Introduction
Early literacy equips kids with skills of getting ready to learn. While early literacy is important, not all resources or methods fit here. Early childhood educators have to be choosy and critical of the quality of resources they use for children’s language and literacy development (Currues, 2014). In their early ages, these kids increasingly become aware of the language and literacy skills their educators and parents use and begin to use it. Talking, reading, singing, dancing, storytelling, and playing games with them are the surest resources that educators can embrace to build these children’s understanding of language (Kenned, 2017). In Dr. Seuss’ “The cat in the hat”, an eccentric stranger (a cat) enters a house of two kids (Sally and Sam) and finds them playing in a dull day. The mother of Sam and Sally is not in the house, and immediately the Cat enters the house, he reassures the kids their mother will accept his tricks. The outer cover of the book has a cat in form a cartoon, smiling. In early childhood education, “The cat in the hat” picture book will be suitable to teaching kids how to learn, read and write, play together/ socialize, and have fun with each other. In particular, the essay will focus on Dr. Seuss’ “The cat in the hat” picture book which as 61 pages.
How physical and aesthetic characteristics of your resource make it a suitable educational artefact
I have always liked to interact with kids aged between three to five years. In this interaction, these children love fun, jokes, and imitating what mature people do. As a student, I have always been reading story books, novels, and other newsletters that relate to my profession. My niece in particular, aged 4 years liked to copy what I was doing and would at all times have a pencil and a book trying to do exactly what I am doing. To me, the interest of this child is to learn new things and be informed a passion that provokes him even at this early age (Currues, 2014). Not only my niece, I have observed children in baby class who crave to understand the names of different things by a view of their pictures. The other thing I have observed with baby class kids is their passion to learn how to handle and make use of books in order to gain knowledge. These are the main reasons why I chose “The cat in the hat” picture-book as the educational resource that early childhood educators should select as far as imparting children with language and literacy skills development is concerned.
The physical and aesthetic characteristics of “The cat in the hat” picture book make it a suitable educational artefact for early literacy phase learners (Yokota & Teale, 2014). The picture book, “The cat in the hat” forms the best example for analysis in this case and was written by Dr. Seuss.
Kids can be compared to animals in a ranch; they simply follow what they are instructed to do. According to (Debbie, 2012), nothing attracts children like pictures and attractive physical appearance for an item. Relating what they use on a daily basis is very easy for kids, and this makes picture-books the right resource selection to these early learners (for three to five years of age).
The most useful physical and aesthetic characteristics of “The cat in the hat” picture book that make this selection suitable in educating early learners include high sense of humor, illustrations that are engaging with different colors, strong/big characters visible to kids, a pictorial illustration that teaches the concept, and elements of pattern. According to (Jansma, 2013), a picture book has 3 elements namely words, pictures, and what is conveyed by combining both the verbal and visual art; all these are in Dr. Seuss “The cat in the hat”. Also, the author argues that to children, seeing believing and this is largely related to their understanding of value and concepts. In this context, the early years of a child are full of anxiety and cravings to know new things such as counting, reading nous, and translating items such as cups, plates, tins, umbrella, cartoons, pens, and books in their mother tongue just to mention a few (Kenned, 2017). Here, the physical attributes of “The cat in the hat” determine its suitability in imparting relevance to these kids between three to five years.
According to (Evans, Shaw, & Michelle, 2015), reading is the mother of understanding. For example, “The cat in the hat” is written using big/ strong words and this greatly helps kids to read and understand. By just seeing the big picture, a kid is able to relate it to the exact item he or she is used to see in their home place. As an educational artefact, “The cat in the hat” picture book is very effective for small kids because it makes use of different and attractive colors to grab their attention. Diagrammatic representation, another physical attribute in “The cat in the hat” picture-book creates a sense of humor on kids; bring fun and laughter to them as they continue to learn new values and concepts (Williams, 2018). A good example of aesthetic attribute in this picture book is a girl drawn together with a boy holding each other’s hand while going to school with a bag on their back. This aesthetic makes kids admire to practice the same, an approach that brings a sense of being sociable and learning to study together and not alone.
Its educational potential that would make it a valuable language and literacy artefact
Beyond any reasonable doubt, “The cat in the hat” picture book hold impeccable educational potential to kids as far as language and literacy development is concerned. The “The cat in the hat” Picture-book helps in building vocabulary, relating English and other languages to mother tongue, beginning to write through pictures, understanding letter-sound connections, spark children’s imagination, stimulate kids’ curiosity to learn, grow children’s brain and social skills, and help in the development of children communication skills (Rosen & Hardy, 2015).
