Article Sean Poulter, Human Genes in Your Food Rice crops to .docx
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Article: Sean Poulter, “Human Genes in Your Food: Rice crops to be genetically modified with human DNA, “Daily Mail, March 6, 2007. Power point presentation: 7-8 slides and one youtube video pertaining to the assigned article. Please address the following in the power point presentation: 1- What were the bioengineering techniques noted in the article? 2- Note the breakthrough(s) in science that lead to the biotechnology applied in the article (include where and why it was applied). 3- What was its impact on society (include any ethical concerns)? .
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As a human resources manager, you need to advise top leadership (CEO.docx
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Introduction
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What organism produces this disease and how?
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Using
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nine
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AS 4678—2002
www.standards.com.au © Standards Australia
111
J10.2 Design surcharge loads
The distribution of stresses on a retaining structure due to surcharge loads should be
carefully assessed in design. The design load factors are 1.5 for strength and stability limit
states, and 0.7 for the serviceability limit state. See Table J1 for examples of load
components for each limit state.
J10.3 Assessment of the effect of surcharge for conventional retaining structures
Each pressure induced by surcharge loads will depend on the load spreading properties of
the retained earth and the stiffness of the wall. Two approaches may be used to assess the
magnitude and distribution of lateral pressures induced by surcharge loading, as follows:
(a) Rankine active earth pressure theory—the trial wedge method and associated force
polygon methods may be employed (see Figure J6).
(b) Elasticity theory supported by experimental measurements—the earth pressure design
charts given by Terzaghi (Ref. 4) given in Figure J7 may be used to estimate lateral
pressure due to vertical line loads, point loads and horizontal line loads. These have
been modified from the Boussinesq (Ref. 5) solution for distribution of stresses in an
isotropic semi-infinite elastic medium based on experimental evidence.
Numerical modelling approaches (finite element analysis) may be used to assess the
magnitude and distribution of earth pressures for complex loaded retaining structures.
J10.4 Assessment of the effect of applied loadings on reinforced soil structures
For reinforced soil-retaining structures, the internal stresses are derived from two separate
load conditions, resulting from—
(a) the supporting function, and
(b) the retaining function.
These stresses should be superimposed for the determination of the total stresses due to
applied loadings and for the calculation of reinforcement stresses.
The supporting function requires the determination of the additional vertical and horizontal
stresses resulting from the diffusion of the applied loadings.
For vertical loadings, the distribution of vertical strip loadings through the fill may be
determined by a lateral dispersion defined by a slope of 2 vertically to 1 horizontally (see
Figure J8), or by calculating an appropriate stress distribution such as defined by
Boussinesq (Ref. 5). Vertical load dispersion has to take into account the effect of the face
on the available dispersion area.
For horizontal loadings, the distribution of horizontal strip loadings through the fill may be
determined by a vertical dispersion over the outside surface or facing of the structure
defined by a slope from the rear of the contact surface. The horizontal pressure distribution
on the outside surface or facing has to vary linearly from a maximum at the level of the
contact surface to zero at its lowest point (see Figure J8).
The retaining function takes into account the.
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arugumentative essay on article given below
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Prompt:
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arts
Article
Circling Round Vitruvius, Linear Perspective, and the
Design of Roman Wall Painting
Jocelyn Penny Small †
Department of Art History, Rutgers University, New Brunswick, NJ 08901, USA; [email protected]
† Mail: 890 West End Avenue, Apartment 4C, New York, NY 10025-3520, USA.
Received: 1 April 2019; Accepted: 2 September 2019; Published: 14 September 2019
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Abstract: Many scholars believe that linear perspective existed in classical antiquity, but a fresh
examination of two key texts in Vitruvius shows that 1.2.2 is about modularity and symmetria,
while 7.Pr.11 describes shading (skiagraphia). Moreover, these new interpretations are firmly based on
the classical understanding of optics and the history of painting (e.g., Pliny the Elder). A third text
(Philostratus, Imagines 1.4.2) suggests that the design of Roman wall painting depends on concentric
circles. Philostratus’ system is then used to successfully make facsimiles of five walls, representing
Styles II, III, and IV of Roman wall painting. Hence, linear perspective and its relatives, such as
Panofsky’s vanishing vertical axis, should not be imposed retrospectively where they never existed.
