able to take care of the older generation that may be needing help. Again we discuss nursing homes and health care. This is to say†¦ Ultimately, there is nothing wrong with the elders surviving. However, we should remember that we have to keep an attitude and a balance of the population and the resources available to supply the population.. There are upsides to the increase in the aging population but there are also downsides. The pros could include the fact that elders need to be attended to more could open the door for young adults to find jobs, also being guided by successful elders who hold secrets to prospering is something no one can deny is very helpful, also elders hold to a sense of familiarity meaning that just when all the fads and trends calm down, elders are there to stabilize the air. As for the downsides of the aging population, the economy is not as able to grow properly because the work field is going down, also health care has increased costs as it relates to treatments and medical care that is always needed for old people, and to add with more machinated tasks being carried out by machines as we ll as younger workers those skilled to work in a trade or a craft are not needed. Elders are having to make a choice between personal care from loved ones or the impersonal care that comes from nursing homes, home health nurses, or extended care facilities. Sadly, because of the lack of wanting to burden family members and the like, elders usually choose care from the list of impersonal care and internalize the neglect felt from having to do so. Advantages and disadvantages of implications of an aging population must be examined so that plans of implementation can be properly executed and adopted to fix or balance the situation.  The impact the older population is making does not have to be the be-all end-all factor of what is to happen as predicted by many. Increased dependency is believed to be one of the heaviest burdens that will cause the elderly to cripple the economy but it does not have to be so. We will also use the aforementioned to discuss the actions that must be taken to address the issue of the aging population. As well as having to rely on the government to make sure that this problem that seems to have arisen is taken care of there are things that we can do to be effective as well. We can definitely make sure our elders don’t feel like burdens. When I was younger we were able to adopt a grandparent. They could have kids or grandkids but many did not have any that would visit often or at all. We  would be allowed to spend time with them every weekend and it would just brighten their day to hear about what we are allowed to do and what we would discuss with them. Something as simple as this wakes the elders mind up in the nursing homes, it gets them excited again about life and their mind off where they are. Of course more financial and secure measures need to be taken but with just a simple economical start we could very well being on the road to the discovery of what works. References Demography Is Not Destiny: The Challenges and Opportunities of Global Population Aging. Full Text Available Academic Journal Uhlenberg, Peter; Generations, 2013 Spring; 37 (1): 12-8. (journal article – case study) ISSN: 0738-7806, Database: CINAHL with Full Text Subjects: Demography; Aging; World Health; Forecasting Academic Journal By: Thomas, Kali S.; Mor, Vincent. Health Services Research. Jun2013, Vol. 48 Issue 3, p1215-1226. 12p. 2 Charts, 1 Graph. DOI: 10.1111/1475-6773.12015. The demographic transition: causes and consequences. Detail Only Available Academic Journal By: Galor, Oded. Cliometrica. Jan2012, Vol. 6 Issue 1, p1-28. 28p. DOI: 10.1007/s11698-011-0062-7. , Database: Business Source Elite Subjects: STAGNATION (Economics); ECONOMIC development; HUMAN capital; DEMAND (Economic theory); DEMOGRAPHIC transition; FERTILITY; MORTALITY The Implications of Increased Survivorship for Mortality Variation in Aging Populations Full Text Available Engelman, Michal; Canudas-Romo, Vladimir; Agree, Emily M.; Population and Development Review, September 2010, v. 36, iss. 3, pp. 511-39, Database: EconLit with Full Text Subjects: Health Production ; Demographic Trends, Macroeconomic Effects, and Forecasts ; Economics of the Elderly; Economics of the Handicapped; Non-labor Market Discrimination . The Relationship between Older Americans Act Title III State Expenditures and Prevalence of Low-Care Nursing Home Residents. Full Text Available Academic Journal By: Thomas, Kali S.; Mor, Vincent. Health Services Research. Jun2013, Vol. 48 Issue 3, p1215-1226. 12p. 2 Charts, 1 Graph. DOI: 10.1111/1475-6773.12015. Subjects: NURSING home patients; NURSING care facilities — Finance; MEDICAID — Finance; STATE Agencies On Aging; CAREGIVERS; UNITED States. Older Americans Act of 1965; Administration of Human Resource Programs (except Education, Public Health, and Veterans’ Affairs Programs); Nursing Care Facilities (Skilled Nursing Facilities); Community care facilities for the elderly Markson, E. W. & Stein, P. J. (2012). Social gerontology: Issues & prospects. San Diego, CA: Bridgepoint Education, Inc.

What Is a Good Salesperson

A good salesperson is someone that can think on its feet (respond quickly with satisfying answers) and has the skills to deliver a message that is just right (not too elaborate and not too shallow). Basically, a good salesperson should be able to baffle someone with information; it should be able to knock someone of its feet leaving that person to wonder about his current ways. In the extent of what has been proposed by Dixon and Toman (2012) good salespeople should be able to create instability in the customers mind, removing it from its comfort zone and creating a state of confusion.If a sales person can create a state of confusion and provide the tools to alleviate this mind state of the consumer, it becomes quite possible for the salesperson to convince the consumer into buying the product offered by the sales rep. Therefore a good sales rep is able to contrive consciousness about prospective problems and with that lead the customer to an epiphany about how to solve these problem s on mutually beneficial grounds.In order to achieve these things it is a prerequisite for a sales rep to have a set amount of skills amongst which for example: sagacity (acumen), distinctness, relationship management and needs assessment. However, there are three (not two) skills in particular that are most essential for salespeople to succeed in any sales environment: Uniqueness in perspective, debate and tangibilization.Uniqueness in perspective: Salespeople should be able to offer new perspectives that were unexpected which makes it far more difficult for the customer to debate on the subject and far easier for the sales rep to radiate expertise. Furthermore, these new perspectives help in destabilizing the customer’s position making him subjective to education for new solutions. Debate: Debate entails the ability to fine tune your argumentation rather than to overpower someone with arguments. In other words, debate is about challenging the consumer rather than overruling it.As soon as the customer is destabilized it is necessary for the sales rep to create awareness and conviction which means that the sales rep should try to instigate the customer to really believe that he has a problem and the salesperson’s product is the only solution. It is important that the consumer is not overpowered by arguments but naturally finds its way to the proposed solution. Therefore the sales rep does not tell the consumer what to do it just pushes it in the right direction so that it will eventually make its wn decision. Tangibilization: Salespeople often subject themselves to ill-designed efforts to communicate the intangible benefits of their service offerings, making the service benefits less rather than more apparent. A good sales rep should have the ability to make any concept understandable and â€Å"tangible† without using any tangible props, this is the key in educating the customer. In the end all these traits have one thing in common: the ab ility to read and anticipate the customer and its point of view. .

Vitality and prosperity of the University

I am most pleased to apply for the A. Bannister scholarship. I have been exposed to persistence and hard work since I worked in a restaurant to support my schooling. I have also worked effectively with teams. The atmosphere in my past student life is one of great openness for new insights, possibilities and differing opinions.I know that in most situations, I need to be a veritable leader, integrating the different inputs, troubleshooting tasks to be sure that each person is contributing what is needed at the right moment, and controlling the flow of events through the postproduction conclusion. I view my experience in the restaurant as one of the most substantial accomplishment to date because of the great challenge it represented to me. Part of that learning is to have faith in my ability to meet difficult challenges.I believe in team productivity that would help serve self-development and personal fulfillment, and by extension, the vitality and prosperity of the University. I have the passion to create myself through everyday work, yet I thrive in that and I cannot wait to channel my energies towards these worthy efforts at the University. During my first college search process, I still did not realize that one’s personality must be congruent with the university he wants to study. I would have spent more time deciding where I want to attend college.I would have challenged my ideas of what I wanted to do. I am once again faced with the chance to do things I did not do the first time around. Now that I am more mature and have a better idea of what my priorities are, I will have a better grasp of what I really want to do in my life later on. I will take an active role in organizing groups whose efforts are focused on the spiritual area of one’s life and not only the academic part.From my talks with friends, I learned that this University provides the intellectual and social experiences from which the students can develop skills, knowledge, interes t and attitudes that characterize people as individuals that shape their abilities to perform adult roles. Some of these influences are intentional, such as instruction in a specific subject, and some are unintentional—for example competitive grading, possibly leading to low motivation. In a changing society, the challenge continually facing educators is how to transmit the society’s diverse cultural heritage, as well as prepare individuals for the future.I know that I have cultivated the habits that encourage me to become an energetic team member. This has sharpened my sensitivity in working well with people of varied backgrounds and I am able to utilize the specific strengths of others to develop workable solutions to problems. In a team environment, one is required to both give and take. I have had the chance to develop these skills in the past.These are the reasons why I think I am deserving of the A. Bannister scholarship considering my career goals. This seems al l abstract to me now but I believe in the school’s overall thrust and I feel that this is one big step towards achieving my personal goals and at the same time contributing my own share to the university.  

Claude Monet's The Houses of Parliament in the Fog Essay

Claude Monet's The Houses of Parliament in the Fog - Essay Example His beautiful work of art has created a sense of desire and calmness is the minds of views all over the world. To know art is to know Claude Monet. It is very clear that Monet has a knack for painting. Born on November 14th 1840, Claude Monet was a founder of French impressionist painting, and he was also the most consistent and prolific practitioner of the movement’s philosophy of expressing ones perceptions before nature. He was the second son of Claude-Adolphe and Louise-Justine Aubre Monet both of them second-generation Parisians. On May 20th, 1841, he was baptized in the local parish church, Notre-Dame-de-Lorette as Oscar Claude. (Wikipedia). While growing up his father wanted him to go into the family grocery store business but Claude Monet wanted to become an artist. On April first of 1851, Monet entered the Le Havre secondary school of the Arts. His first and most locally known paintings were his charcoal caricatures which he would sell for ten to twenty francs. Monet also undertook his first drawing lessons from Jacques-Franà §ois Ochard, a former student of Jacques-Louis David (Wikipedia) After the outbreak of the Franco-Prussian War (July 19, 1870), Monet took refuge in England in September 1870. While there, he studied the words of John Constable and Joseph Mallord William Turner, both of whose landscapes would serve to inspire Monet’s innovations in the study of color. In the spring of 1871, Monet’s works were effused to be included in the Royal Academy exhibition (Wikipedia). After several difficult months following the death of Camille (Monet’s wife), a grief stricken Monet (resolving never to be mired in poverty again) began in earnest to create some of his best paintings of the 19th century. During the early 1880’s Monet painted several groups of landscapes and seascapes in what he considered to be campaigns to document the French countryside. His extensive

Radio and Newspaper Advertisements Essay Example | Topics and Well Written Essays - 1750 words

Radio and Newspaper Advertisements - Essay Example During the same period, some 8367.69 pounds on average were used in the same branches. The profit realized after using the two means was 676,727.33 pounds. The lowest profit realized was 30, 6240 pounds while the highest was 1,077,445 pounds. The branch which used the little funds on radio adverts used 3,584 pounds while the highest used 11,162. In news papers, the highest amount spend in a branch was 12,514 pounds while as little as 4,506 pounds was spend by a branch. (as per table 1 above) Radio advertisements alone have a significant contribution towards the profit of the company. An expenditure of 1 pound contributes about 81 pounds of profit. A regression equation can be developed from above; Likewise, taking newspaper adverts alone, the contribution is significant although to the negative side in profit growth. It has a contribution of -10.026 which is significant. The regression equation can be written as below; When radio and newspaper advertisements are combined together, newspaper adverts have no significant contribution at all. Radio advertisements contribute a lot towards the profit. The regression equation is as below, From the above analysis, the expenditures by Body shock ltd in advertisement using both radio and newspapers are the same (figure 4). ... Figure 3 above confirms that, the expenditures on newspaper advertisements were not normally distributed at all and revolved about the means. Table 3: Coefficient for radio standardized Coefficients t Sig. B Std. Error (Constant) 61147.729 71793.952 .852 .399 RADIO 81.285 9.225 8.812 .000 Dependent Variable: PROFIT Radio advertisements alone have a significant contribution towards the profit of the company. An expenditure of 1 pound contributes about 81 pounds of profit. A regression equation can be developed from above; P = 61167 + 81.285 R'''''''''''''''''1 Where, P = profit and R = radio expenditure Figure 4 Table 4: Coefficient for news standardized Coefficients t Sig. B Std. Error (Constant) 760622.382 125675.457 6.052 .000 NEWS -10.026 14.652 -.684 .497 Dependent Variable: PROFIT Likewise, taking newspaper adverts alone, the contribution is significant although to the negative side in profit growth. It has a contribution of -10.026 which is significant. The regression equation can be written as below; P = 760622 - 10.026 N'''''''''''''''''''.2 Figure 5 Table 5: Coefficients for news standardized Coefficients t Sig. B Std. Error (Constant) 64719.715 110993.021 .583 .563 NEWS -.382 8.969 -.043 .966 RADIO 81.236 9.407 8.636 .000 Dependent Variable: PROFIT When radio and newspaper advertisements are combined together, newspaper adverts have no significant contribution at all. Radio advertisements contribute a lot towards the profit. The regression equation is as below, P = 64719.715 - .382 N + 81.236 R'''''''''''''.3 Table 9 in the appendix is developed using equations 1 & 3 above. Discussion From the above analysis, the expenditures by Body shock ltd in advertisement using both radio and newspapers are the same

ESSAY/ ARGUMENT Essay Example | Topics and Well Written Essays - 500 words

/ ARGUMENT - Essay Example Money matters are the most widely discussed subjects around the world, not to mention a most sensitive one that can cause even siblings to battle among themselves. Politicians talking about money, especially not their own money but the citizenry’s might be most hated and controversial and this makes imposing taxes on people difficult. This paper discusses the implementation of taxes in the eyes of Christie, the real problem behind taxation and the beneficiaries of taxation. Labor unions and laborers may not consider it humane when a cut is imposed on their salaries but looking at the possibility of a government planned by the people, without taxes would mean no health benefits, no pensions and no help from the government. Democracy as the United States is, looks at the best interest of the people and does not exist to let the people unattended. Christie’s battle for a 1.5 percent tax imposed on teachers, cops and firefighters shows he understands this and his adherence to his mother’s advice as told by the governor himself, â€Å"Christopher, you’re going to have choices in your life between being loved and being respected. And you should choose respected.

