Michelangelos Pietàand Leonardo Da Vincis Mona Lisa

Michelangelos Pietà   and Leonardo Da Vincis Mona Lisa The Pietà   (1498-1499) is a masterpiece of Renaissance sculpture by the renowned artist Michelangelo Buonarroti, housed in St. Peter Basilica in Vatican City. It is the first of a number of works of the same theme by the artist. The statue was commissioned for the French cardinal Jean de Billheres, who was a representative in Rome. The statue was made for the cardinals funeral monument, but was moved to its current location, the first chapel on the right as one enters the basilica, in the 18th century. It is the only piece Michelangelo ever signed (See History after completion). This famous work of art depicts the body of Jesus on the lap of his mother Mary after the Crucifixion. The theme is of Northern origin, popular by that time in France but not yet in Italy. Michelangelos interpretation of the Pietà   is unique to the precedents. It is an important work as it balances the Renaissance ideals of classical beauty with naturalism. The statue is one of the most highly finished works by Michelangelo. The structure is pyramidal, and the vertex coincides with Marys head. The statue widens progressively down the drapery of Marys dress, to the base, the rock of Golgotha. The figures are quite out of proportion, owing to the difficulty of depicting a fully-grown man cradled full-length in a womans lap. Michelangelos Pieta, Figure 1.8 Much of Marys body is concealed by her monumental drapery, and the relationship of the figures appears quite natural. Michelangelos interpretation of the Pieta was far different from those previously created by other artists, as he sculpted a young and beautiful Mary rather than an older woman around 50 years of age. The marks of the Crucifixion are limited to very small nail marks and an indication of the wound in Jesus side. Christs face does not reveal signs of The Passion. Michelangelo did not want his version of The Pieta to represent death, but rather to show the religious vision of abandonment and a serene face of the Son, thus the representation of the communion between man and God by the sanctification through Christ Leonardo da Vinci in probably one of the most renowned artist in the world, in this work we will try to depict who the man is through some of his life and some of his predominate works such as The Mona Lisa, The Last Supper, and Self Portrait. These works and the man have been analyzed and critiqued over time and we will attempt to see how his affect on us helped shape some of the art world we live in today. Da Vinci was an Italian polymath: painter, sculptor, architect, musician, scientist, mathematician, engineer, inventor, anatomist, geologist, cartographer, botanist and writer. Leonardo has often been described as the archetype of the Renaissance Man, a man of unquenchable curiosity and feverishly inventive imagination. He is widely considered to be one of the greatest painters of all time and perhaps the most diversely talented person ever to have lived. According to art historian Helen Gardner, the scope and depth of his interests were without precedent and his mind and personality seem to us superhuman, the man himself mysterious and remote. Marco Rosci points out, however, that while there is much speculation about Leonardo, his vision of the world is essentially logical rather than mysterious, and that the empirical methods he employed were unusual for his time. The Mona Lisa is a 16th-century portrait painted in oil on a poplar panel by Leonardo di ser Piero da Vinci during the Renaissance in Florence, Italy. The work is currently owned by the Government of France and is on display at the Musà ©e du Louvre in Paris under the title Portrait of Lisa Gherardini, wife of Francesco del Giocondo. The painting is a half-length portrait and depicts a seated woman (it is almost unanimous that she is Lisa del Giocondo) whose facial expression is frequently described as enigmatic.] The ambiguity of the subjects expression, the monumentality of the composition, and the subtle modeling of forms and atmospheric illusionism were novel qualities that have contributed to the continuing fascination and study of the work.[1] The image is so widely recognized, caricatured, and sought out by visitors to the Louvre that it is considered the most famous painting in the world. Leonardo Da Vinci began painting the Mona Lisa in 1503 or 1504 in Florence, Italy. According to Da Vincis contemporary, Giorgio Vasari, after he had lingered over it four years, left it unfinished. It is known that such behavior is common in most paintings of Leonardo who, later in his life, regretted never having completed a single work.http://en.wikipedia.org/wiki/Mona_Lisa He is thought to have continued to work on Mona Lisa for three years after he moved to France and to have finished it shortly before he died in 1519. Leonardo took the painting from Italy to France in 1516 when King Franà §ois I invited the painter to work at the Clos Lucà © near the kings castle in Amboise. Most likely through the heirs of Leonardos assistant Salai, the king bought the painting for 4,000 à ©cus and kept it at Chà ¢teau Fontainebleau, where it remained until given to Louis XIV. Louis XIV moved the painting to the Palace of Versailles. After the French Revolution, it was moved to the Louvre. Napoleon I had it moved to his bedroom in the Tuileries Palace; later it was returned to the Louvre. During the Franco-Prussian War (1870-1871) it was moved from the Louvre to the Brest Arsenal. There has been much speculation regarding the paintings model and landscape. For example, that Leonardo probably painted his model faithfully since her beauty is not seen as being among the best, even when measured by late Quattro cento (15th century) or even twenty-first century standards. Some art historians in Eastern art, such as Yukio Yashiro, also argue that the landscape in the background of the picture was influenced by Chinese paintings, however this thesis has been contested for lack of clear evidence.