According to (Whitehurst & Francine, 2018), picture-books represent a reality; and this is clear in Dr. Seuss “The cat in the hat”. What kids like is humor. In this case, the early childhood educators are dealing with children aged between three to five years. The most basic goal for educating these children is to teach them reading skills, writing skills, social skills, communication skills, and to spark their curiosity to become top readers. In this perspective, picture books give the greatest potential to unleash valuable language and literacy development to this age group’s learners (Yokota & Teale, 2014). For example, a picture book needs to have the vowel letters, numbers 1 to 10, and alphabetical words A to Z all written in big words. Teachers will find it very easy to teach kids how to pronounce them, read them chronologically, and even in connecting them to write their names.
Suggest how you might use this resource with:
An individual child
As an Early Childhood Educator, I would use “The cat in the hat” picture book perfectly even with an individual child. Educating one child is easier than handling a group of children since it is simple to have an interaction (Yokota & Teale, 2014). First, I would use “The cat in the hat” picture book as a strategy to encourage the child to read. It will be easy to read and have the child imitate as I read and thus equipping the kid with skills of reading in his or her own. Also, I would instruct the child to draw on a book the letters, numbers, or images that are displayed in the book, “The cat in the hat”. This approach would equip the child with skills of holding a pen, drawing, and even writing. In addition, I will require the kid to go through the pictures in order to develop his or her own story with a big guess at the picture book, and to even imagine a dialogue (Whitehurst & Francine, 2018). Moreover, I would engage the child to use marking colors in by coloring a picture drawn in the book as a strategy to improving his or her keenness skills.
A small group
In early childhood education, a small group ranges between three to five children. Engaging a small group of early literacy learners is the surest strategy for a teacher to make full interaction with the kids, have them socialize, have them learn best communication skills, have them exchange ideas, and have them to play and have fun. As far as “The cat in the hat” picture book is concerned, teaching a small group of kids is simple (Debbie, 2012). I would apply concepts in “The cat in the hat” picture book to help a group understand the importance of teamwork by seeing and analyzing a diagram. In this perspective, I would use picture books to have a small group of children play together holding their hands and dancing together as shown in “The cat in the hat” front cover.
A larger group (more than 7 children) – it is suitable
In addition, I would also use “The cat in the hat” picture book for a larger group that exceeds seven children. However, this depends on the number of picture books available. Normally, “The cat in the hat” picture books have only 61 pages and cost less. Therefore, I would require every kid to have his own book, and parents will have the responsibility to buy the books for their own kids. In dealing with the larger group of kids, I would divide them into groups of three to five children whereby each group is supervised differently (Kenned, 2017). Although the content taught will be the same, these groups will be competing in games to practice what I have taught them. Using the grouping approach would greatly help me in ensuring that all pictures in the book are clearly understood and the content fully practiced by the kids.
Conclusion
In conclusion, early childhood educators have to be wise in choosing the type of resource to use for children’s language and literacy development. The early literacy phase plays a major role in the success of children to their future learning. There are numerous resources that early educators can use to build children’s language and literacy skills, good examples include picture books, posters, songs, objects, poems, puppet, dance, and felt board just to mention a few. In particular, picture books are a perfect resource that early childhood educators use to impart knowledge and skills of learning to children. The physical and aesthetic attributes of picture books such as humor, strong characters, elements of pattern, and colorful illustrations help to ensure that kids learn and understand well.
References
Currues, J. (2014). Early childhood education programs. Journal of Economic perspectives, 15(2), 213-238.
Debbie, O. R. (2012). Why picture books are important. Reading, Writing and Illustrating Children’s Books, 12(4), 12-26.
Evans, M. A., Shaw, D., & Michelle, B. (2015). Home literacy activities and their influence on early literacy skills. Canadian Journal of Experimental Psychology, 54(2), 65.
Jansma, K. (2013). Literary Artifacts: Why Children’s Books Matter. Electric Literature(3), 4-20.
Kenned, B. (2017). Seeing is Believing – The Benefits of Picture Books for Building Reading Skills. EBSCO Post, 2(2), 4-6.
Rosen, M., & Hardy, P. (2015). Picture books: Services to schools. Journal of Reading Engagement, 1(1), 8-18.
Whitehurst, G. J., & Francine, L. F. (2018). Accelerating language development through picture book reading. Developmental psychology, 24(4), 552.
