Harris M. Levitt provides a portfolio of architectural photography of various building types including food service and dining halls, libraries, gathering spaces, classrooms, pre-school and kindergarten facilities, reception areas, conference and auditorium spaces, and workplace environments. The portfolio displays photographs from projects designed by architecture firms such as Elkus Manfredi, Gensler, Graham Gund Architects, and Perkins + Will.
50 Great Color Photographs from the Masters of Photographymaditabalnco
The document discusses the works of various photographers such as Steve McCurry, Saul Leiter, Alex Webb, and Helen Levitt. It states that their works teach great insights about all aspects of photography and the essence of composition, lights, and shadows. It expresses happiness that their stupendous works are available online.
This document contains a list of staff members in the Housing Property Services Planned and Capital Works department including their roles, names and contact phone numbers. It includes the department head, several senior project managers, project managers, property compliance surveyors, licensing officers, clerks of works, support officers and stakeholder managers. Several positions are currently vacant.
The document contains 4 photos shared under Creative Commons licenses. The photos depict various landscapes and outdoor scenes. They were uploaded to Flickr by different users and then embedded together in this document to illustrate natural scenery.
This document contains links to 11 photos shared on Flickr under Creative Commons licenses. The photos cover a range of subjects including nature, people, and everyday objects. All photos are attributed to their original photographers and were created with the photo sharing and editing tool Haiku Deck.
The document discusses the real estate market in Harlem and provides examples of significant appreciation in property values over periods of 1 to 3 years. Several multi-unit residential and mixed-use commercial properties are listed with the sale price and date, previous sale price and date, and the percentage increase in value. Record breaking profits of over 100% appreciation in just a few years are being realized from the sale of these properties as the Harlem real estate market continues to strengthen.
This document provides instructions for Year 10 history students to analyze 10 images from the 20th century by addressing questions about what happened, why it happened, historical sources, consequences, and links to Australia for each image. Students are to inquire into the images using these guiding questions to understand significant events from the past century.
The document consists of multiple repetitions of the same caption citing a photo by Kerri Lee Smith on Flickr licensed under a Creative Commons attribution license. The caption is repeatedly copied with no other significant content provided.
Inter and Intra-Language Engagement on Twitter in Arab Spring Hashtag Commun...Axel Bruns
Paper by Axel Bruns, Jean Burgess and Tim Highfield, presented at The Arab Spring: A Symposium on Social Media and the Politics of Reportage, at Swinburne University, Melbourne (8 June 2012).
50 Great Color Photographs from the Masters of Photographymaditabalnco
The document discusses the works of various photographers such as Steve McCurry, Saul Leiter, Alex Webb, and Helen Levitt. It states that their works teach great insights about all aspects of photography and the essence of composition, lights, and shadows. It expresses happiness that their stupendous works are available online.
This document contains a list of staff members in the Housing Property Services Planned and Capital Works department including their roles, names and contact phone numbers. It includes the department head, several senior project managers, project managers, property compliance surveyors, licensing officers, clerks of works, support officers and stakeholder managers. Several positions are currently vacant.
The document contains 4 photos shared under Creative Commons licenses. The photos depict various landscapes and outdoor scenes. They were uploaded to Flickr by different users and then embedded together in this document to illustrate natural scenery.
This document contains links to 11 photos shared on Flickr under Creative Commons licenses. The photos cover a range of subjects including nature, people, and everyday objects. All photos are attributed to their original photographers and were created with the photo sharing and editing tool Haiku Deck.
The document discusses the real estate market in Harlem and provides examples of significant appreciation in property values over periods of 1 to 3 years. Several multi-unit residential and mixed-use commercial properties are listed with the sale price and date, previous sale price and date, and the percentage increase in value. Record breaking profits of over 100% appreciation in just a few years are being realized from the sale of these properties as the Harlem real estate market continues to strengthen.
This document provides instructions for Year 10 history students to analyze 10 images from the 20th century by addressing questions about what happened, why it happened, historical sources, consequences, and links to Australia for each image. Students are to inquire into the images using these guiding questions to understand significant events from the past century.
