Online Shop System Problem Statement Essay

Customer can browser through the product catalog and add the items to shopping cart. He can proceed to checkout as long as his shopping cart is not empty. Customer will require to login to the system when he proceed to checkout, or he can create an account if he not yet have one. The order will charge to the credit card registered in customer’s account. Customer need to provides full name, email address, phone number, credit card and billing address details when creating an account. Customer can login to the system to maintain his account information, such as changing phone number, address, and credit card details, and check the status of his orders. Upon order received, the sales staff will process the order by charge to customer’s credit card. Once the order has been charged, he will then mark the order as paid and pass to courier company and deliver them to customer. If the items customer ordered is out of stock, then the order will mark as on hold. Once the item(s) arrived, the order will pass to courier company for delivery. Courier company will pack the item with standard packaging, but if the order is marked as gift, then the the items will pack as gift. If the items arrived with damage, customer can return it by register in the online shop. Courier company will collect the item from customer and sales staff will refund the money for that item. Marketing staff responsible to maintain the product catalog. He can also setup the promotion item list and send promotion email to customer.

Jose Rizal’s Timeline

Source: http://joserizal. info/Biography/timeline. htm CHRONOLOGY 1848, June 28 — Rizal’s parents married in Kalamba, La Laguna: Francisco Rizal-Mercado y Alejandra (born in Binan, April 18, 1818) and Teodora Morales Alonso-Realonda y Quintos (born in Sta. Cruz, Manila, Nov. 14, 1827). 1861, June 19 — Rizal born, their seventh child. 1861, June 22 — Christened as Jose Protasio Rizal-Mercado y Alonso-Realonda 1870, age 9 — In school at Binan under Master Justiniano Aquin Cruz. 1871, age 10 — In Kalamba public school under Master Lucas Padua. 872, June 10, age 11 — Examined in San Juan de Letran college, Manila, which, during the Spanish time, as part of Sto. Tomas University, controlled entrance to all higher institutions. 1872, June 26 — Entered the Ateneo Municipal de Manila, then a public school, as a day scholar. 1875, June 16, age 14 — Became a boarder in the Ateneo. 1876, March 23, age 15 — Received the Bachel or of Arts (B. A. ) degree, with highest honors, from Ateneo de Manila. 1877, June. — Entered Sto. Tomas University in the Philosophy course. 877, Nov. 29 — Awarded diploma of honorable mention and merit by the Royal Economic Society of Friends of the Country, Amigos del Pais, for the prize poem. 1878, June, age 16. — Matriculated in the medical course. Won Liceo Artistico-Literario prize, in poetical competition for â€Å"Indians and Mestizos†, with the poem â€Å"To the Philippine Youth†. Wounded in the back for not saluting a Guardia Civil lieutenant whom he had not seen. The authorities ignored his complaint. 1880, April 23, age 19. – Received Licco Artistico-Literario diploma of honorable mention for the allegory, â€Å"The Council of the Gods†, in competition open to â€Å"Spaniards, mestizos and Indians†. Unjustly deprived of the first prize. 1880, Dec. 8. — Operetta â€Å"On the Banks of the Pasig† produce d. 1881, age 20. — Submitted winning wax model design for commemorative medal for the Royal Economic Society of Friends of the Country centennial. 1882, May 3, age 21. — Secretly left Manila taking a French mail steamer at Singapore for Marseilles and entering Spain at Port Bou by railroad. His brother, Paciano Mercado, furnished the money. 1882, June. – Absence noted at Sto. Tomas University, which owned the Kalamba estate. Rizal’s father was compelled to prove that he had no knowledge of his son’s plan in order to hold the land on which he was the University’s tenant. 1882, June 15. — Arrived in Barcelona. 1882, October 3. — Began studies in Madrid. 1886, –Received degree of Licentiate in Medicine with honors from Central University of Madrid on June 19 at the age of 24. Clinical assistant to Dr. L. de Wecker, a Paris oculist. Visited Universities of Heidelberg, Leipzig, and Berlin. 1887, Feb. 21, age 26. — Fini shed the novel Noli Me Tangere in Berlin.Traveled in Austria, Switzerland and Italy. 1887, July 3. — Sailed from Marseilles. 1887, Aug. 5. — Arrived in Manila. Traveled in nearby provinces with a Spanish lieutenant, detailed by the Governor-General, as escort. 1888, Feb. — Sailed for Japan via Hong Kong. 1888, Feb. 28 to April 13, age 27. — A guest at the Spanish Legation, Tokyo, and traveling in Japan. 1888, April-May. — Traveling in the United States. 1888, May 24. — In London, studying in the British Museum to edit Morga’s 1609 Philippine History. 1889, March, age 28. — In Paris, publishing Morga’s History.Published â€Å"The Philippines A Century Hence† in La Solidaridad, a Filipino fortnightly review, first of Barcelona and later of Madrid. 1890, February to July, age 29. — In Belgium finished El Filibusterismo which is the sequel to Noli Me Tangere. Published â€Å"The Indolence of the Filipino† in La Solidaridad. 1890, August 4. — Returned to Madrid to confer with his countrymen on the Philippine situation, then constantly growing worse. 1891, January 27. — Left Madrid for France. 1891, November, age 30. — Arranging for a Filipino agricultural colony in British North Borneo. Practiced medicine in Hong Kong. 892, June 26, age 31. — Returned to Manila under Governor-General Despujol’s safe conduct pass. Organized a mutual aid economic society: La Liga Filipina on July 3. 1892, July 6. — Ordered deported to Dapitan, but the decree and charges were kept secret from him. Taught school and conducted a hospital during his exile, patients coming from China coast ports for treatment. Fees thus earned were used to beautify the town. Arranged a water system and had the plaza lighted. 1896, August 1, age 35. — Left Dapitan en route to Spain as a volunteer surgeon for the Cuban yellow fever hospitals.Carried letters of recommendation f rom Governor-General Blanco. 1896, August 7 to September 3. — On Spanish cruiser Castilla in Manila Bay. Sailed for Spain on Spanish mail steamer and just after leaving Port Said was confined to his cabin as a prisoner on cabled order from Manila. (Rizal’s enemies to secure the appointment of a governor-general subservient to them, the servile Polavieja had purchased Governor-General Blanco’s promotion. ) 1896, October 6. — Placed in Montjuich Castle dungeon on his arrival in Barcelona and the same day re-embarked for Manila.Friends and countrymen in London by cable made an unsuccessful effort for a Habeas Corpus writ at Singapore. On arrival in Manila was placed in Fort Santiago dungeon. 1890, December 3. — Charged with treason, sedition and forming illegal societies, the prosecution arguing that he was responsible for the deeds of those who read his writings. During his imprisonment Rizal began to formulate in his mind his greatest poem who other s later entitle, â€Å"My Last Farewell. † (later concealed in an alcohol cooking lamp) December 12 — Rizal appears in a courtroom where the judges made no effort to check those who cry out for his death. 896, December 15. — Wrote an address to insurgent Filipinos to lay down their arms because their insurrection was at that time hopeless. Address not made public but added to the charges against him. 1896, December 27. — Formally condemned to death by a Spanish court martial. Pi y Margall, who had been president of the Spanish Republic, pleaded with the Prime Minister for Rizal’s life, but the Queen Regent could not forgive his having referred in one of his writings to the murder by, and suicide of, her relative, Crown Prince Rudolph of Austria. 896, December 29 — Completes and puts into writing â€Å"My Last Farewell. † He conceals the poem in an alcohol heating apparatus and gives it to his family. He may have also concealed another copy of the same poem in one of his shoes but, if so, it is lost in decomposition in his burial. 1896, December 30, age 35 years, 6 months, 11 days. — Roman Catholic sources allege that Rizal marries Josephine Bracken in his Fort Santiago death cell to Josephine Bracken; she is Irish, the adopted daughter of a blind American who came to Dapitan from Hong Kong for treatment.Shot on the Luneta, Manila, at 7:03 a. m. , and buried in a secret grave in Paco Cemetery. (Entry of his death was made in the Paco Church Register among suicides. ) 1897, January. — Commemorated by Spanish Free-masons who dedicated a tablet to his memory, in their Grand Lodge hall in Madrid, as a martyr to Liberty. 1898, August. — Filipinos who placed over it in Paco cemetery, a cross inscribed simply â€Å"December 30, 1896†, sought his grave, immediately after the American capture of Manila. Since his death his countrymen had never spoken his name, but all references had been to â⠂¬Å"The Dead†. 898, December 20. — President Aguinaldo, of the Philippine Revolutionary Government, proclaimed December 30th as a day of national mourning. 1898, December 30. — Filipinos held Memorial services at which time American soldiers on duty carried their arms reversed. 1911, June 19. — Birth semi-centennial observed in all public schools by an act of the Philippine Legislature. 1912, December 30. — Rizal’s ashes transferred to the Rizal Mausoleum on the Luneta with impressive public ceremonies.

Inf 103 Week 2 Assignment 1

1. What input/output devices will I be using in the next one to three years? The input devices I will be using most in the next 1 to 3 years will be my laptop. my smart phone and, my tablet. The output devices I will use will be my printer, mouse and speakers. These devices have become a big part of my everyday life. I use all of them daily and could not imagine my life without them at this point. 2. Features, components and form factors that will be prominent and important?I plan on becoming more familiar with both flash drives for storing my school work and external hard drives for backing up all of my documents and pictures god forbid anything ever happens to my computer. These are components that I have not used before but I have been working with a friend that has a great deal of computer tech experience and she is teaching me the basics. 3. Applications that I plan on using in the coming years? ——————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Some applications that my computer has been most familiar with are I Tunes, Skype, and Microsoft word.In the next few years I plan on learning much more about application available to me. I will be learning how to better use my Microsoft office that I just purchased. I also want to learn how use both excel and power point. 4. Devices that have changed my life The devise that has changed my life most has been my smart phone. Over the last few years I have really learned how to use it well. I have some amazing applications on it that help me to monitor my calorie intake, share photos with friends and even take my pulse!It is crazy how a phone can actually help you keep track of your health and monitor vitals. The only risk I see in it would be texting and driving. I do my best to never do that. I wanted to display to you my knowledge of Microsoft Word. I hope that this is what you were looking for! Thanks- Kristin I wanted to display to yo u my knowledge of Microsoft Word. I hope that this is what you were looking for! Thanks- Kristin *Sample Chart- Has no relation to the discussion. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | * *Sample Table- Has no relation to the discussion.

English Composition Essay Example | Topics and Well Written Essays - 500 words

English Composition - Essay Example On October 1959, New York's Guggenheim Museum opens on Fifth Avenue between 88th and 89th streets to house the collection of the late copper magnate Solomon R. Guggenheim, whose mentor, Hilla Rebay, induced him to buy dozens of canvases by the late abstractionist Wassily Kandinsky (World Chronology, 2007). In the field of nonfiction literature, C. Wright Mills wrote "The Sociological Imagination" to enable the young radicals to see their worth as potential agents of change in a social structure whose needs are not being met by the existing power structures (World Chronology, 2007). Television became the most dominant mass media in every American home in 1959. On January 9, San Francisco-born actor Clint Eastwood stars in "Rawhide" on CBS (World Chronology, 2007). I remember my mother humming the popular songs of the year: "Back in the U.S.A." and "Almost Grown" by Chuck Berry, and "Just a Lonely Boy" and "Put Your Head On My Shoulder" by Paul Anka. In the field of politics, America has acquired new states in 1959. Alaska and Hawaii become the forty-ninth and fiftieth states, respectively.

Analyze the role of one or more of the minor characters Essay

Analyze the role of one or more of the minor characters - Essay Example Thus, when she spends a lot of money on the Christmas gifts, it becomes a call for worry to the husband Torvald. At that time, the husband chides and mocks the wife on her extravagance as other characters in the story are introduced and they are brought to place. To begin with, there is Helene, who is a maid and works in the house of the Helmers. As much as the ordinary eyes or a literary commentator may appreciate the magnitude of the roles of the main characters, she adds to the overall plot of the story. It is my guided opinion and respectful line of thought that the fact that Helene id present in the story, it builds to the direction that the Helmers lived a considerably wealthy life of opulence and comfort. Thus, when she announces that a friend of Mr. Torvald Helmer has arrived, it elevates the status and societal position of the Helmers (Canby 13). The relevance and contribution of this announcement seeks to distinguish and separate the status and novelty of the Helmers to a relatively higher hierarchy of the society. It is important to note and mention that a person who can afford a housemaid can be considered to be well off or a person of class and social status. Secondly, when she mentions that a dear friend of Torvald Helmer called Dr Rank had gone to visit the Helmers. A doctor is also a valuable and respectable member of the society and the fact that one could be friends with one shows that one is of repute and consideration. Thus. Helene as a character is used to show the difference in class and stature that exists between the Helmers and the rest of the society who are poor or ordinary people. In retrospect, the fact that the Helmers are friends with the doctor, Dr Rank shows that he and his wife were people of relative means and ability in the society. Another minor character who adds and contributes to the general flow of the story in terms of these and plot is Kristine Linde, who happened to be

Internet safety & appropriate use of digital technology Essay

Internet safety & appropriate use of digital technology - Essay Example It goes without a word that the societies have become a global village, with the support of the vast technologies that allow people to socialize, share, create, and manipulate available digital information and images across the globe. These substantial benefits in the current digital age have however, propelled numerous irregularities ranging from illegal to unethical conducts, such as unauthorized copying and reproduction of copyrighted works, cyber and computer crimes, irresponsible postings of online contents, invasion of privacy, and unsafe use of the digital information and technology (James et al, 2009). To avoid and prevent all those factors, while promoting effective use of the technology, the society (both adults and the young generation) needs adequate information to guide them on what can and cannot do. Using Copyrighted Work Technology through the use of binary digits has enabled production of replicas of original works of authors. Because the modern computers are very ad vanced, people and especially students find it very easy to locate written materials and copy them in their assignments, or compile them as reports of their work. Very genuinely, some do not have the idea behind the copyright law and the penalties associated; but others have overlooked the legitimacy of the copyright protections, to accomplish their activities at the expense of the others (authors). According to Popek, copyrights protections exist where a work has been created (whether, music, artwork, written books, magazines, films, and software among others) by an author and demonstrates his or her creativity, besides having being recorded and proved to be original; as such, copyright law makes it legal to sue any persons or companies for criminal charges, if they acted against the author’s wish (which could be unauthorized copying, creating replicas, sharing or viewing on other grounds) (2011). All the published works are always protected by the copyright law, and unless the author authorizes certain activities, the people accessing the copyrighted work are bound to use it according to what the law specifies. It therefore becomes important to acknowledge the author when documenting one’s work, if at all there exists a replica of a part or the whole of the copyrighted work. An original work is someone’s intellectual property; hence the society is obliged to respect that and access the services through a legal process, such as buying and using the legal opportunities provided by the author of the work, otherwise if law is enforced, the violations are harshly charged for the crime. The people, especially students and those who deal with documentations need to refer their borrowed ideas and quotations to the authors of the published work, in appreciation and with respect to the law. It saves them from engaging in plagiarism and directs them towards building their own original work with authenticity. Safe use of the technologies is a matter of self-discipline to behave as supposed, whether being observed or not. Knowing that, students with advanced technological devices, such as enabled cameras and internets in their smart phones can avoid cheating and plagiarism, because even available systems can detect copies of published work. Privacy Dealing with information technology

