Richard Gregory Rust hadn’t always been ‘Mr. Old School’

No. Hard all things considered to understand in this day and age of airborn luchadores and seat using knock machines, Richard's indifferent style of wrestling was at one time the all inclusive standard. He didn't have to allude to himself as â€Å"Old School†, in light of the fact that, at that point, what he was doing wasn't old in any way. It was, truth be told, cutting edge. New. Might I venture to state †he was considered â€Å"New-School†. He murmured. Kid, how things had changed. His two oak-conditioned eyes scowled at the pictures radiating out of the TV screen. They had seen a great deal in their fifty years on this Earth, yet what they as of now saw before them was a battle to fathom: A youthful looking, fragile confined male †clad in an unrestrained cover and a UCW T-poo †dove heroically over an authority UCW ring's top rope, landing onto another comparable looking chap, who †clearly †held on to get him outwardly. They considered it a plancha. He called it horse crap. It look bad to him, by any means. ‘Why had the specialty of expert wrestling become simply a celebrated carnival appear?' he asked himself †no uncertainty, not feeling excessively not at all like the incomparable Stu Hart when he shouted â€Å"that's an extraordinary method to break your neck†, in the wake of watching a clasp of his fabulous nephew, Teddy Hart, play out a triple-bounce four-fifty moonsault†¦ Or something like that. Ricky Rust, nonetheless, was not really savvy or half as clever with words as Stu Hart was †and, in this way, basically chose shouting: â€Å"Fucking heck, that is stupid†. â€Å"Heh† †It was some place in the middle of a snicker and a giggle. Simon limited himself from full scale chuckling, as he didn't wish to appear as if he was in understanding. â€Å"Now, presently, Ricky. Try not to be that way. I know everything appears to be unique what exactly you're utilized to, yet it'll develop on you. Trust me.† He guaranteed; yet his heart wasn't generally into it. Where it counts, he realized that what he was stating wasn't totally obvious. Simon Isosceles was simply a games specialist. Also, not an expert wrestling-explicit one, either. Ricky Rust was just one of the numerous customers contained inside his dark book. In really truth †Simon never truly comprehended what the intrigue to wrestling was; however †being committed to work, and steadfast individual †he put his everything into providing food for Rust's need. Never-the-less, he was only a games operator †yet, even he could detect that UCW wasn't generally the perfect spot for â€Å"Mr. Old School†, Ricky Rust. In any case, he had a method of being always hopeful. â€Å"That's simply the lighter folks' division. There's additional on the tape, y'know.† He tweeted; speaking up once more, and attempting to drag Ricky into a comparable psyche outline. â€Å"There'll be som'in' you like. Dave said there's some specialized stuff at the end.† Ricky wasn't getting it. Plonking himself on the cream, cowhide couch adjacent to the twenty-multi year veteran; Simon grabbed the remote controller and stuck down on the quick forward catch. The two part harmony sat peacefully for a second, as the pictures on the screen zoomed forward at a quicker pace than they previously had been. â€Å"Here it is† Simon started once more; discharging the advances catch, and letting the UCW advancement tape come back to it's standard pace. Ricky looked as a round grappler †bragging a couple shorts and coordinating kickpads †grabbed his rival's slim arms into a Full Nelson. At that point, continued to pop his hips forward, curve his back and hurl his enemy backwards†¦ sending him over his own head†¦ and †¦ landing directly on his neck. â€Å"Ooh† Ricky really wanted to discharge a perceptible pant. He instantly occupied the now unfilled space in his lungs with gleaming nicotine smoke. As the sound of the tape's analysts nattering endlessly about â€Å"Dragon Suplexes† and â€Å"Stiff American Strong-Style† hummed disturbing on his eardrum, Ricky calmly breathed out; before dryly expressing: â€Å"So that is the thing that goes for specialized wrestling these days†. He put the cigarette to his lips again. â€Å"Oh, please Rick. Give some excitement. This is likely an old tape, in any case. UCW's most likely extraordinary, presently. Most likely more†¦y'know†¦ your style† Was Simon's last dump endeavor at getting Ricky intrigued. Furthermore, â€Å"†¦Probably† was Ricky's level answer. The discussion was finished. No more was, or could, be said to endeavor to adjust the matured grappler's perspective. That is only the manner in which Ricky Rust was †Ridged. Profoundly stuck in a rut. In any case, he was going into UCW. Underground Championship Wrestling. A spot that professes to be â€Å"A break from Tradition†. What's more, as Simon subsided into the couch to watch the remainder of the tape; he really wanted to think about whether a man like Ricky would consistently force himself to adjust. ‘He better', Simon thought. Supposing that he couldn't†¦He wouldn't have a potential for success.

