The Semi-Nomadic Chickasaw Indians - 599 Words

The Chickasaw Indians were a small group of Indians, consisting of a estimated amount of 5,000 people in the 1600s. They were people who were very coordinated and established their homes at close proximity. They held life at a high esteem, and had several towns and villages that incorporated present-day elements. The Chickasaw were religious and relied most on faith for healing. This Indian group worshiped the deity Ababinili. This god represents the things above such as the sun, clouds, and sky. In addition, worship of other deities was included into the religion. Each god or deity has a different purpose. For example, some deities protect against wicked spirits and evil forces. Chickasaw Indians were semi nomadic, people who moved according to season in search for food, water, shelter, and land. Families lived in villages made up of small houses with more than one house per family. Throughout the family, tasks were established separately; one category for the women and one for the men. Women were introduced at an early age how maintain their own land and raise their own crops. They accommodated in looking after their children, cooking, and cleaning. They also tended to the slaves which were often given through war with other tribes. Young girls had the option to stay close to their mother and assist their mothers with the labor or spending their day as they chose. Men were also taught at a young age to hunt and become warriors for the tribe. They often traveledShow MoreRelatedNative Americans And The New Discovered Land By The Indigenous People And Slaves1886 Words   |  8 PagesNative American land kept decreasing significantly. They only had territory of a small portion of the Appalachian Mountains because of the rising population of colonists. Thomas Jefferson also wanted them gone, however as an ultimatum he wanted the Indians to accept and integrate the English lifestyle or be terminated. ii. The Natives had different responses to the European style of treatment and English style of treatment. First the frontiers of inclusion had the Natives easily join the European

Beginning of a Civilization Essay - 1198 Words

Modern civilization as we know it began as a group of shabby huts in the ancient region of Mesopotamia. Flowing from mountains in modern Turkey, the Tigris and Euphrates Rivers created an environment favorable for settlement. Wandering groups of people happened to come upon this fertile land. The warm temperatures allowed a permanent civilization to begin. Mesopotamia is a region which has a huge variety of geography combined into one expanse of land. There are rivers, valleys, mountains, floodplains, deserts, and marshes splotched around the region. However, the most important landmarks of them all are the Tigris and Euphrates Rivers. Without their annual flood, ancient humans would have had difficulty in surviving. As well as†¦show more content†¦Along with the annual flooding, there was the advantage of warm temperatures which allowed for a variety of crop growth. Mesopotamians planted grains like wheat, rice, and barley and further improved their diet. After centuries of tedious labor by people, a clever idea was brought forth: the domestication of animals for farming purposes. Soon, farmers were domesticating sheep, goats, and horses to perform the labor. By using such techniques, farmers were often able to get twice as many crops as they had before, and Mesopotamia began to have food surpluses. The food surpluses were ultimately the factors that led Mesopotamia to experience remarkable development. Strong developments had to be made so that Mesopotamia could achieve success in its society. Thanks to advanced irrigation and farming techniques, there were food surpluses. Many farmers changed jobs to begin a career which would generate greater earnings. This ultimately helped the economy of ancient Mesopotamia. Eventually, people began to gain large amounts of money by selling crops and objects made by craftsmen. The wealthy and poor were separated into rural and urban areas. To keep up with a developing society, Mesopotamia made a government. Laws and tax collection systems were created to fund the government. In addition, the wealthy people made ancient learning centers, where scholars taught modern subjects such as mathematics and literature. To keep track of events, a writing system namedShow MoreRelatedThe Beginning Of Civilizations On Education1026 Words   |  5 Pagesgenders. There are many choices that have led to both the causes and the effects of what we live in now. Many people are discussing how to turn our current situations around, this is how I will accomplish these goals in my utopia. The beginning of civilizations starts on education, as future generations are taught the ideals and beliefs of a society; this leads me to take the same exact step in implementing my strategy. 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The beginning of time explains the reasons for each and every creature, plant, and unexplainable phenomena that have occurred on this earth. Chapter one of World History: A Topical Approach primarily explains to the reader the different arguments that people believe are true. There are many claims that scientist have found to be very true, but then there are others who believe in a phenomenon quite different. Some scientists date

Rate and Sequence of Development Free Essays