The Influence of Televison Violence on Teenagers Essay

The Influence of Televison Violence on Teenagers - Essay Example Various organizations have carried out several studies related to the effects of violent media on teenagers, which has indicated that teenagers often get a negative impact after watching violent stuff on the television. In brief, the paper has tried to understand different aspects of effects of television violence that affect the teenagers in different parts of the globe. Nowadays, one of the favorite recreational activities for the teens is watching television with their family, friends, and often alone. Television watching is not an issue, if it is watched for a limited time; however, when an activity or a hobby becomes addictive, it results in the creation of a concern towards it according to a number of theories related to adolescent identity development. Similarly, when the teenagers start watching television and especially violent media on television every time, it creates a sense of insecurity in terms of their behavior and future. In the year 1998, one of the faculty members of Simon Fraser University carried out a study on the teens that watch violent stuff on television. The results of that study showed that television violence made twenty-five percent of teens addicted to it. In addition, all those teens showed great changes in their behavior, which was not in a positive manner. (Kelly, 1999) Furthermore, a number of studies have shown that worse academic results are shown by the teenagers that watch violent stuff on the television according to the National Institute on Media and Family. It is indicated by the researches and theories related to adolescent development that violent stuff are preferred by more than seventy-five percent of teenagers that are interested in watching television or playing video games.. One of the schools in Texas carried out a study of teenagers that watch television, and it found out that teachers complained of frequent arguments from the students that were involved in

Definition and Explanation of Closed and Open Economic Systems Essay

Definition and Explanation of Closed and Open Economic Systems - Essay Example ic system are trading of goods and services at international levels and engaging in import and export of goods and services between various countries. Therefore there is no doubt that this leads to inner and outer flows. It may be goods and services in the form of import and export or the flow of resources, such as labor, capital and currency. The flow of labor is in two ways: emigration and immigration. Emigration means the outer flow of people to different countries, whereas immigration is the inner flow of laborers into the country. Capital flow refers to foreign trade investment. Defines and explains leakages in an open system. In the open system, a there is financial model that computes the goods and services exchanged nationally. The leaks in the open system include all transactions of foreign countries.  Ã¢â‚¬Å"In an open system, taxes are included in the model to show government purchases and inject money back in to the economy† (The Mechanics of Open and Closed Syste m, 2012, para. 4).  Ã‚  Funds being lost due to purchases of foreign facilities can also be seen in the open system. Another structure of leakage that can happen is when US industries outsource their capital OR labor to foreign countries. Even though the industry is saving and can currently make extra profits, the cash that is leaked may not be regained later. Define and explain injections in an open system. An injection happens when a foreign or individual company purchases American commodities or facilities. If a foreign industry hires workers belonging to the US, the wages deserved by the employees are measured and injected back into the financial system. Similarly, when the local government produces purchases in America or provides facilities like welfare, the cash is injected back into the... This essay discusses the closed economy, that is the opposite of an open economy. In a closed economic country, that were analyzed in this essay all economic activities are conducted within the boundary of the country. Such an economy is an independent economy, which means the country does not accept imports from other countries and also does not export to foreign countries. The main objective of this type of economy is to make everything available for people within the confines of the economy. Thus, it can be stated that such a country will not engage in any type of trade or have even the slightest of interactions with other countries. However, it can be seen that in the modern times closed economic countries are very rare. For example, China was a closed economy earlier and then transformed into an open economy, when the China Government understood the benefits that come along with being an open economy. Hovewer, the researcher also mentions that Brazil remains one of the most clos ed economies in the world today. Today, an industry aims to give more US jobs in addition to create earnings from selling to foreign countries is the important example of injection. The company â€Å"green† was identified Wind Sail Reception, Inc. is situated in Nevada and has been creating turbines to change wind to power since the year 2002. The industry sells to American energy services and European services. The income created from the European market is measured a cash injection to the economy of the United States.

How can community social work methods be used to tackle poverty and Essay

How can community social work methods be used to tackle poverty and social exclusion in england - Essay Example This is done through a number of methods through which they aim to the impact of these two dilemmas until hopefully they can be wholly eradicated from the community (Payne, 2011). Poverty can be defined as a state of meager means whether it is economically or in references in life (Cree, 2010). Social exclusion refers to the act of locking out the less privileged from things that they should be able to enjoy alongside everyone else mainly due to their social status. There are various methods that individuals who are involved in community social work have implemented in order to erase these two issues from the society (that is poverty and social exclusion). These methods are meant to handle the key cause of the problems so as to ascertain that they eradicated completely (Popple & Leighninger, 2008). Some of these methods include: Social workers often hold training sessions on various business subjects in underprivileged areas in a bid to provide them with means and ideas with which they will be able to support themselves with (Stepney & Popple, 2008). Teaching individuals skills such as carpentry and how to efficiently run a business will ensure that are able to improve their economic situation in the long run and is better than simply offering money which may be spent leaving them in the same place once it is over (Pierson, 2010). The main reason behind social exclusion can be said to the structure of various policies that have been set in place to only benefit the financially stable and thus it is important for such policies to be changed (Grinnell & Unrau, 2008). However, many of those suffering from social exclusion are not aware of this and thus there is a need for individuals to step up and fight for their rights on behalf of this population which is a task that social groups have taken upon themselves. A large number of the people who utilize public utilities

Merketing Essay Example | Topics and Well Written Essays - 1500 words

Merketing - Essay Example A traditional philosophy of marketing, known as the production philosophy, believes that a good product will sell itself (Sandhusen, 2000, p. 13). By the beginning of the 20th century this had evolved into a sales oriented system. The sales based philosophy worked on the belief that a good salesman could sell anything to anyone. It relied on advertising and customer manipulation (Sandhusen, 2000, p. 13). These philosophies evolved throughout its history and most modern theorists now contend that all business is customer driven and successful marketing is getting the customer what they want at a price they are willing to pay (Lancaster & Reynolds, 1999, p. 78). Marketing has been described as "[...] the process of planning and executing the conception, pricing, promotion and distribution of ideas, goods, and services to create exchanges that satisfy individual and organisational objectives" (Lancaster & Reynolds, 1999, p. 1). It is not so much a single task as it is a concept of visualising your customer through their eyes, and creating a profit by understanding and satisfying their needs by providing something of value (Forsyth, 1999, p.124). In its basic form, marketing matches the companys capability to supply the customer with a customers need for goods. This process is often analysed through the use of the 4Ps/4Cs model. The producer controls product, price, promotion, and place. The customer controls their 4C counterparts of customer solution, cost, communication, and convenience. In general, though price incentives can be utilised on a limited basis at some cost to profitability, marketing can only control the promotion and the place in the short term. The customer controls the cost they are willing to pay, acceptance as a solution, convenience, and communication with the producer. Except by manipulation, the company is limited to only researching the aspects that are controlled by the

What aspects of speech perception and preverbal communication prepare Essay

What aspects of speech perception and preverbal communication prepare infants for language development - Essay Example Language acquisition is partly learned and partly innate as infants interact with the people around them and their environment. For some children, picking up a language is the easiest thing in the world, but for others it is the hardest. Many factors are responsible for this such as genetic factors and factors relating to our family background, experiences and exposure. Tiny tots pick up the language without any formal training just by listening and practicing. They often surprise us with their use of words and phrases and often leave us wondering as to who taught them. For a child learning a language comes naturally by instinct. It doesn’t need to be taught, but nurtured and groomed. There is an ongoing debate about whether the human language gradually evolved from more primitive forms of communication like shouts, gestures or calls or whether the language feature is something unique to all humans. As Leaky (1994) states that â€Å"language is a defining point in human prehistory†, it is evident that language evolved. But the question is, did language evolve early, during the evolution of humans? Chomsky advocates that, â€Å"evolved as an ability that arose as a consequence of the growing brain and therefore appeared late in our evolution†. According to Tomassello 1999, the distinct feature of joint attention is what distinguishes us humans from apes. Therefore, the evolution of language is inextricably linked to joint attention. It is this feature that helps us to acquire knowledge and use it not only for communication but in the description of abstract things which are not within our reach. Primates are not capable of joint attention and therefore cannot learn a language well. The manner in which you engage a child would determine the path of how language learning takes place in a child in his formative years from one to five. This is a very exciting period you can really enjoy listening to a child. Talking