[12] Mona Lisa was not well known until the mid-19th century when artists of the emerging Symbolist movement began to appreciate it, and associated it with their ideas about feminine mystique. Critic Walter Pater, in his 1867 essay on Leonardo, expressed this view by describing the figure in the painting as a kind of mythic embodiment of eternal femininity, who is older than the rocks among which she sits and who has been dead many times and learned the secrets of the grave. The Last Supper was created when Leonardo da Vinci was already a well known artist when he created his masterpiece The Last Supper. He painted The Last Supper on the back wall of the dining hall at the Dominican convent of Sta Maria delle Grazie in Italy. The reason this painting is laid out the way it is is that Leonardo was trying to extend the room, to make it look like Jesus and his apostles were sitting at the end of the dining hall. This painting became an instant famous work of art considering the religious aspects of Christianity at the time of its painting and is considered mysterious by some people to hold hidden messages about the life of Christ and his followers. The Last painting of Da Vinci we will look at is his own Self Portrait. The portrait is drawn in red chalk on paper. It depicts the head of an elderly man in three-quarter view, turned towards the viewers right. The subject is distinguished by his long hair and long waving beard which flow over the shoulders and breast. The length of the hair and beard is uncommon in Renaissance portraits and suggests, as now, a person of sagacity. The face has a somewhat aquiline nose and is marked by deep lines on the brow and pouches below the eyes. It appears as if the man has lost his upper front teeth, causing deepening of the grooves from the nostrils. The eyes of the figure do not engage the viewer but gaze ahead, veiled by the long eyebrows, with a sense of solemnity or disillusionment. If this is indeed a self-portrait of Leonardo, his attitude may reflect the fact that by this time his career was largely behind him, and artistic fashion was beginning to leave him behind. The drawing has been drawn in fine lines, shadowed by hatching and executed with the left hand, as was Leonardos habit. The paper has brownish fox marks caused by the accumulation of iron salts due to moisture. It is housed at the Royal Library (Biblioteca Reale) in Turin, Italy, and is not generally viewable by the public due to its fragility and poor condition. This is just a small sample of the work and the life of one of the most famous if not the most famous artist in the world. All of his works have captivated the art community for centuries. This man probably shaped and influenced some of the greatest and brightest people throughout history. He is one of the most beloved artist as well he was very concentric in that it was not only art in which thing he influenced but here we will just talk about his art and how it helped shape the world of today.

Permanent Change In An Individuals Knowledge Or Behaviour

Learning can be ocular, kinesthetic, musical, interpersonal, intrapersonal, lingual, logical, realistic, religious and moral, and, consequentially, scholars have really differing degrees of intelligence in these different sorts of larning. It is per se of import for instructors to hold a on the job cognition of how different pupils learn because of this fact that non all pupils learn in the same manner. An educators occupation is to ease acquisition for a pupil, and hence must be adaptable to these assorted acquisition manners in order to adequately supply for them, and this can non be done without an apprehension of different larning theories and manners. A pupil who is kinesthetic or visually intelligent is non traveling to profit from certain manners of learning every bit much as a pupil who is a logical scholar, presuming the pedagogue is merely learning in a logical manner. Therefore it is necessary for pedagogues to understand the differing sorts of larning so that they can pro vide for multiple intelligences within their lessons, both by admiting their being and leting pupils the chance to larn in different ways every bit good as developing pupils abilities to interact with intelligences that they might otherwise be non as accustomed to. Equally good as different intelligences there are different worldviews on how learning occurs, whether it is inactive or active, whether it is societal or personal, and these theories straight affect the teaching method embraced by the instructor keeping them. Therefore the acquisition theories will needfully order the types of intelligences most supported by the acquisition that is taking topographic point, and it is up to the pedagogue to understand these learning theories so that they may use them in a manner to outdo explore all of the