Monday, January 27, 2020
Planning for Demolition of Building
Planning for Demolition of Building Identify a derelict building and taking into account factors such as its previous use, condition, structural features and location, prepare a plan for the safe demolition of the building that identifies the preferred method of demolition and outlines suitable technical and procedural control measures. The objectives of this report are to identify a derelict building and plan its demolition. The planning has to take account of the specificities of the buildings structure, its previous use, the site, the neighbouring properties and other parameters. Control measures from a health and safety point of view have to be included. The building identified is a very old Victorian three-storey building that has not been used for many years. The methodology consists of analysing the existing structure and adjoining properties. A detailed description of the structure has been given and the demolition sequence has been chosen in accordance with the structure and in a way to cause minimal disruption to other properties and the general public. The actual demolition plan is given in the form of a list of tasks and a brief explanation for each task. The demolition process has been divided into critical phases. The control measures have been incorporated in the plan of the demolition but a health and safety risk assessment has been done that lists the possible hazards from such a work. 1Â Â Â Â Â Â Â Â The Derelict Building 1.1Â Â Â Â Â Â Â Structures to be Demolished This three storey Victorian building is one of three buildings in the same compound that used to house an old hospital on the site.The other two are also not in use and there are plans to demolish them as well but at a later date. The Victorian building is a detached three storey building positioned centrally on the site with a shed used as boiler house on one side.Access is from the south side where the building is about 10 m from the road. The Boiler House is set to the north of the building but is detached from the main building. It consists of one tall stone building with attached oil and water tanks. There is a network of underground pipes between the boiler house and the Victorian buildings for the supply of hot water for domestic and heating purposes. As most Victorian buildings of that size, these buildings have certain characteristics that distinguish them from other buildings. The building construction is of masonry. The load bearing walls are made of two lines of brick with no gap in between. These external walls rise undisrupted to the roof. The roof consists of square timber rafters sitting on a timber ring beam on top of the walls. The rafters support a series if rectangular timber purlins that in turn support the slate tiles that form the roof. The edges are sealed by hammered lead foils. The internal floors are made up of timber joists supported by stone brackets off the brick walls. A grid of timber beams are supported off the joists and wooden planks are nailed to the top of the timber beams. The partition walls consist of plastered timber frames. The buildings also consist of basement that have been sealed several years ago but has not been filled. There is no insulation on the walls and roof and there is no air conditioning installed in the building. The only services are the hot and cold water pipes, drainage pipes and electric wiring. The water pipes date from the original construction and are of lead. The sanitary drainage pipes also date from original and consist of 5 cast iron pipes and fittings lined with bitumen. The electric wiring has been installed much later and has been fixed to the timber joists by means of nailed clips. The boiler house is a stone building with corrugated iron sheet roof. It contains a coal-fired boiler that is out of operation. The boiler is connected to the Victorian buildings via underground pipes to supply hot water. The Boiler House also contains a large number of pipe work and fittings as well as a coal pit. 1.2Â Â Â Â Â Â Â Adjacent Land Use The site is situated between two main roads on the South andEast sides and two B-class roads on the North and West sides. The site shares a boundary with a much newer construction used as NHS clinic which will remain in use during the demolition. The site is surrounded completely with 2.5 m tall masonry walls except on the south side. The south side is cordoned by wrought iron fencing. There is no wall between the parking lot of the clinic and the compound. 1.3Â Â Â Â Â Â Â Ground Conditions Ground investigations were carried out on samples of the south of the site during the construction of some of the newer buildings. The investigation results are available from the council. Since no new construction is being undertaken in this project, ground information is deemed to be unnecessary. 