Williams, A. (2018). Picture books: A great way to encourage children to read. Mail & Guardian, 5(3), 1-6.
Yokota, J., & Teale, W. H. (2014). Picture books and the digital world: Educators making informed choices. The Reading Teacher, 67(8), 577-585.
Q. 3. Suppose one photon has an energy of 200 MeV and is traveling along the x axis. Suppose another has an energy of 100 MeV and is traveling along the y axis.
(a) What is the total energy of this system?
(b) What is the total momentum?
(c) If a single particle had this same total energy and momentum:
i. What would be its mass?
ii. In what direction would it be traveling?
iii. With what speed?
Solution:
- Given, E1 = 200 MeV, E2 = 100 MeV
Therefore,
Total energy, ETotal = E1+ E2 = (200+100) MeV = 300 MeV.
- For momentum calculation,
Energy of a photon, E=hc/λ = hc/(h/p), (λ=h/p)
Therefore, E = pc
For Particle having energy 200 Mev,
⇒ p1 = E/c
⇒ p1 = 200 x 106 x (1.6×10−19)/ (3× 108) kgm/s
⇒ p1 = 106.66 x 10-21 kgm/s
And, ⇒ p2 = 100 x 106 x (1.6×10−19)/ (3× 108) kgm/s
⇒ p2 = 53.33 x 10-21 kgm/s
Therefore, Total momentum,
P = p1 + p2
= 106.66 – 53.33
= 53.33 kgm/s.
(Note: Momentum is a vector quantity, so total momentum of the two photons is calculated by vectors addition rule of two vectors which are in opposite directions.)
- i. the photon which has mass when moving but a zero mass at rest
Therefore, the relativistic mass can be calculated by below formula,
E = m.c2
⇒ m =E/c2
= 200 MeV.
ii. 27o
iii. Speed(relativistic),
If the rest mass of a particle is m and the total energy is E , then
and,
Therefore,
Finally, speed, v = 0.74 c.
Q. 4. State which of the following processes can be observed and why. Are the corresponding charge conjugate processes observed? why?:
Solution:
(a) p + n p + μ+ + μ–
Nature has specific rules for particle interactions and decays, and these rules have been summarized in terms of conservation laws. One of the most important of these is the conservation of baryon number.
So, we now check Baryon number conservation,
Therefore, p + n p + μ+ + μ–
Charge, Q: 1 + 0 = 1 + 1 -1 (conserved)
Baryon no., B: 1 + 1 ≠ 1 + 0 + 0 (conserved)
From the above inequality we can conclude that this reaction is not allowed because non-conservation of baryon number.
(b)
Charge, Q: -1 = -1 (conserved)
Baryon number, B: 0 = 0 + 0 (conserved)
(c) n + P e–
Charge(Q): 0 + 1 ≠ -1 (Not conserved, therefore this reaction not allowed)
(d)
Q: -1 = -1 + 0 + 0 (conserved)
B: 0 = 0 + 0 + 0 (conserved)
L:1 = +1 -1 +1 (Conserved)
(e)
Q: 0 = 0 +0 (Conserved)
B: 1= 1 + 0 (Conserved)
Q. 5. The four particles are charmless, topless and bottomless baryons. They have a charge of Q = –1. The strangeness S, ordinary spin J and measured mass in MeV are given by the following numbers in brackets respectively:
(a) Find the quark composition of the four particles.
(b) How can the quark structure of Ώ– be reconciled with Pauli’s exclusion principle?
(c) How does the particle differ from the particle in a way which might explain qualitatively why their masses are different?
Solution:
- Δ– = ddd
= sdd
= dss
Ώ– = sss
The quark model and the exclusion principle were reconciled as a result of ideas developed by Oscar W. Greenberg of the University of Maryland at College Park and, independently, by Moo-Young Han of Duke University and Yoichiro Nambu of the University of Chicago. What is needed is to assume that each kind of quark can exist in any of three states. For example, if an s quark in state A is combined with an s quark in state B and an s quark in state C to form the omega-minus particle, the exclusion principle is saved (Rebbi, 1983).
The Xi baryons or cascade particles are a family of subatomic hadron particles which have the symbol Ξ and may have an electric charge (Q) of +2 e, +1 e, 0, or −1 e, where e is the elementary charge. Like all conventional baryons, they contain three quarks. Xi baryons, in particular, contain one up or down quark plus two more massive quarks: either strange, charm or bottom. They are historically called the cascade particles because of their unstable state; they decay rapidly into lighter particles through a chain of decays.
