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Tag: Model Answer

  • [Solved] PROM D4

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  • [Solved] TotalRCase

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    – 2 years ago **files (1)** – ## Module4CasetempMGT509.docx **## Module4CasetempMGT509.docx** Address the following in an essay format which includes an introduction and conclusion (not a Q & A format): · Companies often have several policies on time away from work. What are some examples of time aw…

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    – 2 years ago

    **files (1)**

    – ## Module4CasetempMGT509.docx

    **## Module4CasetempMGT509.docx**

    Address the following in an essay format which includes an introduction and conclusion (not a Q & A format):

    · Companies often have several policies on time away from work. What are some examples of time away from work policies found in private-sector organizations today? Provide employer names from your research.

    · Watch this video from LinkedIn Learning,
    [_Flexibility and Unlimited Time Off._](https://www.linkedin.com/learning-login/share?account=70039330&forceAccount=false&redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Fworking-as-a-contract-or-temporary-employee%2Fflexibility-and-unlimited-time-off%3Ftrk%3Dshare_video_url%26shareId%3D1fCtF3u3SiSNAsnZjkss2A%253D%253D) Note: Enrollment in this course includes access to LinkedIn Learning video resources. To access your account for the first time, please look for an invitation from LinkedIn Learning in your Trident University email and click on the activation button.

    · As you see in the video above, some employers have an "unlimited" vacation policy. Others have an "Employee Time-Off Policy" that allows employees a set number of paid days off regardless of the reason (instead of individual absenteeism, sick days, vacation, short-term leave, long-term leave, FMLA, and other policies). Would it be better for the King Company to have an Employee Time-Off Policy, something similar to the unlimited vacation policy discussed in the video above, or something else? Why? Support your response with research.

    Utilize information from
    **at least two Trident Online Library sources** to help strengthen and validate your discussion.

    Paper length:
    **3-4 pages** (not counting the cover and reference pages).

    Provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what have been used previously in your other papers and courses.

    Bring in related court case decisions to help augment your discussion, if applicable.

    Make reasonable, cost-effective assumptions in your paper. It is not an option, however, for you to hire additional help (temporary or otherwise). State your assumptions in the beginning of your discussion.

    **Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

    **## Module4CasetempMGT509.docx**

    Address the following in an essay format which includes an introduction and conclusion (not a Q & A format):

    · Companies often have several policies on time away from work. What are some examples of time away from work policies found in private-sector organizations today? Provide employer names from your research.

    · Watch this video from LinkedIn Learning,
    [_Flexibility and Unlimited Time Off._](https://www.linkedin.com/learning-login/share?account=70039330&forceAccount=false&redirect=https%3A%2F%2Fwww.linkedin.com%2Flearning%2Fworking-as-a-contract-or-temporary-employee%2Fflexibility-and-unlimited-time-off%3Ftrk%3Dshare_video_url%26shareId%3D1fCtF3u3SiSNAsnZjkss2A%253D%253D) Note: Enrollment in this course includes access to LinkedIn Learning video resources. To access your account for the first time, please look for an invitation from LinkedIn Learning in your Trident University email and click on the activation button.

    · As you see in the video above, some employers have an "unlimited" vacation policy. Others have an "Employee Time-Off Policy" that allows employees a set number of paid days off regardless of the reason (instead of individual absenteeism, sick days, vacation, short-term leave, long-term leave, FMLA, and other policies). Would it be better for the King Company to have an Employee Time-Off Policy, something similar to the unlimited vacation policy discussed in the video above, or something else? Why? Support your response with research.

    Utilize information from
    **at least two Trident Online Library sources** to help strengthen and validate your discussion.

    Paper length:
    **3-4 pages** (not counting the cover and reference pages).

    Provide private-sector employer examples of HRM programs, systems, processes, and/or procedures as you address the assignment requirements. Provide names of the employers. Use different employer examples in this course than what have been used previously in your other papers and courses.

    Bring in related court case decisions to help augment your discussion, if applicable.

    Make reasonable, cost-effective assumptions in your paper. It is not an option, however, for you to hire additional help (temporary or otherwise). State your assumptions in the beginning of your discussion.

    **Assignment Expectations**

    _Your paper will be evaluated using the criteria as stated in the Case rubric. The following is a review of the rubric criteria:_

    ·
    **Assignment-Driven:** Does the paper fully address all aspects of the assignment? Is the assignment addressed accurately and precisely using sound logic? Does the paper meet minimum length requirements?

    ·
    **Critical Thinking:** Does the paper demonstrate graduate-level analysis, in which information derived from multiple sources, expert opinions, and assumptions has been critically evaluated and synthesized in the formulation of a logical set of conclusions? Does the paper address the topic with sufficient depth of discussion and analysis?

    ·
    **Business Writing:** Is the essay logical, well organized and well written? Are the grammar, spelling, and vocabulary appropriate for graduate-level work? Are section headings included? Are paraphrasing and synthesis of concepts the primary means of responding, or is justification/support instead conveyed through excessive use of direct quotations?

    ·
    **Effective Use of Information:** Does the submission demonstrate that the student has read, understood, and can apply the background materials for the module? If required, has the student demonstrated effective research, as evidenced by student’s use of relevant and quality sources? Do additional sources used provide strong support for conclusions drawn, and do they help in shaping the overall paper?

    ·
    **Citing Sources:** Does the student demonstrate understanding of APA Style of referencing, by inclusion of proper citations (for paraphrased text and direct quotations) as appropriate? Have all sources (e.g., references used from the Background page, the assignment readings, and outside research) been included, and are these properly cited? Have all sources cited in the paper been included on the References page?

    ·
    **Timeliness:** Has the assignment been submitted to TLC (Trident’s learning management system) on or before the module’s due date?

  • [Solved] Primary Screening and Medications

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    **The post must be at least 150 words excluding the references list.** **References: APA format 7th ed. Four current references (not more than five years old, unless classic research or updated clinical guidelines). No consumer websites. Graduate level responses with in text citations.** 1. Annette …

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    Assignment Prompt & Instructions

    **The post must be at least 150 words excluding the references list.** **References:  APA format 7th ed.  Four current references (not more than five years old, unless classic research or updated clinical guidelines).  No consumer websites. Graduate level responses with in text citations.**

    1. Annette is a 50-year-old who is working from home as an online secretary. She has a body mass index (BMI) of 21 and is generally healthy. Based on current recommendations by the National Institutes of Health (NIH), what exercise program would you recommend to Annette to maintain a healthy lifestyle?
    2. Discuss the efficacy and safety of NSAIDs vs opioids for the treatment of musculoskeletal pain in older adults. Support your answer with evidence-based guidelines from national organizations.

    – 2 years ago

  • [Solved] This is 2 part

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    – 2 years ago **files (4)** – ## Feedback.docx – ## MyThesisoutlineandbio.docx – ## 211GuidedTourResearchProjectPart21.docx – ## 211GuidedTourResearchProjectPart1.docx **## Feedback.docx** I've started but I didn't get a good feed back on my thesis. I need help with it plus more. PLEASE DO NOT US AI…

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    – 2 years ago

    **files (4)**

    – ## Feedback.docx

    – ## MyThesisoutlineandbio.docx

    – ## 211GuidedTourResearchProjectPart21.docx

    – ## 211GuidedTourResearchProjectPart1.docx

    **## Feedback.docx**

    I've started but I didn't get a good feed back on my thesis. I need help with it plus more. PLEASE DO NOT US AI! NO PLAGIARISM

    I've included my The sis, Out line, and bibliography. I need to redo my the sis. This is her feedback:

    There is a lot to say about de Silva- and sometimes that is a double edged sword. Her biography is important, but should take a back seat to her architecture and designs. For your final tour script, focus on her unique contributions as an architect, and how the three different sites can illustrate her impact. I would be glad to discuss further with you- see me in office hours and let's make this a really strong project.