Physical education Essay Example for Free

Physical education Essay Introduction Recent educational changes have spurred the need for assessment within the Physical Education field. Although it has always been part of the instructional process – Plan, Teach, Evaluate -it has not received the attention of many physical educators until recently. In the past it was not necessary to use assessment techniques for several reasons. Educators were not required to provide information on student performance to anyone. Both practicality of useful instruments and time needed to complete such assessments appeared to take away from the more relevant parts of teaching. In addition, professionals in the physical education field were not required to have defined learning outcomes for their students. Today, with the increased emphasis on accountability, physical education teachers in New Hampshire must rethink the place of assessment within their programs. The newly revised NH STANDARDS for Public School Approval (Ed 306 – effective 7/1/2005) addresses assessment in physical education as part of section 306. 41. It states: In the area of physical education, the local school board shall require that each school physical education provides: Sound assessment practices in physical education that: 1. Match goals and objectives; 2. Require evaluation and synthesis of knowledge and skills; 3. Emphasize higher-order thinking skills; 4. Clearly indicate what the student is asked to do; 5. Are at an appropriate skill level according to: a. State standard; and b. The needs of the individual; 6. Have criteria that are clear to students and teachers; 7. Are engaging and relevant to students; 8. Link to ongoing instruction; 9. Provide feedback to students; 10. Provide cost-effective benefits to students; 11. Reflect real-world situations; and 12. Emphasize use of available knowledge and skills in relevant problem contexts. In addition, assessment plays a key role in Follow the Child, a recently established New Hampshire Department of Education initiative, under the leadership of Commissioner Lyonel B. Tracy. This initiative, offered to New Hampshire schools and districts, helps schools foster student aspirations to promote student success through an emphasis on personalized learning and assessment and focuses on measuring student growth through all areas of each child’s life. To become a Follow the Child designated district, the school administrative unit (SAU) must show a commitment to several beliefs including the use of continuous assessment strategies. Therefore, it is imperative that physical education teachers are knowledgeable about assessment and utilize sound practices. 6 What is Assessment? Assessment refers to the process of testing and evaluating students to determine progress towards program goals. It is an important part of any sound physical education program because it helps teachers to measure students’ current levels of ability, progress, and their own teaching  effectiveness. A quality assessment model in physical education involves: 1. formally stating the instructional objectives (cognitive, psychomotor, affective) 2. pre-assessing the students 3. measuring the achievement of objectives using valid and reliable tests during and after the delivery of appropriate instructional activities 4. evaluating student progress towards meeting the objectives 7 What are the Principles that Guide Assessment? A quality assessment model is based on three principles: 1. Establish appropriate instructional objectives using national, state, and local standards or guidelines. 2. Select/use appropriate measures to determine student progress towards meeting instructional objectives. Assessment can take many forms. Both formal and informal tools can be used. (See â€Å"What are the Approaches to Assessment? †) 3. Develop an evaluation scheme that reflects the attainment of instructional objectives. While grading is part of the evaluation scheme, it should not be the only outcome. (See â€Å"What is the Relationship between Assessment and Grading? †) 8 What Do the Components of an Effective Assessment Measure? For an assessment measure to be effective, it needs to include: 1.validity – Does it measure what it claims to measure? There needs to be agreement between what the assessment measures and the performance, skill, or behavior the assessment is designed to measure. For example, if a test is designed to measure cardiovascular endurance, one must be confident it does so. It is important to remember that validity is specific to a particular use and group. An assessment might be valid for one age group, but not valid for a different age group. 2. reliability – Does it measure consistently? A reliable assessment should obtain approximately the same results regardless of the number  of times it is given. For example, an assessment given to a group of students on one day should yield approximately the same results if it is given to the same group on another day. 3. objectivity – Does the measurement yield highly similar results when administered by others? For example, an assessment has high objectivity when two or more people can administer the same assessment to the same group and obtain approximately the same results. 4. feasibility – Is the measure straightforward and easy to set up and administer? The following administrative considerations may help one determine the feasibility of an  assessment. a) Cost: does the assessment require expensive equipment that one does not have or cannot afford to purchase? b) Time: does the assessment take too much instructional time? c) Ease of administration: Does one need assistance to administer the assessment? If so, how will these people be trained? Are the instructions easy to follow? Is the assessment reasonable in the demands that are placed on those being assessed? d) Scoring: If another person is needed to help administer the assessment, will it affect the objectivity of the scoring? (For example: A person is needed to pitch the ball to  the hitter in a softball hitting assessment. ) 5. usefulness – Can the results be used for valid educational purposes such as self-appraisal, program planning, or reporting progress? For example: A worksheet is given to a student so one can demonstrate knowledge of skills/games. The results could provide to the student an idea of how much is known about skills/games (self-appraisal), to determine where in the lesson this information should be covered (program planning), and/or as part of calculating students grades (reporting progress). 9 What Are the Purposes of Assessment? 1. Student Learning: Assessment is a way for educators to measure progress, strengths, and areas of growth. Many teachers assess their students using a pre-test, mid-term, and post- test to gauge student learning. This may take place throughout a unit or the entire school year. 2. Improvement of Teaching: Teachers use assessment to determine what is effective in their teaching practices; what is working and what needs improvement. A variety of assessment tools may be used in order to determine what types of instruction are most beneficial in meeting the needs of students. 3. Communication: Assessment should serve as a means of communication between educators, students, administrators, and parents. Parents and students often look at assessment to see WHAT is being learned, HOW progress is being measured, and the TYPE of instruction being received. Educators and administrators use assessment to evaluate teaching practices and to determine if there are gaps in the curriculum. 4. Program Evaluation: Assessment can prove a good measure of one’s program, revealing evidence of the effectiveness of that program, throughout the year, assessment can offer  direction to the program and modifications can be made to increase both student and instructional success. 5. Program Support: Consistent assessment can be used to validate one’s program. Data gained is objective and can show evidence of goals and objectives being met by both student and teacher. With clear data presented, a strong measure of program support may follow. 6. Motivation: Assessment shows progress. When improvement is shown, students feel Positive about their learning environment. Documented assessment can offer proof of growth, thus enhancing students’ motivation to perform to the best of their ability. 10 What Should be Assessed? The Three Domains of Learning Throughout a child’s development there are three domains of learning that exist in order to educate the whole child. Psychomotor, cognitive, and the affective domains give meaning to learning. These are essential in allowing a child to explore the learning environment and obtain as much information about the world as possible. The three Domains are: 1. Psychomotor- The performance component; exploring one’s environment and gaining skills throughout the process. 2. Cognitive-The knowledge component; thinking, associating experiences with learning. 3. Affective-Personal and social development. Providing children with opportunities to interact with others in order to gain a sense of themselves and those around them. Incorporation of the 3 Domains in Physical Education According to David Gallahue, in physical education the three domains are interwoven to give meaning to movement. When children understand WHY their body functions the way it does (cognitive), they can begin to attain skill competency (psychomotor) and associate positive feelings with physical activity (affective). a. Psychomotor domain -the heart of physical education is developing competent motor skill abilities. b. Cognitive domain- an understanding of movement concepts and principles that allow children to become more efficient movers and learners through movement. c. Affective domain – development of acceptable social and personal behaviors in physical activity settings that allow for a productive learning environment with students working responsibly both individually and as members of a group. Assessment of the Three Domains in Physical Education When assessing the psychomotor domain, one is measuring the development of motor skills and health related fitness. For example, at the primary level, students demonstrate skipping by  performing the skill using the step, hop pattern or at the intermediate level, students participate in the FitnessGram assessment program. When assessing the cognitive domain, one is measuring student knowledge of movement concepts, principles, strategies and tactics. For example, at the middle school level students articulate the skill pattern of the underhand throw (â€Å"ready, swing back, step, follow through†) or describe a strategy used to defend territory during an activity. 11 When assessing the affective domain, one is measuring the development of acceptable social and personal behaviors in physical activity settings. For example, at the high school level, students fill out a self reflection about their performance, complete a peer evaluation or identify, follow and, when appropriate, create safety guidelines for participation in physical activity settings. 12 What Are the Approaches to Assessments? What is Formal and Informal Assessment? Teachers can collect information using either formal or informal evaluation. Formal assessment is usually standardized. This standardization allows the teacher to interpret student performance and provides an objective way to assess learning. Informal assessment, sometimes termed alternative/authentic assessment, often relies on observation techniques. What is Traditional Assessment? The term traditional assessment is used to describe the means of gathering information on student learning through techniques such as multiple-choice, fill-in-the-blank, and matching questions, as well as essays. These approaches are particularly useful in assessing students’ knowledge of information, concepts, and rules. They are also appropriate for assessing students’ knowledge of the terms and processes involved in a career. Because factual knowledge of information is one important aspect of applied technology, carefully  designed multiple-choice and matching questions can enable the teacher to quickly assess student mastery of content knowledge. However, an effective assessment evaluates knowledge of facts as well as the connection to a broader body of knowledge. Proficiency in applied technology depends on the ability to know and integrate facts about all aspects of industry into useful constructs. What is Alternative Assessment? Teachers from all academic fields are now being held accountable for the performance of their students. This level of accountability requires teachers to document student learning. In addition to  traditional assessment, more physical education teachers are incorporating â€Å"real-life† learning in their classes. These alternative or authentic assessments focus on the use of what is learned in real- life settings. â€Å"Alternative assessment techniques can be applicable to using assessment as a â€Å"learning experience† that is part of the instructional process rather than something that is â€Å"done to† students (Rink, 2006). Alternative assessment takes time. The teacher must balance the need for reliable and valid information against the practical issues involved in limited program time and too many students. Yet these assessments are gaining in popularity because they tend to focus on more meaningful â€Å"real-life† learning. Authentic assessment focuses on the use of what is learned in real-life settings. Alternative assessments techniques can be used for all of the learning domains and are most applicable to using assessment as a â€Å"learning experience† that is part of the instructional process. Most alternative assessment relies heavily on the assessor making a judgment about some performance. This performance could be about a physical skill or ability, an affective or cognitive behavior. 13 What are the Different Types of Assessment that are Used in Physical Education? Many types of assessments can be used by educators to collect information and provide students with a variety of learning experiences. The following are a few types of assessments used in physical education. After each type, the approach (formal or informal) is noted in italics. . Observation is one of the most common forms of assessment used in physical education. Observational data is a useful form of assessment for the teacher to assess student performance. It is also one of the most useful self and peer assessment activities. When the students are provided a set of criteria to assess their performance or the performance of others, they are learning what is important in what you are trying to teach them and learn to focus their efforts on improvement. (Rink, 2006). An example of each assessment noted below has been placed in Appendix I. †¢ Checklist: associate with observation data; used to identify a particular behavior or characteristic of performance with established criteria. Informal †¢ Performance task: are meaningful â€Å"culminating† experiences that can be accomplished within a single instructional period. Examples would include a dance routine, warm-up routine, locomotor skill sequences, skit, role playing, and oral report. Informal †¢ Rating scale: associated with observation data; determines degree Informal †¢ Record of performance: ‘Snapshot’ of performance from daily tasks (i. e. win/loss, fitness scores, skill assessments) Formal †¢ Rubric: used to assess complex behavior; a multidimensional rating scale. Formal †¢ Student interview, survey and questionnaire: used to gather information on student thinking and feeling. Informal †¢ Student journal: are often used as a â€Å"notebook† where students are asked to reflect on their  performance/ express their feelings, perceptions and attitudes about their experiences in physical education. Informal †¢ Student log: Establish a record of participation or some other behavior or characteristic over time. Formal †¢ Student project: designed as a learning and assessment experience. Students are asked to investigate, design/construct, and present their work in some form. Formal †¢ Written test/worksheet: Is the most common form of assessment in all content areas. It is considered the best way for teachers to determine student knowledge. Formal A portfolio has not been listed above as a type of student assessment. Although it may mean many things to some, within this document a portfolio is considered a representative collection of learning over time. It should demonstrate progress and learning. Students today are part of a highly technological world. Therefore, assessments might include audio-visuals (posters, white boards, easels) and computer-assisted techniques (i. e. mind mapping, imovies, powerpoint, movement skill videos). These knowledge or performance assessments can be compiled in an electronic portfolio that would demonstrate learning over time. 14 Types of Student Assessment Used in Physical Education. There are many types of assessments that can be used by teachers to collect information. The type of assessment chosen needs to match the student learning goals. The chart on the following page is an attempt to provide several examples of both traditional and alternative assessments. The format was modified from the following resource: Hopple, C. J. (1995). Teaching for outcomes in elementary physical education. Champaign, IL: Human Kinetic 15 TYPES of STUDENT ASSESSMENT Traditional Approaches Alternative Approaches Teacher Generated Student Products Written Tests/Worksheets Selected Response. Formats Limited Open-ended Formats Audio/visual Written Performance Tasks Responses selected from given alternatives Brief, written response constructed Generated for exhibition/display Written response generated Physical or cognitive behaviors Multiple-choice Open response Banner Essay, story, poem Skit / role playing True false Short answer Photo exhibit Research paper Officiate a game Matching /association Label diagram Artwork – black white Anecdotal Fitness assessment Corrective true false Fill-in-the- blank Videotape Student journal Debate Concept maps Personal fitness plan Oral report. Poster Student log Instruct a lesson Powerpoint Advertisement Interview imovie Brochure Showcase Audiotape Checklist Movement sequence – dance, gymnastics, locomotor, etc. Rating Scale Warm-up routine Rubric – teacher, peer, self Game play Model of athlete (clay, styrofoam) Record of performance Newspaper Magazine construction Reflection Student project Pre-assessment inventory Student survey, interview, questionnaire Editorial 16 Who Should Assess and Who Can Assess? There are a number of potential ways to assess within physical education. In order for assessment to be successful, it must be practical. The following will identify some ideas and suggestions that can make assessment feasible, useful, and meaningful for both the learner and teacher. Assessment can be completed by the teacher, student, or peer. The more traditional model where the teacher is assessing is often not feasible from a practical perspective. However, if one of the teacher’s objectives is to plan and provide opportunities that result in student responsibility, then it appears logical to involve students in the assessment process whenever appropriate. Self Assessment: Self assessment can be used throughout the instructional process. This provides  both a quick and practical way for the teacher to collect information. Student progress can be recorded using one or more of the following tools – student journal, notebook, index cards – that are completed and submitted to the teacher. Teacher Assessment: Simple checklists, rating scales, and/or rubrics can be used by teacher to assess student performance. In addition, the use of technology in the classroom or gymnasium can be used to assess student performance and student behavior. The videotape, CD and DVD can be viewed at a later time. Peer Assessment: With clear directions from the teacher, peers can collect information that can  indicate student progress. Again, checklists, rating scales, or rubrics can provide criteria for making judgments. Peer assessment requires students to focus on the criteria, allowing them to develop observation skills. For peer assessment to be effective, the teacher needs to teach the observational process. 17 When Should Assessment Occur? ssessment should occur on a continuous basis throughout the year. Assessment used prior to instruction (pre-assessment) could provide information about the students and help establish learning objectives. Assessment used during instruction can provide feedback to both the teacher  and students. Finally, assessment at the end of instruction (post assessment) can determine if learning objectives were met and/or if changes or more work in a particular area is warranted. 1. Formative versus Summative: a. Formative Assessment is done continuously throughout the learning and instruction period. This type of assessment provides feedback that can be used to alter, fine-tune, or modify what has been done. Both teacher and student can use the information gained to improve either teaching practices or learning methods. Traditionally, this is not graded but used as a diagnostic tool. b. Summative Assessment occurs at the end of the learning unit. â€Å"The purpose of summative assessment is to measure how well students have learned key content and skills as defined by the unit’s learning goals and objectives† (http://www. state. ct. us/sde/dtl/ta/seminarseries/online_seminars/phys_ed/4. htm) 2. Pre-Assessment versus Post Assessment: a. Pre-assessment tools are used at the beginning of instruction. Results from pre- assessment are used as a basis for setting reasonable and attainable goals. This allows teachers and students to identify and work on areas that need improvement. b Post assessment tools are used at the end of the learning unit to evaluate student progress and achievement. The post assessment results can be compared to the pre assessment results to measure how well individual students have mastered content and skills and to evaluate the effectiveness of instruction. c. Some of the assessment tools may be used for both pre-assessment and post assessment. For example, the Fitnessgram can be administered in the fall (as a pre-assessment) to help establish health-related fitness goals. Then it could be given again in the spring (as a post assessment) to measure process toward established goals. 18 Where Should One Begin? Using performance tasks for assessment: A performance task is a type of performance assessment in which students physically perform the skill or desired product to be assessed. If one chooses to use performance tasks for assessment the following suggestions should be kept in mind: 1. Choose a task that fits the level and is realistic for both teacher and students. 2. To begin, only assess 1-2 specific classes until becoming familiar with the process. 3. Find performance tasks that can be used to assess outcomes from more than one unit. 4. Use performance tasks for formal and informal assessment. 5. Use assessment stations, when possible. That way one can focus attention on fewer students at a time. 6. Record the names of students who do not perform the task (usually there are fewer). 7. When planning units, specifically plan for assessment time. Do not wait until the last minute to think about assessment. Using portfolio tasks for assessment: Portfolios provide teachers with an authentic form of assessment. They can be used by teachers and students to see progress over time. Physical education teachers need to adapt the use of portfolio tasks to their unique classroom setting. Useful strategies to do this include: 1. Portfolios need to last over time. Therefore, they need to be sturdy enough to handle a variety of papers. Students can personalize them, if desired. Make sure their names (last name, first name) are written in a common, visible place on the portfolio. 2. Decide what should go into the portfolio. This could be a combination of in- class and out-f-class work. Examples might include fitness scores, skill checklists, journal logs, fitness logs, reflections, and worksheets. 3. Store the portfolios by class in a crate or box with handles. Store them in an accessible place. 4. Develop a protocol for students to use when submitting work. 5. Make sure to plan time to review the work in the portfolios. 6. Begin using portfolios with 1-2 classes. In the beginning portfolio tasks may not be necessary for every unit. 19 How Do I Manage This Thing Called Assessment? Management is crucial in implementing any assessment strategy. Establishing assessment protocols will save teachers time and effort. The first step in effective management of assessment is to develop, teach, support students in practicing assessment protocols. Scheimer (1999) stated that assessment protocols provide students with an organized method for obtaining the assessment materials (i. e., paper, pencil, or portfolio), selecting a private area in the gym to complete the assessment, and collecting the materials at the end of the assessment episode. Examples of assessment protocols include: 1. distributing assessment materials 2. collecting assessments 3. ensuring names and dates on papers 4. arranging assessment materials (when teaching back to back classes) 5. dealing with insufficient assessment materials 6. accommodating nonreaders and/or non-English speaking students 7. accommodating students with special needs The following are suggestions for assessment protocols that have been used by effective teachers,  both within the context of physical education and regular classroom teachers. Each protocol can have its drawbacks – experimentation may lead to perfection. Each protocol may need to be modified depending upon the number of students, age/grade of students and use of student aides. Distributing Assessment Materials The key to this assessment protocol is getting the students involved. A class can be divided into smaller groups (no more than 8 students per group). Each group then has a specific equipment area where the necessary assessment materials (as well as the equipment needed for that lesson) are located. Before class begins, the teacher places the necessary assessment materials (and/or equipment) in each equipment area. When it is time to work with the assessment materials (and/or equipment), students go to their group’s equipment area, select the materials (and/or equipment) needed, and return to their designated work space. Collecting Assessments The teacher uses a moveable filing cabinet containing folders with identified markings as tabs. These 25† x 15† systems hold approximately 300 folders, depending on the amount of information collected. It is the students’ responsibility to submit or remove papers from the class or personal  student folder as requested by the teacher. Within each personal folder, files can be categorized by color paper inserts. 20 Ensuring Names and Dates on Papers To keep accurate track of submitted papers, have students write their name or school code, date, and class on each paper. The teacher can fill in the information for students who are absent as this will help keep track of students who have not completed assessments. Arranging Assessment Materials When Teaching Back to Back Classes One of the easiest ways to organize materials is to color code them. Use different colored folders for each class/grade level. Place the assessment worksheets and/or record keeping sheets to be used for that class/grade in each folder. Teachers can help students learn to find the correct folder for their class and take the materials from it. Dealing with Insufficient Assessment Materials Due to the tightness of school budgets, money is often focused on equipment and curriculum rather than materials needed for assessment. However, there are ways to deal with this situation if a teacher is inventive and frugal. Paper: Use recycled paper (one side) and cutting the paper in half or quarters (elementary). Provide a notebook or white lined paper specifically for physical education (secondary). Use chalk boards/ dry erase boards with the teacher making notations on a separate sheet. Writing utensils: Often times at the end of the year, teachers give away crayons that are no longer part of a complete set. Check with the custodians who frequently have collected a bucketful of pencils and pens as they clean the buildings after school. Upper level students may be asked to provide their own pencils or if stations are used, students can share writing implements. In addition, do not be afraid to ask business or community groups for help. Getting two or three boxes of pencils and a ream of paper may be sufficient to use for assessment annually. Accommodating Nonreader and/or Non-English Speaking Students The ideal would be to have a tutor and/or translator in the gymnasium, however, not all schools budget for this. However, since visual models are a key component in helping these students, the following could be used: A. large pictures posted on the walls B. large words with phonetic break downs C. the English alphabet posted on the walls D. flash cards E. teacher/student mirroring F. peer mirroring 21 Accommodating Students with Special Needs. Each student’s Individualized Education Plan (IEP) should be reviewed for necessary accommodations. When a paraprofessional is available, he/she should guide students using a variety of specific modifications as specified in the IEP to access the curriculum and assist in assessment. Consultation with the physical education teacher is critical in this process. When a paraprofessional is not available, the physical educator should utilize the identified modifications as outlined in each student’s IEP for both program development and student assessment. These may include the use of adaptive equipment and/or peer partners for guidance to  assist the student. 22 What is Grading? Grading reports a student’s level of performance and usually includes many assessment measures. Grades are useful for evaluating individual student performance. Grading can be used to motivate students and help them understand that learning is important. Grades provide students and parents with feedback regarding progress and achievement. In addition, grades may provide insight for teachers about instructional planning and for administrative purposes. Grades are needed for student rank, credits, and promotion. 23 What is the Relationship between Assessment and Grading? Assessment is information gathered that examines what has been taught, practiced and learned. Many different assessment techniques may be used to evaluate students’ progress. Grading is a report on students’ level of performance. Goals and objectives should be set prior to assessment used for grading. The students’ grade should reflect a level of achievement compared to the objectives. Assessment reflects performance; grading attaches value to performance. 24 New Hampshire Curriculum Guidelines/Objectives Alignment with Assessment Examples . Curriculum Guideline 1: Engages in a physically active lifestyle Since Guideline 1.