First Language Acquisition Literature review Example | Topics and Well Written Essays - 3500 words

First Language Acquisition - Literature audit Example s of language securing outline that impersonation isn't adequate to see first language and use it perfectly inside the brief timeframe that kids figure out how to consume while learning it. As per Hauser (2000, p352) impersonation is neither pertinent in different primates in trial learning of basic getting the hang of adhering to guidelines. This shows the multifaceted nature of language learning, a reality that underscores the organized idea of the procedure of first language procurement in youth. Another key truth saw in the process followed in youth during the obtaining of first language includes creation of sounds by the infant, in spite of the way that they never heard them. Pardo, Piorkowski, Remez and Rubin (2001, p.25) see that various characteristics of sound require specific creation which can't just begin from imitated activities. The creators further list the job of non-discourse correspondence learnt by kids as a significant reference point that impersonation must not take the entire idea of language obtaining, which is intricate than that. This reality underscores the high neurological inclusion of the human learning process, best done during beginning periods of improvement. Including language in this classification of learning forms shows that correspondence is a piece of the natural social qualities that people have, with language going about as a profoundly particular pointer of top of the line species association (Chomsky, Fitch and Hauser 2002, p570). An alternate point of view on the realities of obtaining of language features the issue of ability and execution, where youngsters exhibit immaculate procurement of comprehension before rehearsing. As indicated by Chomsky (2000, p77) starting language use doesn't really relate with comprehension of issues, which could obstruct correspondence. The creator puts together hypotheses of capability with respect to the rule that language is a greater amount of a declaration of inward monolog among

First-Year Application is now available! - UGA Undergraduate Admissions

First-Year Application is now available! - UGA Undergraduate Admissions First-Year Application is now available! The UGA First-Year application is now open! As is our history, we normally open our First-Year application in mid-August, and it is generally on a Monday to make sure we are available if any minor issues arise. Please remember that there are a few changes to this years application: UGA is only accepting online applications for admission. Any print-outs of the application are for your records or to view the application questions, but are not to be mailed in. The Activities/Athletics/Employment (Extra-Curricular Areas) section has been shifted to Part I of the application. We will not be evaluating Early Action applications any differently than in the past, but having this information in part I will help with scholarship review, completion of part II for deferred students, etc. There is a new section on the application called Self-Reported Grades, and this is required for all applicants. You will need to have a copy of your high school transcript for this section, and you will enter in the academic grades you received from 9th through 12th grade (or 11th grade if applying before you have completed the first term of your 12th grade). You will only include actual course grades (do not enter any final/overall grades that are averages of your year), and this section will list the courses that should be included in the grade chart. Here is an FAQ for the self-reported grades chart. Please remember, you do not have to rush to complete the application, but try to make sure you do not wait until 11 p.m. on the deadline date to submit it either! Go Dawgs!