Keywords: linear perspective; skenographia; skiagraphia; Greek and Roman painting; Roman fresco;
Vitruvius; Philostratus
Two systems for designing Pompeian wall paintings have dominated modern scholarship: a
one- or center-point perspective and a vanishing vertical axis.1 Neither method works for all the
variations seen on the walls of Styles II–IV. The vanishing vertical axis is considered a precursor of
linear perspective, whereas center-point construction is a form of linear perspective. Many scholars
believe that linear perspective was invented by the Greeks, only to be forgotten during the Middle
Ages and “reinvented” in the Renaissance.2 In contrast, I propose that linear perspective was not
known in any form in antiquity but, rather, was an invention of the Renaissance, which also created its
putative ancient pedigree.
1. Background
1.1. Definitions
First, it is important to define four key terms.
“Perspective” applies loosely to a wide range of systems that convert a three-dimensional scene
to two dimensions. Most scholars, however, mean “linear perspective” when they use the unqualified
term “perspective”. No standard definition exists for linear perspective, but only linear perspective
obeys the rules of projective geometry. Formal definitions refer to “station points” (the point or
place for the “eye” of the “viewer” and/or “artist”), vanishing points, horizon lines, and picture
planes, among other aspects. Horizontal lines converge to the “center point” or, in the case of
1 This topic is remarkably complex with a massive bibliography. Small (2013) provides a reasonable summary of the
scholarship to its date of publication. Since then, I have realized that the standard interpretations of key texts and objects
needs to be totally rethought. This artic.
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The document summarizes a marketing presentation for promoting Sheffield as a tourism destination. It begins with an analysis of Sheffield's strengths, such as its natural scenery and strong artistic culture, and weaknesses, such as having less cultural attractions than competitors. The presentation then outlines marketing communication objectives to increase tourism by 40% and social media popularity by 30% in 12 months. A strategy is introduced to promote Sheffield's unique strengths of arts and natural geography through a "Green & Art Festival." The target audience is identified as people of all ages who love both arts and nature.
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Artist Analysis Project – Due Week 61)Powerpoint project at le.docx
Artist Analysis Project – Due Week 6
1)
Powerpoint project at least 10 slides.
2)
3 or more cited references from journals, magazines, newspapers, not all websites, not Wikipedia
3)
An analysis is a scholarly review of a famous artist and his or her work, not just whether we liked it or not.
4)
Use vocabulary and terms you learned in this class and apply them to your art choice.
5)
Try focusing your topic on one aspect of the art, i.e.
a.
Pick an artist/movie director/dancer/singer/novelist/actor etc. and research that person. Read reviews and critiques of their work, read or watch biographies (YouTube), you might choose to compare two of their works, or compare and contract two artists in the same field, learn about the art technique and why it is used, what it represents, what it tells us about our humanity, etc.
I need this back by 3:00 p.m. today and will check copyscape.
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You are to choose 3 digital artists who’s work is available to view on the internet.
Do not use any of the old masters like Picasso, Rembrandt, etc….. this needs to be a modern artist working in the digital arts and design field.
At least one of the artists must be from a country other than the United States.
You are to cover the following areas for each artist:
Biography who they are and where they studied,
Things that influenced their work and inspired them,
The artists philosophy on their work,
Artistic genres, or movements that their work fits into or is associated with.
You are to write about their work – provide url links to images of their work on line. Write about what you see in their work, how it impacts and influences your own design artistic ideas.
Write about the composition, color, scale, and other aesthetics of their art.
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Articulating the
Integrated Plan
The Integrated Marketing
Communication (IMC) Process
Dr. Gary S. White
Colorado Technical University
April 24, 2019
1
2
Promotion
Communication by
marketers that informs,
persuades, and reminds
potential buyers of a
product in order to
influence an opinion or
elicit a response.