    **Thesis**

    Thesis present but lacks clarity or fails to fully capture the main arguments. Revise the thesis for clarity and relevance to better reflect the main arguments of the assignment

    Criterion Feedback

    This is all such interesting information, but it needs more focus. It's crucial that your thesis serves as a roadmap for your tour, clearly reflecting the key ideas you'll explore. I would like to see a more robust final thesis to guide your inquiry into de Silva. If you haven’t written a history paper in a while it can feel challenging. I recommend this website, which has great tips:

    **Outline**

    Basic outline present but lacks depth or clear organization of ideas. Topics are broadly defined or tangentially related to thesis. Details are general and barely support topic.

    Criterion Feedback

    Outline needs revision/Recommended Next Steps:

    -Focus on core task- a guided tour of the site

    -Conduct targeted research using sources listed in bibliography

    -Refine thesis to a more manageable scope

    -Ensure that you select 3 sites to focus the bulk of your writing on. And that they illuminate your thesis

    -Reorganize outline with clear main points and supporting sub-points.

    Visit my office hours to discuss outline refinement and strategy to make this a strong and well organized investigation of de Silva

    My sources

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## MyThesisoutlineandbio.docx**

    **Minnette de Silva (1918–1998)**

    **Thesis Statement:** Minnette de Silva was an accomplished architect in her time. She was known for blending traditional Sri Lankan building styles with modern ideas and creating unique designs. She grew up in an environment that greatly cared about politics and culture, influencing her work. Her work uses local materials and crafts, and she uses design principles like simplicity and practicality. Her house in Kandy and The Karunaratne House were her two most famous projects, and she showed her creative ideas in each of them. De Silva’s work was tremendously important because it helped Sri Lanka develop their own architectural identity after gaining independence. She worked with local crafters to help incorporate traditional skills into her projects and ensured her work included Sri Lanka’s culture. As one of the first women architects in Asia, she faced a great deal of challenges, but she still overcame them and became well-known for her bold and creative ideas. She faced financial struggles as well as working in a field dominated by men; her contributions are still remembered today. She also worked with a famous artist named Le Corbusier and brought attention to tropical modernism. That’s an architect’s style that fits warm climates. Minnette de Silva’s works continue to inspire the world to this day by showing how buildings can be created using local traditional style and modern needs. She was also a part of the international discussions about architecture, where she shared her views on blending cultural identity with modern design. She is a true inspiration for the architecture world, making the impossible possible.

    **I. Introduction and Personal Background**

    **A.** Her early life in Kandy, Sri Lanka

    **B.** Her education and introduction to architecture

    **C.** Her family’s influence on her career

    **II. Architectural Philosophy and Methods**

    **A.** Her belief in working with local craftspeople

    **B.** Combining traditional Sri Lankan styles with modern architecture

    **C.** Using materials and techniques that suit Sri Lanka’s Environment

    **III. Signature Works**

    **A.** Kandy Residence

    **B.** Karunaratne House

    **C.** Other Projects

    **IV. Contributions to Postcolonial Identity**

    **A.** Being one of the first female architects in Asia

    **B.** Facing financial and social difficulties

    **C.** gaining international recognition despite challenges

    **V. Global Influence and Legacy**

    **A.** Collaborating with Le Corbusier

    **B.** Contributed ideas of tropical modernism

    **C.** Inspiring future architects with her work

    **VI. Conclusion**

    **A.** Why Minnette de Silva’s work matter

    **B.** How she connected tradition and modernity

    **Bibliography**

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## 211GuidedTourResearchProjectPart21.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 2

    Due February 28th @ 11:59 PM EST

    ### Assignment Description

    For this assignment, students will create a guided video tour of a historic architectural site that we have not covered in class. This project allows students to explore a new location, conducting rigorous and thorough research to uncover its architectural significance and historical context. Students will produce and narrate a video that showcases the site while narrating their findings through a well-crafted script. This is an opportunity to deepen their understanding of architectural history and enhance skills in research, storytelling, and digital presentation.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · Synthesize research using appropriate tools and sources to effectively examine built environments

    · Strengthen awareness of architectural terminology, typology, technology, materials, and symbolism

    · Advance ability to discuss, analyze, and interpret works of architecture and urban design

    · Consider diverse contexts and voices that inform an understanding of built environments

    · Use appropriate terminology and concepts in oral, written, and visual communication conforming to Chicago/Turabian style

    ### Deliverables:

    1. Tour Script (between 1500-2000 words)

    2. Tour Video

    **Assignment phases:**

    The following phases for this assignment are:

    · Feb. 21st: Research Paper Drop-in Help Session 9:00-10:00 AM EST on Zoom

    · Feb. 28th: Final Tour Video and Script due at 11:59 PM EST

    **Parameters:**

    _Tour Script:_

    · Tour script and bibliography should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Length should be between 1500-2000 words

    ·
    Thesis must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins.

    · Script should be free from grammatical and spelling errors

    · All sources must come from the pre-approved bibliography available at Blackboard / Assignment Materials.

    · You must cite a minimum of 4 sources.

    · Script must employ Chicago Style footnotes and bibliography

    _Tour Video:_

    · Title page must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Tour video should be narrated by student using the tour script

    · Video must be submitted in one of the following formats:

    · .MP4

    · YouTube video (submit the URL)

    · Other formats (check with instructor)

    ### Additional Guidelines:

    #### Visuals:

    · Ensure images link well with your tour script

    · Use computer cursor (the simplest option) or other tools to highlight specific details

    · Grades will focus on effective communication rather than sophisticated video production

    #### Vocals:

    · Maintain a steady pace

    · Avoid speaking too quickly

    · Vary intonation to highlight important points

    · Record a short sample to check pace and intonation before full recording

    ### Tools and Resources

    · Use the Writer’s Studio to hone your Tour Script

    · Visit SCADamp as you design your tour video

    · Come to your professor’s office hours to ask questions and solicit feedback

    · Guides to Chicago Style Footnotes and Bibliography are available on Blackboard/Assignment Resources

    · Examples of student projects from previous years are available on Dropbox/Class Share

    **Submit in two places:**

    · Script
    _and_ Tour Video to Blackboard/Submit Assignments Here

    _File names must follow this convention:_

    **Script:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2script

    **Video:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2video

    · Tour Video
    _only_ to Blackboard/Discussions/Guided Tour Video

    ### Feedback Schedule and Process:

    Feedback from Part 2 will be returned within 1 week of submission.

    **Assessment criteria:**

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    **Rubrics:**

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    **## 211GuidedTourResearchProjectPart1.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 1

    Due January 24th @ 11:59 PM

    ### Purpose/Objectives:

    This assignment provides students the opportunity to lay the groundwork for a research-based analysis of a significant global architectural or urban site. That groundwork includes selecting a site from the list of approved locations provided by the instructor, reading and taking notes on research sources, writing a thesis statement that presents the argument you will make about their chosen site's cultural and architectural significance, and an outline that establishes the order in which you will present evidence in support of the thesis argument.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · synthesize research using appropriate tools and sources to effectively examine built environments

    · strengthen their awareness of architectural terminology, typology, technology, materials, and symbolism

    · advance their ability to discuss, analyze and interpret works of architecture, and urban design

    · proficiently and ethically employ scholarly digital tools including on-line databases and image resources.

    · consider diverse contexts and voices that inform an understanding of built environments.

    ### Deliverables:

    This assignment requires that you turn in:

    1.
    **Tour topic** selected from the list of topics provided on Blackboard

    2.
    **Thesis Statement**(250-300 words)

    Present an argument that addresses:

    · The site's historical and cultural significance

    · Its architectural or urban planning innovations

    · Its influence on subsequent developments

    · Its role in shaping local and global architectural discourse

    3.
    **Detailed Outline**

    · Introduction and historical context

    · Subtopic sections, each focusing on a key element of the design

    · Conclusion synthesizing the subtopics and how they support the site’s importance

    · Include brief notes about intended visual materials

    4.
    **Bibliography** of a minimum of four sources, selected from the overall bibliography provided by the instructor for each topic, formatted correctly using Chicago-Turabian style.