Homeless Children and the Educational System Essay

Homeless Children and the Educational System Many people still think of homeless transients as alcoholics and/or mentally disabled. The truth is, the current homeless population consists of runaway adolescents, single adult males or females, battered women and over one million homeless families with children – typically headed by a female parent. To be homeless means that one’s primary residence is a public or private shelter, emergency housing, hotel, motel, living with family or friends or any public space – like parks, automobiles, aqueducts or abandoned buildings (Pawlas, 1996). Statement of the Problem With the number of homeless students on the rise, schools encounter new educational challenges that include:†¦show more content†¦Under the Stewart B. McKinney Homeless Assistance Act, the fifty states, Puerto Rico and the District of Columbia received funding to investigate the number and the needs of homeless children, to identify obstacles that would prevent them from receiving an education and to develop a plan to overcome these problems (Pawlas, 1996). The McKinney Act also provides emergency food assistance, adult literacy instruction, job training, health services and other programs. Under this act, homeless children are ensured access to the same, free appropriate public education other children in the state receive. Subsequently, in 1990 and 1994, amendments were incorporated into the earlier Act of 1987 to ensure equal access to schools for homeless children. States were told to remove barriers in enrollment, attendance, or success in schools-proof of immunization, guardianship and birth certificate requirements (Eddowes, 1994). These provisions made it clear that everything possible should be done to support the educational pursuits of homeless children and youth. Through the 1990 and 1994 amendments to the early Act of 1987, legislation provided formula grants for states to carry out the Educational for Homeless Children and Youth Program (subtitle VII-B). The following are key provisions of the law (Rafferty, 1997-1998): The law requires states to ensure that local educational agencies do not create a separate education system forShow MoreRelatedWhy Do Students Experiencing Homelessness?1205 Words   |  5 PagesIn fact, â€Å"these liaisons are responsible for advocating for students experiencing homelessness by actively searching for children to enroll, creating awareness about educational rights, and working with agencies that serve the homeless to promote educational stability and opportunity. 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Homelessness is defined, by The Steward McKinney Homeless Assistance Act of 1987, as someone who do not own their own home or one who can not afford to pay for housing without depriving themselves of essentials needs (as cited by Mind Disorders, par. 1). However, there is a new meaning to homeless today.Read MoreMy Job As A Graduate Assistant1599 Words   |  7 Pagesprimarily serves the educational needs of children experiencing homelessness in several different manners. Before working with this organization, the topic of homeless children was relatively foreign to me, and I was quite surprised to learn that the average person experiencing homelessness in the United States is 9-years old (UpSpring, 2015). 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Losing My Grandmother to Cancer - 536 Words

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Young Modulus Experiment Free Essays