3
Promotional Strategy
A plan for the optimal use
of the elements of
promotion:
Advertising
Public Relations
Personal Selling
Sales Promotion
4
The Role of Promotion
Overall
Marketing
Objectives
Marketing Mix
• Product
• Distribution
• Promotion
• Price
Target Market
Promotional Mix
•Advertising
•Public Relations
•Personal Selling
•Sales Promotion
Promotion Plan
5
Differential Advantage
Unique Features
Excellent Service
Low Prices
Rapid Delivery
High Product Quality
Features
that Provide
Differential
Advantage
6
Promotional Mix
Combination of promotion
tools used to reach the
target market and fulfill
the organization’s
overall goals.Advertising
Public Relations
Personal Selling
Sales Promotion
7
Promotional Mix
Advertising
Elements
of the
Promotional
Mix
Public Relations
Personal Selling
Sales Promotion
8
Advertising
Impersonal, one-way
mass communication
about a product or
organization that is
paid for by a marketer.
9
Advertising Media
Traditional
Advertising Media
Electronic
Advertising Media
▪ Television
▪ Radio
▪ Newspapers
▪ Magazines
▪ Books
▪ Direct mail
▪ Billboards
▪ Transit cards
▪ Internet
▪ Electronic mail
▪ Interactive video
▪ All of the forms we
discussed in the
prior weekly chat
10
Advertising
Advantages
▪ Reach large number
of people
▪ Low cost per
contact
▪ Can be micro-
targeted
Disadvantages
▪ Total cost is high
11
Public Relations
The marketing function that
evaluates public attitudes,
identifies areas within the
organization that the public
may be interested in, and
executes a program of action
to earn public understanding
and acceptance.
12
Public Relations
Evaluates public
attitudes
Identifies areas
of public interest
Executes
programs to
“win” public
Functions of
Public Relations
13
Publicity
Public information about a
company, good, or service
appearing in the mass media
as a news item.
14
Sales Promotion
Marketing activities--other
than personal selling,
advertising, and public
relations--that stimulate
consumer buying and
dealer effectiveness.
15
Sales Promotion
Free samples
Contests
Premiums
Trade Shows
Vacation Giveaways
Coupons
Popular Tools
for
Consumer Sales
Promotion
16
Personal Selling
Planned presentation to
one or more prospective
buyers for the purpose
of making a sale.
17
Personal Selling
Traditional
Selling
Relationship
Selling
18
Communication
The process by which we
exchange or share
meanings through a
common set of symbols.
19
Marketing Communication
Categories .
Artifact Analysis WorksheetAn artifact is something made by a hu.docx
Artifact Analysis Worksheet
An artifact is something made by a human.
It can be a form of art or a form of self-expression that has meaning to you. It can be anything that a human conceived of as art and deliberately crafted.
For this assignment, you are being asked to share your artifact with your classmates. Please consider this as you select your artifact by choosing something you are comfortable sharing and avoiding potentially offensive material.
In the Learning Resources area, there is also a document on “reading” images and text. It includes many questions which can guide deeper analysis of your artifact.
Share your artifact or a link to your artifact in the space below.
Include a description of the artifact and include research on the background of the artifact. For example, information about the artist involved.
*** Make sure to cite your sources by including a list of any outsides sources of information you are using to answer this question. Remember, research is always a good thing as it shows effort.
What does this artifact mean to you? Please explain.
To explore this, consider these additional questions:
How has it inspired or moved you? Has this artifact helped make your life or the life of others better? How does it connect to your life or to the educational journey you are starting along with your classmates?
Many people have artifacts displayed in their home; for example, a certain painting on their wall. In a way, we’ll be creating a virtual gallery of artifacts by sharing our choices as a class in the Class DocSharing area.
How does your artifact fit into our class gallery? How do you think your artifact communicates your life perspective to the class? How do you think others will interpret your choice of artifact?
Discuss in your own words, how technology has changed human art making and human art sharing. How do you, or could you, use technology in making your own art?
You will submit your completed worksheet as your Week 2 Assignment using the link at the bottom of the assignment page in the classroom.
Additionally, for Week 3, you will post your artifact in the DocSharing area. You will find instructions about how to do this on the next page. Only post the artifact, not the completed worksheet.
Again, you need to do both of these:
Submit for Week 2 AND post to DocSharing for Week 3.
As stated above, you will be asked to share your artifact in the Class DocSharing area to use for the Week 3 Assignment 1.
To do this, click on the DocSharing link in the left-hand navigational window (red arrow below):
Then, click on the Class DocSharing area to enter this space.
From here, you will click “Create Blog Entry” on the top towards to the left:
Then fill in the appropriate information and hit Post Entry at the bottom right.
