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.
When challenged to research about a topic that would never get covered in the English classes, Joana F chose Lesley Pearse. Here is the ppt she used on her presentation to the class.
Angela’s Ashes - Murasaki Shikibu said that the novel happens be.docxdurantheseldine
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.docxdurantheseldine
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__ _.docxdurantheseldine
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.docxdurantheseldine
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.docxdurantheseldine
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 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.
More Related Content
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When challenged to research about a topic that would never get covered in the English classes, Joana F chose Lesley Pearse. Here is the ppt she used on her presentation to the class.
Angela’s Ashes - Murasaki Shikibu said that the novel happens be.docxdurantheseldine
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.docxdurantheseldine
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__ _.docxdurantheseldine
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.docxdurantheseldine
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.docxdurantheseldine
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 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 CassidySaint Leo UniversityContemporary Issues in Crimina.docxdurantheseldine
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 Azpiazo – Review One. Little Havana Multifamily Developme.docxdurantheseldine
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.docxdurantheseldine
"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 .docxdurantheseldine
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.docxdurantheseldine
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.docxdurantheseldine
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.docxdurantheseldine
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.docxdurantheseldine
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.docxdurantheseldine
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.docxdurantheseldine
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 .docxdurantheseldine
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 ______________________.docxdurantheseldine
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.
Analyzing a Music VideoGo to YouTube and select a music vide.docxdurantheseldine
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
.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
ANDREW CARNEGIE PRINCE OF STEELNARRATOR On November 25th, 1835 i.docx
1. 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
2. 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 . On May 17,
1848 , as the family boarded, a distraught Andrew had to be
carried onto the ship by a sailor.On board, families were
segregated by sex, and all thepassengers endured steerage
conditions. Packed together and poorly fed, many were sick the
entire 50-day journey toNew York . But Carnegie , as he would
all his life, adapted.He learned everything he could about the
ship and was quickly trusted by the sailors to help with their
work. Soon, he was even a guest at their special
Sunday dinners. As theyarrived at the New York docks, the
family was met by a barrage of sales agents, hawking fares up
the Hudson River through the Erie Canal. The sheer size
of America was overwhelming. Margaret , who was
nearly penniless, had no idea it was still so far to their final
destination. She bargained hard for the cheapest tickets. Finally,
after two months of hardship, the Carnegies arrived by
paddlewheel steamer in Pittsburgh where they were met by
relatives. They settled in aback alley house in
the Allegheny slum known as Slabtown, and once again faced
the battle to survive. Andrew was 13, and his schooldays were
3. over. He got a job for a $1.20 a week in the isolated boiler room
of a thread factory. He might have ended up in the dead end of
child labor, but for the one thing that pursued Andrew all his
life, luck. Playing a game in a tavern, an uncle happened to hear
that the O'Reilly Telegraph was looking for a messenger. He
mentioned it toAndrew , who got the job.
08:25JOSEPH WALL Biographer of Andrew Carnegie
JOSEPH WALL The first thing he did was learn every street in,
in downtown Pittsburgh and every businessman in every house
on the street. So he got the reputation of delivering the
messages, the telegrams, faster than anybody else.
08:40NARRATOR Becoming a messenger
expanded Andrew'sworld and his circle of friends. With other
Scottish immigrants, he helped create the Webster Debate
Society where he could hash over the burning issues of the day.
And he found ways to use his lowly job. When the Pittsburgh
Theater had a telegram, Andrew arranged to deliver it during
the play. He persuaded the management to let him watch from
the balcony. He memorized entire acts of Shakespeare ,which he
could recite while playing all the parts. Between
deliveries, Andrew hung around the telegraph office. He not
only learned the Morse code, but his agile mind also mastered
changing new technology, which he turned to his advantage.
09:30JOSEPH WALL When a telegraph message came in, it had
to be put on a magnetic tape, and then the tape
translated.Carnegie is probably the second person in the United
Stateswho could get the message just by listening to the
differences between the dits and the dots.