History Of Public And Commercial Leisure Provision

History Of Public And Commercial Leisure Provision Leisure can be defined as the process whereby everyone gets freedom from lengthy duties and everyday jobs. Roberts describes leisure as the relatively freely chosen non-work area of life. This shows that leisure can be done anytime or when the body call for it. The demand of recreation is constantly increasing, therefore leisure providers try to do as much as possible to attract people and make all kinds of profit in all the ways they can. The leisure provision can be divided into two sectors: first one is public which is provided by the government. Torkildsen (2005, p.131) describes it as provided by a public authority or by legislation for the general use of public. The second one is commercial sector, presented by private industries that are willing to give luxury leisure in return for money. However, their aim is to gain financial profit and an adequate return of investment Tordkilsen (2005, p.193). As we have been asked to write about leisure providers in this essay we will be looking through the history of the two sectors that are involved in the topic, by discussing the different types of organizations within them and saying who benefits from it by trying to explain why these sectors run leisure facilities. History of public and commercial leisure provision Leisure existed during ancient period as part of everyday life. As soon as it attracted more people, different providers of amusement have emerged. First signs of this division are dated on 18th century. In this period aristocracy provided exclusive sport like fox-hunting, horse-racing, shooting, to those who were socially qualified Cunningham (1980, p.17). In other words, it was for wealthy people that often possessed a land. In these circumstances gentlemen (people from middle class) and also gentry (those who had independent income but no land) created their own clubs and often met in assembly rooms. Taverns and public houses provided leisure for labourers, small manufacturers and poor people. Among them the most favourite amusements were dog-fights, cock-fights or bull-beatings. The second half of 18th century to 19th has brought significant social and industrial changes, which also had an impact on leisure provision. During this time people were moving from villages and small towns to cities. It caused overcrowding, increase of crime, poverty and longer hours of work. People could not enjoy leisure and space as they used to do. The most common behaviours were drinking and gambling. That is why important reforms had to take place. The 19th century has changed peoples thinking about what the leisure really was. Reformers were deeply concerned about three different aspects which include welfare of children, urban life with no opportunity for healthy exercise and recreation and encouraging governments to act against social injustice and hardship of masses. As a result of that improvement, government has created Physical Training and Recreation Act 1937, which enabled people access to the leisure facilities. Employers recognized the importance of providing leisu re to their employees and they started to create social and sports clubs in order to fulfil their needs. In 20th century also people from working class started to demand leisure. Public baths, houses and music halls became available not only for wealthy people, but also for those poorer. Leisure gained more recognition after the introduction of cinema, spectator sports and television, which came ultimately as a result of two World Wars. Finally, in 1960 the actual picture of leisure was developed as we know it today. Different organizations within public and commercial sector In current times, we can see clear division of leisure providers. The sectors we will be discussing are public sector and commercial one as a part of the private sector. Both sectors provides leisure and recreation facilities in a wide range. Public sector organizations are those owned by the government. This can be national government or local government Tribe, J. (2005, p.26) Source: Adapted from Tribe J., (2005, p.25) Facilities which are provided by public sector are accessible to us in two different ways. First, is an access without any fee. Examples of them are urban parks, playgrounds, libraries, picnic areas, nature trails, beaches and country parks. They are supported with rates and taxes we pay to concerned authorities. The other way of getting those services is to pay in order to use them. These facilities include swimming pools, playing fields, golf courses, marinas, arts centres, theatres and sports centres. If the leisure is not provided by local authorities, it may include difficulties in affording those facilities. Young people would not have an access to their culture and usage of open land for other purposes like supermarkets and car parks etc. That is why central government provides leisure open for general use. This governing body is responsible for making decisions on major policy and establishes the way in which local government can act. Office of the Deputy Prime Minister is a link between Local and Central governments. Therefore, it has significant influence on leisure itself. For instance, the ODPM is responsible for planning improvements such as increasing standards of leisure facilities. Another important department in central government is DCMS (Department of Culture, Media and Sport). This department has a responsibility of providing policy on: The Arts, sport, The National Lottery, libraries, museums and galleries, broadcasting, film, press freedom and regulation, The Historic Environment and tourism. Another sector, which is engaged in providing leisure, is private sector. Although it is divided for voluntary, which is non-profit making and commercial, our case of study will be only the commercial part of it. Private sector organizations are those which are non-government-owned. They can be further sub-divided into profit-making organizations and non-profit-making organizations Tribe, J. (2005, p.26) Source: Adapted from Tribe J., (2005, p.25) Commercial sector is a part of private sector which does not include voluntary organizations. Their activity is mainly directed to make financial profit from users of those services. They try to meet the demand of consumers but it is very hard to do it on current market. The main purpose of commercial sector is to achieve a financial profit or adequate return of investment. It does not exclude benefit in other sectors, but their predominant aims are different. Examples of commercial market are sport clubs, squash clubs, bowling, themed restaurants, amusement parks, holiday camps or cinemas. Commercial organizations do not have an intrinsic interest in leisure and recreation, in and of itself, but in leisure as a source of profit Torkildsen, G. (2004, p. 249) There is a correlation between both sectors mentioned above. When commercial sector creates new market, it tries to reach the highest level of productivity. After that, when they have to invest more money again, it is more beneficial for them to create a new market rather than invest outlay on the previous one. In these circumstances commercial sector puts strain on public sector, because the demand has been created already. If commercial sector do not want to work on it any longer, public sector is expected to do it. Commercial sector is often run by entrepreneurs. There are thousands of businesses involved in commercial sector, but they have been taken over by multinational companies. As a result of this the choices of products that are sold in the market are limited. In order to reduce risk factor in current economic recession period, business people have to sell the businesses in which they may not be good but concentrate on a vertical supply chain. Both sectors have to attract potential clients or lose profit. In the past both sectors dealt with different activities of their own range, but now they have been overlapped in most part of their business. Who benefits Leisure is something that people indulge in their everyday life; according to Doggett and OMahoney (1991, p.23) it is important because it enhances the quality of life in society. Leisure is an activity that can take place anywhere. Roberts (1978, p.125) says individuals can use their leisure for recreation. Alternatively, however, they can spend their time and money in their families, on their homes, in education and other mainstream institutions. Elaborating on this, it shows that people can choose whatever way they wanted to spend their leisure time without being disturbed. The two types of sectors we have, public and commercial, exist to give entertainment to local communities. But although they have the same assumption, they both offer various kinds of amusement (as mentioned above) and both give benefit in their own different ways. Commercial providers invest in and manage public sector facilities; the public sector offers high quality health and fitness opportunities, which have traditionally been offered by the commercial sector, while the voluntary and commercial sector are beginning to establish partnerships primarily for the benefit of customers of commercial facilities The Higher Education Academy (2005) [Online]. Still, it is mostly the people in the leisure industry that benefit the most, especially within the commercial sector, which is a dominant one in United Kingdom, as they provide leisure and service in return of money. Commercial sector is directed towards two groups of customers: those with disposable income and tourist. They as the wealthy people are able to make bigger profit for the company. This sector only give discounts or buy a package and get the other free or half price. It is a completely profit orientated part of leisure industry. However, most customers get refund, if they did not enjoy the leisure that was provided for them by the companies. On the other hand, it gives a lot of opportunities as far as employment is concerned, this sector delivers it. Moreover, it revenues income from abroad and drives development within the country. Practical advice for business [Online]. Public sector is provided by the government and local authorities in order to give equality to people, to make leisure accessible for those, who cannot afford it it raises the quality of life. Among leisure there are many sports facilities which help its users to stay healthy and fit, for example by tackling obesity. Public sector is also responsible for enabling the disabled access to these facilities. What is more, it supplies several kinds of discounts for various kinds of people. One of them is free theatre entry for people under 26 years, to encourage them to use that leisure facility and to make them more familiar to the culture. Also the elderly (over 75) have a cheaper access to many services. There are many local societies within this sector, like Woodhouse Road Family Life Centre for example, which is a group that brings together older people from the local community The Higher Education Academy (2005) [Online]. Older people can attend the meetings to have fun and remain a ctive and sociable The Higher Education Academy (2005) [Online]. So, in public sector it is not only about various facilities, sometimes just mutual support is enough. It is directed toward socially excluded people people are out of work, with low income and ethnic and disabled communities. Generally, this sector is responsible for providing leisure to everybody for free, so every participant is the one who receives a benefit. There is also a lot of support from European Union. Governments can get grants to make an improvement within their countries and local authorities are also able to develop leisure facilities within the cities. This makes citizens proud of the place they live; they have more places to go to and to entertain themselves. Such actions decrease hooliganism by reducing anti social behaviour and attract tourist and event co-ordinations. Specific reasons why public and commercial sector run leisure facilities Local authorities and societies play essential role in providing, supporting and developing leisure and sports opportunities. As local authority have different types of health services such as free consultancy and distribution of drugs (medicine) to the people in need. However local authority is the important part of a borough that keeps in touch with leisure and recreational activities. They are responsible for scheduling new improvement for protecting the environment and for improving the quality of life through local transport initiatives or better green spaces. In sort, local authorities have a significant direct impact on the success of communities. Public sectors really help to developed new supports to the people such as best athletic development and provide funding for developing new sport policies. Sports and recreational conveniences are offered by together private and public sectors. Mostly health centres and fitness clubs are organized by local authorities in the local areas. According to visitor survey by Tourism South East 2004/05 Leisure and Recreation [Online] in England about 13.5 million tourists visited The National Park. The National Park provides a most popular entertaining resource for the visitors living within and around the area, and also attracts several tourist from corner to corner of southern England and on a national scale as well. New developments within leisure also have positive impact of other ways; Leisure and recreation contributes can change the image of a city and lead to increased private savings. The main reason behind the existence of commercial sector is to make a profit. Commercial sector is responsible for delivering quality services for the people with disposable income. Also the particular facilities like swimming pools, which require a lot of maintenance, are only provided by commercial sector. The reason for the provision of swimming pools by commercial sector is that they have got sufficient amount of money for the maintenance work. As the competition is inevitable in this sector so they are concentrating more on the quality of services. These sectors run leisure services because off several reasons such as creating awareness and keeping society healthy. According to Miller the globalization of sport has also created hyper-competitive worldwide surroundings where many nations try to find their moment of fame on the world sport stage. Hoye et al, (2009, p.17). It is important that local communities have access to range of entertainment, arts, sports and recreational facilities for enjoyment. Local councils provide wide range of leisure and sports services including sports pitches, playing fields and playgrounds. Local authorities provide public parks and open spaces for older citizen and people in need. Arts centres venues and theatres, galleries and museums are also run by local communities. Local authorities also conduct various festivals, sporting and culture events. Providing leisure amenities from local establishment are very beneficial for native people. As local authorities have variety of entertainment and rel axation activities. People can find all facilities easily and cheaper then managing on themselves. Local authorities will motivate people towards healthy life style, by investing more money in sport and leisure facilities. Local authorities always have great emphasizes on promoting leisure and sports in the local areas. Conclusions After all of our considerations about the given topic, we came to the following conclusions. Leisure is not a new phenomenon; it has been existing as a part and parcel of our lives since ancient times. There is a wide range of different organizations dealing with the provision of leisure and recreation facilities. The services provided by local authorities are easily accessible to each class of community. On the other hand, leisure facilities provided by commercial sector are for those people, who have disposable income. The services provided by both sectors constitute to the high quality of life and nations health. It is beneficial to invest in both sectors as they are growing dramatically and the needs and demands of the people would be lasting in coming future. From the Travel and Tourism point of view, we can say that, tourists are able to use only a few services, provided by local authorities or voluntary sector, but they can use all the facilities provided by commercial sector as every facility is available to them after payment. As far as Events opinion is concerned, the situation here looks similar to the one above. People participating in events can enjoy those provided by both public and commercial sector equally, even if they are not citizens of given place.

Names in A Pair of Tickets :: Joy Luck Club Literature Chinese Culture Essays

Names in "A Pair of Tickets" In Amy Tan's "A Pair of Tickets" (the last chapter of The Joy Luck Club), the understanding of the importance of names is the key to truly apprehend a sacred relationship between mother ("Suyuen") and daughters (June or "Jing-Mei", "Chwun Yu" and "Chwun Hwa"). To understand the story as a whole, it is necessary for us to know the meanings of their names. The mother and daughters' names each bears its individual meaning, but all these names are indeed "intertwined" into a deeper relationship among each other. It is through a deeper understanding of these Chinese characters' names that opens our eyes (readers from different cultural background) to see how mother and daughters are strongly attached emotionally. In Chinese culture, names are not merely "labels" to distinguish one from the other nor are they used as "mediums" that "reflect" one's identity and individuality; names represent all the long-term greetings and expectations from parents to children. A name is the essence of a person, and it is a gift (the first gift) from parents to be carried for the rest of one's life.* A person's name is like a title of a book or poem: we use a title to identify the nature of the book and its "essence", while we use a name to identify a person and his/her individuality. Chinese name is distinctive in a sense that each name has a story behind it, e.g. June's mother named her twin daughters in China "Chwun Yu" and "Chwun Hwa" since they were born in spring ("Chwun"), "Yu" (rain) was given to the first born and "Hwa" (flower) to the second which indicate their sequence of birth ("rain comes before flower": par. 88); furthermore, rain and flower are nature's elements that exist for one and the other, indicating these twin daughters would stay inseparable. In this story, Tan has not left out the importance of names which is essential in our understanding of the meaning and purpose of her writing. What would be the impact if she left out the explanation of the meanings of those characters' names? Would there be a difference? The answer is obvious. The meanings of mother and daughters' names are the "essence" of the whole story that necessitate us to apprehend the mother's deep love for her daughters. The scene where Suyuen had to abandon her twin-daughters in China

Courageouse Fear and what it takes to be courageous :: essays research papers

. Courageous Fear And What It Means To Be A Courageous Soldier Many soldiers of today know what courage is. Courage is doing what is needed to do, not what absolutely must be done. In Tim O’Brien’s â€Å"The Things They Carried†, the soldiers were not what one would think of as courageous. The soldiers were courageous in the sense that their courage came from fear of dishonor. The soldiers did what must be done in order to keep their honorable reputation. True courage was not present until the end of the story. *Courage in the context of combat in this story was not real courage; it was merely going through the motions of being in war.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"So, soldiers dream; they pretend and deny in order to diminish the horror. Precisely because it captures that human reality in the midst of war and unbelievable horror, O’Brien claims that â€Å"Cacciato is the most realistic thing I’ve written...† (Tim O’Brien and the Art of the True War Story: â€Å"Night March† and â€Å"Speaking of Courage†)   Ã‚  Ã‚  Ã‚  Ã‚   *The fear of being in the war caused them to have mistaken courage. The objects they carry give the soldiers a sense of courage and luck in having these things.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Truly, the men recognize the delusional nature of their fantasy, for they knew that† they would never be at a loss for things to carry.† The implication that they will be carrying their experiences once they return also appears here, in the narrator’s evocation of â€Å"the great American war chest,†which includes Fourth of July Sparklers, Easter eggs, and the forests of Minnesota. â€Å" (The Things They Carried, Criticism about Tim O’Brien)   Ã‚  Ã‚  Ã‚  Ã‚   *What it means to be a courageous soldier.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"It’s such a complicated subject, it’s hard to know what to say. It’s easy to break down courage into categories.