(Please do NOT post your entire worksheet- post only your artifact)
You should now see your entry. Sometimes a larger link or file will take a little longer to upload..
Article CORONAVIRUS IN TEXAS Across Texas and the nation, th.docx
Article
CORONAVIRUS IN TEXAS
Across Texas and the nation, the novel coronavirus is deadlier for people of color
New data on Texas coronavirus fatalities reveals stark racial disparities.
BY EMMA PLATOFF AND CARLA ASTUDILLO
Juan Lopez wheels a stretcher out of the back of his vehicle in the early morning in McAllen. Lopez is picking up the body o…
Juan Lopez wheels a stretcher out of the back of his vehicle in McAllen. Across Texas and the nation, the novel coronavirus is deadlier for communities of color and low-income communities. Credit: Miguel Gutierrez Jr./The Texas Tribune
Correction: On July 30, the state said an “automation error” caused approximately 225 deaths to be incorrectly added to the overall death count; a subsequent quality check by Department of State Health Services epidemiologists revealed COVID-19 was not the direct cause of death in these cases. The numbers and charts in this story have been updated to account for this error and are current as of July 30.
Texas ’southernmost county, Cameron, is home to just 1.5% of the state’s population, but it accounts for nearly 5% of its known COVID-19 fatalities.
Cameron County - where 89% of residents are Hispanic and nearly a third live below the poverty line - stands out as just one stark example of widespread disparities in COVID-19 outcomes. Across Texas and the nation, the novel coronavirus is deadlier for communities of color and low-income communities.
These disparities, and a wealth of other demographic information, became more apparent this week when new tallying methods at the state health agency revealed a more complete picture of who has died in Texas and where. Trends showing that Black and Hispanic individuals had been disproportionately hit by the virus were clear nationally and apparent in local snapshots, but until earlier this week, the Texas Department of State Health Services ’limited demographic data had clouded the picture of those statewide disparities.
The Texas Tribune thanks its sponsors. Become one.
Hispanic Texans make up about 40% of the state’s population, but they account for 49% of its known COVID-19 fatalities. Black Texans also appear slightly overrepresented in the fatality toll, representing 14% of fatalities but just 12% of the state population. Texas reported a total of 6,274 fatalities Thursday evening.
By contrast, white and Asian Texans died at lower rates relative to their share of the state’s population.
Sometimes called the great equalizer, the novel coronavirus has been anything but - a deadly reality in a state like Texas, where the Hispanic population is expected to become the largest group in the state by mid-2021.
The disparities should not have been a surprise, said Jamboor Vishwanatha, director of the Texas Center for Health Disparities at the University of North Texas Health Science Center.
Need to keep tabs on the latest coronavirus news in Texas? Our evening roundup has .
Article Reading Assignments Chen, J. & Zhu,.docx
The document provides reading assignments on two articles related to risk management in information technology and investigative forensics. It asks students to discuss how risk management and investigative techniques can help protect and investigate attacks on an organization. A substantive response should ask a thoughtful question, answer another's question in detail, provide additional information on the topic, analyze the topic in detail, share a personal experience, cite an outside source along with additional context, or make an argument on the topic using at least one scholarly source.
Art of Your Choice TemplateEach week in our Weekly Discussio.docx
Art of Your Choice Template
Each week in our Weekly Discussion, we ask you to select a work of art, architecture, music, or writing/performance art that you want to highlight. In the first week, we ask you to do this with something you already know and like and it can come from any period including the here and now. Include an image of the art, architecture, or the title of the poem, work of writing or music you choose each week, followed by the name of who created it, the year it was created, and why you like it. In the following weeks, we will ask you to choose from the work being created during the time period we are studying that week.
This week's readings mention several musical compositions. Here you'll find background and a description of each—and the link to a video of the piece.
Jean-Baptiste Lully:
Armide
, Act 2, "
Enfin, il est en ma puissance
" ("At last, he is in my power").
An English translation of the lyrics
.
Jean-Baptiste Lully composed the opera
Armide
in the late 1600s, during the reign of Louis XIV.