09:50NARRATOR Andrew was quickly promoted to full-
timeoperator and then made responsible for receiving foreign
news. He was so obsessed by the job that he got annoyed if the
transmission broke down and had to be resent. He preferred to
guess at the missing bits and fill in the details himself. Who
knows how much of Pittsburgh's news sprang from the
imagination of a 16-year-old? Andrew worked long hours. He
had to. He had replaced his father as the family
4. breadwinner. William was never able to adapt to his new life,
and the family continued to suffer in poverty. In
contrast, Andrew seemed to feed on the energy of his adopted
country. He would walk five miles after work to learn double-
entry bookkeeping. The only libraries that existed were private,
but when one was opened to schoolchildren, Carnegie read
anything he could get his hands on until one day, the privilege
of using the library was taken away.
10:55KENNETH MILLER great grandson
KENNETH MILLER He couldn't use it because he was a
working child instead of in school, and he immediately dashed
off a letter to the newspaper, anonymously saying that he
thought that it was the will of the donor that the library be
opened to all of the children of Pittsburgh . And indeed, they
opened the library. He found the power of the pen compelling,
and from then on, he was never without a pen or indeed without
a book.
11:25NARRATOR Andrew had fought for his love of learning
and won. But as much as this victory thrilled him, he was
witnessing a personal defeat that would mark
him forever.Andrew's increased responsibilities required that he
travel throughout Pennsylvania . He found himself working the
same territory as his father, who chose to peddle his meager
output of linens up and down the Allegheny River .
11:55JOSEPH WALL It was there one day that Andrew met his
father. Andrew had a stateroom on the boat. His father with his
packet of linens was sleeping out on the deck that night.And
there's a poignant meeting of the two. Ah, here's a successful
young boy, 18 years old, and here is a father, defeated by the
modern world.
12:20NARRATOR Andrew loved his father but despised the
failure he represented. On the other hand, Andrew revered his
mother. She was demanding and tough, forging in her son an
iron will to succeed.
12:35LINDA HILLS great granddaughter
LINDA HILLS Her role in molding his character should never
5. be underestimated. Andrew himself was devoted to her in every
respect, and he deeply loved his mother.
12:55NARRATOR But even this formidable mother-and-son
team could not prevent the inevitable. Broken by years of
failure,Will Carnegie died on October 2, 1855 ,
leaving Andrew as the source of support for his brother
and mother. But Andrewwas not afraid of the future. One day,
he came home and found his mother crying. When he asked her
why, she told him the move to America had been a mistake.
13:20JOSEPH WALL And at that point, Ah, Andrew said,
"Don't worry, Mother. Someday, I will get a carriage with fine
horses and we'll ride down the street."
13:30NARRATOR Their hardship had bonded mother and son
with a strength no one could come between. But Andrew wasn't
earning the kind of money that makes such fairy tales come
true. However, he was about to make a decision that would
change his life forever. In the early 1850's , America was
caught up in the excitement of expansionism. Railroads pushed
Westward. Andrew saw that his adopted country was a land of
opportunity. In 1882 , Pennsylvania Railroadexecutive Tom
Scott offered Andrew a chance to leave the security of O'Reilly
Telegraph to become his assistant. He took the risk, gambling
that one day he could become a manager instead of an
employee. Andrew realized he need to improve his social skills
to excel in these new surroundings.
14:25KENNETH MILLER great grandson
KENNETH MILLER He formed a relationship with ah, a young
woman in Pennsylvania to be trained in social graces which
accounted later for his success at the, at the dinner table in the,
in the homes in Pittsburgh .
14:40NARRATOR As Andrew honed his business skills at the
Pennsylvania Railroad, the country was facing the problems
which would lead to the Civil War. The issue, "Equality for all
versus slavery." Carnegie hitched his political allegiance to a
working-class politician from Illinois , Abraham Lincoln .
15:00KENNETH MILLER There was never any question in
6. great grandfather's mind about the issue of slavery
and abolition. He was a fierce abolitionist. And it was certainly
consistent with every other aspect of, of his life. He believed in
the, the uhm, genius of the human spirit and human mind.
15:25NARRATOR By 1859 , Andrew Carnegie had been
promoted to the head of the Western Division of the
Pennsylvania Railroad. He was 24 years old, well on his way to
being an accomplished executive. But his boss, Tom Scott , was
about to teach Andrew his most important lesson in business,
how capitalism works. Scott would loan Andrew$600 to invest
in Adams Express stock. To cover the
collateral, Andrew's mother agreed to put up the only thing they
had, their home. And while Carnegie's first dividend check was
for $10, it was a revelation. He wrote, "The money was
something I had not worked for with the sweat of my brow.