Hinduism in American Life Essay -- Hindu Religion Compare Essays

Hinduism in American Life   Ã‚  Ã‚  Ã‚  Ã‚  The English word religion loosely translates into â€Å"rules† in Latin. Therefore, a religion teaches us how to think, how to act, and basically everything except what to eat in the morning. The Hindu and Christian religion agree on many things and our society follows some of the rules too because religion and laws are based on humanity. From holy literature many different ideas have been pawned but they are all supposed to lead you to the same things: a happy, healthy life, contribution to the world around us, and some kind of liberation after death. Concerning these ideals the Hindu religion has come up with three ways to make sure that everybody will get what they want out of life and those are the four stages, the four goals, and the four castes of life. There is so much holy war about which religion is right and wrong but if they all are striving for the same thing it is hard for me to see why they take place. In this essay I will show that Christian ity is very similar to Hinduism. The first thing that the Hindus follow to insure that you grow up to be productive (if you are in the upper three castes) is having specific stages of life. In other words throughout our life we have different responsibilities and duties which are spelled out by the Holy Scriptures. The four stages are student, â€Å"family man†, forest dweller and ascetic. The first stage of student requires you to go to school (if you were a male) and be initiated with the Upanayana ceremony. If a kid was at the top of the caste system and was preparing to be a priest he needs to get trained and before he gets trained he must have a Upanayana ceremony because without these he won’t know what he is talking about and won’t know and won’t have any credibility when he becomes a priest. It isn’t enough just to get an education and a little plaque on your wall, you must have lived a celibate life and you must be provided for by your family. This is a way of getting them to think a certain way since according to Hindu laws believe all members of a certain caste are supposed to do the same thing in the same way. The next stage of â€Å"family man† is also one that gets you not only to act a certain way but think a certain way. In this stage a man is supposed to get a wife, get a family, and repay his debts to everything that helped him including society. If you can do thes... ... to make duties and responsibilities more straightforward is the caste system. The caste system is based on reincarnation and the better Hindu that you’ve been in past lives makes you who you are. The highest people up on the social pyramid are the priests followed by kings, then merchants and finally the servents. It makes clear just how good and pure the person has been in this and past lives because they are either high up on the ladder or they aren’t. There is something beneficial about being seen as a good person. Since most of our morals in America come from the Bible if you are seen as a good Christian than you will get special job offers and when you meet your girlfriend’s parents they won’t hate you. In India you can tell who is a servant apart from who is a king because of what they do in a day and what kind of clothes they wear etc. In America we have little status symbols such as crosses that go around our neck and making conversation of wh at you learned in the bible or church. The whole point of the caste system is to segregate people and give some people certain advantages based on how well they accord with the popular religious beliefs based on region of the world.

