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December 18, 2017

Ovid's Metamorphoses Options Menu

“Metamorphoses” means “changes.” What changes do you see in these three poems by Ovid ( “Apollo and Daphne,” “Jove and Io,” “Venus and Adonis”)? Which characters benefit from the changes, and which characters suffer as a result? Your examples should come from all three poems, not from only one. Write at least 300 words for your response, and bring in quotes from the poems to support your statements. No research is needed. This should be your personal interpretation of the text.

December 18, 2017

Language Sketch

For this final assignment, you will gather information about the structure of 2 languages spoken in your district from books, vetted internet sources and any native speakers to whom you have access.

1. The assignment is to develop a basic sketch of each language, with data examples, and an understanding of how it differs from English. Most of the parts I am asking about have been discussed in your readings (in particular Gordon). The page templatePreview the documentView in a new window that you are required to use for this assignment is structured based on the book chapters. Thus, If you are wondering about terminology, you should look for answers in Gordon’s book. Here is one good example of a Hawaiian sketch:Language Sketch_Example2017.docxPreview the documentView in a new window

2. In the 2nd part of this assignment will you will also be asked to record key phrases from the assignment and share them with your peers. You only have to do this for one language.

Please adhere to the font size in the template to use the page in an optimal fashion. The idea is to create a well-researched sketch of a language your student(s) may speak to become familiar with its structure and potential issues arising from the structure for ELL.

I expect that depending on the language the number of pages will vary between 2-3 pages. Please put 10+ hours into this project (required weekly amount of hours for a 3 credit course). Start early to avoid stress.

All plagiarism rules apply so please be attentive to them as you work on this project.

REQUIREMENTS:
Minimum of 5 references per language; Minimum of 3 published sources. Try books entitled “Grammar of [language]” or “Languages of [region/country]”, or state/national/ governmental websites. Beware of academic articles. You are required to verify any Wikipedia information with a published article or book. Please do not give Wikipedia as a reference.
A. 2 key phrases that you could use to welcome the families of a student in your class.
B. 3+ key phrases that you could routinely use with the student(s) in your classroom.
Please provide us with an English translation.

December 18, 2017

Education

Develop a plan that addresses family involvement in an early childhood program. The plan should include the program’s philosophy regarding parental

participation, as well as strategies that the program employs to promote active involvement of parents. Opportunities for involvement should be

addressed, including parent visits, volunteerism, and advisory roles of parents.

December 18, 2017

History

Historians work with two types of sources: primary and secondary. Primary sources are letters, diaries, films, photographs, newspaper articles, and any other artifacts that were produced by people living through the events of a historical period. Historians study and draw on these sources in order to recreate the past for the current generation. These recreations are called secondary sources. Secondary sources are books, articles, and websites that historians and other authors write about the past—A People and a Nation is an example of a secondary source.

The analysis of primary sources is an important part of understanding both the culture of the past and the meaning of current events. Primary sources reveal the different perspectives that groups of people and individuals had on contemporary debates as well as the variety of responses historical actors can have to the same event. By investigating how people responded to their situations in diverse historical contexts, we can learn how individuals felt about events as they unfolded and can appreciate their divergent perspectives. This appreciation builds empathy that assists us as we approach individuals with different perspectives in our workplace and daily lives.

In this assessment, you will work with one of the following four time periods in United States history:
• English Colonization and the Road to Revolution
• The Early Republic and the American Civil War
• Reconstruction and the Age of American Imperialism
• The Making of Modern America

For each of these periods, you will have a pair of two primary sources. For your chosen historical period, you should use your knowledge and analytical skills—in addition to relevant readings from the A People and A Nation text—to provide context for these primary sources and to explain how they relate to one another. In this assessment, you will select onehistorical period and then analyze the corresponding two primary sources.

Requirements:
A. Write an essay (suggested length of 2–3 pages) on one of the historical periods from the list provided in the introduction, using the corresponding primary sources. In your essay, do the following:

Note: You can refer back to the information and worksheets in the Course of Study for HIST 1010, and the text, A People and A Nation, for additional information about these time periods.