The document consists of multiple repetitions of the same caption citing a photo by Kerri Lee Smith on Flickr licensed under a Creative Commons attribution license. The caption is repeatedly copied with no other significant content provided.
Inter and Intra-Language Engagement on Twitter in Arab Spring Hashtag Commun...Axel Bruns
Paper by Axel Bruns, Jean Burgess and Tim Highfield, presented at The Arab Spring: A Symposium on Social Media and the Politics of Reportage, at Swinburne University, Melbourne (8 June 2012).
The document discusses different types of tests, their purposes, and characteristics. It describes screening/admission tests which determine if a person has the required behavior to be successful in a program. Placement tests determine the appropriate level for a person in a program. Proficiency tests measure overall language ability compared to native speakers. Achievement tests determine if learning objectives have been achieved. The TOEFL test is provided as an example of a proficiency test. Guidelines for developing effective tests are also outlined.
The document discusses the definition and purposes of language testing. It defines a test as an activity meant to convey how well a test-taker knows or can perform something. Tests serve several functions, including reinforcing learning, assessing student performance, and providing diagnostic information. There are two main types of assessment: formative, to check student progress, and summative, used at the end to measure achievement. The document also outlines five common types of language tests: proficiency, achievement, diagnostic, placement, and direct/indirect. It discusses the advantages and disadvantages of different testing methods.
This document discusses language contact in sociolinguistics. It describes how bilingual speakers may use a third language, mix languages, or switch between languages when communicating. This can lead to lingua francas, pidgins, or code-switching. Pidgins develop between languages for trade purposes with simplified grammar and vocabulary. If passed to new generations, a pidgin may become a creole language. Code-switching refers to mixing or alternating between two languages in speech. It helps with expression or identifies mixed cultural identity. Pidgins integrate languages extensively while code-switching shifts are restricted to vocabulary within sentences.
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
1. The document outlines the process of test construction which involves preliminary considerations, reviewing the content domain, item/task writing, assessing content validity, revising items/tasks, field testing, revising based on field testing results, test assembly, selecting performance standards, pilot testing, and preparing manuals.
2. Key steps include specifying test purposes and intended examinees, reviewing content standards/objectives, drafting and editing items/tasks, evaluating items for validity and potential biases, conducting item analysis after field testing, revising or deleting weak items, assembling the final test, and collecting ongoing reliability and validity data.
3. Item analysis involves both qualitative review of item content and format as well as quantitative analysis
The document discusses different types of assessment including formal, informal, and self-assessment. It then describes various types of tests such as diagnostic tools, formal tests, informal tests, summative tests, formative tests, norm-referenced tests, and criterion-referenced tests. The final section outlines principles of test construction including validity, reliability, objectivity, discrimination, comprehensiveness, ease of administration, practicality and scoring, and usability.
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
The document discusses different types of tests, their purposes, and characteristics. It describes screening/admission tests which determine if a person has the required behavior to be successful in a program. Placement tests determine the appropriate level for a person in a program. Proficiency tests measure overall language ability compared to native speakers. Achievement tests determine if learning objectives have been achieved. The TOEFL test is provided as an example of a proficiency test. Guidelines for developing effective tests are also outlined.
The document discusses the definition and purposes of language testing. It defines a test as an activity meant to convey how well a test-taker knows or can perform something. Tests serve several functions, including reinforcing learning, assessing student performance, and providing diagnostic information. There are two main types of assessment: formative, to check student progress, and summative, used at the end to measure achievement. The document also outlines five common types of language tests: proficiency, achievement, diagnostic, placement, and direct/indirect. It discusses the advantages and disadvantages of different testing methods.
This document discusses language contact in sociolinguistics. It describes how bilingual speakers may use a third language, mix languages, or switch between languages when communicating. This can lead to lingua francas, pidgins, or code-switching. Pidgins develop between languages for trade purposes with simplified grammar and vocabulary. If passed to new generations, a pidgin may become a creole language. Code-switching refers to mixing or alternating between two languages in speech. It helps with expression or identifies mixed cultural identity. Pidgins integrate languages extensively while code-switching shifts are restricted to vocabulary within sentences.