2Â Â Â Â Â Â Â Â Description of Works 2.1Â Â Â Â Â Â Â Methodology 2.1.1Â Â Â Â Â Â Â Survey Since the building has not been in use for a significant period of time, its exact state is not known even to the client. So the first thing to be done is a full structural survey of the building to assess the danger from hazardous material and to decide on the best method of carrying out the work. This will need to be done as early as the tender stage as the information from this survey will be essential for the rest of the work. Before the start of the demolition, a full scale demolition survey will need to be done. This should take account of the following(Holroyd, 1999): Adjoining properties The type of structure and the key elements in it. The condition of the elements. Any requirement for temporary works or staging during demolition. Are there any confined spaces. Are there hazards from asbestos, lead, contaminated land, etc? Is access and egress adequate? 2.1.2Â Â Â Â Â Â Â Preferred Method The demolition can be carried in a number of ways but given the proximity of other properties such as the NHS block and main roads, the demolition should be carried out in a way as to minimise disruption to the neighbourhood and also to cause minimum noise level. The demolition should be planned to be carried out in a controlled manner from top to bottom, de-constructing the components in the reverse order of original construction. Demolition balls will be used only as the last resort and no explosive will be used. 2.1.3Â Â Â Â Â Â Â Method Statement A method statement needs to be prepared before the job starts and should cover (Holroyd, 1999): The sequence and method of demolition noting access/egress details. Pre-weakening details of the structure Personnel safety, including the general public Service removal/make safe Services to be provided Flammable problems Hazardous substances The use of transport and waste removal Identity of people with control responsibilities. 3Â Â Â Â Â Â Â Â Particulars of Work 3.1Â Â Â Â Â Â Â Phase 1: Planning Before the demolition starts, careful planning is required to ensure smooth operations. It also allows problems to be identified at an early stage. The cost of remedial action at the planning stage is significantly less than that at the demolition stage. So, allocation of time and effort to careful and thorough planning is very important. 3.2Â Â Â Â Â Â Â Phase 2: Site Preparation Once on site, the demolition cannot start immediately. There is a lot of work that needs to be done to make the demolition work possible.Several preventive measures and control measures have to be established right at the start. It is cheaper and better than to apply remedial action when things go wrong. The planning stage must have identified the areas that need attention and the control measures that are required. The processes involved in the actual demolition are site specific and site preparations must be done accordingly. Good site preparation also allows minimal disruption to the neighbourhood. 3.3Â Â Â Â Â Â Â Phase 3: Demolition of Boiler House From the risk assessment, it is clear that the boiler house, although much smaller in size that the main building, represents a greater health hazard to the site workers as it contains asbestos, oil tanks, water tanks and a lot of pipe work. To reduce the exposure of the personnel to such risks, it has been decided to demolish and make safe the boiler house first before starting with the main building. 3.4Â Â Â Â Â Â Â Phase 4: Demolition of Main Building The main building will be demolished manually as far as possible. In order to contain the noise and air pollution as much as possible, the external walls and roof will be maintained until the entire interior has been demolished. The internal partitions do not contribute to the structural strength and stability of the building and it is therefore safe to demolish them. The floors do provide some lateral stability to the walls and will not be removed until an alternative temporary support is not provided to the walls. 3.5Â Â Â Â Â Â Â Phase 5: Site Reinstatement After the demolition is complete, the site has to be cleared of remaining debris and decommissioning of site offices and other facilities installed for the purpose of the site. The site offices and welfare facilities will be removed. The state of residual contamination has to be assessed and if any remedial action needs to be taken, it should be done. The landscaping should be re-established. Finally, the fencing and screens will be removed and the site handed-over. 3.6Â Â Â Â Â Â Â Other Elements The Principal Contractor should also be aware of the following: Traffic Management, an increased awareness is required for traffic control to and from the site from the South and East sides. The South side adjoins a particularly busy road with several shopping complexes further along the road. Unauthorised access to site from clinic block Unauthorised access from the main roads. 