Experiment 1: Young Modulus Title:Bending of beam and coefficient of elasticity. Objective: To study the relationship between load, span, width, height and deflection of a beam, places on two bearers and affected by a concentrated load at the centre. :To ascertain the coefficient of elasticity for aluminium, brass and steel. We will write a custom essay sample on Young Modulus Experiment or any similar topic only for you Order Now Results: Measurement of test specimen (a) For beam material – Steel | Length, L (mm)| Thickness, h (mm)| Width, b (mm)| 1st reading| 650| 3. 15| 18. 97| 2nd reading| 650| 3. 11| 19. 03| 3rd reading| 650| 3. 12| 18. 97| Average reading| 650| 3. 13| 18. 99| (b) For beam material – Aluminium Length, L (mm)| Thickness, h (mm)| Width, b (mm)| 1st reading| 650| 3. 25| 19. 15| 2nd reading| 650| 3. 21| 19. 23| 3rd reading| 650| 3. 21| 19. 18| Average reading| 650| 3. 22| 19. 19| (c) For beam material – Brass | Length, L (mm)| Thickness, h (mm)| Width, b (mm)| 1st reading| 650| 3. 31| 19. 05| 2nd reading| 650| 3. 34| 19. 20| 3rd reading| 650| 3. 35| 19. 09| Average reading| 650| 3. 33| 19. 11| Two simple supports end. (a) Deflection of test specimen [ Beam material-Steel ] Mass(gram)| Load (N)| Deflection #1 (mm)| Deflection #2 (mm)| Deflection #3 (mm)| Average Deflection (mm)| 100| 0. 981| 0. 5| 0. 45| 0. 48| 0. 43| 200| 1. 96| 0. 85| 0. 88| 0. 85| 0. 86| 300| 2. 94| 1. 30| 1. 32| 1. 38| 1. 33| 400| 3. 92| 1. 74| 1. 80| 1. 81| 1. 78| 500| 4. 91| 2. 20| 2. 24| 2. 25| 2. 23| (b) Deflection of test specimen [ Beam material-Aluminium ] Mass(gram)| Load (N)| Deflection #1 (mm)| Deflection #2 (mm)| Deflection #3 (mm)| Average Deflection (mm)| 100| 0. 981| 1. 18| 1. 15| 1. 16| 1. 16| 200| 1. 96| 2. 43| 2. 54| 2. 40| 2. 46| 300| 2. 94| 3. 72| 3. 67| 3. 72| 3. 70| 400| 3. 92| 4. 98| 5. 08| 5. 10| 5. 05| 500| 4. 91| 6. 07| 6. 20| 6. 15| 6. 14| (c) Deflection of test specimen [ Beam material- Brass ] Mass(gram)| Load (N)| Deflection #1 (mm)| Deflection #2 (mm)| Deflection #3 (mm)| Average Deflection (mm)| 100| 0. 981| 1. 02| 0. 97| 0. 90| 0. 96| 200| 1. 96| 1. 80| 1. 78| 1. 74| 1. 77| 300| 2. 94| 2. 67| 2. 78| 2. 66| 2. 70| 400| 3. 92| 3. 49| 3. 57| 3. 52| 3. 53| 500| 4. 91| 4. 37| 4. 41| 4. 37| 4. 41| One fixed end and one simple support end. (a) Deflection of test specimen [ Beam material-Steel ] Mass(gram)| Load (N)| Deflection #1 (mm)| Deflection #2 (mm)| Deflection #3 (mm)| Average Deflection (mm)| 100| 0. 981| 0. 26| 0. 23| 0. 27| 0. 25| 200| 1. 96| 0. 48| 0. 45| 0. 47| 0. 47| 300| 2. 94| 0. 69| 0. 70| 0. 70| 0. 0| 400| 3. 92| 0. 97| 0. 88| 0. 88| 0. 89| 500| 4. 91| 1. 15| 1. 12| 1. 12| 1. 13| (b) Deflection of test specimen [ Beam material-Aluminium ] Mass(gram)| Load (N)| Deflection #1 (mm)| Deflection #2 (mm)| Deflection #3 (mm)| Average Deflection (mm)| 100| 0. 981| 0. 60| 0. 67| 0. 69| 0. 65| 200| 1. 96| 1. 28| 1. 19| 1. 20| 1. 22| 300| 2. 94| 1. 80| 1. 80| 1. 82| 1. 81| 400| 3. 92| 2. 37| 2. 43| 2. 45| 2. 42| 500| 4. 91| 2. 97| 2. 98| 3. 01| 2. 99| (c) Deflection of test specimen [ Beam material-Brass ] Mass(gram)| Load (N)| Deflection #1 (mm)| Deflection #2 (mm)| Deflection #3 (mm)| Average Deflection (mm)| 100| 0. 81| 0. 47| 0. 42| 0. 48| 0. 46| 200| 1. 96| 0. 90| 0. 86| 0. 86| 0. 87| 300| 2. 94| 1. 30| 1. 28| 1. 30| 1. 29| 400| 3. 92| 1. 73| 1. 70| 1. 71| 1. 71| 500| 4. 91| 2. 14| 2. 14| 2. 13| 2. 14| Calculations: * Two simple supports end To calculate the moment of inertia : I = bh312 I = Moment of Inertia ( m4 ) b = Width of beam ( m ) h = Thickness of beam ( m ) To determine the beam Young modulus : E = F? (L348I) E = Young modulus ( Pa ) F = Force/load applied ( N ) ? = Deflection ( m ) L = Beam length ( m ) I = Moment of Inertia ( m4 ) F? = Slope of graph line deflection versus force ( N m-1 ) Beam material – Steel I = bh312 = 18. 99 ? 10-33. 13 ? 10-33 12 = 4. 853? 10 -11m4 E = F? (L348I) = 4. 9-0. 980. 00223-0. 00043(600? 10-3)3484. 853? 10-11 = 3. 920. 00180. 2162. 329 ? 10-9 = 201. 94 GPa Beam material – Aluminium I = bh312 = 19. 19 ? 10-33. 22 ? 10-3312 = 5. 339? 10 -11m4 E = F? (L348I) = 4. 9-0. 980. 00614-0. 00116(600? 10-3)3485. 339? 10-11 = 3. 920. 004980. 2162. 563 ? 10-9 = 66. 35 GPa Beam material – Brass I = bh312 = 19. 11 ? 10-33. 33 ? 10-3312 = 5. 880? 10 -11m4 E = F? (L348I) = 1. 962-0. 9810. 00177-0. 00096(600? 10-3)3485. 880? 10-11 = 0. 9810. 000810. 2162. 822 ? 0-9 = 92. 69GPa * One fixed end and one simple support end I = bh312 I = Moment of Inertia ( m4 ) b = Width of beam ( m ) h = Thickness of beam ( m ) E = F? (3. 5L3384I) E = Young modulus ( Pa ) F = Force/load applied ( N ) ? = Deflection ( m ) L = Beam length ( m ) I = Moment of Inertia ( m4 ) F ? = Slope of graph line deflection versus force ( N m-1 ) Beam material – S teel I = bh312 = 18. 