Analyzing a Music VideoGo to YouTube and select a music vide.docx
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Analyzing a Music Video Go to YouTube and select a music video. For this particular discussion, it’s best to use a song, artist, or genre that is mostly new to you. However, keep in mind that you will be sharing this video and your notes with the class, so select something appropriate (no overt sex, blood, gore, and so forth). Once you have chosen a music video, complete the following steps in order: First, turn off your computer screen or turn away from the screen and listen to the song. Take notes on the effects of the auditory modality on you: How does listening to the song affect you bodily—your emotions, bodily sensations, etc. Next, turn off the sound and replay the video while watching the screen this time. Jot down how the moving images and other visual elements that affect you. Describe your sensations in as much detail as possible. Finally, watch the video with both the sound and image. What changes between the three different modalities (auditory, visual and multimodal) did you notice? Include a link to the video or embed it in your initial post. Discuss your findings to the above three steps .
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Recommended
The Acoustic Singer/Songwriter Manual
A head-start to composing and producing music for all amateur singer/songwriters.
The Impact of Cinematography and Editing OptionsPrepareAs .docx
The Impact of Cinematography and Editing Options
Prepare
As you prepare to write this discussion, take a few moments to do the following:
· Review the Modeled Discussion.
· Read any required and recommended reading materials for this week, especially Chapter 7 from the text.
· Review the grading rubric for this discussion.
· Explore movie clips from the Movieclips website or the Internet Movie Database – IMDB.
Reflect
Choose a clip that you wish to analyze. The clip you choose must be from a film (preferably from a film with which you are familiar) – not a film trailer or a mash-up. Re-watch your chosen movie clip while closely observing the mise en scène. What analysis can you make about the placement and movement of characters and props in the scene as they relate to camera shots, color, lighting, and other elements of cinematography?
Write(due Thursday, Day 3)
In your discussion, analyze at least three elements of cinematography and editing (e.g., lighting, color, shots, focus, transitions, and types of cuts) by evaluating the dramatic impact of the scene. Interpret the scene based on your analysis. In your view, what mood, symbolism, or meaning results from the scene’s creative editing and cinematography?
Include the name or partial name of the film clip you analyzed in the “Subject” line of your discussion. Include the link to your film clip in the body of your post. Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references.
Respond to Peers(due Monday, Day 7)
Respond to at least two classmates who reviewed a different clip than your own. After watching the movie clips reviewed by your classmates, compare how the scenes would be different had the editors or cinematographers chosen other options. Your responses should be 125 to 150 words each.
Please view the video Accessing Feedback in the Gradebook for guidance on how to review your instructor’s feedback when the post is graded.
Week 3 Instructor Guidance
Try to imagine a person walking. It could be anyone--male or female-- someone you know, or a famous actor. Can you visualize it?
After a while, this walker comes to a house. We don't really get a chance to look at the exterior of the house too much--maybe the shot is too tight, too closely aligned with Walker's point of view. But anyway, as Walker approaches the door and reaches out for the knob we hear something . . .
What we hear has a huge impact on how we're going to react to what comes next. Imagine that what we hear is:
· A piercing, violently repetitive violin string arrangement (similar to what you might hear in a suspense film Psycho)
·
·
· The deep, resounding sounds of a bass being strummed complete with pauses (similar to what you might hear in a thriller like Jaws)
·
·
· A sprightly piano roll with some sloppy but peppy percussion in the background (similar to what you m ...
Recommended
The Acoustic Singer/Songwriter Manual
A head-start to composing and producing music for all amateur singer/songwriters.
The Impact of Cinematography and Editing OptionsPrepareAs .docx
The Impact of Cinematography and Editing Options
Prepare
As you prepare to write this discussion, take a few moments to do the following:
· Review the Modeled Discussion.
· Read any required and recommended reading materials for this week, especially Chapter 7 from the text.
· Review the grading rubric for this discussion.
· Explore movie clips from the Movieclips website or the Internet Movie Database – IMDB.
Reflect
Choose a clip that you wish to analyze. The clip you choose must be from a film (preferably from a film with which you are familiar) – not a film trailer or a mash-up. Re-watch your chosen movie clip while closely observing the mise en scène. What analysis can you make about the placement and movement of characters and props in the scene as they relate to camera shots, color, lighting, and other elements of cinematography?
Write(due Thursday, Day 3)
In your discussion, analyze at least three elements of cinematography and editing (e.g., lighting, color, shots, focus, transitions, and types of cuts) by evaluating the dramatic impact of the scene. Interpret the scene based on your analysis. In your view, what mood, symbolism, or meaning results from the scene’s creative editing and cinematography?
Include the name or partial name of the film clip you analyzed in the “Subject” line of your discussion. Include the link to your film clip in the body of your post. Your initial post should be at least 200 words in length. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references.
Respond to Peers(due Monday, Day 7)
Respond to at least two classmates who reviewed a different clip than your own. After watching the movie clips reviewed by your classmates, compare how the scenes would be different had the editors or cinematographers chosen other options. Your responses should be 125 to 150 words each.
Please view the video Accessing Feedback in the Gradebook for guidance on how to review your instructor’s feedback when the post is graded.
Week 3 Instructor Guidance
Try to imagine a person walking. It could be anyone--male or female-- someone you know, or a famous actor. Can you visualize it?
After a while, this walker comes to a house. We don't really get a chance to look at the exterior of the house too much--maybe the shot is too tight, too closely aligned with Walker's point of view. But anyway, as Walker approaches the door and reaches out for the knob we hear something . . .
What we hear has a huge impact on how we're going to react to what comes next. Imagine that what we hear is:
· A piercing, violently repetitive violin string arrangement (similar to what you might hear in a suspense film Psycho)
·
·
· The deep, resounding sounds of a bass being strummed complete with pauses (similar to what you might hear in a thriller like Jaws)
·
·
· A sprightly piano roll with some sloppy but peppy percussion in the background (similar to what you m ...
Angela’s Ashes - Murasaki Shikibu said that the novel happens be.docx
Angela’s Ashes
- Murasaki Shikibu said that the novel "happens because of the storyteller's own experience . . . not only what he has passed through himself, but even events which he has only witnessed or been told of—has moved him to an emotion so passionate that he can no longer keep it shut up in his heart." What is the passionate emotion that is communicated in your novel? Why was the author of your novel moved to write? What is the thing that the novelist had to communicate? In your paper, explain the author's motivating emotion and how it is explored in the novel.
.
ANG1922, Winter 2016Essay 02 InstructionsYour second e.docx
ANG1922, Winter 2016
Essay 02 Instructions
Your second essay is due by noon on Thursday, April 5th – by email only!
This essay must be an expository or informative essay. You have to explain something, give the pertinent information about it,
maybe describe the situation, maybe describe some process involved – the specifics depend on your topic. It might help to
know what an expository essay is not: it is not opinion nor argument. It might include any of the strategies, such as
description, comparison, contrast, and even narration, but the main purpose is to expound upon your topic. The possibilities are
endless.
Consider some possibilities if you were writing about guitars: You could explain what to look for in a guitar, how to record
guitar, part of the history of guitars (you couldn't do the whole history), categorize the types of guitars, explain the different
types of pick-ups available, and on and on. As another example, you could write something about current issues – explaining
the issue, the sides, the actions taken, the proposed solutions . . . whatever you decide to focus on. Those are just two
examples. The main criteria is that your essay is expository or informative, not an opinion or an argument.
You still have to write an introduction and a conclusion, of course. You do not have a required number of points or paragraphs.
Instead, you have a word limit: 750 word minimum, 1000 word maximum.
Rules for formatting your assignments
1) No cover page.
2) No headers. No footers.
3) At the top of the first page only, put your name and identify the assignment.
4) Set your page format to “letter” (8.5 x 11 in.). Beware: you may have A4 as your default page format.
5) Set the document language to “English” and use the spell checker.
6) Single spaced text, with a blank line between paragraphs.
7) Font: Times New Roman, 11 point.
Name your file properly <NAME – essay 2 – TITLE.doc>, put your name in your document also, and send it to
[email protected]
SPECIAL REQUIREMENTS (actually, third and fourth are not so special; they are an essential quality of effective writing)
➢ Use these comparative structures: as ____ as _____ ; less & than; more & than;
➢ Use comparatives in various parts of the sentence: the subject, the verb, and the object – all three
➢ Use at least all these at least twice each: colon, parentheses, and dash
➢ all of these conjunctions: even so, although, furthermore, moreover, if, unless (highlight them somehow)
A checklist for you:
1) _______ All of the above requirements are met
2) _______ Sentences have a variety of beginnings
3) _______ Concise, and precise, wording
4) _______ Specific, concrete images and details – avoid vague, obvious statements and abstractions
5) _______ Audience (well-chosen, well-defined, appropriately addressed), Purpose (focused, feasible, refined, clearly
expressed), and Persona (credible, evident from the text)
6).
Anecdotal Records Anecdotal Record Developmental Domain__ _.docx
Anecdotal Records
Anecdotal Record Developmental Domain__ __________________________ ________
Child’s Name: ______________________________ Date: ___________________________
Child’s Age: _____________________________ Time: ____________________________
Date of Birth: _______________________________ Observer:____ ____________________
Setting: _________________
Anecdotal:
Interpretation:
Implication for Planning:
Anecdotal Records
Anecdotal Records are detailed, narrative descriptions of an incident involving
one or several children. They are focused narrative accounts of a specific event.
They are used to document unique behaviors and skills of a child or a small
group of children. Anecdotal Records may be written as behavior occurs or at a
later time.
!
Anecdotal!Record!Developmental!Domain2________________________________________________!
!
!
Child’s(Name:(______________________________! ((((((((((Date:(______________________________!(
(
Child’s(Age:(_________________________________!
(((((((((((
((((((((((Time:(_____________________________!
(
Date(of(Birth:(_______________________________!
(((((((((((
((((((((((Observer:(________________________!
(
Setting:(_______________________________________________________________________________________(
!
!
Anecdotal:(
!
(Describe exactly what you see and hear; do not summarize behavior. Use
words conveying exactly what a child said and did. Record what the child did
when playing or solving a problem. Use specific language to describing what the
child said and did including facial expression and tone of voice; avoid
interpretations of the child’s behavior; For example “He put on a firefighter’s hat
and said, “Let’s save someone!” or “He looked towards the puzzle piece and then
looked toward the puzzle. He put the puzzle piece on the puzzle and turned the
piece until it fit. He took the puzzle piece out.” Avoid using judgmental language)!
(
Interpretation:(
!
(What specific inferences can you make from this anecdotal record? What does
it tell you about this child’s growth and development? The inferences must be
directly related to the domain designated in the anecdote and refer to a specific
aspect of the domain.)
(
Implication(for(Planning:(
!
(Give a specific activity that you would incorporate into curriculum planning as a
result of what you learned about this child. Be sure the plan is directly related to
the area of development described in the anecdote. Be sure the activity is a
different activity than the one in the anecdote. Include a brief explanation of why
you would create the specific activity.)!