4Â Â Â Â Â Â Â Â Control Measures 4.1Â Â Â Â Â Â Â General Health Hazards 4.1.1Â Â Â Â Â Â Â Operational Hazards Electric shock/burns Striking existing services Working at height Disconnecting of existing services Operating machinery, equipment, hand tools and mobile plant Hot works Manual handling Slip, trip, fall type injuries Dust / fumes Crush type injuries Contact with harmful substances Working in contaminated ground Working in confined spaces 4.1.2Â Â Â Â Â Â Â Hazardous Construction Materials Materials within the project with the potential to cause a hazard to health and safety: Aggregates Fuel oils Sand Glass fibre insulation Sewage Glass Wood treatment products Used drainage pipes Dust Cement Mastics Sealants Paints Floor Mastics / glues Asphalt Fumes 4.2Â Â Â Â Â Â Â CDM The Construction (Design and Management) Regulations came in effect in UK 31st March 1995. The main duties of the five key parties (CIRIA, 2001) are: The Client shall appoint a competent planning supervisor and principal contractor for each project The Designer should design structures to avoid, wherever possible, foreseeable risks to health and safety during construction, maintenance and cleaning work. Information should be provided on unavoidable risks. Design includes the preparation of specifications and not limited to calculations and drawings. The Planning Supervisor the organisation or person with overall responsibility for ensuring co-ordination of the health and safety aspects of the design and planning phase, the early stages of the health and safety plan and health and safety file. The Principal Contractor develops the construction-phase health and safety plan and manages and co-ordinates the activities of all contractors to ensure they comply with health and safety legislation. They have duties relating to the provision of information and training on health and safety for everyone on site and the coordination of employees views working on site. Contractors and the Self-Employed must co-operate with the principal contractor and other contractors and provide relevant information on the risks created by their work and how they will be controlled. 5Â Â Â Â Â Â Â Â References Bibliography Site Safety Handbook, 3rd Edition,CIRIA, 2001 Brown, D. The Construction (Design and Management regulations 1994: Advice for Designers in Steel, Steel Construction Institute, 1997. Holroyd, Trevor M, Site Management for Engineers, Thomas Telford, 1999 CIRIA, Environmental Handbook for Building and Civil Engineering Projects: Construction Phase, Thomas Telford, 1998 Managing Demolition and Construction Wastes, Department of the Environment, 1994 Demolition of Special Structures, The concrete Society, 1984 Safety in Demolition Work, Health and Safety Executive, 1979
Saturday, January 18, 2020
How to Improve Reading Comprehension
Tony Sandoval III American Military University Coll 100 Derrah Q. Cassidy How to Improve Reading Comprehension How to improve one’s reading comprehension? First, one must know what reading compression is, plain and simple it is the act of understanding what is being read. â€Å"Learning how to read is probably one of the most important skills that a child will acquire in his/her lifetime†(Pardo, 2011). Though it may sound easy, many people have difficultly remembering and understanding what they read. To become a successful reader, a child must be able to decode the individual words on the page and must be able to comprehend the text†(McNamara, 2007). To read effectively pick a subject that will be interesting, try to figure out what you and the book have in common. Then, concentrate on the material being read and develop a discipline approach to the reading. Preview the material by looking over it and determine what the most important parts of the text are. Pau se after each paragraph to reflect on what was just read so the brain can comprehend it. Next focus on the reading speed one has. Once this is done, test yourself over the material to ensure it is being comprehended. This will get your brain working to paying attention most of the time. When reading, one must be willing to push their self beyond where they are at. â€Å"Reading is an extraordinary achievement when one considers the number of levels and components that must be mastered. Consider what it takes to read a simple story. The words contain graphemes, phonemes and morphemes†(McNamara, 2007). Most people will not even understand half of what was just said or written. Even though the reading material might be hard, little by little the words will make since once they are pieced together in a way that could be understood better. Also, try to think ahead and concentrate on certain parts to get your brain working on paying attention to what is being read. While reading, highlight what might be the most important part of the text. This will help to determine what is being said in the reading. Some readers might want to ask questions while reading. This will help them when piecing parts of the main point of the article together to make more sense. While reading, stop after each paragraph to help reflect on the meaning of what was just read. â€Å"Proficient readers don't just plow ahead through text when it doesn't make sense – they stop and use â€Å"fix-up†strategies to restore their understanding. One of the most important fix-up tools is rereading, with teachers demonstrating to students a variety of ways to reread text in order to repair meaning†(Zimmerman & Keene, 2007). This will help gather thoughts about the material and shine some light on the subject. While reading concentrate on what information is being put out in the article. At times readers will have questions come to mind and the reader must find the answers. If they have sticky notes to jot down things, the reader will be able to recall the information. â€Å"A reader’s successful comprehension of text material is evidenced by the representation that, at a minimum, is coherent enough to account for all the information explicitly presented in