Effect of pollution on heritage structure Essay Example for Free

Effect of pollution on heritage structure Essay This write up is a synopsis to the dissertation ,‘Effect of pollution on Delhi heritage structure Jantar Mantar. ’ It gives an overview of the contents that the final research paper is likely to cover the effect of different types of pollutions like air ,light, sound etc. pollutants on the materials used for construction of Jantar Mantar also the different techniques to prevent pollution in that area. Keywords : Effect, pollutants, techniques, Introduction: Heritage structures are known as identity of our nation as citizens of this country it is our duty to protect them. Jantar Mantar is one of the important heritage structures in Delhi. We generally use electrical devices or books to get information about time , astrological data, year calendar, position of sun, moon at particular days but in Jantar Mantar this data is conveyed directly through instruments placed their. Aim : To study effect of pollution on Delhi’s heritage structure Jantar Mantar. Objectives: †¢Study of different types of pollutants their effect on structure. †¢To study the different types of pollution level in that particular area. †¢To findout various techniques to preotect the structure from pollution. Scope of study: †¢Population in that area its effect on structure. †¢Climatic conditions of Delhi . †¢Study of different types of pollutions like sound pollution ,light pollution their effect on structure. †¢Materials used for structure 1. Properties of materials 2. Amount of usage †¢Timeline †¢Ways to prevent the structure from this damage Limitations of study: †¢To study the materials used for construction of â€Å"Jantar Mantar†. †¢Properties of materials . †¢Study of different pollutants their effect on structure. †¢Different types of pollutions affecting structure. †¢Different ways to control the pollution. Research Questions: †¢What is effect of population on the structure? 1. Due to increasing population daily usage of vehicles is increased that is increasing the air pollution level tremendously. †¢What are the materials used for construction? 1. White marble which is used at the top of red sandstone on which scale is Ingraved. †¢What are the different types of pollution affecting structure? 1. Air pollution 2. Sound pollution †¢Different types of pollutants affecting building 1. Sulphur dioxide, sulphates. 2. Nitrogen oxide, nitrates. 3. Chlorides, Carbon dioxide Ozone. If the level of carbon dioxide in atmosphere is increased as much as the most pessimistic predictions, the increase in rainfall acidity this gas will cause is relatively minor. It is the reactions of other pollutant gases, such as sulphur dioxide and nitrogen oxides, that produce the more acidic rainfall. Sulphur dioxide reacts with water in the atmosphere to produce sulphurous acid (H2SO3). This is what is popularly referred to as ‘acid rain’. †¢What are the different techniques to reduce the pollution? Methodology : Refrences: (n. d. ). Retrieved 09 12, 2013, from buildingconservation_files: www. buildingconservation_files. com

The Scientific Revolution and The Enlightenment Essay -- Essays Papers

The Scientific Revolution and The Enlightenment In the 17th Century, there was much controversy between religion and science. The church supported a single worldview that God’s creation was the center of the universe. The kings and rulers were set in their ways to set the people’s minds to believe this and to never question it. From these ideas, the Enlightenment was bred from the Scientific Revolution. Nicholas Copernicus was the first to question the universal truths and teachings of the church. He devised a theory that the earth along with the other planets revolved around the sun. This theory disagreed with Aristotle and the old teachings that the universe revolved around the earth, and that man was the center of the universe. To follow Copernicus’ theory was Giordano Bruno. He went beyond Copernicus to suggest that space was limitless, and that the sun and its planets may not be the only systems of its kind. i Bruno dared to say that he believed there was a possibility of other worlds with rational beings possibly superior to us. Since this kind of action was unheard of at that time, Bruno was condemned and burned at the stake for blasphemy. The team of Tycho Brahe and John Keppler were the next to study Copernicus’ theory. Brahe tried to disprove Copernicus’ theory and tried to prove the idea of the earth-centered universe. Although Keppler was Brahe’s assistant, he argued for Copernicus and analyzed Brahe’s data to conclude that the sun was the center of the universe. Keppler also used Brahe’s data to discover the movement of the planet Mars. This was the key to explaining all planetary motion. ii He also discovered the planets move in elliptical orbits, which also went against the beliefs of the church. Kepp... ...nce and nature inter-twined to compliment one another. i Santillana, Giorgiode. The Crime of Galileo. Chicago: University of Chicago Press, 1955. ii Dene Scoggins. www.txwesleyan.edu/scoggins/world/17thCenturyScience/menu.html iii Porter, Roy. The Enlightenment. London: The Macmillan Press Ltd. 1990. iv Dene Scoggins. www.txwesleyan.edu/scoggins/world/17thCenturyScience/menu.html v Santillana, Giorgiode. The Crime of Galileo. Chicago: University of Chicago Press, 1955. vi Santillana, Giorgiode. The Crime of Galileo. Chicago: University of Chicago Press, 1955. vii Brians, Paul. http://www.wsu.edu/~brians/hum_303/enlightenment.html viii Outram, Dorinda. The Enlightenment. Great Britain: Cambridge University Press, 1995. ix Brians, Paul. http://www.wsu.edu/~brians/hum_303/enlightenment.html