Anecdotal Records
!
Anecdotal!Record!Developmental!Domain2!Social!
!
!
Child’s(Name:(Jai!Liam! ((((((((((Date:(January!11,!2010!(
(
Child’s(Age:(4!years!1!month!
(((((((((((
((((((((((Time:(9:15!AM!
(
Date(of(Birth:(February!9,!2006!
(((((((((((
((((((((((Observer:(Ms.!Natalie!
(
Setting:(Ray!of!Light!Montessor.
Andy and Beth are neighbors in a small duplex. In the evenings after.docx
Andy and Beth are neighbors in a small duplex. In the evenings after work, Andy enjoys practicing the
tuba, while Beth likes to relax and read novels. Unfortunately, Andy is not very good at his instrument,
and noise from his playing penetrates the walls and annoys Beth.
The daily utility Andy derives from playing the tuba for m minutes and spending xA dollars on other
consumption is given by
UA = xA + 32 log(m):
Andy would be happy to play his horn all day, except that he gets tired from blowing and he needs
to drink Red Bull (which is costly) to keep up his energy. (For simplicity, assume Andy gets no direct
utility benet from drinking Red Bull.) In fact, because there are diminishing returns to the eectiveness
of energy drinks, Andy has to increase his rate of Red Bull consumption the longer he plays the tuba.
Thus, Andy incurs c(m) dollars of Red Bull expense from playing the tuba m minutes in a day, where
c(m) =m2/36
Beth's happiness in a day is simply a function of how many dollars xB she spends on consumption
and how many minutes m of Andy's tuba playing she must endure. She becomes increasingly irritated
by the tuba the longer the playing goes on. Her utility is given by
UB = xB -m2/12
:
Assume that Beth and Andy have $150 of income to spend each day, and that they cannot save or
borrow any extra (they either use it or lose it).
1. From the perspective of a social planner with a utilitarian social welfare function, what is the
socially optimal amount of tuba playing each day?
2. Suppose there is no law stipulating whether Andy has a right to play his horn, or whether Beth
has a right to peace and quiet (it is hard to measure noise levels and sources, and to give rights
to this).
(a) Describe intuitively whether a market failure exists in this context.
(b) Calculate how many minutes m Andy chooses to play each day, and the resulting utilities of
Andy and Beth.
(c) Is there any deadweight loss from Andy's choice (if so, calculate it)?
3. Beth complains to her Landlord about the tuba noise, and in response the Landlord installs
noise meters that precisely record the level and source of noise in the apartments. The Landlord is
considering a policy where residents would be charged a fee of per minute of noise above a certain
threshold (the tuba would exceed this threshold). The Landlord wants to set to maximize total
welfare, as in part 1.
(a) In one concise sentence, describe intuitively how the optimal should be set.
(b) Calculate the optimal .
2
(c) What is the most Beth would be willing to pay the Landlord to induce him to implement the
policy in (b) (vs. the status quo described in part 2)?
(d) The Landlord does not want to make Andy upset. How much must the Landlord pay Andy
before he would agree to the policy in (b)?
4. Suppose the Landlord considers two alternative policies of \noise rights:"
(a) The Landlord gives Beth the rights to peace and quiet.
(b) The Landlord gives Andy the right to make noise.
These rights would be wri.
Andrew John De Los SantosPUP 190SOS 111 Sustainable CitiesMar.docx
Andrew John De Los Santos
PUP 190/SOS 111 Sustainable Cities
March 21, 2019
Assignment 4: Researching Urban Sustainability
Solution
s
1. RESEARCH QUESTION:
How can composting food waste help reduce climate change and enhance sustainability?
2. SEARCH TERMS/COMBINATIONS:
I used different combinations of search terms:
1. Compost AND Sustain*
2. Compost AND “food waste” AND environment
3. “Compost Biochar” AND “Carbon Sequestration”
4. “Food Waste” AND “Carbon Sequestration”
3. DATABASES SEARCHED:
I used the following databases:
1. Scopus
2. Web of Science
4. ANNOTATED BIBLIOGRAPHY
Bolan, N. S., Kunhikrishnan, A., Choppala, G. K., Thangarajan, R., & Chung, J. W. (2012). Stabilization of carbon in composts and biochars in relation to carbon sequestration and soil fertility. Science of The Total Environment, 424, 264–270. https://doi.org/https://doi.org/10.1016/j.scitotenv.2012.02.061
(Word Count: 194)
Dr. Nanthi Bolan previously worked for the Centre for Environmental Risk Assessment and the Cooperative Research Centre for Contaminants Assessment and Remediation of the Environment at the University of South Australia, and now at the University of Newcastle, and he has published many highly-cited studies on biochar, according to Google Scholar. Current intensive farming techniques removes carbon from the soil, so it's necessary to enhance its capacity to act as a carbon sink and thereby help to mitigate climate change. In Dr. Bolan’s paper, she looked at how to enhance carbon sequestration in soil using compost and biochar from organic materials to mitigate GHG emissions. The methodology used was to run different decomposition experiments on various organic amendments to measure the release of CO2. Results showed that compost combined with clay materials increased the stabilization of carbon the most. However, when organic material undergoes pyrolysis (heated at high temperatures with little oxygen) and becomes biochar, it further enhances its ability to stabilize and sequester carbon. Additionally, it was found that both compost and biochar enhance soil quality. Therefore, composting food waste or turning it into biochar can improve soil quality and reduce carbon emissions.
Oldfield, T. L., Sikirica, N., Mondini, C., López, G., Kuikman, P. J., & Holden, N. M. (2018). Biochar, compost and biochar-compost blend as options to recover nutrients and sequester carbon. Journal of Environmental Management, 218, 465–476. https://doi.org/https://doi.org/10.1016/j.jenvman.2018.04.061
(Word Count: 155)
Dr. Oldfield works at the School of Biosystems and Food Engineering at the University College Dublin, Ireland. In his paper, he looked at the potential environmental impact of end-of-life of organic materials in agriculture and how the applications compare to that of traditional mineral fertilizer. He looked at global warming, acidification, and eutrophication impacts among pyrolysis (biochar), composting (compost), and its combination (biochar-compost .
Android Permissions DemystifiedAdrienne Porter Felt, Erika.docx
Android Permissions Demystified
Adrienne Porter Felt, Erika Chin, Steve Hanna, Dawn Song, David Wagner
University of California, Berkeley
{ apf, emc, sch, dawnsong, daw }@ cs.berkeley.edu
ABSTRACT
Android provides third-party applications with an extensive
API that includes access to phone hardware, settings, and
user data. Access to privacy- and security-relevant parts of
the API is controlled with an install-time application permis-
sion system. We study Android applications to determine
whether Android developers follow least privilege with their
permission requests. We built Stowaway, a tool that detects
overprivilege in compiled Android applications. Stowaway
determines the set of API calls that an application uses and
then maps those API calls to permissions. We used auto-
mated testing tools on the Android API in order to build
the permission map that is necessary for detecting overpriv-
ilege. We apply Stowaway to a set of 940 applications and
find that about one-third are overprivileged. We investigate
the causes of overprivilege and find evidence that developers
are trying to follow least privilege but sometimes fail due to
insufficient API documentation.
Categories and Subject Descriptors
D.2.5 [Software Engineering]: Testing and Debugging;
D.4.6 [Operating Systems]: Security and Protection
General Terms
Security
Keywords
Android, permissions, least privilege
1. INTRODUCTION
Android’s unrestricted application market and open source
have made it a popular platform for third-party applications.
As of 2011, the Android Market includes more applications
than the Apple App Store [10]. Android supports third-
party development with an extensive API that provides ap-
plications with access to phone hardware (e.g., the camera),
WiFi and cellular networks, user data, and phone settings.
Permission to make digital or hard copies of all or part of this work for
personal or classroom use is granted without fee provided that copies are
not made or distributed for profit or commercial advantage and that copies
bear this notice and the full citation on the first page. To copy otherwise, to
republish, to post on servers or to redistribute to lists, requires prior specific
permission and/or a fee.
CCS’11, October 17–21, 2011, Chicago, Illinois, USA.
Copyright 2011 ACM 978-1-4503-0948-6/11/10 ...$10.00.
Access to privacy- and security-relevant parts of Android’s
rich API is controlled by an install-time application permis-
sion system. Each application must declare upfront what
permissions it requires, and the user is notified during in-
stallation about what permissions it will receive. If a user
does not want to grant a permission to an application, he or
she can cancel the installation process.
Install-time permissions can provide users with control
over their privacy and reduce the impact of bugs and vul-
nerabilities in applications. However, an install-time per-
mission system is ineffective if developers routinely request
more perm.
ANDREW CARNEGIE PRINCE OF STEELNARRATOR On November 25th, 1835 i.docx
ANDREW CARNEGIE PRINCE OF STEEL
NARRATOR On November 25th, 1835 in Dunfermline, Scotland , William Carnegie plied his trade on the handloom which filled the first floor of his humble stone bungalow. But his mind that day was not on making fine linen cloth. His wife, Margaret , was in labor in the other room of their home, a small attic. That night, she gave birth to their first child, a son they named Andrew . The child's father, William , was a fine craftsman who provided a comfortable home for his wife and son, but his business was devastated by the textilefactories. William Carnegie refused to seek work in the factories and the family suffered through the poverty caused by his pride. It was Andrew's mother, Margaret , who supplied the strength to keep the family together. From her example, Andrew learned the value of hard work at an early age. Even then while doing his chores, he showed contempt for things that stood in his way. One of his jobs was to fetch water from the town well. By custom, the townspeople put out their buckets to form a line the night before. But Andrewgot tired of watching late risers take their place in front of him. One morning, he simply kicked their buckets out of theway and took his place at the head of the line. No one stopped him. Going to school wasn't mandatory and Andrewdidn't start until he was eight. Most of his early education was learned at the feet of his father and uncles, George Lauder , who ran a grocery market, and Tom Morrison , a fiery public speaker whose working-class opinions about the wealthy antagonized powerful people. Young Andrew would learn there was a price to pay for his Uncle Tom Morrison'sconfrontations with political foes. From his bedroom window,Andrew could see the tree line of the beautiful PittencrieffEstate, which contained ruins from the historical legacy ofMary , Queen of Scots. Just once a year, the owner of the estate allowed the public to come in and stroll the grounds, with one exception. He barred anyone related to a Morrison . So Andrew was forced to stay outside while all of his playmates were allowed to go into the park. The pain of this annual event in his young life would forever color Carnegie'sattitudes about his personal right to freedom of expression and his belief in the equality of all men. By the winter of 1847, another kind of pain would threaten the Carnegie family, which now included his brother, Tom , born in 1843 . DespiteMargaret's valiant efforts, they faced a prospect of soup lines to survive. Against everyone's advice, she decided to uproot the family and immigrate to America , where she had relatives living in Pittsburgh . Twelve-year-old Andrew was afraid of leaving the only home he'd ever known. He would later write of his departure from Scotland , " I remember I stood with tearful eyes as my beloved Dunfermline vanished from view." Andrew had never seen the sea when they booked passage on the converted whaling ship, the Wiscasset, bound forAmerica.