the text†(McNamara, 2007). The reader should then sort through and prioritizes information from the sea of words that is in the text. This will help indicate that comprehension can be recalled and be understood by the reader. The reader should frequently summarize the reading. This forces the reader to reorganize the information in a way that is sensible to them. Though reading can be fun, it can also be time consuming. The success of reading comprehension depends on the factors of what information is being entered into the brain and what the brain is able to do with it. It is also important to understand what you are reading to help improve your speed. This skill is acquired through years of learning. If speed reading is not the best, do not worry because there are many tips that can help a reader. One good tip is called the hand trick. The reader should place the palm of their hand flat against the reading surface. Move the hand so that the first line of text being read is above the side of the hand. Slowly move the palm to revile the words of the text at a regular speed so the reader can see the words that are being exposed. Next, is the finger trick with this method the reader should place the index finger on the first group of words that is about to be read. Move the finger in an irregular manner from the beginning of the sentence to the end. This helps the reader to focus on reading groups of words instead of individually. Another good tip to become a better reader is the card trick. Get an index card and place it over the first sentence. Then slowly begin moving it in a downwards, covering what was just read. This helps the reader to pay attention on what was just read since they will not have the opportunity to revisit the words. After the reader has finished, determine what was learned. Give the reader a chance to share what they have read in pairs or small groups. Then have them quiz themselves on the main points of the material. Tell a friend about it. By doing this, the reader should try to recall the important information in their own words. This will help them to remember and give a deeper insight into the topic. If both people have read the same material, the friend could give good feedback to ensure that the reader comprehends what was being read. The goal of having them discuss this is to involve more people so they can all make sure they can comprehend the reading. This process will solidify the knowledge in the mind and give the reader a better recall of the information. Also include any thoughts that might have popped into your mind and discuss the information. The evidence that reading comprehension can be taught and learned is convincing. â€Å"Teachers need to make sure that children are familiar with all of the reading strategies and that they are given plenty of opportunities to use them†(Pardo, 2011). You’ll achieve the best results using the set of strategies in this paper. This will help encourage the reader to anticipate what is to come, pay close attention to whether they are understanding and frequently pause to summarize, going back to fill in gaps in the information. The reader should consider using the methods mentioned above. Reviewing these individual skills of comprehension can quickly help the reader see, that the skills require higher thinking and an ability to view the material that has been read. Bibliography McNamara, D. S. (2007). Reading Comprehension Strategies : Theories, Interventions, and Technologies. Lawrence Erlbaum Associates, Inc. Pardo, L. (2011). Increasing Reading Comprehension Through The Explicit Teaching Of Reading Strategies: Is There A Difference Among The Genders? Project Innovation, Inc 13. Zimmerman, S. , & Keene, E. (2007). Retrieved September 30, 2011, from Waht Are the Seven Reading Comprehension Strategies? Retrieved from http://www. choiceliteracy. com/public/144. cfm
Friday, January 10, 2020
Ethics and Intervention Techniques Essay
Using all three e-Activities and with reference to Intervention Techniques For Integrating Ethics Into Agency Operations in Denhardt, Chapter 4, select the two most effective of the 13 Intervention Techniques for Integrating Ethics into Agency Operations and defend your choices. Denhardt explains that ethics is a process by which we clarify right and wrong and act on what we take to be right. Instead of having employees follow a certain set of rules that management is exempt from, Leaders need to behave by example to reset an ethical culture. Consequently, I would consider ethical values and character in recruitment to be the first important and effective intervention techniques to be mentioned. I would require management to develop a statement of management philosophy for the organization (Denhardt) and a code of ethics like the federal government. In the recruitment of new employees, I would integrate a personality assessment for new applicants that will give the employer insight i nto the genuine ethics and integrity of the applicant before adding them to the organization. For existing employees, I would secondly follow this intervention technique with both compliance and integrity training and counseling. I would begin by developing training programs and/or other devices for communicating those ideals (Denhardt). Intermittently, during