Wednesday, March 18, 2020

West Side Story Essays - Music Technology, Sound Recording

West Side Story Essays - Music Technology, Sound Recording West Side Story West Side Story West Side Story was one of the best plays that Kean has put on that I have seen. This play just happens to be one of my favorite movies that I have watched over and over again. I basically memerized all the scenes and songs. But of coarse the play has to be shorter then the movie, so certain things had to be cut out and changed a little bit. For example when the song America is sung in the movie, the guys and girls are going against each other, but in the play it was just girls singing to each other. I think the people chosen for the play perfectly fit their characters. The only person I thought that needed a little bit more work on his acting was the guy who played Tony, Shayne Austin. Shayne has a great singing voice, but his acting seemed a tad bit rusty if you ask me. Over all everyone else seemed to be perfect for his or her parts. The play was very upbeat and exciting. There were times you laughed and times you cried. You always wanted to know what was going to happen next. Was there going to be a fight? Was someone going to die? Since the stage is so small not that many props could be used. The props that they did have were good. The fence symbolizied the playground, sowing machine showed the shop Maria worked in, the bed symbolized Marias room, and the register showed the soda shop. All very good considering the size of the stage. Overall I think that this performance was extremely successful. It got the point across that it doesnt matter what race you are. You should put your differences aside and get to know people. And thats exactly how I feel about life. That everyone should get to know people before they judge them. People need to stop stereo typing others. For example: your Spanish so all you eat is rice and beans, your black so you rob people, and your white so you think your better then everyone else of a different race. All those stereo types are wrong and need to be change and I think this play shows that.

Monday, March 2, 2020

The Essential First Step When Writing a Proposal

The Essential First Step When Writing a Proposal One of the most vexing considerations when writing a proposal is deciding what information to include and what to omit. And, we need to tier information so it is relevant and compelling. Here is the honest answer to determining what information to include in your proposal, and where to place it:It depends. Every proposal requires different content, sequencing, and even tone, depending on audience needs. Therefore, we have to approach proposal writing with a logical, step-by-step process that is built on audience needs.That's why templates are useful in proposal writing, but never definitive, and can get you in trouble. The Essential First Step When Writing a Proposal There is a first step every proposal writer should begin with, when writing every proposal, to determine what to include and what to omit: analyze your audience carefully. In essence, at this first most important point in the proposal writing process, you need to figure out your audience. Everything else - content, solutions, product recommendations, tone, and even pricing and presentation - hangs fully on audience needs. Defining your audience is the critical stage in proposal writing. At this point, don't even think about your company's technical knowledge or unique solutions; that will come later. Don't muddy the waters yet. What to Include and What to Omit When Writing a Proposal Always start with considering your audience.. Get a clear idea of them in your head before you plan solutions or write anything. Ask yourself questions about your proposal readers: How much do they know about your company and your solutions? Are they resistant or open to change or new process? Have you worked with them before? Are they cheap or willing to spend money to get a good solution? What are their pain points? What is most important to them about their pain point or issues? What is less important to them, but perhaps still relevant? Are they interested? Or, are they disinterested? Is your working relationship established and easy, or established and being reviewed? Are they knowledgeable about your industry in general? Etc. The answers to these questions frame everything else about your proposal. You will match proposal content directly to the audience. Always. A very common proposal mistake is to write what you, as the proposal writer, think is important about your solution or product. That may or may not be your readers' primary interest. It's an easy trap to fall into because we all know our products and solutions so well. It's natural to write from our own perspective, especially when we enjoy our work, believe in our solutions, and are knowledgeable and passionate about our subject. But, you will likely fail to meet your readers' real needs if you don't first analyze your audience. We always want to provide content that is relevant to audience needs. We can't do that if we don't first figure out our audience's perspective, experience, challenges, and needs. Defining your audience when you start to write a proposal is the essential first step that will help you know what information to include and what to omit, and also tier its importance, in the proposal. Match the information directly to audience needs. Be certain your first step when writing a proposal is defining your audience. I like to simplify this into two steps: Who will actually be reading the proposal? What is their "deal?" (Are they interested? Disinterested? Reactive? Affable but unable to commit? Cheap? Willing to spend money for value? Knowledgeable about the industry and solution? Are the readers a committee? If so, what is the "deal" with the members of the committee?...) Wrestle with these questions until you clearly understand your readers. Once you have your readers clearly in your mind, you will easily be able to determine what content to include, or omit. And, you'll know much more easily where and how to present it. First Things First Skip this important first step and your content can't possibly match reader needs or determine what information is most important. And, the proposal will likely be unfocused and over or under weighted with solutions or present irrelevant information. If content is not matched to your readers' needs, you are unlikely to earn the business. You can't determine the right content if you don't first analyze your reader during this first essential step to writing a proposal. Ready to master proposal writing? Close more business by enrolling in our onlineProposal Course. Receive instruction, templates, and feedback on each incremental step of the proposal you write during the course. Additionally, the last lesson includes individual coaching on the strategy and writing of proposals you write at work and a detailed review of the proposal you write during the course. You will fully master proposal writing in this course. Or, download our free guide onHow to Write a Proposal.