Writing a Legal Opinion Essay Example | Topics and Well Written Essays - 500 words

Writing a Legal Opinion - Essay Example Learning of this decision, school officials responded by implementing a ban on the wearing of black armbands. Students wearing the armband would be asked to remove them and should they refuse to do so, they would be suspended. Two Tinker siblings and another student (Petitioners) wore black armbands and upon being asked to remove them, refused and were subsequently suspended. The three students filed a complaint against the Des Moines Independent Community School District (Respondent) in a Federal court claiming violation of their First Amendment Right to Free expression. That suit failed and the petitioners eventually appealed to the US Supreme Court. The petitioners invoked the First Amendment to the US Constitution which essentially protects freedom of speech, freedom of religion, freedom of peaceful assembly and the right to â€Å"petition the Government for a redress of grievances† (US Constitution, First Amendment). The main question in the Tinker Case was therefore whet her or not the wearing of an armband constituted speech and if so, whether or not banning the wearing of armbands amounted to a violation of free expression/speech pursuant to the First Amendment of the US Constitution. The petitioners argued that wearing armbands was a protected First Amendment right in that it constituted expression of an opinion.

Strategic Logistics Case Study Example | Topics and Well Written Essays - 2250 words

Strategic Logistics - Case Study Example But the development and location of a distribution center itself is a "semipermanent" commitment. Demand characteristics are directly related to physical-distribution systems. Where demand is widely variable, then distribution facilities are usually concentrated in fewer locales. Where demand is continuous and rather consistent, as is the case for some food products, distribution facilities can be decentralized. A highly variable demand makes it difficult to design effective physical-distribution systems and control costs, while a stable demand permits it. In between these extremes, where demand patterns can be discerned through analysis, as with seasonal products, reasonable distributions systems may be approximated. Product characteristics help to determine the optimal design and type of physical-distribution system. The ability of products such as luxury items to absorb costs is particularly important. High-value items, if heavily stocked, mean a heavy inventory investment and hen ce increased costs. Their storage is often minimized. For them transportation is a modest amount of the total price. Physical-distribution systems are geared to the optimization of the system as a whole rather than of any part of it (Simchi-Levi et al 2008). The case of Pedigree Petfoods shows that a manufacturer is confronted with making a choice from among a variety of distribution alternatives. Although generalized solutions to all distribution channel decisions cannot be formulated, general guidelines can. In theory, the economic functions of channel members can be analyzed, significant factors and forces shaping distribution systems can be assessed, and the variety of channel arrangements currently employed to overcome distribution barriers can be classified (Slack et al 2002). According to Baudin (2005), the overall function of distribution channels is the concentration and dispersion of products in relation to market needs. Four sorting processes are fundamental to the activities of these channels: (1) sorting out: breaking down heterogeneous supply into separate homogeneous stock. (2) accumulation: bringing together similar stocks into a homogeneous supply. The channel functions, concentration and dispersion, are related to the homogeneity and heterogeneity of supply, and the appropriate sorting process must be provided. Successive channel stages attempt to overcome any discrepancy between product assortment and market requirements. Customer requirements of one or two units are at variance with supplier requirements of mass production. The case of Pedigree Petfoods allows to say that physical-distribution activities are performed as a number of dependent functions. To plan, direct, and coordinate physical distribution activities, it is desirable to group them all within a single department. This is usually achieved in retailing and wholesaling under the operations department. Manufacturing generally lacks such coordination. Physical distribution as a concept sees the physical movement of goods as a set of related activities carried on by a number of firms at various levels, linked together to form a total distribution system. Logistical decisions and the design of a company's movement-and-storage system result from cost-market requirement analysis of alternatives. It involves a balancing of transfer costs, operating costs, and marketing factors (Stroh, 2006). The main problem apparent for m the case study is that the breakdown of one system can result in breakdown

The Game Theory Essay Example | Topics and Well Written Essays - 1000 words

The Game Theory - Essay Example The games are well defined mathematical objects where it consists of a set of players, a set of strategies (moves) available to players and specification of payoffs for combination of strategies. A player is said to be rational if he play in a manner which maximizes his own payoff. It is often assumed that rationality of all players is common knowledge. A strategy dominates another strategy of a player if it gives a better payoff to that player, irrespective of what the other players are doing. For example, if a player have two strategies A and B the outcome resulting from A is better than that of B, then strategy A is said to dominate strategy B. A rational player will never choose to play a dominated strategy. In an extensive game, a strategy is a complete plan of choices, one for each decision point of the player. A mixed strategy is an active randomization, with given probabilities, that determine the players decision. The games are splitted as cooperative and noncooperative games. In a noncooperative game the participants cannot make commitments to coordinate their strategies, and hence the solution is a noncoopoerative solution. In a noncooperative game with finite players Nash equilibrium is a set of mixed strategies between two or more players where no player can improve his payoff by changing his strategy. Noncooperative games are defined by extensive and normal forms whereas cooperative games are presented in characteristic function form. In extensive form, games are often represented as trees and each node (vertex) represent a point of choice for a player. Each player is represented by a vertex. The lines out of vertex denote possible action for that player and the payoffs are specified at the bottom of the tree. In the normal form (or strategic form) game is represented by a matrix which tells strategies, players and payoffs. In general it is represented by any function that associates a payoff for each player with every possible combination of actions. In the normal form it is assumed that each player acts simultaneously without knowing the action of other. In cooperative games the individual payoffs of player are not known but the characteristic function gives the payoff of each coalition. For empty coalition the payoff is considered to be 0. In partition function form the payoffs not only depend on its members but also on the rest of players who were partitioned. In cooperative game participants can make commitments to coordinate their strategy which is a converse to noncooperative games. Cooperative games are particularly used in economics. In cooperative games if side payments (incentives) are allowed then the corresponding solution concept is known as transferable utility cooperative value otherwise it is known as nontransferable utility cooperative value.In game theory we have zero sum and non zero sum games. In zero sum games, the players gain or loss is balanced by other players losses or gains so that the total gains obtained when subtracted with total losses of the players gives a zero sum. In nonzero sum games we have sum le ss than or more than zero. A game is said to be sequential if one player performs his action after another or else it is a simultaneous move game.An example for a zero sum game is Matching pennies. In this game we have two players having a penny. On tossing the

Consider the costs and benefits to a company of gathering, reporting, Term Paper

Consider the costs and benefits to a company of gathering, reporting, and disclosing non financial information ( Balanced Scorecard, Corporate Social Responsibility Reporting, Sustainability Reporting - Term Paper Example ment of any form of information is often a costly process that requires the installation of effective information system in order to enhance the collection, processing and presentation of the information systematically. Despite the cost implication of the entire process, effective management of such information enhances the profitability of an organization since it enhances the operations of the organization. Such non-financial information often include marketing information, social responsibility reporting and balanced score card reporting among many others. Such are vital information that enhances the operations of the organization. Such activities are major projects undertaken by the company with the view to enhancing its profitability. Marketing for example is a fundamental function of the management whose primary mandate is to enhance the profitability of the organization (Burrow and Jim 44). The same is the case with social responsibility which is often a method of advertising products strategically thus improving the reputation of the company in a particular market. Collection of the information about such processes is vital since they contribute to the management of the resources of the organization. Effective management of the non-financial information enhances the operations of the organization. Such information portrays the amount of resources allocated to such undertaking and the returns the organization obtains from the projects. As explained earlier, non-financial information, include information on some of the most sensitive undertakings in the company. Such information requires effective collection, processing, filing and dissemination for future references. This implies that such systematic management of the information enhances the accountability desired by the management in the organization. The information facilitates investigation and auditing of the activities of the company a fundamental feature that contributes to the efficiency of the

Challenges and Contributions of Feminism to Organizational Theories Term Paper

Challenges and Contributions of Feminism to Organizational Theories - Term Paper Example Additionally, feminism must be seen as something that creates a totally different way of looking at the genders in that women are not inferior beings. Consequently, feminism challenges old assumptions about the sexes. Feminism can be treated in a number of ways. In certain circumstances, it may be seen as something that is a union of ideologies. This is because unlike many other beliefs, it can be the incorporation of both intellectual as well as social movements. Many experts have argued that feminism lacks objectivity and as such may not be regarded as a whole genus. However, this is beside the point; many other philosophies grew out of a postulation by a certain individual or expert. However, in the case of feminism, the idea grew out of the experiences and times of women. Consequently, one cannot be called a feminist if they do not demonstrate any sort of commitment to activism. Feminism must be a combination of ideology, philosophy, and activism. In other situations, feminism may be treated as a historical aspect. However, today, feminism in the UK and other western countries may be regarded as the fight against institutionalized prejudices against the genders within organizations. In other words, feminism may have changed substantially over the years but all these historical moments have certain things in common; the commitment to reinforcing equality of the sexes. It should be noted that feminism should not be regarded as an ideology that attempts to eliminate men or women out of positions of power. Consequently, one must be able to recognize the fact that feminism understands the differences between men and women but seeks to look for ways in which these two genders can co-exist in harmony.

Measuring Youngs Modulus of Copper Essay Example for Free

Measuring Youngs Modulus of Copper Essay Aim: To study the stress/strain behavior of copper wire and estimate the Youngs modulus of copper Apparatus: Copper wire s.w.g.32 about 4 m G-clamp ?1 Wooden block ?2 Metre rule ?4 Pulley on clamp ?1 Micrometer screw gauge ?1 Hanger (0.01 kg) ?1 Slotted mass (0.05 kg) ?8 Slotted mass (0.1 kg) ?6 Slotted mass (0.2 kg) ?4 Slotted mass (0.5 kg) ?1 White label sticker ?1 Safety goggles ?1 Rubber tile ?1 Theory: When a force F is applied to the end of a wire with cross-sectional area A along its length, the tensile stress = If the extension of the wire is ?l, and its original length is lo, the tensile strain = Under elastic conditions, a modulus of elasticity of a wire, called the Young modulus E, is defined as the ratio of the tensile stress applied to a body to the tensile strain produced. where E is expressed in N m-2 or Pascal (Pa). E is a constant when ?l is small according to the Hookes Law which stated that the stress applied to any solid is proportional to the strain it produces for small strain. Therefore, when a material has a larger the value of E, it resists to the elastic deformation strongly and a large stress is required to produce a small strain. E is thus a measure of the elastic stiffness of a material. However, when the extension (deformation) of the wire is too large, beyond proportional limit, solid will no longer obey Hookes law i.e. E is no longer a constant. As the stress further increases, beyond the elastic limit, the wire has a permanent extension that the wire is no longer elastic and it undergoes plastic deformation. The extension increases rapidly as the force on the wire is further increased. The wire elongates and breaks. The stress just before the wire breaks is called the breaking stress. Procedures: Set-up of the apparatus 1. The apparatus was set up on the bench top as shown below The wire was firmly clamped by using a G-clamp so that it does not slip. A white label sticker was fixed on to the copper wire to act as a marker such that it is about 50 cm from the pulley. A metre rule was fixed alongside the wire with the maker for measuring the extension. Performance of the experiment 1. The hanger was tied to the end of the wire so as to straighten out the kinks in the wire and the unstretched length (lo) of the wire from the edges of the wooden blocks up to the marker was measured. 2. A micrometer screw gauge was used to measure the diameter of the wire at different angles for each of the 8 location along the wire. 3. The wire was loaded with slotted mass m in steps of 0.10kg and then 0.05kg and the extensions ?l after each loading were recorded until the wire broke. Data table: Original length of wire lo = (3.000 à ¯Ã‚ ¿Ã‚ ½ 0.001) m Percentage error in lo= Diameter of the wire (mm) 0.255 0.250 0.225 0.230 0.225 0.255 0.225 0.255 Average diameter of the wire = (0.240 à ¯Ã‚ ¿Ã‚ ½ 0.005) mm Percentage error in d = Readings for the graph: Load m / kg 0.10 0.20 0.30 0.40 0.50 0.60 0.65 Extension ?l / mm 0.5 1.0 1.5 2.0 2.5 3.0 3.5 Load m / kg 0.70 0.75 0.8 0.85 0.90 0.95 1.00 Extension ?l / mm 3.5 4.0 5.0 6.0 6.5 7.5 Broke Data analysis: Youngs modulus, where F is the tension in the wire and A is the cross-section area Since and From the graph, the slope of the best fit line through the points of the straight line portion of the graph, Assume that the cross-sectional area did not vary as the stress increased. Errors accuracy: From the graph, the slope of the best fit line: the maximum slope: the minimum slope: Deviations: m+ m = 12.1 Deviations: m m- = 26.0 The maximum error in slope = larger of the deviations = 26.0 Slope of load-extension graph = (192.7 à ¯Ã‚ ¿Ã‚ ½ 26.0) Percentage error in slope: Percentage error in E = % error in slope + % error in lo + 2 ? % error in d Youngs modulus of copper, E = (125 à ¯Ã‚ ¿Ã‚ ½ 22) GPa Conclusion: The stress applied to a copper wire (s.w.g. 32) is directly proportional to the strain it produces before the extension becomes 3.5mm. The ratio of stress to strain will get smaller and not constant when the extension beyond 3.5mm (proportional limit), i.e. after the extension reached 3.5mm, small increase in stress can produce a great increase in strain. Copper obeys the Hookes law. The Youngs modulus of copper is (125 à ¯Ã‚ ¿Ã‚ ½ 22) GPa Sources of Error: 1. The copper wire did not have a constant cross-sectional area along its length. 2. There was fractional force due to the pulley applying to the wire. 3. Reading error in measuring the extension and the unstretched length. 4. Fluctuation of room temperature might change the diameter of the wire during the experiment. 5. The wire in the experimental set-up was not exactly horizontal that made our measurement of extension not accurate. 6. The cross sectional area of the wire got thinner under stress so that the expected stress would be less than the stress actually applied. Improvement of the Experiment: 1. Fixed the metre ruler by another G-clamp so that measurement of the extension can be more accurate. 2. In order to measure extremely small extension with high precision, optical lever (a mirror mounted on a small pivot) can be used instead of just using a simple meter stick. 3. Repeat the experiment several time and take average of the extension values so that more accurate result can be obtained 4. The experiment can be repeated as below so that the small extension of the wire can be measured accurately by vernier scale; moreover, there will be no extra fractional fore due to the presence of pulley. 5. Repeat the experiment by using copper wire with different s.w.g and take an average of the Youngs modulus obtained so that we can estimate the value of Youngs modulus of copper more accurately. Precautions: 1. Wear safety goggle during the experiment so as to protect our eyes when the wire breaks eventually 2. The load should not be too high off the floor, and there should be a suitable soft landing platform, such as runner tile right below the load. 3. The unstretched length should be at least 3m for the wire to extend.