1. Analyze the point of view of primary source A by doing the following:
a. Describe the major characteristics of primary source A (e.g., the author’s background, the main ideas presented, the reasons it was created).
b. Explain how primary source A reflects the major events of the chosen historical period (e.g., social movements, developing ideologies, international conflicts).
2. Analyze the point of view of primary source B by doing the following:
a. Describe the major characteristics of primary source B (e.g., the author’s background, the main ideas presented, the reasons it was created).
b. Explain how primary source B reflects the major events of the chosen historical period (e.g., social movements, developing ideologies, international conflicts).
3. Discuss how the two primary sources relate to each other within their historical context.

Note: This may include major themes of the period or social/political movements that define the era.

B. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content.
1. Include the following information when providing source references:
• author
• date
• title
• location of information (e.g., publisher, journal, or website URL)

December 17, 2017

Ubiguity of Microorganisms – Evaluation Lab Report for MICROBIOLOGY

USE THE FOLLOWING INSTRUCTIONS TO WRITE A FORMAL LAB REPORT.THE RESULTS FROM MY EXPERIMENT ABSTRACT: Even though the abstract appears at the beginning of the report, it is written last and inserted into the beginning. It should be no longer than a single, well developed paragraph of 100 – 200 words in length. Though the length of the abstract is not long, it is a critical component of your report. The abstract summarizes four essential aspects of the report: the purpose of the experiment significance of the theory or model behind the experiment to the real world key results major conclusions. Materials – List all the materials used in the experiment (Pan on stove, boiling water,Aluminum Foil, aluminum pie pan, bottle of bleach, bucket, lighter, smartphone camera, coffee mug, cooking pot, mouthwash, pipets, inoculation metal loop, isopropyl alcohol, gloves, googles, apron, agar plates, agar vial tubes, broth vial tubes, marker, burner fuel & glass beaker).
Methods – Concisely describe or list, in order, the steps of the experiment Data: This section contains the results obtained during your experiment. It should contain the data only, no conclusions or interpretation of the results are included in this section. If you did not receive results for any part of your experiment do not leave that data area empty or write N/A (not applicable). Instead, enter “no results” or “not observed” and discuss in your conclusion that you did not observe results and what results you expected to observe and why. In your sources of error discuss why you feel you might not have observed results in that instance. Conclusion: The conclusion section is perhaps the most important section of your report. It is where you demonstrate your understanding of both the experiment and the science behind it. It is your subjective analysis of the experiment and your results. Though the exact length is not as critical as it is in the abstract section, the conclusion should be, at minimum, several well developed paragraphs long. Include in your conclusion the following: How do your results relate to the real world? How do your results relate to the theory or model behind the experiment performed? Do your experimental results substantiate or refute the theory? Why? Were the results consistent with your original predictions of outcomes or were you forced to revise your thinking? Sources of Error: Sources of error is a short section that explores what happened during your lab experience that may have affected the outcome. Though a short section, this is an important step, Where there other potential problems encountered during the lab? These can range from poor samples to curious cats. References: Cite your sources, even if it is only material you have used from your lab material or text. All sources used must be cited according to APA style.

December 17, 2017

Archaeology Excavation project

ARCH106 Project 1: The Sheepen Excavations

Grades: The final project is worth 100 points (20% of your final grade).

Late Policy: Any project that is turned in after 9:30 am on the due date will be penalized at a rate of 10 points per day. Computer and

printing problems will NOT be accepted as valid excuses for late work. Be sure to backup your work and to print the day before the paper

is due in order to avoid these problems.

Assignment: Sheepen is the name of a real farm that once stood on the outskirts of modern Colchester, England. In 1929 the national

government acquired the property for the construction of a major new highway leading out of the modern city. Archaeologists C. F. C.