Friday, February 14, 2020

Manager shadowing Essay Example | Topics and Well Written Essays - 3500 words

Manager shadowing - Essay Example Managerial functions are a complex set of activities and involve a variety of people including internal as well as external associates. Tremendous information on management and managerial roles is available from literature; however, without practical application one cannot realize the intricacies involved in manager’s role. Shadowing provides a fair idea of the practical application of managerial concepts although one may not be directly involved in applying the principles. For a budding management professional, this shadowing activity for 3 days each with a bank manager and a manager at a phone shop provided good amount of information on day-to-day managerial activities along with an insight of managers’ behaviours determined by various factors. The following report elaborates on my observations and learning from the shadowing activity. Learning obtained from observations is based on my theoretical understanding of management concepts. As management concepts are numero us, this report is drafted based on few management models, like that of Stewart’s, Mintzberg’s and Drucker’s concepts. Further, it includes a comparison of managerial activities and behaviours of both the managers and the kind of roles each of them exhibited in similar and different situations. My understanding of management until now is based on what Peter Drucker once said, ‘Management is about human beings. Its task is to make people capable of joint performance, to make their strengths effective and their weaknesses irrelevant. This is what organisation is all about, and it is the reason that management is the critical, determining factor. We depend on management for our livelihoods and our ability o contribute and achieve (cited by Mullins, 2007; 413). Nevertheless, to manage, the process comprises of a complex set of activities, policies, procedures, culture, systems and

Saturday, February 1, 2020

Technology acceptance model (TAM) Article Example | Topics and Well Written Essays - 4000 words

Technology acceptance model (TAM) - Article Example The paper tells that the idea of the technology acceptance model emerged in mid 70’s, when many researchers started paying attention to factors and issues that give explanation or forecast the acceptance of a variety of technologies. Basically, the TAM is referred as one of the descriptive theories having most influenced the models and ideas of human behavior. In addition, the technology acceptance model was exclusively built with the key objective of recognizing the factors and aspects involved in technology acceptance generally; secondly, to look at a wide variety of technology usage behaviors; and lastly, to offer an economical hypothetical descriptive model. Additionally, its roots reach to social psychology and based on the reasoned action model of Fishbein and Ajzen. According to the reasoned action model (RAM), the intention to generate a behavior depends on two fundamental factors: approach toward behavior and individual characteristics. In this scenario, individual ch aracteristics refer to the causes dues to which certain behaviors are produced or not and establish the connection between the final and a predictable outcome, while the approach toward behavior is referred as the optimistic or pessimistic value on which the behavior of individual associates is produced. The TAM is a modified or updated version of the Theory of Reasoned Action (TRA) to the area of IS. The technology acceptance model represents that the apparent worth and perceived ease of use determining an individual's aim to make use of a system with a goal to serve as an intermediary of actual system usage. In this scenario, the perceived worth is as well seen as being straight influenced through perceived easiness of usage. On the other hand, researchers have shortened the technology acceptance model by eliminating the attitude constructs originated in TRA from the present arrangements. In this scenario, the efforts to expand the technology acceptance model can normally take 1 o f 3 forms: by initiating issues from connected models, by initiating extra or substitute belief aspects, and by investigating the background and moderators of apparent value and apparent simplicity of practice. In view of the fact that both the TAM and TRA are composed of powerful behavioral