The Sigma baryons are a family of subatomic hadron particles which have two quarks from the first flavour generation (up and/or down quarks), and a third quark from higher flavour generations, in a combination where the wavefunction does not swap sign when any two quark flavours are swapped. They are thus baryons, with total Isospin of 1, and can either be neutral or have an elementary charge of +2, +1, 0, or −1. They are closely related to the Lambda baryons, which differ only in the wavefunction’s behavior upon flavour exchange
Reference:
[1] Rebbi, C. (1983). The Lattice Theory of Quark Confinement. Scientific American, 248(2), 54–65. https://doi.org/10.1038/scientificamerican0283-54
[2] Warfreak. (2010, September 29). Physics Forums: Science Articles, Homework Help, Discussion. Retrieved from https://www.physicsforums.com/threads/photon-energy-momentum-and-velocity.433429/.
[3]Physics Stack Exchange, Relativistic speed/energy relation, https://physics.stackexchange.com/questions/716/relativistic-speed-energy-relation-is-this-correct.
Integrated Management System
General information
Purpose- the major aim of this integrated system manual provides a process and a risk-based approach which is meant to ensure that a positive achievement is attained at all the times. Each of the various procedures have own individual elements whereas others have common procedures (Ding ET AL., 2012). Having a detailed integrated management system makes it easier for the business to be panned, managed as well as strategies implemented across the various undertakings. It will provide an integrated system manual for warehousing management in a sub shore set up. The diagram below illustrates the action plan for the continual improvement
The manual
The manual provides a description of the area of the control and references which the construction applies in ensuring that all of the services and operational activities conducted are in reference to the contractual and in-house requirements. It offers detailed of the organizational chart, the management system policy, the authority, and accountability, the delegation of the responsibility, as well as the process of reference in compliance with the iso 9001 requirements, 2008, iso 14001:2004 and OHAS 18001:2007 international standard.
In order to assess the effectiveness of this integrated system management manual, the certification bodies, as well as the client companies, shall be granted access to the various procedures and systems that were possible as shall be permitted by the general manager. The policy of the organization has been attached herein by the general manager. It generally points out the general commitment of the towards the progress of the integrated system which is as well reflected in the various performance of the team members stipulated in the manual.
This IMS document is applicable in all the departments within the organization and every employee within the organization is entitled to achieving all the minimum requirements as stipulated in the manual (Domingues et al., 2011).
The scope
The scope of the organization is defined as design construction, infrastructure, installation, maintenance and commissioning of civil projects.
Exclusions
No exclusions
Applicable standards
: iso 14001:2004 iso 9001:2008, and ohsas 18001:2007
Preface
Xx organization was established in 2000 and since it has been among the leading contracting companies in the region. Over the years,the organization has successfully executed a variety of construction projects ranging from concrete rehabilitation, heavy industrial works, construction of stadiums among others. The major of the clients include the department of military works, the department of water and social services.
The company staff is composed of a group of qualified professionals, engineers, and skilled tradesmen (Elbeltagi & Meftahi, 2012). Most of the equipments is owned by the organization including the computerized systems.
Integrated management system
The construction company maintains a detailed and well documented and established system that is implemented through continual review. The documents are specifically designed to ensure fairness and satisfaction to the
- Customers
- The organization team members
- The authorization bodies
- As well as other interested parties.
The system has been established in a professional manner with proper implementation at the various stages which comprise of the below elements
Level 1: IMSM
In this document, the responsibilities, the structure, as well as the management system is documented. Majorly, its design ensures conformity to the iso 9001:2008, iso 14001:2004 and OHAS 18001:2007 standards. Its primary role is to offer a a detailed description of the compliance to the contractual elements. Additionally, it encompasses the company’s mission statement, the integrated policy, the commitment of the highest standards, as well as the cherished values. The document is referenced to the charts of the organization reporting which offers a clear reflection of the various relationships within the company (Hamidi et al., 2012).
Responsibility: the general manager/ manager
Level 2: the operating procedures of the integrated management system
The procedures of the organizations are the ones which helpin attaining the requirements of the iso operation standards iso 9001:2008, iso 14001:2004 and OHSAS 18001:2007. Other company activities are regulated by various documents, manuals, reports, procedures as well as forms that also comply with the iso standards iso 9001:2008, iso 14001:2004 and OSHAS 18001:2007 (Kauppila et al., 2015)
The responsibility: all team members
Level 3: the integrated management system forms
The forms play a crucial role in the organization. When they have been dully filled, the become part of the QHSE records. Most of these forms are aligned towards ensuring that the system is efficient and effective.