99? 10-33. 13? 10-3312 = 4. 853? 10 -11m4 E = F? (3. 5L3384I) = 4. 91-0. 9810. 00113-0. 000253. 5(600? 10-3)33844. 853? 10-11 = 3. 9290. 000880. 7561. 86 ? 10-8 = 181. 47 GPa Beam material – Aluminium I = bh312 = 19. 19? 10-33. 22? 10-3312 = 5. 339? 10 -11m4 E = F? (3. 5L3384I) = 4. 91-0. 9810. 00299-0. 000653. 5(600? 10-3)33845. 339? 10-11 = 3. 9290. 002340. 7562. 05 ? 10-8 = 61. 92 GPa Beam material – Brass I = bh312 = 19. 11? 10-33. 33? 10-3312 = 5. 880? 10 -11m4 E = F? (3. 5L3384I) = 4. 905-0. 9810. 00214-0. 000463. 5(600? 10-3)33845. 880? 10-11 = 3. 9240. 001680. 7562. 26 ? 10-8 = 78. 13GPa Theoretical value for young modulus of Steel = 200GPa Theoretical value for young modulus of Aluminium = 69GPa Theoretical value for young modulus of Brasses = 100-125GPa Discussion : Based on the results, the experimental young modulus for Steel is 201. 94 GPa by using two simple supports end. Besides that, the experimental young modulus for Aluminium is 66. 35 GPa and for Brass is 92. 69 GPa. On the other hand, when the test is carried out by using one fixed end and one simple support end, the experimental young modulus for Steel is 181. 47 GPa, Aluminium is 66. 35 GPa and Brass is 92. 69 GPa. Based on the results from the both method, the coefficient of elasticity for Aluminium is the highest among Steel and Brass as it has the lowest value of young modulus. By comparing with the theoretical young modulus for Steel, Aluminium and Brass, the experimental young modulus for specimen by using two simple supports end is more accurate than using one fixed end and one simple support end. This is because when the beam is tighten only at one side, it will causes the beam to deflect unequally at both side. Thus, the dial gauge readings recorded will be inaccurate. There are some factors that may affect the experimental results to be inaccurate when this experiment is carried out. One of the factors that lead to inaccurate results is because of the atmosphere around the laboratory. The strong air from the air-conditioner will cause the load to be unstable and shaking when the reading is taken. Thus, the readings in the dial gauge will be changing as the load is moving. Besides that, misalignment error will also affect the experimental results to be inaccurate. The dial gauge is not placed to the center of the test specimen. This is important because the deflection of a beam placed on two bearers will be affected by a concentrated load at the centre. Moreover, parallax error may be occur when adjusting the height of the gauge so that the needle touched the test specimen. This error occurs because different people have different viewing of the measurement at an angle. Furthermore, the dial gauge must be set to 0. 00mm every time the load hanger is mount on the center of the test specimen. This steps need to be done before the readings is taken so that the results will not be interfere by the previous experimental results. The readings by the dial gauge must be taken when it is already fixed and stabilize. Therefore, softly tap on the dial gauge until the reading did not change to ensure that the load had already stabilize before the dial gauge reading is recorded. Conclusion : When the width and the height of the beam increases, the moment of inertia calculated will increase. Besides that, when the load and span increases, the deflection of a beam will also increases. This shows that the load and span is directly perpendicular to the deflection of a beam. Based on the results from both method, the coefficient of elasticity is increasing from steel, brass and aluminium. How to cite Young Modulus Experiment, Papers

New Public Art Project Proposal for Fort Calgary- myassignmenthelp