Armide (Armida) is the main character. She lives in the Muslim culture and is variously described as a sorceress, an enchantress, and a witch. She has been asked to thwart the efforts of the crusader knight Renaud, even murder him. She does succeed in casting a spell on him, but finds that she also has fallen in love with him, so following through with murder seems impossible. She approaches to do the deed, which is the setting for this song from the end of Act II of the opera. The story itself was based on a fictional epic poem of the 1500s.
Elizabeth-Claude Jacquet de la Guerre:
Pieces de Clavecin
("Pieces for the Harpsichord").
This female composer and musician had performed in the court of Louis XIV since the age of five. This composition was for a dance.
Note the sound of the harpsichord (
clavecin
), precursor to the modern piano.
Henry Purcell:
Dido and Aeneas
, "
Dido’s Lament
."
An English translation of the lyrics
.
"Dido's Lament," from Purcell's opera
Dido and Aeneas,
is also called "When I am laid in earth." The story it relates is from Book 4 of the ancient epic poem by Vergil,
The Aeneid
. Dido, the Queen of Carthage, and Aeneas, the warrior prince from ancient Troy, had fallen in love. But Aeneas was determined to fulfill his duty and divine destiny and go to Italy to found a new kingdom (that eventually becomes Rome). Aeneas is pulled by duty and destiny, and as queen, Dido cannot leave Carthage with him. In anguish because of his departure, she makes arrangements to put herself to death on a funeral pyre. Thus, the lament. "Dido's Lament" is one aria in
Dido and Aeneas
.
George Frideric Handel:
Messiah
, "
Hallelujah Chorus
."
This famous chorus is part of the renowned oratorio called
Messiah
.
Chapter 23 describes the term
oratorio
and note how it differs from
opera
.
Handel took the common Christian approach and understanding of scriptures as pre.
ArticleThe Effects of Text-to-Speech on ReadingOutcomes .docx
Article
The Effects of Text-to-Speech on Reading
Outcomes for Secondary Students With
Learning Disabilities
Mary Cece Young1, Carrie Anna Courtad1, Karen H. Douglas1,
and Yun-Ching Chung1
Abstract
This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading
fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal
design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after
using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an
increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement
on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed
with implications for practice and recommendations for future research to increase the use of TTS in the classroom.
Keywords
assistive technology, learning disabilities, legislation, secondary, text-to-speech
Reading is a necessary and critical skill. The acquisition of
reading substantially impacts educational outcomes, employ-
ment success, and personal and professional growth (Strang-
man & Dalton, 2005). In the United States, roughly 6 million
secondary students are reading at a level far below their grade.
The National Assessment of Educational Progress (NAEP)
from 2017 indicated that 74% of eighth graders do not have
proficient-level reading skills even though the data showed an
overall slight increase of reading achievement since 2015.
However, it should be noted that the growth rate is with stu-
dents who were higher achieving, whereas students with dis-
abilities remained statistically the same. The NAEP reading
achievement scores for students with disabilities in 12th grade
across the nation have not increased since 2009, the earliest
available data for students with disabilities at that grade level.
In fact, the gap between 12th graders with and without disabil-
ities has increased by 3 points since 2009, indicating that those
with disabilities are continuing to fall behind their peers with-
out disabilities (U.S. Department of Education, 2015, 2009,
2017).
Students With Learning Disabilities (LDs)
Several legislative actions have focused on evidence-based
practices and inclusion of students with disabilities in the gen-
eral education curriculum; yet as indicated by NAEP results,
reading scores have not improved for many students with
disabilities over the years. These results are especially concern-
ing for students with LDs who are the highest population of
students receiving special education services at 35% (Snyder,
de Brey, & Dillow, 2016; Wanzek, Otaiba, & Petscher, 2014).
Approximately 80% of students with LD exhibit deficits in the
area of reading (Cortiella & Horowitz, 2014)..
BPSC-105 important questions for june term end exam
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Jocelyn Penny Small †
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† Mail: 890 West End Avenue, Apartment 4C, New York, NY 10025-3520, USA.
Received: 1 April 2019; Accepted: 2 September 2019; Published: 14 September 2019
����������
�������
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2)
3 or more cited references from journals, magazines, newspapers, not all websites, not Wikipedia
3)
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4)
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5)
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Articulating the
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The Integrated Marketing
Communication (IMC) Process
Dr. Gary S. White
Colorado Technical University
April 24, 2019
1
2
Promotion
Communication by
marketers that informs,
persuades, and reminds
potential buyers of a
product in order to
influence an opinion or
elicit a response.