    ### Assignment phases:

    The following required and optional phases for this assignment are:

    · Class 2: In class overview for this assignment

    · Class 4: Topic selection. Instructor provides time for students to ask questions about assignment in class.

    · Optional: students are encouraged to meet with the Writers Studio or the instructor to solicit feedback on their rough draft

    · Jan. 24th @ 11:59 PM: Assignment submission

    ### Parameters:

    · All elements (thesis, outline, and sources) should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-[section #] Winter Guided Tour Part 1

    ·
    Thesis statement must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins

    · Materials should be free from grammatical and spelling errors

    · Chicago-Turabian should be used for the bibliography

    ### Tools and resources:

    · The topic should be selected from the list provided as part of the assignment instructions on Blackboard.

    · All sources must come from the pre-approved bibliography available as part of the assignment instructions on Blackboard.

    · Students are encouraged to use the Writer’s Studio when crafting thesis statements and outlines.

    ### Submission requirements:

    This assignment will be submitted to Blackboard / Submit Assignments Here with the following file naming convention:

    202520_ARLH_211_[section#]_Ritter_StudentLastname_ GuidedResearchTourPart1

    e.g: 202520_ARLH_211_[section#]_Ritter_Wallace_ GuidedResearchTourPart1

    ### Assignment weight:

    This assignment counts for 10 points, or 10% of the overall course grade.

    ### Feedback schedule and process:

    1. Assignment introduced in week one

    2. Students review assignment instructions and take notes in class 2

    3. Submit assignment on Jan. 24th

    ### Assessment criteria:

    · Thesis statement: 35% of assignment grade

    · Outline: 40% of assignment grade

    · Source selection: 10% of assignment grade

    · Chicago formatting: 15% of assignment grade

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    ### Rubrics:

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    **## 211GuidedTourResearchProjectPart1.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 1

    Due January 24th @ 11:59 PM

    ### Purpose/Objectives:

    This assignment provides students the opportunity to lay the groundwork for a research-based analysis of a significant global architectural or urban site. That groundwork includes selecting a site from the list of approved locations provided by the instructor, reading and taking notes on research sources, writing a thesis statement that presents the argument you will make about their chosen site's cultural and architectural significance, and an outline that establishes the order in which you will present evidence in support of the thesis argument.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · synthesize research using appropriate tools and sources to effectively examine built environments

    · strengthen their awareness of architectural terminology, typology, technology, materials, and symbolism

    · advance their ability to discuss, analyze and interpret works of architecture, and urban design

    · proficiently and ethically employ scholarly digital tools including on-line databases and image resources.

    · consider diverse contexts and voices that inform an understanding of built environments.

    ### Deliverables:

    This assignment requires that you turn in:

    1.
    **Tour topic** selected from the list of topics provided on Blackboard

    2.
    **Thesis Statement**(250-300 words)

    Present an argument that addresses:

    · The site's historical and cultural significance

    · Its architectural or urban planning innovations

    · Its influence on subsequent developments

    · Its role in shaping local and global architectural discourse

    3.
    **Detailed Outline**

    · Introduction and historical context

    · Subtopic sections, each focusing on a key element of the design

    · Conclusion synthesizing the subtopics and how they support the site’s importance

    · Include brief notes about intended visual materials

    4.
    **Bibliography** of a minimum of four sources, selected from the overall bibliography provided by the instructor for each topic, formatted correctly using Chicago-Turabian style.

    ### Assignment phases:

    The following required and optional phases for this assignment are:

    · Class 2: In class overview for this assignment

    · Class 4: Topic selection. Instructor provides time for students to ask questions about assignment in class.

    · Optional: students are encouraged to meet with the Writers Studio or the instructor to solicit feedback on their rough draft

    · Jan. 24th @ 11:59 PM: Assignment submission

    ### Parameters:

    · All elements (thesis, outline, and sources) should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-[section #] Winter Guided Tour Part 1

    ·
    Thesis statement must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins

    · Materials should be free from grammatical and spelling errors

    · Chicago-Turabian should be used for the bibliography

    ### Tools and resources:

    · The topic should be selected from the list provided as part of the assignment instructions on Blackboard.

    · All sources must come from the pre-approved bibliography available as part of the assignment instructions on Blackboard.

    · Students are encouraged to use the Writer’s Studio when crafting thesis statements and outlines.

    ### Submission requirements:

    This assignment will be submitted to Blackboard / Submit Assignments Here with the following file naming convention:

    202520_ARLH_211_[section#]_Ritter_StudentLastname_ GuidedResearchTourPart1

    e.g: 202520_ARLH_211_[section#]_Ritter_Wallace_ GuidedResearchTourPart1

    ### Assignment weight:

    This assignment counts for 10 points, or 10% of the overall course grade.

    ### Feedback schedule and process:

    1. Assignment introduced in week one

    2. Students review assignment instructions and take notes in class 2

    3. Submit assignment on Jan. 24th

    ### Assessment criteria:

    · Thesis statement: 35% of assignment grade

    · Outline: 40% of assignment grade

    · Source selection: 10% of assignment grade

    · Chicago formatting: 15% of assignment grade

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    ### Rubrics:

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    **## Feedback.docx**

    I've started but I didn't get a good feed back on my thesis. I need help with it plus more. PLEASE DO NOT US AI! NO PLAGIARISM

    I've included my The sis, Out line, and bibliography. I need to redo my the sis. This is her feedback:

    There is a lot to say about de Silva- and sometimes that is a double edged sword. Her biography is important, but should take a back seat to her architecture and designs. For your final tour script, focus on her unique contributions as an architect, and how the three different sites can illustrate her impact. I would be glad to discuss further with you- see me in office hours and let's make this a really strong project.

    **Thesis**

    Thesis present but lacks clarity or fails to fully capture the main arguments. Revise the thesis for clarity and relevance to better reflect the main arguments of the assignment

    Criterion Feedback

    This is all such interesting information, but it needs more focus. It's crucial that your thesis serves as a roadmap for your tour, clearly reflecting the key ideas you'll explore. I would like to see a more robust final thesis to guide your inquiry into de Silva. If you haven’t written a history paper in a while it can feel challenging. I recommend this website, which has great tips:

    **Outline**

    Basic outline present but lacks depth or clear organization of ideas. Topics are broadly defined or tangentially related to thesis. Details are general and barely support topic.

    Criterion Feedback

    Outline needs revision/Recommended Next Steps:

    -Focus on core task- a guided tour of the site

    -Conduct targeted research using sources listed in bibliography

    -Refine thesis to a more manageable scope

    -Ensure that you select 3 sites to focus the bulk of your writing on. And that they illuminate your thesis

    -Reorganize outline with clear main points and supporting sub-points.

    Visit my office hours to discuss outline refinement and strategy to make this a strong and well organized investigation of de Silva

    My sources

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## MyThesisoutlineandbio.docx**

    **Minnette de Silva (1918–1998)**

    **Thesis Statement:** Minnette de Silva was an accomplished architect in her time. She was known for blending traditional Sri Lankan building styles with modern ideas and creating unique designs. She grew up in an environment that greatly cared about politics and culture, influencing her work. Her work uses local materials and crafts, and she uses design principles like simplicity and practicality. Her house in Kandy and The Karunaratne House were her two most famous projects, and she showed her creative ideas in each of them. De Silva’s work was tremendously important because it helped Sri Lanka develop their own architectural identity after gaining independence. She worked with local crafters to help incorporate traditional skills into her projects and ensured her work included Sri Lanka’s culture. As one of the first women architects in Asia, she faced a great deal of challenges, but she still overcame them and became well-known for her bold and creative ideas. She faced financial struggles as well as working in a field dominated by men; her contributions are still remembered today. She also worked with a famous artist named Le Corbusier and brought attention to tropical modernism. That’s an architect’s style that fits warm climates. Minnette de Silva’s works continue to inspire the world to this day by showing how buildings can be created using local traditional style and modern needs. She was also a part of the international discussions about architecture, where she shared her views on blending cultural identity with modern design. She is a true inspiration for the architecture world, making the impossible possible.