Eureka, I cried. Here's the goose that lays the golden eggs."
Using his dividends and whatever money he could squeeze from
his railroad salary, Carnegie invested inbusinesses he knew, like
the telegraph, or in companies associated with the railroad. He
recognized that railroad expansion meant longer trips and
correctly guessed thatpeople would want to use the new
invention, the sleeping car. He thought the design
was ingenious: the comfort of a fold-out bed at night,
converting to a spacious lounge by day. Carnegie backed his
belief with an investment in the Woodruff Sleeping Car
Company, a move which was the real beginning of
the Carnegie fortune. He would later say, "The first
considerable sum I ever made was from this source.Blessed be
the man who invented sleep." As war threatened the
country, Tom Scott , Andrew's mentor, asked him to
joinPresident Lincoln's team of civilian advisors
in Washington . Andrew was put in charge of telegraph
communications for the first real battle of the Civil War, the
Battle of Bull Run.
17:15JOSEPH WALL Biographer of Andrew Carnegie
JOSEPH WALL Andrew was riding along a train and saw that
7. one place, Southern sympathizers had pulled the telegraph lines
down and were holding them with a stake. Andrewleaped off the
handcar, went over and pulled up the stake, and the telegraph
wire came zooming up past his face and cutting across the
cheek. He always claimed he was the firstah, casualty of the
Battle of Bull Run .
17:45NARRATOR But it was the hundreds of other casualties
from the battle that would mark him forever, leading to his later
conviction that, "War must become as obsolete as
cannibalism." After his war experience, Carnegie returned
toPittsburgh and went back to work for the
PennsylvaniaRailroad. But his passion was capitalism. In a
series ofinvestments which often included his younger
brother, Tom ,Carnegie began taking chances. He pulled off a
merger with the Pullman Sleeping Car Company, being careful
to negotiate controlling interest. He was always fascinated by
new technology. So when an inventor showed him how wooden
bridges could be replaced by ones made of iron, he became
a partner in the Keystone Bridge Company, the first big step in
what would become his passionate commitment to iron, and
eventually, steel. By 1865 , Carnegie'sinvestments were so
successful that he resigned from the Pennsylvania Railroad. It
was the last salaried position he would ever
hold. By 1867 , Andrew was doing so well that he and his
mother moved to New York , a city he considered the center
of the world. They moved into the luxurious St. Nicholas Hotel
where Margaret could finally have her extravagant lifestyle.
But Andrew hungered for a different kind of fulfillment. His
business connections and substantial wealth certainly entitled
him the membership in New York'selite society. But he wasn't
interested in people or events which simply glorified money.
19:20JOSEPH WALL He liked to collect poets and
essayists and, and novelists and scientists. Whereas, other men
of great wealth like J. P. Morgan or Henry Clay Frick , ah, or
theRockefellers were gathering art, Carnegie gathered
intellectuals.
8. 19:45NARRATOR Andrew began increasingly running
hisbusinesses which were largely centered in Pittsburgh from
afar. He sold bonds in the financial markets
of England andFrance , selling an incredible $30 million worth
in five years. But then he simply stopped selling bonds because
he didn't like trading paper and speculating on the achievement
of others. For Andrew , making the product was important just
as it had been for his father. Even so, he was a very rich young
man. In 1868 , when he was 33, Carnegie added up his
investments and was astonished to find he had a guaranteed
annual income of $50,000 in a time when a bottle of milk
delivered to your doorstep cost a nickel. One late December
night, in a note he wrote to himself, he debated the very
personal question of whether he would continue making money
or devote himself to the betterment of mankind. He resolved
that by age 35, he would turn all his attentions to education,
writing and philanthropy.
20:50KENNETH MILLER Nobody was watching over his
shoulders certainly as he, as he wrote that letter. Ah, but in the
end, he was able fairly quickly to put aside the notion that he
would step out of business because he just felt the rush of the
enterprise.
21:05NARRATOR He was consumed by it. By 1869 , when the
last spike was driven in the new Transcontinental
Railroad,Carnegie had begun a business strategy of vertical
organization. He wanted ownership of the resources he needed,
their delivery system and the final manufacture of the product.