Green Building Guide

 ® IGBC Green Homes  ® IGBC Green Homes Rating System Ver 1. 0 Abridged Reference Guide April 2009 Confederation of Indian Industry CII-Sohrabji Godrej Green Business Centre  ® IGBC Green Homes  ® IGBC Green Homes Rating System Ver 1. 0 Abridged Reference Guide April 2009 Confederation of Indian Industry CII-Sohrabji Godrej Green Business Centre Copyright Copyright  © 2008 by the Indian Green Building Council. All rights reserved. The Indian Green Building Council (IGBC) authorises you to view the IGBC Green Homes Version 1. Abridged Reference Guide for your individual use. You agree not to sell or modify the IGBC Green Homes Reference Guide or to reproduce, display or distribute IGBC Green Homes Reference Guide in any way for any public or commercial purpose, including display on a website or in a networked environment. Unauthorised use of the IGBC Green Homes Abridged Reference Guide violates copyright, trademark and other laws and is prohibited. Note that the National an d local codes, norms, etc. , used in the IGBC Green Homes Reference Guide are in the public domain.All other content in the IGBC Green Homes Reference Guide are owned by the Indian Green Building Council and are protected by copyright. Disclaimer None of the parties involved in developing the IGBC Green Homes Version 1. 0 Abridged Reference Guide, including the Indian Green Building Council assume any liability or responsibility, to the user or any third parties for any injuries, losses or damages arising out of such use. Indian Green Building Council C/o Confederation of Indian Industry CII – Sohrabji Godrej Green Business Centre Survey No. 64, Kothaguda Post Near Kothaguda Cross Roads, R R Dist Hyderabad – 500 032 2Acknowledgements The IGBC Green Homes Abridged Reference Guide has been made possible through the efforts of many dedicated volunteers, staff members and others in the IGBC community. The Reference Guide was developed by the IGBC Green Homes Core Committee and many other members. We extend our deepest gratitude to all these members. Tremendous inputs also came in at the ‘IGBC Green Homes’ launch on 02 May 2008, which had an overwhelming response from stakeholders all over the country. IGBC places on record its sincere thanks to the participating companies and individuals who enthusiastically volunteered during the break-out sessions.Our special thanks to the following members for their participation and contributions in developing the rating programme: †¢ Mr Sharukh Mistry, Chairman, IGBC – Green Homes Steering Committee & Director, Mistry Architects, Bangalore †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Dr Prem C Jain, Chairman, Indian Green Building Council & Chairman and Managing Director, Spectral Services Consultants Private Limited, Noida Mr Sanjay Seth, Energy Economist, Bureau of Energy of Efficiency, New Delhi Mr V Madhwa Raja, Superintendin g Engineer, HMDA, Hyderabad Mr Arjun Valluri,Chairman, Surya Ray, Hyderabad Mr Ankoor Sanghvi, Architect, Ankoor Sanghvi Architects, Rajkot Dr Archana Walia, Programme Management Specialist, USAID, New Delhi Mr Chandrashekar Hariharan, CEO, Biodiversity Conservation [India] Limited, Bangalore Mr C. N. Raghavendran, Chairman, IGBC-Chennai Chapter & Partner, CRN Architects & Engineers, Chennai Mr C Shekar Reddy, President, Builders Forum, Hyderabad Mr Gerard Da Cunha, Proprietor, Architecture Autonomous, Goa Mr H N Daruwalla, Vice President, Godrej & Boyce Mfg.Co. Ltd. , Mumbai Mr Jaffer A A Khan, Principal Architect, JDS Architects, Bangalore Mr Jahangir Yar Khan, General Manager-Projects, Shree Ram Urban Infrastructure Ltd, Mumbai †¢ †¢ Dr Jyotirmay Mathur, Reader, Malaviya National Institute of Technology, Jaipur Mr K K Bhattacharya, Sr. Executive Director, DLF Utilities Pvt Ltd, Gurgaon 3 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Mr K P Ragh avan, Vice President & Head – Buildings & Factories Sector, Larsen & Toubro Ltd. Chennai Mr K R Gopinath, Chairman, KRG Rainwater Foundation, Chennai Ms Meenu Garg, Consultant, Hyderabad Mr Pawan Malhotra, Managing Director, Mahindra Lifespace Developers Ltd, Mumbai Mr Rajan Rawal, Professor, CEPT University, Ahmedabad Mr Rajan Venkateswaran, Chief Architect, Larsen & Toubro Ltd, Chennai Mr Rumi P Engineer, Dy. General Manager, Godrej & Boyce Mfg. Co.Ltd, Mumbai Mr R Sri Kumar, Additional Director General of Police, Chairman and Managing Director, Karnataka State Police Housing Corporation Limited, Bangalore Mr Sanjay Chawla, Chairman, IGBC – Hyderabad Chapter, Business Head (Commercial and SEZ), Maytas Properties Ltd, Hyderabad Ms Suhasini Ayer, Architect, Auroville Design Consultants, Pondicherry Mr Vidur Bharadwaj, Chairman, IGBC – Delhi Chapter & Managing Partner, Design & Development Consultants, New Delhi Dr Vishal Garg, Associate Professor, Centre for IT in Building Science, International Institute of Information Technology, Hyderabad Mr Zubin Irani, Managing Director, Carrier Airconditioning & Refrigeration Limited, Gurgaon †¢ †¢ †¢ †¢ 4Our sincere thanks are due to the following organisations for their participation in the programme: †¢ Adapt Technologies & Consultancy Services India Pvt Ltd, Hyderabad †¢ ADC KRONE ,Bangalore †¢ Advance Cooling Towers Pvt Ltd, Mumbai †¢ AFRA Consultancy, Hyderabad †¢ Ala Inc, Chennai †¢ Aliens Developers Private Limited, Hyderabad †¢ Altimate Envirocare Asia Pvt Ltd, Mumbai †¢ Aluplast India Pvt. Ltd, New Delhi †¢ Ankoor Sanghvi Architects, Rajkot †¢ Armstrong World Ind. India Pvt Ltd , Bangalore †¢ Architecture Autonomous, Goa †¢ Architect Hafeez Contractor, Mumbai †¢ Asahi India Glass Limited (AIS),Hyderaba d †¢ Auroville Design Consultants, Pondicherry †¢ Bamboo Finance, Switzerland †¢ Blue Run V entures, New Delhi †¢ Blue Star Limited, Hyderabad †¢ Brigade Group, Bangalore †¢ Buhari Holdings Private Limited, Chennai †¢ Bureau of Energy Efficiency, New Delhi †¢ Conserve Consultants Pvt.Ltd, Chennai †¢ Carrier Airconditioning & Refrigeration Limited, Gurgaon †¢ CEPT University, Ahmedabad †¢ CRN Architects & Engineers, Chennai †¢ CSR Estates, Hyderabad †¢ Design & Development Consultants, New Delhi †¢ DLF Services Limited, Gurgaon †¢ DLF Utilities Pvt Ltd, Gurgaon †¢ Dow Chemical International Pvt Ltd, Mumbai †¢ DSL Infrastructure & Space Developers, Hyderabad †¢ Dynacraft Air Controls , Mumbai †¢ Emaar MGF Land Limited, New Delhi †¢ EN3 Consulting, Chennai †¢ KRG Rainwater Foundation, Chennai †¢ KRVIA, Mumbai †¢ L&T Infocity Limited, Hyder abad †¢ Larsen & Toubro Limited, Chennai †¢ Lodha Group of Companies, Mumbai †¢ Mahindra Lifespace Developers Ltd, Mumbai â⠂¬ ¢ Maithel & Associates Architects Pvt.Ltd, Jaipur †¢ Malaviya National Institute of Technology, Jaipur †¢ Manasaram Architects, Bangalore †¢ Master Consultancy & Productivity Pvt Ltd, Hyderabad †¢ Maxvel Technologies Pvt Ltd, Mumbai †¢ Maytas Properties Ltd, Hyderabad †¢ Mistry Architects, Bangalore †¢ Mozaic Design Combine, Goa †¢ Nippon Paint (India) Pvt Ltd, Hyderabad †¢ Oceanus Infrastructure (P) Ltd, Bangalor e †¢ Olympia Tech Park, Chennai †¢ Orbit Group, Kolkata †¢ Owens Corning Enterprise (India) Pvt Ltd, Mumbai †¢ Parsvnath Developers Ltd, New Delhi †¢ Potential Service Consultants (P) Ltd, Bangalore †¢ Prasad Escendo Consultancy, Hyderabad †¢ Rajarathnam Constructions (P) Ltd, Chennai †¢ Rajco Metal Industries Pvt Ltd, Mumbai †¢ RITES Ltd, Gurgaon †¢ Roads and Buildings Dept. , Govt. , AP, Hyderabad †¢ S V Properties, Hyderabad †¢ S&S Constructions (India) Pvt. Ltd, Hyderabad †¢ Sai Construction Corporation, Hyderabad †¢ Saint – Gobain Glass India Ltd, Chennai †¢ Sangam Project Consultants, Mumbai †¢ Satya Vani Project & Consultants Pvt. Ltd, Hyderabad †¢ Schneider Electric India Pvt. Ltd, New Delhi 5 Energy Conservation Mission, Hyderabad †¢ Everest Industries Ltd, Gopalapuram Tamilnadu †¢ ETA Engineering Private Limited, Hyderabad †¢ Eximcorp India Pvt Ltd, New Delhi †¢ Federation of Engineering Institutions of South and Central Asia, Hyderabad †¢ Forbo Flooring India, New Delhi †¢ Forum (FBH), Hyderabad †¢ Genesis Planner (Pvt) Ltd, Mumbai †¢ Gherzi Eastern Limited, Mumbai †¢ Ghosh, Bose & Associates, Kolkata †¢ GMR Hyderabad Intl. Ltd, Hyderabad †¢ Godrej & Boyce Mfg. Co. Ltd, Mumbai †¢ Godrej Properties, Mumbai †¢ Greentech Knowledge Solutions (P) Ltd, New Delhi †¢ Green Tek Indika (GTI), Hyderabad †¢ Hindustan Aeronautics Ltd, Hydera bad †¢ Honeywell, Chennai †¢ Indu Projects Limited, Hyderabad †¢ Infinity Infotech Parks Ltd, Kolkata †¢ Infinity Township Pvt.Ltd, Hyderabad †¢ Infosys BPO Limited, Bangalore †¢ Interface Flor India Pvt Ltd, Hyderabad †¢ International Institute of Information Technology, Hyderabad †¢ JDS Architects, Bangalore †¢ Johnson Control s, Mumbai †¢ Jones Lang LaSalle Meghraj, Gurgaon †¢ Kalpataru Ltd, Mumbai †¢ Karnataka State Police Housing Corporation Limited, Bangalore †¢ Khivraj Tech Park Pvt Ltd, Chennai †¢ Kirloskar Brothers Ltd, Coimbatore †¢ K Raheja Corp, Mumbai †¢ Sequoia Capital India Advisors Pvt. Ltd, Bangalore †¢ Sevcon (India) Pvt Ltd, New Delhi †¢ SEW Constructions Ltd, Hyderabad †¢ Shapoorji Pallonji & Company Limited, Mumbai †¢ Shika Management Services, Hyderabad †¢ Shilpa Architects, Chennai †¢ SMR Builders Pvt Ltd, Hyderabad †¢ SMR Live Spaces, Hyderabad à ¢â‚¬ ¢ Shree Ram Urban Infrastructure Ltd, Mumbai †¢ Spectral Services Consultants Private Limited, Noida †¢ Srinivasa Shipping & Property Development Ltd, Chennai †¢ Studio Decode, Bangalore †¢ Suchirindia Developers Pvt Ltd, Hyderabad †¢ Sugan Automatics Pvt.Ltd, Hyderabad †¢ Surbana International Consultants (India) Pvt Ltd, Hyderabad †¢ Supreme Petrochem Ltd, Mumbai †¢ Tameer Consulting Associates, Hyderabad †¢ Tata Housing Development Co. Ltd , Bangalore †¢ Team Labs & Consultants, Jaipur †¢ Terra Verde Architects, Hyderabad †¢ The Indian Institute of Architects, New Delhi †¢ Total Environment, Bangalore †¢ TSI Ventures, Bangalore †¢ UNUS Architects and Interior Designers, Hyderabad †¢ U P Twiga Fiberglass Ltd, Hyderabad †¢ USAID, New Delhi †¢ Vida Calma Homes Private Limited, Goa †¢ Virtuoso Consultants, Hyderabad †¢ Voltas Limited, Hyderabad †¢ V Raheja Design Construction , Bangalore 6  ® Contents Foreword from Indian Green Building Council IGBC Green Homes 9 10 11 11 12 14 17 18Introduction Benefits of Green Homes National Priorities addressed in the Rating system IGBC Green Home Rating System IGBC Green Home Process Updates and Addenda Green Homes Project Checklist Site Selection and Planning Mandatory Requirement 1 Mandatory Requirement 2 Site Credit 1. 0 Site Credit 2. 0 Site Credit 3. 0 Site Credit 4. 0 Site Credit 5. 0 Site Credit 6. 0 Site Credit 7. 0 Water Efficiency Mandatory Requirement 1 Mandatory Requirement 2 Water Credit 1. 0 Water Credit 2. 0 Water Credit 3. 0 Water Credit 4. 0 Water Credit 5. 0 Water Credit 6. 0 Water Credit 7. 0 Water Credit 8. 0 Water Credit 9. 0 Energy Efficiency Mandatory Requirement 1 Mandatory Requirement 2 Energy Credit 1. 0 Energy Credit 2. 0 Energy Credit 3. 0 Energy Credit 4. 0 Energy Credit 5. 0 Energy Credit 6. Energy Credit 7. 0 Energy Credit 8. 0 CFC-Free Equipment Minimum Energy Performance Energy Per formance Energy Metering Refrigerators Solar Water Heating Systems : 50%,75%,95% Captive power Generation Onsite Renewable Energy : 2. 5%, 5. 0%, 7. 5%, 10% Efficient Luminaries & Lighting Power Density: 20% Energy Saving Measures in other Appliances & Equipment 7 Local Regulations Soil Erosion Basic Amenities Natural Topography or Landscape : 15%, 20% Heat Island Effect – Roof : 50%, 75% Parking Facilities for Visitors Electric Charging Facility for Vehicles Design for Differently Abled Green Home Guidelines – Design & Post Occupancy 21 22 23 25 26 27 28 29 30Rainwater Harvesting, 50% Water Efficient Fixtures Turf Design : 20%,40% Drought Tolerant Species : 25% Management of Irrigation Systems Rainwater Harvesting, 75%, 95% Grey Water Treatment : 50%,75%,95% Treated Grey Water for Landscaping : 50%,75%,95% Treated Grey Water for Flushing : 50%,75%,95% Water Efficient Fixtures : 20%, 30% Water Metering 32 33 34 35 36 37 39 41 43 45 47 49 50 51 57 58 59 60 61 62 64 Mate rials Mandatory Requirement 1 Materials Credit 1. 0 Materials Credit 2. 0 Materials Credit 3. 0 Materials Credit 4. 0 Materials Credit 5. 0 Materials Credit 6. 0 Materials Credit 7. 0 Separation of Wastes Waste Reduction during Construction : 75% Organic Waste Management, Post Occupancy : 50%, 95% Materials with Recycled Content : 10%, 20% Rapidly Renewable Materials : 2. 5%, 5% Local Materials : 50%, 75% Reuse of Salvaged Materials : 2. 5%, 5% Certified Wood Based Materials and Furniture: 50%, 75% 66 67 68 69 70 71 72 73Indoor Environmental Quality Mandatory Requirement 1 Mandatory Requirement 2 Mandatory Requirement 3 IEQ Credit 1. 0 IEQ Credit 2. 0 IEQ Credit 3. 0 IEQ Credit 4. 0 IEQ Credit 5. 0 IEQ Credit 6. 0 IEQ Credit 7. 0 Innovation and Design Process INN Credit 1. 1 INN Credit 1. 2 INN Credit 1. 3 INN Credit 2. 0 Annexure Abbreviations Innovation and Design Process Innovation and Design process Innovation and Design Process IGBC AP 91 91 91 92 93 103 Tobacco Smoke Control D aylighting : 50% Fresh Air Ventilation Exhaust Systems Enhanced Fresh Air Ventilation : 30% Low VOC Materials Carpets : 5% Building Flush Out Daylighting : 75%, 85%, 95% Cross Ventilation 75 76 78 80 81 83 85 86 87 89 8Foreword from the IGBC India is witnessing tremendous growth in infrastructure and construction development. The construction industry in India is one of the largest economic activities and is growing at an average rate of 9. 5% as compared to the global average of 5%. As the sector is growing rapidly, preserving the environment poses a host of challenges. To enable the construction industry to be environmentally sensitive, CII-Sohrabji Godrej Green Business Centre has established the Indian Green Building Council (IGBC). IGBC is a consensus driven not-forprofit council representing the building industry, consisting of more than 500 committed members.The council encourages builders, developers and owners to build green to enhance the economic and environmental perform ance of buildings. The Green Building Movement in India has been spearheaded by IGBC since 2001, by creating national awareness. The council’s activities have enabled a market transformation with regard to Green Building concepts, materials and technologies. IGBC continuously works to provide tools that facilitate the adoption of green building practices in India. The development of IGBC Green Homes Rating System is another important step in this direction. IGBC Membership IGBC draws its strength from its members who have been partners in facilitating the Green Building Movement in India.The local chapters led by individual champions and committed members have been instrumental in reaching out the vision of the IGBC at the regional levels. IGBC is today seen as a leader in spearheading the Indian green building movement. The council is member driven and consensus based. Contact : Indian Green Building Council C/o Confederation of Indian Industry CII – Sohrabji Godrej G reen Business Centre Survey No. 64, Kothaguda Post Near Kothaguda Cross Roads, R R District Hyderabad – 500 032, India Ph: +91 40 23112971-74 Fax : +91 40 23112837 Email: [email  protected] in Web: www. igbc. in 9 I. Introduction The housing sector in India is growing at a rapid pace and contributing immensely to the growth of the economy.This augurs well for the country and now there is an imminent need to introduce green concepts and techniques in this sector, which can aid growth in a sustainable manner. Green concepts and techniques in the residential sector can help address national issues like handling of consumer waste, water efficiency, reduction in fossil fuel use in commuting, energy efficiency and conserving natural resources. Most importantly, these concepts can enhance occupant health, happiness and wellbeing. Against this background, Indian Green Building Council (IGBC) has launched ‘IGBC Green Homes Rating System’ to address the national prioriti es. By applying IGBC Green Homes criteria, homes which are sustainable over the life cycle of the building can be constructed.This rating programme is a tool which enables the designer to apply green concepts and criteria, so as to reduce the environmental impacts, which are measurable. The programme covers methodologies to cover diverse climatic zones and changing lifestyles. IGBC Green Homes is the first rating programme developed in India, exclusively for the residential sector. It is based on accepted energy and environmental principles and strikes a balance between known established practices and emerging concepts. The system is designed to be comprehensive in scope, yet simple in operation. IGBC has set up the Green Homes Core Committee to develop the rating programme. This committee comprised of key stakeholders including architects, developers, home owners, manufacturers, institutions and industry representatives.The committee, with a diverse background and knowledge has enr iched the rating system both in its content and process. 10 II. Benefits of Green Homes Green homes can have tremendous benefits, both tangible and intangible. The most tangible benefits are the reduction in water and energy consumption right from day one of occupancy. The energy savings could range from 20 – 30 % and water savings around 30 – 50%. Intangible benefits of Green homes include enhanced air quality, excellent daylighting, health & wellbeing of the occupants, safety benefits and conservation of scarce national resources. Green Homes rating system can also enhance marketability of a project. III.National Priorities Addressed in the Rating System The Green Homes Rating System addresses the most important National priorities which include water conservation, handling of consumer waste, energy conservation, conservation of resources like wood and lesser dependence on usage of virgin materials. Water Efficiency: Most of the Asian countries are water stressed and in countries like India the water table has reduced drastically over the last decade. Green Homes encourages use of water in a self – sustainable manner through reducing, recycling and reusing strategies. By adopting this rating programme green homes can save potable water to an extent of 30 – 50%.Handling of House -hold Waste: Handling of waste in residential buildings is extremely difficult as most of the waste generated is not segregated at source and has a high probability of going to land fills. This continues to be a challenge to the municipalities which needs to be addressed. IGBC intents to address this by encouraging green homes to segregate the house hold waste. Energy Efficiency: The residential sector is a large consumer of electrical energy. IGBC Green Homes can reduce energy consumption through energy efficient lighting, air conditioning systems, motors, pumps etc. , The rating system encourages green homes which select and use BEE labeled equipment and appliances. The energy savings that can be realised by adopting this rating programme can be to the tune of 20 – 30%.Reduced Use of Fossil Fuels: Fossil fuel is a slowly depleting resource, world over. The use of fossil fuel for transportation has been a major source of pollution. The rating system encourages the use of alternate fuels for transportation and captive power generation. Reduced Dependency on Virgin Materials: The rating system encourages projects to use recycled & reused material and discourages the use of virgin wood thereby addressing environmental impacts associated with extraction and processing of virgin materials. Reduced usage of virgin wood is also encouraged. 11 Health and Well-being of Occupants: Health and well-being of occupants is the most important aspect of Green Homes.IGBC Green Homes Rating System ensures minimum performance of daylighting and ventilation aspects which are critical in a home. The rating system recognises measures to minimise the indoor air pollutants. IV. IGBC Green Homes Rating System IGBC has set up the Green Homes Core Committee to focus on residential sector. The committee includes architects, realtors, experts on building science and industry representatives. The varied experience and professions of the committee members brings in a holistic perspective in the process of developing the rating programme. A. Evolution of the Rating System IGBC, in its endeavor to extend green building concepts to all building types envisioned a rating programme for homes in December 2007.A core committee was formed under the leadership of Ar Sharukh Mistry, Mistry Architects, Bangalore. The committee drafted the pilot version of the programme which was launched in May 2008. The rating system is designed to suit Indian climate and construction practices. About 220 members representing 120 organisations participated in the pilot programme. 