    **I. Introduction and Personal Background**

    **A.** Her early life in Kandy, Sri Lanka

    **B.** Her education and introduction to architecture

    **C.** Her family’s influence on her career

    **II. Architectural Philosophy and Methods**

    **A.** Her belief in working with local craftspeople

    **B.** Combining traditional Sri Lankan styles with modern architecture

    **C.** Using materials and techniques that suit Sri Lanka’s Environment

    **III. Signature Works**

    **A.** Kandy Residence

    **B.** Karunaratne House

    **C.** Other Projects

    **IV. Contributions to Postcolonial Identity**

    **A.** Being one of the first female architects in Asia

    **B.** Facing financial and social difficulties

    **C.** gaining international recognition despite challenges

    **V. Global Influence and Legacy**

    **A.** Collaborating with Le Corbusier

    **B.** Contributed ideas of tropical modernism

    **C.** Inspiring future architects with her work

    **VI. Conclusion**

    **A.** Why Minnette de Silva’s work matter

    **B.** How she connected tradition and modernity

    **Bibliography**

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## 211GuidedTourResearchProjectPart21.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 2

    Due February 28th @ 11:59 PM EST

    ### Assignment Description

    For this assignment, students will create a guided video tour of a historic architectural site that we have not covered in class. This project allows students to explore a new location, conducting rigorous and thorough research to uncover its architectural significance and historical context. Students will produce and narrate a video that showcases the site while narrating their findings through a well-crafted script. This is an opportunity to deepen their understanding of architectural history and enhance skills in research, storytelling, and digital presentation.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · Synthesize research using appropriate tools and sources to effectively examine built environments

    · Strengthen awareness of architectural terminology, typology, technology, materials, and symbolism

    · Advance ability to discuss, analyze, and interpret works of architecture and urban design

    · Consider diverse contexts and voices that inform an understanding of built environments

    · Use appropriate terminology and concepts in oral, written, and visual communication conforming to Chicago/Turabian style

    ### Deliverables:

    1. Tour Script (between 1500-2000 words)

    2. Tour Video

    **Assignment phases:**

    The following phases for this assignment are:

    · Feb. 21st: Research Paper Drop-in Help Session 9:00-10:00 AM EST on Zoom

    · Feb. 28th: Final Tour Video and Script due at 11:59 PM EST

    **Parameters:**

    _Tour Script:_

    · Tour script and bibliography should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Length should be between 1500-2000 words

    ·
    Thesis must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins.

    · Script should be free from grammatical and spelling errors

    · All sources must come from the pre-approved bibliography available at Blackboard / Assignment Materials.

    · You must cite a minimum of 4 sources.

    · Script must employ Chicago Style footnotes and bibliography

    _Tour Video:_

    · Title page must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Tour video should be narrated by student using the tour script

    · Video must be submitted in one of the following formats:

    · .MP4

    · YouTube video (submit the URL)

    · Other formats (check with instructor)

    ### Additional Guidelines:

    #### Visuals:

    · Ensure images link well with your tour script

    · Use computer cursor (the simplest option) or other tools to highlight specific details

    · Grades will focus on effective communication rather than sophisticated video production

    #### Vocals:

    · Maintain a steady pace

    · Avoid speaking too quickly

    · Vary intonation to highlight important points

    · Record a short sample to check pace and intonation before full recording

    ### Tools and Resources

    · Use the Writer’s Studio to hone your Tour Script

    · Visit SCADamp as you design your tour video

    · Come to your professor’s office hours to ask questions and solicit feedback

    · Guides to Chicago Style Footnotes and Bibliography are available on Blackboard/Assignment Resources

    · Examples of student projects from previous years are available on Dropbox/Class Share

    **Submit in two places:**

    · Script
    _and_ Tour Video to Blackboard/Submit Assignments Here

    _File names must follow this convention:_

    **Script:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2script

    **Video:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2video

    · Tour Video
    _only_ to Blackboard/Discussions/Guided Tour Video

    ### Feedback Schedule and Process:

    Feedback from Part 2 will be returned within 1 week of submission.

    **Assessment criteria:**

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    **Rubrics:**

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    **## 211GuidedTourResearchProjectPart1.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 1

    Due January 24th @ 11:59 PM

    ### Purpose/Objectives:

    This assignment provides students the opportunity to lay the groundwork for a research-based analysis of a significant global architectural or urban site. That groundwork includes selecting a site from the list of approved locations provided by the instructor, reading and taking notes on research sources, writing a thesis statement that presents the argument you will make about their chosen site's cultural and architectural significance, and an outline that establishes the order in which you will present evidence in support of the thesis argument.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · synthesize research using appropriate tools and sources to effectively examine built environments

    · strengthen their awareness of architectural terminology, typology, technology, materials, and symbolism

    · advance their ability to discuss, analyze and interpret works of architecture, and urban design

    · proficiently and ethically employ scholarly digital tools including on-line databases and image resources.

    · consider diverse contexts and voices that inform an understanding of built environments.

    ### Deliverables:

    This assignment requires that you turn in:

    1.
    **Tour topic** selected from the list of topics provided on Blackboard

    2.
    **Thesis Statement**(250-300 words)

    Present an argument that addresses:

    · The site's historical and cultural significance

    · Its architectural or urban planning innovations

    · Its influence on subsequent developments

    · Its role in shaping local and global architectural discourse

    3.
    **Detailed Outline**

    · Introduction and historical context

    · Subtopic sections, each focusing on a key element of the design

    · Conclusion synthesizing the subtopics and how they support the site’s importance

    · Include brief notes about intended visual materials

    4.
    **Bibliography** of a minimum of four sources, selected from the overall bibliography provided by the instructor for each topic, formatted correctly using Chicago-Turabian style.

    ### Assignment phases:

    The following required and optional phases for this assignment are:

    · Class 2: In class overview for this assignment

    · Class 4: Topic selection. Instructor provides time for students to ask questions about assignment in class.

    · Optional: students are encouraged to meet with the Writers Studio or the instructor to solicit feedback on their rough draft

    · Jan. 24th @ 11:59 PM: Assignment submission

    ### Parameters:

    · All elements (thesis, outline, and sources) should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-[section #] Winter Guided Tour Part 1

    ·
    Thesis statement must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins

    · Materials should be free from grammatical and spelling errors

    · Chicago-Turabian should be used for the bibliography

    ### Tools and resources:

    · The topic should be selected from the list provided as part of the assignment instructions on Blackboard.

    · All sources must come from the pre-approved bibliography available as part of the assignment instructions on Blackboard.

    · Students are encouraged to use the Writer’s Studio when crafting thesis statements and outlines.

    ### Submission requirements:

    This assignment will be submitted to Blackboard / Submit Assignments Here with the following file naming convention:

    202520_ARLH_211_[section#]_Ritter_StudentLastname_ GuidedResearchTourPart1

    e.g: 202520_ARLH_211_[section#]_Ritter_Wallace_ GuidedResearchTourPart1

    ### Assignment weight:

    This assignment counts for 10 points, or 10% of the overall course grade.