string(162) " will learn to walk | | |up the stairs holding on to the hand rail; this will develop into the child confidently | | |climbing stairs and outdoor play equipment\." Babies are born at 40 weeks. If a baby is born before the due date, they will be classed as premature. Premature babies generally take longer to meet the early development milestones, Newborn babies spend more time sleeping than being awake. We will write a custom essay sample on Rate and Sequence of Development or any similar topic only for you Order Now It is very important to a newborn baby to spend quality time bonding with their primary carer. Babies develop fast during the first four weeks; feeding and sleeping patterns can start to form and will start to communicate through smiling and crying. As from 3 months old, babies are much more alert, and generally settled into a day and night routine and cry less often. Being more settled and interacting with people around them, and can recognise their primary carer. From 6 months babies can express enjoyment through laughing and smiling. They can reach for objects; this heightens the need for exploration. From 9 months babies are usually becoming more mobile, they can explore their environment. Cognitive and communication development is improving and babies are aware of words. From this age, the emotional lesson is being learnt, as babies begin to understand that carers who leave the room will return. At 12 months babies are much more mobile. The baby is becoming much more vocal and babbling to the carer. Fine motor skills are developing and the baby is becoming more interested in feeding themselves, also the baby starts to remember things. From 15 months a child’s language is really developing, and can start to put together a small key worded sentence. Walking is steadier, and as the sense of independence develops, so does the frustration within the child, and prevention is usually the cause. From 18 months, a child will understand most of what is being said to them, so communication is important. Children of this age still cannot control their emotions and need a lot of sensitivity from their carers when they become overwhelmed by their feelings. From 2 years, a child’s personality is evident and become more apparent every day. Cognitive and behavioural development is continuing during this stage, short sentences are spoken and walking and movement is confident, leading to trying new things, like climbing and jumping. The child will begin to understand emotion and consequences. At 3 years, children start to take an interest in peers, this is suitably timed as at this as children start pre-school, and can enjoy playing with others of a similar age. Children learn to express themselves through speech, in doing so, this reduces the child’s frustration. At 4 years, children will make the transition to school, which marks a massive change in their lives. When starting school the child will be fluent talkers, confident movers and will already have a social group of friends. Their concentration span will be increasing all the time. At 5 years old children will be settled into formal schooling. Many children will enjoy the challenge of the classroom and independence of playtimes. Others however can find it all very difficult because learning doesn’t interest them or find the learning difficult. This can cause a negative feeling towards school. Friends are very important now. At 6-7 years old, physical development has now slowed down to previous years, but confidence levels increase, as does learning within the school. Between the ages of 8-12 years, Children will be reading and writing well. Children have learnt what it is they enjoy and dislike. During this stage of life, it can be a emotional time, children will be moving on to new school and leaving old friendship groups and starting to make new friendship groups. Puberty can start around this age (mainly girls). Technology often causes a child to be less active in this age group and so a balanced diet is required. Between the ages 13 – 19 years, there is a lot happening, puberty, relationships, exams, leaving school, career choices. [pic] [pic] [pic] [pic] New Born CryingHappyPrimary carer [pic] [pic] [pic] [pic] In prone SittingCrawling Walking [pic] [pic][pic] [pic] [pic] Learning through play (18 months – 4 years) [pic] [pic] [pic] [pic] Learning through play (5 years – 19 years) Physical Development |Age Range |Development within the age range | |0 – 3 months |Babies hands are tightly closed most of the time. The baby will lay with head to one side | | |(in supine position) and legs pulled up toward the abdomen (in prone position), head falls| | |forward (head lag) and the back curves. As the baby gets older they are aware of faces, | | |more so when fed and talked to. | |3 – 6 months |Â  The baby’s head in central position (in supine), the head and chest can be lifted from | | |the floor and can supported themselves with their forearms (in prone). The back is | | |straighter and slight head lag remains. The baby will have found their arms and can be | | |waved and brought together; legs can be kicked separately and together. The baby is alert | | |and will move their head to watch others. The baby has found their fingers and can engage | | |in hand and finger play and briefly are able to hold objects before dropping. | |6 – 12 months |Â  During this age, babies develop fast and start to learn big movements like, rolling over | | |to going onto their hands and knees to progressing to taking a few steps. Sitting unaided | | |is also developed during this age. Also a number of fine motor skills develop during this | | |age, the palmar grasp to and inferior pincer grasp to then recognising and controlling the| | |release of this grasp. The hand – eye coordination is more defined and now able to feed | | |with a spoon and finger foods. | |1 yr- 2yrs |Â  The child’s walking has become more confident and will attempt to run. The child will | | |start to crawl the stairs, and will walk them if hand is held by a carer. The marks on | | |paper progress into scribbles, a small tower of block will progress into a tall tower. The| | |child can now push themselves along on ride-on-toys, and is able to kick and throw balls. | |The child will now be able to thread cotton reels using the delicate pincer grasp. | |2 yrs – 4 yrs |Â  During this age, the physical activity becomes independent. The child will learn to walk | | |up the stairs holding on to the hand rail; this will develop into the child confidently | | |climbing stairs and outdoor play equipment. You read "Rate and Sequence of Development" in category "Essay examples" The child will develop from riding large | | |wheeled toys without peddles to using peddles and steering confidently. Kicking a | | |stationary ball will develop into kicking moving balls in straight lines. Drawing becomes | | |an interest, faces and letters are often attempted, using the preferred hand. | |4 yrs – 7 yrs |Â  From the age of 4 years, children will be learning how to fasten buttons, zips, use | | |scissors and cut out basic shapes. Writing becomes more familiar and will be learning how | | |to write his/her