He'd always had a wide variety of investments, but vertical
organization began to alter his business philosophy so much that
one day, he would sum it up by saying, "Put all your eggs in one
basket. And then watch that basket." Carnegie's basket would
be woven of steel, and an1872 trip to England revealed how it
would be made. Until then, steel was made in small crucibles
and production was measured in pounds. The invention of a
forced-air system known as the Bessemer Steel
Process promised production measured in tons. Carnegie , as he
9. did so often, saw thefuture in this technology and hired the
people who could make the future his.
22:05KENNETH MILLER Great grandfather always said that if
you took from him all of his railroads and all of his steel mills
and all of his money and left him his people, that he
could rebuild Carnegie Company in four years. I think he
really believed that the people were always the key to his
success, the, thegenius of the people he surrounded himself
with.
22:35NARRATOR The managers Carnegie hired often worked
for him all of their lives. They supervised wave after wave of
newly arrived immigrants who paid the price of loyalty with
their backbreaking work. In just 24 years, Carnegie himself,
once an exploited victim of child labor, now commanded
thousands of low-paid employees within the growing empire
of Carnegie Steel. He insisted on plowing money back
intoexpansion, pressuring his junior partners into giving up
their profits for the sake of growth. He was ferocious about
cutting costs, and yet, any innovation to improve production
was immediately installed.
23:20JOSEPH WALL He built a magnificent new blast furnace.
It cost several million dollars. Andrew said, "Isn't this a
miracle? Isn't this wonderful?" And his Chief
Superintendent,Charlie Schwab , said, "Oh, it's a fine blast
furnace. But if I had known what I know now, I would have
built it differently and I could have saved 1/10 of one cent on
every ton of steel we make." And Andrew calculated quickly in
his mind the amount, number of tons of steel they were making,
he said, "Tear it down. We'll build it the way it should have
been built."
24:00NARRATOR In just over 30 years, Carnegie had risen
from a penniless immigrant to become a captain of industry.
Only5'3", this charming bachelor nevertheless towered
over New York's thriving social scene. A true
optimist, Carnegie would often sign off his correspondence with
the phrase, " All is well since all grows better." But
10. in 1880 , Andrew came upagainst the force that he had never
before encountered in his life. In the spring of 1880 , life for
44-year-old AndrewCarnegie was a far cry from the poverty of
his youth. He was now a multimillionaire who owned a string of
fine horses. He was fond of riding in Central Park where he
was often accompanied by well-bred young women. But then, he
found himself increasingly asking just one woman, Louise
Whitfield, to be his companion. Of his first great love, he would
write, "Other young ladies were on my list. In the end, the
others faded into ordinary beings as Whitfield remained alone
as the perfect one beyond any I had met."
25:05BARBARA LAWSON grandaughter
BARBARA LAWSON Grandma and Grandpa did many things
together, but because he had promised his mother,Margaret
Morrison Carnegie , not to marry in, in her lifetime. They did,
they just had the friendship and kept it that way, although they
talked about, and they were engaged off and on once in a while,
but it was never let, it was never, it was secret. It was kept
secret.
25:35NARRATOR In 1881 , Andrew planned the coach trip
throughBritain that was to be the fulfillment of the moment in a
splendid coach, pulled by fine horses that Andrew had promised
his mother so many years ago in the desperation of
the Pittsburgh slums. The highlight of the trip was a triumphant
return to Scotland and the gift of his first library, a heartfelt
gesture to his beloved hometown.
25:55ERIC SIMPSON Scottish historian
ERIC SIMPSON As a coach came up the hill, they stopped for a
time at the small cottage where Carnegie had, had been born,
and Andrew Carnegie's eyes of course filled with tears. And
then it continued up into the high street where the
cheering crowds come out along to see and welcome this ah,
generous Scottish American.
26:20NARRATOR But back in America , the mid-
1880s became extremely difficult. Andrew's on and
off relationship withLouise deteriorated. There were business
11. problems. The staple of his company, manufacturing and selling
rails, slowed dramatically as the railroad expansion drew to
aclose. 1886 was the darkest time of Carnegie's life. First, his
brother fell ill in Pittsburgh . Over the years, Tom had not
responded well to the constant pressure Andrew applied to his
business and he had taken increasingly to drinking. Then his
mother, Margaret , developed pneumonia and was house bound.