    ### Feedback schedule and process:

    1. Assignment introduced in week one

    2. Students review assignment instructions and take notes in class 2

    3. Submit assignment on Jan. 24th

    ### Assessment criteria:

    · Thesis statement: 35% of assignment grade

    · Outline: 40% of assignment grade

    · Source selection: 10% of assignment grade

    · Chicago formatting: 15% of assignment grade

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    ### Rubrics:

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    **## Feedback.docx**

    I've started but I didn't get a good feed back on my thesis. I need help with it plus more. PLEASE DO NOT US AI! NO PLAGIARISM

    I've included my The sis, Out line, and bibliography. I need to redo my the sis. This is her feedback:

    There is a lot to say about de Silva- and sometimes that is a double edged sword. Her biography is important, but should take a back seat to her architecture and designs. For your final tour script, focus on her unique contributions as an architect, and how the three different sites can illustrate her impact. I would be glad to discuss further with you- see me in office hours and let's make this a really strong project.

    **Thesis**

    Thesis present but lacks clarity or fails to fully capture the main arguments. Revise the thesis for clarity and relevance to better reflect the main arguments of the assignment

    Criterion Feedback

    This is all such interesting information, but it needs more focus. It's crucial that your thesis serves as a roadmap for your tour, clearly reflecting the key ideas you'll explore. I would like to see a more robust final thesis to guide your inquiry into de Silva. If you haven’t written a history paper in a while it can feel challenging. I recommend this website, which has great tips:

    **Outline**

    Basic outline present but lacks depth or clear organization of ideas. Topics are broadly defined or tangentially related to thesis. Details are general and barely support topic.

    Criterion Feedback

    Outline needs revision/Recommended Next Steps:

    -Focus on core task- a guided tour of the site

    -Conduct targeted research using sources listed in bibliography

    -Refine thesis to a more manageable scope

    -Ensure that you select 3 sites to focus the bulk of your writing on. And that they illuminate your thesis

    -Reorganize outline with clear main points and supporting sub-points.

    Visit my office hours to discuss outline refinement and strategy to make this a strong and well organized investigation of de Silva

    My sources

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## MyThesisoutlineandbio.docx**

    **Minnette de Silva (1918–1998)**

    **Thesis Statement:** Minnette de Silva was an accomplished architect in her time. She was known for blending traditional Sri Lankan building styles with modern ideas and creating unique designs. She grew up in an environment that greatly cared about politics and culture, influencing her work. Her work uses local materials and crafts, and she uses design principles like simplicity and practicality. Her house in Kandy and The Karunaratne House were her two most famous projects, and she showed her creative ideas in each of them. De Silva’s work was tremendously important because it helped Sri Lanka develop their own architectural identity after gaining independence. She worked with local crafters to help incorporate traditional skills into her projects and ensured her work included Sri Lanka’s culture. As one of the first women architects in Asia, she faced a great deal of challenges, but she still overcame them and became well-known for her bold and creative ideas. She faced financial struggles as well as working in a field dominated by men; her contributions are still remembered today. She also worked with a famous artist named Le Corbusier and brought attention to tropical modernism. That’s an architect’s style that fits warm climates. Minnette de Silva’s works continue to inspire the world to this day by showing how buildings can be created using local traditional style and modern needs. She was also a part of the international discussions about architecture, where she shared her views on blending cultural identity with modern design. She is a true inspiration for the architecture world, making the impossible possible.

    **I. Introduction and Personal Background**

    **A.** Her early life in Kandy, Sri Lanka

    **B.** Her education and introduction to architecture

    **C.** Her family’s influence on her career

    **II. Architectural Philosophy and Methods**

    **A.** Her belief in working with local craftspeople

    **B.** Combining traditional Sri Lankan styles with modern architecture

    **C.** Using materials and techniques that suit Sri Lanka’s Environment

    **III. Signature Works**

    **A.** Kandy Residence

    **B.** Karunaratne House

    **C.** Other Projects

    **IV. Contributions to Postcolonial Identity**

    **A.** Being one of the first female architects in Asia

    **B.** Facing financial and social difficulties

    **C.** gaining international recognition despite challenges

    **V. Global Influence and Legacy**

    **A.** Collaborating with Le Corbusier

    **B.** Contributed ideas of tropical modernism

    **C.** Inspiring future architects with her work

    **VI. Conclusion**

    **A.** Why Minnette de Silva’s work matter

    **B.** How she connected tradition and modernity

    **Bibliography**

    Nunes, Ines Leonor. “Jane Drew and Minnette De Silva Pioneering Participatory Architecture in Mid-Century India and Sri Lanka.” Joelho Revista de Cultura Arquitectonica, no. 15 (May 9, 2024): 59–72.
    [https://doi.org/10.14195/1647-8681_15_4](https://doi.org/10.14195/1647-8681_15_4).

    Robson, David. “Andrew Boyd and Minnette de Silva: Two Pioneers of Modernism in Ceylon.” thinkMATTER (blog), March 4, 2015.
    [https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/](https://thinkmatter.in/2015/03/04/andrew-boyd-and-minnette-de-silva-two-pioneers-of-modernism-in-ceylon/).

    Siddiqi, Anooradha Iyer. “Crafting the Archive: Minnette De Silva, Architecture, and History.” The Journal of Architecture 22, no. 8 (November 17, 2017): 1299–1336.
    [https://doi.org/10.1080/13602365.2017.1376341](https://doi.org/10.1080/13602365.2017.1376341).

    Singha, Sumita. “Remembering Minnette de Silva: The Architect in a Sari.” RIBA Blog (blog), 2024.
    [https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva](https://www.architecture.com/about/equality-diversity-and-inclusion/remembering-minnette-de-silva).

    **## 211GuidedTourResearchProjectPart21.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 2

    Due February 28th @ 11:59 PM EST

    ### Assignment Description

    For this assignment, students will create a guided video tour of a historic architectural site that we have not covered in class. This project allows students to explore a new location, conducting rigorous and thorough research to uncover its architectural significance and historical context. Students will produce and narrate a video that showcases the site while narrating their findings through a well-crafted script. This is an opportunity to deepen their understanding of architectural history and enhance skills in research, storytelling, and digital presentation.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · Synthesize research using appropriate tools and sources to effectively examine built environments

    · Strengthen awareness of architectural terminology, typology, technology, materials, and symbolism

    · Advance ability to discuss, analyze, and interpret works of architecture and urban design

    · Consider diverse contexts and voices that inform an understanding of built environments

    · Use appropriate terminology and concepts in oral, written, and visual communication conforming to Chicago/Turabian style

    ### Deliverables:

    1. Tour Script (between 1500-2000 words)

    2. Tour Video

    **Assignment phases:**

    The following phases for this assignment are:

    · Feb. 21st: Research Paper Drop-in Help Session 9:00-10:00 AM EST on Zoom

    · Feb. 28th: Final Tour Video and Script due at 11:59 PM EST

    **Parameters:**

    _Tour Script:_

    · Tour script and bibliography should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Length should be between 1500-2000 words

    ·
    Thesis must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins.

    · Script should be free from grammatical and spelling errors

    · All sources must come from the pre-approved bibliography available at Blackboard / Assignment Materials.

    · You must cite a minimum of 4 sources.

    · Script must employ Chicago Style footnotes and bibliography

    _Tour Video:_

    · Title page must include: [Your first and last name], ARLH 211-N01 Winter 2025, Guided Tour Part 2

    · Tour video should be narrated by student using the tour script

    · Video must be submitted in one of the following formats:

    · .MP4

    · YouTube video (submit the URL)

    · Other formats (check with instructor)

    ### Additional Guidelines:

    #### Visuals:

    · Ensure images link well with your tour script

    · Use computer cursor (the simplest option) or other tools to highlight specific details

    · Grades will focus on effective communication rather than sophisticated video production

    #### Vocals:

    · Maintain a steady pace

    · Avoid speaking too quickly

    · Vary intonation to highlight important points

    · Record a short sample to check pace and intonation before full recording

    ### Tools and Resources

    · Use the Writer’s Studio to hone your Tour Script

    · Visit SCADamp as you design your tour video

    · Come to your professor’s office hours to ask questions and solicit feedback

    · Guides to Chicago Style Footnotes and Bibliography are available on Blackboard/Assignment Resources

    · Examples of student projects from previous years are available on Dropbox/Class Share

    **Submit in two places:**

    · Script
    _and_ Tour Video to Blackboard/Submit Assignments Here

    _File names must follow this convention:_

    **Script:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2script

    **Video:** 202520_ARLH_211_N01_Ritter_studentsurname_GuidedTourPart2video

    · Tour Video
    _only_ to Blackboard/Discussions/Guided Tour Video

    ### Feedback Schedule and Process:

    Feedback from Part 2 will be returned within 1 week of submission.