52 projects with 41. 5 million sq. ft of building footprint area from various clima tic zones registered under the pilot rating programme. After one year of implementation, feedback from pilot projects were reviewed by the core committee and the suggestions have been incorporated in the final rating system launched in March 2009. The rating system will be subjected to a eview by the core committee, every 6 months, to ensure that it is updated and contemporary. B. Features of IGBC Green Homes IGBC Green Homes Rating System is a voluntary and consensus based programme. The rating system has been developed based on materials and technologies that are presently available. The objective of IGBC Green Homes is to facilitate the creation of energy efficient, water efficient, healthy, comfortable and environmentally friendly houses. The rating system evaluates certain credit points using a prescriptive approach and other credits on a performance based approach. The rating system is evolved so as to be comprehensive and at the same time user-friendly.The programme is fundam entally designed to address national priorities and quality of life for occupants. 12 The rating programme uses well accepted national standards and wherever local or national standards are not available, appropriate international benchmarks have been considered. C. Scope of IGBC Green Homes IGBC Green Homes Rating System is a measurement system designed for rating new residential buildings which broadly include two construction types: 1. Dwellings where interiors are part of the project. 2. Dwellings where interiors are not part of the project *Interiors include but not limited to refrigerators, internal lighting, furniture, carpets, etc.Based on the scope of work, projects can choose any of the above options. The following categories of dwelling can apply for rating: v Individual homes v Gated communities v High rise residential apartments v Existing residential buildings v Residential buildings with major renovation v Hostels, Service apartments, Resorts, Motels and Guest houses In general all dwelling spaces which can meet the mandatory requirements and minimum points can apply. Various levels of green building certification are awarded based on the total points earned. D. The Future of IGBC Green Homes Many new green building materials, equipment and technologies are being introduced in the market.With continuous up-gradation and introduction of new green technologies and products, it is important that the rating programme also keeps pace with current standards and technologies. Therefore, the rating programme will also undergo periodic revisions to incorporate the latest advances and changes. It is important to note that project teams applying for IGBC Green Homes should register their projects with the latest version of the rating system. During the course of implementation, projects have an option to transit to the latest version of the rating system. IGBC will highlight new developments on its website on a continuous basis at www. igbc. in 13 V. IGBC Green Homes Process The guidelines detailed under each credit enable the design and construction of green homes of all sizes and types.IGBC Green Homes addresses green features under the following categories: v Site Selection and Planning v Water Efficiency v v v v Energy Efficiency Materials Indoor Environmental Quality Innovation & Design Process Different levels of green building certification are awarded based on the total credits earned. However, every Green Home should meet certain mandatory requirements, which are non-negotiable. The various levels of rating awarded are: v ‘Certified’ to recognise best practices v ‘Silver’ to recognise outstanding performance v ‘Gold’ to recognise national excellence v ‘Platinum’ to recognise global leadership a. When to use IGBC Green Homes IGBC Green Homes is designed primarily for new residential buildings.However, it is also applicable for existing buildings redesigned in accordance with the IGBC Green Homes criteria. The project team can evaluate all the possible points to apply under the rating system using a suitable checklist. The project can apply for IGBC Green Homes certification if it can meet all mandatory requirements and achieve the minimum required points. b. IGBC Green Homes Registration Project teams interested in IGBC Green Homes Certification for their project must first register with IGBC. Projects can be registered on IGBC website (www. igbc. in) under ‘IGBC Green Homes’. The website includes information on registration fee for IGBC member companies as well as non-members.Registration is the initial step which helps establish contact with IGBC and provides access to the required documents, templates, important communications and other necessary information. Consult the web site for important details about IGBC Green Homes application as well as the certification review process, schedule and fee. 14 c. IGBC Green Homes Certification Le vels The rating system caters to projects like individual houses, apartments, motels, resorts, hostels, etc. , Amongst the different types, projects are broadly classified into two categories: v Projects where interiors are part of scope of work v Projects where interiors are not part of the scope of work Interiors include but not limited to materials like interior finishes & furniture and appliances like refrigerators, fans, lights etc. As a general guideline, individual owners can use the checklist ‘Projects with Interiors’ and developers & builders can use the checklist titled ‘Projects without Interiors’. However, if the context varies, projects can adopt the one which is the closest fit. The threshold criteria for certification levels are as under: Certification Level Certified Silver Gold Platinum Points for projects with interiors 32 – 39 40 – 47 48 – 59 60 – 80 Points for projects without interiors 30 – 36 37 †“ 44 45 – 55 56 – 75 d. Documentation The project team is expected to provide supporting documents at each stage of submission for all the mandatory requirements and the credits attempted.Supporting documents are those which provide specific proof of meeting the required performance level, such as, specifications, drawings (in native format only), cutsheets, manufacturer’s literature, purchase invoices and other documents. These details are mentioned in this guide, under each credit / mandatory requirement. Documentation is submitted in two phases – design submittals and construction submittals: v The design submission involves those credits which can be evaluated at the design stage. The reference guide provides the list of design and construction phase credits. After the design submission, review is done by third party assessors and review comments would be provided within 40 working days. v The next phase involves submission of clarifications to desi gn queries and construction document submittal.The construction document is submitted on completion of the project. This review will also be provided within 40 working days, after which the rating is awarded. 15 It is important to note that the credits earned at the design review are only considered as anticipated and are not awarded until the final construction documents are submitted along with additional documents showing implementation of design features. If there are changes for any design credit anticipated, these changes need to be documented and resubmitted for the construction review phase. IGBC will recognise homes that achieve one of the rating levels with a formal letter of certification and a mountable plaque. e.Precertification Projects by developers can register for Precertification. This is an option provided for projects aspiring to get precertified at the design stage. The documentation submitted for precertification must detail the project design features which wi ll be implemented. The rating awarded under precertification is based on the project’s intention to conform to the requirements of Green Homes Rating system. It is important to note that the precertification rating awarded need not neccesarily correspond to the final certification. Precertified projects are required to provide the status of the project to IGBC, in relation to the rating, once in every six months until the award of the final rating.Precertification gives the owner/developer a unique advantage to market the project to potential buyers. Those projects which seek precertification need to submit the following documentation: †¢ †¢ †¢ †¢ For each credit, a narrative on how the project would meet the goal Design calculations, wherever appropriate Drawings (in native format only) as appropriate Filled in templates wherever applicable IGBC would take 40 working days to review the first set of precertification documents. On receiving the clarificatio ns posed in the first review, IGBC would take another 40 working days to award the precertification. A certificate and a letter are provided to projects on precertification. f.Credit Interpretation Ruling In some instances the design team can face certain challenges in applying or interpreting a mandatory requirement or a credit. It can also happen in cases where the project can opt to achieve the same goal through a different compliance route. To resolve this IGBC uses the process of ‘Credit Interpretation Ruling’ (CIR) to ensure that rulings are consistent and applicable to other projects as well. 16 The following are the steps to be followed in case the project team faces a problem: v Consult the Reference Guide for description of the credit goal, compliance options and calculations. v Review the goal of the credit or mandatory requirement and self-evaluate whether the project satisfies the goal. Review the Credit Interpretation web page for previous CIR on the relev ant credit or mandatory requirement. All projects registered under IGBC Green Homes will have access to this page. v If a similar CIR has not been addressed or does not answer the question sufficiently, submit a credit interpretation request. Only registered projects are eligible to post CIRs. Two CIRs are answered without levying any fee and for any CIR beyond the first two CIRs, a fee is levied. g. Appeal Generally credits get denied due to misinterpretation of the goal. On receipt of the final review, the project team has the option to appeal to IGBC for reassessment of denied credits or mandatory requirements.The documentation for the mandatory requirements or credits seeking appeal may be resubmitted to IGBC along with necessary fee. IGBC will take 40 working days to review such documentation. These submissions would be reviewed by an assessor not involved in the earlier assessments. Documentation for appeals should include the following i. Documentation submitted for design su bmission ii. Documentation submitted for construction submission iii. Clarifications along with necessary drawings and calculations VI. Fee Certification fee details can be found on IGBC website. VII. Updates and Addenda This is the first version of IGBC Green Homes Abridged Reference Guide. As the rating system continues to improve and evolve, updates and addenda to he reference guide will be made available through the website. These additions will be incorporated in the next version of the rating system. 17 Points Available Checklist for Green Homes Site Selection and Planning Local Regulations Soil Erosion Basic Amenities Natural Topography or Landscape : 15%, 25% Heat Island Effect – Roof : 50%, 75% Parking Facilities for Visitors Electric charging Facility for Vehicl es Design for Differently Abled Green Home Guidelines – Design & Post Occupancy Projects with Interiors Projects without Interiors Mandatory Requirement 1 Mandatory Requirement 2 Site Credit 1. 0 Site Credit 2. 0 Site Credit 3. 0 Site Credit 4. 0 Site Credit 5. 0 Site Credit 6. 0 Site Credit 7. 0Required Required 1 2 2 1 1 1 NA 8 Required Required 1 2 2 1 1 1 1 9 Required Required 2 1 2 2 3 3 3 3 1 20 Required Required 10 1 NA 3 1 4 1 1 21 Mandatory Requirement 1 Mandatory Requirement 2 Water Credit 1. 0 Water Credit 2. 0 Water Credit 3. 0 Water Credit 4. 0 Water Credit 5. 0 Water Credit 6. 0 Water Credit 7. 0 Water Credit 8. 0 Water Credit 9. 0 Water Efficiency Rainwater Harvesting, 50% Water Efficient Fixtures Turf Design : 20%, 40% Drought Tolerant Species : 25% Management of Irrigation System s Rainwater Harvesting : 75%,95% Grey Water Treatment : 50%, 75%, 95% Treated Grey Water for Landscaping : 50%, 75%, 95% Treated Grey Water forFlushing : 50%, 75%, 95% Water Efficient Fixtures : 20%, 30% Water Metering Energy Efficiency CFC Free Equipment Minimum Energy Performance Energy Performance Energy Metering Refrigerators Solar Water Heating Systems : 50%, 75%, 95% Captive Power Generation On-site Renewable Energy : 2. 5%, 5. 0%, 7. 5%, 10% Efficient luminaries & Lighting power density : 20% Energy Saving Measures in Other Appliances & Equipment Required Required 2 1 2 2 3 3 3 3 1 20 Mandatory Requirement 1 Mandatory Requirement 2 Energy Credit 1. 0 Energy Credit 2. 0 Energy Credit 3. 0 Energy Credit 4. 0 Energy Credit 5. 0 Energy Credit 6. 0 Energy Credit 7. 0 Energy Credit 8. 0 Required Required 10 1 1 3 1 4 1 1 22 18 Materials Mandatory Requirement 1 Material Credit 1. 0 Material Credit 2. 0 Material Credit 3. 0 Material Credit 4. 0 Materials Credit 5. 0 Material Credit 6. 0 Material Credit 7. Separation of Waste Waste Reduction During Construction : 75% Organic Waste Management, Post Occupancy : 50%, 95% Materials with Recycled Content : 10%, 20% Rapidly Renewable Materials : 2. 5%, 5% Local Materials : 50%, 75% Reuse of Salvaged Materials : 2. 5%, 5% Certified Wood Based Materials and Furniture : 50%, 75% Indoor Environmental Quality Tobacco Smoke Con trol Daylighting : 50% Fresh Air Ventilation Exhaust Systems Enhanced Fresh Air Ventilation : 30% Low VOC Materials Carpets : 5% Building Flush Out Daylighting : 75%, 85%, 95% Cross Ventilation Innovation and Design Process Innovation and Design Process Innovation and Design Process Innovation and Design Process IGBC AP Total Required 1 2 2 2 2 2 2 13 Mandatory Requirement 1 Mandatory Requirement 2 Mandatory Requirement 3 IEQ Credit 1. IEQ Credit 2. 0 IEQ Credit 3. 0 IEQ Credit 4. 0 IEQ Credit 5. 0 IEQ Credit 6. 0 IEQ Credit 7. 0 Required Required Required 2 2 2 1 1 3 2 13 INN Credit 1. 1 INN Credit 1. 2 INN Credit 1. 3 INN Credit 2. 0 1 1 1 1 4 80 Required 1 2 2 1 2 2 2 12 Required Required Required NA 2 2 NA NA 3 2 9 1 1 1 1 4 75 IGBC Green Homes Certification Levels Rating Certified Silver Gold Platinum Projects with Interiors 32 – 39 40 – 47 48 – 59 60 – 80 Points Projects without Interiors 30 – 36 37 – 44 45 – 55 56 – 75 1 9 SITE SELECTION AND PLANNING Site Selection and Planning 20 SITE SELECTION AND PLANNING Local Regulations Mandatory Requirement 1 Goal: Construction SubmittalTo ensure that the building complies with the required statutory regulatory codes. Compliance Options: The following measures need to be ensured: †¢ †¢ Approval of the plan from the competent Government authority Fit for occupancy document from the competent Government authority Documentation Required: Provide an approved plan and / or fit for occupancy documents obtained from the competent Government authority. Provide photographs / as-built drawings of the completed building. Approach and Methodologies: Survey the statutory requirements in the area that the building is constructed. Ensure that these requirements are incorporated at the design stage. 21 SITE SELECTION AND PLANNINGSoil Erosion Mandatory Requirement 2 Goal: To control soil erosion and thereby reduce negative impacts to the site. Compliance Options: Ad opt the following measures: Construction Submittal v Ensure erosion control measures that conform to the best management practices highlighted in the National Building Code (NBC) of India. v Ensure that topsoil is stockpiled for reuse later. v Develop appropriate measures to address soil erosion, post occupancy. Documentation Required: Provide photographs to show stockpiling of topsoil. Submit a description on the measures implemented / provide the erosion control plan adopted. Submit a post occupancy erosion control plan.Approach and Methodologies: Evolve strategies to stockpile top soil and reuse later for landscaping purpose or stockpiled soil can be donated to other sites for landscaping purpose. Consider adopting measures such as temporary and permanent seeding, mulching, earth dikes, silt fencing, sediment traps, and sediment basins as appropriate. Open areas can be landscaped (eg. , grass, trees, shrubs). Paved areas can be installed with permeable paving. For impermeable sur faces direct all run off towards storm water collection pits. 22 SITE SELECTION AND PLANNING Basic Amenities Site Credit 1. 0 Goal: Design Submittal Point: 1 To reduce the negative impacts from automobile use and enhance the overall quality of life by providing amenities.Compliance Options: Select a site with access to atleast five amenities, within a walking distance of 1 Km (see list in Exhibit A) AND In multi-dwelling units, provide seating area & toilets in the common area and tot-lots within the campus. Note: This point can be earned only if the amenities are available before or at the time of project completion. Documentation Required: Provide an area map (to scale) indicating the path and distances from the proposed building to the household amenities or public transport systems. Provide photographs. Approach and Methodologies: Select sites near public transit and / or household services and amenities that are accessible by safe, convenient pedestrian pathways. Only restauran ts can be counted twice and all other amenities to be considered only once. 23SITE SELECTION AND PLANNING Exhibit A – List of Basic Amenities †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Grocery store Electrician / Plumbing services School Dhobi / Laundry Bank / ATM Creche Fitness Center /Gym Library Medical clinic / Hospital Pharmacy Post Office / Courier service Place of Worship Restaurant Supermarket Other neighborhood-serving retail Electricity / Water utility bills payment counter Playground Jogging track 24 SITE SELECTION AND PLANNING Natural Topography or Landscape : 15%, 25% Site Credit 2. 0 Goal: Construction Submittal Points: 2 Minimise disturbances to the building site so as to reduce long-term environmental impacts. Compliance Options: Avoid disturbance to site by etaining the natural topography of the site and / or design landscape for at least 15% of the site area. Points are awarded as below: Points for retaining natural topography or landscaping Percentage of site area with natural topography and/or landscaped area > 15% > 25% Notes: †¢ †¢ †¢ †¢ †¢ Parking areas, walkways etc. , are considered as site disturbances. Landscape refers to soft landscaping which include only vegetative materials. Natural topography in its broad sense means preserving natural features of the terrain. Landscaped areas over built structures such as roofs, basement etc cannot be considered for the purpose of calculation of landscaped area. Potted plants will not be considered as landscape. Points 1 2Documentation Required: Provide drawings, calculations and photographs showing the site area with natural topography (and / or) landscaped area. Approach and Methodologies: Design the building with a minimal footprint (by tightening design needs and stacking floor plans). Consider retaining the natural topography in the site or design landscape t o the extent possible. In sites which have fully grown trees, avoid destruction. Avoid developing paved surfaces on the site, as much as possible. 25 SITE SELECTION AND PLANNING Heat Island Effect – Roof : 50%, 75% Site Credit 3. 0 Goal: Construction Submittal Points: 2 Reduce heat islands (thermal gradient differences between developed and undeveloped areas) to minimise impact on microclimate.Compliance Options: Use material with high solar reflectance and thermal emittance (such as, white china mosaic or white cement tiles or any other highly reflective materials) and / or provide vegetation to cover atleast 50% of the exposed roof areas. Points are awarded as below: Points for Heat Island Effect – Roof Percentage of green roof/ high reflective material > 50% > 75% Note: Exposed roof area does not include areas occupied by equipment such as HVAC, solar water heater, photovoltaic etc. , Documentation Required: Provide roof drawings highlighting location and the extent of highly reflective roof materials / green roof provided.Approach and Methodologies: To maximise energy savings and minimise heat island effect, select materials that exhibit high reflectivity and high emissivity. Consider providing green roofs or using highly reflective materials over roof to reduce the heat island effect. Typical materials with high reflective properties include china mosaic, white cement tiles, paints with high Solar Reflective Index (SRI) values etc. , Points 1 2 26 SITE SELECTION AND PLANNING Parking Facilities for Visitors Site Credit 4. 