Friday, January 24, 2020

Personal Narrative - Tae Kwon Do Essay -- Personal Narratives

Tae Kwon Do Once upon a time, I qualified for the Tae Kwon Do State Championships, to go to the Tae Kwon Do Junior Olympics in Orlando, Florida. It was my second year at the Jr. Olympics, and I was competing in two events. Sparring and forms. Forms has always been my favorite, partly because I was pretty good at doing them. Sparring was okay. I guess. So we get to the arena on the day I had to compete, and I’ve got all these little butterflies and whatnot flittering around in my stomach. Forms came first, and guess what! I screwed up. So there goes my chance at the event I’m any good at. So if I can’t even place in something that I am good at, how am I going to place in something that I’m not that great at? So I got to the holding area to get put into my division (they split us up according to rank, age, and weight). And what do they do? Put me in a group of only four. And how many places do they give out, you ask? Three. Yep, three. Now I’m really worried. All I can think is, "Omigod, I’m gonna be the only one not to place. Omigod, omigod, omigod†¦" Finally, after w...

Thursday, January 16, 2020

Teaching Computer Architecture: How to Introduce the Class

Introduction: How to Teaching is simple. It does not always require creativity to do it right. It is the art of using the right teaching method for the right student personality in the right environment. How much a particular student learns in a course is actually governed partially by that learner's native ability and preceding preparation but also by the consistency of his learning style and the teacher's teaching style. Teachers' teaching plans can exceed the learning process for the students and can improve their learning quality as well if it is well-matched the students' learning styles.The concept of learning styles – which states that different learners have different needs, ways of processing and adapting information, and therefore need to be taught differently so that their learning and achievement are more effective – has been a significant area of investigation in learning theories for over thirty years. In this paper I am designing a teaching plan driven by students learning styles and compatible with the basic two types of learning styles: visual and verbal learning styles.Teaching computer architecture has been examined in many ways like prototyping [1], learning through experience [2] [3] but it hasn't addressed by matching the teaching style with the students learning styles. I chose the first lesson of the computer architecture â€Å"introducing computer architecture course to the students† as an example to prove the enhancement of this approach in teaching computer architecture. The paper is divided to some sections.The first one is setting the base knowledge of the terms that will be used through this paper starting from explaining learning styles then going to clarifying the visual and auditory learning styles. After that, I am going to implement the introduced background in computer architecture context to computer architecture course (ACCESS) at University of Colorado at Colorado Springs. Finally, I will suggest how t o evaluate the applicability and the enhancement of this proposed plan followed by a brief dissection.Page 1 Motivation: First, I was motivated by the importance of computer architecture course. Second, my motivation was also the challenges that I faced in this course thus I didn't satisfactorily understand its concepts. My reason of not fully getting the content was personal; my background knowledge that was required to this course wasn't adequate. Then I asked myself how much have the other students, who have fulfilled the prerequisite, learned? Did they get the essentials of the course?And these questions have formulated my effort presented in this paper here in order to both facilitate their learning and improve their learning quality of this substantial course. Background: A. Learning styles: Learning in an organized educational situation may be thought of as a two-step process encompassing the reception and processing of information. Learning styles can be defined as the prefe rences of an individual in a particular learning situation 4]. It refers to the preferred way of a learner to receive information.Individuals are dissimilar in how they learn. In [5], Richard M. Folder had proposed a model of learning and teaching styles in engineering education that consists of five learning styles dimensions: sensory and intuitive, visual and verbal, inductive and deductive, active and reflective, and finally sequential and global. To match the teaching method with a category of the students learning styles, it changes the way to present information or the way to organize it and sometimes both. B.Visual and Verbal Learners In his model, he had considered the visual and verbal learning styles and had categorized them in the input dimension that deals with the component of the learning process in which information is observed. People receive information in many ways. These ways may be divided into three categories, sometimes mentioned to as modalities: visual ways t hat refers to sights, pictures, diagrams, symbols; auditory ways that use sounds, words; kinesthesia ways such as taste, touch, and smell.Thus, there are visual, verbal, and kinesthesia learners. Visual learners have a reference of seeing: pictures, diagrams, flow charts, time lines, films, or demonstrations and they remember best what they see. They usually like to see the teacher's body language and expressions to better understand the content of lessons, highlight the important points of the lesson with pretty colors, and they Page 2 illustrate the concepts to fully understand and memorize it.If information is simply said to them, they will forget it easily. Auditory learners remember best what they listen to. They acquire a lot out of discussion, learn efficiently by explaining things to ACH other, take the underlying meanings of speech through focusing their listening to tone of voice, read the written materials out loud to absorb and memorize them well, and they prefer verbal clarification to optical demonstration. According to Richard M.Folder, â€Å"most people of college age and older are visual while most college teaching is verbal?the information presented is predominantly auditory (lecturing) or a visual representation of auditory information (words and mathematical symbols written in texts and handouts, on transparencies, or on a chalkboard)†. This present a problem to many learners. C. How we learn? How People Learn: Brain Mind, Experience, and School book [6] has concluded seven primary points of how people learn: 1.Leaning is facilitated when knowledge is structured around major concepts and principles. 