The Marketing Handbook Critique - 762 Words

The Marketing Plan Handbook Written by Alexander Chernev In The Marketing Plan Handbook, Chernev gives a simplified approach to writing marketing plans. It outlines the basic principles of writing a marketing plan and it puts emphasis on marketing as a value-management process. It incorporates the relevant aspects of the business, such as the financial, operational, technological and organizational aspects. Chernev states that marketing plans do not have to be lengthy but should contain need-to-know information and not so much nice-to-know information which is not directly related to the decision at hand and is rarely actionable. He breaks down the marketing plan in eight parts: executive summary, situation analysis, goal, strategy,†¦show more content†¦This section will focus on customers’ needs, identifying collaborators and their strategic goals and identifying the competition that provides similar products. The tactics part of the marketing plan defines relevant product and service characteristics. It will also inclu de the pricing of the product and how the information is communicated to its target market, stakeholders and company personnel. The implementation section outlines the organizational structure of the business unit and its relationship with collaborators. It will define the business processes involved in implementing the strategies and tactics of the company. It will also outline the implementation schedule. The control portion of the marketing plan identifies the criteria for evaluating the company’s performance and progress toward its goals and the metrics for evaluating the environment in which the company operates. The exhibits in the marketing plan provide additional information that illustrates particular aspects of the marketing plan. It will consist of various types of information which can include marketing research data, financial data, and project management. This can come in the form of tables, charts and appendixes. The Marketing Plan Handbook Written by Alexander Chernev Criticized by Desiree Williams Even thoughShow MoreRelatedMattel s Target Customers Range851 Words   |  4 Pagestoddler fans through marketing strategies aimed at new parents. Because Mattel has been a top toy-making company for over 50 years, many of the company’s customers are returning fans looking to collect old toys that would remind them of their childhood. Mattel developed the Hotwheels Collectors and Barbie Collectors line for those loyal customers looking to hold onto their childhood memories (NY Times). Mattel Toys Inc. is the global leader in the design, manufacture and marketing of toys and familyRead MoreTheo 510 Journal Article Critique Essay1103 Words   |  5 PagesJOURNAL ARTICLE CRITIQUE of Gangel, Kenneth O. â€Å"Marks of a Healthy Church.† Bibliotheca Sacra vol.158 no.632 (October - December 2001): 467-477. THEO 510 LUO (fall 2012) Survey of Theology Liberty Baptist Theological Seminary October 22, 2012 CONTENTS INTRODUCTION3 BRIEF SUMMARY3 CRITICAL INTERACTION4 CONCLUSION5 SELECTED BIBLIOGRAPHY6 Introduction In the New Testament, the church can be referred to as the â€Å"local† church or the â€Å"universal† church. The local churchRead MoreWhy I Want Pursue A Career For Public Relations1684 Words   |  7 PagesEvery company needs someone to help promote and sell their image, the job market for public relations specialist is diverse and can lead to greater job opportunities. To better understand this market I will reference to the occupational Outlook Handbook (OOH) online, O* Net Online, a related professional organization, related newspaper article, a possible current employer, and a current job positon. The career field I am attracted to is a conglomeration of social media campaigning, public transparencyRead MoreAn Organizational Structure Based on Risk and Quality Fundamentals641 Words   |  3 Pagesadverse conditions and deficiencies) or from the threats (external factors and hazards). Under this concept any process scoping to positive changes either in the management level (e.g. the allocation of financial resources, the recruiting policy, the marketing of products and services etc.), or in the production level (e.g. the productivity, the manpower management, the shifts scheduling, the equipment maintenance etc.), or in the quality performance (final product technical characteristics, meet of customerRead MoreStandardization in International Marketing Strategy Is Doomed to Failure: Literature Review and Methodological Critique1577 Words   |  7 PagesStandardization in International Marketing Strategy is doomed to failure: Literature review and methodological critique. The literature on standardization of international marketing strategy has rapidly increased in amount since Levitt (1983) suggested the main concept that business strategies and their influences on firm performance should be universal through national markets which are very much alike culturally, economically and politically, in spite of limited empirical evidence focusedRead MoreDescription of Conjoint Analysis1257 Words   |  5 Pagesfindings can then be used to identify the combination of attributes that consumers would likely most prefer (Calantone Di Benedetto, 1990). According to Orme (2009), Conjoint analysis has become one of the most widely-used quantitative methods in marketing research. When used properly, it provides reliable and useful results (p. 1). Although there are a number of different conjoint analytical methods that employ different pairings of example products, the general goal is to measure the perceivedRead MoreAssignment Case Study Honda1227 Words   |  5 PagesAssignment Case study Honda Marketing [pic] Introduction: This individual assignment will be assessed by means of a 3,500  ± 10% word report. The assignment has been designed to allow you to develop and use your knowledge and skills in understanding key strategic issues relating to the Global Automobile Industry. You will be required to apply the strategic concepts and analytical techniques studied in this module. All the learningRead Morehuman relations1085 Words   |  5 Pagesachieve this and one of them is marketing and advertisements. This will open up new markets and allow it to compete with other brands in the world. The founder states the company will continue to develop the unique safari shoes designs that have stitches on the outside, an old African tradition (Bushe, G.R. (2011). Deliver phase One of the ways the company is delivering in its ambition to grow its market share is by shooting of this video itself which acts as a marketing tool (Barrett Fry, 2005).Read MoreThe Safety And Peace Promotion Research1293 Words   |  6 Pagesevents and data that need to be taken into account in understanding the Railton context? This study also involved elven phases, along with the main activities. Phase one was preparation, which focused on the ethics process, research team training, marketing and initial interviews. The second phase was the contextual analysis, which was the document analysis, school essays, and elder’s workshop. Third part of the phase was key informant interviews that where the workshop interviews with twenty-nine keyRead MoreEvaluation Of The Canadian Cancer Society Website Cancer2157 Words   |  9 Pagesstandards for written information on treatment choices (DISCERN Handbook). The NHS is an organization that provides health care of all citizens in the United Kingdom regardless of their ability to pay (NHS Website). DISCERN was the first standardized index of quality of consumer health information to help end-users of health information access the quality of treatment information on the Internet through the use of 16 questions (DISCERN HANDBOOK). Treatment information is defined as â€Å"a course of action

Frankenstein by Mary Shelley Essay - 1127 Words

Archetypal Characters inside Frankenstein The novel â€Å"Frankenstein† by Mary Shelley involves the complex issues with the creation of life through an inanimate life. Shelley uses these character archetypes to develop a deeper meaning of the characters intentions. Shelley does an excellent job at allowing the reader to have a peak at the characters inner thoughts and feelings. The archetypes presented in Frankenstein allow readers to identify with the characters role and purpose. The foremost archetypes inside of Frankenstein were Victor Frankenstein’s creature has many archetypes that show throughout the story. In the narrative, the creature is shown to be the monster. The Monster is the character who has the intentions to destroy†¦show more content†¦The monster was always judged on the way he looked which made him the outcast because he was not normal in the human’s eyes. By using this in depth character interplay, Shelley further expands upon the monster archetype and allows the reader to question who truly is the monster inside of Frankenstein. Inside of Frankenstein Creature acts similar to a lost child without guidance from their Elders. All the atrocities he commits are out of the burning desire to have a place in society and the outsider archetype also leads to revolutionary acts, which includes the murders of Victor’s family. Such acts were shown in chapter 21 and 23 when Henry and Elizabeth were killed. The monster was not revolting against Victor who left him on his own to be rejected by society. This character archetype also corresponds with the archetype of the unwanted or neglected child. Shelley effectively uses this archetype as a means of communicating why Creature reacts the way he does to various situations. Since he was never shown any guidance or code of behavior, he failed to develop a conscience. I was dependent on none and related to none. The path of my departure was free, and there was none to lament my annihilation. My person was hideous and my stature gigantic. What did this mean? Who was I? What was I? Whence did I come? What was my destination? These questions continually recurred.Show MoreRelatedFrankenstein, By Mary Shelley1650 Words   |  7 Pagesbook of Frankenstein does one just think of a mythical science fiction book that really has no meaning? Frankenstein can have numerous meanings depending on how a person perceives it. Frankenstein can be analyzed into many themes; some say religion, feminism, or scientific symbolization, it all depends on ones own perception. When one analyzes further into Mary Shelly’s life and then interprets the novel it is obvious that is a sociological theme. One can simply assume that Mary Shelley creates FrankensteinRead MoreFrankenstein by Mary Shelley1093 Words   |  4 Pagesfaster than man can contend with. That argument is the premises, moral, and plot base for Mary Shelleys tale Frankenstein. On the other hand, J. Michael Bishops, essay Enemies of Promise   on the other hand promotes and boast sciences achievement s. However, Mary Shelley presents her point of view subtly yet very dramatically, which is much more effective than that of J. Michael Bishop. The dramatic story Shelley creates becomes a part of the reader, therefore holding the readers attention. ShelleysRead MoreMary Shelley Frankenstein859 Words   |  4 Pages Mary Shelley The Creature in Mary Shelley’s â€Å"Frankenstein or the Modern Prometheus† needs a companionship as every ordinary human. Every man needs a woman, who will able to share moments of happiness and sadness, a woman who will be able to share thoughts and of course a woman who will be able to love a man. In this case the Creature needs a bride. But the problem is that the Creature from the â€Å"Frankenstein or the Modern Prometheus† is not a human. SoRead MoreFrankenstein, by Mary Shelley1138 Words   |  5 PagesIs Frankenstein a man, whose ambition led to a disaster; or a monster, which created a life with disregard for the human race? Frankenstein, in my opinion, was the monster not the life that he had created. Frankenstein never admitted to his family what he had done, never admitted responsibility for his actions. He might as well have killed Elizabeth, William, Justine, and Clerval with his own hand. The so called â€Å"Monster† only wanted companionship; he did not want to murder those people. TheRead MoreFrankenstein, By Mary Shelley1325 Words   |  6 PagesI have been informed that you are pushing to remove the book Frankenstein by Mary Shelley from the school curriculum. I’ve decided to write to you and explain why I believe that you are misinformed, and in fact, why this is a huge importance to the students of today. Frankenstein is a classic which recounts the life and horrors of Victor Frankenstein, as told through a series of letters and narrations. His obsession with the natural world and science brings him to a state of mind which ultimatelyRead MoreFrankenstein, By Mary Shelley1580 Words   |  7 PagesFrankenstein by Mary Shelley is a sci-fi novel written during the Romantic Movement in Britain’s early nineteenth century. The movement was stimulated by the French Revolution, Industrial Revolution and in reaction against the emphasis on reason in eighteenth-century Enlightenment philosophy (The Romantic Movement, 2014 ). Mary Shelley’s husband, Percy Shelley was also a romantic poet during the movement. Shelley’s novel is evidently influenced by her relationship with her husband, which is illustratedRead MoreFrankenstein by Mary Shelley739 Words   |  3 Pagesinterconnections of humanity, nature, and divinity (â€Å"Romanticism 1†). English Romanticism being trendy in Europe, people would vent their outlooks onto their personal fiction works such as Mary Shelley. Shelley uses vivid creativity and romantic elements to create one of her admired novels, Frankenstein. In Shelley’s novel, Frankenstein, most of the characters prove their compassion for mankind, prove their rejection of technology and science, and prove their involvement in a romantic quest. These several characteristicsRead MoreFrankenstein, By Mary Shelley1040 Words   |  5 Pages In 1818, a book titled Frankenstein was published anonymously, mysteriously dedicated to William Godwin, a prominent journal ist and political philosopher of his time. The immediate reviews of the novel were mixed, most edging towards critical, although no one knew who the book was written by. However, while Frankenstein failed to gain popularity immediately, no one had any idea the lasting impact this novel would have on the world. Despite the lukewarm reception at its debut, it soon proved to beRead MoreFrankenstein, by Mary Shelley1078 Words   |  5 PagesMary Shelley’s Frankenstein has undoubtedly withstood the test of time. Frankenstein’s direct association with fundamental Gothic literature is extremely renowned. However, the novel’s originality is derived from the foundational thematic values found within the relationship (or lack there of) between Victor Frankenstein and the monster he had created, in combination with a fascinatingly captivating plot. Understandably, Frankenstein can often be associated with a multitude of concepts; however,Read MoreFrankenstein, By Mary She lley1532 Words   |  7 PagesLike any author, especially one who created a new genre, there will be criticism, and Shelley is no exception. Shelley received criticism surrounding Frankenstein not only because she was a female writer, but because of her writing style. Originally, Frankenstein was published anonymously and was thought that her husband, Percy Shelley, wrote it (â€Å"Mary Shelley Biography† 2016). Shelley may have published Frankenstein anonymously because â€Å"’women understood that they got a â€Å"better hearing† if it was thought