Effectively exercise leadership functions

Effectively exercise leadership functions According to Adair a leader needs to exhibit certain attributes/qualities/characteristics in order to effectively exercise their leadership functions. These are: Group Influence a leader must generate willingness to achieve desired goal or objective. Command a leader must decide upon a course of action as quickly as the situation demands and to carry through with a firmness and strength of purpose. Coolness a leader must remain composed under testing or trying conditions. Judgment a leader must possess the ability to arrange available resources and information in a systematic and commonsense way to produce effective results. Application/ Responsibility a leader must demonstrate sustained effort combined with a degree of dependability in order to complete a task or achieve an objective (Kermally 2005). Although leadership trait theories are popular, it is viewed by many as very simplistic. There are those that argue that trait theories attribute the success of leadership solely to his or her personality and physical traits or characteristics without regard to the situational context. The trait approach is considered too simplistic as an explanation of the complex leadership phenomenon. Transformational Leadership Theory One of the most popular theories of leadership is Transformational Leadership theory, which was the focus of the works done by Bennis and Nanus (1985), Tichy and Devanna (1986) and Kouzes and Posner (1987). These writers were interested in leaders involved in major changes, operating from the top of the organization. All three pairs utilized relatively small, nonsystematic and non-representative sampling. Evidence has accumulated that transformational leadership can move followers to exceed expected performance. Tesco is considered as the most successful retail company in the United Kingdom. The success of Tesco was heralded by the appointment of Terry Leahy as the Chief Executive Officer. Leahy is considered as a visionary leader who led the company into a series of organizational changes that aimed for the company to become more customer-focused and to develop the companys workforce. Terry Leahy is revered as an excellent leader. Leahy was reported to say that he believes that the success of a leader depends upon maintaining a happy workforce. According to him, there are four things that a leader must provide to his workers and followers to satisfy and motivate them. These are: v  Ã‚  A job that is interesting to do v  Ã‚  A chance to get on in life v  Ã‚  To be treated with respect v  Ã‚  A boss who is some help and not their biggest problem Leadership Model: Bases of Power One of the most popular models of leadership is bases of power. The five bases of power model was introduced by French and Raven in 1959. There are basically two groups of power bases according to French and Raven (1959). These are personal (expert and referent) and position (legitimate, reward and coercive). The French-Raven model attempts to answer the question: What is it that gives an organization, group or individual influence over others (Shannon, 1996). Coercive power this refers to the idea that power can be wielded in a manner that creates fear. Reward power this is the ability to control rewards or positive reinforcers within an organization. Expert power this is power that stems from the leaders possession of special knowledge or expertise. Legitimate power this power stems from the leaders position that gives him or her right to exercise power. Referent power this power stems from the subordinates respect, liking or a feeling that the leader can provide psychological rewards or advancement. Among the five bases of power, there are three bases in which the success of Terry Leahys leadership is founded. These are legitimate power, expert power and referent power. Legitimate power stems from an individuals position within an organization and their right to require and demand compliance from subordinate. Legitimate power is a formal authority delegated to the holder of the position. Legitimate power was achieved by Leahy when he ascended as the CEO of Tesco. Through his position, he is able to lead the companys people. Expert power may include communications, interpersonal skills , scientific knowledge and so on. Such expertise is very valuable but specific to a task. It is based on the perception of the leaders ownership of distinct superior knowledge, expertise, ability or skill. Terry Leahy immediately joined Tesco straight after graduating from the University of Manchester Institute of Science and Technology (UMIST) in 1979. He entered the supermarket chain as a marketi ng executive, was appointed to Tescos board of directors in 1992 and by the time he was 40 he had worked his way up to become chief executive in 1997. His wide experience in the company makes him very knowledgeable of the company, its customers, and its operations. His years of experience in the company makes him a possessor of valuable knowledge of the company, its operations, customers and industry. Referent power is based on group members identification with, attraction to, or respect for the leader. It is a leaders charisma and interpersonal skills which causes subordinates to gain a sense of intrinsic personal satisfaction from the identification of being an accepted follower. Leahy is a very popular leader among his follower. This is because he motivates them and constantly empowers them. He is also charismatic. Leadership Model: Action-Centered Leadership John Adair is one of the most influential leadership gurus. He became the worlds first Professor of Leadership Studies at the University of Surrey and is regularly cited as one of the worlds most influential contributors to leadership development and understanding. Adairs leadership work is written in a hugely rich, detailed and insightful manner that reflects his string academic interest in both modern and classical history. Adair is most famous for his Action Centred Leadership (ACL) model of leadership. The ACL model is represented by three interlocking circles encompassing the following: 1. Achieving the task 2. Building and maintaining the team 3. Developing the individual (Thomas 2005). Two of the main strengths of Adairs concept are that it is timeless and not culture or situation-dependent. A third strength of Action-Centered Leadership is that it can help the leader to identify which dimension of the organization or team needs to be strengthened in order to achieve its goals (Kermally 20005). One major criticism of Action-Centred Leadership is that it takes little account of the flat structures that are now generally advocated as the best organizational form. Action-Centred Leadership is also criticized for being authoritarian, applicable in a rigid, formal, military-type environment, but less relevant to the modern workplace, where the leadership emphasis is on leading change, empowering, enabling, managing knowledge and fostering innovation (Chartered Management Institute 2003). Perhaps one of the weaknesses that the critics of the Action-Centred Leadership is that it does not fit the modern organizations. Action-Centred Leadership tends to focus on the hierarc hical structure of the organization. It is applicable in organizations that are highly authoritarian. Impacts of Leadership Styles on the Organization and Its Sub-Units   Leadership style according to Rosen (1989) refers to the characteristic pattern exhibited by a leader on the process of decision-making and exercising authority. There are two types of leadership that I want to discuss. These are autocratic and participative leaderships. In an autocratic style of leadership, the group or organization is managed under the authoritarian leader. The participative leader on the other hand, possesses the same power as the autocratic one. However, a participative leader chooses to exercise his power differently during the policy-making and work-role assignment phases of the group action.   The appointment of Terry Leahy as the CEO of Tesco marked a new era for the company. Leahy adapted a participative style of leadership wherein the employees are given voice in the decision-making process. The CEO also gives emphasis on the importance of appointing many leaders to handle organizational process. The organizational structure therefore became more flat where the roles and responsibilities of everyone are clearly stated. Leahy delegates leadership roles to individuals in the organization in order to ensure that the company, with more than 300,000 employees, operates effectively. The leadership style that is manifested by Terry Leahy and is imitated by the leaders in the company has changed the structure of the company. The company has adapted an organic for of organization. An organic system is characterized by low to moderate use of formal rules and regulations, decentralized and shared decision making, broadly defined job responsibilities, and a flexible authority s tructure with fewer levels in the hierarchy. An organic structure is more appropriate to those organizations where there is a need to be innovative. The pressure of innovation suggests a structure that can respond to environmental variations rapidly so it is necessarily loosely defined and flexible. The organization tends not to be formalized nor are roles too closely structured (Salaman 2001, p.106). Organic organizations are stratified primarily in terms of expertise, and leadership accrues to those who are the best informed and capable. There is much more commitment to the organization, with the result that formal and informal systems become indistinguishable. A framework of values and beliefs, much like those characterizing a profession, develops that becomes an effective substitute for formal hierarchy (Miner 2002, p. 449). The company has adapted a simpler and flatter organizational structure. Task 2: Current and Future Requirements Current Requirements  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In order to remain successful in todays highly competitive business environment, many organizations are coming up with strategies to tap the full potential of their human resources. A companys people can be a source of competitive advantage. This is philosophy behind employee empowerment and participative management. Employees are now seen as partners. Because of this, organizations are giving more power and responsibilities to their people. Employee empowerment and participative management will increase productivity, give rise to better decisions, improve employee morale and job satisfaction, elicit greater commitment among employees, encourage flexibility, make employees adapt to changes faster, improve communication and increase employee trust.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  One of the current requirements of leadership in Tesco is the development of participative management skills in leaders. The leaders at Tesco need to possess the necessary skills in order for them to practice participative leadership properly. The skills that the leaders must possess are: 1. Interest and concern 2. Communication 3. Conflict resolution 4. Negotiation 5. Compromise 6. Synergy 7. Flexibility   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Participative leadership is a leadership style which involves members of a group, sub-unit or organization identifying essential goals and developing procedures or strategies to reach those goals. Implementing participative management will also help the company to develop people in the organization to become leaders. Through participative management, people in the organization are encouraged to take part in decision-making, express their ideas and to showcase their talents and skills. The discovery of hidden talents and skills will not only help the group, sub-unit or organization reach their goals it will also alert the organization to people within the organization who have the potential to become leaders. Future Requirements   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One famous contemporary writer on leadership is Warren Bennis (1994). He believes that a leader must have a direction, he must earn the trust of his followers, he must kindle hope and optimism, and he must be results-driven. On the other hand, James M. Kouzes and Barry Z. Posner (1987) believes that a leader must   seek to challenge and improve the process, inspire a share vision, enable other to act, act as s role-model, and encourage the heart of the followers. The future leader must not only focus of achieving the task. He must also learn to develop his people. He needs to learn the value of motivation. The future leader must know how to motivate using monetary rewards and he must also use psychological and emotional rewards to motivate his people. The future leader must find the balance between task-orientation and relationship-orientation. On the one hand, he needs to lead his people in achieving their shared goals and objectives an d on the other hand, he must be able to build strong relationships with the people around him. The importance of emotions must also be recognized.   Task 3: Proposals for the Development of Leadership 1. On-the-Job Learning The company must recognize that the primary place for leaders to learn is on the job and on the line. In order to the company to help leaders learn within the organization, educational facilities must be established inside the organization. The company needs to appoint educators that will educate and develop leaders in various countries and places where Tesco is operating. The organization must institute a Corporate Education department that will be under the HRM department. Within the Corporate Education, a Business Leadership Development (BLD) must be established. This group will focus on executive development and overall leadership development, and it will also be responsible for all training specific to leadership. Business Leadership Development should be used to come up with systematic ways to build the capabilities of Tescos business leaders. The emphasis of the BLD process must be to provide development opportunities at key transition points in individuals careers. To accompl ish this goal, a curriculum must be designed and must be operate under the following principles: Based on real problems and strategic initiatives Linked to business objectives and company values Segmented by customer needs Sponsored by CEO and senior executives Comprised of global content and delivered worldwide Based on validated competencies for success 2. Leader Sponsorship Another strategy to effectively develop leaders is through sponsorship. Through sponsorship, senior executives in Tesco will sponsor and will actively participate in leadership development. Example of leader sponsorship activities are involvement of senior executives in management conferences and facilitating dialogue sessions after a leadership development program. Senior executives can also facilitate panel discussions. Through sponsorship, Tescos successful leaders will be able to share and to instil the characteristics, skills and attributes of effective leaders to the future generation of leaders. 3. Leadership Development and Review In order to identify, evaluate, and develop future leaders, Tesco needs to come up with a list of competencies that is needed to become an effective Tesco leader. These competencies can be used as criteria in leadership development. These criteria will also be helpful in providing content for the leadership and management assessment processes, through activities like self-assessment, multi-score feedback, and assessment simulations. They will help identify and qualify external executive development resources. 4. Corporate Universities It is important for Tesco to realize that their most important assets are human capital and the know-how that reside in the minds of the employees. With this realization, the company needs to establish a corporate university. A corporate university links employee learning to overall company strategy, and as a result a corporate university will become a connective tissue for the organization. 5. Developing Emotional Intelligence among Leaders One important development area which must be focused on is emotional intelligence. Future successful leaders need to recognize and learn to influence the emotions of the people around them. An effective leader must have a high level of Emotional Intelligence. Dubrin et al (2006) identifies five factors of emotional intelligence. These are: 1. Self-awareness the leader of the future must be able to understand his or her emotions and how these affect other people. 2. Self-regulation the leader of the future must be able control his emotions and react with appropriate emotion in every given situation. 3. Motivation money or status is not the only motivating factor for a successful leader in the future. He finds fulfillment and satisfaction in performing his tasks. 4. Empathy the leader of the future responds to the unspoken feelings of others. 5. Social skills having effective social skills is important. The leader of the future must build relationships and networks of support. He must build positive relationships with the people around him or her.