multiple intelligences and give their pupils the best opportunity of making a higher order apprehension of any capable affair. Behaviourism is a theory that operates upon an ‘action-reaction ‘ or ‘stimulus-response ‘ construct of larning. At its kernel this worldview places the scholar in the place of being a ‘blank slate ‘ , an empty vas or ‘tabula rasa ‘ , which is so filled with the coveted cognition or acquisition. Behaviourism assumes that the scholar is inactive and that they respond to any and all environmental stimulations that they are exposed to. The environment acts on the scholar, non the scholar on the environment. Behaviorism can be broken down into two possible signifiers of conditioning: classical conditioning and operant conditioning, the late of which was founded by B. F. Skinner and is one of the most outstanding larning theory places. Skinner ‘s operant conditioning position is non-dualistic, it denies that the head is a separate thing to the organic structure, alternatively situating ideas to be private behaviors, analysable in the same manner that public behaviors are. Essentially learners learn to ‘operate ‘ on the environment. Functionally, operant conditioning plants on a footing of support and penalty. Reinforcement is a procedure by which a targeted behavior is caused to happen with greater frequence and penalty a lesser frequence. Both these effects have positive and negative fluctuations, by positive and negative we refer to their linear or subtractive qualities, non their moral deductions. Positive support is when a rewarding stimulation is to happen following a desirable behavior, therefore increasing its frequence. Negative support occurs when an unwanted stimulation is removed after a desirable behavior, besides increasing its frequence. Positive penalty is the happening of a penalty or negative stimulation following an unwanted behavior, diminishing its likelihood, while negative penalty is the remotion of a positive or honoring stimulation following a unsought behavior, besides diminishing the opportunity of reoccurrence. In contrast to behaviorism, constructivism positions the scholar as an active participant in the acquisition procedure. The scholar is an â€Å" information builder †[ 3 ], one of the basic premises behind constructivism is that â€Å" people are active scholars and must build cognition for themselves. †[ 4 ]This base premise is that the scholar is a â€Å" alone person with alone demands and backgrounds. †[ 5 ] Learning is a constructive, contextualized and active procedure by which the scholar is engaged in actively making a subjective reading of an otherwise nonsubjective world. One of the cardinal differences between constructivism and behaviorism is that the scholar is seen as conveying past experience and cognition to the acquisition, and that it is this past experience that is the specifying factor in the defining and constructing of new cognition. This construct at work postulates that people generate their appreciation on cognition through an interaction between their thoughts and experiences. Furthermore the scholar acts upon the environment, interacting with it to make significance, instead so being acted upon. Constructivism, nevertheless, is non a incorporate theory. Under the streamer of constructivism subsists three chief positions dubbed the exogenic position, the endogenous position and the dialectical position. An exogenic constructivism â€Å" position posits a strong influence of the external universe on cognition building, such as by experiences, instruction, and exposure to theoretical accounts. Knowledge is accurate to the extent it reflects that world. †[ 6 ]On the other manus, endogenous constructivism provinces that cognition is derived from earlier mental constructions and focal points on a coordination of â€Å" cognitive actions †[ 7 ], while dialectical constructivism is a blend of the two, situating that cognition is non wholly construed from the external universe, nor is it entirely of the head but instead is the consequence of interactions between the scholar and the environment. – Schunk, Dale H. ( 2008 ) Constructivist Theory ( Chapter 6 ) . In Learning Theories: An Educational Perspective. 5th Edition. ( pp.234-277 ) . Upper Saddle River, New Jersey: Pearson, Merrill Prentice Hall. ISBN 9780132435659 pg 239 A behaviorist schoolroom places the scholar in a inactive function, as earlier mentioned, they are ‘tabula rasa ‘[ 8 ]. As a consequence the pedagogue is positioned in an active function, basically ‘acting ‘ on the scholar to instil cognition. This can take to a schoolroom where the scholar is non needfully encouraged to prosecute with the cognition presented to them, but instead to basically digest it, taking the cognition in to regurgitate ‘as is ‘ when needed. There is nil incorrect with this type of acquisition, so for certain topics and certain countries of topics it is arguably the most efficient signifier of acquisition. However a failing nowadays within the behaviorist theory is that it does non let the scholar to come on much further so the ‘applying ‘ phase in the new blooms taxonomy. It may be wrong to state that it does non ‘allow ‘ , but it surely does non promote the scholar to come on farther into the analysin g, measuring and making phases of the theoretical account without proper motion into determining the scholars behaviour. Even though they may acquire their ain their ain, the attack does non