Managing in the Global Environment Free Essays

Globalization is a complex concept that has elicited much controversy. The available literatures on the globalization have little harmony in regard to what it is and whether it is a new or an old idea. Narrowly, globalization implies a process of aggravation of political, economic, and cultural interdependence amid the different actors within the global system. We will write a custom essay sample on Managing in the Global Environment or any similar topic only for you Order Now Globalization is more systematic in the economic field where it signifies a process of intensification of national economies with the purpose of developing the capacity of the global economy to work as a unit. This integration comes with certain socioeconomic conditions as well as policy mechanisms. Therefore, understanding globalization necessitates the description of the underlying context that makes it viable, as well as the institutional set up and policy frameworks that promote it. Globalization and its changes Over the last two decades, some significant changes in the global system have precipitated globalization. One is the changes in power distribution on a global level where the United States emerged as the sole superpower. This development has per se eliminated the competition among nations for global leadership and dominance; it would be difficult to have a common economic space while there are competing superpowers. However, in this regard, globalization is perceived as a United States dominated set up. In addition, it implies that if another superpower emerged, then the process would be reversed. (Scholte, 2003) Another factor which precipitated globalization is the bouncing back of the global predomination of capitalism as well as the free market economic system. Conflicting economic frameworks and visions would not be compatible with the processes of making a common economic space. Thus the lack of competition between various economic visions has created a favorable environment for globalization. Globalization and policies Several policy instruments have been created to act as mechanisms of globalization; this is after the establishment of the acknowledged underlying conditions. There has also been creation of fresh multilateral institutions with the restructuring of the older ones so as to manage and promote the mechanisms of globalization; a few key examples include the International Monetary Fund (IMF), The World Trade Organization (WTO), and the World Bank. The policy mechanisms developed in harmony with neoliberal ideology also aim to foster globalization; disengagement of state in economic activity especially in regard to regulation and institutional changes like trade barriers restriction, privatization, and capital mobility liberalization are some examples of these mechanisms. In developing world, the World Bank and IMF through their sponsored programs has been the vehicle behind the adoption of these mechanisms. There are two major reasons, in regard to globalization, that explain the harmonization of economic policy with neoliberal ideologies. First is that it would be close to impossible to think of convergence of national economies into a common space controlled by hegemonic power where countries are not prevented from exercising their powers such that they single handily design economic policies in line with their specific circumstances. (Gill, 2002) Second, the identified underlying shift stands for a change in power balance amid the social classes in support of capital at the world level. This change coupled with the United States hegemony has resulted into a condition suitable for the integration of capital’s goal of the world economic system. The goal involve trade and capital flow liberalization as well as labor markets deregulation keeping in harmony with the interest of capital. Consequently, capital flow liberalization across borders coupled with technological development has reinforced the increased capital’s power by allowing it the power of mobility. In contrast, the capacity to organize and maintain pooled bargaining by labor has been shaken by deregulation of the capital mobility, labor market, and technological changes. In consideration of the acknowledged underlying shift and globalizing mechanism, a more comprehensive definition of globalization could be; a process of aggravation of interconnectedness amid national economies where it aims to create a single economic space and largely aligning with the capital’s interest, led by a hegemonic power and supported by different policy instruments and institutional frameworks. Globalization; New or Old Phenomenon There is widespread discussion as to whether globalization is a new or old phenomenon. Some analysts consider the concept to be new as well as revolutionary. Others including Kenneth Waltz argue that, in comparison to the era prior to the first world war, the current global set up has underachieved in terms of the level of intensification. Furthermore, the earlier governments especially before the First World War had less intervention than the government of toady. The aforementioned points are valid but they also do not denounce that capitalism brought a vigorous stride in global integration that was affected by the interwar of between 1918 and 1939 and the Cold War. The degree of consolidation of the worldwide production systems and disengagement of nations from economic activity may still be below the levels achieved in 1910. However the present rate globalization is high and the level of intensification may soon exceed the prior set records. (O’Rourke and Williamson, 2000) Notably, the welfare state set up that had been predominant since years of the interwar in the 21st century has declined. As a result, a new direction in global order that is designed in line with the reasoning tradition of Milton Friedman and Friedrich Hayek has arisen. According to Hayek, for example, the concerns of social imbalance are just indication of the outdated communalistic idea which should be scraped out and replaced by individual responsibility and freedom the issues of poverty and inequality not withstanding. Again, there is an increase in the outlook that national economies have integrated into a common space of worldwide economy; furthermore, only one form of organization is appropriate. The realization of a single global economy has still a long way to go. However, there is a powerful force propelling the world to that direction. Controversy also mars the factors that promote globalization. Obliviously, technological development has contributed to the intensification of interdependence. However, it is not substantial to claim that technology, by itself, would precipitate globalization. For instance, it is unclear whether capital mobility would be achieved due to technological advances alone; development in communication coupled with capital flows deregulation have improved capital mobility. (Bello, 2002) Conclusion Some sectors agree that globalization is modeled by the forces of the market system. In argument, to realize an economic system a political system must come in handy. Therefore, globalization is dictated by the assent of governments and in this regard, the United States predominant power as well as other developed nations. The strict followers of the market system argue that the reception of globalization by governments is inevitable such that they cannot prevent globalization in which case they would incur immense costs. Interest of powerful capital can punish national governments which implement monetary and fiscal policies that impact greatly on their visions. In these circumstances, developing countries have sided with capital due to amounting pressure from the advanced nations and the multilateral globalization agents. (Stiglitz, 2002) Reference Bello, W. (2002): Deglobalization: Ideas for a New World Economy, Zed Books, Gill, S. (2002): The Political Economy of Globalization: the Old and New, in E. Aksu and J. A. Held, D. and McGrew, A. (2002): Globalization/Anti-Globalization, Cambridge, Polity, 2002 O’Rourke, K. and Williamson, J. G. (2000): Globalization and History: The Evolution of the Nineteenth Century Atlantic Economy. Cambridge, Mass.: MIT Press. Scholte, J.A. (2003): Democratizing the Global Economy: The Role of Civil Society, Stiglitz, J. E. (2002 How to cite Managing in the Global Environment, Essay examples