Within days of each other, Tom and Margaret died.
27:00KENNETH MILLER great grandson
KENNETH MILLER : Tom and Andrew's mother's death hit
him very hard. He was sick himself at the time. He almost
died. Ah, he took months to recuperate.
27:15NARRATOR Eventually, Andrew poured himself back
into his work. Although he felt the loss of his mother, he was
also free of his vow not to marry until she had passed
away. Finally, after seven years of courtship, 51-year-
old Andrew married 29- year-old Louise .
27:35BARBARA LAWSON I think it was a marriage born
inheaven. Her beliefs were the same as his, their standards were
the same. Their goals were the same. And she just helped him
go where he wanted to go because she also wanted him to go
there.
27:50NARRATOR She also shared one of his strongest beliefs:
that money should not be left to family. Instead in this rare
recording of his own voice, he speaks of his responsibility
toward the less fortunate.
28:05ANDREW CARNEGIE "The man of wealth, thus
becoming the newest trustee and agent for his poorer brethren,
is bringing to their service his superior wisdom, experience and
ability to administer."
28:20NARRATOR But Carnegie's lofty thoughts about
dispensing his wealth were little comfort to the men, women
and children whose work created that wealth. Their
inheritancewas a struggle to survive on $2.50 daily wages with
no pensions or benefits. Their perceptions of Andrew
Carnegiewere forged by the 12-hour days, seven days a week
12. that were the rule in plants owned by their boss and
his industrial partners like Henry Frick .
28:50GEORGE DEBOLT grandson of steelworker
GEORGE DEBOLT You'd see men with no hands, men missing
arms, um, missing legs. What's even more pathetic is you would
'd see kids because you could work in the mill as a, as a 12
year-old. Carnegie knew what the conditions were like in the
mills. He had visited the mills -- he'd been inHomestead -- and
so did Frick , and they knew what was going on and let it
continue because it simply increased their profits.
29:20NARRATOR Finally, in 1889 , at the Bessemer steel plant
inHomestead, Pennsylvania , labor fought back with the only
weapon they've had, a strike. But management had all the
power, and an agreement was hammered out fairly easily
byCarnegie's major partner, Henry Clay Frick .
29:35GEORGE DEBOLT And you know if you didn't like the
job, they'd shove you because there were literally thousands of
other people wanting to get jobs in Homestead works.
29:45NARRATOR For years, Carnegie had managed his
holdings without having to be there. But perhaps, with his
brother,Tom , now gone, too much power was resting with his
junior partners. In Carnegie's absence, Henry Frick was running
the company. In 1892 , the labor agreement was up, and workers
throughout the industry wondered if the union would stand up
for their rights. The press picked up on the story, little
suspecting they'd soon be using words like murder, treason and
tragedy to describe events at Homestead .
30:15JOSEPH WALL Biographer of Andrew Carnegie
JOSEPH WALL Carnegie , when he left for Scotland in the
spring 1892 , left orders with Frick to ah, break the union. The
difficulty in understanding what really happened between
ah, Carnegie and Frick and who is chiefly responsible for the
tragedy of Homestead , is that Carnegie said, "Use anymethods
you need to break the union. We will back you."
30:50NARRATOR Carnegie's understanding was that they
would simply close the plant until the workers
13. caved in. Frick took a more aggressive approach in plans that he
did not cable toCarnegie . Frick built a fence around the
Homestead plant and topped it with wire. At the end of June, he
shut down the plant as he'd been instructed but he
also contracted to hire 300 private Pinkerton guards. It would be
needed to keep order if he brought in scab workers. Years
before, Carnegiehad published his thoughts on the rights of
labor, he was proud of his working class roots and he had
written that workers had the right to form trade associations just
as employers did. He also wrote about scab labor, that no one
should take his neighbor's job. Now, his words were being
taunted as lies, and his proud name was about to be
linkedforever with one of the darkest moments in the history of
US labor.
31:45NARRATOR By late June of 1892 , the labor trouble
at Homestead had reached the boiling point. Carnegie ,
vacationed in Scotland while negotiations with the union broke
down. A fence topped with barbed wire stood between the
workers and their jobs. On July 1st, Henry Frick closed the
Homestead plant, and then Frick made a fateful decision. He
contacted the Pinkerton Detective Agency. In the early morning
darkness of July 6, 300 Pinkerton guards were secretly floating
on barges down the Monongahela River. They've been hired to
occupy the plant, and their plan was to slip ashore at
the Homestead landing.