supply scaffolding to back up the scholar to these more advanced interactions with the cognition. This is because the scholar is non forced to prosecute with the cognition in an active manner, they do non hold to do it their ain, alternatively expected to be able to retrace what the instructor has presented to them, demoing an ability to retrieve and reproduce, but non needfully to grok on a meaningful degree. On the other manus a constructivist attack efforts to guarantee that the scholar interacts on a degree that allows them to prosecute in making from the footing of the cognition conveyed, hence promoting higher order thought. However In a behaviorist schoolroom the instructor will be actively seeking to place behavior to be changed, and, one time identified, they will be after specific intercessions to change that behavior in a coveted manner utilizing ancestors and effects. The instructor invariably accumulates informations on the consequences of these intercessions and modifies their attack to more efficaciously ‘shape ‘ the pupils behaviour. Praise, although contingent upon the behavior of the pupil, will strategically and often be given out to reenforce coveted behaviors. Each lesson will hold clear and precises ends in footings of cognition, attitudes and accomplishments to be transferred to the pupils, and cues and prompts will be utilized in order to put up behavioral forms and determine the pupils into the coveted acquisition form. This would so be scheduled with uninterrupted regular support to get down with, followed by more intermittent and sporadic support to ease the pupil into ego regula ted acquisition. This defining is necessary because a rigorous behaviorist attack is merely utile for a short period of clip, determining is required to foster the pupils larning. In an English schoolroom it would be expected that the instructor would be actively reenforcing the battle of pupils in category treatment with prima and directed oppugning accompanied with congratulations for engagement. The teacher*/*** As a instructor it is of import to gain that behaviorism does work, it is a important portion of any instruction and has a really effectual and functional intent but that it is non all of the image. As with the demand to be various in learning to cover the multiple intelligences, so excessively do we hold to be various in the theories we use in our pattern. While behaviorism is a really of import tool we can utilize, and basically covers a big part of the behaviour direction and positive forms we can put in the category, we still need constructivism in order to ease * Piaget posited four phases that all human existences go through in the procedure of ripening. The sensorimotor phase is that phase â€Å" from birth to age 2. Children experience the universe through motion and senses ( utilize five senses to research the universe ) † -Santrock, John W.. Children. 9. New York, NY: McGraw-Hill, 1998. The preoperational phase consists of kids from ages two to seven and consists of egoism and begins to see the universe symbolically, so the kids begin to believe logically and travel into the concrete operational phase between ages seven and twelve and eventually from age 12 onwards reach the formal operation phase and develop abstract logical thinking. â€Å" the fact that many of the voluntary responses of animate beings and worlds are strengthened when they are reinforced ( followed by a desirable effect ) and weakened when they are either neglected or punished. † â€Å" †¦ organisms learn new behaviors and when to exhibit them and E »unlearnE? bing behaviors. † â€Å" †¦ all behaviors are accompanied by certain effects, and these effects strongly influence whether these behaviors are repeated and at what degree of strength. † â€Å" Positive interactions between instructor and pupils can bring forth successful acquisition results in the presence of complex kineticss of individuals, conditions and results. † Snowman et Al. ( 2009 ) . Chapter 7. â€Å" Behavioural Learning Theory: Operant Conditioning † . In Psychology Applied to Teaching. 1st Australian Edition. Milton, QLD: John Wiley & A ; Sons Australia Ltd. Bibliography

Critique Nursing Journal Article

Complications from, and economic costs associated with diabetes are on the rise. The concern is that this global health epidemic is only expected to worsen in the coming decades. One quantitative research study aims to improve patient outcomes specifically related to proper control of blood glucose level, by linking patient outcomes with health literacy and patient trust. A quantitative study consisting of a convenience sample of 102 subjects from two urban health care centers was used. Patient demographics, socioeconomic status, and diabetes related knowledge, and depression were measured. The results of this study are mixed in supporting the hypothesis that lower health literacy directly impacts glycemic control. The 2010 journal article titled, â€Å"Impact of health literacy and patient trust on glycemic control in urban USA population† from Nursing Health and Sciences, hypothesizes a direct relationship between a patient’s overall health literacy and the ability to maintain glycemic control. Also read this  Critique of Stuff Is Not Salvation The study’s intent is to examine questions related to health literacy and a patient’s trust in their healthcare provider to make a connection to how well the subjects managed glycemic control. Questions related to potential depression are also relevant. Author, Josephine M. Mancuso, PhD, ANP-BC from Marquette University, has published articles in the following nursing journals: Journal Of Nursing Care Quality, Journal Of Professional Nursing: Official Journal Of The American Association Of Colleges Of Nursing, Western Journal Of Nursing Research, and Nursing & Health Sciences. In this research study, the author seeks to examine correlation between dependent and independent variables. The suspected purpose is often to generate hypotheses that can be tested in experimental research. In her study, Mancuso used the following set of eligibility criterion: subjects were ? 