name and other short familiar words. A Child’s coordination will increase| | |and will be able to play games with rules. General balance is good; bikes stabilisers will| | |start to be removed. By the time a child is 7 years, they will be able to hop, skip and | | |use larger outdoor play equipment in schools and parks. The child will be able to catch | | |with one hand and be able to tie up their shoe laces. | |7 yrs – 12 yrs |Â  Physical growth slows down during this age group. The development of coordination and | | |speed of movement along with physical strength develops during this time. The child’s | | |interest in TV, computers and games consoles over take the physical play. The child’s | | |writing becomes more adult like, as does the use of computer equipment. | |12 yrs – 16 yrs |Â  Generally puberty begins between 11-13yrs. The bodies of both boys and girls change | | |throughout puberty. There is a variation in age in which this occurs; girls usually enter | | |puberty by 13 years and boys 14 years. Sporting talents become more apparent during this | | |time. | |16 yrs – 19 yrs |Â  A girl’s body can become more woman-like by 16 years old, and a boy becomes manlier by | | |16-17 years. Intellectual and Cognitive Development |Age Range |Development within the age range | |0 – 3 months |From birth a baby can be soothed by a familiar voice, usually the primary carer. Through | | |the use of senses, the baby starts to understand that he/she is a separate person. The | | |baby will begin to notice object in their immediate environment | |3 – 6 months |Â  From 3 months a baby will show interest in bright shiny o bjects. The baby will be very | | |alert and will watch things going on around them keenly. The baby will explore by putting | | |objects into their mouth | |6 – 12 months |Â  The baby will explore the immediate environment, the primary carer staying within close | | |proximity. During this age, the child will start to look for items which have fallen. | |1 yr- 2yrs |Â  From 1 year, the baby’s memory develops. Remembering past events will highlight the | | |anticipation of future familiar events. The baby will also start to look for objects that | | |have fallen out of sight, knowing they still exist, but can’t be seen. At this young age, | | |child will look for, and return familiar things in there right places. The child will use | | |toys in a way they are familiar with e. g. putting a doll in a bath. The child becomes | | |aware of peers and takes an interest in their activities. A child will use trial and error| | |in a way to explore and discover the world around them. | |2 yrs – 4 yrs |Â  A child from 2 years will understand that actions have consequences. He/she will be able | | |to complete simple jigsaw puzzles and build a tower of bricks; creativity within imaginary| | |and creative play is developed. The child will start asking what and why question and | | |using speech of thinking and reporting. The child can name colours and sort items into | | |simple sets. The child will now be able to recognise his/ her own written name | |4 yrs – 7 yrs |Â  At 4 years old, a child’s memory has developed, and can recall many songs and stories. | | |The child is now able to problem solve, number correspondence improves, reading and | | |vocabulary develops. The child will learn from new experiences at school, and learning | | |style preferences may be apparent. | |7 yrs – 12 yrs |Â  The child now understands mathematical questions and is able to find the answers in | | |number calculations, measuring nd weighing. Many children can read and write simple text | | |by the age of 7. A child will learn a new range of subjects at secondary school, and might| | |follow their own individual interests out of school. A sense of logic develops. | |12 yrs – 16 yrs |Academic knowledge increases as exam curriculum is followed. | |16 yrs – 19 yrs |Towards the age of 16 years, future career decisions are made . e. g. further educati on, | | |career choices. | Communication Development Age Range |Development within the age range | |0 – 3 months |A newborn baby communicates through sound, crying and physical closeness. The baby will | | |begin to coo and gurgle with the primary carer when talked to. The baby starts to | | |recognise and link familiar sounds such as the face and the voice of a carer. He/she will | | |copy high and low sounds and will return a smile when smiled at. | |3 – 6 months |Â  Sounds are used primarily to call for a carers attention. The baby is babbling frequently| | |and enjoys rhymes and the rhyme actions. The baby plays tunefully with the sounds he/she | | |can make. | |6 – 12 months |Â  The baby now recognises his/her own name and recognises familiar words, including ‘no’. | | |The baby will makes longer strings of babbling sounds and intentionally uses volume | | |vocally. The baby will increasingly understand basic messages communicated by carers and | | |older siblings. |1 yr- 2yrs |Â  The babbling increasingly starts to sound like speech and lead to single words being | | |spoken. The child shows an understanding that particular words are associated with people| | |and objects, by using a few simple words in context. Labelling such as ‘you’ ‘me’ ‘mine’ | | |is understood and the use of single words increases and begins to use people’s names. The | | |child understands a great deal of what carers say. | |2 yrs – 4 yrs |Â  At 2 yea rs, the child will point to items and name them. Vocabulary increases and | | |sentences are used. Some sentences can be used incorrectly, but by 42 months most language| | |is used correctly. The child enjoys stories and rhymes and will use plurals, pronouns, | | |adjectives, possessives and tenses. | |4 yrs – 7 yrs |Â  From 4 years, a child uses language fluently and is clear and understood to all. He/ she | | |have an understanding of language, and can enjoy rhymes, stories and nonsense. The child’s| | |vocabulary is growing each day, and will be learning to read, he/she will recognise small,| | |key words. At the age of 6 years, the child’s language becomes more adult like and enjoys | | |word play and jokes. | |7 yrs – 12 yrs |Â  The child enjoys social chats with friends and family, the conversation becomes more | | |adult like. Both verbal and written communication is fluent and