Lessons Form the Classroom Essay

A. I think my main strength is that I like interacting with people. In my career thus far I have worked in multi-disciplinary teams, made daily presentations and managed teams so working with people is natural and comfortable for me. I’m friendly, inclusive and approachable. I think this is an asset that will carry me far as a teacher. I have experienced teachers who were intimidating and I found it detrimental to my learning. I want my students to feel comfortable to ask me anything, repeat anything, or explain anything. I think that as time progresses in the classroom I’ll be able to develop good relationships with the students where they feel safe and uninhibited. I am naturally and therefore normally well organised and prepared which I think is a key skill in ELT. At my university induction lecture the speaker said ‘fail to plan, and plan to fail’ which I think was valuable advice and which has stuck with me. Planning my lessons appropriately helps me to better understand what I’m teaching, embeds it in my mind so I’m more confident in delivering it and helps me to predict possible problems and their solutions. I think that as my confidence and skills grow I will be able to compose highly detailed lesson plans that will deliver my objectives. I am a creative person and like devising innovative approaches to problems. I like to challenge the standard to create new ways of doing things. The results have engaged and generated new perspectives. I hope this will translate well into the classroom where I can devise games and exercises that will appeal to the students and accelerate their learning. As my confidence, knowledge and skills develop I plan to combine my own methods into my teaching. My main weakness is my inability to express grammar rules and understand grammatical terminology such as ‘present continuous’. Although my primary school was strict with grammar, punctuation and spelling, we were not taught the labels of grammar terms beyond the basics of nouns, verbs, and adjectives. So whilst I can speak and write sentences that are clear and grammatically correct I am finding the terminology challenging. As an English language teacher this is obviously something that I need to remedy as soon as possible! I am studying several grammar reference books from the suggested reading list and using mind mapping to help me understand and learn the rules. I remind myself that I already know the grammar rules I just don’t know that I know them! I have never used an interactive white board (IWB) before and have historically been reluctant to embrace new technology so I have not made full use of it as yet. As the teachers have used the IWB extensively in classes I have seen how convenient and flexible it is. I am keen to address this challenge as I believe it will be enormously beneficial to me in the classroom and therefore improve and accelerate my learners’ experiences. I am going to take advantage of break times to practise using it to build my confidence and then set myself a deadline to incorporate it into a lesson. I am sure that after using it in a few lessons I will feel more composed and will easily integrate it into classes. I would like to improve my ability to communicate with the students in a more concise and succinct way. I have found that my instructions have been too complicated and lengthy and thus caused confusion. As well as cultivating this skill I’m going to try to integrate more gestures, demonstrations and pictures to resolve the issue. My research has produced a checklist for communication, (concise, concrete, clear, correct, coherent, complete), which I will use to test my instructions going forward. B. I have been impressed with the eliciting skills of the Celta teachers. In particular James Johnson has been demonstrating how to proficiently organise materials and structure questions to draw out desired responses. He is adept at posing questions that produce the target language or lexis. His seamless ability has demonstrated how effective this technique is in encouraging the students to think for themselves rather than simply giving them the answer, keeping them alert and assessing their language level as well as understanding of the concept being taught. In this way he truly engages with the students and thus his lessons are memorable. This is a very unnatural communication for me so to be able to smoothly incorporate this skill into my teaching would be a triumph for me. All of the teachers have a very calm, confident and charming disposition, which pervades the classroom. They are clearly highly skilled and experienced, which generates trust. I think these qualities are fundamental for effective learning. These qualities seem to be intrinsic to the instructors but I’m hoping that over time I will ripen or at least acquire the ability to convey a fraction of this demeanour. C. When I have completed my Celta training I will be just at the beginning of my career so continuing professional development will be paramount to consolidate what I’ve learned so far, keep my skills up to date, learn new and different techniques from other teachers and experts, and keep abreast of industry trends. I love learning and developing myself and regularly take classes, workshops and courses for fun and personal development as well as career development, so I am highly motivated to continue my ELT development. My research has made me aware of various online communities, which could be a great way to exchange ideas. I also intend to stay in touch with my peers on the course so we can continue to learn together, share experiences, ideas, problems and solutions.