Andrew CassidySaint Leo UniversityContemporary Issues in Crimina.docx
Andrew Cassidy
Saint Leo University
Contemporary Issues in Criminal Justice Administration (CRJ 575)
July 25, 2014
Dr.
Donald G. Campbell
Abstract
Leaders fail to act accordingly based off theories that are examined in detail explaining the fall of a organization.
Background
Leadership failures can be attributed to theories based off emergence or nature of the particular type or style of leadership. Some theories that are examined are the traditional leadership theory, behavior and leadership styles theory, contingency and situational theory, transactional and transformational theory, comparison of charismatic and transformational leadership and finally the new leadership which represents the servant, spiritual, authentic and ethical style of leadership (
Swanson, C. R., Territo, L., and Taylor, R. W., 2012)
. Many reasons are listed why leaders fail but an effective leader should be developing and effective organization.
Reasons Why Leaders Fail
A leader fails to act because of five different reasons (Haller, C.L., 2010). The first is the interpersonal skills of a leader. If the leader has a poor skill in interpersonal then the leader has lost the ability to inspire their people. Poor communication fails underneath poor interpersonal skills. A well-rounded leader gives feedback to their employees, which correlates a element that produces a high functioning organization. Sometimes leaders fear the confrontation. A good example of side stepping this would be learning the art of verbal judo. The technique allows a employer to hear and understand the feelings but also takes into consideration the feelings of this a particular individual. Part of being a leader is making risk decisions on short notice that may be difficult but may involve address issues with others that closely work around you.
The second reason leaders fail is the inability to adapt and change. Part of the society we now live in requires us to adapt and overcome changes in the world. A good leader must be able to see the good in anything and promote change from within. New situations arise on daily basis and strategies must be formed accordingly in order to embrace the change. The one thing a good leader can count on is constant change in the workplace. I believe this to be especially true in law enforcement. The third reason leaders fail to act is because leaders focus more on self -promotion focusing on being important or powerful. The perception in the workplace is that this type of action is a betrayal of trust and a failure of integrity. The objective focus in this particular leader makes the performance not good enough to succeed but wants a celebrity status in return. Some leaders want what is not theirs and pride themselves as being top dog in a organization. The fourth reason why leaders fail is because of their indecisiveness. A direct result of this is because the leader has alack of confi.
andrea lunsfordstanford universitymichal brodysono.docx
andrea lunsford
stanford university
michal brody
sonoma state university
lisa ede
oregon state university
beverly j. moss
the ohio state university
carole clark papper
hofstra university
keith walters
portland state university
B
W. W. NORTON AND COMPANY
New York • London
Everyone’s an Author
W I T H R E A D I N G S
second edition
W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and
Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of
New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by
celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing
program—trade books and college texts—were firmly established. In the 1950s, the Norton family transferred
control of the company to its employees, and today—with a staff of four hundred and a comparable number of
trade, college, and professional titles published each year—W. W. Norton & Company stands as the largest and
oldest publishing house owned wholly by its employees.
Copyright © 2017, 2013 by W. W. Norton & Company, Inc.
All rights reserved
Printed in the United States of America
Editor: Marilyn Moller
Associate Editor: Tenyia Lee
Assistant Editor: Claire Wallace
Managing Editor, College: Marian Johnson
Managing Editor, College Digital Media: Kim Yi
Production Manager: Jane Searle
Media Editor: Erica Wnek
Media Project Editor: Cooper Wilhelm
Marketing Manager, Composition: Megan Zwilling
Design Director: Rubina Yeh
Designer: Jo Anne Metsch
Cover Design: Doyle Partners
Photo Editor: Ted Szczepanski
Permissions: Elizabeth Trammell
Composition and Layout: Carole Desnoes
Manufacturing: RRD Crawfordsville
Permission to use copyrighted material is included at the back of this book.
Library of Congress Cataloging-in-Publication Data
Names: Lunsford, Andrea A., 1942- author. | Brody, Michal, author. | Ede, Lisa S., 1947- author. | Moss, Beverly J.,
author. | Papper, Carole Clark, author. | Walters, Keith, 1952- author.
Title: Everyone’s an author with readings / Andrea Lunsford ; Michal Brody ; Lisa Ede ; Beverly J. Moss ; Carole
Clark Papper ; Keith Walters.
Description: Second Edition. | New York : W.W. Norton & Company, [2017] | Includes bibliographical
references and index.
Identifiers: LCCN 2015044578 | ISBN 9780393265293 (pbk.)
Subjects: LCSH: English language--Rhetoric. | Report writing. | Authorship. | College readers.
Classification: LCC PE1408 .L874 2016 | DDC 808/.0427--dc23 LC record available at http://lccn.loc.
gov/2015044578
W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, NY 10110
wwnorton.com
W. W. Norton & Company Ltd., Castle House, 75/76 Wells Street, London W1T 3QT
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For our students, autho.
Andrea Azpiazo – Review One. Little Havana Multifamily Developme.docx
Andrea Azpiazo – Review One. Little Havana: Multifamily Development Project
This report states that Little Havana is considered a low to moderate income market. However, the report also informs that demand for the proposed apartments will come from the mid to upper-income population of the Little Havana area, but it does not provide demographic data to support that demand. Who are they? What age groups? Is it primarily family households, retirees, millennials, or a mix? These are essential questions that need to be answered for an investor to have some indication of where the potential growth in rental rates will come.
No Operating Expenses are listed other than Management Fee, which is on the low end of the industry scale and likely since this is a new building. What are the projections for electricity, building and grounds maintenance, water? Although this is new construction, there will be operating expenses required throughout the holding period. Will there be a washer and dryer in the units? What about laundry or vending machines as a source of Other Income.
Based on data provided in the report, the CAP Rate for this proposed Multifamily development is significantly higher than the averages for the area, at 5.3-5.7%. Considering this is new Class A development which is not expected to carry high CAPEX reserves for a typical investment holding period of 5-7 years, the Going-In and Going-Out CAP Rates should be lower. Additionally, 70% LTV at 9% is indicative of higher risk. Is there an issue with the developer which has not been disclosed and precludes them from obtaining better terms?
The asking rent for this proposed multifamily development is 21.42% over the average rents for comparable apartments in the area. An additional bathroom in the units and one parking space per unit does not support the $1,400 asking rent, particularly when considering that there are no amenities in this building to attract a demographic that is willing to pay $300, or 21.42%, more in rent for the subject area.
Being new construction, why weren’t hurricane impact windows or shutters included, which are more in line with current building codes and municipal planning, such as Miami21? This reduces property insurance costs. The new owner may have to invest in these as part of capital expenditures.
The proposed development does not appear to fit the current target market and relies on expectations for future growth and demand in the area. Further examination, with more due diligence from sites such as STDB, US Census data, NREI, CBRE is warranted to determine the viability of this project for the proposed holding period.
Andrea Azpiazo
–
Review One. Little Havana: Multifamily Development Project
This report states that Little Havana is considered a low to moderate income market. However,
the report also informs that demand for the proposed apartments will come from the mid to
upper
-
income population of the Little Ha.
And what we students of history always learn is that the human bein.docx
"And what we students of history always learn is that the human being is a very complicated contraption and that they are not good or bad but are good and bad and the good comes out of the bad and the bad out of the good, and the devil take the hindmost." - All the King's Men, Robert Penn Warren
1. What can you analyze about the syntax of this text?
2. AP Style Question: How does this excerpt's syntax affect the arrangement of details and overall pacing of the text?(Structure 3.A)
3. AP Style Question: How do the diction, imagery, details, and syntax in a text support multiple tones? (Narration 4.C)
THE JOY LUCK CLUB
"That night I sat on Tyan-yu's bed and waited for him to touch me. But he didn't. I was relieved." - Amy Tan, The Joy Luck Club
QI: What effect does the syntactical arrangement have on the quote?
Q2: AP Style Question: Which details from the text indicate the identity of the narrator or speaker? (Narration 4.A)
"1984"
"For, after all, how do we know that two and two make four? Or that the force of gravity works? Or that the past is unchangeable? If both the past and the external world exist only in the mind, and if the mind itself is controllable - what then?" George Orwell, 1984
Q: What effect does the syntactical arrangement have on the quote?
.
and Contradiction in Architecture Robert Venturi .docx
and
Contradiction
in Architecture
Robert Venturi
with an introduction by Vincent Scully
The Museum of Modern Art Papers on Architecture
The Museum of Modern Art, New York
in association with
the Graham Foundation for Advanced Studies in
the Fine Arts, Chicago
Distributed by Harry N. Abrams, Inc., New York
Trustees of The Museum of Modern Art as of October I992
David Rockefeller, Chairman ofthe Board; Mrs. FrankY. Larkin, Donald B.
Marron, Gifford Phillips, Vice Chairmen; Agnes Gund, Presiden; Ronald S.
Lauder, Richard E. Salomon, Vice Presidents; John Parkinson 111, Vice
President and Treasurer, Mrs. Henry Ives Cobb, Vire Chairman Emeritus
Mrs. John D. Rockefeller jrd, President Emerim, Frederick M. Alger 111,
Lily Auchincloss, Edward Larrabee Barnes, Celeste G. Bartos, Sid R. Bass,
H.R.H. Prinz Franzvon Bayern,** Hilary P. Califano, Thomas S. Carroll,*
Mrs. Gustavo Cisneros, Marshall S. Cogan, Robert R. Douglass, Gianluigi
Gabetti, Lillian Gish,** Paul Gottlieb, Mrs. Melville Wakeman Hall,
George Heard Hamilton,' Barbara Jakobson, Philip Johnson, John L.
Loeb,* Robert B. Menschel, Dorothy C. Miller,** J. Irwin Miller,*
S. I. Newhouse, Jr., Philip S. Niarchos, James G. Niven, Richard E.
Oldenburg, Michael S. Ovitz, Peter G. Peterson, John Rewald,** David
Rockefeller, Jr., Rodman C. Rockefeller, Mrs. Wolfgang Schoenborn,*
Mrs. Robert F. Shapiro, Mrs. Bertram Smith, Jerry I. Speyer, Mrs. Alfred R.
Stern, Mrs. Donald B. Straus, E. Thomas Willianis, Jt, Richard S. Zeisler.
* Tmstee Emeritus **Honorary Tmstee Ex-Oficio T~ruees: David N .