the correct grammar is | | |used. The child may read as a leisure pass time. |12 yrs – 16 yrs |Â  The child may be reluctant to ask adults for advice or information required. It may be | | |sourced anonymously. | |16 yrs – 19 yrs |At this age the child will enjoy socialising with friend and having catch up chats with | | |friends and family. | Social, Emotional and Behavioural Development |Age Range |Development within the age range | |0 – 3 months |A new born baby will smile from about 5 weeks, the baby will discover what he/she can do, | | |a nd create a sense of self. The baby may cry if the primary carer leaves the room because | | |the baby doesn’t understand that the person still exists and will return. The baby is able| | |to show excitement and fear. The baby responds positively to a kind soothing carer, If a | | |carer doesn’t respond to the baby, the baby will stop trying to interact. | |3 – 6 months |Â  The baby can now clearly tell people apart, showing a preference for a primary carer and | | |siblings. During this age the baby shows a wider range of feeling clearly and vocally. | |He/she will reach out to be held and may stop crying when spoken to. The baby enjoys | | |attention from others and seeing themselves in the mirror. | |6 – 12 months |Â  During this time the baby becomes increasingly mobile which allows the child to approach | | |people. The baby understands that when a carer leaves the room, they will return. Baby’s | | |offer objects in their hands but do not let go. The sense of self ide ntity increases as | | |self-esteem and self-confidence develop. The child will start to wave goodbye, prompted at| | |first, then freely. The child is now happy to play alongside other children for increasing| | |lengths of time. | |1 yr- 2yrs |Â  The child becomes more curious to the world around them. The child may signs of | | |separation anxiety and can be jealous of attention or toys given to other children. | | |Emotions are changeable; they quickly alternate between wanting to do things alone, and | | |then requiring their carers help. The child becomes frustrated easily when not able to | | |carry out their chosen task. The child show angry defiance and resistance to adults At | | |this age the child likes to follow their carer and like to help with the activities, | | |imitating them. | |2 yrs – 4 yrs |Â  At this age a child is beginning to understand his/her own feeling and identifies happy | | |and sad faces. The child is also aware of other people’s feelings. They will be able to | | |tell others how they feel. Children will respond to carers lovingly, and is affected by | | |their mood. The child may use language to protest verbally, causing them to be less | | |rebellious. The child will now be using the toilet and washes own hands, He/she will also | | |be able to dress them self. | |4 yrs – 7 yrs |Â  The child may be socially confident and self-esteem is apparent and responds well to | | |praise for behaviour, encouragement and responsibility. The control over emotions | | |increases but as imagination increases the child can become more fearful. At this age the | | |child will be keen to ‘fit in’ with other and approval from adults and peers is desired. | | |Friends are important; most of these are made in school. The managing of behaviour is best| | |carried out and often responds best to ‘time out’ method. The child will enjoy games and | | |activities. | |7 yrs – 12 yrs |Â  Around the age of 7 years, a child will doubt their learning ability and often say ‘I | | |can’t do it’. This leads them to becoming frustrated easily. Personality is established | | |more firmly as attitudes to life are developed. The child is more susceptible to peer | | |pressure, solid friendships are formed and ‘best friends’ are important. The child may | | |feel unsettled when making the transition from primary school to secondary school and as | | |puberty approaches. Strong friendships are relied upon and usually the same sex. The child| | |may be reluctant to go to clubs unless a friend is there too. At this age the child is | | |more independent and able to make more decisions. | |12 yrs – 16 yrs |Â  The child will now travel to school alone. Mood swings become more apparent due to | | |puberty. There will be a desire for the child to ‘fit in’ with peers and express | | |individuality this can be through art/ music/ dance or creative writing and possibly | | |through dress and hairstyles. The child may prefer to spend time with friends rather than | | |family, and may tend to spend more time in their bedroom at home. A balance of school and | | |leisure time is important. | | 16 yrs – 19 yrs|Â  The child becomes interested in own sexuality and feels attracted to others and may | | |develop romantic and sexual relationships. The child may experiment with smoking, drugs or| | |alcohol, this behaviour is linked with low self-esteem. The child may self experiment with| | |identity through appearance . e. g. piercings and tattoos. A child may start a new job, it | | |is important that a home, work and social life balance is taken on. | Moral Development Age Range |Development within the age range | |0 – 3 months | | |3 – 6 months |Â   | |6 – 12 months |Â   | |1 yr- 2yrs |Â   | |2 yrs – 4 yrs |Â  The child is increasingly able to understand consequence of behaviour and the concept of | | |‘getting in trouble’. The child understands the concept of saying sorry and ‘making up’ | |4 yrs – 7 yrs |Â  The child has a good understa nding of familiar, basic rules. If he/she are in an | | |environment where swearing is happening, it is likely the child will use in their own | | |language. The child will have experienced blaming and blame, and feels shame/guilt when | | |adults disapprove. The child will be keen to win and be ‘right’. | |7 yrs – 12 yrs |Â  Attitudes to life are being developed – these are the basis of future moral codes. The | | |child can understand increasingly complex rules, impacting on the sense of right and | | |wrong. Conflict with parents arise due to wanting independence, home rules are unfair, and| | |refuse to wear clothing that parents have bought. | |12 yrs – 16 yrs |Â  The child will now develop personal morals, beliefs and values outside of parents’ | | |influence . e. g. egetarian | |16 yrs – 19 yrs |Â  The child