The Story of How Canada Got Its Name

The name Canada comes from kanata, the Iroquois-Huron word for village or settlement. The Iroquois  used the word to describe the village of Stadacona, present-day Quebec City. During his second voyage to New France  in 1535, French explorer Jacques Cartier sailed up the Saint Lawrence River for the first time. The Iroquois pointed him in the direction of kanata, the village at Stadacona, which Cartier misinterpreted as a reference to  both the village of Stadacona and the wider area subject to Donnacona, the Stadacona Iroquois chief. During Cartiers 1535 trip, the French established along the Saint Lawrence the colony of Canada, the first colony in what the French called New France. Use of Canada gained prominence from there.   The Name Canada Takes Hold (1535 to the 1700s) By 1545, European books and maps had begun referring to this small region along the  Saint Lawrence River  as Canada. By 1547, maps were showing the name Canada as everything north of the St. Lawrence River. Cartier referred to the St. Lawrence River as la rivià ¨re du Canada  (the river of Canada),  and the name began to take hold. Even though the French called the region New France, by 1616 the entire area along the great river of Canada and the Gulf of Saint Lawrence was still called Canada. As the country expanded to the west and the south in the 1700s, Canada was the unofficial name of an area spanning the American Midwest, extending as far south as what is now the state of Louisiana. After the British conquered New France in 1763, the colony  was renamed  the Province of Quebec. Then, as British loyalists headed north during and after the American Revolutionary War, Quebec was divided into two parts. Canada Becomes Official In 1791, the Constitutional Act, also called the Canada Act, divided the Province of Quebec into the colonies of Upper Canada and Lower Canada. This marked the first official use of the name Canada. In 1841, the two Quebecs  were united again, this time as the Province of Canada. On July 1, 1867, Canada  was adopted as the legal name for the new country of Canada upon its confederation. On that date, the Confederation Convention formally combined the Province of Canada, which included Quebec and Ontario, with Nova Scotia and New Brunswick as one Dominion under the name of Canada. This produced the physical configuration of modern Canada, which is today the second largest country in the world by area (after Russia).  July 1 is still celebrated as Canada Day. Other Names Considered for Canada Canada wasnt the only name considered for the new dominion, although it was ultimately chosen by unanimous vote at the Confederation Convention.   Several other names were suggested for the northern half of the North American continent leading up to confederation, some of which were later repurposed elsewhere in the country. The list included Anglia (a medieval Latin name for England), Albertsland, Albionora, Borealia, Britannia, Cabotia, Colonia, and Efisga, an acronym for the first letters of the countries  England, France, Ireland, Scotland, Germany, with the A for Aboriginal. Other names floated for consideration were Hochelaga, Laurentia (a geological name for part of North America), Norland, Superior, Transatlantia, Victorialand and Tuponia, an acrostic for The United Provinces of North America. This is how the Canadian government remembers the name debate on ​Canada.ca: The debate was placed in perspective by Thomas D’Arcy McGee, who declared on February 9, 1865: â€Å"I read in one newspaper not less than a dozen attempts to derive a new name. One individual chooses Tuponia and another Hochelaga as a suitable name for the new nationality. Now I ask any honourable member of this House how he would feel if he woke up some fine morning and found himself instead of a Canadian, a Tuponian or a Hochelagander.† Fortunately for posterity, McGee’s wit and reasoning–along with common sense–prevailed... The Dominion of Canada Dominion became part of the name instead of kingdom as a clear reference that Canada was under British rule but still its own separate entity. After World War II, as Canada became more autonomous, the full name Dominion of Canada was used less and less. The countrys name was officially changed to Canada in  1982  when the Canada Act was passed, and its been known by that name ever since. The Fully Independent Canada Canada did not become fully independent from Britain until 1982 when  its constitution was patriated under the Constitution Act of 1982, or the Canada Act, The act essentially transferred the countrys highest law, the British North America Act, from the authority of the British Parliament—a connection from the colonial past—to  Canadas  federal and provincial legislatures. The document contains the  original statute that established the  Canadian Confederation  in 1867 (the British  North America  Act),  amendments  that the British Parliament made to it over the years, and Canadas Charter of Rights and Freedoms, the result of fierce negotiations between the federal and provincial governments that set down basic rights ranging from freedom of religion to linguistic and educational rights based on the test of numbers. Through it all, the name Canada has remained.