Dinkins, Mayor of the City ofNew firk, Elizabeth Holtzman, Comptrolhr
of the City of New firk, Jeanne C. Thayer, President of The International
Council
Copyright O The Museum of Modern Art, New York, 1966, 1977
All rights resewed
Second edition 1977, reprinted 1979, 1981, 1983, 1985, 1988, 1990, 1992
Library of Congress Catalogue Card Number 77-77289
The Museum of Modern Art ISBN 0-87070-282-3
Abrams ISBN 0-8109-6023-0
Second edition designed by Steven Schoenfelder
Printed by Princeton University Press, Lawrenceville, New Jersey
Bound by Mueller Trade Bindery, Middletown, Connecticut
The Museum of Modern Art
I I West 53 Street
New York, New York 10019
Printed in the United States of America
Distributed in the United States and Canada by Harry N. Abrams, Inc., New York
A Times Mirror Company
Contents
Acknowledgments 6
Foreword 8
Introduction 9
Preface 13
1. Nonstraightforward Architecture:
A Gentle Manifesto 16
2. Complexity and Contradiction vs.
Simplification or Picturesqueness 16
3. Ambiguity 20
4. Contradictory Levels:
The Phenomenon of "Both-And" in Architecture 23
5 . Contradictory Levels Continued:
The Double-Functioning Element 34
6. Accommodation and the Limitations of Order:
The Conventional Element 41
7. Contradiction Adapted 45
8. Contradiction Juxtaposed 56
9. The Inside and the Outside 70
10. Theobligation T.
Ancient Egypt1The Civilization of the Nile River V.docx
Ancient Egypt
1
The Civilization of the Nile River Valley: Egypt
Geography – Isolated by deserts on both sides.
The Nile’s periodic flooding made civilized life possible in Egypt. During drought or famine, Egypt was the place to go because Egypt always has water (cf. the story of Joseph and his brothers in Genesis).
The kingdom was divided into two parts: Lower Egypt and Upper Egypt (Upper Egypt is in the south), with Lower Egypt being a bit more cosmopolitan than Upper Egypt.
Unlike Mesopotamia, stone was plentiful.
2
Pre-Dynastic Egypt: There is some evidence that very early on (3400-3200 BC), Egypt was influenced by Mesopotamia (corresponds to Jemnet Nasr period at Uruk). The evidence includes:
the use of rectangular sun-dried mud-brick in building,
the use of cylinder seals only during this time (Egypt usually used stamp-seals before and after this period),
pictographic writing (the “idea” comes from Mesopotamia),
the idea of kingship, social stratification and specialization,
certain kinds of painted pottery,
and pictures of twisted animals and battling with animals.
This contact may explain Egypt’s sudden explosion into a complex, advanced civilization with writing. The use of mud-brick is peculiar, noting the abundance of stone. There is evidence, however, that the development begins in Upper Egypt (i.e., the south). Two distinct cultures, the Upper, with social stratification and royal artistic expression, etc., and the Lower, with contacts in Palestine, etc.
Egypt seems to go from the Neolithic to a complex civilization overnight. Linear development is not apparent. Agriculture appears to be introduced from outside.
The Pharaoh (the king) is somehow responsible for the yearly success of the Nile. His throne was Isis, the wife of Osiris and the mother of Horus. The king is identified with Horus.
Egypt seeks to portray changeless continuity over thousands of years. This is somewhat true, but not entirely accurate. Ancient Egypt went through a few periods of relative chaos or lack of centralized power. Egypt, however, as is well known, chose not to usually record such periods for posterity.
4
Map of Egypt
5
Egyptian history begins with King Narmer
Narmer united Upper and Lower Egypt
He is likely the same person as Menes
Mizraim is often the Hebrew name for Egypt
The combination of the two crowns appears.
This is the beginning of the First Dynasty, and of Egyptian history
He established his capital at the new city of Memphis (= neutral ground)
It was a new city, said to have arisen out of the ground when Narmer diverted the Nile.
The royal burial grounds of Saqqara and Giza are located nearby.
The uniting of Egypt is commemorated on the Palette of King Narmer (fig. 2.3)
Egyptian artistic canon for relief figures is manifested:
head and feet in profile, with one foot forward, but eye and shoulders shown frontally (cf. fig. 2.2)
This is the beginning of Egypt’s Bronze Age
It is also the beginning of Egy.
Anayze a landmark case. The assesment should include a full discussi.docx
Anayze a landmark case. The assesment should include a full discussion of the case, the courts decision and the impact it had on the US political/legal environment.
8-12 pages
12 point times new roman font
at least 5 crediible sources
Selected cases:
Roe v. Wade (1973)
Miranda v. Arizona (1966)
Dred Scott v. Sandford (1854)
Plessy v. Ferguson (1896)
Brown v. Board of Education (1954)
Mapp v. Ohio (1961)
United States v. Nixon (1974)
Regents of the Univ. of California v. bakke (1978)
Lawrence v. Texas(2003)
Bush v. Gore (2000)
.
Anatomy and Physiology of the Digestive SystemObjectives· Iden.docx
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
ANAThe Article Review by Jeanette Keith on Book by Stephanie McCu.docx
ANAThe Article Review by Jeanette Keith on Book by Stephanie McCurry
Stephanie McCurry.Masters of Small Worlds: Yeoman Households, Gender Relations and the Political Culture of the Antebellum South Carolina Low Country. New York: Oxford University Press, 1995. 320 pp. $39.95 (cloth), ISBN 978-0-19-507236-5.
Reviewed byJeanette Keith (Bloomsburg University of Pennsylvania)
Published on H-CivWar (February, 1996)
FOR DISCUSSION - Analyze this article as a myth regarding TOPIC“The Enslave South”!
Stephanie McCurry's superb study of antebellum South Carolina deserves a place on the shelves and reading lists of all historians of the South and the Civil War. In lucid prose, backed up by careful and sophisticated research, she provides an answer to one of the most basic questions about the war and the region, a question best posed in the terms many professors have heard from freshmen students: "If most Southerners didn't own slaves, then why did they fight for the Confederacy?" For her answer, McCurry looks at the South Carolina Low Country.
The Low Country represents the Slave South carried to extremes, characterized as it was by huge plantations, a majority slave population, and a political system unique in the South for its elitism. South Carolina was not "the South" any more than Massachusetts was "the North," but its very nature as the extreme example of "Southern-ness" makes it an excellent place to ask some basic questions about the nature of antebellum society and its relationship to the political system. McCurry's answers demolish some deeply cherished myths about the Low Country and cast new light on some very old questions in the historiography of the South.
McCurry's book is about yeoman farmers, their families, their religion, and their relationships (political and otherwise) with the planters. McCurry notes that the very presence of yeoman farmers in the Low Country has been written out of history: they exist only as "the people" in the discourse of planter politicians. Ironically, two opposing groups are responsible for this -- the descendants of planters, who have found their self-created myth of the aristocratic Low Country both soothing and a lucrative tourist attraction, and antebellum travelers like Frederick Law Olmsted, who assumed the degredation of the non-planter white population and who usually saw in the South what he wished to see.
Through the use of quantified data, McCurry establishes the existence of yeoman farmers in the Low Country and demonstrates that they were the majority of the white male population in the region. According to McCurry, these farmers owned small amounts of land and possibly a few slaves. Their strategy for survival, as described by McCurry, will be familiar to any student of the new rural social history. They produced food first for family sustenance and then grew cotton for the market. Farmers were masters of small households and controlled the labor of their wives, their children and (if they .
Analyzing workers social networking behavior – an invasion of priva.docx
Analyzing workers' social networking behavior – an invasion of privacy?
Salesforce.com
's ‘Chatter’ is analytics software that can be used by IT administrators to track workers' behavior on social networking sites during working hours. The data collected can be used to determine who is collaborating with whom, and to inform developers about how much their applications are being used – a concept often referred to as stickiness. While these reasons for tracking users appear to be bona fide, is this a threat to personal privacy?
.
Analyzing and Visualizing Data Chapter 6Data Represent.docx
Analyzing and Visualizing Data
Chapter 6
Data Representation
Introducing Visual Encoding
Data representation is the act of giving visual form to your data.
Viewers: When perceiving a visual display of data, it is decoded using the shapes, sizes, positions and colors to form an understanding
Visualizers: Doing the reverse through visual encoding, assigning visual properties to data values
Comprised of a combination of two properties
Marks: Visible features like dots, lines and areas
Attributes: Variations applied to the appearance of marks, such as size, position, or color.
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
Marks and Attributes are the ingredients, a chart type is the recipe offering a predefined template for displaying data.
Different chart types offer different ways of representing data.
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
Chart Types
TBA
Chart Types
Exclusions
Inclusions
Categorical comparisons
Dual families
Text visualization
Dashboard
Small multiples
A note about ‘storytelling’
Influencing Factors and Considerations
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Analyzing and Visualizing Data
Selecting a Graph
Selecting a Graph
Pie Charts
Compare a certain sector to the total.
Useful when there are only two sectors, for example yes/no or queued/finished.
Instant understanding of proportions when few sectors are used as dimensions.
When you use 10 sectors, or less, the pie chart keeps its visual efficiency.
Selecting a Graph cont.
Bar Charts/Plots
Ordinal and nominal data sets
Compare things between different groups or to track changes over time
Measure change over time, bar graphs are best when the changes are larger
Display and compare the number, frequency or other measure (e.g. mean) for different discrete categories of data
Flexible chart type and there are several variations of the standard bar chart including horizontal bar charts, grouped or component charts, and stacked bar charts.
Frequency for each category of a categorical variable
Relative frequency (%) for each category
Select.
Analyzing and Visualizing Data Chapter 1The .docx
Analyzing and Visualizing Data
Chapter 1
The Components of Understanding
A Definition for Data Visualization
Data
Representation
Presentation
Understanding
The Components of Understanding cont.
Process of Understanding
Perceiving
Interpreting
Comprehending
The Components of Understanding cont.
1.2 The Importance of Conviction
Principles of Good Visualization Design
Trustworthy
Accessible
Elegant
Principle 1
Principle 1: Good Data Visualization is Trustworthy
Trust vs Truth
Trust Applies Throughout the Process
Principle 1 cont.
Principle 2
Principle 2: Good Data Visualization is Accessible
Reward vs Effort
The Factors Your Audiences Influence
The Factors You Can Influence
Principle 3
Principle 3: Good Data Visualization is Elegant
What is Elegant Design?
How Do You Achieve Elegance in Design?
Principle 3
.