18 years of age, fluent in English, confirmed diabetes type 1 or 2, HbA1c within 6 months of the study, and received treatment for diabetes at least twice in the previous year. Using the above criteria, 102 subjects total ere selected from two different urban healthcare clinics (Mancuso, 2010). This study aims to draw correlation between glycemic control (dependent variable) and overall health literacy and patient trust (independent variables). According to Polit & Beck, a dependent variable is what is measured in an experiment and what is affected during the experiment. The dependent variable responds to the independent variable. It is called â€Å"dependent† because it cannot exist wit hout the independent variable. An independent variable can be controlled and manipulated (Polit & Beck, 2010). Strength of this research is the highlighting positive effects of proper glycemic control on overall health. The author states, â€Å"Control of blood glucose is a central outcome of diabetes management† (2010). This suggests that with proper maintenance of blood glucose levels and by lowering the HbA1c by 1%, patients can extend their life expectancy 5-8 years with lowered risks of eye, kidney, and peripheral nerve complications (2010). Strength is also found in validation of statistical information from the American Diabetes Association. While conducting the study, Mancuso noted that 35% of participants achieved the desired HbA1c of ?7% (2010). She cites the ADA reporting that, â€Å"37% of adults diagnosed with diabetes in the USA achieve glycemic control† (Mancuso, 2010). It is important for all individuals with diabetes to be mindful of blood glucose levels and HbA1c levels to reduce potential life-limiting complications of diabetes. Finally, strength in the research is found in the correlation of a person’s level of depression and trust in healthcare providers. Mancuso states, â€Å"The current ?ndings are congruent with and add to the other studies that evaluated the in?uence of patient trust and depression on glycemic control† (2010). This is important to healthcare professionals in part because communication can be hindered if depression is present. Recognizing depression and opening lines of communication is crucial in establishing patient trust (2010). When a patient trusts the health care professional, they will likely be more open to discussing symptoms, adherence to medication management, and non-compliance with health care regimen. With this information, the health care professional can create a plan of care that is individualized and meets the unique learning style needs of every patient. Improving patient trust will improve patient outcomes. Limiting characteristics that potentially threaten the validity of the results include a relatively small sample size of a homogenous population, potential cultural bias and lack of congruent variables. If a sample size is too small, it may be difficult to find any significance in the relationship between the variables. Also, a small sample size may not provide a representative distribution of the population being studied (Mancuso, 2010). In addition, the study’s objective and design were incongruent. Lack of a control group threatens internal validity because it was not clear if any benefits â€Å"observed† accurately reflected correlation between dependent and independent variables. Perhaps with this low income demographic, simply having access to a physician would have been sufficient to foster improved patient outcomes. In addition, it is not clear how or why these urban health care centers were selected. Whether or not there is any affiliation bias remains uncertain. External validity is questioned because it was not clear to whom the results would benefit. Potential bias is evidenced in the following statement by Mancuso, â€Å"The use of such similar samples that capture the working poor is rather generalized in its interpretations. This could lead to potential bias as socioeconomic and demographic information was collected† (2010). Additionally, patient trust develops from an initial vulnerability that eventually results in a reliance on the provider to care for their interests and needs. If a person is feeling intimidated or their current health literacy level prevents them from fully understanding information given, faulty findings may be demonstrated in this quantitative study. Further limitation is discovered in the lack of identified interventions that increased health literacy and patient trust. Whether an intervention is effective, on whom it is effective, how much benefit it produces and whether or not it is associated with negative outcomes should be addressed. Clearly, this study had many weaknesses that limit its value and the applicability of results. It is not clear why the