My Life and Family Socialization Essay Example For Students

My Life and Family Socialization Essay When I look back to my childhood the way I was brought definitely affected and made into the person I am today. I was born in Congo, African and moved to Pretoria, South Africa when I was six. Growing up in Pretoria was an amazing life experience; I wouldn’t change anything about it. My parents have always had a great influence and impact in my life, my dad has always been the provider and protector while my mom was a stayed at home mother. I loved coming back home every day from school seeing my mom, having a nice warm cooked meal ready for me, and my mom helped me with my home worked. Growing up I didn’t get to see much of my dad because he was always working, which made my relationship with mom very strong, to this day I am very close with my mom, cannot go a whole day without talking to her, I love my mom dearly. The two systems structures from Bronfenbrenner’s Bioecological Theory of Human Development that I most identify with is the Microsystem and the Macrosystem. The microsystem refers to the activities and relationships with significant others experienced by a developing person in a particular small setting such as family, school, peer group, or community (Berns, 2013). In microsystem family is the setting that provides nurturance, affection, and variety of opportunities, my parents were fortunate enough to provide me with all that, at early age my parents taught me that family is very important because family is always going to be there for you no matter what. School is the setting in which children formally learn about their society (Berns, 2013). Starting elementary school in South Africa and attending high school and now college in America is very different. Schools in South Africa are very cultured, I didn’t know what homosexuality was till I moved to America, and I was shocked to see it so openly expressed at school. Peer groups is the setting in which children are generally unsupervised by adults, there by gaining experience independence (Berns, 2013). School and peer group was connected growing up, I only saw and played with my friends at school, I never got to see them outside of school. The Community, or neighborhood on smaller a scale, is the main setting in which children learn by doing (Berns, 2013). Neighbors were like family, looked out after each other, parents trusted leaving their children with the neighbors, we were a small closed knit community. The macrosystems consists of the society and subculture to which the developing person belongs, with particular reference to the belief systems, lifestyles, patterns of social interaction, and life changes (Berns, 2013). Growing up in Pretoria, going to school learning the South African culture and at home my parents teaching me our native culture and belief , at times it was hard trying to balance the two. I grew up speaking French and Lingala native Congolese languages; when we moved to South Africa going to school I learned English and began to primarily speak English where today I can barely speak my Lingala my native language. I’ve grown up middle-class; my parents have always done whatever they can to provide for my siblings and me. It is an African culture for parents to take care and provide for their children until they can care and provide for themselves, I am twenty-two years old and still fully depend on my parents. At times I wish my parents taught me to be more independent, when I first moved to Denton the first few weeks were really hard on me, I felt so lost called my mom at least twenty times a day. I am slowly but surely settling in and getting used to being on my own. .u2745f4a89c486d29a1e006b3cbc6d8ad , .u2745f4a89c486d29a1e006b3cbc6d8ad .postImageUrl , .u2745f4a89c486d29a1e006b3cbc6d8ad .centered-text-area { min-height: 80px; position: relative; } .u2745f4a89c486d29a1e006b3cbc6d8ad , .u2745f4a89c486d29a1e006b3cbc6d8ad:hover , .u2745f4a89c486d29a1e006b3cbc6d8ad:visited , .u2745f4a89c486d29a1e006b3cbc6d8ad:active { border:0!important; } .u2745f4a89c486d29a1e006b3cbc6d8ad .clearfix:after { content: ""; display: table; clear: both; } .u2745f4a89c486d29a1e006b3cbc6d8ad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2745f4a89c486d29a1e006b3cbc6d8ad:active , .u2745f4a89c486d29a1e006b3cbc6d8ad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2745f4a89c486d29a1e006b3cbc6d8ad .centered-text-area { width: 100%; position: relative ; } .u2745f4a89c486d29a1e006b3cbc6d8ad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2745f4a89c486d29a1e006b3cbc6d8ad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2745f4a89c486d29a1e006b3cbc6d8ad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2745f4a89c486d29a1e006b3cbc6d8ad:hover .ctaButton { background-color: #34495E!important; } .u2745f4a89c486d29a1e006b3cbc6d8ad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2745f4a89c486d29a1e006b3cbc6d8ad .u2745f4a89c486d29a1e006b3cbc6d8ad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2745f4a89c486d29a1e006b3cbc6d8ad:after { content: ""; display: block; clear: both; } READ: James Dickey EssayIn the macrosystems Ethnicity refers to an ascribed attribute of membership in group in which members identify themselves by national origin, culture, race, or religion (Berns, 2013). I identify my ethnicity as African, when I moved to Texas I started eight grade, I remember before school start I was standing around with some of my African friends and some Black American girls came up and started talking to us and they noticed we had accents and one of the black girls looked at me and said â€Å"I didn’t know you were African, you look like one of us† I was so confused I didn’t understand what she meant by it. After that for a long time when someone would ask me where I was from I would hesitate replying that I was African I felt ashamed, now I just get offended we someone says that he/she is surprised that I am African because â€Å"I don’t look one† I don’t understand how an African supposed to look like. I am African and proud of it. In macrosystems culture refers to the acquired, or learned behavior, including knowledge, beliefs, art, morals, law, customs, and traditions (Berns, 2013). My parents are very religious, I grew up in a Christian household went to church every Wednesdays and Sundays sing in the choir, very involved with the church. Now I am not very involved with the church as I was and since I have moved out of my parents’ house I don’t go to church every Sunday (which my parents are not happy about). I am still a Christian and believe in God, pray every day I slowly having my own beliefs. I don’t believe going to church every Sunday’s makes you Christian, I believe the relationship you have with the Heavenly Father that is important. My parents have had a huge influence in my life, taught me that education is very important in life, to be successful in life I have to have an education. They are my motivation and push me to be successful. The way I was brought up has also influenced me and made into the person I am today. Growing up in Pretoria, South Africa was great experience and I am lucky that I got to experience it and now living my life here in Texas even though it was tough at first, after ten years I can call Texas home. The love and support I get from my parents is unbelievable, I am thankful and blessed to have such amazing parents. Bibliography: Berns, M. R. Child, Family, School, Community Socialization and Support. Wadsworth Cengage Learning. 2013