0 Goal: Design Submittal Points: 1 To provide adequate parking within the site to minimise disturbance caused due to parking on public roads and thereby enhance quality of life.Compliance Options: Parking capacity to be provided as per local byelaws and parking for visitors to be provided as follows: †¢ †¢ For individual homes provide 1 visitor car park For multi-dwelling units provide an additional 10% parking are a over and above the local code, reserved for visitors only. Documentation Required: Provide calculations on parking provisions as per local regulations. Submit plans indicating the visitor car park area. Approach and Methodologies: Design the building to ensure adequate parking provisions are made to cater to the occupants as well as the visitors. Parking provisions should take into account two wheelers and four wheelers. While designing parking facilities, consider basement/ stilts parking to reduce the heat island effect. When surface parking is planned, consider permanent cover; or other design strategies to address heat island effect as a result of such provisions. 27SITE SELECTION AND PLANNING Electric Charging Facility for Vehicles Site Credit 5. 0 Goal: Design Submittal Point: 1 To encourage the use of electric vehicles to reduce pollution from automobile use. Compliance Options: Provide electric charging facility within the site, as follows: †¢ †¢ For individual h omes provide atleast one such facility For multi-dwelling units provide electric charging facility, to cover 10% of the total parking capacity reserved for building occupants and visitors. The electric charging facility should cater to both two wheelers and four wheelers. Documentation Required: Provide parking plans showing provisions for electric charging facility.Provide calculations demonstrating that these facilities meet the credit criteria. Approach and Methodologies: Survey the type of electric vehicles already plying on the roads and also survey the kind of vehicles which may come up in the future. Create facilities so as to charge these kinds of vehicles. Consider having adequate number of charging facilities based on the charging time. While considering such charging facilities, ensure that all safety aspects have been addressed. 28 SITE SELECTION AND PLANNING Design for Differently Abled Site Credit 6. 0 Goal: To ensure that the building can cater to differently abled pe ople Compliance Options: Design Submittal Point: 1The building design should incorporate the following provisions for differently abled people, as applicable: †¢ Appropriately designed preferred car parking spaces in an area which has easy access to the main entrance or closer to the lift (one parking space for every 100 dwelling units) Provision for easy access to the main entrance Uniformity in flooring level/ ramps in common areas Rest rooms (toilets) in common areas designed for differently abled people Braille and audio assistance in lifts for visually impaired people †¢ †¢ †¢ †¢ Documentation Required: Provide drawings showing provisions for differently abled people. Also submit photographs.Approach and Methodologies: Identify all probable facilities required to cater to differently abled people. Design the building to ensure that certain basic minimum provisions for differently abled people are incorporated. 29 SITE SELECTION AND PLANNING Green Home G uidelines – Design & Post Occupancy Site Credit 7. 0 Design Submittal Point: 1 Not applicable for projects with interiors Goal: Provide prospective buyers and occupants with descriptive guidelines that educate and help them implement green design features within their apartment / houses. Compliance Options: Marketing and design stage: Include green design features proposed along with details of the green homes rating pursued in the marketing brochures.Post Occupancy stage: Publish green home guidelines providing information that helps occupants to implement green ideas. Documentation Required: Provide a copy of the marketing brochure along with green design features. Also submit a copy of the ‘Green Home Guidelines’ which will be given to the occupants. Approach and Methodologies: Develop a summary of sustainable design features incorporated in the Green Home project. Also include tips and guidelines which can be considered by the occupants in designing the inter iors. 30 WATER EFFICIENCY Water Efficiency 31 WATER EFFICIENCY Rainwater Harvesting, 50% Mandatory Requirement 1 Goal: Construction SubmittalTo increase the ground water table or to reduce the usage of water through effective and appropriate rainwater management. Compliance Options: Provide rainwater harvesting or storage system to capture atleast 50% of the runoff volumes from the roof surfaces. In coastal areas where the groundwater table is shallow and water percolation is limited, collection tanks may be provided meeting the above requirement. Runoff coefficients for Typical Surface Types S. No 1 2 3 4 5 Note: For normal annual rainfall refer Metrological Department data at http://www. imd. gov. in Documentation Required: Provide details on the rainwater harvesting system specifying storage capacity and volume of water captured. Provide details of captured rainwater.Approach and Methodologies: Survey the water table in the area. Design appropriate harvesting system based on the sub-surface characteristics. Factors to be considered include weathering, fractures & joints for rocky sites and thickness of aquifer for sedimentary sites. Capture rainwater from roof top for reuse. The design should also include flushing arrangement to let out impurities in the first few showers. Such pollutants and impurities include paper waste, leaves, bird droppings, dust, etc. Surface Type Cemented/ tiled Roof Roofs Conventional Roof Garden ( 500 mm) Runoff Coefficient 0. 95 0. 95 0. 95 0. 30 0. 10 32 WATER EFFICIENCY Water Efficient Fixtures Mandatory Requirement 2Goal: To minimise indoor water usage by installing efficient water fixtures. Compliance Options: Construction Submittal Select water fixtures whose average flow rates / capacities meet the values mentioned in the table below: Baseline Flow Rates / Capacity for Water Fixtures in a Typical Household S. No 1 2 Items Flush fixtures Flow fixtures Units LPF LPM Base line average flow rates / capacity 6/3 12 * At a flowin g water pressure of 3 bar Notes: †¢ †¢ Flow fixtures include faucets, basin mixer, taps, showers, shower mixers. The baseline flows can be demonstrated at flowing water pressure of 3 bar. Flowing water pressure of 3bar does not mean that the water supply in the building is at 3 bar. The uilding fixtures can operate at lower pressures but to show compliance under this credit, the design flow rates are to be submitted at 3 bar. The average flow rate is a simple arithmetic average of all the respective flush / flow fixtures. †¢ Documentation Required: Submit data manual by product manufacturer to confirm that conditions above have been satisfied. Approach and Methodologies: While selecting water fixtures, look for the efficiencies. The product catalogue or the brochure may detail the flow rates at various pressures. Fixtures are available with ultra high efficiency which can reduce substantial quantity of water consumption. 33 WATER EFFICIENCY Turf Design : 20%, 40% Wate r Credit 1. 0Goal: To limit such landscape which consumes large quantities of water. Compliance Options: Design Submittal Points: 2 Limit the use of turf on the site so as to conserve water. Points are awarded as below. Points for Limited Use of Turf Turf area as a percentage of total landscaped area < 20% < 40% Points 2 1 Areas planted with turf should not exceed a slope of 25 percent (i. e. , a 4 to 1 slope). Notes: †¢ †¢ This point is applicable only for those projects which have atleast 15% of the site area landscaped. Landscape refers to soft landscaping which include only vegetative materials. Documentation Required: Provide a landscape plan specifying the species used.Provide photographs. Approach and Methodologies: During landscape design minimise turf to the extent possible. Select plants, shrubs and trees which consume less water. 34 WATER EFFICIENCY Drought Tolerant Species : 25% Water Credit 2. 0 Goal: Landscape to be designed to ensure minimum consumption of w ater. Compliance Options: Design Submittal Points: 1 Ensure that atleast 25% of the landscaped area is planted with drought tolerant species. Notes: †¢ †¢ This point is applicable only for those projects which have atleast 15% of the site/ plot area landscaped. Drought tolerant species are those species that do not require supplemental irrigation.Generally accepted time frame for temporary irrigation is one to two years. Documentation Required: Provide a landscape plan indicating the percentage of landscaped area which uses drought tolerant species. Also provide a list of the species used and highlight their drought tolerant nature. Approach and Methodologies: Select species that are well-adapted to the site. Select those species which are drought tolerant. Consider xeriscaping as an approach for landscaping. 35 WATER EFFICIENCY Management of Irrigation Systems Water Credit 3. 0 Goal: Construction Submittal Points: 2 Reduce the demand for irrigation water through water-eff icient management techniques.Compliance Options: (1 point for any three features) Provide highly efficient irrigation system incorporating atleast two features mentioned below: †¢ †¢ †¢ †¢ †¢ †¢ †¢ Provide a central shut-off valve Provide a moisture sensor controller Turf and each type of bedding area must be segregated into independent zones based on watering needs Atleast 50% of landscape planting beds must have drip irrigation system to reduce evaporation Install time based controller for the valves such that the evaporation loss is minimum and plant health is ensured Use pressure regulating devices to maintain optimal pressure to prevent water loss Any other innovative methods for watering Documentation Required: Provide a detailed description of managing the irrigation systems installed. Provide landscape plans with the names of the species. Provide cut sheets and photographs of the systems installed.Approach and Methodologies: The irrigation management system must be designed based on the requirements of the landscape plan, and installed as per the design. The designer and the installer must work together and ensure the planned performance of the system. 36 WATER EFFICIENCY Rainwater Harvesting, 75%, 95% Water Credit 4. 0 Goal: Construction Submittal Points: 2 To increase the ground water table or to reduce the usage of water through effective and appropriate rainwater management. Compliance Options: Provide rainwater harvesting system to capture roof water generated from roof area to utilize in landscape irrigation or indoor water usage. In coastal areas where the groundwater table is shallow and water percolation is limited, collection tanks may be provided meeting the above requirement.Points are awarded as below: Points for Rainwater Harvesting Rainwater Harvesting System to capture / recharge †¢ 75% runoff from roof area †¢ 95% runoff from roof area Notes: †¢ †¢ In areas where recharging the aqu ifier is not feasible, collection and reuse may be considered. For normal annual http://www. imd. gov. in rainfall refer Metrological Department data at Points 1 2 Documentation Required: Provide details on the rainwater harvesting system specifying storage capacity and volume of water captured. Provide details of captured rainwater. 37 WATER EFFICIENCY Approach and Methodologies: Survey the water table in the area. Design appropriate harvesting structure based on the sub-surface characteristics. Factors to be considered include weathering, fractures & joints for rocky sites and thickness of aquifer for sedimentary sites.Capture rainwater from roof top for reuse. The design should also include flushing arrangement to let out impurities in the first few showers. Such pollutants and impurities include paper waste, leaves, bird droppings, dust, etc. 38 WATER EFFICIENCY Grey Water Treatment : 50%, 75%, 95% Water Credit 5. 0 Goal: Construction Submittal Points: 3 Reduce the consumption o f water by in situ treatment of grey water generated so as not to pollute the municipal streams. Compliance Options: Provide an on-site grey water treatment system to treat atleast 50% of grey water generated in the building, to standards suitable for flushing and landscaping purpose.Points are awarded as below: Points for Grey Water Treatment Grey Water Treated as a Percentage of Total Grey Water generated in Building †¢ 50% †¢ 75% †¢ 95% Note: Grey water is neither clean nor heavily soiled waste water that comes from clothes washers, bathtub, showers, bathroom wash basins, kitchen sinks and dish washers. More specifically, it is the untreated waste water which has not come into contact with toilet waste. Documentation Required: Provide a detailed description of the on-site grey water treatment system. Provide photographs / cut sheets from the manufacturers. Provide water balance of the building. Provide details of usage of treated grey water within the building. Poi nts 2 3 39 WATER EFFICIENCY Approach and Methodologies: Calculate the grey water volumes generated in the building. Design appropriately the capacity of the on-site grey water treatment system. While designing the treatment system, ensure that the treated grey water meets the required quality standards based on its purpose of application. Have signages all around the building to caution occupants and housekeeping staff that this water is not potable. 40 WATER EFFICIENCY Treated Grey Water for Landscaping : 50%, 75%, 95% Water Credit 6. 0 Goal: Construction Submittal Points: 3 Reduce demand for fresh water by using treated grey water for landscaping.Compliance Options: Reduce atleast 50% of potable water requirement for landscaping by using treated grey water generated within the site. AND The treated grey water for reuse must conform to the quality standards as prescribed by Central / State Pollution Control Board. Points are awarded as below. Points for Treated Grey Water for Lands caping Percentage of Treated Grey Water Treated used for Landscaping †¢ 50% †¢ 75% †¢ 95% Points 1 2 3 Note: This point can be claimed only if the grey water that is reused is treated in situ. Documentation Required: Provide a detailed description of landscaping water requirement and how the treated grey water or rain water will meet this requirement. Also provide calculations on quantity and quality of grey water reused. 41WATER EFFICIENCY Approach and Methodologies: Install an adequately sized grey water treatment plant. Ensure that the quality of the treated grey water is fit and safe for reuse. Prioritise the use of treated grey water such that irrigation requirements are given top priority. Excess treated grey water can also be used for flushing and make-up water for air-conditioning systems. Ensure periodic testing of the treated water to meet the quality standards as prescribed by Central / State Pollution Control Board. 42 WATER EFFICIENCY Treated Grey Water f or Flushing : 50%, 75%, 95% Water Credit 7. 0 Goal: Construction Submittal Points: 3 Reduce demand for fresh water by using treated grey water for flushing requirements.Compliance Options: Provide separate water plumbing lines for flushing purpose and source atleast 50% of the flushing water requirements from the treated grey water available. AND The treated grey water for reuse must conform to the quality standards as prescribed by Central / State Pollution Control Board. Points are awarded as below. Points for Treated Grey Water for Flushing Percentage of Treated Grey Water Treated used for Flushing †¢ 50% †¢ 75% †¢ 95% Note: This point can be claimed only if the grey water that is reused is treated in situ. Documentation Required: Submit drawings showing separate plumbing lines for treated grey water. Provide calculations to show the quantity of grey water used for flushing.Points 1 2 3 43 WATER EFFICIENCY Approach and Methodologies: Evaluate the water consumption in the building and ascertain the quantity of grey water generated. Also evaluate the availability of grey water for flushing purposes and accordingly install the dual plumbing lines. Design the plumbing system accordingly. 44 WATER EFFICIENCY Water Efficient Fixtures : 20%, 30% Water Credit 8. 0 Goal: To minimise indoor water usage by installing efficient water fixtures. Compliance Options: Construction Submittal Points: 3 Select water fixtures whose average flow rates / capacities are lower than the given baseline values for all the items mentioned below.Points are awarded as below: Points for Water Efficient Flow Fixtures Points Awarded S. No 1 2 Items Flush fixtures Flow fixtures * Base line Average Flow / Capacity 6/3 12 Units LPF LPM Water consumption 20% lower than baseline 1 Water consumption 30% lower than baseline 1 2 * At a flowing water pressure of 3 bar Notes: †¢ †¢ Flow fixtures include faucets, basin mixer, taps, showers, shower mixers. The baseline flows ca n be demonstrated at flowing water pressure of 3 bar. Flowing water pressure of 3bar does not mean that the water supply in the building is at 3 bar. The building fixtures can operate at lower pressures but to show compliance under this credit, the design flow rates are to be submitted at 3 bar.The average flow rate is a simple arithmetic average of all the respective flush / flow fixtures. †¢ Documentation Required: Submit data manual by product manufacturer to confirm that conditions above have been satisfied. Provide calculations to show the percentage of water savings. 45 WATER EFFICIENCY Approach and Methodologies: While selecting water fixtures, look for the efficiencies. The product catalogue or the brochure may detail the flow rates at various pressures. Fixtures are available with ultra high efficiency which can reduce substantial quantity of water consumption. 46 WATER EFFICIENCY Water Metering Water Credit 9. 0 Goal: Design Submittal Points: 1To encourage continuous monitoring and enhance the performance of the residential dwelling unit(s). Compliance Options: Provide water meters for any three of the following: †¢ †¢ †¢ †¢ †¢ †¢ Treated grey water consumption Landscape water consumption Rain water reuse Airconditioning cooling tower make-up Hot water consumption Any other major source of water consumption such as, swimming pools, water fountain, common car wash facilities Documentation Required: Describe the metering equipment installed. Provide cut sheets for the meters installed. Approach and Methodologies: Identify all the major water consuming areas and install systems to monitor their consumptions.Develop and implement a measurement and verification mechanism to compare predicted water savings to actual water consumption. 47 ENERGY EFFICIENCY Energy Efficiency 48 ENERGY EFFICIENCY CFC-Free Equipment Mandatory Requirement 1 Goal: Design Submittal To avoid the use of such refrigerants and ozone layer depleting gases which will negatively impact the environment Compliance Options: Refrigerants used in Heating, Ventilation & Air-conditioning (HVAC) equipment and unitary air-conditioners installed must be CFC-free. Documentation Required: Provide a declaration signed by a responsible party declaring that the building HVAC systems do not use CFC based refrigerants. Approach and Methodologies: Survey the market for all CFC-free HVAC systems.Such systems are also available in smaller capacities. Install HVAC equipment which does not use CFC based refrigerant. 49 ENERGY EFFICIENCY Minimum Energy Performance Mandatory Requirement 2 Goal: Design Submittal Optimise energy efficiency of the building to reduce environmental impacts from excessive energy use. Compliance Options: The project should achieve the following minimum number of points as illustrated under the Energy Credit 1. 0: Type of Building Non Air-conditioned Air-conditioned Minimum number of points to be achieved 3 4 For further detail s, refer to Energy Credit 1. 0. 50 ENERGY EFFICIENCY Energy Performance Energy Credit 1. 0 Design Submittal Points: 10