may protest to make their feelings know and to act on a desire to change the | | |world . e. g. petitions, student protests | All tables are guides and development ages groups are approximate. Question: What is the difference between Sequence of development and Rate of develop ment? Why is the difference important? |Sequence |Rate | |The sequence is the order on which children develop. For |The rate is the speed or age on which children develop. For | |example, a child will learn to sit up before they can walk. |example, children of the same age will not reach all of the | |There are exceptions to this; children or young adults with a |milestones at the same age. | |disability may develop differently. | | It is importance to identify the difference and how each one plays a role in identifying the accomplishments of a child, what milestones have been reached and when. They enable charting of a child or young person’s development to happen and provide a structure or picture that can measure where a child might be in need of support. How to cite Rate and Sequence of Development, Essay examples

Construction Law In Singapore And Malaysia -Myassignmenthelp.Com

Question: Discuss About The Construction Law In Singapore And Malaysia? Answer: Introduction Building and construction adopt standard form contracts generally but the process of their conclusion performance and remedies available for their breach resembles those applicable under any other form of general contract. The elements required of a valid contract however have to exist for such a contract to be legally enforceable. The contract should have a dispute resolution clause that provides for the manner and forum for resolving disputes arising out of a disputed contract for building and construction. Contracts for building and construction generally employ alternative dispute resolution mechanisms in resolving construction disputes. Arbitration is always preferred as the parties maintain a control over the dispute as to opposed to a judicial process where the control of the dispute resolution process is taken away from the parties. The practical solutions that this paper proposes would majorly form part of the provisions of the main contract document with an exception of a few matters that require specialized treatment that will require inclusion in a facilitating contract that is ancillary to the main contract (Robinson Lavers, 2010, p. 51). The main contract incorporates the facilitating contract through reference; the main contractor shall also have the general supervisory powers over all the contracts relating to the project. The facilitating contracts could be numerous as every specialized works will require different people skilled in varied fields and therefore the need to have each specialist and their duties and responsibilities reduced into writing differently (Chan Suen, H. C. (2015) The relocation of Equipment and Staff The construction contract would relate to the carrying out of works on an already existing Burnaby building which needs to be improved and the floors increased. Naturally, there are persons who are employed by the Portsmouth University and use the building as their work offices together with the equipment they use for their day to day activities in the provision of services to the university. These persons and their equipment will require to be moved to create space for the construction works (Barrie Paulson, 2012, p. 67). There are two options for the moving of staff and equipment; relocating them to already existing structures within the university or to temporary structures built for such purpose. Though the two options are available, there are factors that should be taken into account before settling into one or the other. The most important factor to be considered is the security of both the equipment and the staff. It is natural that security may not be guaranteed if the staff and equipment are moved to some temporary structure with no security. To ensure that both the staff and equipment are safe, relocation would be to the existing structures. Another factor that should be considered is the available space. The number of staff and equipment available might be more than the available space; this would mean that certain equipment especially those that are not used on a daily basis are kept in temporary and makeshift structures but with enhanced security to avoid any loss or destruction that may make the university to incur additional costs in replacing equipment that have been destroyed by bad and unfavorable weather conditions or otherwise stolen (Bruner O'Connor, 2012, p. 48). Considering the available options, the existing structures are preferred when relocating staff and equipment as security is guaranteed. Existing structures would also provide better working environment and conditions to the staff as they should, even when the construction works continues, provide the essential services and support that the university requires to achieve its mandate (Bruner O'Connor, 2012, p. 22). Relocation of staff and equipment normally occurs before the commencement of the construction works. Engaging the main contractor to undertake the relocation of staff and equipment would be very expensive to the university. This would therefore necessitate the negotiating and entering into a facilitating or an enabling contract. This a form of contract that is different from the one of the main contractor which is concluded between the employer and a service provider for the carrying out of specialized works necessary before the main construction works can continue. Relocation of staff and equipment qualifies as a special work since the equipment that are fixed have to be removed by someone who has special training in the use and installation of such equipment (Callon Law, 2009, p. 29). Under the new 2016 JCT, there is provision for the insurance of works to cover damage and injury associated with construction sites. Under clause 6.2, the responsibility and liability that would likely arise rests with the person contracted to undertake such works. The person engaged to undertake the relocation of staff and equipment should be one who is registered and capable of taking out an insurance cover to assist in mitigating any loss or injury likely to occur in a construction