his paper draws a comparison between the green roofs and the conventional roofs.

The conventional roof has many types. Types of the conventional roof include but are not limited to single-ply roofs, built-up roofs, metal roofs, and asphalt shingle roofs. Single-ply roofs are sheet-like membranes manufactured in the factory. Thermoplastic membranes and thermoset membranes are the two types of single-ply membranes. Built-up roofs contain several layers of reinforced membranes and modified bitumen roofs. Built-up roofs are the most common as well as the oldest type of conventional roofs. They are also called gravel or tar roofs. There are three components in the built-up roofs, which include a layer of waterproofing, a reinforcement layer, topped with a surfacing layer. It is installed with the help of asphalt or coal tar. Structural metal panel roofs are used for roofs with low slopes as they have the characteristic quality of the water barrier. They can also be used for roof assemblies with steep roofs. The structural metal panel roofs are constructed in such a way that water cannot pass through the joints. These roofs are installed in a broad range of substrates. Asphalt shingle roofs are amongst the most commonly used roofs where the slope is steep. There are two types of asphalt shingle roofs. organic roofs and fiberglass roofs. “Organic consists of paper saturated with asphalt to make it waterproof with a top coat of adhesive with embedded ceramic granule” (gogreenconstructionnow.com, n.d.). Owing to their greater weight, organic shingle roofs offer better blow-off resistance as compared to fiberglass roofs. Roof shingles may contain single or multiple layers, but all types contain an adhesive strip which is sun-activated and serves as a sealant for the rows.

There are three main types of green roofs. extensive green roofs, semi-intensive green roofs, and intensive green roofs. Extensive green roofs are used in ecological landscapes. The type of vegetation used in the extensive green roofs ranges from moss and herbs to grasses. The depth of substrate in the extensive green roofs is between 60 mm and 200 mm, and their weight is in the range of 60 kg/m2 to 150 kg/m2 (Livingroofs.org, 2012).

. To him, conditions were universal and comprised the real world. The visible ones are just particulars, a mimicry of the real things.&nbsp. He believed that people perceive reality differently from what it is. Plato believed that what people think is reality, is not, and is the opposite of the truth. Nonetheless, in this theory, Plato emphasized a form of recognition rather than cognition (Dancy 18).

Plato believed that, beyond this physical world, there existed a perfect and ideal world. Human beings’ physical world is characterized by different imperfections, unevenness, and impurities that have been copied from the perfect, ideal world beyond the physical world. This is the case because our physical planet apes the real forms of the ideal, ideal world in a disorderly manner. However, Plato thought that there exists a connection between our physical world and the realms of ways. From this relationship, the mortal beings understand conditions and the order of life (Dancy 34).

The theory of substance in Aristotle’s Categories categorized substances into two groups, the primary importance and the secondary meanings.&nbsp. Direct implications are absolute objects, distinguished from other things, including secondary substances and other predicable. Aristotle’s Categories bases on the explanation of the importance of substances so that a person hearing it for the first time can be in a position to understand the concept. Also, it presents implications as a primitive concept, which people have little knowledge about (Spellman 22).

The theory of substance by Aristotle was developed as a way of counteracting Plato’s theory of forms. Aristotle considered a sense to be complicated and integrated, whereby there are the raw matter and a compound of the substance. He also explained some traits of importance, which are essential, as they define it. First, he believed that imports do not allow for levels or degrees. This, therefore, implies that something cannot be too much of a substance or too little of a substance.

The term “Discourse Analysis” denoted multiple approaches used in linguistics in the analysis of a certain language, its scope in the classroom setting will refer to a methodology analyzing how different communication styles, conversation types and other language aspects determine the level of success in learning. It is evident that teachers rely on different teaching methods in a bid to ensure that they give effective instruction.

For many years, researchers have not considered the existing links between the types of conversations in an educational setting with educational outcomes. This paper will present different types of conversations within the classroom and critically analyze them in accordance with McCarthy’s guidelines of discourse analysis.

Education has been categorized as a dialogic process whereby, both the teachers and the students exhibit a certain value and social practices that define the society and its culture. Worth noting is the fact that a classroom setting presents an opportunity for sharing information. The kind of talks that ensue between teachers and students and also amongst the students is a subject deserving a discourse analysis.

The classroom setting is one of the intriguing areas that presents researchers with an opportunity to investigate diversity in language use. Worth noting is the fact that the types of conversations that ensue within the classroom setting are potential determinants of whether learning outcomes are achieved. Therefore, this critical analysis will employ the discourse analysis methodology to explain how different conversations within a class can affect the learning process of the students. The interest of analysis rests with educational outcomes as there is a salient need of assessing whether conversations between teachers and students are of any critical contribution in ensuring that the educational goals are met.&nbsp.

After fertilization, the zygote/ new embryo travels down the oviduct to the uterus in a process that takes about 24 hours in which the embryo simultaneously matures and sticks itself to the uterine wall. Implantation takes place when the embryo attaches itself to the wall of the uterus about 7 to 9 days after fertilization The development phases of pregnancy are called trimesters (three-month periods) because of the distinct transformations that take place during each phase The diagram displayed below shows a blastocyst that has burrowed itself into the uterine membrane between the 7th and the 9th days.

Implantation occurs during the second week of pregnancy and during this period, structures that feed and protect the developing fetus start to form. These include the amnion, yolk sac, chorion, placenta, and umbilical cord. After four weeks, the spinal cord and the primitive brain start to appear in the embryo. Heart, ribs, backbone, muscles, and the digestive tract begin to form. The embryo is about 6mm tall (1/4 inch). Many external features like the face, arms, and legs of the body begin to develop within 5 to 8 weeks of pregnancy when the embryo is 25cm tall (1 inch) and weighs 4 grams (1/7 ounce). The embryo begins to develop a sense of touch, and it can now move. The fast increase in body size begins between the 9th and 12th weeks of pregnancy. Organs, muscles, and nervous system become structured and connected. New behavioral abilities such as kicking, mouth opening, thumb sucking, and rehearsal of breathing begin to appear. External genitalia becomes well developed, and the sex of the fetus can be identified. The fetus now weighs about 28 grams (less than an ounce) and is about 7.6 cm tall (3 inches).

Between the 13th and the 24th weeks (second trimester), the developing organism continues to grow fast, and the baby’s movements can be felt by the mother. Most of the brain’s neurons have been formed by week 24.