    **Assessment criteria:**

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    **Rubrics:**

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    **## 211GuidedTourResearchProjectPart1.docx**

    Survey of World Architecture and Urbanism / ARLH 211 / Ritter / Winter 2025

    Guided Tour Research Project Part 1

    Due January 24th @ 11:59 PM

    ### Purpose/Objectives:

    This assignment provides students the opportunity to lay the groundwork for a research-based analysis of a significant global architectural or urban site. That groundwork includes selecting a site from the list of approved locations provided by the instructor, reading and taking notes on research sources, writing a thesis statement that presents the argument you will make about their chosen site's cultural and architectural significance, and an outline that establishes the order in which you will present evidence in support of the thesis argument.

    In keeping with this course’s goals and outcomes, this assignment helps students achieve the following:

    · synthesize research using appropriate tools and sources to effectively examine built environments

    · strengthen their awareness of architectural terminology, typology, technology, materials, and symbolism

    · advance their ability to discuss, analyze and interpret works of architecture, and urban design

    · proficiently and ethically employ scholarly digital tools including on-line databases and image resources.

    · consider diverse contexts and voices that inform an understanding of built environments.

    ### Deliverables:

    This assignment requires that you turn in:

    1.
    **Tour topic** selected from the list of topics provided on Blackboard

    2.
    **Thesis Statement**(250-300 words)

    Present an argument that addresses:

    · The site's historical and cultural significance

    · Its architectural or urban planning innovations

    · Its influence on subsequent developments

    · Its role in shaping local and global architectural discourse

    3.
    **Detailed Outline**

    · Introduction and historical context

    · Subtopic sections, each focusing on a key element of the design

    · Conclusion synthesizing the subtopics and how they support the site’s importance

    · Include brief notes about intended visual materials

    4.
    **Bibliography** of a minimum of four sources, selected from the overall bibliography provided by the instructor for each topic, formatted correctly using Chicago-Turabian style.

    ### Assignment phases:

    The following required and optional phases for this assignment are:

    · Class 2: In class overview for this assignment

    · Class 4: Topic selection. Instructor provides time for students to ask questions about assignment in class.

    · Optional: students are encouraged to meet with the Writers Studio or the instructor to solicit feedback on their rough draft

    · Jan. 24th @ 11:59 PM: Assignment submission

    ### Parameters:

    · All elements (thesis, outline, and sources) should be included in a single Word document

    · Header must include: [Your first and last name], ARLH 211-[section #] Winter Guided Tour Part 1

    ·
    Thesis statement must be underlined

    · Use 12 point Times New Roman font. Double spaced. 1-inch margins

    · Materials should be free from grammatical and spelling errors

    · Chicago-Turabian should be used for the bibliography

    ### Tools and resources:

    · The topic should be selected from the list provided as part of the assignment instructions on Blackboard.

    · All sources must come from the pre-approved bibliography available as part of the assignment instructions on Blackboard.

    · Students are encouraged to use the Writer’s Studio when crafting thesis statements and outlines.

    ### Submission requirements:

    This assignment will be submitted to Blackboard / Submit Assignments Here with the following file naming convention:

    202520_ARLH_211_[section#]_Ritter_StudentLastname_ GuidedResearchTourPart1

    e.g: 202520_ARLH_211_[section#]_Ritter_Wallace_ GuidedResearchTourPart1

    ### Assignment weight:

    This assignment counts for 10 points, or 10% of the overall course grade.

    ### Feedback schedule and process:

    1. Assignment introduced in week one

    2. Students review assignment instructions and take notes in class 2

    3. Submit assignment on Jan. 24th

    ### Assessment criteria:

    · Thesis statement: 35% of assignment grade

    · Outline: 40% of assignment grade

    · Source selection: 10% of assignment grade

    · Chicago formatting: 15% of assignment grade

    Grades, using a rubric and general comments, will be returned to students via Blackboard’s grade center no later than one week after submission.

    ### Rubrics:

    Rubrics for all assignments and exams can be found at Blackboard/Assignment Materials

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

    The use of Artificial Intelligence (AI) tools, including but not limited to AI-generated content, automated writing assistance, and machine-generated responses, is strictly prohibited for the completion of assignments in this course.

  • [Solved] Policy Update Proposal

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) can I get assistance with this question? – 2 years ago

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    can I get assistance with this question?

    – 2 years ago

  • [Solved] SYSTEMS THINKING MODEL

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) SYSTEMS THINKING MODEL REQUIREMENTS • Research Systems Thinking Models. • Develop a systems thinking model that reflects all areas of your current or former organization in Hospitality at Marriott Internationa…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    SYSTEMS THINKING MODEL

    REQUIREMENTS

    • Research Systems Thinking Models.

    • Develop a systems thinking model that reflects all areas of your current or former organization in Hospitality at Marriott International

    • Detail each element of the model and its purported impact on the organization.

    • Include a minimum of ten (10) peer-reviewed references, not including the two course books.

    • One (1) citation per paragraph, minimum.

    • Each page of the model should include 1-inch margins, double-spaced, 12 pt. font.

    • The originality report will not exceed 10%. Credit will not be given for a higher %.

    THE SYSTEMS THINKING MODEL WILL CONSIST OF:

    Cover Page

    • Utilize the required Systems Thinking Model Template.

    Background and History of the Organization (2 FULL pages, minimum)

    • Thoroughly explain the background and history.

    • Include any significant occurrences.

    Hierarchy of the Organization and Roles (2 FULL pages, minimum)

    • Detail and explain the hierarchy of the organization.

    • Explain each role of those in the hierarchy.

    Identify and Explain the Systems (2 FULL pages, minimum)

    • Detail and explain each of the systems in the organization.

    Systems Model (2 FULL pages, minimum)

    • Create a visual (flowchart, etc.) that depicts all systems and their relations.

    • Explain the systems model for the organization.

    Your Role in the Organization (1 FULL page, minimum)

    • Detail and explain your role in the organization.

    Reference Page (APA format)

    • Include a minimum of ten (10) peer-reviewed references.

    – 2 years ago

  • [Solved] Study Learning Outcome

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    See attack file – 2 years ago **files (1)** – Outcome101.docx **Outcome101.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/outcome101-docx) **Outcome101.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/out…

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    See attack file

    – 2 years ago

    **files (1)**

    – Outcome101.docx

    **Outcome101.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/outcome101-docx)

    **Outcome101.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/outcome101-docx)

  • [Solved] SQL & Data Management

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    Write a SQL query to find the **second-highest salary** from an `Employee` table without using `LIMIT`. – Given a `Sales` table with `Date`, `Product_ID`, and `Revenue`, write a query to find the **cumulative revenue per product** over time. – Design a **normalized database schema** for an **e-comme…

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    Assignment Prompt & Instructions

    Write a SQL query to find the **second-highest salary** from an `Employee` table without using `LIMIT`.

    – Given a `Sales` table with `Date`, `Product_ID`, and `Revenue`, write a query to find the **cumulative revenue per product** over time.
    – Design a **normalized database schema** for an **e-commerce application** handling customers, orders, and payments.
    – Implement a **stored procedure** to automatically update product stock levels after a purchase.