Responsibility: all of the team members
The management principles deployed
- Customer focus
The organization values the significance of satisfying customer needs and makes it a priority throughout the entire operations. In the past, the company did manage to fulfill the customers’ needs and preferences in various circumstances and is committed to achieving the same in the later years via the effective deployment of the principle of the integrated management system.
- Leadership
The company values team leadership, whereby all the members are involved and consulted on various activities. In the past, the company has established a corporate unity among the members and is committed to maintaining the relationship. In terms of the employee satisfaction, both externally and internally, the company has been outstanding (Kim et al., 2015).
- Involvement of people
All the team members are considered very important persons and they are regularly engaged through meetings as well as corporate cultural functions. They are significantly regarded as the organization’s human assets and are greatly taken care of their great contribution towards ensuring the company’s excellence.
- Process approach
All the activities which are conducted within the organization follow a certain intercalated process which are detailed in the operating procedure of the integrated management system. Special considerations are used in marking the process such as the inputs, interfaces, outputs, time factors among others (Klute-Wenig and Refflinghaus, 2015). There is an effective approach for monitoring and analyzing the process.
- System approach to management
A clear definition of the linked process interface is provided in the integrated management system. This ensures that the company is operating towards organizational excellence.
- Continual improvement
The company has a lot of faith and belief in its integrated management system continual improvement. To ensure that the improvements are reflected in the organizational members, a CAR process is employed in the organization. This process empowers the employees in the aspects of health and safety, quality, strategy, environment, and innovation.
- Factual approach to decision making
The process of division making follows a logical and factual analysis. A Critical decision is arrived at after thorough brainstorming by a selected team of employees (Mežinska et al., 2015).
- Hazard and environmental review
The organization adopts a variety of methods in assessing the quality of the materials being used as well as the products. In doing so, the organization has established potential hazards related to the operating conditions.
The processing module
Management responsibility
The company is committed to offering the appropriate services which meet the demands of the clients. The company strongly believes in the the the continual improvement of the integrated management system as well as the empowerment of its employees. The corporate development basis for the company is its reputation of integrity, quality as well as dependability.
The construction policy
The construction company is committed totaining the quality oh & s, and environmental standards for its clients, shareholders, employees, as well as the entire environment. The documenteded policy is established and conveyed though the employees by way of issuance to help in meeting the demands of regulatory bodies, clients as well as the company values.
QHSE program authority
The entire responsibility of the integrated management system has been delegated to the management team headed by a management representative as well as the organization’s staff members. The management team is responsible for identifying problems, initiating actions as well as the implementation of the appropriate strategies. Further, they are in charge o ensuring compliance with the company policies (Nunhes et al., 2017). However, as the management team is the one responsible for ensuring compliance with various procedures, it is the prime duty of the employee to ensures that in their specific jurisdictions, there is compliance with the procedures.
Qhse objectives and target
The targets of the organization are in the denomination of revenues contribution, technological innovation, strategy as well as customer satisfaction. All the objectives are similar to the objectives of the company.
QHSE planning
The company shall make sure that the resources as well as equipment which are to be utilized for the execution of projects are identified in prior and planned for.
Most of the planning shall be documented, however, the daily routines shall be in the form of discussions and meetings.
In the planning process, the continual improvement of the process shall also be involved.
The planning process shall be detailed so that the integrity of the integrated management system is consistent deposit any significant revisions of the system parts
During the planning process, the management shall endeavor to identify the environmental factors which are significant during the operations (Olaru et al., 2014)
Further, the management shall ensure that the process of risk and hazard identification, as well as the respective assessment, is done and various control measures are detailed in the planning stage.
Further, the legal documents and requirements which are necessary for the performance criteria of the projects shall be identified and availed in the planning stage.
Environmental aspects and hazard identification, risk assessment and determining controls
The head of the project department shall be in charge of establishing the identification of safety and environmental aspects as well as the related impacts. The risk assessments shall also be conducted to ensure that all the people accessing the site are under the control and supervision of the organization.
The management of the risk shall be in accordance with the identification assessment as well as mitigation of the risk. It thus implies that all the employees shall be exposed to work health and safety training in order to avoid injuries during the conducting of the project.
A list of potential hazards and risks shall be availed to the employees so that they become aware and precautious while undertaking various activities (Ren et al., 2012).