Philippine Clean Air Act of 1999 free essay sample

The Architect, in performance of his services to his Client, prepares the â€Å"General Conditions† as one of the Contract Documents. The General Conditions define the relationship among the Owner, the Architects and the contractor and stipulates the norms by which the contractor shall perform his work. In order to maintain a high standard of professionalism in the implementation of construction and to establish the proper responsibilities that would be fair to all parties involved in the construction, a uniform provision of the General Conditions acceptable to the building profession is needed. It is the purpose that the United Architects of the Philippines (UAP) initiated the adoption of a standard document to be known as â€Å"General Conditions†, UAP Document No. 301, for use by all practicing Architects in the Philippines, subject to the approval by the Professional Regulation Commission (PRC) through the Board of Architecture. The task for the compilation, review, editing and printing of the General Conditions was given to the UAP committee on the Professional Practice and Ethics in collaboration with the Inter-Professional Conference Committee whose membership is composed of representatives from the United Architects of the Philippines (UAP), the Philippines Institute of Civil Engineers (PICE), and the Philippine Contractors Association (PCA). We will write a custom essay sample on Philippine Clean Air Act of 1999 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The General Conditions is based on the standard concept of practice in the building Profession by which the Architect performs his services as the prime professional commissioned by the Owner to design and supervise a project which will be implemented by a General Contractor. Other concepts of professional services and manners of Implementing construction which require different provisions are stipulated in a separate document entitled â€Å"Special Provisions,† UAP Document No. 302. In the course of the preparation of this General Conditions, the committee used several references. Acknowledgment is hereby given to he former members of the Committee for the Initial review of this document and to the Incumbent members for the finalization of the same. FELIPE M. MENDOZA, FUAP Chairman UAP Committee on Professional Practice Ethics MEMBERS: Cesar V. Canchela, FUAP Antonio S. Dimalanta, FUAP Froilan L. Hong, FUAP Norberio M. Nuke, FUAP UNITED ARCHITECTS OF THE PHILIPPINES THE DULY ACCREDITTED BONIFIDE PROFESSIONAL ORGANIZATION FOR ARCHITECTS FOLK ARTS THEATER, CCP COMPLEX, ROXAS BLVD. , PASAY CITY, METRO MANILA Telephone; 832-78-50, 832-11-20 Loc. 09 fax: 832-37-11 RESOLUTION NO. 15 Series of 1984 WHEREAS, one of the projects of the United Architects of the Philippines is the preparation of standard document that could be used by Architects as a means of the UAP to the members; WHEREAS, the â€Å"General Condition† Document No. 301, as prepared by the UAP Committee on Professional Practice Ethics and the Inter-Professional Conference Committee in 1977 embodies provisions pertaining to the responsibilities of the Architects to hid Client, and stipulations conditions for the implementation of the work by the Contractor which are fair to both the Owner and the Contractor; WHEREAS, the Inter-Professional Conference Committee (IPCC) tripartite group composed of the architects – United Architects of the Philippines (UAP), engineers – Phil Institute of CMI Engineers (PICE) and contractors – Phil. Contractors Association (PCA) have been reconvened in March 1983 to make revisions on the 1977 General Conditions to meet the needs of the changing times. WHEREAS, the revisions are: Art. 3; Paragraph 3. 03, Sub-Paragraph â€Å"a. Should a conflict occur between Drawings, or a conflict between Specifications, or between Specifications and Drawings, the Contractor shall be deemed to have estimated a more expensive way of doing work unless he shall have asked for and obtained a decision. In writing, from the Architect before submission of proposal as to which method or materials will be required. If, after award, the less expensive work is done, the Contractor shall credit the Owner an amount equivalent to the difference between the more expensive and the less expensive work†; â€Å"Art. 22. 04 ARCHITECTS ACTON ON AV REQUEST FOE PAYMENT: Within fifteen days after receipt of any Request for Payment by the Contractor, the Architect shall issue a certificate of payment or withhold the Request for Payment. When the Architects decides to withhold the Request for Payment, he shall inform the Contractor in writing the reasons for withholding it. IF THE CONTRACTOR AND ARCHITECT CANNOT AGREE ON A REVISED AMOUNT, THE ARCHITECT WILL ISSUE A CERTIFICATE OF PAYMENT FOR THE AMOUNT FOR WHICH HE IS ABLE TO MAKE REPRESENTATIONS TO THE OWNER. †; Art. 27: CONTRACTOR’S RIGHT TO SUSPEND WORK OR TERMINATE CONTRACT: â€Å"If the Contractor is compelled to suspend work due to hardships or difficulties under b, c, and d above then the contract sum shall be increased by the amount of the contractor’s reasonable costs of shut-down, delay and start up, which shall be effected by appropriate change order. †; WHEREAS, these revisions is in consonance with present trend of Architectural Practice in the Philippines and the adoption of it as a standard document by the practicing architects will contribute to the maintenance of a high standard of professionalism in the architectural professional and building industry; NOW, THEREFORE, be it resolved as it is hereby resolved by the Board of Directors of the United Architects of the Philippines the approval of the revised General Conditions and its adoption as UAP Document 301. RESOLVED, FURTHER, that copies of this resolution and the General Conditions be furnished the Professional Regulation Commission (PRC) and the Board of Architecture for their record, information and guidance, and enjoining them to approve this revised General Conditions, as a standards document for all practicing Architects in the Philippines. Unanimously, approved this 11th day of August in the year of our Lord Nineteen and Eighty Four. MANUEL T. MANOSA, JR. , FUAP National President ATTESTED RICARDO R. POBLETE, FUAP National Secretary HONORARY MEMBER – MADAME IMELDA ROMUALDEZ MARCOS Minister of Human Settlements and Governor of Metro Manila NATIONAL BOARD OF DIRECTORS 1984 OFFICERS: MANUEL T. MANOSA JR. FUAP , National President NORBERTO M. NUKE, FUAP Vice President for Private Practice; NATHANIEL VON EINSIEDEL, FUAP Vice President for Government Service; VICTOR N. TIOTUYCO FUAP, Vice President for Privately Employed Professional Allied Fields; RICARDO R. POBLETE, FUAP, National Secretary; LIBRADO M. MACALINAO, FUAP, National Treasurer; COSTANTINO F. AGBAYANI, FUAP, Director, NCR; FELIPE M. MENDOZA, FUA, Director, NCR, MANUEL A RESURRECCION, CUAP, Director, NCR; ROGER J. NAZ, CUAP, Director, N. Luzon; JOSE MACARIO B. DE LEON. CUAP Director, C. Luzon; FIDEL J. R. SIAPNO, UAP Director, S. Luzon; SERVILLANO C. MAPESO, Director, E. Visayas; RAMIRO GARCIA, FUAP, Director, W. Visayas; AUGUSTO C. NABLE, CUAP, Director, Mindanao. REPUBLIC OF THE PHILIPPINES PROFESSIONAL REGULATION COMMISSION MANILA BOARD OF ARCHITECTURE BOARD RESOLUTION NO. 24 SERIES OF 1984 WHEREAS, In UAP Resolution No. 108 dated September 7, 1977, the United Architects of the Philippines petitioned the Professional Regulation Commission and the Board of Architecture to approve the General Conditions. UAP Document No. 301, as a standard document for use by practicing architects in the Philippines; WHEREAS, the â€Å"General Conditions†, UAP Document No. 301, whose provisions establish the relationship among the owner, the Architect and the Contractor and stipulate the norms by which the contractor shall perform his work are in consonance with the present trend of architectural practice in the Philippines; WHEREAS, the UAP now proposes certain revisions in the said â€Å"General Conditions† UAP Document No. 301, as follows; â€Å"Art. 3. Paragraph 3. 03. Sub-Paragraph a. â€Å" Should a conflict occur between Drawings, on a conflict between Specifications and Drawings, the Contactor shall be deemed to have estimated a more expensive way of doing work unless he shall have asked for and obtained a decision. In writing, from the Architect before submission of proposals as to which method or materials will be required. If, after award, the less expensive work is done, the Contractor shall credit the owner an amount equivalent to the difference to the more expensive and the less expensive work. † â€Å"Art. 22. 04. ARCHITECT’S ACTION ON A REQUEST FOR PAYMENT; Within fifteen days after receipt of any request for Payment by the Contractor, the Architect shall either issue a Certificate of Payment or withhold the Request of Payment. When the Architect decides to withhold the Request of Payment, he shall inform the Contractor in writing the reasons for withholding it. IF THE CONTRACTOR AND THE ARCHITECT CANNOT AGREE ON A REVISED AMOUNT, THE ARCHITECT WILL ISSUE A CERTIFICATE OF PAYMENT FOR THE AMOUNT FOR WHICH HE IS ABLE TO MAKE REPRESENTATIONS TO THE OWNER. † â€Å"Art 27. CONTRACTOR’S RIGHT TO SUSPEND WORK OR TERMINATE CONTRACT. : If the Contractor is compelled to suspend work due to hardships or difficulties under b, c, and d above, then the Contract sum shall be increased by the amount of the contractor’s reasonable cost of shut down, delay and startup, which shall be affected by appropriate change order. † WHEREAS, the Board of Architecture, after viewing said revisions, find them in order to maintain the high level of professionalism in the implementation of infrastructure projects; NOW, THEREFORE, BE IT RESOLVED, AS IT IS HEREBY RESOLVED, that the above stated revisions in the â€Å"General Conditions†, UAP Document No. 301, are hereby approved and adopted. RESOLVED FINALLY that the above take effect upon approval by the Commission and fifteen (15) days following it’s publication in the Official Gazette. Done in the City of Manila this 7th day of November, 1984. (SGD. ) CESAR V. CANCHELA CHAIRMAN (SGD. ) JULIO D. MATIAS(SGD. ) JUAN A. MARAVILLAS, JR. MEMBERMEMBER ATTESTED: (SGD. ) SALUD M. SAHAGUN SECRETARY Approved and promulgated as part of the rules and regulations governing the practice of architecture in the Philippines the 26th day of November, 19894 (SGD. ) NUMERIANO TANOPO, JR. Associate Commissioner (SGD. ) DOMICAIANO C. NATIVIDAD Associate Commissioner RESOLUTION NO. 108 Series of 1977 UNITED ARCHITECTS OF THE PHILIPPINES, INC. WHEREAS, one of the projects of the United Architects of the Philippines is the preparation of standard documents that could be used by practicing Architects as a means of service of the UAP to it’s members; WHEREAS, the â€Å"General Conditions†, Document No. 301, as prepared by the UAP Committee on Professional Practice and Ethics and the Inter-Professional Conference Committee embodies the provisions pertaining to the responsibilities of the Architect to his Client, and stipulates conditions for the implementation of the work by the Contractor which are fair to both the Owner and the Contractor; WHEREAS, the provisions of this document is in consonance with the present trend of architectural practice in the Philippines and the adoption of it as a standard document by the practicing architect will contribute to the maintenance of a high standard professionalism in the architectural profession and the building industry; NOW, THEREFORE, be it resolved