Question: Discuss about theNew Public Art Project Proposal for Fort Calgary. Answer: Introduction This document contains a project proposal. The site to be discussed in this document is Fort Calgary, which is located in Mohkinsstiss. This proposal will highlight the history of Fort Calgary; its different unique features, and how the new proposal will affect its current state. The construction of this Fort began in the year 1874. The Fort is the birthplace of the common city Calgary and this is the point where the past the present and the future of the Calgary city come from(Fortcalgary, n.d). In its early years of operation, the fort was a police administration center, which symbolized law, order, and prosperity. The fort also served as a; hospital, a refuge and social center and it was a focal point for settlers, ranchers and business. In the year 1914, the fort was sold to Grand Trunk Pacific railway who later on sold it to the Canadian National Railway(Fort Calgary Annual Report, 2016). The history of Calgary town was hidden under a railway yard and storage area for the next 61 years(Brown, 2005). In 1971, the city of Calgary managed to buy the fort and returned the citys birthplace to the public domain thanks to the efforts made by Alderman John Ayer. Since then the fort has been a center for Calgarians to think about their past and then plan for their future. Calgary Fort is an interesting site because this is where the past meets the present. The fort tells stories of the many cultures that have evolved and define who the Calgarians were(Fortcalgary, 2017). At the fort people gather there to a richer understanding of how the past shapes their present and future. The fort is a place of for truth and reconciliation(Discover Calgary, n.d). For this proposal, I wish to add some bit of art to the landscape around the fort. Landscape architecture achieves art through the shaping and design of outdoor and public spaces striving to achieve aesthetic, environmental and social-behavioral balance; this simply means that applying artistic and scientific principles to the research, planning, design and management of both natural and built environment(Shannon Smets, 2010). The project entails analysis of the landscape, which means a systematic investigation of existing ecological situation, geological conditions, and social circumstances. The research will then evolve into design intervention that will improve the general outlook of Fort Calgary without interfering with its normal activities. The proposal will involve the design of a monument park in front of the fort. Monuments form very important elements of the urban physical realm(Alexander, 2005). They have an impact on the quality of public spaces in how they are perceived or experienced. Monuments are of particular importance. They have a special significance as preservers of collective memories and as symbols of the identity and the self-worth of nation, cities, neighborhoods, or smaller groups of people. They can sometimes be foci of the collective life of a people. Monuments normally act as landmarks and events of the past, but do so in the space and time of the present. The monument park that is to be design should consist of one major central monument that will in this case have to communicate a lot about the past and present lives of the Calgarians. This monument should be seen and experienced as one walks towards the fort. The art work must be exposed to everyone, not only to certain groups of people that are interested in the art and culture of the Calgarians but rather be encountered by very diverse publics, who often have no contact with art in the galleries and museums(Agapiou, et al., 2015). The landscape design will be the canvas. It shall explore proper planning that contributes to visual and pedestrian access, focalize the artwork, and contribute to more livable space around the fort. This project will be aiming at regenerating the space around the fort with regard to social interaction, landscape and art aesthetics, learning environments, and amplify the importance and prominence of the land and expand the public realm within this very important entrance to the fort(Shannon Smets, 2010). A general understanding of the site is very important and also the general understanding of the different types of sculptural forms to be used and how they can be integrated in the landscape. For our case, we shall use freestanding sculpture, relief sculptures, kinetic