Analyzing a Primary Source RubricName ______________________.docx
Analyzing a Primary Source Rubric
Name ________________________ Date _______
Class ____________________________________
Exemplary Adequate Minimal Attempted
Analysis of
Document
Offers in-depth analysis
and interpretation of the
document; distinguishes
between fact and opinion;
explores reliability of
author; compares and
contrasts author's point
of view with views of
others
Offers accurate analysis
of the document
Demonstrates only a
minimal understanding
of the document
Reiterates one or two
facts from the document
but does not offer any
analysis or interpretation
of the document
Knowledge of
Historical Context
Shows evidence of
thorough knowledge of
period in which source
was written; relates
primary source to specific
historical context in
which it was written
Uses previous general
historical knowledge to
examine issues included
in document
Limited use of previous
historical knowledge
without complete
accuracy
Barely indicates any
previous historical
knowledge
Identification of
Key Issues/Main
Points
Identifies the key issues
and main points included
in the primary source;
shows understanding of
author's goal(s)
Identifies most but not all
of the key issues and
main points in the
primary source
Describes in general
terms one issue or
concept included in the
primary source
Deals only briefly and
vaguely with the key
issues and main points in
the document
Resources Uses several outside
resources in addition to
primary source
Uses 1–2 outside
resources in addition to
primary source
Relies heavily on the
material/information
provided
Relies exclusively on the
material/information
provided; no evidence of
outside resources
Identification of
Literary Devices
Analyzes author's use of
literary devices such as
repetition, irony, analogy,
and sarcasm
Mentions author's use of
literary devices but does
not develop fully
Does not discuss author's
use of literary devices
Does not discuss author's
use of literary devices
Understanding of
Audience
Shows strong
understanding of
author's audience
Shows some
understanding of
author's audience
Shows little
understanding of
author's audience
Shows no understanding
of author's audience
Analyzing a Primary Source Evaluation Form
Name ________________________ Date _______
Class ____________________________________
Exemplary Adequate Minimal Attempted
Analysis of
Document
Knowledge of
Historical Context
Identification of
Key Issues/Main
Points
Resources
Identification of
Literary Devices
Understanding of
Audience
COMMENTS:
ALI 150
C. Stammler
Exploring “Definition” Essays
For each assigned reading do the following for your analytical response:
Note: Your analysis must be TYPED and it is Due the Date the reading is due. (no late
work accepted)
A. the Text
A.Analyze: In your response, include the following information for EACH TITLED
TEXT: Title and Author
1.
B.If it is a Direct Thesis, copy it down. (include para)
C.If you could not locate a “Direct Thesis” and.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Angela’s Ashes - Murasaki Shikibu said that the novel happens be.docx
Angela’s Ashes
- Murasaki Shikibu said that the novel "happens because of the storyteller's own experience . . . not only what he has passed through himself, but even events which he has only witnessed or been told of—has moved him to an emotion so passionate that he can no longer keep it shut up in his heart." What is the passionate emotion that is communicated in your novel? Why was the author of your novel moved to write? What is the thing that the novelist had to communicate? In your paper, explain the author's motivating emotion and how it is explored in the novel.
.
ANG1922, Winter 2016Essay 02 InstructionsYour second e.docx
ANG1922, Winter 2016
Essay 02 Instructions
Your second essay is due by noon on Thursday, April 5th – by email only!
This essay must be an expository or informative essay. You have to explain something, give the pertinent information about it,
maybe describe the situation, maybe describe some process involved – the specifics depend on your topic. It might help to
know what an expository essay is not: it is not opinion nor argument. It might include any of the strategies, such as
description, comparison, contrast, and even narration, but the main purpose is to expound upon your topic. The possibilities are
endless.
Consider some possibilities if you were writing about guitars: You could explain what to look for in a guitar, how to record
guitar, part of the history of guitars (you couldn't do the whole history), categorize the types of guitars, explain the different
types of pick-ups available, and on and on. As another example, you could write something about current issues – explaining
the issue, the sides, the actions taken, the proposed solutions . . . whatever you decide to focus on. Those are just two
examples. The main criteria is that your essay is expository or informative, not an opinion or an argument.
You still have to write an introduction and a conclusion, of course. You do not have a required number of points or paragraphs.
Instead, you have a word limit: 750 word minimum, 1000 word maximum.
Rules for formatting your assignments
1) No cover page.
2) No headers. No footers.
3) At the top of the first page only, put your name and identify the assignment.
4) Set your page format to “letter” (8.5 x 11 in.). Beware: you may have A4 as your default page format.
5) Set the document language to “English” and use the spell checker.
6) Single spaced text, with a blank line between paragraphs.
7) Font: Times New Roman, 11 point.
Name your file properly <NAME – essay 2 – TITLE.doc>, put your name in your document also, and send it to
[email protected]
SPECIAL REQUIREMENTS (actually, third and fourth are not so special; they are an essential quality of effective writing)
➢ Use these comparative structures: as ____ as _____ ; less & than; more & than;
➢ Use comparatives in various parts of the sentence: the subject, the verb, and the object – all three
➢ Use at least all these at least twice each: colon, parentheses, and dash
➢ all of these conjunctions: even so, although, furthermore, moreover, if, unless (highlight them somehow)
A checklist for you:
1) _______ All of the above requirements are met
2) _______ Sentences have a variety of beginnings
3) _______ Concise, and precise, wording
4) _______ Specific, concrete images and details – avoid vague, obvious statements and abstractions
5) _______ Audience (well-chosen, well-defined, appropriately addressed), Purpose (focused, feasible, refined, clearly
expressed), and Persona (credible, evident from the text)
6).
Anecdotal Records Anecdotal Record Developmental Domain__ _.docx
Anecdotal Records
Anecdotal Record Developmental Domain__ __________________________ ________
Child’s Name: ______________________________ Date: ___________________________
Child’s Age: _____________________________ Time: ____________________________
Date of Birth: _______________________________ Observer:____ ____________________
Setting: _________________
Anecdotal:
Interpretation:
Implication for Planning:
Anecdotal Records
Anecdotal Records are detailed, narrative descriptions of an incident involving
one or several children. They are focused narrative accounts of a specific event.
They are used to document unique behaviors and skills of a child or a small
group of children. Anecdotal Records may be written as behavior occurs or at a
later time.
!
Anecdotal!Record!Developmental!Domain2________________________________________________!
!
!
Child’s(Name:(______________________________! ((((((((((Date:(______________________________!(
(
Child’s(Age:(_________________________________!
(((((((((((
((((((((((Time:(_____________________________!
(
Date(of(Birth:(_______________________________!
(((((((((((
((((((((((Observer:(________________________!
(
Setting:(_______________________________________________________________________________________(
!
!
Anecdotal:(
!
(Describe exactly what you see and hear; do not summarize behavior. Use
words conveying exactly what a child said and did. Record what the child did
when playing or solving a problem. Use specific language to describing what the
child said and did including facial expression and tone of voice; avoid
interpretations of the child’s behavior; For example “He put on a firefighter’s hat
and said, “Let’s save someone!” or “He looked towards the puzzle piece and then
looked toward the puzzle. He put the puzzle piece on the puzzle and turned the
piece until it fit. He took the puzzle piece out.” Avoid using judgmental language)!
(
Interpretation:(
!
(What specific inferences can you make from this anecdotal record? What does
it tell you about this child’s growth and development? The inferences must be
directly related to the domain designated in the anecdote and refer to a specific
aspect of the domain.)
(
Implication(for(Planning:(
!
(Give a specific activity that you would incorporate into curriculum planning as a
result of what you learned about this child. Be sure the plan is directly related to
the area of development described in the anecdote. Be sure the activity is a
different activity than the one in the anecdote. Include a brief explanation of why
you would create the specific activity.)!
Anecdotal Records
!
Anecdotal!Record!Developmental!Domain2!Social!
!
!
Child’s(Name:(Jai!Liam! ((((((((((Date:(January!11,!2010!(
(
Child’s(Age:(4!years!1!month!
(((((((((((
((((((((((Time:(9:15!AM!
(
Date(of(Birth:(February!9,!2006!
(((((((((((
((((((((((Observer:(Ms.!Natalie!
(
Setting:(Ray!of!Light!Montessor.
Andy and Beth are neighbors in a small duplex. In the evenings after.docx
Andy and Beth are neighbors in a small duplex. In the evenings after work, Andy enjoys practicing the
tuba, while Beth likes to relax and read novels. Unfortunately, Andy is not very good at his instrument,
and noise from his playing penetrates the walls and annoys Beth.
The daily utility Andy derives from playing the tuba for m minutes and spending xA dollars on other
consumption is given by
UA = xA + 32 log(m):
Andy would be happy to play his horn all day, except that he gets tired from blowing and he needs
to drink Red Bull (which is costly) to keep up his energy. (For simplicity, assume Andy gets no direct
utility benet from drinking Red Bull.) In fact, because there are diminishing returns to the eectiveness
of energy drinks, Andy has to increase his rate of Red Bull consumption the longer he plays the tuba.
Thus, Andy incurs c(m) dollars of Red Bull expense from playing the tuba m minutes in a day, where
c(m) =m2/36
Beth's happiness in a day is simply a function of how many dollars xB she spends on consumption
and how many minutes m of Andy's tuba playing she must endure. She becomes increasingly irritated
by the tuba the longer the playing goes on. Her utility is given by
UB = xB -m2/12
:
Assume that Beth and Andy have $150 of income to spend each day, and that they cannot save or
borrow any extra (they either use it or lose it).
1. From the perspective of a social planner with a utilitarian social welfare function, what is the
socially optimal amount of tuba playing each day?
2. Suppose there is no law stipulating whether Andy has a right to play his horn, or whether Beth
has a right to peace and quiet (it is hard to measure noise levels and sources, and to give rights
to this).
(a) Describe intuitively whether a market failure exists in this context.
(b) Calculate how many minutes m Andy chooses to play each day, and the resulting utilities of
Andy and Beth.
(c) Is there any deadweight loss from Andy's choice (if so, calculate it)?
3. Beth complains to her Landlord about the tuba noise, and in response the Landlord installs
noise meters that precisely record the level and source of noise in the apartments. The Landlord is
considering a policy where residents would be charged a fee of per minute of noise above a certain
threshold (the tuba would exceed this threshold). The Landlord wants to set to maximize total
welfare, as in part 1.
(a) In one concise sentence, describe intuitively how the optimal should be set.
(b) Calculate the optimal .
2
(c) What is the most Beth would be willing to pay the Landlord to induce him to implement the
policy in (b) (vs. the status quo described in part 2)?
(d) The Landlord does not want to make Andy upset. How much must the Landlord pay Andy
before he would agree to the policy in (b)?
4. Suppose the Landlord considers two alternative policies of \noise rights:"
(a) The Landlord gives Beth the rights to peace and quiet.
(b) The Landlord gives Andy the right to make noise.
These rights would be wri.
Andrew John De Los SantosPUP 190SOS 111 Sustainable CitiesMar.docx
Andrew John De Los Santos
PUP 190/SOS 111 Sustainable Cities
March 21, 2019
Assignment 4: Researching Urban Sustainability
Solution
s
1. RESEARCH QUESTION:
How can composting food waste help reduce climate change and enhance sustainability?