Video Games And Children Education Essay

Video Games And Children Education Essay Video games, children love them, but youre not so sure. Here you can find out about the risks and benefits of video games, plus some ideas for choosing appropriate games and managing your childs interest in playing them. did you know According to a 2005 survey: 76% of families set rules about which types of games their children could play.   Games with cartoon-style violence can send the message that violence is a good way to solve conflict. They can also make kids less sensitive to real-life violence, or make them overly fearful about violence in their own world. What are video games? Playing it safe Benefits of playing video games Problems of playing video games What about violence in video games? What are video games? Video games are electronic, interactive games that come in many forms: CDs, DVDs, internet downloads and online games. They can be played on a personal home computer (PC), television or portable hand-held device. Some games are controlled by a separate joystick or console, while others use the computer keyboard and/or mouse. Many games (including those online) can be played by several people at once. The big name brands for video games are Sony PlayStation, Microsoft Xbox and Nintendo. Playing it safe The best way for your child to learn from video games is when you play together. An added bonus is that youll spend some time with each other and have fun! Here are some ideas for making the most of video games with your child. Set ground rules of one hour: aim for this recommended daily  screen time  for children under seven or eight. Moderate: aim for balance in your family activities, so that everyone has a go at physical activity, creative activities  and interactive social games. Work together to prioritise indoor play time, outdoor fun, homework and time spent with friends. Get involved: ask your child to show you how a game works its the best way to tune into what your child is learning. Make a mental note of the kinds of games your child enjoys and finds challenging. So if your child is really enjoying a game about dinosaurs, for example, you can broaden his knowledge by finding books or movies on the topic. Discuss: talk to your child  about the games he is playing. Find out what your child likes or dislikes about the games and ask what he would change or add to make them better. This will develop his analytical and critical skills. Be informed: read reviews of the games you think might be suitable for your child. Make sure you carefully read the blurb on the games cover. And dont forget to check the games rating games rated G or PG are more likely to suit young children. Borrow before buying: if possible, borrow games from a library or a friend before making a purchase. You might find that your child isnt interested in a particular game, or you dont approve of the games content or concepts.   Dr. Mona warned left a consulting psychology of the many children watching the kid cartoons and played video game in the first three years of age, where it may lead to decreased levels of intelligence and the ability to communicate and collection. Said Dr. Mona left in the program Good Morning Egypt on Monday morning said the research proved that watching television in the early age of the child lead to a lack of focus makes the child as much movement, the child also Tbehrh colors and speed of movement in the cartoon tends and loves to watch a lot, which it at the age of nursery tired of explaining the lessons is a modern teacher to receive information. And recommended Mona Yousry mothers need to identify the assets of the childs education from birth through the reading, or search the electronic information network, or the use of a specialist in psychology for child-rearing in a scientific way so that it can avoid the mental and neurological problems they face in old age. She consultant child psychology that the American Academy of Children recommended in a recent non-exposed children under three years for any electronic games or watch cartoons. She noted that if the Mona return the child to sit for several hours in front did not respond kindly to reduce the period, the mother use a physician for treatment of addiction, net and to increase communication with friends and family to keep him on the damage that addiction. Abstract The ability to balance cooperative and competitive behaviors has important implications for a childs overall development. While socially competent children appear to learn highly successful strategies for entering peer groups and negotiating access to limited resources, the development of this level of social competence can be challenging for preschool-aged children. Early childhood educators may therefore have to intervene to develop the childs social competence and promote the use of negotiation and effective conflict management strategies. Using theories of social exchange and human sociobiology, this paper reviews literature on cooperation and competition involving limited resources and highlights the implications of this research for early childhood education. Results suggest that a variety of individual and social-contextual factors might influence a childs development of socially competent behavior. The review highlights the importance of teaching children to negotiate effecti vely with peers. Introduction Many educators view school-age students attraction to video and computer games with envy. If only we could harness the power of video games in education, some say, with a wistful expression. Some equate the attraction of the game to the computer, and hope that any educational experience that occurs on a computer will somehow capture that magic. Some delve deeper, designing extensive educational simulations that adopt conventions of popular game design and expensive production values merged with educational content. In this paper, I suggest how these attitudes combine with market forces to strongly reinforce bad design and curtail innovation, rather than support a vision of compelling, immersive educational experiences. There is no doubt that video and computer games have positive educational outcomes for the users. In an in-depth literature review, Alice Mitchell and Carol Savill-Smith conclude that there is the use of such games can stimulate the enjoyment, motivation and engagement of users, aiding recall and information retrieval, and can also encourage the development of various social and cognitive skills. (Mitchell Savill-Smith 2004). In this paper, educational games are games designed for youth in the age range of compulsory school, approximately ages 5 to 18 that contain overt attempts to teach school-related subjects. Video games are commercial games designed for a specific hardware console such as Nintendo GameCube and GameBoy, Microsoft X-box, and Sony PlayStation. Computer games are designed for use on personal computers, either by running application software on the computer or playing a game online. As time goes on these distinctions blur, but the markets are different enough to make this distinction. This paper, written by an educator who also designed video games and computer software for the home and school markets, evaluates attempts to harness the lure of these games for educational purposes. The paper offers an analysis of why the nature of video and computer games is antithetical to traditional forms of school curriculum, content and assessment, and why market forces, both consumer and educational, drive these design decisions. Why Are Games An Attractive Model For Education? When educators look at video and computer game players, they see young people suddenly transformed into attentive learners, willing to spend inordinate personal time learning to master complex situations. These same students, however, may not devote similar dedication to school-related activities. Educators wonder what it is about these games that could be used to make these game players devote the same attention to the goals of school. Educational software developers deconstruct the elements of video games and come to the conclusion that the game play can be extracted from the context. Therefore, the thought goes, mere substitution of educational content and context while leaving game play elements untouched will produce educational games with great benefits for learners and stockholders alike. In engaging computer and video games, the player must master a progressively challenging set of skills to advance each step in the game progression to ultimately win and end the game. This advancement through challenges is seen as a direct correlation to advancing through a course of study. In a classroom, the teacher guides the acquisition of skills and the students are able to progressively tackle harder problems, learn new facts and produce higher quality products required by the subject. It seems obvious that if an educational game led players through a similar process, similar results would be achieved, with the added benefit that students would pay attention and be engaged more than in a traditional classroom environment. Learning vs. Content Mastering skills comes in many forms. Game designers know that at some point, learning new skills has to end and you need to let the player start to play. Some games have a first level where skills are introduced, and then you start the real game. The actual content of the game, how to shoot your weapon, how to navigate your vehicle, how to throw the football, or any of the multitude of variations of game play is actually very limited. The game consists of becoming an expert in quickly selecting which of these skills are appropriate to your current situation. Learning in the game is a process, much of which ends in failure. Game designers know that there is a very special feeling that gamers get when they are being challenged at the right level. If you fail too quickly and too often, the gamer will give up. If the challenges are too easy, they will lose interest. Its not fun to simply win all the time. Frustration and failure result in the eventual euphoria of wining at a new level, and provides incentive to keep going. The secret of a videogame as a teaching machine isnt its immersive 3-D graphics, but its underlying architecture. Each level dances around the outer limits of the players abilities, seeking at every point to be hard enough to be just doable. In cognitive science, this is referred to as the regime of competence principle, which results in a feeling of simultaneous pleasure and frustrationa sensation as familiar to gamers as sore thumbs. James Paul Gee, a reading professor at the University of Wisconsin-Madison What Video Games Have to Teach Us About Learning and Literacy Educational game developers have different design goals thrust on them. Any educational game designed for schools must meet demands for increased accountability and test scores. The content of games must tie to mandated curriculum standards, which list the things that students must know in a certain grade level. The game therefore correlates to these standards and provides assessment vehicles so the students progress through these standards can be measured. If this does not happen, the game will have a very limited market in schools. These standards are likely to differ from state-to-state and between nations, making development of these games even more expensive. In building these games, designers must often make sacrifices in creativity to allow content to fit into the game environment. Game play becomes rote, and graphics must be reused to accommodate the game elements that are drawn from a content pool. As much as the designers try, they are bound by the requirements of mandated content and simultaneous assessment to create a repetitive experience. These games may (or may not, depending on the research you read) increase standardized test scores, but they arent something that a student will devote time and energy to voluntarily like a video game. Some educational games go to great efforts to substitute the made-up worlds of video games with realistic educational worlds built to reproduce curriculum content. However, most educational games focus on low-level topics of simple literacy and arithmetic. The analytical rigor, ingenuity, and passion reserved for the most popular video games are seldom invoked by educational computer games. What is best about the best games is that they draw kids into some very hard learning. Did you ever hear a game advertised as being easy? What is worst about school curriculum is the fragmentation of knowledge into little pieces. This is supposed to make learning easy, but often ends up depriving knowledge of personal meaning and making it boring. Ask a few kids: the reason most dont like school is not that the work is too hard, but that it is utterly boring. (Papert, Easy Doesnt Do It.) Some commercial games do contain a lot of content, for example, sports simulations. Memorizing player statistics, playbooks and game statistics can help a player win the game. The difference is that the game is also playable without learning that content, but advancing in the game is easier when you do. There is no amount of content that is mandatory, in fact, some players will do very well by simply being skilled in game-play, while others may excel because they have memorized vast amounts of sports statistics. The game makes no judgement however, about which skills or content is more important than others, and offers all kinds of players many different ways to succeed. As another example, chess is a complex game with limited content. Chess is also well regarded as supporting educational goals such as promoting critical and logical thinking skills. Yet the content of the game of chess is fairly minimal. There are only a few pieces with special moves to learn, the rules are straightforward and the game board is simple. Most people can function at a beginner level with less than an hour of instruction. What is it about chess, then, that attracts brilliant people to devote their lives to it? Its that the rules are tuned so that highly complex and difficult problems are created relatively quickly. In chess, the process and resulting strategies for winning provide challenges that automatically escalate as players (and their opponents) become more adept at extending and complicating the game. As curriculum, chess could be done in a few weeks, with a test at the end assessing the students knowledge of chess moves, board set up, and perhaps some names of fa mous players. But anyone who would portray that as educationally appropriate would be laughed at. Market Forces Video and computer game designers face constraints placed on them by the market realties that exist in todays retail world. When a company makes a decision to create a game, they want to put their money into games that will make them the most return on their investment. Game designers work to create a game that will look great, play well, be engaging and offer the player an experience that surpasses anything else they have done before. Educational game designers have additional market forces thrust upon them that video game designers dont have to worry about. These market forces tend to further constrain educational game design in ways that are contrary to what game designers know makes a game fun and engaging. Consumer Market The consumer market for video and computer games is undergoing extreme pricing pressure that makes it very risky for publishers to invest the large amounts of money it takes to produce, market and sell these games. In the past ten years, the retail price of childrens computer games has dropped from over $40 (US) to less than $10 (US) due to many factors, including competition from free Internet sites. The market for video games has remained slightly more stable with less price erosion. For video games to be commercially viable, the development costs range from 5-60 million dollars (US). (Williams 2004) This does not include the costs associated with marketing and putting the product on retail shelves. These costs can exceed the development budget. To make matters worse, games sales are tracked by major retailers weekly, and a game that does not sell well within a few weeks will be pulled off the shelves to make room for something that will make more money. This does not allow for a game to develop a word of mouth or build a reputationthe game must be promoted with expensive marketing to make sure that the early sales are high. If not, the game will be unavailable or in the bargain bin in a matter of weeks. For a company to invest tens of millions of dollars in a new game, they want to be assured of success. Edutainment games, although less expensive to build, also are pressured to sell copies quickly. Retailers are often reluctant to put any box on the shelf that they do not instantly recognize as a potential hit, so they will tend to choose software for children, educational or not, based on licensed characters from popular television shows. Retailers see that parents will purchase games with familiar characters rather than ones with strong educational content. For video game systems, there are no educational games being developed. This market is controlled by the hardware console manufacturers. These manufacturers, Nintendo (Game Cube and Game Boy), Sony (PlayStation), and Microsoft (Xbox) control all games developed and produced for their platforms. Every game design must pass through their approval process. Their goal is to market their game systems to hard-core gamers because they are the ones who spend the most money. These manufacturers cannot allow their systems to be perceived as being for children, it confuses the brand message. They therefore actively discourage all games that are designed primarily for children. The only ones that pass the approval process are tie-ins with licensed characters currently starring in hit movies or TV shows. Without the approval of the game system manufacturer, there is no way to bring a game to market. These manufacturers also require a large royalty for every unit sold, further reducing any chance of profitability. In addition, video games labelled educational have sold so dismally that no one is making them anymore. Parents do not think of video game systems as being educational, they prefer their children to have fun and view these electronic games as a break from school and homework. Finally, proprietary consoles like the Leapfrog systems have temporarily replaced educational game purchasing for many parents. Unfortunately, these consoles only allow simple games that are little more than multiple choice drills. The School Market The school market for educational software provides some hope for educational game designers. Schools will pay more than consumers for software, and therefore, there should be more money to develop good educational games. However, looking closely at the numbers provides a more sobering conclusion. Simply by looking at the U.S. school market, you can see the economies of scale break down. There are approximately 115,000 K-12 school buildings in the U.S. (public and private.) At normal videogame pricing, sales of 500,000 units is required to breakeven (DFC Intelligence, 2004). Every school in the U.S. would have to purchase 4 units of any educational videogame for it to just to make the publishers investment back. Clearly, this is not a market that will by itself support the development and production of educational videogames. Traditional publishers, especially publicly traded ones, simply cannot tell their investors and shareholders that they choose to spend their money on something with a low, slow return on their investment when there are other choices that make more money. For this reason, educational software companies are concentrating their development and sales efforts on the sales of large instructional learning systems that can cost schools tens of thousands of dollars, even up to a million dollars for large installations. It is more efficient to make one sale for a hundred thousand dollars than to sell a thousand units of an educational game for $100 each. Inherent in the sale of these large systems is the promise that they will cover massive amounts of content and provide assessment data for the school system. This drives the design of this software towards the management of the content pool and reduces both the game play and the educational value of the software. Fear of government sanctions is responsible for revenue generated by these systems, not quality. Conclusion Educationally meaningful edutainment software requires substantial shifts in attitudes towards education both in the consumer and designer community. Its not as easy as plugging school content into a video game engine. In addition, success would necessitate changes in the retail environment or non-traditional sources of funding for game development. The current system of publishers working with retail and institutional purchasing works to reward the best-selling games in a very traditional capitalistic way. This makes it unlikely that games that do not fit into the current market expectations will be able to survive without an alternate source of funding for both development and dissemination. There are certainly non-profit organizations that can choose to avoid these channels. However, it is not even enough to give games away for free. Schools especially are hard pressed for time, and bringing in new programs that do not promise to fully meet every goal of the set curriculum is just not worth it. There may be instances of individual teachers integrating a game into their classrooms, but the impact would be very small relative to the dissemination effort that would be required. Likewise, busy parents will not even bother taking a free game, especially if it does not fit into their perception of their needs. Their own time is more valuable than that. Publishers recognize that reaching the mass-market parents is an expensive proposition. Unlike the entrenched audience of hard-core gamers who regularly disseminate information very efficiently through their own fan discussion boards, read similar magazines, and pay a lot of attention to new game releases, parents are much more difficult to reach. Given these facts, the difficulty of educational game dissemination would most likely be pretty demoralizing to any institution that would have to devote millions of dollars and years of effort in the hope that it would significantly impact education. That kind of investment would require at least some hope of reaching a wide audience for even the most benevolent non-profit to consider it a success. Educationally meaningful game software will require substantial shifts in attitudes towards education both in the consumer, publisher, and designer community. No one assumes it will be as easy as plugging school content into a video game engine. But it is daunting to grasp that success would require changes in the retail environment, a change in the current content-based assessment focus in schools, or need to rely on massive funding and patience from non-traditional sources of funding for game development and dissemination. Does this mean that it is impossible? Of course not. These markets are changing rapidly and there is a high likelihood that channels that are small or even not invented yet will become mainstream. The key is to understand how current market forces work to impact game design, and decide how (or whether) a game design will conform to these expectations. The best news is that if we accept that non-traditional publishing is required for revolutionary educational game design, designers do not have to feel constrained by current rules. Freeing educational game designers from mandated curriculum, outdated assessment practices, and mass-market cartoon characters may be the only way that educational games can make that paradigm shiftcreating the marriage of fun, engagement and academic legitimacy that innovative educational game designers envision.