2. A learner's prior knowledge is the starting point of effective learning. 3. Awareness and self-monitoring of learning (â€Å"meta-cognition†) are important for acquiring proficiency. 4. Learners' belief about their ability to learn affects their success. 5. Recognizing and accommodating differences in the ways people learn are e ssential. 6. Learning is shaped by the context in which it occurs. . Learning can be strengthened through collaboration.These points also were the foundations of the vision for the future science and engineering learning environment that was anticipated in the new electrical and computer engineering curriculum in 2013 and beyond [7]. In my paper, I am suggesting a plan that is in line with both points number 1 and 5. Implementation: To implement a teaching plan that focuses on visual and verbal learning styles in the computer architecture context, I will be using visual and aural tools to present the content and I will mix using them while I am explaining each concept.The aural tools will be spoken words or written presented text. On the other hand, the visual tools will Page 3 vary between pictures, diagrams and charts. This teaching plan is intended for introducing computer architecture course ACCESS/5200 at University of Colorado at Colorado Spring. The laconic teaching goals for this lesson are: 0 0 0 0 Student defines computer architecture. Student recognizes the role of the technology trends in computer architecture. Student distinguishes between computer architecture and instruction set architecture. Student lists two types of parallelism.And it will be organized as the following: 1. Prerequisite classes. 2. A foreword. 3. Computer architecture definition. 4. Computer architecture intersection. 5. Computer architecture classifications. 6. Why does it matter? 7. Course content. 8. Conclusion. 1 . Prerequisite classes Dependency or process diagram is going to be utilized to show the computer organization prerequisite classes. Computer organization 2. A foreword. Computers have different ways of how we see them. Computer Architecture Personal Mobile devices Desktop Computing Servers Clusters/ warehouseman computers Embedded computersEach of these unlike computers has its own characteristics, requirement, and computing technologies. However, they all have a t least a processor, memory, 1/0 device, and a way to communicate between them. Another way to see computers is this picture. Page 4 Applications System software Hardware SIS SIS in this picture is abbreviation of instruction set architecture, the boundaries between the hardware and the software. 3. Computer architecture definition: So, what is computer architecture? What do the computer architects do? The definition will be driven from the presented pictures above. Computer architects design imputer systems.Hence, it is not equal to designing SIS any more (old definition) SIS is actually a part of computer architecture. The word architecture nowadays covers all three aspects of computer design – instruction set architecture, organization or macrostructure, and hardware [8]. Computer architecture has been defined as designing the organization and hardware of the computer to meet goals and Measurement and Analysis Design Requirements and Castrations functional requirements [8] (figure: 1). 4. Computer architecture intersection: SIS Compiler Logical design Computer architecture is not a stand-alone subject.In order to obtain better computer design, it calls for familiarities with several topics like What do the computer architects do? Figure 1 : compiler, history of computers, and operating systems (figure: 2). A useful suggested tool to visualize the above Computer Architecture prop languages SO Computer history Figure 2: computer architecture interaction http://loving. Host. Sky/attendant/Operating-System-Extended-Machine. HTML Page 5 content would be Venn diagram. 5. Computer architecture classification: The most popular known classification of the computer architecture is Flan's taxonomy.It insiders only the computer processor of the designed computer system. The memory, interconnections, 1/0 devises aren't involved in Flan's taxonomy. The processor receive two kinds of information flow whether data or instruction. According to Flan's taxonomy, both o f the instruction or data streams can be single or multiple. Architecture categories Flan's Taxonomy SITS SIMD MID MISS Another architecture classification is based on the type of parallelism that is exploited in the designed computer system. Tow type of parallelism at the computer application Parallel architecture Data level parallelismTask level parallelism level: data level parallelism and task level parallelism 6. Why does it matter? Architects design architecture for a given technology. Technology parameters quickly change over time. So, it is important to trace the technology trends and plan for it as architects (figure: 3). Parameter Time Page 6 Figure 3: Technology trends Technology: Integrated circuit technology DRAM, Flash Magnetic disk technology Bandwidth and Latency Transistors and Wires Power and Energy: Thermal Design Power (TIP) Dynamic Energy and Power Static power consumption Cost: DRAM pence Microprocessors price Integrated Circuit Cost 7.Course topics: Computer a rchitecture Quantitative