2. SEARCH TERMS/COMBINATIONS:
I used different combinations of search terms:
1. Compost AND Sustain*
2. Compost AND “food waste” AND environment
3. “Compost Biochar” AND “Carbon Sequestration”
4. “Food Waste” AND “Carbon Sequestration”
3. DATABASES SEARCHED:
I used the following databases:
1. Scopus
2. Web of Science
4. ANNOTATED BIBLIOGRAPHY
Bolan, N. S., Kunhikrishnan, A., Choppala, G. K., Thangarajan, R., & Chung, J. W. (2012). Stabilization of carbon in composts and biochars in relation to carbon sequestration and soil fertility. Science of The Total Environment, 424, 264–270. https://doi.org/https://doi.org/10.1016/j.scitotenv.2012.02.061
(Word Count: 194)
Dr. Nanthi Bolan previously worked for the Centre for Environmental Risk Assessment and the Cooperative Research Centre for Contaminants Assessment and Remediation of the Environment at the University of South Australia, and now at the University of Newcastle, and he has published many highly-cited studies on biochar, according to Google Scholar. Current intensive farming techniques removes carbon from the soil, so it's necessary to enhance its capacity to act as a carbon sink and thereby help to mitigate climate change. In Dr. Bolan’s paper, she looked at how to enhance carbon sequestration in soil using compost and biochar from organic materials to mitigate GHG emissions. The methodology used was to run different decomposition experiments on various organic amendments to measure the release of CO2. Results showed that compost combined with clay materials increased the stabilization of carbon the most. However, when organic material undergoes pyrolysis (heated at high temperatures with little oxygen) and becomes biochar, it further enhances its ability to stabilize and sequester carbon. Additionally, it was found that both compost and biochar enhance soil quality. Therefore, composting food waste or turning it into biochar can improve soil quality and reduce carbon emissions.
Oldfield, T. L., Sikirica, N., Mondini, C., López, G., Kuikman, P. J., & Holden, N. M. (2018). Biochar, compost and biochar-compost blend as options to recover nutrients and sequester carbon. Journal of Environmental Management, 218, 465–476. https://doi.org/https://doi.org/10.1016/j.jenvman.2018.04.061
(Word Count: 155)
Dr. Oldfield works at the School of Biosystems and Food Engineering at the University College Dublin, Ireland. In his paper, he looked at the potential environmental impact of end-of-life of organic materials in agriculture and how the applications compare to that of traditional mineral fertilizer. He looked at global warming, acidification, and eutrophication impacts among pyrolysis (biochar), composting (compost), and its combination (biochar-compost .
Android Permissions DemystifiedAdrienne Porter Felt, Erika.docx
Android Permissions Demystified
Adrienne Porter Felt, Erika Chin, Steve Hanna, Dawn Song, David Wagner
University of California, Berkeley
{ apf, emc, sch, dawnsong, daw }@ cs.berkeley.edu
ABSTRACT
Android provides third-party applications with an extensive
API that includes access to phone hardware, settings, and
user data. Access to privacy- and security-relevant parts of
the API is controlled with an install-time application permis-
sion system. We study Android applications to determine
whether Android developers follow least privilege with their
permission requests. We built Stowaway, a tool that detects
overprivilege in compiled Android applications. Stowaway
determines the set of API calls that an application uses and
then maps those API calls to permissions. We used auto-
mated testing tools on the Android API in order to build
the permission map that is necessary for detecting overpriv-
ilege. We apply Stowaway to a set of 940 applications and
find that about one-third are overprivileged. We investigate
the causes of overprivilege and find evidence that developers
are trying to follow least privilege but sometimes fail due to
insufficient API documentation.
Categories and Subject Descriptors
D.2.5 [Software Engineering]: Testing and Debugging;
D.4.6 [Operating Systems]: Security and Protection
General Terms
Security
Keywords
Android, permissions, least privilege
1. INTRODUCTION
Android’s unrestricted application market and open source
have made it a popular platform for third-party applications.
As of 2011, the Android Market includes more applications
than the Apple App Store [10]. Android supports third-
party development with an extensive API that provides ap-
plications with access to phone hardware (e.g., the camera),
WiFi and cellular networks, user data, and phone settings.
Permission to make digital or hard copies of all or part of this work for
personal or classroom use is granted without fee provided that copies are
not made or distributed for profit or commercial advantage and that copies
bear this notice and the full citation on the first page. To copy otherwise, to
republish, to post on servers or to redistribute to lists, requires prior specific
permission and/or a fee.
CCS’11, October 17–21, 2011, Chicago, Illinois, USA.
Copyright 2011 ACM 978-1-4503-0948-6/11/10 ...$10.00.
Access to privacy- and security-relevant parts of Android’s
rich API is controlled by an install-time application permis-
sion system. Each application must declare upfront what
permissions it requires, and the user is notified during in-
stallation about what permissions it will receive. If a user
does not want to grant a permission to an application, he or
she can cancel the installation process.
Install-time permissions can provide users with control
over their privacy and reduce the impact of bugs and vul-
nerabilities in applications. However, an install-time per-
mission system is ineffective if developers routinely request
more perm.
ANDREW CARNEGIE PRINCE OF STEELNARRATOR On November 25th, 1835 i.docx
ANDREW CARNEGIE PRINCE OF STEEL
NARRATOR On November 25th, 1835 in Dunfermline, Scotland , William Carnegie plied his trade on the handloom which filled the first floor of his humble stone bungalow. But his mind that day was not on making fine linen cloth. His wife, Margaret , was in labor in the other room of their home, a small attic. That night, she gave birth to their first child, a son they named Andrew . The child's father, William , was a fine craftsman who provided a comfortable home for his wife and son, but his business was devastated by the textilefactories. William Carnegie refused to seek work in the factories and the family suffered through the poverty caused by his pride. It was Andrew's mother, Margaret , who supplied the strength to keep the family together. From her example, Andrew learned the value of hard work at an early age. Even then while doing his chores, he showed contempt for things that stood in his way. One of his jobs was to fetch water from the town well. By custom, the townspeople put out their buckets to form a line the night before. But Andrewgot tired of watching late risers take their place in front of him. One morning, he simply kicked their buckets out of theway and took his place at the head of the line. No one stopped him. Going to school wasn't mandatory and Andrewdidn't start until he was eight. Most of his early education was learned at the feet of his father and uncles, George Lauder , who ran a grocery market, and Tom Morrison , a fiery public speaker whose working-class opinions about the wealthy antagonized powerful people. Young Andrew would learn there was a price to pay for his Uncle Tom Morrison'sconfrontations with political foes. From his bedroom window,Andrew could see the tree line of the beautiful PittencrieffEstate, which contained ruins from the historical legacy ofMary , Queen of Scots. Just once a year, the owner of the estate allowed the public to come in and stroll the grounds, with one exception. He barred anyone related to a Morrison . So Andrew was forced to stay outside while all of his playmates were allowed to go into the park. The pain of this annual event in his young life would forever color Carnegie'sattitudes about his personal right to freedom of expression and his belief in the equality of all men. By the winter of 1847, another kind of pain would threaten the Carnegie family, which now included his brother, Tom , born in 1843 . DespiteMargaret's valiant efforts, they faced a prospect of soup lines to survive. Against everyone's advice, she decided to uproot the family and immigrate to America , where she had relatives living in Pittsburgh . Twelve-year-old Andrew was afraid of leaving the only home he'd ever known. He would later write of his departure from Scotland , " I remember I stood with tearful eyes as my beloved Dunfermline vanished from view." Andrew had never seen the sea when they booked passage on the converted whaling ship, the Wiscasset, bound forAmerica.
Andrew CassidySaint Leo UniversityContemporary Issues in Crimina.docx
Andrew Cassidy
Saint Leo University
Contemporary Issues in Criminal Justice Administration (CRJ 575)
July 25, 2014
Dr.
Donald G. Campbell
Abstract
Leaders fail to act accordingly based off theories that are examined in detail explaining the fall of a organization.
Background
Leadership failures can be attributed to theories based off emergence or nature of the particular type or style of leadership. Some theories that are examined are the traditional leadership theory, behavior and leadership styles theory, contingency and situational theory, transactional and transformational theory, comparison of charismatic and transformational leadership and finally the new leadership which represents the servant, spiritual, authentic and ethical style of leadership (
Swanson, C. R., Territo, L., and Taylor, R. W., 2012)
. Many reasons are listed why leaders fail but an effective leader should be developing and effective organization.
Reasons Why Leaders Fail
A leader fails to act because of five different reasons (Haller, C.L., 2010). The first is the interpersonal skills of a leader. If the leader has a poor skill in interpersonal then the leader has lost the ability to inspire their people. Poor communication fails underneath poor interpersonal skills. A well-rounded leader gives feedback to their employees, which correlates a element that produces a high functioning organization. Sometimes leaders fear the confrontation. A good example of side stepping this would be learning the art of verbal judo. The technique allows a employer to hear and understand the feelings but also takes into consideration the feelings of this a particular individual. Part of being a leader is making risk decisions on short notice that may be difficult but may involve address issues with others that closely work around you.
The second reason leaders fail is the inability to adapt and change. Part of the society we now live in requires us to adapt and overcome changes in the world. A good leader must be able to see the good in anything and promote change from within. New situations arise on daily basis and strategies must be formed accordingly in order to embrace the change. The one thing a good leader can count on is constant change in the workplace. I believe this to be especially true in law enforcement. The third reason leaders fail to act is because leaders focus more on self -promotion focusing on being important or powerful. The perception in the workplace is that this type of action is a betrayal of trust and a failure of integrity. The objective focus in this particular leader makes the performance not good enough to succeed but wants a celebrity status in return. Some leaders want what is not theirs and pride themselves as being top dog in a organization. The fourth reason why leaders fail is because of their indecisiveness. A direct result of this is because the leader has alack of confi.
andrea lunsfordstanford universitymichal brodysono.docx
andrea lunsford
stanford university
michal brody
sonoma state university
lisa ede
oregon state university
beverly j. moss
the ohio state university
carole clark papper
hofstra university
keith walters
portland state university
B
W. W. NORTON AND COMPANY
New York • London
Everyone’s an Author
W I T H R E A D I N G S
second edition
W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and
Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of
New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by
celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing
program—trade books and college texts—were firmly established. In the 1950s, the Norton family transferred
control of the company to its employees, and today—with a staff of four hundred and a comparable number of
trade, college, and professional titles published each year—W. W. Norton & Company stands as the largest and
oldest publishing house owned wholly by its employees.
Copyright © 2017, 2013 by W. W. Norton & Company, Inc.
All rights reserved
Printed in the United States of America
Editor: Marilyn Moller
Associate Editor: Tenyia Lee
Assistant Editor: Claire Wallace
Managing Editor, College: Marian Johnson
Managing Editor, College Digital Media: Kim Yi
Production Manager: Jane Searle
Media Editor: Erica Wnek
Media Project Editor: Cooper Wilhelm
Marketing Manager, Composition: Megan Zwilling
Design Director: Rubina Yeh
Designer: Jo Anne Metsch
Cover Design: Doyle Partners
Photo Editor: Ted Szczepanski
Permissions: Elizabeth Trammell
Composition and Layout: Carole Desnoes
Manufacturing: RRD Crawfordsville
Permission to use copyrighted material is included at the back of this book.