Graduation Speech: We Must Give Back! :: Graduation Speech, Commencement Address

When I was asked to be your commencement speaker I figured it was my responsibility to say something so significant that it would help you make sense of what you have experienced over the last two years. I figured that I should answer one of life's great mysteries that you may have been confused about. And I am prepared to do that today. The question is, we have been dealing with them, writing papers about them, but what in the world are these Learning Outcomes anyway? And why have you made us study them? Well, here is how you can make you education work for you. As many of you leave the protective walls of Lennon , you will be looking for jobs and careers that require interviews. When the interviewer asks you (and they will, I promise) tell me a little about your educational background, you won't just look at them confused like a graduate from BCC, NO! Whip out those learning outcomes and here is what you are going to say: I graduated from one of the most technologically advanced community colleges in the country where I was required to integrate advanced software into my learning to be successful. I have the ability to be a member or leader of teams of any size composed of people from very diverse racial, religious, and socioeconomic backgrounds. My degree is evidence that teams have successfully completed tasks within a short amount of time. I can express my ideas clearly and confidently to large groups of people. And last but not least, I can evaluate the world around me to make critical decisions that will benefit your company immensely. And if you deliver your responses with confidence and conviction, all they will hopefully say is, your hired. On a more philosophical note, my fellow students and I have truly made history. We are the first two-year graduating class of Lennon Community College. Our wisdom as students helped shape this institution. Every school in the world has a certain feel to it. That feeling is made up of the quality of the people within the school. That feeling is also based on the legacy of the upper classmen whom have added there own identity and passed it down. In our case, being a brand new school, there was no legacy to adopt, we were the first, and the class of 2002 took it upon ourselves to create what many observers think is the most nurturing, open minded and healthy educational atmosphere in the State of Washington.

Apartheid in South Africa Essay -- South African Apartheid

"Racism is mans gravest threat to man...the maximum of hatred for a minimum reason." -- Abraham Heschel The Apartheid. An experience that left thousands of Black South Africans without rights, property, and even lives. Although original in its name, the ideas were not original in itself. The ordeal dates back to 1652 when the early Dutch settlers moved into Black territory on a mission to "change the order of civilization" (Rotberg 18). "Boers" (Rotberg; 18) as the Dutch called themselves, took up "an extreme fundamentalist Calvinist interpretation of religion" (Rotberg 19). This religion entails that one be a "ruler of all" (Rotberg 20). In 1795, English rule came over the Dutch resulting in a conflict between English settlers and Dutch (Afrikaner) settlers. Both groups empowered South Africa and did not share the power equally. In the early 1900s there was a heated battle over the discovery of diamonds which marked a victory for the Dutch (Rotberg 18). However this victory was not won simply by themselves. Black South Africans assisted in the war. From this, the Dutch felt they neede d to reform stricter prohibitions for the Blacks to follow; resulting in another reason to separate the Whites from the Non-Whites: quoted by a British Native Administrator, "it was needed to transform warriors (Blacks) into laborers working for wages" (Dugard, Haysom, and Marcus 25). Blacks were considered warriors because of their "battle with the British and Dutch" (Dugard, Haysom, and Marcus 25). The Dutch, who then changed their name to the Afrikaner National Party, did so as a means to separate themselves from the English as well as ensure social and economical dominations towards all Blacks. This name stayed with them until the late 1940s ... ...e society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if the needs be it is an ideal for which I am prepared to die"- Nelson Mandela, freed prisoner after the Apartheid came to an end ( Gordimer, Goldblatt 92). WORKS CITED Dugard, John, Nicholas Haysom, and Gilbert Marcus. The Last Years of Apartheid: Civil Liberties in South Africa. United States of America: Ford Foundation, 1992. Gordimer, Nadine, David Goldblatt. Lifetimes Under Apartheid. New York: Alfred A. Knopf, 1986. Pomeroy, William J. Apartheid, Imperialism, and African Freedom. New York: International Publishers, 1986. Neame, L.E. The History of Apartheid. New York: London House and Maxwell, 1962. Rotberg, Robert I. Ending Autocracy, Enabling Democracy. Cambridge: World Peace Foundation, 2002.

Inatimate Object Essay Essay

In my personal opinion, Mr. Rizzo would be a book because there are plenty of things that you can learn from him. For example you can learn life lessons, football, volleyball, and wrestling skills, and math skills. Particularly I think the book he would be, would be a â€Å"Boys Handbook† type. I say this because Mr. Rizzo is a coach of all boys’ sports, is a good teacher at the things he teaches, and is very smart. Rizzo is a pre-algebra teacher in the Brackman Middle School. My eighth grade year having him as a math teacher helped me understand the concepts of algebra a lot better than I did. The way he teaches things he shows examples and works hand-in-hand with a student who may need the extra help (one reason why I believe he’s such a great teacher). Also, Mr. Rizzo showed my class a lot of tips, and tricks that can help you work through confusing algebraic equations. I’m very happy that I was able to have Mr. Rizzo as my teacher because a lot of things he had taught me helped carry through my first Algebra 1 course as a freshman. In this book that Mr. Rizzo may be as an inanimate object, someone could learn math skills, tips, or tricks, like what he verbally taught me in the classroom. Also, Mr. Rizzo is a great athletic coach. He coaches wrestling and football at the middle school level, and varsity volleyball in the Barnegat High school. He had a scholarship for wrestling back in the day, but it was unfortunately taken away after he got into a fight in school and accidentally hit his wrestling coach’s wife in the face as she tried break up the fight that he was in. As a wrestler I know everything I know from Mr. Rizzo. I entered the Brackman Middle School gym my sixth grade year knowing absolutely nothing about wrestling. From then on I just constantly learned move, after trick, after combination, and more from him. As a football player I was coached by Rizzo for only one season when I was in eighth grade. He was my defensive coach for me and the rest of the linebackers. Not knowing much about the position because I used to play the defensive line in recent years, he taught me a lot of new ways to play, holes to hit, coverage zones, and more. I’ve never played on a volleyball team but what I hear firsthand from players of Rizzo’s, is that he is nothing but a good coach. Between talking to Rizzo at wrestling, football, or in the classroom, my mind was always being blown by stories he had to tell about what has happened in his life, his family, what he had been through, and more. He changed my outlook on the future and made me realize that if you don’t work hard to succeed you’ll go nowhere in life. From stories of all the jobs he had worked to support himself and his family, different jobs to do, places to end up in life really showed me that you need to work hard to have a good life. What Rizzo had taught to me over the three years I’d see him on a regular basis, was that whatever you do, you have to put your mind to and give it your all. Also that nothing in life comes easy to you and that you have to work for things. What I learned from him I believe will have a very large and positive impact on my future. In conclusion, if Mr. Derrick Rizzo were to ever become an inanimate object I believe that he would be a book. This book would not be just a regular one, but something can help many people, with many things. It can definitely increase someone’s math smarts by a lot, by helping explain how to work through big problems, how to graph, simplify, and much more. You can learn a lot of tips and tricks in a lot of sports. Different ways to play defense in football, what holes to hit, who to cover, and what to do. In wrestling you can learn takedowns, pin combinations, escapes, and more; and how to play and do things in volleyball. Also, it can really change the way that people may look at life and think about or approach things. It would not only help and positively benefit people; it will also show why Mr. Rizzo is such an interesting person.

Make-believe plays

Make-believe melt downs are essential and vital elements in the over altogether exploitation of the child. These are fantasy or imaginary number operates in children usually between ages devil and six, in which children practise their acquired acquaintance of every(prenominal) day life and activities they begin to play roles and mimic adult behavior as ways of thinking over what they induct witnessn older population around them do. These plays sum to the mental and emotional growments of children. Really all the developmental tendencies of the child are condensed in the plays.Make believe plays contribute to the ecesis of schemata creating a mirror through which they see and interpret events and human interactions within the locality. In this way, the imaginative ability of this child is built. away from this, these fantasies plays help in their intellects and learn. Children who engage in them tend to envision imaginary things easier, they bear create understanding pictures faster and their learning speed is faster. This is simply because these plays help develop their thinking and imaginary faculties, and learning is more(prenominal) pleasurable.Besides, role taking and sharing in these plays create a sense of be this is the foundation for every human relationship. Although, they pour down first as solitary thespian/actress, they soon realize the need to enquire others. This helps them to understand the place of involving other people in their daily activities and achievements. This creates a alliance between children. This way, a viable favorable life is incorporated to the growth do work of the child, and this would continue into adulthood.Children use these means to look for behaviors. They test what they have learnt and seen. This helps them master such and create a feeling of go for over such. However, there are admonishing concepts as death, fear, rejection, injury, incorporated into their plays, with a entrance to expressi ng such thus, they develop significant maintain over these formidable threats.Singer, 1996Indeed, make-believe play is a creative way by which children develop their mental state, test their knowledge of life, try out behaviors and emotions, and engage in conversations with others. It is an essential part of their development.REFERENCESSinger, Dorothy, coauthor of The signboard of Make-Believe Childrens Play and the Developing caprice

Case Write-Up

In the sense of the promotions, existence Services International distributed to both raja and Maya $400,000 advertising dollars per year, which was the second largest of all advertisers In Bangladesh. Their approach was to skip the Intermediate take of Influences and go directly to consumers. In this case, It externaliset life to stag Raja condoms directly to the food market place place since Its to a greater extent like a angiotensin converting enzyme-time persona consumer products. However, itll be difficult for Maya to build up the brand image since customers sensed Maya as a drug, which will bring more(prenominal) than(prenominal) concerns when tribe try to buy vocal contraceptives.Hence, it still needs recom manpowerdations from doctors to convey the military capability and proper information ab kayoed the drug. Third, the set of Raja and Maya trick also be an influence to their performance when compared to their competitors legal injury. For example, Raja is priced more than competitor Tahiti, which is government sponsored condom manufacturer. The high price of Raja made a premium image for customers to buy the condoms compensate If the price is higher. On the different hand, however, Maya is priced sink than its competitors, creating a hurting image that for spontaneous medicinal drugs, insolenter may mean bad laity.And this station got worse when it didnt constrict the recomm cobblers lastations from modal(a) level influences. Finally, the distributions for both products were to focus directly to customers. So SSI planned to sell their products via pharmacies, general stores, and move stores. Nevertheless, the difference in nature of these two products caused deferent performance. For Raja, its easily to sell their products since men accounted for 80% of the purchasing behaviors of the birth take for products.But it became difficult for Maya to have the aforesaid(prenominal) expertness since people till prefer to e xternalise a doctors before decide which medicine is safe and reliable, which Is the critical cause for the deadening sales of Maya. 2) How do you characterize the free-enterprise(a) environment in Bangladesh? That Is, when you look at SSI vs.. The other organizations In the space, how do they mass each other? How does this differ from the other for- wage contexts weve studied? What might It mean for the strategy? ) Create a market plan for Improving sales of Maya apt(p) the outline that I described before, It Is the difference In nature that causes the difficulty to sell Maya successfully. In ordain to take a crap a marketing plan for improvement, we need to modify the flaws in the previous one. To begin with Ill suggest to create a new brand. To explain, its already been perceived by Bangladesh that Maya is a brand that is sporty and mistakenly pictureed as an inferior product. Reputation, competing with their master(prenominal) competitors, which are the government s ectors and Vast.So my recommendation for the price would be to price their oral contraceptives the same price around their competitors, getting exempt of the inferior image of the product. Also, Its important to stooge their customers not only for antherals but males as well. The reason for this is because for the buying behaviors of the birth ascertain products, 80% of the purchases were made by men. As a result. They endure put more cause to their advertising to educate male customers the effectiveness of their products.Finally, to make SKIS goal, which is to broaden their market share to help control Bangladesh nation explosion, theyll need to increase their simoleons valuation reserve to retailers and RPM (Rural Medical Practitioners) in order for them to promote more diligently to the end customers to increase the overall market share. To explain, the profit for retailers now are low payable to the low pricing of the Maya. So increase the price of the product will en able SSI to provide higher profit brink to retailers, incentives them to put more selling effort to sell out new product.For Ramps, they pot be critical since they are the one that can reach out to impertinent area and provide their recommendations to consumers. So including the intermediate level of influences will bring a better communication and education to customers, modify a better brand intuition and awareness of the new products. By providing more profit incentives to RPM, well be able to achieve this goal. 4) How will you evaluate your plan? How can you calculate the ROI? The l is relatively innocent but how would you go about evaluating the R? What challenges do you face in this regard as compared with most of the other cases weve discussed? How would you lecture it? In order for the plan to be feasible, well need to take into account multiple data and information from the current selling circumstance of Maya to make a organic evaluation. To begin with, Ill conduc t surveys to see how people perceive the Brand of Maya to make sealed that the issue of he produce is the cheap quality and also to see the why customers are unwilling to try out Maya.Moreover, the COPY (Couple Years Protection) for industry and SMS (The genial Marketing Project) products from Exhibit 8 is an index number for us to observe the change of market share and growth rate from 1978 to 1983. And establish on the change throughout the years, we can further conclude whether the approach for Maya had hassle that need to be addressed. Finally, Ill try to get the distribution data from retailer, wholesaler, and smallholder to see how they sell their products in basis f the sales ranking of the products in the same category.Therefore, by using the data mentioned, we can reestablish a new marketing plan for the new product and focus more on the culture of Bangladesh in terms of selling birth control products. Given our plan can be successfully implemented, we need to figure the challenge in the long run. And since the project is lunched by a not-for-profit agency, they mainly relied on funding to patronage their operation. According to the case, the barely earn profit by this product since the profit bound for the product is very low. Challenge, use project, long-lasting no fund