All the risk which will be identified while executing the project shall be reported to the respective management representative who will offer a solution to the issues raised, or otherwise referenced on to the project departmental managers.
The legal documents
The legal requirements which the company subscribes to includes
A) industry codes of practice.
b) agreements with public authorities.
C) internal policy including subscribing to, e.g., international chamber of commerce business charter for sustainable development
D) corporate mandates (Safa et al., 2014)
Resources management
The company is fully committed to offering the necessary resources and manpower in a precise manner. The resources shall be offered in terms of physical resources, professional expertise, commitment, and infrastructure.
The resources provided in a timely manner shall also ensure compliance with the client’s requirements
In terms of human resources, the employees shall undergo thorough training before being deployed to undertake various project activities (Simon et al., 2014).
Measurement, analysis, and improvement
A corrective & preventive action request model has been provided by the construction company which is aimed at ensuring the effective and anticipated outcome. It will achieve the desired outcome through measurement, analysis as well as improvement of the methodology (Zhang ET AL., 2011). The CAR shall be responsible for offering the basic platform for defining, planning and implementing the framework’s activities necessary for attaining the conformity and improvement.
References
Ding, L.Y., Zhou, Y., Luo, H.B. and Wu, X.G., 2012. Using nD technology to develop an integrated construction management system for city rail transit construction. Automation in Construction, 21, pp.64-73.
Domingues, P., Sampaio, P. and Arezes, P., 2011. Beyond” audit” definition: a framework proposal for integrated management systems. In Institute of Industrial Engineers Annual Conference. Institute of Industrial Engineers.
Elbeltagi, E. and Dawood, M., 2011. Integrated visualized time control system for repetitive construction projects. Automation in Construction, 20(7), pp.940-953.
Hamidi, N., Omidvari, M. and Meftahi, M., 2012. The effect of integrated management system on safety and productivity indices: Case study; Iranian cement industries. Safety science, 50(5), pp.1180-1189.
Kauppila, O., Härkönen, J. and Väyrynen, S., 2015. INTEGRATED HSEQ MANAGEMENT SYSTEMS: DEVELOPMENTS AND TRENDS. International Journal for Quality Research, 9(2).
Kim, J., Koo, C., Kim, C.J., Hong, T. and Park, H.S., 2015. Integrated CO2, cost, and schedule management system for building construction projects using the earned value management theory. Journal of Cleaner Production, 103, pp.275-285.
Klute-Wenig, S. and Refflinghaus, R., 2015. Integrating sustainability aspects into an integrated management system. The TQM Journal, 27(3), pp.303-315.
Mežinska, I., Lapiņa, I. and Mazais, J., 2015. Integrated management systems towards sustainable and socially responsible organisation. Total Quality Management & Business Excellence, 26(5-6), pp.469-481.
Nunhes, T.V., Barbosa, L.C.F.M. and de Oliveira, O.J., 2017. Identification and analysis of the elements and functions integrable in integrated management systems. Journal of cleaner production, 142, pp.3225-3235.
Olaru, M., Maier, D., Nicoară, D. and Maier, A., 2014. Establishing the basis for development of an organization by adopting the integrated management systems: comparative study of various models and concepts of integration. Procedia-Social and Behavioral Sciences, 109, pp.693-697.
Ren, Y., Skibniewski, M.J. and Jiang, S., 2012. Building information modeling integrated with electronic commerce material procurement and supplier performance management system. Journal of Civil Engineering and Management, 18(5), pp.642-654.
Safa, M., Shahi, A., Haas, C.T. and Hipel, K.W., 2014. Supplier selection process in an integrated construction materials management model. Automation in Construction, 48, pp.64-73.
Simon, A., Karapetrovic, S. and Casadesús, M., 2012. Difficulties and benefits of integrated management systems. Industrial Management & Data Systems, 112(5), pp.828-846.
Weng, T., Nwokafor, A. and Agarwal, Y., 2013, November. Buildingdepot 2.0: An integrated management system for building analysis and control. In Proceedings of the 5th ACM Workshop on Embedded Systems For Energy-Efficient Buildings (pp. 1-8). ACM.
Wu, W., Yang, H., Li, Q. and Chew, D., 2013. An integrated information management model for proactive prevention of struck-by-falling-object accidents on construction sites. Automation in Construction, 34, pp.67-74.
Zhang, J.P. and Hu, Z.Z., 2011. BIM-and 4D-based integrated solution of analysis and management for conflicts and structural safety problems during construction: 1. Principles and methodologies. Automation in construction, 20(2), pp.155-166.