    – 2 years ago

  • [Solved] SQL 1

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    SQL help – 2 years ago **files (2)** – ## SQLLesson3Questionstocomplete.docx – ## Lesson3ExerciseDirections.docx **## SQLLesson3Questionstocomplete.docx** Exercise 8: Write your SQL statement in a file named CIS276DA_Lesson3Exercise8_MEID.sql. Run the script and export the results to CIS276DA_Les…

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    Assignment Prompt & Instructions

    SQL help

    – 2 years ago

    **files (2)**

    – ## SQLLesson3Questionstocomplete.docx

    – ## Lesson3ExerciseDirections.docx

    **## SQLLesson3Questionstocomplete.docx**

    Exercise 8: Write your SQL statement in a file named CIS276DA_Lesson3Exercise8_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise8_MEID.csv.

    Exercise 9: Write your SQL statement in a file named CIS276DA_Lesson3Exercise9_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise9_MEID.csv.

    Exercise 10: Write your SQL statement in a file named CIS276DA_Lesson3Exercise10_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise10_MEID.csv.

    Exercise 11: Write your SQL statement in a file named CIS276DA_Lesson3Exercise11_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise11_MEID.csv .

    Custom Query 1: Create a SELECT statement that uses WHERE. Save this SQL statement as CIS276DA_Lesson3Custom1_MEID.sql . Run the script and export the results to CIS276DA_Lesson3Custom1_MEID.csv.

    Custom Query 2: Create a SELECT statement that uses ORDER BY and LIMIT. Save this SQL statement as CIS276DA_Lesson3Custom2_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Custom2_MEID.csv.

    Place all SQL files(6) and CSV files(6) in a folder labeled "Lesson 3".

    Replace "MEID" in the file names with your actual MEID.

    Zip the entire "Lesson 3" folder as described in the Syllabus.

    Submit the zipped assignment folder using the link below

    **## Lesson3ExerciseDirections.docx**

    Run some of the examples in this chapter In these exercises, you’ll use MySQL Workbench to run some of the scripts for the examples in this chapter. This assumes that you already know how to use MySQL Workbench, as described in chapter 2.

    1. Start MySQL Workbench.

    2. Open the script named 3‐02.sql that you should find in this directory: c:\murach\mysql\book_scripts\ch03. When it opens, you should see all of the queries for figure 3‐2. Note that each of these queries has a semicolon at the end of it.

    3. Move the insertion point into the first query and press Ctrl+Enter or click on the Execute Current Statement button to run the query. This shows you the data that’s in the Invoices table that you’ll be working with in this chapter.

    4. Move the insertion point into the second query and run it.
    parameter

    5. Open the script named 3‐05.sql in the ch03 directory. Then, run the second query. When you do, you’ll see that the result set is in sequence by the invoice_id column.

    6. Delete the ORDER BY clause from the SELECT statement and run the query again. Scroll through the result set to see that the rows are no longer in a particular sequence. When you’re done, close the script without saving the changes.

    7. Open and run the queries for any of the other examples in this chapter that you’re interested in reviewing.

    Enter and run your own SELECT statements In these exercises, you’ll enter and run your own SELECT statements. To do that, you can open the script for an example that is similar to the statement you need to write, copy the statement into a new SQL tab, and modify the statement. That can save you both time and syntax errors.

    8. Write a SELECT statement that returns three columns from the Vendors table: vendor_name, vendor_contact_last_name, and vendor_contact_first_name. Then, run this statement to make sure it works correctly. Add an ORDER BY clause to this statement that sorts the result set by last name and then first name, both in ascending sequence. Then, run this state‐ment again to make sure it works correctly. This is a good way to build and test a statement, one clause at a time.

    9. Write a SELECT statement that returns one column from the Vendors table named full_name that joins the vendor_contact_last_name and vendor_contact_first_name columns. Format this column with the last name, a comma, a space, and the first name like this:
    Doe, John
    Sort the result set by last name and then first name in ascending sequence. Return only the contacts whose last name begins with the letter A, B, C, or E. This should retrieve 41 rows.

    10. Write a SELECT statement that returns these column names and data from the Invoices table: Due Date
    Invoice Total 10%
    Plus 10%
    The invoice_due_date column The invoice_total column
    10% of the value of invoice_total The value of invoice_total plus 10%
    Return only the rows with an invoice total that’s greater than or equal to 500 and less than or equal to 1000. This should retrieve 12 rows. Sort the result set in descending sequence by invoice_due_date.

    11. Write a SELECT statement that returns these columns from the Invoices table: invoice_number invoice_total
    The invoice_number column The invoice_total column
    payment_credit_total balance_due
    Sum of the payment_total and credit_total columns
    The invoice_total column minus the payment_total and credit_total columns
    Return only invoices that have a balance due that’s greater than $50. Sort the result set by balance due in descending sequence. Use the LIMIT clause so the result set contains only the rows with the 5 largest balances.

    **## Lesson3ExerciseDirections.docx**

    Run some of the examples in this chapter In these exercises, you’ll use MySQL Workbench to run some of the scripts for the examples in this chapter. This assumes that you already know how to use MySQL Workbench, as described in chapter 2.

    1. Start MySQL Workbench.

    2. Open the script named 3‐02.sql that you should find in this directory: c:\murach\mysql\book_scripts\ch03. When it opens, you should see all of the queries for figure 3‐2. Note that each of these queries has a semicolon at the end of it.

    3. Move the insertion point into the first query and press Ctrl+Enter or click on the Execute Current Statement button to run the query. This shows you the data that’s in the Invoices table that you’ll be working with in this chapter.

    4. Move the insertion point into the second query and run it.
    parameter

    5. Open the script named 3‐05.sql in the ch03 directory. Then, run the second query. When you do, you’ll see that the result set is in sequence by the invoice_id column.

    6. Delete the ORDER BY clause from the SELECT statement and run the query again. Scroll through the result set to see that the rows are no longer in a particular sequence. When you’re done, close the script without saving the changes.

    7. Open and run the queries for any of the other examples in this chapter that you’re interested in reviewing.

    Enter and run your own SELECT statements In these exercises, you’ll enter and run your own SELECT statements. To do that, you can open the script for an example that is similar to the statement you need to write, copy the statement into a new SQL tab, and modify the statement. That can save you both time and syntax errors.

    8. Write a SELECT statement that returns three columns from the Vendors table: vendor_name, vendor_contact_last_name, and vendor_contact_first_name. Then, run this statement to make sure it works correctly. Add an ORDER BY clause to this statement that sorts the result set by last name and then first name, both in ascending sequence. Then, run this state‐ment again to make sure it works correctly. This is a good way to build and test a statement, one clause at a time.

    9. Write a SELECT statement that returns one column from the Vendors table named full_name that joins the vendor_contact_last_name and vendor_contact_first_name columns. Format this column with the last name, a comma, a space, and the first name like this:
    Doe, John
    Sort the result set by last name and then first name in ascending sequence. Return only the contacts whose last name begins with the letter A, B, C, or E. This should retrieve 41 rows.

    10. Write a SELECT statement that returns these column names and data from the Invoices table: Due Date
    Invoice Total 10%
    Plus 10%
    The invoice_due_date column The invoice_total column
    10% of the value of invoice_total The value of invoice_total plus 10%
    Return only the rows with an invoice total that’s greater than or equal to 500 and less than or equal to 1000. This should retrieve 12 rows. Sort the result set in descending sequence by invoice_due_date.

    11. Write a SELECT statement that returns these columns from the Invoices table: invoice_number invoice_total
    The invoice_number column The invoice_total column
    payment_credit_total balance_due
    Sum of the payment_total and credit_total columns
    The invoice_total column minus the payment_total and credit_total columns
    Return only invoices that have a balance due that’s greater than $50. Sort the result set by balance due in descending sequence. Use the LIMIT clause so the result set contains only the rows with the 5 largest balances.