32:25GEORGE DEBOLT grandson of steelworker
GEORGE DEBOLT My grandfather, George Debolt , was one of
the strikers. And of course, on July the 6th, he was much more
than a striker. He was a defender of his job but also his family,
his nine-month pregnant wife, um, his future son, their
community and their way of life.
32:50NARRATOR The Pinkerton boats were spotted passing
under a bridge. An angry mob met them at the dock. Shots were
fired. A Homesteader was killed. After 12 hours of fighting, the
Pinkertons were trapped on a burning barge.They begged to
surrender and were led toward jail.
14. 33:10GEORGE DEBOLT They had to walk a gauntlet of not just
steelworkers, but their wives, their children. They were
furious and ah, proceeded to attack these Pinkertons. And the
three other Pinkertons got killed ah, during this running of
the gauntlet. And ah, all of the Pinkerton detectives were
injured in some way.
33:40NARRATOR The state militia was called in. Before it was
over 10 people had died. Union leaders were rounded up,
including George Debolt , who was charged with treason and
murder.
33:50GEORGE DEBOLT He was thrown into jail,
tried, acquitted by a sympathetic jury but blackballed from ever
working in the mill.
33:55NARRATOR Other strikers met the same fate as Debolt .
Before the end of July, the plant reopened. New unskilled
workers were hired at lower wages to replace former employees.
Given no choice, many former strikers broke ranks with
their union, trying to get their jobs back. Carnegie Steel seized
the chance to break the union completely. Company spies were
everywhere.
34:20JOSEPH WALL Biographer of Andrew Carnegie
JOSEPH WALL That was probably the most dreadful place
in America , a place of terror and fear.
34:30NARRATOR Carnegie returned to Pittsburgh . He was
appalled by the violence and the deaths. No one knows how
much Frick told him by Transatlantic Cable, but Carnegienever
trusted Frick again. Carnegie tried to make amends by providing
community facilities.
34:45GEORGE DEBOLT I think that Andrew Carnegie , made
the library in Homestead so magnificent because he felt guilty.
He felt guilty as hell that men were killed ah, and that so many
people were injured. And this was his way of attempting to
maybe make peace with the community.
35:10NARRATOR But the damage was forever done. The
gloryCarnegie so enjoyed in becoming a public figure now
turned against him. Cartoons of the day turned his words of
15. tribute to labor into cruel jokes as they ridiculed him.
35:25KENNETH MILLER great grandson
KENNETH MILLER The most important business failure of his
life and that haunted him throughout his life was of course, the
events at Homestead . The, I mean you can't, and he was the
boss. So I mean you can't absolve him of all of the, all of the
blame.
35:40NARRATOR However, the bottom line was
that Carnegiewon and labor costs were cut further.
Profits increased dramatically. Carnegie's holdings became
mind boggling. When massive iron ore deposits were discovered
inMinnesota , Carnegie leased them. Rail and shipping lines
were needed to get that ore to Pittsburgh . Carnegiecontrolled
them. When armor plating was needed as thecountry decided to
equip a standing army, Carnegie , a pacifist, was also a
pragmatist. He invested. Carnegie Steel's products were used in
building the greatest landmarks of the time: the Brooklyn
Bridge, New York skyscrapers, the Washington Monument. The
numbers were incredible. The Carnegie Company, which was
supposedly valued at 25 million, was returning yearly profits
over 20 million. But all this would pale beside events in his
personal life.
36:35LINDA HILLS great grandaughter
LINDA HILLS A dear friend of my great grandfather's hadlost
his wife in childbirth. And that was not uncommon,
andtherefore, he did not want to risk losing his
beloved Louise .And so they did not have children. But she
contracted typhoid fever and was extremely ill, and during this
time, she took a pillow and cradled it and rocked it, and it was
like she had a baby. And her doctor said to my great grandfather
that should she survive this fever, that she must be allowed to
have a child.