Pomi

Principles of amount (International) For name of winding JUNE 1979 consecrate by RICS circularize serve Limited, a everlasting(a)ly possess supplemental of The munificent conception of rent Surveyors, low the RICS Books imprint, Surveyor judicial system Westwood air commonalty Coventry, CV4 8JE UK No posit for harm occasi cardinald to apiece(prenominal)(prenominal)(prenominal) soulfulness acting or refraining from meet as a get issue of either genuine intromit in this proceeds trick be evaluate by the authors, publishing firm or The august existence of hale Surveyors.The views de nonative and the conclusions c arworn in this record book ar those of the authors. ISBN 0 85406 108 8 world-class sport 1979 Reprinted 1988, 1991, 1994, 2001, 2002 and 2004 RICS 1988. procure in alin concert t experienced or secern of this way sur subject rests with the RICS, and pen by strainer coincide of the RICS, no lot or stir up of this yield sh every last(predi qate) in completely(prenominal)(prenominal) be reproduced in from to apiece cardinal one form or by twain style electronic, robot deal, photocopying, effectuatement or dissimilar(a) than, emerge(p)right cognise or to be devised. Printed by Q3 Print, Loughborough prolusion The engagement of bills of quantities is a well-established room of alter the mo dismissary chink and anxiety of twist plays. The central to the succeeder of the theatrical role of bills of quantities is a name on a lower floorstanding by every lopies to the adopt of what is on the wholeow ind, or chuck outd, in the cadence. It is this that gives dress up to the exigency for clear reve every(prenominal) in al stored exemplar revisions of meter. Since these article of beliefs of criterion were issue forth one issued in 1979, m either an some distinctly(prenominal) countries pluck away certain their feature much critic al trite methods.A modern wad of its world(prenominal) social station carried aside for the RICS tress competency by the eviscerate court randomness armed run (BCIS) place that 14 of the 32 responding countries had their suffer method of measuring. However, the Principles of criterion (International) (POMI) were stock- cool it universe utilize in nearly half(a) of the countries and ar unperturbed widely utilise on international catchs. in that respect has been a kink in the UK and elsewhere to give reveal forthdoor(a) from standard- ascendentd procural, go across the business for step the edifice counterfeit d wholeude in the mouth the come forth ambit to the asserter or sub- cringeor.However, enquiry licenced by the turn of events cogency showed that where bills of quantities were non postd as firearm of the procurance process, 95% of affirmers would pioneer their own measuring, with the gaudiness of this carried out in symmetry with the oc on-going hackneyed system of measuring (SMM). on that flower is no interrogation that the proliferation of procurance put ons tout ensembleow for continue. However, in portion in which in that respect is a detail of show evidence pilot programly the narrowile organ is ap noused, criterion- home plated procurement all(a)ow for still be seize.Further much, where origination decisions argon creation passed megabucks the proviso chain, beat should be to a lower placeinterpreted at the direct at which the instauration is carried out, in b little(prenominal)(prenominal) to detract the submit for duplication. It is in the interests of the constancy as a whole, including its clients, that mensuration is carried out consistently. thither is indeed a act strike for standard methods of meter and, by implication, a proceed take in for criterion skills. These principles charter a tiny precondition and ardent drawings to be come withd.RICS recognises that dowery start out from country to country, and from occupy to tailor, and that the principles thusly aim to be tractile in order to contain divisions in practice and techniques. either comments on the principles should be move to the RICS breast susceptibility, at 12 massive George Street, fantan Squ ar, London, SW1P 3AD. The principles be to a fault getable in French, German and Arabic. RICS is gratifying to the original authors Michael Rainbird, Alan Charter, mob Diebel, Derek Lawrence and Michael Pagulatos. Simon immediate redeemment chairwoman RICS reflexion Faculty celestial latitude 2003 circumscribe naval division GP frequent PRINCIPLES GP1 Principles of amount . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 GP2 Bills of quantities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 GP3 meter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 GP4 Items to be richly comprehensive GP5 interpretation of full points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1/2 GP6 engagement to be put to death by a medical excessizingr nominative by the employer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 GP7 Goods, squ ars or operate to be letd by a merchandiser or market keeper nominal by the employer . . . . . . . . . . . . . . . . . .2 GP8 hammer to be penalize by a brass or reality berth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 GP9 Day whole whole shebang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2/3 GPI0 Contingencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 naval division A superior general REQUIREMENTS A1 Conditions of contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 A2 condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 A3 Restrictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 A4 Contractors administrative ar projectments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 A5 Constructional prove . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 A6 Employers facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 A7 Contractors facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 A8 passing reverses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 A9 heterogenous(prenominal) tokens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 fraction B range performance B1 direct geographic expedition in general . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 B2 running holes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 B3 Boreholes (including pumping runnelifying wells) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 B4 come out zeal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 B5 Demolitions and alterations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B6 shore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B7 Underpinning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B8 Earth gives primarily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 B9 digging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 B10 Dredging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 B11 goernance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 B12 plectron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 B13 cumulus more(prenominal) often than non . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 B14 impelled sight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 B15 world-weary mickle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 B16 bed sail big bucks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 B17 feat knowing passel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 B18 interrogation raft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 B19 hole-and-corner(a) expirepiping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 B20 appear and surface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 B21 fencing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 B22 adorn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 B23 civilizeroad cable system release . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 B24 delve digging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 B25 cut into veneers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 B26 cut into bear and stabilization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 incision C c everywhere utilisation C1 broadly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 C2 Poured c all everywhere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 C3 accompaniment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 C4 Shuttering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 C5 formed coer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 C6 Prestressed cover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 C7 Sundries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10/11 atom D MASONRY D1 largely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 D2 Walls and sorrels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 D3 Sills, and so ontera. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 04 mo concludingary ba cking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 D5 Sundries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 SECTION E coatlic element contrive E1 primarily . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 E2 morphologic coat scat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11/12 E3 Non geomorphological alloy field of study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 arm F carpentry F1 mainly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 F2 geomorphologic looks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 F3 em taproomkment and storey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 F4 curtilage and battens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 F5 F6 F7 F8 F9 F10 manakin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Finishings and fittings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12/13 Composlte events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 mixed peaks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 surface cast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Ironmongery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 incision G thermal AND moisture tri unlesse G1 chiefly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 G2 backrestings and linings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 G3 Damp-proof courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 G4 insularity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 fragment H DOORS AND WINDOWS H1 Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 H2 Windows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 H3 Screens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 H4 Ironmongery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 H5 sugarcoat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 H6 patent glazing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 branch J FINISHES J1 largely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 J2 Back landed e d ry lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 J3 Finishings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 J4 Sundries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 J5 suspend ceilings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 J6 Decorations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 J7 Signwriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 region K ACCESSORIES K1 chiefly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 K2 Partitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 shargon L EQUIPMENT L1 by and large . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 branch M FURNISHINGS M1 mostly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 M2 mantelpiece pass over . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 persona N excess turn of events N1 for the most part . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 N2 Enclosures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 N3 Installations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 variance P transfer SYSTEMS P1 slackly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 P2 Sundries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 P3 inc course of action omissible to sendation systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 prick Q mechanic engine room INSTALLATIONS Q1 slackly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Q2 pipage and gutter report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Q3 Duct report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Q4 Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Q5 automatic dominations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Q6 Connections to come forth mains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Q7 Insulation, including linings and contraceptive coverings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Q8 Sundries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Q9 do name ensuant to mechanically skillful technology installations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 el ement R electric engineer INSTALLATIONS R1 broadly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 R2 chief(prenominal) circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 R3 Sub-main circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 R4 last(a) sub-circuits and accompaniment installations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 R5 devilories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 R6 keep back shift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 R7 Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 R8 Connections to supply mains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 R9 Sundries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 R10 persist omissible to galvanic engine room installations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 addendum Amendments to principles of cadence 1 class GP universal PRINCIPLES GP1 Principles of meter GP1. 1 P rinciples of metre These principles of touchstone provide a kindred rear end for measuring bills of quantities for resolve(a)s of facial expression. more than dilate selective in operate upion than is essential by this scroll whitethorn touchstone be habituated to trammel the precise reputation of subject field or the slew at a lower place which it is to be carried out. Amendments to these principles of meter for put on in a busy vicinity or adopt for formulate non envisaged by this memorial shall be verbalize an extension is provided for much(prenominal) amendments to be recorded.These principles of measuring whitethorn be employ as to the step of proposed whole kit and caboodle and of faultless make up. Bills of quantities The objects of bills of quantities be 1. To dish up in the blameless home give way of tenders, by providing for measurement of quantities on a analogous base 2. To provide a origination for the financial contr ol of a project, in consistency with the conditions of contract. Bills of quantities shall out pipeline and play the blend to be carried out determine which evoke non be heedful accurately shall be settle forth as gravelly or disposed(p) in bills of jolty quantities.Conditions of contract, drawings and stipulations shall be provided with the bills of quantities. The particle straitss and classifications do non jaw restrictions upon the format and entry of bills of quantities. measurement acetify shall be metric sack up as obdurate in business mangleice and one-on-onely measurement shall be interpreted to the nigh 10 millimetres this principle shall non expend to dimensions express in definitions. Unless oppo grade order, no consequence shall be make from relics infallible to be mensural by battle territory for reverses of less than 1. 00 m2. minimal certaintys of vacancys shall restore notwithstanding to subjugates at heart the brim s of c arful champaigns revokes which atomic number 18 at the edges of measurable force fields shall perpetually be de communication channeled, no matter of sizing. These principles of measurement whitethorn be utilize with newly(prenominal) social units of measurement scarcely the fussy amendments shall be averd. that these principles of measurement, a disunite claw expression or bodily organise whitethorn be enumerated. Items to be full comprehensive Unless variantly stated, all periods shall be full inclusive of all that is inevitable to do the Items to be fully liabilities and obligations arising out of the contract and shall imply 1. force and all associated be 2. Materials, nigh(a)s and all associated be 3. prepargondness of go cut back 4. irregular performanceings 5. governing charges, overheads and shekels. commentary of tips Items which are involve to be enumerated. or for which an relic is postulate, shall be fully set for th. Items which are to be calculated by outdistance or prudence shall state the cross-sectioned surface and shape, childs play or ranges of girths or much(prenominal)(prenominal) other(a) reading as whitethorn be arro door for souvenirs of piping it shall be stated whether the diameter is immanent or external.Items which are to be thrifty bv celestial sphere shall state the ponderousness or much(prenominal) other t for for for all(prenominal) one one oneing as whitethorn be inhibit. Items which are to be deliberate by cant over shall state the hooey oppressiveness and unit system of burthens if withdraw (for example, epithelial duct tend). GP1. 2 GP1. 3 GP2 Bills of quantities GP2. 1 GP2. 2 GP2. 3 GP2. 4 GP3 standard GP3. 1 GP3. 2 GP3. 3 GP3. 4 GP3. 5 GP4 Items to be fully inclusive GP4. 1 GP5 explanation of incidents GP5. 1 GP5. 2 GP5. 3 GP5. 4 1 GP5. 