3
Promotional Strategy
A plan for the optimal use
of the elements of
promotion:
Advertising
Public Relations
Personal Selling
Sales Promotion
4
The Role of Promotion
Overall
Marketing
Objectives
Marketing Mix
• Product
• Distribution
• Promotion
• Price
Target Market
Promotional Mix
•Advertising
•Public Relations
•Personal Selling
•Sales Promotion
Promotion Plan
5
Differential Advantage
Unique Features
Excellent Service
Low Prices
Rapid Delivery
High Product Quality
Features
that Provide
Differential
Advantage
6
Promotional Mix
Combination of promotion
tools used to reach the
target market and fulfill
the organization’s
overall goals.Advertising
Public Relations
Personal Selling
Sales Promotion
7
Promotional Mix
Advertising
Elements
of the
Promotional
Mix
Public Relations
Personal Selling
Sales Promotion
8
Advertising
Impersonal, one-way
mass communication
about a product or
organization that is
paid for by a marketer.
9
Advertising Media
Traditional
Advertising Media
Electronic
Advertising Media
▪ Television
▪ Radio
▪ Newspapers
▪ Magazines
▪ Books
▪ Direct mail
▪ Billboards
▪ Transit cards
▪ Internet
▪ Electronic mail
▪ Interactive video
▪ All of the forms we
discussed in the
prior weekly chat
10
Advertising
Advantages
▪ Reach large number
of people
▪ Low cost per
contact
▪ Can be micro-
targeted
Disadvantages
▪ Total cost is high
11
Public Relations
The marketing function that
evaluates public attitudes,
identifies areas within the
organization that the public
may be interested in, and
executes a program of action
to earn public understanding
and acceptance.
12
Public Relations
Evaluates public
attitudes
Identifies areas
of public interest
Executes
programs to
“win” public
Functions of
Public Relations
13
Publicity
Public information about a
company, good, or service
appearing in the mass media
as a news item.
14
Sales Promotion
Marketing activities--other
than personal selling,
advertising, and public
relations--that stimulate
consumer buying and
dealer effectiveness.
15
Sales Promotion
Free samples
Contests
Premiums
Trade Shows
Vacation Giveaways
Coupons
Popular Tools
for
Consumer Sales
Promotion
16
Personal Selling
Planned presentation to
one or more prospective
buyers for the purpose
of making a sale.
17
Personal Selling
Traditional
Selling
Relationship
Selling
18
Communication
The process by which we
exchange or share
meanings through a
common set of symbols.
19
Marketing Communication
Categories .
Artifact Analysis WorksheetAn artifact is something made by a hu.docx
Artifact Analysis Worksheet
An artifact is something made by a human.
It can be a form of art or a form of self-expression that has meaning to you. It can be anything that a human conceived of as art and deliberately crafted.
For this assignment, you are being asked to share your artifact with your classmates. Please consider this as you select your artifact by choosing something you are comfortable sharing and avoiding potentially offensive material.
In the Learning Resources area, there is also a document on “reading” images and text. It includes many questions which can guide deeper analysis of your artifact.
Share your artifact or a link to your artifact in the space below.
Include a description of the artifact and include research on the background of the artifact. For example, information about the artist involved.
*** Make sure to cite your sources by including a list of any outsides sources of information you are using to answer this question. Remember, research is always a good thing as it shows effort.
What does this artifact mean to you? Please explain.
To explore this, consider these additional questions:
How has it inspired or moved you? Has this artifact helped make your life or the life of others better? How does it connect to your life or to the educational journey you are starting along with your classmates?
Many people have artifacts displayed in their home; for example, a certain painting on their wall. In a way, we’ll be creating a virtual gallery of artifacts by sharing our choices as a class in the Class DocSharing area.
How does your artifact fit into our class gallery? How do you think your artifact communicates your life perspective to the class? How do you think others will interpret your choice of artifact?
Discuss in your own words, how technology has changed human art making and human art sharing. How do you, or could you, use technology in making your own art?
You will submit your completed worksheet as your Week 2 Assignment using the link at the bottom of the assignment page in the classroom.