Library of Congress Cataloging-in-Publication Data
Names: Lunsford, Andrea A., 1942- author. | Brody, Michal, author. | Ede, Lisa S., 1947- author. | Moss, Beverly J.,
author. | Papper, Carole Clark, author. | Walters, Keith, 1952- author.
Title: Everyone’s an author with readings / Andrea Lunsford ; Michal Brody ; Lisa Ede ; Beverly J. Moss ; Carole
Clark Papper ; Keith Walters.
Description: Second Edition. | New York : W.W. Norton & Company, [2017] | Includes bibliographical
references and index.
Identifiers: LCCN 2015044578 | ISBN 9780393265293 (pbk.)
Subjects: LCSH: English language--Rhetoric. | Report writing. | Authorship. | College readers.
Classification: LCC PE1408 .L874 2016 | DDC 808/.0427--dc23 LC record available at http://lccn.loc.
gov/2015044578
W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, NY 10110
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For our students, autho.
Andrea Azpiazo – Review One. Little Havana Multifamily Developme.docx
Andrea Azpiazo – Review One. Little Havana: Multifamily Development Project
This report states that Little Havana is considered a low to moderate income market. However, the report also informs that demand for the proposed apartments will come from the mid to upper-income population of the Little Havana area, but it does not provide demographic data to support that demand. Who are they? What age groups? Is it primarily family households, retirees, millennials, or a mix? These are essential questions that need to be answered for an investor to have some indication of where the potential growth in rental rates will come.
No Operating Expenses are listed other than Management Fee, which is on the low end of the industry scale and likely since this is a new building. What are the projections for electricity, building and grounds maintenance, water? Although this is new construction, there will be operating expenses required throughout the holding period. Will there be a washer and dryer in the units? What about laundry or vending machines as a source of Other Income.
Based on data provided in the report, the CAP Rate for this proposed Multifamily development is significantly higher than the averages for the area, at 5.3-5.7%. Considering this is new Class A development which is not expected to carry high CAPEX reserves for a typical investment holding period of 5-7 years, the Going-In and Going-Out CAP Rates should be lower. Additionally, 70% LTV at 9% is indicative of higher risk. Is there an issue with the developer which has not been disclosed and precludes them from obtaining better terms?
The asking rent for this proposed multifamily development is 21.42% over the average rents for comparable apartments in the area. An additional bathroom in the units and one parking space per unit does not support the $1,400 asking rent, particularly when considering that there are no amenities in this building to attract a demographic that is willing to pay $300, or 21.42%, more in rent for the subject area.
Being new construction, why weren’t hurricane impact windows or shutters included, which are more in line with current building codes and municipal planning, such as Miami21? This reduces property insurance costs. The new owner may have to invest in these as part of capital expenditures.
The proposed development does not appear to fit the current target market and relies on expectations for future growth and demand in the area. Further examination, with more due diligence from sites such as STDB, US Census data, NREI, CBRE is warranted to determine the viability of this project for the proposed holding period.
Andrea Azpiazo
–
Review One. Little Havana: Multifamily Development Project
This report states that Little Havana is considered a low to moderate income market. However,
the report also informs that demand for the proposed apartments will come from the mid to
upper
-
income population of the Little Ha.
And what we students of history always learn is that the human bein.docx
"And what we students of history always learn is that the human being is a very complicated contraption and that they are not good or bad but are good and bad and the good comes out of the bad and the bad out of the good, and the devil take the hindmost." - All the King's Men, Robert Penn Warren
1. What can you analyze about the syntax of this text?
2. AP Style Question: How does this excerpt's syntax affect the arrangement of details and overall pacing of the text?(Structure 3.A)
3. AP Style Question: How do the diction, imagery, details, and syntax in a text support multiple tones? (Narration 4.C)
THE JOY LUCK CLUB
"That night I sat on Tyan-yu's bed and waited for him to touch me. But he didn't. I was relieved." - Amy Tan, The Joy Luck Club
QI: What effect does the syntactical arrangement have on the quote?
Q2: AP Style Question: Which details from the text indicate the identity of the narrator or speaker? (Narration 4.A)
"1984"
"For, after all, how do we know that two and two make four? Or that the force of gravity works? Or that the past is unchangeable? If both the past and the external world exist only in the mind, and if the mind itself is controllable - what then?" George Orwell, 1984
Q: What effect does the syntactical arrangement have on the quote?
.
and Contradiction in Architecture Robert Venturi .docx
and
Contradiction
in Architecture
Robert Venturi
with an introduction by Vincent Scully
The Museum of Modern Art Papers on Architecture
The Museum of Modern Art, New York
in association with
the Graham Foundation for Advanced Studies in
the Fine Arts, Chicago
Distributed by Harry N. Abrams, Inc., New York
Trustees of The Museum of Modern Art as of October I992
David Rockefeller, Chairman ofthe Board; Mrs. FrankY. Larkin, Donald B.
Marron, Gifford Phillips, Vice Chairmen; Agnes Gund, Presiden; Ronald S.
Lauder, Richard E. Salomon, Vice Presidents; John Parkinson 111, Vice
President and Treasurer, Mrs. Henry Ives Cobb, Vire Chairman Emeritus
Mrs. John D. Rockefeller jrd, President Emerim, Frederick M. Alger 111,
Lily Auchincloss, Edward Larrabee Barnes, Celeste G. Bartos, Sid R. Bass,
H.R.H. Prinz Franzvon Bayern,** Hilary P. Califano, Thomas S. Carroll,*
Mrs. Gustavo Cisneros, Marshall S. Cogan, Robert R. Douglass, Gianluigi
Gabetti, Lillian Gish,** Paul Gottlieb, Mrs. Melville Wakeman Hall,
George Heard Hamilton,' Barbara Jakobson, Philip Johnson, John L.
Loeb,* Robert B. Menschel, Dorothy C. Miller,** J. Irwin Miller,*
S. I. Newhouse, Jr., Philip S. Niarchos, James G. Niven, Richard E.
Oldenburg, Michael S. Ovitz, Peter G. Peterson, John Rewald,** David
Rockefeller, Jr., Rodman C. Rockefeller, Mrs. Wolfgang Schoenborn,*
Mrs. Robert F. Shapiro, Mrs. Bertram Smith, Jerry I. Speyer, Mrs. Alfred R.
Stern, Mrs. Donald B. Straus, E. Thomas Willianis, Jt, Richard S. Zeisler.
* Tmstee Emeritus **Honorary Tmstee Ex-Oficio T~ruees: David N .
Dinkins, Mayor of the City ofNew firk, Elizabeth Holtzman, Comptrolhr
of the City of New firk, Jeanne C. Thayer, President of The International
Council
Copyright O The Museum of Modern Art, New York, 1966, 1977
All rights resewed
Second edition 1977, reprinted 1979, 1981, 1983, 1985, 1988, 1990, 1992
Library of Congress Catalogue Card Number 77-77289
The Museum of Modern Art ISBN 0-87070-282-3
Abrams ISBN 0-8109-6023-0
Second edition designed by Steven Schoenfelder
Printed by Princeton University Press, Lawrenceville, New Jersey
Bound by Mueller Trade Bindery, Middletown, Connecticut
The Museum of Modern Art
I I West 53 Street
New York, New York 10019
Printed in the United States of America
Distributed in the United States and Canada by Harry N. Abrams, Inc., New York
A Times Mirror Company
Contents
Acknowledgments 6
Foreword 8
Introduction 9
Preface 13
1. Nonstraightforward Architecture:
A Gentle Manifesto 16
2. Complexity and Contradiction vs.
Simplification or Picturesqueness 16
3. Ambiguity 20
4. Contradictory Levels:
The Phenomenon of "Both-And" in Architecture 23
5 . Contradictory Levels Continued:
The Double-Functioning Element 34
6. Accommodation and the Limitations of Order:
The Conventional Element 41
7. Contradiction Adapted 45
8. Contradiction Juxtaposed 56
9. The Inside and the Outside 70
10. Theobligation T.
Ancient Egypt1The Civilization of the Nile River V.docx
Ancient Egypt
1
The Civilization of the Nile River Valley: Egypt
Geography – Isolated by deserts on both sides.
The Nile’s periodic flooding made civilized life possible in Egypt. During drought or famine, Egypt was the place to go because Egypt always has water (cf. the story of Joseph and his brothers in Genesis).
The kingdom was divided into two parts: Lower Egypt and Upper Egypt (Upper Egypt is in the south), with Lower Egypt being a bit more cosmopolitan than Upper Egypt.
Unlike Mesopotamia, stone was plentiful.
2
Pre-Dynastic Egypt: There is some evidence that very early on (3400-3200 BC), Egypt was influenced by Mesopotamia (corresponds to Jemnet Nasr period at Uruk). The evidence includes:
the use of rectangular sun-dried mud-brick in building,
the use of cylinder seals only during this time (Egypt usually used stamp-seals before and after this period),
pictographic writing (the “idea” comes from Mesopotamia),
the idea of kingship, social stratification and specialization,
certain kinds of painted pottery,
and pictures of twisted animals and battling with animals.
This contact may explain Egypt’s sudden explosion into a complex, advanced civilization with writing. The use of mud-brick is peculiar, noting the abundance of stone. There is evidence, however, that the development begins in Upper Egypt (i.e., the south). Two distinct cultures, the Upper, with social stratification and royal artistic expression, etc., and the Lower, with contacts in Palestine, etc.
Egypt seems to go from the Neolithic to a complex civilization overnight. Linear development is not apparent. Agriculture appears to be introduced from outside.
The Pharaoh (the king) is somehow responsible for the yearly success of the Nile. His throne was Isis, the wife of Osiris and the mother of Horus. The king is identified with Horus.
Egypt seeks to portray changeless continuity over thousands of years. This is somewhat true, but not entirely accurate. Ancient Egypt went through a few periods of relative chaos or lack of centralized power. Egypt, however, as is well known, chose not to usually record such periods for posterity.
4
Map of Egypt
5
Egyptian history begins with King Narmer
Narmer united Upper and Lower Egypt
He is likely the same person as Menes
Mizraim is often the Hebrew name for Egypt
The combination of the two crowns appears.
This is the beginning of the First Dynasty, and of Egyptian history
He established his capital at the new city of Memphis (= neutral ground)
It was a new city, said to have arisen out of the ground when Narmer diverted the Nile.
The royal burial grounds of Saqqara and Giza are located nearby.
The uniting of Egypt is commemorated on the Palette of King Narmer (fig. 2.3)
Egyptian artistic canon for relief figures is manifested:
head and feet in profile, with one foot forward, but eye and shoulders shown frontally (cf. fig. 2.2)
This is the beginning of Egypt’s Bronze Age
It is also the beginning of Egy.
Anayze a landmark case. The assesment should include a full discussi.docx
Anayze a landmark case. The assesment should include a full discussion of the case, the courts decision and the impact it had on the US political/legal environment.
