For decades construction technology has seen an upward trend of improvement which has resulted in greater efficiency. This has been driven by the need to minimize construction costs and maximize profits. But what happens when the dust settles and the occupants move in? Several studies have shown that it is the building lifecycle where maximum wastage occurs and most losses are incurred. This paper discusses some of the technologies being used today and their initial results to streamline building performance, using the same tools and data generated and used during construction. The study focuses on three cases where this processes are at different stages of culmination, and tries to arrive at a general conclusion about their performance with future possibilities of statistical analysis once hard data is generated.
Improve your IELTS Skills is a series of three skills books written for students preparing to take the IELTS examination. The series aims to help develop the skills, language and test techniques required to do well in the exam. Improve your IELTS Writing Skills is a complete preparation course for the Academic Writing paper of the International English Language Testing System. Through targeted practice, it develops skills and language to help students achieve a higher IELTS score in the Academic Writing paper. Improve your IELTS Writing Skills can be used for self-study or in class. The clear design of each unit guides students step-by-step through all the activities. The book also contains a clear and accessible answer key for students studying alone and sample answers for each Task 1 and Task 2 question. Features of Improve your IELTS Writing Skills There are ten topic-based units. Each unit contains: Exercises and examples to develop skills and language for both Task 1 and Task 2 questions. Practice test: a complete Academic Writing paper based on the unit topic to practise the skills learned. Technique boxes: reinforce key points on how to approach Academic Writing tasks. Language development: helpful phrases and vocabulary to use in each writing task to ensure students are well prepared and confident.
The present study starts with an introduction to the learning disability dyslexia. It starts with some discussion on the writing disorder and other problems associated with it along with the literature review on dyslexia. Further, the methodology employed for conducting research in this field over the years and the research conducted on dyslexia has been discussed at length. It also mentions the methodology that has been used to carry out this case study. Later the data that were collected during the research and analysis has been elaborated which further summarised in the main findings of the study.
There are many methods and tools for teaching writing. In today’s world of technology there is a growing aspiration among students and educators in using technological resources for learning and teaching purposes. One of these technological tools that is widely used in institutions and classrooms is blogging.The purpose of this study was to explore and compare the expressiveness in two types of writing modes: the pen-paper and the blog entries among EEC (Experimental English Classes)intermediate students at the American University of Armenia. The following linguistic indicators were considered to measure the expressiveness in students’ reflective writings: personal references: “I, me, my, myself, mine”, pictures and punctuations, as well as the students’ attitude towards using pen-paper and blog as writing tools. Mixed method was implemented to conduct this research.Data collection was from the students’ reflective writings and two interviews. The findings of this study revealed that blog seemed to be a place where students felt more comfortable in expressing their thoughts and can increase the mastery of the target language and a more sophisticated thinking.
The book reports on the study that aimed to explore first year students’ conceptions of writing and the extent to which these conceptions influence their academic writing; explore tutors’ expectations and understandings of student writing and how they respond to it; and suggest guidelines that can inform effective teaching and learning of writing in ESL contexts. The study was underpinned by the academic literacies model. The study adopted a qualitative research methodology and used a case study approach as research design. Participants included ESL first year students and their tutors. Questionnaires, focus group interviews and marked student writing samples were employed as data collection instruments. The findings showed that although students categorised their writing skills as average, tutors had a different perspective. The findings reveal that tutors found that students still struggle with aspects of writing including, grammar, spelling, the structuring of essays, coherence and cohesion in paragraphs as well as arguing a point convincingly.
This book addresses the changing nature of language acquisition and assessing the degree of awareness of grammatical structures and mastery of the four language skills (listening, speaking, reading and writing). The method of data analysis for this book is descriptive i.e statistical analysis. In “Assessing the Knowledge of English Grammatical Structures at the Primary School Level: A case Study of Schools in Awgu”, will fill the gap that exists at the present time between the trainers’ and trainee’s of second language acquisition (L2). It is well-planned and systematic and should form a very useful text-book for primary, secondary and tertiary institutions for students, teachers and lecturers especially in the areas of grammar and syntax. The theoretical and empirical studies used in this book help to solve the sociolinguistic factors and frequent occurrence of errors in a speech community. After going through this book, one will realize that errors are viewed by some people as positive and by other as negative. Some see them as deviance from the norms of the target language while others see them as evidence that the learner is advancing towards the target language.
Previously, Public Management has been taught by means of the traditional method, that is the “teacher-tell” method or the “chalk-and-talk” method. The learning took place by means of reading study guides, prescribed books, doing assignments, attending classes and writing an examination. A trend can be identified from the recent developments in the field of Public Management. The trend indicates that teachers of the subject have moved away from this traditional teaching method. Instead of emphasising the regurgitation of a large volume of theory from teacher to learner, the alternative method emphasises the development of the theory among the learners through a process of joint discovery and facilitated discussion in the classroom environment. This method of instruction is referred to as the case study method of teaching. A characteristic of this method of teaching is that the learners learn through active participation in a constructive and positive learning environment. The learner learns from the teacher and from his or her peers in the class. In so doing, the learner acquires knowledge, competencies, skills, and attitudes.
In Ethiopia, the importance of follow-up in the environmental impact assessment (EIA) process is clearly recognized. Follow-up involves the implementation of measures taken to mitigate the adverse environmental impacts of a project and monitoring to determine their effectiveness. This paper reports on a study of the follow-up of EIA-recommended mitigation measures in the Koga irrigation and watershed management project. The study found that the monitoring of impacts and the implementation of mitigation measures are currently very poor. Public participation in the project is also very limited. Hence, unless improvements are made it is likely the sustainability of the project may be severely compromised.
Good writing is hard work. It does not come easily to many people. This handbook serves as a guide to help the radiography students to collate and compile their case studies according to scientific and specific guidelines. The text content is intended to be an aid for students wishing to prepare a good presentation and to anyone wishing to speak in public to fellow students, colleagues or other interested groups. It provides the essential elements and some tips on preparing and organizing a successful oral presentations. The handbook should be especially useful to radiographic technologists as well as radiography students receiving their education and training in radiography at different levels.
This paper primarily looks at Greece’s massive debt crisis of 2009. Firstly, the root internal and external causes are analyzed critically to show how exactly the country reached such decadence. A study of the various austerity measures proposed and implemented during that time along with financial packages received from the European Union (EU) and the International Monetary Fund (IMF) are then detailed to provide insight on how the situation was being combatted. Finally, the paper reveals a set of lessons learnt from this catastrophe proving authenticity of the statement “prevention is better than cure”. These are then linked with certain other European countries such as Portugal, Spain, Ireland and Italy facing similar debt problems at the time.
This study sought to find out how writing skill is taught in an ESL classroom in a public School in Kenya. The study adopted qualitative approach. The research participants were three English teachers and eighteen form two students. The study used interviews, observations, and document analysis to collect data. The findings indicate that although teachers use a variety of activities in their writing lessons, most of them give them an overwhelming control of the class proceedings. The study also reports that teachers face challenges such as lack of knowledge, skills and interest to teach writing, lack of learners’ interest in writing, large classes and inadequate resources. However, teachers exploit remedial lessons, learners’ experiences, writing based clubs and library to enable them teach writing. The study recommends that teachers should explore the use of a variety of learner-centered activities such as peer editing, role play and group discussion. Teacher educators need to review English education courses and curriculum developers should produce more curriculum support material on writing and sensitize teachers on the best way to implement the English syllabus