approach [8] is a popular book for teaching computer architecture class in many universities, University of Colorado at Colorado Springs as well. So, I am going to adopt the content of this book to introduce the computer architecture topics. Here is a dependency diagram to present the course topics and the book chapters at the same time in relational manner to give the student a glance of how the topics are structured. Also, it can be extended by building up new dependency relations between the chapters as the instructor start to explain them later on the course.This method is to facilitate the learning according to How People Learn book [6] point number one. Chap: 1 Fundamentals of Quantitative Design and Analysis Chap: 2 Memory hierarchy design Chap: 3 instruction-Level Parallelism Chap: 4 Data-Level Parallelism Appendix B Appendix C Chap: 5 Multiprocessors and Threadlike Parallelism page 7 Chap: 6 The Warehouse-Scale Computer 8. Close the talk by summariz ing the information. In conclusion, the computer architecture is to design the organization and the hardware of the computer to meet its functional requirements and intended goals.To do that best, architects asked for taking the technology trends in its consideration to lengthen the life of the designed architects and for taking advantages of parallelism in order to make it scalable and efficient. Measurement and Analysis Indeed, Just one thing needs to change in the teaching plan to engage both visual and verbal learning styles- change the way to present information, provide visual aids in addition to verbal ones. Evaluation: In this section, I am going to suggest an evaluating procedure consist of two parts: satisfaction evaluation and outcome evaluation.First, to assess the satisfaction of this Lana, instructor can look to the learning style for each student in the class using one of the learning styles inventory test that are provided online like: http:// www. Learning-storyline . Com/inventory/questions. PH? Cockiest=y or http:// Then, count the percentage of students that has visual learning style, aural learning style, and other styles. After that, calculate the how much of the students learning styles are covered by this plan design, sum visual and verbal students.Finally, count the parentage of students learning styles that this plan considered to evaluate the degree of satisfaction. Second, in a teaching and learning, the most actual evaluation is that which on the basis of students learning outcomes. So, to measure this plan outcome, instructor can use either way quantitative or qualitative approach like: asking some direct questions to Page 8 students to examine their understanding; print out an assessment examination and give it to each student (figure: 4); asking all the students if they have any questions about the lecture.I recommend the simplest evaluating methodology like the method suggested in [9],†instructors should avoid questions or situations that could make it wizard for students to respond (â€Å"Who is lost? â€Å") or are so generic as to lead to nonresidents (â€Å"Are there any questions? â€Å"). Instead, instructors should pose questions that encourage more specific responses, (e. G. , â€Å"How many of you understand what we are talking about? â€Å"). † Name: ? What is computer architecture? Name: From 1 to 10: How much important is this course?How much you think you can learn this course? As (high – medium – low): How much important is this course? How much you think you can learn this course? Figure 4: example of printed students' assessment Discussion: In USC computer architecture class, while implementing the presented approach, I notice a further unintended advantage. The main goal for this plan was to match the learning style for the visual and verbal learners. But I discovered that it has advantages even if the learning style doesn't match the student like the case o f international students.Indeed, this plan improves the learning for the verbal learners who are taught by a different language from what they are natively speak. There was almost 15% of the students in the ACCESS at USC are international students. This approach can contribute to solve the learning difficulties that the international students face. Assuming that the international students misunderstand 5% to 35% from the spoken language in the lecture, due to the lack of their English vocabularies and synonyms that they are familiar with, the percentage expected to decrease when the instructor uses visual tools in their teaching.Consequently, the progress is accomplished by reducing the misunderstanding percentage of the international students. Observing the visualization tools in this teaching plan, it was suitable for the context that they have been exploited in. One of the efficient teaching visualization tools to computer architecture course is simulators [10], it hasn't used in this suggested plan because it had addressed introducing the course but it still can be used later on the lectures.It helps explaining the main concepts in the course such as CPU [1 1], SIS, or cache memory. Page 9 Even if the computer architecture topics expand, this suggested plan will still be applicable and it will not needs significant changes. Conclusion: In conclusion, the main effort in this paper was a contribution to utilize delivering the computer architecture content to the students. I have used a teaching method that focuses on students' learning style and I have designed a constructible teaching plan.In my suggested designed teaching plan for the first day of computer architecture class, I have chosen two basic learning styles of student, visual and verbal learning styles. Then, I propose a way to evaluate the success of it. In my discussion, I discussed several points; I highlighted a benefit for this approach for international students as well; mentioned visualizati on tools are useful and recommended additional one that haven't used but can be used later in the course, simulations is useful for chemotherapeutics. Bibliography [1] E. J. Barbara, H.. B.