as it is herby resolved by the Board of Directors of the United Architects of the Philippines the approval of this General Conditions and its adoption as UAP Document No. 301. RESOLVED, FURTHER, that copies of this resolution and the General Conditions be furnished the Professional Regulation Commission (PRC) and the Board of Architecture for their record, information and guidance, and enjoining them to approve this General Conditions, as a standard document for all practicing Architects in the Philippines. Unanimously approved, this 7th day of September in the year of our Lord Nineteen Hundred and Seventy Seven. Ruperto C. Gaite, FUAP President ATTESTED JESUS M. BONDOC, FUAP Secretary MEMBER of the UAP BOARD Vice President, PP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Felipe M. Mendoza, FUAP Vice President, GS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Victor N. Tiotuyco, FUAP Vice President, PEPAF †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ Arturo M. Manalac, FUAP Treasurer †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Lucero M. Abella, FUAP Director †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ Jose V. Herrera, FUAP Director, RCD I†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Constantino F. Agbayani, FUAP Director, RCD I†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ricardo R. Poblete, FUAP Director, RCD II†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Corazon Fabian-Tandoc, UAP Director, RCD III†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Jose A. Mackay, FUAP Director, RCD IV†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Librado M. Macalinao, FUAP Director, RCD V†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Jose A. Maravillas, Jr. , FUAP Director, RCD VI†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Antonio V. Ascalon, FUAP Director, RCD VII†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. â₠¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Johnny S. Sulit, FUAP REPUBLIC OF THE PHILIPPINES PROFESSIONAL REGULATION COMMISSION MANILA BOARD OF ARCHITECTURE BOARD RESOLUTION NO. 15 SERIES OF 1977 WHEREAS, in the UAP Resolution No. 108 dated September 7, 1977, the United Architects of the Philippines have petitioned the Professional Regulation Commission and the Board of Architecture to approve the â€Å"General Conditions†, UAP Document No. 301 as a standard document for use by practicing architects in the Philippines; WHEREAS, the General Conditions – UAP Document No. 301 whose provisions establish the relationship among the Owner, the Architect and the Contractor and stipulate the norms by which the contractor shall perform his work are in consonance with the present trend of architectural practice in the Philippines; WHEREAS, the Board of Architecture after reviewing said General Conditions, find it in order and an appropriate document for use by the Architects as instrument of service to maintain the high level of professionalism in the implementation of the infrastructure projects; NOW, THEREFORE, be it resolved as it is hereby resolved by the Board of Architecture that the â€Å"General Conditions†. UAP Document No. 301 is approved and adopted as one of the official documents which the practicing Architect may use in the discharge of his duties. Unanimously approved, this 15th day of November in the year of our Lord Nineteen Hundred and Seventy Seven ANASTACIO R. BERNAL Chairman NORBERTO M. NUKE, FUAP CRESENCIANO C. DE CASTRO, FUAP Member Member APPROVED: COL. ERIC C. NUBLA, FUAP Commissioner 1977 INTER-PROFESSIONAL CONFERENCE COMMITTEE FORMER MEMBERS Antonio Avecilla Andres O. Hizon Fransisco Cacho Octavio A. Kalala Cesar A. Caliwara Gabino de Leon, Jr. Tim Certeza, Jr. Mariano de Leon Ambrosio R. Flores Manuel T. Manosa, Jr. Tomas de Guzman Felipe M. Mendoza Ramon G. Hechanova Jacob Tagorda INCUBENT MEMBERS Chairman†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Felipe M. Mendoza, UAP Vice-Chairman†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Ambrosio R. Flores, PICE PERMANENT REPRESENTATIVES Member †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Cesar V. Canchela, UAP Member †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Antonio S. Dimalanta, UAP Member†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ Froilan L. Hong, UAP Member†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ Norberto M. Nuke, UAP Member†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ Antonio A. Abola, PICE Mem ber†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Angel Lazaro III, PICE Member†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Lucas F. Agbayani, PCA Member †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Anton C. Kho, PCA Member†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Narciso S. Padilla, PCA ALTERNATIVE REPRESENTATIVES Member†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ Primo Alcantara, PICE Member†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦ Rafaelito F. Erfe, PICE Member †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Fransisco Cacho, PCA Member †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ramon L. Santos, PCA 1984 INTER-PROFESSIONAL CONFERENCE COMMITTEE United Architects of the Philippines (UAP) Felipe M, Mendoza, FUAP Chairman, IPCC Norberto M, Nuke, FUAP Antonio S. Dimalanta, FUAP Jerry S. Ascalon, FUAP Philip H. Recto, UAP Ruben M. Protacio, UAP UAP Committee on Professional Practice Ethics Norberto M. Nuke, FUAP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Chairman Froilan L. Hong, FUAP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Vice-Chairman Aquiles C. Paredes, FUAP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Member Philip H. Recto, UAP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Member Edgar V. Reformado, CUAP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Member Philippine Institute of Civil Engineers (PICE) Ernesto S. De Castro Rosallo Q. Mallonga Eluderio S. Salvo Philippine Contractors Association (PCA) Jesus R. Ferrer†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Vice-Chairman Andres V. Los Banos Eustaquio T. Coronel, Jr. Pastor B. Esguerra UNITED ARCHITECTS OF THE PHILIPPINES GENERAL CONDITIONS UAP DOCUMENT 301 TABLE OF CONTENTS SECTION1DEFINITIONS AND DOCUMENTS ART. 1DEFINITIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. pages 1-3 1. 1 Contract Documents 1. 2 Owner 1. 3 Architect 1. 4 Engineer 1. 5 Project Representative 1. 6 Contractor 1. 7 Sub-Contractor 1. 8 Surety 1. 9 Proposal 1. 10 Proposal Bond 1. 11 Performance Bond 1. 12 Payment Bond 1. 13 Guarantee Bond 1. 14 Agreement 1. 15 Advertisement or invitation to Bid 1. 16 Bid Bulletin 1. 17 Instructions to Bidders 1. 18 Drawings 1. 19 General Conditions 1. 20 Special Provisions 1. 21 Specifications 1. 22 Supplementary Specifications 1. 23 Schedule of Materials and Finishes 1. 24 Breakdown of Work and Corresponding Value 1. 25 Written Notice 1. 26 Act of God or Force Majeure 1. 27 Time Limits 1. 28 Work 1. 29 Furnish 1. 30 Install 1. 31 Provide 1. 32 Required or Necessary 1. 33 Approved, Directed and Acceptable 1. 34 Singular or Plural ART2 EXECUTION CORRECTION AND INTENT OF DOCUMENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦pages 3-5 2. 01 Signature on Documents 2. 02 Intent of Contract Documents 2. 03 Conformity to Contract Documents 2. 04 Contract Documents at Site of Work 2. 05 Ownership of Contract Documents and Models ART. 3DRAWINGS AND SPECIFICATIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦pages 5-6 3. 01 Copies of Drawing and Specifications 3. 02 Coordination of Drawings and Specifications 3. 03 Clarification of Meaning of Drawings and Specifications 3. 04 Discrepancies in Drawings ART. 4DETAIL DRAWINGS AND INSTRUCTIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. page 6 4. 01 Supplementary Drawings and Instructions 4. 02 Schedule for Submission of Detail and Shop Drawings ART. 5SHOP DRAWINGS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦pages 6-8 5. 01 Conditions in the Preparation of Shop Drawings 5. 02 Checking Drawings of Sub-Contractors 5. 03 Identification 5. 04 Letter of Transmittal 5. 05 Corrections, Changes and Variations 5. 06 Responsibility for Accuracy SECTION IILAWS, REGULATIONS, SITE CONDITIONS, PERMITS AND TAXES ART. 6LAWS, REGULATIONS AND SITE CONDITIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦page 9 6. 01 Laws and Regulations 6. 02 Site Conditions ART. 7PERMITS, TAXES AND SURVEY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦pages 9-10 7. 01 Permits and Licenses 7. 02 Taxes 7. 03 Construction Stakes and Reference Mark 7. 04 Services of Licensed Surveyor 7. 05 Final Certification SECTION IIIEQUIPMENT AND MATERIALS ART. 8GENERAL†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. page 11 ART. 9EQUIPMENT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pages 11-12 9. 01 Quality Equipment 9. 02 Equipment Approval Data ART. 10MATERIALS, FIXTURES, APPLIANCES AND FITTINGS FURNISHED BY THE CONTRACTOR†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pages 12-14 10. 01 Manufacturers and Dealers 10. 02 Samples of Materials 10. 03 Trade Name Materials and Substitutes 10. 04 Testing Samples of Materials 10. 05 Quality of Materials 10. 06 Storage and Stockpiling of Materials 10. 07 Defective Materials 10. 08 Imported Materials, Fixtures and Equipment ART. 11MATERIALS, EQUIPMENT, FIXTURES, APPLIANCES AND FITTINGS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pages 14-15 ART. 12ROYALTIES AND PATENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ page 15 ART. 13MANUFACTURER’S DIRECTIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦page 15 SECTION IVPREMISES AND TEMPORARY STRUCTURES ART. 14USE OF PREMISES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. page 16 14. 01 Limitation of Use 14. 02 Safeguard for Structure ART. 15TEMPORARY STRUCTURES AND FACILITIES†¦.. †¦pages 16-18 15. 01 Temporary Office and Contractor’s Building 15. 02 Temporary Housing for Workers 15. 03 Temporary Sanitary Facilities and First Aid Station 15. 04 Temporary Barricades and Light Guards 15. 05 Temporary Water, Power and Telephone Facilities 15. 06 Temporary Signs 15. 07 Temporary Roadways 15. 08 Temporary Stairs, Ladders, Ramps, Runaways 15. 09 Temporary Elevators and Hoists 15. 10 Temporary Enclosures 15. 11 Temporary or Trial Usage 15. 12 Removal of Temporary Structures SECTION VPROTECTION OF WORK AND PROPERTY ART. 16 PROTECTION OF WORK AND PROPERTY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. pages 19-20 16. 01 Safeguard Measures 16. 02 Old Materials 16. 03 Trees and Other Plants 16. 04 Drainage ART. 17PROTECTION OF ADJACENT PROPERTY AND EXISTING UTILITIES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦page 20 17. 01 Contractor’s Sole Responsibility 17. 02 Existing Utilities ART. 18PROTECTION OF LIFE, WORK, AND PROPERTY DURING EMERGENCY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. page 20 18. 01 Authorization to Contractor SECTION VILABOR, WORK AND PAYMENTS ART. 19LABOR†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦page 21 19. 01 Character of Workmen 19. 02 Superintendence and Supervision ART. 20WORK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. †¦pages 21-27 20. 01 Methods and Appliances 20. 02 Laying Out the Work 20. 03 Inspection of Work 20. 04 Defective Work 20. 05 Work During an Emergency 20. 06 Increased or Decreased Quantities of Work 20. 07 Changes in the Work 20. 08 Claims for Extra Cost 20. 09 Cleaning up at Completion of Work 20. 10 Use of Completed Portions of Work 20. 