site (Bresnen Marshall, 2010, p.21). Loss, injury and damage that results from the acts of negligence of persons engaged in the relocation of equipment and staff, the client has the right to seek and obtain indemnity from the contractor. Clause 6.3 provides that any form of loss and damage that are caused to existing structures and equipment should be borne by the contractor. The clause providing for indemnity is expressly contained in the contract and enjoys the force of law; and can be enforced where a party ignores or neglects his obligation under the contract. The parties are however free to include an exclusion clause when the application of the indemnity clause. Where the loss or damage results from an act that is exempted, indemnity does not arise and the loss will be borne by the employer on his own account. A contractor who is keen in minimizing personal liability for loss, injury and damage should therefore be encouraged to take out an insurance policy cover for any perils that are common in construction sites. This is buttressed by JCT at clause 6.4 which provide for the insurance the works as well as the contractor to cover personal liability which may arise in the performance of the construction works. The said insurance policy should however be taken in the name of the employer in accordance with clauses 6.5.1 and 6.1.5 but the premium paid by the contractor since it relates to personal cover (Gould et al, 2010, p. 84). The relocated equipment as well as the existing structures should be well maintained to ensure the continued safety of the equipment kept therein. Damage to existing structures and equipment is a ground that could lead to repudiation or termination of the contract by either of the parties so as to mitigate and prevent further damage and destruction. However, such loss or damage that motivates a party to terminate a contract should be a material damage. JCT at clause 6.14 lays down the grounds and factors as well as the procedure to be followed when terminating the contract. The party that is desirous in terminating the contract has to issue notice of the intention to terminate within a reasonable time which is usually about 28 days. Where the contract is repudiated or terminated, the liability will on the employer to undertake the repair of the damaged equipment (Fenn et al, 2011, p. 66). In Hersent Offshore SA and Amsterdamse Ballast Beton-Waterbouw BV v. Burmah Oil Tankers Ltd (1978), the question that the court was faced with was a consideration of what amounted to adequate and reasonable notice of the intention to terminate the contract by either of the parties. The court held that notice that is issued long after the works have been completed cannot be said that such notice was issued during the continued performance of the works or before the commencement of the construction works Provisions in the contract document should be drafted in such a manner that is exhaustive, giving each of the parties well defined duties and responsibilities to avoid liability being borne by one party to the contract. Where each of the parties responsibilities and duties under the contract is well laid down, the risks associated and prone in construction contracts are spread to minimize the costs and liability which would otherwise be borne by one party who is at fault or is said to have been negligent The IT and other electrical connectivity and related services are form part and parcel of operations of every organization. In their relocation to the existing structure and/or temporary structures, the persons contracted to undertake such relocation should be extra cautious to limit and prevent any damage as well as loss of any form. Such sensitive matters warrant the engagement of specialists through a facilitating contract specifically concluded between the employer and the specialist in carrying out the relocation of Information Technology as well as equally delicate electrical connections and services. The facilitating contract would then be incorporated into the main contract by way of reference; giving the main contractor supervisory roles over the works carried out by the registered and recognized specialist (Hinze, 2010, p. 41). It is expensive on the employer to undertake the relocation of staff and equipment. To ensure continued minimization of costs and to avoid any instance of delay in the performance of the construction works, the facilitating contract should be concluded under terms that ensure the cost involved is to the minimum. The costs should be checked because such relocation is temporary for a very limited amount of time and upon the successful completion of the construction works, those staff together with their equipment that had undergone relocation would be returned simultaneously especially where there is provision for staged access of the building under construction. A facilitating contract would ensure that the performance of the works is expedited due to division of labor as well as responsibility amongst several persons; and not leaving all the work and decision making to the contractor. The contractor is only charged with supervisory roles as the special works are left to specialists and persons generally trained and instructed to undertake such specialized works involved in building and construction (Richter Mitchell, 2012, p, 63). Construction and Staged access In building and construction, a building under construction is capable of being occupied when the construction works are still continuing. Staged access is commonly seen and practiced in those organizations that engage in the provision of continuous services whose interruption would be detrimental to the mandate of such organizations. This particular project is being undertaken in a university that provides learning services to students in a continuous process over a long period of time and interruption should be kept to the minimum or avoided altogether. To ensure that the provision of services is continuous and uninterrupted, the building should be occupied in stages for example, the lower floors would be completed first to allow for occupation before the upper floors are constructed to allow staff to move in and continue offering services to the students and the university at large. Whereas staged access requires authority to be obtained, the