37:15NARRATOR And so on March
30th, 1897 , Carnegie became a father at age 62. Louise named
their daughter Margaretafter Andrew's mother. Andrew wanted a
special place for his new family to call home, and he found it in
16. the ruins of SkiboCastle in Northern
Scotland . Carnegie's renovation providedunheard of comforts
like central heating. He hired local contractors to restore the
stone walls and had stained glass windows. When he was done,
life at Skibo was like stepping into a fairy tale.
37:50BARBARA LAWSON grandaughter
BARBARA LAWSON Coming to Skibo, there would be a
piperon the circular lawn in front of the house. And the castle
itself ah, was extraordinarily beautiful um, but very homey.Ah,
at night, the piper would come and pipe everyone into
dinner. And grandma and grandpa, they paired up with their
guests and led everyone in ah, to the dining hall.
38:20NARRATOR A frequent visitor to Skibo, King Edward
VII ofEngland , once offered to honor Carnegie by making him
a knight. Andrew's reply was, "Why would I want to be a knight
when I'm already the Prince of Steel?" And in fact,
entrepreneurs like Rockefeller and Carnegie had taken on the
luster of American royalty. But they were still ruthless men.
The 1800s were about to end. Whether they should be known
as robber barons or industrial statesmen, the empire builders
who had shaped the country's destiny prepared for the battles of
the 20th century. But soon, the Prince of steel would stand
alone. He was about to make the most profound decision of his
life. Turn-of-the-century New York was alive with
the possibilities of horseless carriages, mass production and the
standard of living unprecedented in history. Carnegiewas
involved in a bitter dispute with Henry Frick over buying
out Frick's shares. The battle threatened the stability of the
company. As a solution, one of Carnegie's partners, Charles
Schwab , secretly met with financier J. P. Morgan and suggested
the unthinkable, selling the Carnegie
holdings.When Morgan expressed interest, Schwab worked up
the courage to approach Carnegie .
39:35LINDA HILLS great grandaughter
LINDA HILLS My great grandfather listened and didn't say
very much and went home and thought about it that afternoon
17. and that night, and then the next day, and I think this is just
wonderful, on just a piece of paper, he wrote down the price he
wanted and how he wanted it paid. And he sent it off with a
courier to J.P. Morgan and it was a done deal.
40:05NARRATOR In January of 1901 , J.P. Morgan came to the
house, shook Carnegie's hand and said, " Mr. Carnegie , I wanna
congratulate you on being the world's richest man." The
total price for Carnegie Company and its holdings, $480
million, about 12 and a half billion in today's
economy. Carnegie placed 300 million in bonds in a New Jersey
vault to bankroll his future endowments.
40:35BARBARA LAWSON grandaughter
BARBARA LAWSON Grandpa's philosophy of giving was
that, that a gift should be given but shared with the people who
were the benefactors of that gift. And so he would give
the libraries, but he would expect them to come to the
community and the people to give the books. And this way,they
would have more appreciation and take better care of,of the, the
gift that he had given them.
41:05NARRATOR Andrew only wanted to help people who
wanted to help themselves. The request he most loved to
grant were for his beloved libraries. The free public library did
not exist in the 19th century. There were private libraries and
there were society libraries. It was Carnegie's devotion to this
treasure he discovered in childhood that helped establish the
system which exists today. Giving, on this scale, had never been
done. And Carnegie discovered that giving away his money was
nearly as much work as making it. A note from his friend, Mark
Twain , addressed to "St. Andrew" summed up the problem. It
said, "Could you lend an admirer a dollar and a half to buy a
hymn-book with? God will bless you; I feel it. I know it. P.S.
Don't send the hymn-book, send the money. I want to make the
selection myself." Perhaps nothing his money could buy would
touch his soul as much as the gift he bought himself on
Christmas Eve 1902 . For 45,000 pounds, Andrew purchased the
estate he had been forbidden to visit outside his boyhood
18. window. He wrote, "My new title beats all. I am Laird of
Pittencrieff , the most sacred spot to me on Earth." The joys
of Carnegie's life centered around Skibo Castle. In his 60s, he
took up golf. He had, however, the same passion for recreation
he showed in business.
42:30LINDA HILLS My great grandfather really enjoyed
winning the golf games. And he was not a particularly gracious
loser. And so ah, some of the more familiar guests at Skibo
were tipped off that perhaps it might behoove them to let him
win.