Additionally, for Week 3, you will post your artifact in the DocSharing area. You will find instructions about how to do this on the next page. Only post the artifact, not the completed worksheet.
Again, you need to do both of these:
Submit for Week 2 AND post to DocSharing for Week 3.
As stated above, you will be asked to share your artifact in the Class DocSharing area to use for the Week 3 Assignment 1.
To do this, click on the DocSharing link in the left-hand navigational window (red arrow below):
Then, click on the Class DocSharing area to enter this space.
From here, you will click “Create Blog Entry” on the top towards to the left:
Then fill in the appropriate information and hit Post Entry at the bottom right.
(Please do NOT post your entire worksheet- post only your artifact)
You should now see your entry. Sometimes a larger link or file will take a little longer to upload..
Article CORONAVIRUS IN TEXAS Across Texas and the nation, th.docx
Article
CORONAVIRUS IN TEXAS
Across Texas and the nation, the novel coronavirus is deadlier for people of color
New data on Texas coronavirus fatalities reveals stark racial disparities.
BY EMMA PLATOFF AND CARLA ASTUDILLO
Juan Lopez wheels a stretcher out of the back of his vehicle in the early morning in McAllen. Lopez is picking up the body o…
Juan Lopez wheels a stretcher out of the back of his vehicle in McAllen. Across Texas and the nation, the novel coronavirus is deadlier for communities of color and low-income communities. Credit: Miguel Gutierrez Jr./The Texas Tribune
Correction: On July 30, the state said an “automation error” caused approximately 225 deaths to be incorrectly added to the overall death count; a subsequent quality check by Department of State Health Services epidemiologists revealed COVID-19 was not the direct cause of death in these cases. The numbers and charts in this story have been updated to account for this error and are current as of July 30.
Texas ’southernmost county, Cameron, is home to just 1.5% of the state’s population, but it accounts for nearly 5% of its known COVID-19 fatalities.
Cameron County - where 89% of residents are Hispanic and nearly a third live below the poverty line - stands out as just one stark example of widespread disparities in COVID-19 outcomes. Across Texas and the nation, the novel coronavirus is deadlier for communities of color and low-income communities.
These disparities, and a wealth of other demographic information, became more apparent this week when new tallying methods at the state health agency revealed a more complete picture of who has died in Texas and where. Trends showing that Black and Hispanic individuals had been disproportionately hit by the virus were clear nationally and apparent in local snapshots, but until earlier this week, the Texas Department of State Health Services ’limited demographic data had clouded the picture of those statewide disparities.
The Texas Tribune thanks its sponsors. Become one.
Hispanic Texans make up about 40% of the state’s population, but they account for 49% of its known COVID-19 fatalities. Black Texans also appear slightly overrepresented in the fatality toll, representing 14% of fatalities but just 12% of the state population. Texas reported a total of 6,274 fatalities Thursday evening.
By contrast, white and Asian Texans died at lower rates relative to their share of the state’s population.
Sometimes called the great equalizer, the novel coronavirus has been anything but - a deadly reality in a state like Texas, where the Hispanic population is expected to become the largest group in the state by mid-2021.
The disparities should not have been a surprise, said Jamboor Vishwanatha, director of the Texas Center for Health Disparities at the University of North Texas Health Science Center.
Need to keep tabs on the latest coronavirus news in Texas? Our evening roundup has .
Article Reading Assignments Chen, J. & Zhu,.docx
The document provides reading assignments on two articles related to risk management in information technology and investigative forensics. It asks students to discuss how risk management and investigative techniques can help protect and investigate attacks on an organization. A substantive response should ask a thoughtful question, answer another's question in detail, provide additional information on the topic, analyze the topic in detail, share a personal experience, cite an outside source along with additional context, or make an argument on the topic using at least one scholarly source.
Art of Your Choice TemplateEach week in our Weekly Discussio.docx
Art of Your Choice Template
Each week in our Weekly Discussion, we ask you to select a work of art, architecture, music, or writing/performance art that you want to highlight. In the first week, we ask you to do this with something you already know and like and it can come from any period including the here and now. Include an image of the art, architecture, or the title of the poem, work of writing or music you choose each week, followed by the name of who created it, the year it was created, and why you like it. In the following weeks, we will ask you to choose from the work being created during the time period we are studying that week.