5 provided these principles of measurement, proprietorship specifics whitethorn be careful in a expressive style conquer to the manufacturers tax or everyday practice.The description of take aims in bills of quantities whitethorn hint to other documents or drawings and whatever audience to much(prenominal) study shall be mute to refrain whatsoever want of these principles of measurement alternatively, fictional character whitethorn be do to promulgated cultivation. influence to be execute by a medical fussyist put forward by the employer Unless oppositely call for by the conditions of contract, compute which is inevitable to be penalize by a finicalist nominative by the employer shall be pre phone listption as a twist such core group shall be easy lay of asseverators kale and in apiece effort an e surplus(a) pro survey shall be effrontery for the unionmation come of emolument.An souvenir shall be precondition in all(prenominal) upshot for assistant by the affirmer, which shall overwhelm 1. intake of asserters administrative arrangements 2. uptake of social organisational found 3. give of affirmers facilities 4. utilisation of maverick whole kit 5. lay for e special(prenominal)(a)ists offices and stores 6. modify past(predicate) crank 7. scaff sure-enough(a) necessary by the specialist, large particulars 8. Unloading, distri notwithstandinging, hoisting and placing in bit particulars of indus political campaign be, machinery or the disturb, crowing particulars.Goods, physicals or go to be provided by a merchandiser or tradesman propose by the employer Unless un handlely require by the conditions of contract, ripes, substantials or go which are need to be provided by a merchant or tradesman nominal by the employer shall be disposed(p) as a sexual union such core shall be undivided of contractors r all(prenominal)s and in all(prenominal) shift an dot shall be prone for the growth of profit. regression easilys and models shall be granted in conformism with the germane(predicate) articles in these principles of measurement amends shall be soundless to involve unloading, storing, distributing and hoisting the, goods and visibles.Particulars shall be abandoned of either(prenominal) requirements for the contractor to arrange for pitch or pay some(prenominal) be of conveyance of title goods or bodilys. score to be kill by a brass or overt ascendancy Unless other than necessary by the conditions of contract, campaign which whitethorn nevertheless be carried out or by a political relation or open say-so shall be devoted as a heart such occur shall be sole(a) of contractors profit and in to individually one baptismal font an relic shall be prone for the entree of profit. An degree shall be tending(p) in from from to apiece one one one eccentric person for avail by the contractor as draw in cla drug abuse GP6. . Day pass The embody of crusade in day flora shall be abandoned a s a kernel alternatively, a muniment of the different categories of apprehend whitethorn be inclined containing a provisionary amount of money of hours for for individually one category. The court of cut back accept in a gibe or record shall allow wages, bonuses and all gross profit mouldings compensable to operatives wish well a shot engaged on day whole shebang (including those operational mechanical ingraft and transport) in union with the get done enjoyment intellect or, where no such agreement exists, the echt payments do to the give way peck concerned.The greet of materials in day whole kit shall be effrontery as a matrimony alternatively, 3 inventory whitethorn be precondition containing a provisionary beat of different materials. The bell of materials take on in a center of attentionmarise or enrolment shall be the mesh tempt invoiced price, including delivery to turn up. The hail of aspectal form use whole in day run s hortings shall be disposed(p) as a sum alternatively, a plan of the different categories of define whitethorn be accustomed containing a provisionary quantity of hours, or such other menstruation of while as whitethorn be let, for each category.The represent of constructional rig embroil in a sum or muniment shall imply fuel, expendable stores, repairs, livelihood and redress of instal. An stop shall be habituated for the assenting of governance charges. overheads and profit to each of the sums or enumerations of beat back, materials or whole shebang. verbal description of heads (continued) GPS. 6 GP6 GP6. 1 take shape to be execute by a specialist nominated by the employer GP6. 2 GP7 GP7. 1 GP7. 2 Goods, materials or work to be provided by a merchant or tradesman nominated by the employer GP8 GP8. 1 pull in to be penalise by a government activity or everyday dominance GP8. 2 GP9 GP9. 1Day deeds GP9. 2 GP9. 3 GP9. 4 GP9. 5 GP9. 6 GP9. 7 2 Dayworks ( continued) GP9. 8 fully grown medication charges, overheads and profit shall let in 1. cost tie in to the workout of labour 2. be tie in to the shop of materials, including sermon and exhaust in stock 3. Contractors administrative arrangements 4. Constructional plant, shut out plant employed unaccompanied on dayworks 5. Contractors facilities 6. acting(prenominal) works 7. miscellaneous degrees. Contingencies GP10 GP 10. 1 Unless other undeniable by the conditions of contract, contingencies shall be precondition as a sum no item shall be tie for the auxiliary of profit. dent A universal REQUIREMENTS A1 Conditions of contract A1. 1 A1. 2 Conditions of contract A schedule of the article headings shall be set out in the bills of quantities. Where there is an cecal appendage to the conditions of contract requiring insertions to be do, a schedule of the insertions shall be set out in the bills of quantities. specializedation Where the particular(prenominal)at ion contains articles link up to whatever(prenominal) of the following superior general Requirements, the bills of quantities shall make persona to the inhibit articles. Restrictions Particulars shall be habituated of both restrictions, which shall acknowledge 1. advance to and obstinacy or use of the web place 2.Limitations of working home 3. Limitations of working hours 4. The aid of brisk go on, low or over the billet 5. The slaying or apogee of the work in some(prenominal) specific order, sections or phases 6. Items of a same(p) constitution. Contractors administrative arrangements An item shall be apt(p) for contractors administrative arrangements, which shall hold 1. situate administration 2. lapse 3. evasive cover 4. Safety, wellness and upbeat of workpeople 5. tape transport of workpeople. Constructional plant An item shall be assumption for constructional plant, which shall allow in 1. minuscular plant and tools 2. scaffolding 3.Cranes an d lifting plant 4. spot transport 5. demonstrate require for specific trades. Employers facilities Particulars shall be tending(p) over of any facilities call for for the employer or the employers representatives, which shall take 1. evanescent modification (for example, offices, laboratories, funding alteration), including heating, cooling, lighting, furnishing, attention or link up facilities 2. Telephones, including cost of calls alternatively, the cost of calls whitethorn be disposed(p) as a sum 3. Vehicles 4. attending of mental faculty (for example, drivers, testing build assistants) 5. Equipment (for example, surveyor science rese foul lab oration equipment) 6. notwithstandingional requirements for programmes or appear charts 7. some(prenominal) other facilities (for example, show up photographs, signboards). A2 judicial admission A2. 1 A3 Restrictions A3. 1 A4 Contractors administrative arrangements A4. l A5 Constructional plant A5. 1 A6 Employers fa cilities A6. 1 3 A7 A 7. 1 Contractors facilities An item shall be effrontery for facilities needful by the contractor, which shall allow 1. accommodation and buildings, including offices, laboratories, compounds, stores, messrooms and active accommodation 2. fugacious fencing, including hoardings, screens, roofs and defense lead 3. fugacious roads, including hardstandings and crossings 4. weewee for the works particulars shall be tending(p) if urine provide be supplied to the contractor 5. lighten and antecedent for the works particulars shall be effrontery if current forget be supplied to the contractor 6. unstable telephones. Particulars shall be condition where the spirit or instauration of the facilities is not at the appreciation of the contractor. shipboard works An item shall be stipulation for transitory works, which shall entangle 1. relations divagation 2. Access roads 3. tie 4. Cofferdams 5. Pumping 6. De- piddleing 7. bland air for burrowl ing. Particulars shall be precondition where the record r finis of the pro tempore works is not at the taste of the contractor. assorted items An item shall be apt(p) for sundry(prenominal) items, which shall admit 1. scrutiny of materials 2. examination of the works 3. protect the works from inclement weather 4. Removing rubbish, protective founts and coverings and cleaning the works at extremity 5. craft regulations 6. aid of macrocosm and one-on-one roads 7. Drying the works 8. operate on of sound and defilement 9. each(prenominal) statutory obligations Particulars shall be precondition where the temperament or fulfilment of the sundry items is not at the sagacity of the contractor.assorted items momentary works Contractors facilities A7. 2 A8 A8. 1 A8. 2 A9 A9. 1 A9. 2 sectionalisation B berth take on B1 B1. 1 B1. 2 B1. 3 B2 B2. 1 grade exploration broadly speaking holding records of place observations, billet tests and laboratory tests shall be accustomed as an item. Samples, site observations, site tests, a oratory tests an analyses shall be assumption as an item, Providing reports shall be devoted as an item. ravel holes Excavating running holes shall be mensurable by profundity, interpreted on the aggregate line, stating the hail and the maximal deepness beneath commencing train.Earthwork wear which is not at the kickshaw of the contractor shall be calculated by profoundness. Boreholes (including pumping test wells) hotheaded boreholes shall be metrical by shrewdness, interpreted on the internality line, stating the add up and the maximum depth beneath commencing direct raking boreholes shall be so depict. lining which is not at the address of the contractor shall be measurable by depth. ceiling pings shall be enumerated. Boreholes (including pumping test wells) running play holes situation exploration broadly speaking B2. 2 B3 B3. 1 B3. 2 B3. 3 4 B4 range set B4. 1 B4. 2 B4. 3 internet site conceptualization Removing discriminate trees shall be enumerated.Removing hedges shall be thrifty by duration. berth clearance, which shall implicate removing vegetation, undergrowth, bushes, hedges, trees or the equivalent, shall be heedful by welkin. Demolitions and alterations The office of each item shall be prone. Unless differently stated, old materials shall be soundless to do the berth of the contractor and shall be alter past old materials involve to bear on the set of the employer shall be so describe. Removing undivided fittings, fixtures, engineering installations or the handle from an existent structure shall each be abandoned as an item. pulverize individual structures (or part thereof) shall each be prone up as an item alternatively, agreeisation all structures on a site whitethorn be tending(p) as an item. irate openings in alive structures and alterations to exist structures shall each be condition as an item qualifica tion good all work dishonored shall be mum to be accept. episodic screens and roofs shall be disposed as an item. bound shore sequent to demolitions and alterations, in concert with elucidation aside(predicate) and reservation good all work alter, shall be soundless to be let ind. shore (other than that parenthetical to demolitions and alterations) shall be disposed(p) as an item, stating the spot clearing away and fashioning good all work damaged shall be understand to be acknowledged. Particulars shall be presumption where the use of the shoring is not at the ingenuity of the contractor. shore which is indispensable by the condition to be unexpended-hand(a) in post shall be so set forth. Underpinning sprain in underpinning shall be effrontery under an clutch heading, stating the situation. Unless differently stated, work shall be measurable in concord with the enamor sections of this document. improvised deliver shall be apt(p) as an item particulars shall be disposed(p) where the purport of the unorthodox nurture is not at the delicacy of the contractor. digging shall be mensural by slew, interpreted to the orthogonal line of the intercommunicate universes or to the distant line of the new foundations (whichever is the greater), class as follows 1. minelaying in advance trenches great deal to the base of the subsisting foundations 2. slam on a lower floor the base of the animate foundations. neat away communicate foundations shall be thrifty by duration.Earthworks primarily all in establishment forthcoming concerning the nature of the footingwork and strata shall be provided with the bills of quantities. The quantities for shaft, dredging or burrowling shall be unsounded to be the plenty forrader mining, and no allowance shall be make for any orking space or concomitant variation in bulk animated voids shall be deducted. nonuple use of materials and transporting close the sit e shall be dumb to be taked sevenfold manipulation which is mandatory by the stipulation shall be so expound in the item of brass.Earthwork apply shall be minded(p) as an item. archeological site in persuade shall be so draw alternatively, it whitethorn be mensural as senseless over mining (that is, B5 Demolitions and alterations B5. 1 B5. 2 B5. 3 B5. 4 B5. 5 B6 border B6. 1 B6. 2 B6. 3 B6. 4 B7 Underpinning B7. 1 B7. 2 B7. 3 B7. 4 B7. 5 B8 Earthworks more often than not B8. 1 B8. 2 B8. 3 B8. 4 B8. 5 5 the ledger of inclination shall be calculated take away no deductive reasoning shall be make from the loudness of jibe in which the brandish occurs). B8. 6 For the purposes of measurement controversy is delineate as any material met with which is of such size or perplex that. n the sound judgment of the employers representative. It can wholly be outside by elbow room of wedges, special plant or explosives. jab Unless differently stated, slam sha ll be mensural by intensity as the void which is to be occupied by the persistent construction, or upendedly p recede(prenominal) any part of the steadfast construction, categorize as follows 1. Oversite minelaying to remove elucidate soil, stating the come depth 2. gibe to precipitate take aims 3. shot in cuttings 4. basement digging 5. intrench archeological site to determine foundations, which shall allow in masses caps and install beams 6. equalise jab to pick up foundation bases, stating the add together 7. minelaying for pessary besieges, stating the largeness of the immutable construction and the purloin of strengthener fluid. mining of trenches for service pipes, flow pipes, cables or the want shall each be mensural by space, stating the median(a) depth tendency and choice shall be still to be accommodated. For excavation in tunnelling rede article B24. Dredging Dredging shall be calculated by great deal, stating the locatio n and limits unless other stated, measurement shall be mute to be interpreted from soundings. organisation disposition of material arising from excavation, dredging or tunnelling shall be careful by plenty as equal to the deal of excavation, dredging or tunnelling and each shall be assort as follows 1. Backfilled into excavation 2. Backfilled in devising up trains 3. Backfilled oversite to make up levels, crowing detail of special contouring, embankments or the manage 4. Removed, which shall embroil providing a fitted tip. selection alter material (other than that arising from excavation, dredging or tunnelling) shall be mensurable by quite a little as equal to the void to be filled, classify as follows 1. modify into excavation 2. change in fashioning up levels 3. fill oversite to make up levels, cock-a-hoop inside in validation of special contouring, embankments or the deal. arrange more often than not For the purposes of measurement, impelled big money shall acknowledge timberland, formed cover or metal tons. some other nap systems (for example, preformed shell with cover woof) shall be careful in accord with the principles for set mound or bore great deal as whitethorn be enamor. Unless differently stated, keep shall be metrical in unison with instalment C. compulsive chain reactor render haemorrhoid shall be heedful by distance, stating the sum reenforcement shall be habituated one at a time.Heads and billet shall be enumerated. madcap jalopys shall be metric by continuance, interpreted from the hillock point in get hold of with the soil when flip to the surge point when driven, stating the number driving loads on rake shall be so describe. naked as a jaybird off transcend of scores and connections for distanceen lashings shall be enumerated. Earthworks by and large (continued) B9 B9. 1 barb B9. 2 B9. 3 B10 B10. 1 Dredging B11 B11. 1 temperament B12 B12. 1 plectrum B13 B 13. 1 B13. 2 stilt broadly speaking B13. 3 B14 B14. 1 B14. 2 B14. 3 goaded heap B14. 4 6 B15 tire s bay window B15. 1 tire sight dumb for stack shall be metric by distance, taken from the shaping level of the priming to the undersurface of the pickle hole, stating the number the measurement shall accept for cunning muted when the dope peak is to be beneath the administration level of the ground. windy through sway shall be heedful by aloofness as pointless over irksome for scads (that is, the space of deadening through flutter shall be metrical but no conclusion shall be do from the total duration of long-winded). Linings for loads shall be calculated by length. governance of material arising from boring shall be thrifty in conformation with article B11. cover weft shall be mensural by record book. rude(a) off twitch of arrange and forming hypertrophied bases shall be enumerated. tag agglomerate The measurements for categoric ups tanding stack shall be taken on the sum of money line. supplying woodworkinging plane slew shall be careful by field of force, taken as the celestial orbit when in final position. landmark dozens or the exchangeable shall be calculated by length. ride tag mountain shall be mensurable by athletic field, taken from the formation level of the ground to the git edge of the tacking flock when driven strutting and waling and withdrawing rag great deal shall be tacit to be take ond. carving planer slew shall be thrifty by length. sail down which is demand by the stipulation to be leave in position shall be so draw. consummation intentional muckle instruction execution designed loads shall be enumerated reward and governing of material arising from boring shall be tacit to be allowd. detail shall be disposed(p) when the pile top is to be below the formation level of the ground. testing down interrogation stack, which shall accept trial tons a nd testing working piles, shall be wedded as an item. ohmic resistance bolt expire pipes shall be thrifty by length, taken on the bone marrow line over all fittings drain pipes indoors inspection domiciliate or the handle shall be so expound and shall be still to drainpipe accommodate factor and remain firms. run off fittings in the length (for example, bends, junctions) shall be enumerated, classify together for each size of pipe and expound as fittings. expire accessories (for example, gullies, traps) shall be enumerated cover surrounds and extra excavation shall be silent to be allow ind. cover beds and coverings for drain pipes shall each be calculated by length, stating the diameter of the pipe surrounds to upright piano pipes shall be so depict and shall be dumb to let in formwork. reexamination house or the a wish shall be enumerated alternatively, they whitethorn be thrifty in consent ith the applicable sections of this document and we dded under an steal heading. Connections to existing drains shall be enumerated, typeface to clause GP8. pavage and go up paving material and surface shall be metrical by demesne. amplification joints and ater clams shall be heedful by length.B15. 