employment, I would integrate refresher courses for all employees, including management. It is imperative for new and continuing employees to sign off with a signature that confirms they understand the policies set forth and agree to comply during their tenure with the company. Stillman’s Chapter 16 Case Study describes the ethical tensions that may accompany leadership in the public sector. Analyze the ways in which George Tenet was challenged ethically, and present and assess at least two resolution strategies he used to handle these challenges. Although the goal of any firm should be to increase its owners’ wealth, to do so requires the public’s trust. Ultimately that trust depends on ethical business practices. George Tenet was described in many ways by observers and peers. Stillman describes Tenet as effective and efficient. However, some staffers felt he would oversimplify difficult issues. During the Clinton administration, he worked so hard that he had a heart attack during his term. Before Tenet joined the CIA, he was pretty much inexperienced which would be cause for concern because the CIA was in disarray. There was low morale, high turnover, outdated computer technology and major budget issues because there was no central accounting of funds spent. Tenet immediately began to rebuild. He worked hard to bring in funding and great staffers and recruits to support the upgrades in technology. As time progressed, Tenet became more involved in peace talk negotiations with Yasser Arafat and the Israeli Prime Minister which many thought was inappropriate was an ethical concern. All the while, the CIA continued to have major intelligence failures. People began to question have grave concerns with activity regarding war and attacks in other countries. Then the terrorist attacks in American with the World trade center s, Pentagon, etc†¦All of a sudden President Bush gave Tenet millions of dollars, resources and increased powers to take down our enemies. In my opinion Tenet decided to take a back seat like a coward and take a low profile. When Bush was pressing to go to war, he had an opportunity and an obligation of loyalty to speak up but rather down played crucial information that could have possibly prevented that war. To me Tenet failed with the ethical dilemma of being honest to his colleagues, field officers, and most significantly the entire nation by knowing that the statements about Saddam Hussein and chemical weapons were false. This decision cost American families over four thousand lives. There was a reference in our readings by Stillman that as public administrators climb higher in organizational hierarchy, they must contend with an increasingly intense tug and pull of competing ethical obligations, which in the end caused George Tenet to resign and also the decline of CIA. Two resolution strategies he used to handle these challenges were to resign from the CIA and influenced the government to restructure the agency more effectively and in a better position in the government. http://fs.huntingdon.edu/jlewis/Syl/PA/306StillmanStudOuts.htm Stillman, R.J. (2010). Public administration: Concepts and cases: 2010 custom edition. (9th ed.). Boston: Houghton Mifflin – Cengage Learning
Thursday, January 2, 2020
Beloved Essay, Toni Morrison - 2111 Words
Freeman McLean April 22, 2014 ENGL 112.003 African-American Communities in Beloved Thesis: Toni Morrison focuses on negative impact of slavery on the well-being of African American communities throughout her novel Beloved by depicting the damage done, its effects on individual characters, and the renewal of community. 1. The enforcement of slavery has destroyed black communities and families 1. Families throughout Beloved were split due to slavery 2. The community of 124 abandons its members 1. Characters are negatively impacted by the lack of community 1. The deeds and traits of Six-o compared to the rest of the men living at Sweet Home 2. Denver and Sethe’s lack of identity due to a lacking†¦show more content†¦Stamp Paid confronted the wickedness of having a fellow black live in a empty lonesome cellar, another example of the pain the community inflicts upon itself. They not only alienate Sethe and her family, but Paul D for having relations with them. The community â€Å"was longing for Sethe to come on difficult times†(155 Hinson), and Paul D was only another target for the community’s anger. Hajer Ayadi theorizes here that instead of taking care of a fellow ex-slave Paul D, the community once again â€Å"fails to perform its role†(Ayadi, 265). Slavery destroyed African American communities, specifically Bluestone, and the damage is evident when Sethe takes Beloved’s life. The circumstances leading to the event is most important however. When Sethe arrived at Bluestone â€Å"all mashed up and split open†carrying newborn Beloved, Stamp Paid sets out to collect to bucket fulls of blackberries (Morrison, 159). Sethe matches the buckets of fruit with chickens, fish, turkeys, and a list of other items. The community quickly grows malice towards Baby Suggs’ grand display of wealth. â€Å"Too much, they thought. Where does she get it all...It made them furious†(Morrison, 161). The community was envious of how well Baby Suggs was doing. 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