Hawkes and M. R. Hull quickly organized and were able to conduct intermittent excavations between 1930 and 1939 in an attempt to salvage

information before the construction of the road destroyed all evidence of past activities. They discovered several sites during these

excavations, including Site A4, the site from which I have adapted this project. Site A4 was located just north of a Roman-period road

that led about a mile away into Colonia Victriciensis, the Latin name for Roman-era Colchester. In antiquity the site was only loosely

connected to Colchester and the military used it only briefly. A little west of Site A4, not shown on the plan (Fig. 2), was an excellent

spring used by local sheep farmers until 1929 and presumably by the Romans as well. The excavation of Site A4 caused quite a sensation at

the time as nowhere else in Colchester or in England has an archaeological site produced so many military artifacts.

Your assignment is to imagine that you were the primary investigator of the excavations at the A4 Sheepen site. Using your knowledge of

Roman pottery sequences, architecture, the military, the history and archaeology of Colchester (consult the de la Bédoyère textbook for

details on Colchester) as well as the evidence presented here about the features, artifacts, and ecofacts from the site, fill in the

worksheets below. TYPE your answers in all boxes except those that have a grey background, the boxes will expand as you add text. Use

the Law of Superpostion to figure out the stratigraphy of the site and the Law of Association to figure out the dates of each stratum as

well as with which stratum each feature is associated.

You will hand in only the rubric worksheets at the end of this project, do not include the instructions or the images. You MUST staple

your work; I will deduct points for any student who fails to use a staple.

Key to Stratigraphy of Section 48 (Fig. 1)

For the location of this section, see the dashed arrow labeled “48” on the plan (Fig. 2).

Stratum I: Top soil devoid of artifacts. The only artifact Hawkes and Hull discovered was at the interface between Stratum I and Stratum

II, one piece of Central Gaulish terra sigillata.

Stratum II: Hawkes and Hull found the entire pit to be filled with sand that contained bits of charcoal and numerous pieces from Roman

armor and weapons. Some of these pieces appeared to have never been used and thus had probably never been attached to the shields, swords,

and helmets for which they were designed.

Stratum III: Sand devoid of artifacts.

Stratum IV: In this level Hawkes and Hull found a tremendous amount of charcoal mixed with sand. They also found pieces of southern

Gaulish terra sigillata, including one fragment dateable on stylistic grounds to the mid-Neronian period.

Stratum V: This stratum was incredibly rich in artifacts. Hawkes and Hull uncovered wooden beams arranged in the shape of a V that were

severely charred. They came across a pair of postholes for posts that would have supported the roof of the structure; they estimated that

there were two or three more posts for the roof, the evidence for which has not survived. They found no indication of smaller postholes

that would indicate some kind of wall structure. In the sandpit at this level south of the V-shaped structure they also excavated an

enormous amount of both bronze and iron slag as well as bits of scrap iron and bronze. Among this scrap were shavings from brass and iron

ingots as well as indistinct lumps of bronze and iron. Metal artifacts included nails, fragments of a Celtic knife and a Celtic iron hook

used in antiquity to suspend a cauldron over a fire, fittings for horse harnesses, rivets, mountings, and fittings for Roman armor and

helmets. Some of these pieces were unused while some seemed very worn and in need of repair. In addition, south of the V-shaped structure

Hawkes and Hull uncovered iron tongs, the remains of a small anvil, and the remains of five separate crucibles (Fig. 3). Curiously, they

did not uncover evidence of a furnace but they were certain it had to have been further to the west on land they were not permitted to

excavate. Hawkes and Hull unearthed nine coins including an as of Tiberius, a coin of the native British king Tasciovanus, a coin of the

native British king Cunobelinus, a denarius of Antony and Octavian dating to c. 40 BCE, an as of Caligula, a sestertius of Claudius and

three asses of Claudius, one of which was dateable to 41 CE. Among the artifacts Hawkes and Hull identified many undateable fragments of

pottery in addition to numerous fragments of southern Gaulish terra sigillata. They uncovered two nearly complete southern Gaulish terra

sigillata bowls (Fig. 4). Based on the form of the leaf decorations, these can be securely dated to the mid-Neronian period. In

addition, Hawkes and Hull discovered five pieces of glass dateable to the Claudian era as well as three fragments of separate “millfiore”

glass vessels that can be securely dated to the late 50’s CE. Finally, the only faunal material from this level consisted of a horn of a

native Celtic shorthorn ox (Bos brachyceros).