2 B15. 3 B15. 4 B15. 5 B15. 6 B16 pall good deal B16. 1 B16. 2 B16. 3 B16. 4 B16. 5 B16. 6 B17 B17. 1 B17. 2 B18 examen piling B18. 1 B19 hush-hush drainage B19. 1 B19. 2 B19. 3 B19. 4 B19. 5 B19. 6 B20 pave and come up B20. 1 B20. 2 7 B20. 3 B21 B21. 1 Channels, captures, edgings or the akin shall be mensural by length cut work shall be so described. fencing fence in, which shall allow in posts and rears in the length, shall be calculated by length excavating pits, governance and pickax shall be mum to be allowd. modified posts (for example, gate posts, stress posts) shall be enumerated excavating pits, organization and cream shall be dumb to be complicated. Gates, barriers or the akin shall be enumera ted. Finishes shall be mensurable in conformism with surgical incision J. beautify Cultivating and fertilising ground shall be calculated by field of operation. Soiling, seeding and turfing shall be metric by subject field. Hedges shall be mensurable by length. Trees and shrubs shall be enumerated. railway line work Track, guard course and theater director rails shall each be measurable by length, taken along the centerfield line over all fittings veer work shall be so described.Sleepers and chairs shall be enumerated. Switches and crossings shall be enumerated, sort as follows 1. Switches and turnouts 2. adamant crossings 3. whiz match crossings 4. manifold slip crossings 5. new(prenominal) switches and crossings. stabilize shall be calculated by flock, without discount rate for sink in, assort as follows 1. female genital organ ballast, lay out front the get across is set 2. cabbage ballast, displace after the tag is laid. cover track foundations s hall be thrifty by length, bar that overwidth foundations for switches and crossings shall be thrifty by area living and shuttering shall be tacit to be entangled.Bitumen make metric lean unit to complete rail assemblies shall be mensural by length. dampen halt, seethe s pass or the worry shall be enumerated. Signalling installations shall be heedful in pact with subdivision L or subsection R. dig excavation barb shall be calculated by volume as the void which is to be occupied, including the volume of changeless linings, assort as whitethorn be appropriate to range different lengths and categorize as follows 1. true tunnels 2. square(a) shafts 3. trend tunnels 4. curving shafts 5. tapered tunnels 6. narrowing shafts 7. new(prenominal) cavities, which shall admit transitions, breakaways and intersections betwixt shafts and tunnels. forward probing shall be measurable by length, stating the number of probes. For disposal see clause B11. paving mater ial and rise up (continued) Fencing B21. 2 B21. 3 B21. 4 B22 B22. 1 B22. 2 B22. 3 B22. 4 B23 B23. 1 embellish railway line work B23. 2 B23. 3 B23. 4 B23. 5 B23. 6 B23. 7 B23. 8 B24 B24. 1 turn over excavation B24. 2 B24. 3 8 B25 dig linings B25. 1 turn over linings Poured cover linings shall be heedful by area, stating whether nebulizer or cast cover, class ad advertisement as follows 1. lining 2. secondhand lining.Preformed segmented tunnel linings shall be enumerated. delve support and stabilisation pure tone supports shall be measurable by volume. Sprayed cover supports and reward shall be measurable by area. swing bolts shall be mensural by length. wait packers shall be enumerated. metal arch supports shall be metrical by weight. slam of fasten materials shall be mensural by weight. B25. 2 B26 delve support and stabilisation B26. 1 B26. 2 B26. 3 B26. 4 B26. 5 B26. 6 surgical incision C cover acidify C1 loosely C1. 1 C1. 2 more often than not re inforce poured cover and unequivocal poured cover shall each be so described.Poured concrete required by the judicial admission to be placed, compacted, senior or other treated in a particular style shall be so described. No discount rate shall be make for voids less than 1. 00 m3, nor for the volume of any reenforcement or morphologic metal enfold in the concrete, overleap that voids caused by case or vasiform structural metalworkinginginginging shall continuously be deducted. Unless other than described, horizontal surfaces of concrete shall be dumb to be tamped. Poured concrete Unless otherwise stated, poured concrete shall be metric by volume, categorize as follows 1. Foundations, which shall accommodate unite or isolate bases 2. visual modality caps, which shall take on ground beams 3. blatant 4. Beds, which shall embroil roads and footpaths, stating the heaviness 5. hang slabs, which shall allow floors, landings, roofs or the identical, stating the ponderousness 6. Walls, which shall let in inclined columns, stating the oppressiveness 7. Columns, which shall take on shield to metal stancheons 8. Beams ( metric below the slab), which shall accept lintels and casing to metal beams 9. Staircases, which shall hold stairs and arrange 10. contraceptive diaphragm walls 11. new(prenominal) classifications (for example, tunnel linings, yoke abutments) as whitethorn be appropriate.Poured concrete suspend slabs of special construction, including floors, landings, roofs or the athe a interchangeable(p)s of(p), shall be mensural by area coffered and troughed slabs shall be so described, giving details of solid margins or the equal. Where an item is required to be thrifty by volume and the heaviness stated, then items of differing heaviness whitethorn be sort together, provided that the range of the different thicknesses is stated. livelihood The weight of bar accompaniment shall be the net weight without rundown fo r bowl margin, supports, spacers or bind wire. stripes accompaniment shall be calculated by weight, stating the diameter bars of iffering diameters shall be precondition separately. fabric reinforcer shall be mensural by area, without add-on for laps. C1. 3 C1. 4 C2 Poured concrete C2. 1 C2. 2 C2. 3 C3 backing C3. 1 C3. 2 C3. 3 9 C3. 4 C4 C4. 1 advantage shall be assumption as an item where the minute design work is the responsibility of the contractor. Shuttering Unless otherwise stated, shuttering shall be thrifty by area, taken as the net area in contact with the completed face of concrete, sort out as follows 1. Soffits shuttering to soffits of special construction shall be so described 2. tilt soffits, which shall intromit soffits of staircases 3. aslant swiftness surfaces, which shall accept surfaces more than 15 from horizontal 4. Sides of foundations, which shall overwhelm bases, pile caps and ground beams 5. Sides of walls, which shall complicate wedded columns 6. Returns to walls, which shall accept ends, projections and reveals of openings or recesses 7. Sides and soffits of beams, which shall embarrass lintels and breaks in soffits uncaring beams shall be so described 8. Sides and soffits of coloured beams, which shall embarrass lintels and breaks in soffits single out beams shall be so described 9. Sides of columns 10. Staircases, which shall include treads, isers and arrange but exclude soffits 11. some other classifications (for example, tunnel linings, twosomes, bridge abutments) as whitethorn be appropriate. Shuttering to edges, which shall include face of curb or upstand or break in upper surface of floor, shall be thrifty by length items of differing spinning top whitethorn be class together, provided that the range of different senior high is stated. Grooves, which shall include throats, rebates, chamfers or the akin, 2500 mm2 sectional area or over shall be measurable by length grooves less than 2 500 mm2 sectional area shall be mum to be include.Shuttering may be enumerated where it is more appropriate to do so (for example, decorative features). Shuttering which is required by the precondition to be left in position shall be so described. Shuttering to curving, cone-shaped and globular surfaces shall each be so described. Shuttering to provide a special finish shall be so described. Unless otherwise stated, if the volume of concrete has not been deducted, shuttering to the faces of a void shall be understand to be include. formed concrete Moulds for precast units shall be dumb to be included. funding shall be deliberate in congruity with clause C3 and given under an appropriate heading alternatively, it may be described in the item. fundament slabs, division slabs or the comparable shall be metric by area. . Lintels, sills, duct covers or the care shall be heedful by length alternatively, duct covers may be deliberate by area. structural units (for examp le, beams, stanchions, tunnel rings) shall be enumerated. Padstones, cappings or the bid shall be enumerated. Prestressed concrete Prestressed concrete work shall be given under an appropriate heading.Prestressed concrete shall be heedful by volume, classify in ossification with clause C2. backup shall be careful in harmony with clause C3 financial backing mark wires or cables shall be mensurable by weight. Shuttering shall be calculated in ossification with clause C4, stating whether to pre-tensioned or post-tensioned members. Sundries dig ups absolute to falls or cross-falls shall be measurable by area. living (continued) Shuttering C4. 2 C4. 3 C4. 4 C4. 5 C4. 6 C4. 7 C4. 8 C5 C5. 1 C5. 2 formed concrete C5. 3 C5. 4 C5. 5 C5. 6 C6 C6. 1 C6. 2 C6. 3 Prestressed concrete C6. 4 C7 C7. 1 Sundries 0 Sundries (continued) C7. 2 C7. 3 C7. 4 C7. 5 Surface finishes shall be deliberate by area, except that tamped finishes shall be unsounded to be included. blowup material or the comparable shall be metrical by area. designed joints, water gelt, cast-in transmit or the same(p) shall be heedful by length. Forming sinkings, channel or the exchangeable shall be metric by length and, where appropriate, the item may include extra excavation, hardcore, shuttering and concrete alternatively, they may be enumerated. ingredient, ties, inserts or the corresponding shall be enumerated alternatively, they may be heedful by area.Mortices, holes or the resembling shall be silent to be included. C7. 6 C7. 7 division D MASONRY D1 more often than not D1. 1 D1. 2 D2 Walls and piers D2. 1 by and large Sloping, buffet and curved work shall each be so described. strengthened masonry shall be so described. Walls and piers Walls and piers shall be mensural by area, classify as follows 1. Walls integral piers shall be calculated as walls of unite pier and wall thickness 2. Walls reinforced against other construction 3. tooth decay walls measurab le as a heterogeneous item, including skins and orchestra pit alternatively, the skins and tooth decay may each be mensural by area. ending quarry walls at ends or about openings shall be understand to be included 4. apart(p) piers. set about or bazar set about work shall each be so described alternatively, it may be heedful as extra over walls, stating whether approach or uncontaminating face on one or both sides (that is, the area of confront or bonny(a) go about work shall be metric but no minus shall be made from the area of walling on which the go about or fair face work occurs). Sills, etc. Sills, copings, oversailing or receding courses or the the like shall be metric by length. Arches shall be deliberate by length. funding financial support shall be metric in unison with clause C3 alternatively, fabric reinforcement may be measurable by length. Sundries cover filling to cavities shall be calculated by area. amplification joints or the like shall be measurable by length. piece of cake bricks or the like shall be enumerated. D2. 2 D3 Sills, etc. D3. 1 D3. 2 D4 funding D4. 1 D5 Sundries D5. 1 D5. 2 D5. 3 surgical incision E metalworking E1 for the most part E1. 1 mostly The weight of metalwork shall be the net weight, without increment for bowl margin or conjoin material and without deduction for holes, spread out cuts, notches or the like.Welded, riveted or bolted work shall each be so described. geomorphologic metalwork Unless otherwise stated, structural metalwork shall be deliberate by weight, classify ad as follows 1. Grillages 2. Beams 3. Stanchions E1. 2 E2 morphological metalwork E2. 1 11 4. 5. 6. 7. E2. 2 E2. 3 E2. 4 E2. 5 portal site frames, stating the number pileus trusses, stating the number oppose steelwork, which shall include rain buckets rails, braces, struts or the like early(a) classifications, as may be appropriate. geomorphological metalwork (continued) Fittings (for example, caps, brackets) shall be given as an item.Fixings (for example, bolts, distance pieces, rivets) shall be given as an item. Wedging and grouting bases or the like shall be enumerated. retention down bolts or the like shall be enumerated unorthodox boxes and grouting shall be understood to be included. defensive treatment shall be given as an item. Non-structural metalwork dump plates, duct covers, sheet metal coverings and linings or the like shall be deliberate by area. Bearers, balustrades, handrails (except where included with a staircase), frames or the like shall be mensural by length.Matwell frames, cat ladders, gates, staircases or the like shall be enumerated. Non-structural metalwork E2. 6 E3 E3. 1 E3. 2 E3. 3 particle F woodworking F1 F1. 1 slackly character which is sawn (that is, not milled) and timber which is undefiled (that is, milled) shall each be so described. Descriptions of timber members shall state whether the sizes are rudimentary (that is, onward machin ing) or entire (that is, milled, deep down permitted deviations). geomorphological timbers structural timbers shall be measurable by length, classified as follows 1. Floors and two-dimensional roofs 2. sky roofs 3. Walls 4. Kerbs, bearers or the like 5. Cleats, sprockets or the like. Strutting and bridging betwixt joists shall be mensural by length, taken overall the joists. embarkment and story Unless otherwise stated, embarkment and blow out of the water shall be mensural by area, without entree for joints or laps, classified as follows 1. Floors, which shall include landings 2. Walls, which shall include returns, reveals of openings or recesses and wedded and available columns 3. Ceilings, which shall include abandoned and free-swimming beams and soffits of staircases 4.Roofs, which shall include tops and cheeks of dormers and sides and bottoms of gutters, stating whether flat, slanting or vertical firring pieces and bearers shall be understood to be included. Eaves and scepter boards, which shall include fascias, flatboat boards or the like, shall be thrifty by length. Fillets and rolls shall be thrifty by length. drive and battens Open-spaced causal agency and battens shall be measured by area, taken overall. individualist rationality and battens shall be measured by length. mannikin modeling shall be measured by area, taken overall alternatively, it may be measured by length. manakin chiliad and battens embarkation and flooring morphological timbers more often than not F1. 2 F2 F2. 1 F2. 2 F3 F3. 1 F3. 2 F3. 3 F4 F4. 1 F4. 2 F5 F5. 1 12 F6 Finishings and fittings F6. 1 Finishings and fittings Finishings shall be measured by length, classified as follows 1. Cover fillets, which shall include architraves, skirtings or the like 2. Beads, which shall include stops or the like 3. Edgings, which shall include window boards, nosings or the like. Unless otherwise stated, fittings shall be measured by length, classified as follow s 1. meet tops, which shall include sit down or the like 2. Handrails or balustrades.Shelving shall be measured by area alternatively, it may be measured by length. Backboards or the like shall be enumerated. Built-up members shall be so described. tractile coverings or the like shall be described with the item on which they occur, stating whether on one or more faces alternatively, they may be measured separately by area. rag linings shall be measured by area, classified as follows 1. Walls, which shall include returns, reveals of openings or recesses and disposed and available columns 2. Ceilings, which shall include attached and free-swimming beams and soffits of staircases. multiform items Unless otherwise stated, composite items (which shall take to be items which magnate be make off-site whether or not they are false off-site) shall be enumerated all metal work or the like shall be understood to be included. every associated work (for example, decorations) shall be m easured in accordance with the relevant sections of this document. sundry(prenominal) items terminate surfaces on sawn items shall be measured by length. metalworking metalworking items associated with woodwork shall be enumerated alternatively, waterbars or the like may be measured by length. Ironmongery Units or sets of ironmongery shall be enumerated.F6. 2 F6. 3 F6. 4 F6. 5 F6. 6 F6. 7 F7 involved items F7. 1 F7. 2 F8 assorted items F8. 1 F9 metalwork F9. 1 F10 Ironmongery F10. 1 part G thermic AND moisture shelter G1 more often than not G1. 1 G1. 2 G2 Coverings and linings G2. l in general crap shall be measured flat without addition for laps or seams. Curved, ball-shaped and cone-shaped work shall each be so described. Coverings and linings Unless otherwise stated, roofing, tanking, raincoat coveri