employer has the duty and responsibility if ensuring that such consents are sought and obtained within reasonable time. The building plans in order to ensure staged access would necessitate splitting into smaller factions capable of being treated as independent and separate contracts. This would allow a floor to be completed to allow staged access before proceeding with works on the subsequent floors (Howarth Watson, 2009, p. 57). The new 2016 JCT provides for staged access of buildings under construction. This is provided at clause 2.3.3. The employer is required to seek and obtain consent every time a floor is ready for occupation. Staged access should be contained in the main contract with a clause providing expressly and specifically for staged access of the building under construction. Such clause should however be detailed, providing for detailed procedure and the mode through which such access should be achieved. Staged access of a building under construction can however be expensive depending on the amount of the works involved. For instance, where the building is a storey one, say twenty floors, obtaining consent for each floor will be tedious and expensive However, there are a category of contracts for building and construction where staged access cannot be avoided no matter how expensive its adoption and use is. This being a learning institution, staged access is inevitable since offering services to the university should be provided continuously to the students in the learning institution. In the case of Mistry v Thakor (2005) EWCA Civ. 953, the plaintiff was hit and sustained injuries as a result of being fell on by a cladding from a building adjacent to where the applicant was as he walked on a public road. The court found that the property manager was guilty of negligence by failing to warn that the panels on the subject building were dangerous and could cause serious injury to passers-by. Pre-cautions should therefore be in place to ensure that students and members of staff are safe and not exposed to any situation that may occasion injury to them. This should also extend to members of the public especially where the building is located adjacent to a public way (Cushman Myers, 2009, p. 39). Information Technology Services When undertaking the relocation of the staff and equipment, it will be necessary to switch off and relocate as well the IT and other electrical services that power the equipment and ensure that they function as required (Oglesby et al, 2009, p. 71). The learning institution heavily depends on the IT and other electrical connections and services and being very sensitive aspect in the building and construction, it will necessitate that a facilitating contract be entered into between the employer and a registered specialist to undertake the switch off without causing material damage and delays in the delivery of the mandate of the university. Such contract should contain provisions that speak to the time, manner and cost of such switch off and reconnection on the temporary structures as well as the existing structures if such connection had not been extended by the university to cover such buildings and premises (Cheung Yiu, 2013, p. 17). Some perils do happen and are normally associated with construction sites. One of those major risks is fire. The main contract should contain a provision on common perils such as fire and how they should be prevented and/or managed if in any case they occur. The risk and liability arising from an outbreak of fire needs to shared between the contractor and the sub contractor. Under JCT, clause 6.18 makes it mandatory for construction contracts to have provisions that speak to and comply with the joint fire code and any of the amendments likely to be made on the code from time to time. Acts that are considered as breach to the fire code and the actions that should be taken when fire eventually breaks are provided for under clause 6.19 and contracts should fully adopt them (Jones, 2014, p. 15). Other than complying with and incorporating the provisions of the joint fire code into the contract document, insurance can also mitigate loss occasioned by fire outbreaks (Kumaraswamy, 2011, p. 101). In the case of Six Continents Retail Ltd v Carford Catering Ltd (2003), the court considered a dispute on fire resulting from fire outbreak where the defendants, who had been contracted by the plaintiffs to carry out finishing works in the kitchen were sued after fire outbreak a few days after they had completed the works. The court found the defendants guilty for not mitigating and preventing the outbreak of the fire (Lambert White, 2012, p. 91). In the case of Mistry v Thakor (2005) EWCA Civ. 953, the plaintiff was hit and sustained injuries as a result of being fell on by a cladding from a building adjacent to where the applicant was as he walked on a public road. The court found that the property manager was guilty of negligence by failing to warn that the panels on the subject building were dangerous and could cause serious injury to passers-by. The contractor is therefore under duty to carry out construction works in such a way that the security and safety of the building, workers and members of the public is guaranteed. This would prevent injuries that would otherwise be avoided by being a little cautious (Jervis Levin, 2009, p. 19). The safety of the persons employed in the construction site should be guaranteed by the contractor. This should extend even to members of the public. While it is the responsibility of the contractor to ensure safety, the contract should give the contractor the authority of engaging safety supervisors to ensure that the site is safe and people are not exposed to instances and likelihood of sustaining injuries. Ensuring the safety of the construction site may not require the conclusion of a facilitating contract, the duties and functions of the safety supervisors can be contained in the main contract document and therefore there is no need of entering into another contract specifically for that even though the persons to be engaged might likely be those with special training and experience in ensuring that a construction site is safe (Choy Sidwell, 2011, p. 77). The new 2016 JCT contain provisions that speak to the safety as well as other important