Key to Features on Plan and Their Associated Artifacts (See Fig. 2)

Ditch II: Nearly 2 m across, Ditch II runs the entire length of the east side of the site. Further to the north, not shown on the plan,

the ditch abruptly stops as if it had never been completed. The ditch had been filled with sand and in the fill archaeologists found only

a few fragments of southern Gaulish terra sigillata and portions of a horse skull and teeth. Pits A23, A28 and A29 cut into the ditch and

its fill.

“Clavicula”: A clavicula is a common feature in 1st century CE Roman military architecture. It is a ditch that branches off from the

main ditch defending a camp at the point where the gate was located. The purpose of the clavicula was to force the enemy to charge

parallel to the lines of defense in the camp if they intended to storm the gate. In so doing, the enemy would expose their flanks to the

spears and arrows of the defenders. Just north of the point where the clavicula joins Ditch II there would have been a wooden bridge

across the Ditch II giving access to the fort, which would have been removed at the time of an attack. Like Ditch II, the clavicula had

been filled with sand that contained only a few fragments of southern Gaulish terra sigillata. Hawkes and Hull were so intrigued by Ditch

II and the clavicula that they looked for signs of a Roman fort south of Ditch II, the area that would have been the interior of the fort,

but found nothing. They concluded that a Roman military unit started building a fort but abandoned the project after only a day or two.

Feature A23: This pit cuts into the fill of Ditch II. Hawkes and Hull found the pit to be filled with sand that contained bits of

charcoal and numerous pieces from Roman armor and weapons. Some of these pieces appeared to have never been used and thus had probably

never been attached to the shields, swords, and helmets for which they were designed. In addition, there were remains of a number of

legionary helmets, one nearly complete, with little sign of wear.

Feature A24: Hawkes and Hull found this pit to be filled with sand that contained bits of charcoal and numerous pieces from Roman armor

and weapons. Some of these pieces appeared to have never been used and thus had probably never been attached to the shields, swords, and

helmets for which they were designed.

Feature A25: Hawkes and Hull found this pit to be filled with sand that contained bits of charcoal and numerous pieces from Roman armor

and weapons. Some of these pieces appeared to have never been used and thus had probably never been attached to the shields, swords, and

helmets for which they were designed.

Feature A26: Hawkes and Hull found this pit to be filled with sand that contained bits of charcoal and numerous pieces from Roman armor

and weapons. Some of these pieces appeared to have never been used and thus had probably never been attached to the shields, swords, and

helmets for which they were designed.

Feature A27: Hawkes and Hull found this pit to be filled with sand that contained bits of charcoal and numerous pieces from Roman armor

and weapons. Some of these pieces appeared to have never been used and thus had probably never been attached to the shields, swords, and

helmets for which they were designed. In addition, Hawkes and Hull discovered four complete legionary swords.

Feature A28: This pit cuts into the fill of Ditch II. Hawkes and Hull found a British penny with the date 1916, the nearly complete

skeletons of 4 sheep, and several fragments of glass, one inscribed “..ca-Cola”.

Feature A29: This pit cuts into the fill of Ditch II. Hawkes and Hull found the pit to be filled with sand that contained bits of

charcoal and numerous pieces from Roman armor and weapons. Some of these pieces appeared to have never been used and thus had probably

never been attached to the shields, swords, and helmets for which they were designed.