11 Certificate of Completion of Work 20. 12 Period of Making Good of Known Defects or Faults 20. 13 Making Good of Known Defects or Faults 20. 14 Search for Causes of Defects or Faults ART. 21TIME OF COMPLETION OF WORK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. pages 27-29 21. 01 Notice to Proceed 21. 02 Contract Time 21. 03 Schedule of Completion 21. 04 Extension of Time 21. 05 Liquidated Damages ART. 22PAYMENTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. pages 29-33 22. 01 Detailed Breakdown of Contract Amount 22. 02 Requests for Payment 22. 03 Progress Photographs to Accompany Request for Payment 22. 04 Architect’s Action on a Request for Payment 22. 05 Approval Withheld 22. 06 Conditions Relative to Certificates of Payments 22. 07 Owner’s Action on an Approved Request for Payment or Certificates of Payments 22. 08 Payment of Contractor’s Obligations 22. 09 Payments Over 65 Percent 22. 10 Correction of Work Before Final Payment 22. 11 Other Requirements Before Final Payment 22. 12 Acceptance of Final Payment 22. 13 Correction of Work After Final Payment 22. 14 Release of Retention SECTION VIICONTRACTOR-SEPARATE CONTRACTORS-SUB-CONTRACTORS RELATIONS ART. 23 SEPARATE CONTRACTS TO OTHER CONTRACTORS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦page 34 23. 01 Owner’s Right to Let Other Contracts ART. 24CONTRACTOR-SEPARATE CONTRACTORS RELATONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. page 34 24. 01 Storage of Material and Work Coordination 24. 02 Cutting, Patching and Digging 24. 03 Defective Work by Separate Contractors 24. 04 Damage Caused by Contractor to Separate Contractors ART. 25SUB-CONTRACTS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦page 35 25. 01 General 25. 02Competency of Sub-Contractor 25. 03 Contractor’s Responsibility ART. 26CONTRACTOR-SUB-CINTACTORS RELATIONS †¦pages 35-36 26. 01 The Contractor Agrees 26. 02 The Sub-Contractor Agrees 26. 03 The Contractor and the Sub-contractor Agree That SECTIONVIIISUSPENSION OF WORK AND TERMINATION OF CONTRACT ART. 27CONTRACTOR’S RIGHT TO SUSPEND WORK OR TERMINATE CONTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. page 37 ART. 28OWNER’S RIGHT TO TERMINATE CONTRACT†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. page 37 ART. 29OWNER’S RIGHT TO PROCEED WORK AFTER TAKE OVER FROM CONTRACTOR†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. page 38-39 29. 01 Use of Materials and Equipment at Site 29. 02 Owner to Complete Work 29. 03 Evaluation of Cost of Work 29. 04 Owner’s Right To Recover Liquidated Damages SECTIONIXRESPONSIBILITIES AND LIABILITIES OF CONTRACTOR AND OF OWNER ART. 30 CONTRACTOR’S RESPONSIBILITY FOR ACCIDENTS AND DAMAGES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. page 40 30. 01 Safeguards to be Undertaken by Contractor 30. 02 Contractor’s Responsibility 30. 03 Indemnity ART. 31CONTRACTOR’S INSURANCE AND BONDS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦pages 40-42 31. 01 Contractor’s Liability Insurance 31. 02 Contractor’s Performance and Payment Bonds 31. 03 Contractor’s Guarantee Bond 31. 04 Contractor’s Guaranty-Warranty ART. 32 OWNER’S RESPONSIBILITIES AND LIABILITIES†¦Ã¢â‚¬ ¦ page 42 32. 01 Protection of Employees and Professionals Performing Services for the Owner 32. 02 Owner’s Optional Insurance ART. 33LIENS, DISPUTES AND ARBITRATION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. pages 42-44 33. 01 Liens 33. 02 Assignment 33. 03 Damages 33. 04 Disputes 33. 05 Arbitration SECTIONXAUTHORITY OF ARCHITECT, ENGINEERS AND PROJECT REPRESENTATIVES ART. 34ARCHITECTS STATUS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. page 45 ART. 35AUTHORITY AND RESPONSIBILITIES OF THE ENGINEERS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦pages 45-46 ART. 36AUTHORITY AND DUTIES OF THE PROJECT REPRESENTATIVES, RESIDENT ARCHITECTS, RESIDENT ENGINEERS, OR CONSTRUCTION INSPECTORS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. page 46 36. 01 Employed by the Owner 36. 02 Duties 36. 03 Disputes SECTIONXISCHEDULE OF TIME LIMITS†¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. pages 47-50 UNITED ARCHITECTS OF THE PHILIPINES GENERAL CONDITIONS SECTION I DEFINITIONS AND DOCUMENTS ART 1:DEFINITIONS 1. 1 CONTRACT DOCUMENTS: The Contract consists of the following documents, including all additions, deletions and modification incorporated therein before the execution of the Contract: a. Agreement b. General Conditions c. Special Provisions d. Specifications e. Drawings 1. 2 OWNER: The person or entity ordering the project for execution, including duly appointed successors, or authorized representatives. 1. 3 ARCHITECT: refers to the Architect commissioned by the Owner action personally or through assistants duly authorized in writing by the Architect to act on his behalf 1. 4 ENGINEER: The person so named n the Contract Documents or his representative duly authorized in writing to act for the engineer. 1. 5 PROJECT REPRESENTATIVE: The Full-time Construction Inspector hired by the Owner duly authorized in writing to assist the Architect and the Engineer in the supervision of the work 1. 6 CONTRACTORL The person or firm whose proposal has been accepted and to whom the Contract was awarded. 1. 7 SUB-CONTRACTOR: Anyone having a direct Contact with the Contractor who acts for or in behalf of the Contractor in executing any art of the Contract, not including one who merely furnishes materials without labor. 1. 8 SURETY: is the person, firm or corporation who provides the guarantee for the Contractor’s Bonds. 1. 9 PROPOSAL: The offer of a Bidder to perform the work described by the Contract Documents when made out and submitted on the prescribed Proposal Form, properly signed and guaranteed. 1. 10 PROPOSAL BOND: the cashier’s check or surety bond accompanying the proposal submitted by the bidder, as a guarantee that the bidder will enter into a contract with the owner for the construction of the work, if the contract is awarded to him. 1. 11 PERFORMANCE BOND: is the approved form of security furnished by the Contractor and his Surety as a guarantee of good faith on the part of the contractor to execute the work in accordance with the terms of the contract. 1. 12 PAYMENT BOND: is the approved form of security furnished by the contractor and his surety as a guarantee of good faith on the part of the Contractor to pay all obligations arising from the contract. 1. 13 GUARANTEED BONDL is the approved form of security furnished by the contractor and is surety as a guarantee to the quality of materials and equipment installed and the workmanship performed by the Contractor. 1. 14 AGREEMENT: is the contract between the owner and the contractor undertaking the project described in the Contract Documents including all supplemental agreements thereto and all general and special provisions pertaining to the work or materials therefore. 1. 15 ADVERTISEMENT or INVITATION TO BID: The notice published by the owner or the invitations issue to perspective bidders, giving information to the nature of the proposed project, conditions for the issuance of the contract documents date of bidding, and estimated cost or information that would give the contractor a general idea of the magnitude and extent of the project. 1. 16 BID BULLETIN: is additional information on contract documents issued to bidders before date of bidding. 1. 17 INSTRUCTIONS TO BIDDERS: The list of instructions stipulating the manner on how bids are to be prepared and conditions for the award of contract. 1. 18 DRAWINGS: are graphical presentations of the work involved in the project. They include all supplementary details and shop drawings. 1. 19 GENERAL CONDITIONS: as printed documents stipulating the procedural and the administrative aspects of the contract. 1. 20 SPECIAL PROVISIONS are instructions which may be issued prior to the bidding to supplement and/or modify the drawings, specifications, and/or General Conditions of the contract. 1. 21 SPECIFICATIONS: are written or printed description of work to e done describing qualities of material and mode of construction. 1. 22 SUPPLEMENTARY SPECIFICATIONS: are additional information which may be issued as an addition or amendment to the provisions of the specifications. 1. 23 SCHEDULE OF MATERIALS ND FINISHES: is an outline specification enumerating the type or trade names of materials be used. 1. 24 BREAKDOWN OF WORK AND CORRESPONDING VALUE: is a listing of the different parts of the work indicating in each part of the corresponding value in materials and labor, including an allowance for profit and overhead. 1. 25 WRITTEN NOTICE: Written notice means information, advice a notification pertinent to the project delivered in person or sent by registered mail to the individual, firm or corporation at the last known business address of such individual, firm or corporation. 1. 26 ACT OF GOD OR FORCE MAJEURE includes an earthquake, flood, typhoon, cyclone other cataclysmic phenomenon of nature and all misfortunes and accidents which human prudence could not foresee or prevent, rain, wind, flood or other natural phenomenon of inconsequential degree for the locality shall not be construed as an act of God or Force Majeure and no reparation shall be made to the Contractor for the damages to the work resulting therefore. 1. 27 TIME LIMITS: time limit is the duration of time allowed by the contract for the completion of the project in any stipulated portions thereof. 1. 28 LOCAL LAWS: applies to all laws, ordinances and other governmental regulations applicable to the project and its undertaking. 1. 29 WORK: The term â€Å"work† of the Contractor or Sub-contractor includes labor or materials or both as well as equipment, transportation, or other facilities necessary to commence and complete the construction called for in the Contract. 1. 30 FURNISH: The work â€Å"furnish† shall be understood to mean â€Å"Purchase and/or fabricate and deliver to the jobsite or other location when so designated. † 1. 31 INSTALL: the word â€Å"install† shall mean to build in, mount positions, connect or apply any object specified ready for the intended use. 1. 32 PROVIDE: the word â€Å"provide† shall be understood to mean â€Å"furnish and install† 1. 33 REQUIRED OR NECESSARY: The words â€Å"Required Or Necessary† shall mean as required or necessary for the complete execution of that portion of the work. 1. 34 APPROVED, DIRECTED AND ACCEPTABLE: The words â€Å"approved†, â€Å"directed† and â€Å"acceptable†, or words of like import shall mean approved, directed by or acceptable to the architect unless otherwise stipulated in the Contract. 1. 35 SINGULAR OR PLURAL: in all cases where a device, item, or part of the equipment is referred to in the singular number, it is intended that such reference shall apply to as many such device, items, or parts as are required to complete work. ART. 2 EXECUTION, CORRELATION AND INTENT OF DOCUMENTS 2. 01 SIGNATURE ON DOCUMENTS: the contract documents shall be signed in quintuplicate by the owner and the contractor duly witnessed 2. 02 INTERNT OF CONTRACT DOCUMENTS: the Contract Documents are complementary, and what is called for by anyone shall be as binding as if called for by all. The intent of the drawings and the specifications is prescribed the complete work that the Contract is to undertake to comply with the contract. The intention is to include all labor and materials, equipment and transportation necessary for the proper execution of the work. 2. 03 CONFORMITY TO THE CONTRACT DOCUMENTS: All work shall conform to the Contract Documents. a. If there be