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
1. The document outlines the process of test construction which involves preliminary considerations, reviewing the content domain, item/task writing, assessing content validity, revising items/tasks, field testing, revising based on field testing results, test assembly, selecting performance standards, pilot testing, and preparing manuals.
2. Key steps include specifying test purposes and intended examinees, reviewing content standards/objectives, drafting and editing items/tasks, evaluating items for validity and potential biases, conducting item analysis after field testing, revising or deleting weak items, assembling the final test, and collecting ongoing reliability and validity data.
3. Item analysis involves both qualitative review of item content and format as well as quantitative analysis
The document discusses different types of assessment including formal, informal, and self-assessment. It then describes various types of tests such as diagnostic tools, formal tests, informal tests, summative tests, formative tests, norm-referenced tests, and criterion-referenced tests. The final section outlines principles of test construction including validity, reliability, objectivity, discrimination, comprehensiveness, ease of administration, practicality and scoring, and usability.
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
This document discusses different types of tests including true/false, short answer, essay, and matching tests. It provides details on each type, including guidelines for constructing them and advantages/disadvantages. True/false tests can assess basic knowledge but have high guessing rates. Short answer tests reduce guessing and assess lower-level thinking but are time-consuming to score. Essay tests measure higher-order skills but are difficult to score reliably. Matching tests are easy to construct and score but often assess trivial information. Proper construction and clear guidelines are important for all test types.
The document discusses best practices for constructing tests and writing test questions. It provides guidelines for developing multiple choice, true/false, matching, and essay questions. Key aspects addressed include writing clear questions, avoiding negatives, ensuring answer options are similar in length and structure, and using distractors that could plausibly be chosen. The document emphasizes the importance of validity, reliability, and usability in test design.
1. Harris M. Levitt
Portfolio
Food Service — Dining Halls Libraries Gathering
Classrooms Pre School-Kindergarten Recep-
tion Conference — Auditoriums Workplace
63 Macarthur Road, Natick, MA 01760 c. 781 413 5691 hmlevitt@gmail.com
2. Food Service—Dining Halls
Architecture: Elkus Manfredi Architects
Photographer: Bruce Martin
Architecture: Elkus Manfredi Architects
Photographer: Bruce Martin
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
3. Food Service—Dining Halls
Architecture: Elkus Manfredi Architects
Photographer: Bruce martin
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
4. Food Service and Dining Halls
Architecture: Gensler
Photographer: Harris Levitt
Architecture: Gensler
Photographer: Harris Levitt
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
5. Libraries
Architecture: Graham Gund Architects, Lucas Stefura Interiors
Photographer: Harris Levitt
Architecture: Keyes Associates Architecture: Alderman & MacNeish
Photographer: Douglas Gilbert Photographer: Douglas Gilbert
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
6. Gathering
Architecture: Claude Menders Architect
Photographer: Wayne Soverns Jr.
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
7. Gathering
Architecture: Sasaki Associates Inc.
Photographer: Susan Dukas
Architecture: Ondras Associates Architects Architecture: Sasaki Associates Inc.
Photographer: Harris Levitt Photographer: Susan Dukas
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
8. Gathering
Architecture: Gary Wolf Architects, Inc.
Photographer: Peter Vanderwalker
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
9. Classrooms
Architecture: Sasaki Associates
Photographer: Susan Ducas
Architecture: Keyes Associates Architecture: Keyes Associates
Photographer: Douglas Gilbert Photographer: Douglas Gilbert
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
10. Pre School—Kindergarten
Architecture: Earl R. Flansburgh + Associates
Photograph: Provided by Earl R. Flansburgh + Associates
Architecture: Alderman & MacNeish Architecture: David Presby Architect
Photographer: Douglas Gilbert Photographer: Douglas Gilbert
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
11. Reception
Architecture: Perkins + Will
Photographer: Peter Vanderwalker
Architecture: Perkins + Will
Photographer: Peter Vanderwalker
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com
13. Workplace
Architecture: Gensler
Photographer: Peter Vanderwalker
Architecture: Gensler Architecture: ADD Inc.
Photographer: Peter Vanderwalker Photographer: Ben Choi
P o r t f o l i o Harris M. Levitt 63 Macarthur Road, Natick, MA 01760 hmlevitt@gmail.com