8-12 pages
12 point times new roman font
at least 5 crediible sources
Selected cases:
Roe v. Wade (1973)
Miranda v. Arizona (1966)
Dred Scott v. Sandford (1854)
Plessy v. Ferguson (1896)
Brown v. Board of Education (1954)
Mapp v. Ohio (1961)
United States v. Nixon (1974)
Regents of the Univ. of California v. bakke (1978)
Lawrence v. Texas(2003)
Bush v. Gore (2000)
.
Anatomy and Physiology of the Digestive SystemObjectives· Iden.docx
Anatomy and Physiology of the Digestive System
Objectives
· Identify the anatomical structures of the digestive system and their functions
· Explain the physiology of digestion through the system
Assignment Overview
This exercise helps students understand the anatomical structures of the digestive system
Deliverables
Annotated diagram of the digestive system
Step 1 Draw a diagram. (It is OK to take a diagram from the internet and label it.)
Using the drawing tools provided by your word-processing program, draw a diagram that traces the pathway and physiological processes of a bite of food through the digestive system. Annotate each step in the digestive process with a brief paragraph describing what happens in the step.
Be sure to include ALL the following topics:
· The organs of the digestive system (This includes the alimentary canal AND the accessory organs of digestion)
· The actions of the digestive system
· Propulsion
· Absorption
· Chemical digestion
· Mechanical d
Running head: CREATING A LANGUAGE RICH ENVIRONMENT1
CREATING A LANGUAGE RICH ENVIRONMENT6
Creating a Language Rich Environment
Kawanda Murphy
Instructor Afiya Armstrong
Ece315 Language Development in young Children
12/17/18
Creating a Language Rich Environment
Introduction
Children learn best in environments that support optimum creativity as well as development opportunities. As such, teachers must strive to foster a learning environment that enhances language acquisition among students. Learners can grasp different languages with the right practice, instructions as well as encouragement. Every teacher has a responsibility to have a classroom set up with specific learning areas as well as plan for their use (Celic, 2009). The ways in which he or she creates the opportunities for productive language acquisition can enable learners to lower their mistakes, allow learners at different educational levels interact with one another, as well as create a natural learning environment that teaches and provides various opportunities for language learning (Piper, 2012). Therefore, I have designed a classroom floor plan with three centers- the computer corner, the collaborative work table and reading corner- that do not only promote literacy, but also language acquisition.
The Classroom Floor plan
This floor plan is specifically designed to provide children with the opportunities on how learn and use language in natural ways. The three primary areas designed for promoting language learning and use include the computer corner, the reading center as well as the collaborative worktable.
The Computer Corner
The computer corner has 2 computer desks than can be used by between 2 and 3 learners at a time. The computer area supports language development among learners by providing them with the opportunities on how to use a computer, play interactive reading game, print words for learning as well as use other educational programs that promote reading as well as language acq.
ANAThe Article Review by Jeanette Keith on Book by Stephanie McCu.docx
ANAThe Article Review by Jeanette Keith on Book by Stephanie McCurry
Stephanie McCurry.Masters of Small Worlds: Yeoman Households, Gender Relations and the Political Culture of the Antebellum South Carolina Low Country. New York: Oxford University Press, 1995. 320 pp. $39.95 (cloth), ISBN 978-0-19-507236-5.
Reviewed byJeanette Keith (Bloomsburg University of Pennsylvania)
Published on H-CivWar (February, 1996)
FOR DISCUSSION - Analyze this article as a myth regarding TOPIC“The Enslave South”!
Stephanie McCurry's superb study of antebellum South Carolina deserves a place on the shelves and reading lists of all historians of the South and the Civil War. In lucid prose, backed up by careful and sophisticated research, she provides an answer to one of the most basic questions about the war and the region, a question best posed in the terms many professors have heard from freshmen students: "If most Southerners didn't own slaves, then why did they fight for the Confederacy?" For her answer, McCurry looks at the South Carolina Low Country.
The Low Country represents the Slave South carried to extremes, characterized as it was by huge plantations, a majority slave population, and a political system unique in the South for its elitism. South Carolina was not "the South" any more than Massachusetts was "the North," but its very nature as the extreme example of "Southern-ness" makes it an excellent place to ask some basic questions about the nature of antebellum society and its relationship to the political system. McCurry's answers demolish some deeply cherished myths about the Low Country and cast new light on some very old questions in the historiography of the South.
McCurry's book is about yeoman farmers, their families, their religion, and their relationships (political and otherwise) with the planters. McCurry notes that the very presence of yeoman farmers in the Low Country has been written out of history: they exist only as "the people" in the discourse of planter politicians. Ironically, two opposing groups are responsible for this -- the descendants of planters, who have found their self-created myth of the aristocratic Low Country both soothing and a lucrative tourist attraction, and antebellum travelers like Frederick Law Olmsted, who assumed the degredation of the non-planter white population and who usually saw in the South what he wished to see.
Through the use of quantified data, McCurry establishes the existence of yeoman farmers in the Low Country and demonstrates that they were the majority of the white male population in the region. According to McCurry, these farmers owned small amounts of land and possibly a few slaves. Their strategy for survival, as described by McCurry, will be familiar to any student of the new rural social history. They produced food first for family sustenance and then grew cotton for the market. Farmers were masters of small households and controlled the labor of their wives, their children and (if they .
Analyzing workers social networking behavior – an invasion of priva.docx
Analyzing workers' social networking behavior – an invasion of privacy?
Salesforce.com
's ‘Chatter’ is analytics software that can be used by IT administrators to track workers' behavior on social networking sites during working hours. The data collected can be used to determine who is collaborating with whom, and to inform developers about how much their applications are being used – a concept often referred to as stickiness. While these reasons for tracking users appear to be bona fide, is this a threat to personal privacy?
.
Analyzing and Visualizing Data Chapter 6Data Represent.docx
Analyzing and Visualizing Data
Chapter 6
Data Representation
Introducing Visual Encoding
Data representation is the act of giving visual form to your data.
Viewers: When perceiving a visual display of data, it is decoded using the shapes, sizes, positions and colors to form an understanding
Visualizers: Doing the reverse through visual encoding, assigning visual properties to data values
Comprised of a combination of two properties
Marks: Visible features like dots, lines and areas
Attributes: Variations applied to the appearance of marks, such as size, position, or color.
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
Marks and Attributes are the ingredients, a chart type is the recipe offering a predefined template for displaying data.
Different chart types offer different ways of representing data.
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
TBA
Introducing Visual Encoding cont.
Chart Types
TBA
Chart Types
Exclusions
Inclusions
Categorical comparisons
Dual families
Text visualization
Dashboard
Small multiples
A note about ‘storytelling’
Influencing Factors and Considerations
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Influencing Factors and Considerations cont.
TBA
Analyzing and Visualizing Data
Selecting a Graph
Selecting a Graph
Pie Charts
Compare a certain sector to the total.
Useful when there are only two sectors, for example yes/no or queued/finished.
Instant understanding of proportions when few sectors are used as dimensions.
When you use 10 sectors, or less, the pie chart keeps its visual efficiency.
Selecting a Graph cont.
Bar Charts/Plots
Ordinal and nominal data sets
Compare things between different groups or to track changes over time
Measure change over time, bar graphs are best when the changes are larger
Display and compare the number, frequency or other measure (e.g. mean) for different discrete categories of data
Flexible chart type and there are several variations of the standard bar chart including horizontal bar charts, grouped or component charts, and stacked bar charts.
Frequency for each category of a categorical variable
Relative frequency (%) for each category
Select.
Analyzing and Visualizing Data Chapter 1The .docx
Analyzing and Visualizing Data
Chapter 1
The Components of Understanding
A Definition for Data Visualization
Data
Representation
Presentation
Understanding
The Components of Understanding cont.
Process of Understanding
Perceiving
Interpreting
Comprehending
The Components of Understanding cont.
1.2 The Importance of Conviction
Principles of Good Visualization Design
Trustworthy
Accessible
Elegant
Principle 1
Principle 1: Good Data Visualization is Trustworthy
Trust vs Truth
Trust Applies Throughout the Process
Principle 1 cont.
Principle 2
Principle 2: Good Data Visualization is Accessible
Reward vs Effort
The Factors Your Audiences Influence
The Factors You Can Influence
Principle 3
Principle 3: Good Data Visualization is Elegant
What is Elegant Design?
How Do You Achieve Elegance in Design?
Principle 3
.
Analyzing a Primary Source RubricName ______________________.docx
Analyzing a Primary Source Rubric
Name ________________________ Date _______
Class ____________________________________
Exemplary Adequate Minimal Attempted
Analysis of
Document
Offers in-depth analysis
and interpretation of the
document; distinguishes
between fact and opinion;
explores reliability of
author; compares and
contrasts author's point
of view with views of
others
Offers accurate analysis
of the document
Demonstrates only a
minimal understanding
of the document
Reiterates one or two
facts from the document
but does not offer any
analysis or interpretation
of the document
Knowledge of
Historical Context
Shows evidence of
thorough knowledge of
period in which source
was written; relates
primary source to specific
historical context in
which it was written
Uses previous general
historical knowledge to
examine issues included
in document
Limited use of previous
historical knowledge
without complete
accuracy
Barely indicates any
previous historical
knowledge
Identification of
Key Issues/Main
Points
Identifies the key issues
and main points included
in the primary source;
shows understanding of
author's goal(s)
Identifies most but not all
of the key issues and
main points in the
primary source
Describes in general
terms one issue or
concept included in the
primary source
Deals only briefly and
vaguely with the key
issues and main points in
the document
Resources Uses several outside
resources in addition to
primary source
Uses 1–2 outside
resources in addition to
primary source
Relies heavily on the
material/information
provided
Relies exclusively on the
material/information
provided; no evidence of
outside resources
Identification of
Literary Devices
Analyzes author's use of
literary devices such as
repetition, irony, analogy,
and sarcasm
Mentions author's use of
literary devices but does
not develop fully
Does not discuss author's
use of literary devices
Does not discuss author's
use of literary devices
Understanding of
Audience
Shows strong
understanding of
author's audience
Shows some
understanding of
author's audience
Shows little
understanding of
author's audience
Shows no understanding
of author's audience
Analyzing a Primary Source Evaluation Form
Name ________________________ Date _______
Class ____________________________________
Exemplary Adequate Minimal Attempted
Analysis of
Document
Knowledge of
Historical Context
Identification of
Key Issues/Main
Points
Resources
Identification of
Literary Devices
Understanding of
Audience
COMMENTS:
ALI 150
C. Stammler
Exploring “Definition” Essays
For each assigned reading do the following for your analytical response:
Note: Your analysis must be TYPED and it is Due the Date the reading is due. (no late
work accepted)
A. the Text
A.Analyze: In your response, include the following information for EACH TITLED
TEXT: Title and Author
1.
B.If it is a Direct Thesis, copy it down. (include para)
C.If you could not locate a “Direct Thesis” and.
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