Feature A4 (labeled “Site A4” on Fig. 1): This feature consists of a large, shallow pit dug into the sand. On the northern side of the

pit ran two trenches with thick wooden beams laid horizontally in the bottom forming a pair of low walls in a rough V shape. Presumably

the people who constructed these low walls intended for them to hold back the sand, Stratum III (see Fig. 2). At the entrance to the V-

shaped structure was a pair of wooden posts, set upright. These posts and the beams in the V-shaped structure were severely charred. For

the artifacts Hawkes and Hull found, consult the stratigraphic section (Fig. 1) and the key below.

Fig. 1: Stratigraphic Section 48 from site A4, part of the Sheepen site (Hawkes and Hull, 1947, p. 92).

Fig. 2: Plan of the Sheepen Site (Hawkes and Hull, 1947, p. 92).

Fig. 3: Clay crucibles found at the Sheepen site (Hawkes and Hull, 1947, p. 346).

Fig. 4: Decorated terra sigillata, form Dragendorff 29 (Hawkes and Hull, 1947, plate XXVII).

GRADING RUBRIC

Name:______________________________________________________

Print out this sheet and place it as the first page on your project. Fill in your name above but NOTHING in the grid below; that is for

me to fill out. The purpose of showing you this rubric is so that you will understand my expectations when I grade this project.
Strata Points
Student determined the proper sequence of strata, dated them correctly, provided evidence for those dates, and developed a

plausible interpretation for how each stratum was formed supported with evidence.
Student mostly determined the proper sequence of strata, dated some of them correctly, provided evidence for some of those dates,

and developed some plausible interpretations for how each stratum was formed supported with evidence.
Student struggled with the sequence of the strata, dating them correctly, providing evidence for stratum dates, and / or

developing a plausible interpretation for how each stratum was formed.
Features
Student determined the appropriate stratum correspondence and developed a plausible interpretation for the use of the feature

supported by evidence.
Student determined the appropriate stratum correspondence for most of the strata and developed a mostly plausible interpretation

for the use of the feature supported by evidence.
Student failed to determine the appropriate stratum correspondence and to develop a plausible interpretation for the use of the

feature supported by evidence.
Narrative
Student wrote a well-developed and coherent narrative interpreting all the evidence.
Student wrote a mostly well-developed and coherent narrative interpreting most of the evidence.
Student’s narrative needed more work to make it well-developed and coherent and to include all the evidence.
Spelling, Grammar, and Syntax in Narrative
Project had few spelling, grammar and / or syntax errors.
Project had a moderate number of spelling, grammar, and / or syntax errors.
Project had many spelling, grammar, and / or syntax errors; student should consult the Writing Center before handing in another

paper.
Comments (if necessary):

Letter Grade Total
(Late penalty, if applicable
-_____

WORKSHEETS

Use the Laws of Superposition and Association to fill out these worksheets. Do not write anything in the boxes with the grey backgrounds.

You do not need to answer the questions in complete sentences, a bulleted list is fine.
STRATA

Oldest Stratum:
Earliest Possible Date:
Latest Possible Date:

Evidence for Dates Earliest:
Latest:
How was the site used as this stratum formed? Be certain to include the evidence for your conclusion.

Next Oldest Stratum: Earliest Possible Date:
Latest Possible Date:

Evidence for Dates Earliest:
Latest:
How was the site used as this stratum formed? Be certain to include the evidence for your conclusion.

Next Oldest Stratum: Earliest Possible Date:
Latest Possible Date:

Evidence for Dates Earliest:
Latest:
How was the site used as this stratum formed? Be certain to include the evidence for your conclusion.

Next Oldest Stratum: Earliest Possible Date:
Latest Possible Date:

Evidence for Dates Earliest:
Latest:
How was the site used as this stratum formed? Be certain to include the evidence for your conclusion.

Youngest Stratum:
Earliest Possible Date: Latest Possible Date:
Evidence for Dates Earliest:
Latest:
How was the site used as this stratum formed? Be certain to include the evidence for your conclusion.

FEATURES

Ditch II
With which stratum / feature(s) is this feature contemporary?
What is your evidence for contemporary stratum/feature(s)?