Employability skills Essay Example

Employability skills Essay Example Employability skills Essay Employability skills Essay Employability skills are a range of skills that will allow a person to perform different jobs well. These are essential to be able to work effectively in a modern workplace. You can subdivide employability skills, I explain them below. Suitable qualifications. For different types of jobs there are different types of qualification required. Egg. Professional careers such as accountancy, human resources and marketing employers will often look for candidates with problem solving and critical skills who have at least A- level. To work at TNT as Junior Legal Counsel you need a completed education business economics and you need National and/or international law degree. Experience in similar job roles. If you have done a similar work in a organisation, it should indicate that you can do this again in a other organisation. When you are applying for a job, you should thing about what experience you already have and if some of those experiences also can be successful in the new role. If you already worked in the same industry, you should make this very clear in your CV and letter of application because such experience could be very valued for the prospective employer. Experience of specific industry. If you can show that you have worked in a specific industry before, you should demonstrate this when you are applying for a job. If you already have worked in the same industry, employers do not have to train you again. TNT would appreciate experience. This means that a person is able to handle the functions that are described in the advertisement. Knowledge of services and products. To improve your chances by obtaining for a job if you can demonstrate a sound understanding of the products or services the company provides, so product knowledge is essential, especially if you want to work in a customer service role. TNT provides services. TNT has a website with a lot of information about all their insurances and services they provide, so you can read about the product you sell. Effectiveness in meeting personal and teams or departments targets. Meeting targets is essential for every businesss success, and employees must be able to meets targets too. If there is worked for targets in your previous jobs too, you should be able to explain how successful you have been in your job-interview or letter of application. TNT asks for someone who is not going to be stressed out at the end of the deadline. Planning and making schedules are necessary. Ability to observe and raise professional standards of production or service delivery Employees who are able to work consistently with the standards of the organisation will be appreciated by the organisation, which aims are to improve the standards by suggesting and the implementation of better ways of doing the job are even more successful. Candidates who can describe or demonstrate how they have done this in previous posts will undoubtedly improve their chances of being employed. Its not very useful to immediately wanting to improve standards by suggesting and implementing thins at once. When you are new, you first need to observe the company. Personal skills Certain skills will be beneficial regardless of the job or career that you pursue and these transferable personal skills make a candidate attractive to a new employer. Hardworking and patient. Someone who gets a lot of work done is bound to be valued, if those workers spend much time with answering their mobile phones surfing the Internet during working hours will not make a good impression. So have a good handle against the distractions of modern life. Patience is also required in many jobs, especially if you are dealing with members of the public! Its not only TNT who needs people that are hardworking and patient. Every manager would like these skills. Its good for the organisation. Good interpersonal skills. Interpersonal skills can enable us to get working along with other people, promoting good relationships at the workplace and enable us to do the work better or more efficiently. Some people are naturally good to get on with others and encourage colleagues, but it is possible to learn good interpersonal skills. If you think your skills in this area could be lacking it worth it will be active to them; these opportunities will make you more employable and will also allow you to do a better job. Some interpersonal skills are very simple, such as smiling. A cheerful smile can split up barriers and encourage someone to listen and speak to you, remind yourself to smile because it is a good is beginning for improving tour interpersonal skills! TNT asks for good communications skills, you need foot interpersonal skills for this. Able to work as part of a team. Interpersonal skills will be crucial to your ability to work effectively in a team of people, but a series of skills and other considerations are also important. By TNT youre going to work in a central team of 4 lawyers assisted, teamwork is really important. Negotiation. Another useful skill for a worker is the ability to negotiate effectively. Negotiating deals with a subject with a view to some agreement or a common ground. At the beginning of the negotiations concerned parties usually have very different opinions about what should be done so that the art of negotiation is to find common ground that both parties can agree on making it a win-win situation. Negotiation is the process of consent and may therefore be useful for resolving conflicts between members of staff, agreeing personal or departmental objectives, agreeing the financial resources and interviewing, especially for new employees. It may also be useful to personally negotiate salary increases and better working conditions. TNT dont need someone who can negotiate very well. Interview skills. Interviewing skills can be useful in some contexts. Being able to interview clients or customers actually encourages the sale or improving relationships with customers will be useful for many organizations. Moreover it will be a plus for the effective identification of the best candidates in the interviewing of potential new employees or dealing with situations for the assessment of the current members of the staff. TNT like to have them but for this advertisement its not necessary. Communication skills Formal and informal communication Formal communication includes board meetings, letters, formal reports and presentations. With formal communication you need to use specific formats and follow acceptable rules and conventions. Informal communication doesnt follow any prescribed conventions or formats and often happen spontaneously. Because TNT ask for a responsible attitude, you need to use clear communication to everybody so that everyone can understand what you are doing. Non-verbal/verbal communication methods Non-verbal communication involves written communication. Mostly common methods are letters, memos, reports, invoices, flow charts, publicity material, email, text messaging and web pages. Verbal communication involves those using the human voice such as presentations, interviews, meetings, telephone calls and video conferencing.

Informal Learning in the workplace is a more significant, effective Essay

Informal Learning in the workplace is a more significant, effective and superior form of learning to formal classroom-based learning. Critically discuss this statement - Essay Example Moreover, organizations tend to engage in a variety of activities thereby requiring extra skills among the human resources. Some of the skills may be acquired in the workplace other than incurring additional costs for formal training. For example, problem solving and effective communication are skills that can be acquired in the workplace through informal learning. This paper presents a critique of the statement that informal learning in the workplace is a more significant, effective and superior form of learning to formal classroom-based learning. It focuses the underlying principles of this kind of learning in organizations in relation to the likelihood of accomplishing productivity and competitiveness. It highlights the strengths that give it an upper hand over formal learning in classrooms and the benefits that organizations derive from the adoption of informal learning in the workplace. Nevertheless, there are a few negative aspects of this type of workplace learning. These features that make some organizations to prefer the formal classroom based learning have been discussed. Informal learning is an arrangement whereby skills are acquired without any programmed curriculum. The learner pursues knowledge without a prearranged procedure and can virtually acquire information from any source. The employees in the workplace acquire new knowledge through interacting with others, handling equipment and brainstorming with team mates in establishing solutions to emerging problems in the workplace. As Cross (2007) observes, knowledge acquired when a person knows what he/she desires to accomplish a particular goal leads to efficiency than the skills acquired through a set of courses that are mandatory for learners to undertake for them to be qualified. Most of the skills acquired through informal learning are through unexpected encounters in the workplace. The employers do not control what is to be learnt. Work

Antimicrobial Resistance Essay Example | Topics and Well Written Essays - 250 words

Antimicrobial Resistance - Essay Example In doing so the microbes develop primary resistant to the drugs. Another cause for resistance is when the health care providers use excessive antibiotics and antimalarials that in the long run lead to drug resistance (WHO, 20ll) . The patients on the other hand have contributed to drug resistance because of failure to complete prescribed doses. Some get better and through away the drugs before they are healed. They also engage in self medication by buy drugs that are not meant to treat a certain diseases in so doing they increase drug resistance (Stephen S. Morse, 1995). The inndustries increase drug resistance through the manufacture of substandard drugs that have low potency and therefore do not cure diseases. Some industries also import counterfeit drugs that are of very low quality, while some manufacture drugs with wrong ingredients and all these result in drug resistance. To help prevent antimicrobial resistance health care providers should educate the health workers so as to curb inappropriate prescribing. Secondly, they should also train drug dispensers to require prescriptions and make refferals when necessary (Richard Smith, 2001). Third they can also improve the communication between the patients and the doctor so as to improve adherence to prescribed drugs. Lastly they can institute disease control practises such as use of mosquito nets, hand washing to reduce pathogen transmissions (CDC, 2000). CDC. (2000, January). A public health action plan to combat antimicrobial resistance. Retrieved Septemeber 22, 2011, from Interagency Task Force on Antimicrobial Resistance: http://www.cdc.gov/drugresistance/actionplan/aractionplan.pdf Richard Smith, J. C. (2001, September). Interventions against antimicrobial resistance. Retrieved September 22, 2011, from Global Forum for Health Research: http://www.who.int/drugresistance/interventions_against_antimicrobial_resistance.pdf Stephen S. Morse, P. (1995, March).

Job Satisfaction Essay Example | Topics and Well Written Essays - 750 words - 1

Job Satisfaction - Essay Example Many studies acknowledge this either explicitly, by using questionnaire data but taking it as indicative rather than accurate, or implicitly by focussing on more reliably observable data like reasons cited for leaving, and incidences of non-productive and counter-productive work. Interestingly, many studies conclude that pay is not generally a factor in job satisfaction, but job type, sex, age, being married and education do seem to be relevant factors. (Clark, 1996). In an older study from the mid-1970s, Katzell and Yankelovich concluded that job satisfaction and productivity â€Å"do not necessarily follow parallel paths† (1975, p. 12). What this means is that workers may be very committed, and very happy with their jobs, but they do not necessarily channel this into goals that the company wants to achieve. With the passage of time, and the focus more and more on hi-tech and knowledge-based industries, the need for every growing creativity and commitment in workers is evident, but the divergence between individual and company needs seems to be growing too. Added to this is the uncertainty and risk of free-market economics, and the fact that workers can no longer count on a fixed career plan, or a permanent position in any one company. It is very tempting to conclude that â€Å"the degree of relationship between job satisfaction and job performance is so tenuous and variable that, if there is a causal connection, it must either be intrins ically weak or conditioned by other circumstances in the work situation.† (Katsell and Yankelovich, 1975, p. 124). Later research has fortunately delved a little more deeply into those ill-defined â€Å"other circumstances in the work situation† and has begun to look beyond simple productivity at attributes like commitment and creativity which are increasingly required.