precautionary measures that should be taken to protect the health of people who are in the employment of the contractor to assist him in carrying out of the construction works, third parties and members of the public (QC, R. W. S. 2010, p. 33). The new JCT at schedule 2 require parties to a contract to create a conducive environment that guarantees better health and safety standards of all those individuals engaged in the construction works. In the case of Alfred McAlpine Construction Ltd (2001) 1 AC 518, the contractor entered into building and construction contract that required him to build a certain storey building which hosted several offices and had provision for parking places. It was held by the court that third parties are not privy to a contract and therefore have no locus standi to sue on behalf of either party except in situations where the performance of the subject matter of the contract would directly affect them (Chan Tse, 2013, p.19). Removal of asbestos Since time immemorial, asbestos had been used in undertaking constructions. But due to its poisonous nature, there was the passing of the Toxic Substances and Control Act to limit the health hazards that its use poses both to people and the environment as well. Asbestos became hazardous upon being damaged especially when the building is being demolished. The hazardous nature posed health problems to residents and occupants. This is because its fibres when released to the air are very dangerous to the health of people and causes environmental degradation (Rubin, 2013, p. 47). Before demolishing any building, the consent of the Occupational Safety and Health Commission (OSHA) has to be sought and obtained. OSHA are mandated to prescribe the best way to proceed in removal of asbestos without causing any life threatening hazards both to the people in actual occupation of the subject building, those in the employment of the contractor in undertaking such demolition and the environment at large. OSHA ensures that filters are used so as to limit and prevent the negative effects of the fibres released when a building where asbestos had been used during construction is under demolition. Other than filters, ventilation systems and enclosures also assist in minimizing the dangers posed by asbestos. The contract document should contain provisions providing for the engagement of OSHA during demolition so that OSHA can suggest best ways to undertake the demolition without exposing individuals to hazards likely to be posed by asbestos (Simon, 2009, p. 23). Removal of asbestos is likely to affect the date initially set as the completion date for the construction works. However, it should be done procedurally so that the health of other persons is not jeopardized. In the case of Education 4 Ayrshire Ltd v. South Ayrshire Council (2009), the issue was whether the contractor could be held to have committed a breach of the contract by failing to notify the employer of the likelihood of delays due to inevitable technical issues. The contractor was not aware that there existed additional asbestos that would need to be removed before continuing with the construction works. The court made a finding that the contractor was obliged to issue a written and adequate notice to the employer of such fact while informing the employer of his considered estimation of any additional timelines needed to successfully complete the works (Stipanowich, 2009, p. 45). Due to the dangerous nature of asbestos, removal of asbestos would necessitate the engagement of a specialist. A facilitating contract is therefore necessary between the specialist and the employer to provide for the most efficient and safer method of undertaking such removal. The facilitating contract would then be incorporated into the main contract by way of reference. The facilitating contract will however be under the close supervision of the main contractor to ensure that the removal is undertaken in line with the recommendations of OSHA to avoid any form of causing health problems to people and the environment (Stokes, 2009, p. 21). Initially, the 2011 JCT and its provisions were used in drafting and performance of construction contracts. The new JCT of 2016 has however made improvements and caused changes in the 2011 JCT. the new JCT is now in use due to the changes that have made contracting efficient and the performance of contracts effective. The most notable changes are on performance security, insurance, company guarantees, payments, performance bonds just to mention a few (Love et al, 2008, p. 50). The contractor is obligated by clause 7.3 of the 2016 JCT to ensure that company guarantees and performance bonds have been provided at the time when the contract is being entered into The new JCT also provides for the rights of third parties. Clause 7.4 gives third parties the right to be given warranties by the subcontractor. There is therefore a requirement that parties should when completing contracts include and incorporate Construction Regulations (Uff, 2015, p. 23). Another important change that had been introduced by the 2016 JCT is the insurance of construction works upon the commencement of the construction works. Parties have the choice to make use of say for instance the replacement schedule called C.1. The C.1 allows the party to use varied arrangements for the construction works. The arrangements allow the parties to adopt insurance plans that cover varied risks that are susceptible in the construction industry. The new JCT has also specified the manner of drafting the contracts to provide for insurance (Sykes, 2016, p. 14). The subject contract cannot therefore adopt the use of the old JCT in this particular contract since the new JCT has more comprehensive and detailed provisions that provides guarantee to the contracting parties in the performance of the contract without incurring any form of additional liability. While there is the main contract providing for the general works to be done by the main contractor and other facilitating contracts that deals with the special works such as removal of asbestos and relocation of staff and equipment (Uff, 2015, p. 41). Conclusion In summary, a construction contract is negotiated and entered into just like any other general contract. 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