study was not labeled simply as an exploratory qualitative study. Possibly further research exists on the topic. Ultimately, the convenience sample of 102 patients with diabetes demonstrated that patient trust and patient depression was significant. In addition, there was a significant positive correlation between a test subject’s lack of knowledge of diabetes management and low health literacy (Mancuso, 2010). Discovery of the correlation between an increase in health literacy and an increase in diabetes knowledge was found (2010). A positive correlation was found between a patient’s HbA1c level and that patient suffering from depression. A negative correlation was found between patient trust and HbA1c. As patient trust increased, HbA1c decreased (Mancuso, 2010). These results indicate that promotion of the patient–provider relationship, adequate depression screening in individuals with diabetes, as well as needed exploration of new strategies for diabetes education are much needed interventions in the goal of glycemic control. According to the study, the majority of participants who demonstrated poor glycemic control conversely demonstrated health literacy. It is not known how or why some individuals with satisfactory health literacy revealed poor glycemic control. Because of this, the study fails to connect health literacy and glycemic control in the test subjects (Mancuso, 2010). The significant variables related to proper glycemic control were patient trust and depression (Mancuso, 2010). Brega,et al state, â€Å"results indicated that diabetes-related knowledge is a key mediator of the relationship between health literacy and glycemic control and highlighted the important association of diabetes knowledge with health behavior† (2012). Similarly, a study by Coffman, Norton & Beene, acknowledged a knowledge deficiency related to diabetes. This lack of knowledge when coupled with low health literacy created obstacles to health care and prevented fitting interventions (2012). The importance of the direction of this study is most relevant. The author attempts to address barriers to glycemic control that lead to complications from diabetes. Disease complications and rising costs associated with diabetes, is likened to a public health crisis that is projected to only get worse. The improvement of diabetes related outcomes could potentially positively impact all health care system. Future research in all areas of diabetic monitoring and teaching will be needed to advance the structure of diabetes education. The WHO estimates that 347 million people worldwide have diabetes. The WHO projects that diabetes related deaths will double between 2005 and 2030 (2013). No longer is diabetes associated with the gluttonous rich. The WHO states, â€Å"More than 80% of people with diabetes live in low and middle-income countries† (WHO, 2013). Diabetes has become a disease of poverty in developed countries. Incidents of diabetes is increasing most rapidly in developing countries, in theory, because industrialization and urbanization have led to a decrease in time to prepare a nutritious meal and costs associated with fresh produce is prohibitive. Preservation of functional status and improvement in quality of life can be achieved with proper management of diabetes through adequate glycemic control. Depression and any correlation with patient trust of healthcare providers will need further investigation in other patient demographics. As we struggle to combat diabetes, ongoing encouragement of individuals to change their lifestyle choices may be the best way to proceed.

A Report On Nanaimo Gold Club - 3124 Words

Nanaimo Gold Club is a highly esteemed semi-private golf course in Vancouver Island. Open all season, it has a full 18-hole course, pro shop, 2 full dining rooms, banquet halls, lounges and large patios that look over Departure Bay and the Coastal Mountains on the mainland. The Clubhouse was named the winner of the Vancouver Island Real Estate Board 2014 Commercial Division Award of Excellence- Hospitality and Judges Choice Award for the best new commercial building of the year. Building Address: 2800 Highland Blvd Nanaimo, BC V9S 3N8 DESCRIPTION OF THE RENOVATION In 2013 the Nanaimo Golf Club took on extensive renovations to the existing building as well as adding another facility to the property. There were a substantial amount of†¦show more content†¦Benson Lounge Departure Bay Lounge Men’s Locker Room AV Macan Ballroom *Building images courtesy of the Nanaimo Golf Club website: http://www.nanaimogolfclub.ca/About_Us/Photo_Gallery.aspx SCOPE OF PROJECT- BUILDING SYSTEMS Our goal for this assignment is to understand the building systems, key players, and outcome of the renovation of the Nanaimo Golf Club. The different components we will be elaborating on is: †¢ The construction of the project: how the architect, contractor and consultants worked together †¢ How the building systems work: on their own and as a whole system †¢ How the client interacts with the building systems †¢ Have there been any issues since the completion of construction? †¢ Were the client’s needs met? MAIN PLAYERS: CLIENT, ARCHITECT, CONTACTOR AND CONSULTANTS Client: Nanaimo Golf Club Architect: Chow Hammond Low Architects Structural and Civil Consultant: Herold Engineering Ltd Mechanical Consultant: Rocky Point Engineering Ltd. Electrical Consultant: RB Engineering Ltd. Sprinkler Consultant: Des Design DEMOLITION PHASE During the