This week's readings mention several musical compositions. Here you'll find background and a description of each—and the link to a video of the piece.
Jean-Baptiste Lully:
Armide
, Act 2, "
Enfin, il est en ma puissance
" ("At last, he is in my power").
An English translation of the lyrics
.
Jean-Baptiste Lully composed the opera
Armide
in the late 1600s, during the reign of Louis XIV.
Armide (Armida) is the main character. She lives in the Muslim culture and is variously described as a sorceress, an enchantress, and a witch. She has been asked to thwart the efforts of the crusader knight Renaud, even murder him. She does succeed in casting a spell on him, but finds that she also has fallen in love with him, so following through with murder seems impossible. She approaches to do the deed, which is the setting for this song from the end of Act II of the opera. The story itself was based on a fictional epic poem of the 1500s.
Elizabeth-Claude Jacquet de la Guerre:
Pieces de Clavecin
("Pieces for the Harpsichord").
This female composer and musician had performed in the court of Louis XIV since the age of five. This composition was for a dance.
Note the sound of the harpsichord (
clavecin
), precursor to the modern piano.
Henry Purcell:
Dido and Aeneas
, "
Dido’s Lament
."
An English translation of the lyrics
.
"Dido's Lament," from Purcell's opera
Dido and Aeneas,
is also called "When I am laid in earth." The story it relates is from Book 4 of the ancient epic poem by Vergil,
The Aeneid
. Dido, the Queen of Carthage, and Aeneas, the warrior prince from ancient Troy, had fallen in love. But Aeneas was determined to fulfill his duty and divine destiny and go to Italy to found a new kingdom (that eventually becomes Rome). Aeneas is pulled by duty and destiny, and as queen, Dido cannot leave Carthage with him. In anguish because of his departure, she makes arrangements to put herself to death on a funeral pyre. Thus, the lament. "Dido's Lament" is one aria in
Dido and Aeneas
.
George Frideric Handel:
Messiah
, "
Hallelujah Chorus
."
This famous chorus is part of the renowned oratorio called
Messiah
.
Chapter 23 describes the term
oratorio
and note how it differs from
opera
.
Handel took the common Christian approach and understanding of scriptures as pre.
ArticleThe Effects of Text-to-Speech on ReadingOutcomes .docx
Article
The Effects of Text-to-Speech on Reading
Outcomes for Secondary Students With
Learning Disabilities
Mary Cece Young1, Carrie Anna Courtad1, Karen H. Douglas1,
and Yun-Ching Chung1
Abstract
This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading
fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal
design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after
using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an
increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement
on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed
with implications for practice and recommendations for future research to increase the use of TTS in the classroom.
Keywords
assistive technology, learning disabilities, legislation, secondary, text-to-speech
Reading is a necessary and critical skill. The acquisition of
reading substantially impacts educational outcomes, employ-
ment success, and personal and professional growth (Strang-
man & Dalton, 2005). In the United States, roughly 6 million
secondary students are reading at a level far below their grade.
The National Assessment of Educational Progress (NAEP)
from 2017 indicated that 74% of eighth graders do not have
proficient-level reading skills even though the data showed an
overall slight increase of reading achievement since 2015.
However, it should be noted that the growth rate is with stu-
dents who were higher achieving, whereas students with dis-
abilities remained statistically the same. The NAEP reading
achievement scores for students with disabilities in 12th grade
across the nation have not increased since 2009, the earliest
available data for students with disabilities at that grade level.
In fact, the gap between 12th graders with and without disabil-
ities has increased by 3 points since 2009, indicating that those
with disabilities are continuing to fall behind their peers with-
out disabilities (U.S. Department of Education, 2015, 2009,
2017).
Students With Learning Disabilities (LDs)
Several legislative actions have focused on evidence-based
practices and inclusion of students with disabilities in the gen-
eral education curriculum; yet as indicated by NAEP results,
reading scores have not improved for many students with
disabilities over the years. These results are especially concern-
ing for students with LDs who are the highest population of
students receiving special education services at 35% (Snyder,
de Brey, & Dillow, 2016; Wanzek, Otaiba, & Petscher, 2014).
Approximately 80% of students with LD exhibit deficits in the
area of reading (Cortiella & Horowitz, 2014)..
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