Factors That Affect Resistance and Electric Power

Factors That Affect Resistance and Electric Power A report into the electricity practical investigation and problems Samerah Mansha Abstract: This experiment was regarding electricity and its features. The experiment determines factors that affect resistance and electric power. The results showed that by increasing the number of bulbs within the electric circuits affected both electric power and resistance value in both series and parallel circuits. Introduction: The scope of the investigation was to find out the factors that affect resistance within a circuit by constructing series and parallel circuit’s whilst varying the amount of bulbs used. Additionally, a voltmeter was connected within to measure the electrical potential difference in volts between two points within the circuit. An ammeter was also used to measure the current in amps within the circuit. Direct current is known as the continuous movement of electrons from areas surrounded with negative charge to areas surrounded with positive charges through a conducting material such as metal wire. Whilst the intensity of current can vary the general direction of movement stays the same throughout. A common example of a direct current is a battery. Parallel circuits and series circuits are two basic types of electric circuits that can be found within electrical devices. They both differ in terms of where the components are placed within circuit In series circuits there are no branches present thus components are connected one after another in a single pathway, allowing current to follow the circuit from one side to the other side of cell passing through each of the components, one after the other. In a series circuit, if a lamp breaks or even a component is disconnected, the circuit is broken causing all the components within to stop working. The current found in series circuit is found to be the same anywhere within the circuit, whilst the voltage is shared in ratio to resistance. Figure: 1 an example of series circuit. In a parallel circuit, there are multiple pathways between circuit’s beginning and end, whilst different components are connected into different branches of the wire. Therefore the electric current has more than one route to take, thus circuit has the potential to still function even if one path fails, for example if a lamp breaks or a component is disconnected from one parallel wire, the components on different branches are still able to work therefore parallel circuits are more commonly used in household applications. Regardless of how many different paths the circuit has, the total voltage stays the same, as the voltage across each pathway equals to the supply voltage. The current through parallel circuits splits up as it passes through the passageways. Figure: 2 an example of a parallel circuit Electromotive force abbreviated as e.m.f is when charge flows through a cell or battery, it is given energy.The number of joules of energy given to each coulomb of charge that passes through the cell is known as called e.m.f. of cell and is measured in volts (V). It is equal to the potential difference across the terminals of the cell when no current is flowing. Examples of sources of e.m.f are cells, batteries and generator Potential difference (p.d) is known as the amount of electrical energy that is changed into other forms of energy per coulomb of charge. In circuits there are components that put energyinto the circuit and components that take energyout. Any device putting energy into circuit is providing an e.m.f whilst any device taking energy out has p.dacross it.The p.d across an electrical component is needed to make current flow in it. Cells or batteries usually are responsible for the p.d needed. P.d is measured in volts using a voltmeter. Electrical cells are made from materials and chemicals, which have some sort of resistance. Therefore, a batteries and cells must have resistance known asinternal resistance which ismeasured in ohms. When electricity flows round a circuit the internal resistance of the cell itself causes a drop in soruice of voltage whilst resisting the flow of current thusthermalenergy is wasted in the cell itself. Ohms law is commonly used to portray that current flowing through a metal wire is proportional to the potential difference across it, providing that temperature remains constant. Resistance is measured in ohms.ÃŽ ©rthus greater the number of ohms, the greater the resistance. The relationship between voltage, current and resistance is V= IR, Potential difference (volt, V) = current (ampere, A) Ãâ€" resistance (ohm,ÃŽ ©). Figure: 3 – Graph showing the relationship between current and voltage following Ohms Law that electric current is proportional to voltage and inversely proportional to resistance Electric power is the rate of energy consumption and the way electric energy is transferred n within an electrical circuit. The electric power is measured in watts. Planning: Equipment: Locktronics electricity kit Bulbs Ammeter Voltmeter Wires Electric Source Safety Measures: As the mains voltage electricity was used throughout the experiment, it was dangerous. Thus significant risk of electrocution may occur if mains voltage electricity is allowed to pass through the body. The mains voltage was made sure it was switched of when connecting wires and components together. There could be a risk of fire and explosion if electricity is not cabled and fused correctly and if near water. Therefore precautions were taken when mains electricity was. Before any equipment was used they were checked to see any visible damage to the leads and equipment. Method: Firstly a simple series circuit was conducted out using an locktronics electricity kit is which simplifies the process of learning electricity using wires, mains source, voltmeter, ammeter and one light bulb. Secondly, 3 other simple series were conducted out in the same way each increasing the amount of light bulbs used. Lastly, 3 apparel circuits were constructed using the same method as above each increasing the amount of bulbs used within. In each of the series and parallel circuits, the voltage and current was measured. Using the measurements of voltage and current, the values of resistance and electrical power was calculated. Results: See figures 5,6,and 7 The results for the series circuits show that as the number of bulbs increase, the value current and voltage decrease. Apart from 3 bulbs for series circuit the value of amperes should be less as it doesn’t fit in with the general trend. Whereas the in the parallel circuits as the number of bulbs increase the current decrease, whilst the voltage remains the same. Analysis: The values of resistance and electrical power have been calculated. (see figure). The findings show that for the series circuits show that as the number of bulbs increases the value of power and resistance both decrease. However, when there were 3 and 4 bulbs within the circuit the value of resistance remained the same within the circuit which doesn’t fit in with the general trend, therefore figure 3 or 4 may be an anomaly. The calculations show for the parallel circuits show that as the number of bulbs increase the value of electrical power increases, whilst the value of resistance decreases. This graph shows that ohms law has been obeyed as the current flowing through is quiet proportional to the potential difference across. Evaluation: There may have been one anomaly that was recorded within the series circuits between the 3 and 4 bulbs experiment as the current should have decreased but stayed the same. However this could have been because a needle ammeter was used, therefore is subject to one’s opinion thus not entirely accurate, in order to improve this a digital ammeter could have been used to improve reliability. Also the ammeter scale couldn’t be accurately read as there was no gradation between the 1 and 2 values. In order to improve the method more number of bulbs could have been used to show more of an overall trend which would improve validity and reliability of conclusion. In order to improve the reliability and validity of the method a repeat should be conducted of the experiment to achieve average results. Overall, the results match theory thus portraying the results achieved are reliable.

Depression and Adolescents Essay -- essays research papers

Depression and Adolescents   Ã‚  Ã‚  Ã‚  Ã‚  Depression. Is depression possible in young adults? Not until recently doctors thought that kids were not prone to depression. They thought that depression was purely an â€Å"adult† disease. Nowadays, every doctor knows that a child could be depressed too. The causes of adolescent depression and treatment outcomes were explored in the article by Pat Wingert and Barbara Kantrowitz â€Å"Young and Depressed† that I will discuss.   Ã‚  Ã‚  Ã‚  Ã‚  This article illustrates a couple of real-life stories of teenagers who faced depression and had to somehow deal with it. One of the teenagers, Brianne, described how she tried to kill herself because she was so depressed. She described her mental state by saying: â€Å"It was like a cloud that followed me everywhere. I couldn’t get away from it.† She started drinking and experimenting with drugs. At a certain point, Brianne could not take it anymore. Once, she was caught shoplifting at a store and after her mother brought her home, Brianne swallowed every single Tylenol and Advil that there was in the house. She was rushed to the hospital and survived. Brianne has been treated for her depression and is now in college and leads a very healthy lifestyle. She is one of the lucky kids that survived, but a lot of times, when depression in kids goes unnoticed, the outcomes are very tragic.   Ã‚  Ã‚  Ã‚  Ã‚  Until about ten years ago, children’s mood swings and irritability were considered nothing but a phase that kids go through and would eventually outgrow. It has been proven that if depression in teenagers goes unnoticed and, therefore, untreated, the children gradually will turn to doing drugs (â€Å"self-medication†) and consuming alcohol, will drop out of school, will become promiscuous, and for a lot of them it even might lead to suicide.   Ã‚  Ã‚  Ã‚  Ã‚  The adolescent depression is basically treated as the adult depression. Unfortunately, most of the antidepressant drugs are still not approved by the FDA for children under 18 years old. Luckily, the doctors do indeed prescribe antidepressants to adolescents that dramatically help them deal with their depression. This practice is called an â€Å"off-label† use and is not uncommon for many illnesses.   Ã‚  Ã‚  Ã‚  Ã‚  The article also mentions that, of course, besides medication... ... done by a professional. Unfortunately, even some professionals still don’t recognize certain behavior such as violence (often mistaken for hyperactivity) as a symptom of adolescent depression.   Ã‚  Ã‚  Ã‚  Ã‚  In my opinion, the teachers are people who see and observe the kids for most part of their day. They should be able to somehow notice if there are any sudden changes in a particular child’s behavior. It might not be noticeable at first, but, I am sure, sooner or later some signs will be displayed. The teacher should right away meet with the parent of that particular child and advise them of his or her observations. Sometimes teachers do not exactly do this because in some cases the parents overreact and say that the teacher is just knit-picking on their child. It’s understandable because no parent suspects or even wants to think that their kid could be prone to depression or any other mental disease, for that matter. But, I think, it’s their obligation to listen to the teachers’ observations and comments and address them in a proper manner. Otherwise, their precious child might be in danger of developing a much more sever mental illness than just depression.