sculptures, and equestrian. Freestanding sculptures are those sculptures that are unattached to the background and have space on all of their sides. In this project, a sculpture of a soldier constructing the fort will be our main monument. This monument will be placed at the midpoint of the gate in the compound and the entry into the fort. The monument should be very huge in size as compared to the other sculptures. This monument should also be designed in such a way that it has a face of a modern soldier to represent the present life and culture, and the face of a traditional soldier to represent the soldiers who did participate it the construction of the fort and it will represent the past culture. The relief sculptures are those sculptures where the sculpted elements remain attached to a solid background of the same material. Within the forts sculpture park we shall have different relief sculptures carrying different messages. One shall bear police walking. This will represent the police who travelled to come and put up this wonderful fort. Another one will bear the different services that were being at the fort; police administration center, hospital, a refuge, social center and a focal point for settlers and business. Then the last one should bear the names of the police officers who participated in its construction. Then there is the kinetic sculpture. These sculptures generally portray things that are always in motion. In this project, a water fountain will be used to show how time does not stop. Times do change and people do change and culture changes with time. This fountain will be designed in that it drains its water to a man-made stream that will be made to flow within the sculptural park. Then finally, for the sculptures there is the equestrian. These are sculptures relating to horse riding. During the era when the fort was set up, horses were majorly used to transport goods and people. Therefore, a sculpture of that kind will be useful in communicating. Apart from the sculpture, the area should be well landscaped with beautifully done lawns. These lawns should have trees planted and sitting spaces provided under the trees. Then the sculptures should be arranged interestingly within the park to attract more traffic into the fort. The monuments will need regular dusting and annual repainting and repairs if any happens to be damaged. Then the lawns should be mowed on a weekly basis, and then picking of leaves shed by the trees should happen on a daily basis to ensure the park is in a neat state. The trees will also need some trimming to make them adopt interesting shapes. The pathways also should be cleaned on a daily basis. In conclusion I wish to state the fort as it is currently is not badly off but adding the sculptural park in front of it will really enhance its look in general and also much traffic of people will be attracted to the fort and by that much interaction will happen hence improving the socialization among the Calgarians. References Fort Calgary Annual Report. (2016). FC National Historic Site, 1-16. Brown, T. (2005). The World-famous Alaska Highway: A Guide to the Alcan Other Wilderness Roads of the North. Oregon: Graphic Arts Center Publishing Co. Fortcalgary. (2017). Fort-Calgary-School-Program. School Program Bronchure, 1-9. https://www.fortcalgary.com/content/uploads/Fort-Calgary-School-Program-Brochure-20172018.pdf Fortcalgary. (n.d). History of Fort Calgary. Retrieved April 5, 2018, from Fortcalgary: https://www.fortcalgary.com/about/history/ Discover Calgary. (n.d). Retrieved April 5, 2018, from WorldWeb: https://www.discovercalgary.com Shannon, K., Smets, M. (2010).The landscape of contemporary infrastructure. Rotterdam: NAi Publishers. Alexander, J. (2005). The educational buildings of Pius IV: variations upon a building type in urban monuments.Landscape and Urban planning,73(2-3), 89-109. Agapiou, A., Alexakis, D. D., Lysandrou, V., Sarris, A., Cuca, B., Themistocleous, K., Hadjimitsis, D. G. (2015). Impact of urban sprawl to cultural heritage monuments: The case study of Paphos area in Cyprus.Journal of Cultural Heritage,16(5), 671-680.