Wednesday, January 8, 2020

Oedipus As A Great Representation Of Aristotle s...

Oedipus is regarded as a great representation of Aristotle’s characterization of the tragic hero. He is able to accomplish this task because of his ability to demonstrate virtue of wisdom regardless of the flaws and the challenges he endures. Introduction Aristotle demonstrated the creation of a plot in literature. The method Aristotle adopted to create a plot involved the use of tight nexus of ignorance whereby the word Harmatia was mistranslated. The technique of plot creation enables an author to come up with a realistic illustration to demonstrate a real life experience. A realistic tragic story should not have tragic pleasure. The nature of a tragic story lacking the ability to change the order of events enables the readers not to experience emotional distancing The way Sophocles Oedipus exemplifies the definition of a tragic hero by Aristotle’s is broad. According to Sophocles Oedipus, the definition of Aristotle hero is viewed as someone of a high position who is of valuable qualities in terms of character and moral values. The person does not commit mistakes of his own. Aristotle’s defines tragedy as a very important act done as results of sympathy, and fear (Peter, 2005). Tragedy hero is also described as a person of nobility during birth that brings about certain flaws that would results to his failure. The situation is referred to as Harmatia. It is also indicated that true tragic hero also go through peripeteia. It is also revealedShow MoreRelatedAmerican Literature11652 Words   |  47 PagesChristian utopia Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · sermons, diaries personal narratives captivity narratives jeremiads written in plain style Effect: ï‚ · ï‚ · instructive reinforces authority of the Bible and church Historical Context: ï‚ · ï‚ · a person s fate is determined by God all people are corrupt and must be saved by Christ Rationalism / Age of Enlightenment period of American Literature - 1750-1800 Content: ï‚ · ï‚ · ï‚ · ï‚ · national mission and American character democratic utopia use of reason