    **## SQLLesson3Questionstocomplete.docx**

    Exercise 8: Write your SQL statement in a file named CIS276DA_Lesson3Exercise8_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise8_MEID.csv.

    Exercise 9: Write your SQL statement in a file named CIS276DA_Lesson3Exercise9_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise9_MEID.csv.

    Exercise 10: Write your SQL statement in a file named CIS276DA_Lesson3Exercise10_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise10_MEID.csv.

    Exercise 11: Write your SQL statement in a file named CIS276DA_Lesson3Exercise11_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise11_MEID.csv .

    Custom Query 1: Create a SELECT statement that uses WHERE. Save this SQL statement as CIS276DA_Lesson3Custom1_MEID.sql . Run the script and export the results to CIS276DA_Lesson3Custom1_MEID.csv.

    Custom Query 2: Create a SELECT statement that uses ORDER BY and LIMIT. Save this SQL statement as CIS276DA_Lesson3Custom2_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Custom2_MEID.csv.

    Place all SQL files(6) and CSV files(6) in a folder labeled "Lesson 3".

    Replace "MEID" in the file names with your actual MEID.

    Zip the entire "Lesson 3" folder as described in the Syllabus.

    Submit the zipped assignment folder using the link below

    **## Lesson3ExerciseDirections.docx**

    Run some of the examples in this chapter In these exercises, you’ll use MySQL Workbench to run some of the scripts for the examples in this chapter. This assumes that you already know how to use MySQL Workbench, as described in chapter 2.

    1. Start MySQL Workbench.

    2. Open the script named 3‐02.sql that you should find in this directory: c:\murach\mysql\book_scripts\ch03. When it opens, you should see all of the queries for figure 3‐2. Note that each of these queries has a semicolon at the end of it.

    3. Move the insertion point into the first query and press Ctrl+Enter or click on the Execute Current Statement button to run the query. This shows you the data that’s in the Invoices table that you’ll be working with in this chapter.

    4. Move the insertion point into the second query and run it.
    parameter

    5. Open the script named 3‐05.sql in the ch03 directory. Then, run the second query. When you do, you’ll see that the result set is in sequence by the invoice_id column.

    6. Delete the ORDER BY clause from the SELECT statement and run the query again. Scroll through the result set to see that the rows are no longer in a particular sequence. When you’re done, close the script without saving the changes.

    7. Open and run the queries for any of the other examples in this chapter that you’re interested in reviewing.

    Enter and run your own SELECT statements In these exercises, you’ll enter and run your own SELECT statements. To do that, you can open the script for an example that is similar to the statement you need to write, copy the statement into a new SQL tab, and modify the statement. That can save you both time and syntax errors.

    8. Write a SELECT statement that returns three columns from the Vendors table: vendor_name, vendor_contact_last_name, and vendor_contact_first_name. Then, run this statement to make sure it works correctly. Add an ORDER BY clause to this statement that sorts the result set by last name and then first name, both in ascending sequence. Then, run this state‐ment again to make sure it works correctly. This is a good way to build and test a statement, one clause at a time.

    9. Write a SELECT statement that returns one column from the Vendors table named full_name that joins the vendor_contact_last_name and vendor_contact_first_name columns. Format this column with the last name, a comma, a space, and the first name like this:
    Doe, John
    Sort the result set by last name and then first name in ascending sequence. Return only the contacts whose last name begins with the letter A, B, C, or E. This should retrieve 41 rows.

    10. Write a SELECT statement that returns these column names and data from the Invoices table: Due Date
    Invoice Total 10%
    Plus 10%
    The invoice_due_date column The invoice_total column
    10% of the value of invoice_total The value of invoice_total plus 10%
    Return only the rows with an invoice total that’s greater than or equal to 500 and less than or equal to 1000. This should retrieve 12 rows. Sort the result set in descending sequence by invoice_due_date.

    11. Write a SELECT statement that returns these columns from the Invoices table: invoice_number invoice_total
    The invoice_number column The invoice_total column
    payment_credit_total balance_due
    Sum of the payment_total and credit_total columns
    The invoice_total column minus the payment_total and credit_total columns
    Return only invoices that have a balance due that’s greater than $50. Sort the result set by balance due in descending sequence. Use the LIMIT clause so the result set contains only the rows with the 5 largest balances.

    **## SQLLesson3Questionstocomplete.docx**

    Exercise 8: Write your SQL statement in a file named CIS276DA_Lesson3Exercise8_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise8_MEID.csv.

    Exercise 9: Write your SQL statement in a file named CIS276DA_Lesson3Exercise9_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise9_MEID.csv.

    Exercise 10: Write your SQL statement in a file named CIS276DA_Lesson3Exercise10_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise10_MEID.csv.

    Exercise 11: Write your SQL statement in a file named CIS276DA_Lesson3Exercise11_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Exercise11_MEID.csv .

    Custom Query 1: Create a SELECT statement that uses WHERE. Save this SQL statement as CIS276DA_Lesson3Custom1_MEID.sql . Run the script and export the results to CIS276DA_Lesson3Custom1_MEID.csv.

    Custom Query 2: Create a SELECT statement that uses ORDER BY and LIMIT. Save this SQL statement as CIS276DA_Lesson3Custom2_MEID.sql. Run the script and export the results to CIS276DA_Lesson3Custom2_MEID.csv.

    Place all SQL files(6) and CSV files(6) in a folder labeled "Lesson 3".

    Replace "MEID" in the file names with your actual MEID.

    Zip the entire "Lesson 3" folder as described in the Syllabus.

    Submit the zipped assignment folder using the link below

    **## Lesson3ExerciseDirections.docx**

    Run some of the examples in this chapter In these exercises, you’ll use MySQL Workbench to run some of the scripts for the examples in this chapter. This assumes that you already know how to use MySQL Workbench, as described in chapter 2.

    1. Start MySQL Workbench.

    2. Open the script named 3‐02.sql that you should find in this directory: c:\murach\mysql\book_scripts\ch03. When it opens, you should see all of the queries for figure 3‐2. Note that each of these queries has a semicolon at the end of it.

    3. Move the insertion point into the first query and press Ctrl+Enter or click on the Execute Current Statement button to run the query. This shows you the data that’s in the Invoices table that you’ll be working with in this chapter.

    4. Move the insertion point into the second query and run it.
    parameter

    5. Open the script named 3‐05.sql in the ch03 directory. Then, run the second query. When you do, you’ll see that the result set is in sequence by the invoice_id column.

    6. Delete the ORDER BY clause from the SELECT statement and run the query again. Scroll through the result set to see that the rows are no longer in a particular sequence. When you’re done, close the script without saving the changes.

    7. Open and run the queries for any of the other examples in this chapter that you’re interested in reviewing.

    Enter and run your own SELECT statements In these exercises, you’ll enter and run your own SELECT statements. To do that, you can open the script for an example that is similar to the statement you need to write, copy the statement into a new SQL tab, and modify the statement. That can save you both time and syntax errors.

    8. Write a SELECT statement that returns three columns from the Vendors table: vendor_name, vendor_contact_last_name, and vendor_contact_first_name. Then, run this statement to make sure it works correctly. Add an ORDER BY clause to this statement that sorts the result set by last name and then first name, both in ascending sequence. Then, run this state‐ment again to make sure it works correctly. This is a good way to build and test a statement, one clause at a time.

    9. Write a SELECT statement that returns one column from the Vendors table named full_name that joins the vendor_contact_last_name and vendor_contact_first_name columns. Format this column with the last name, a comma, a space, and the first name like this:
    Doe, John
    Sort the result set by last name and then first name in ascending sequence. Return only the contacts whose last name begins with the letter A, B, C, or E. This should retrieve 41 rows.

    10. Write a SELECT statement that returns these column names and data from the Invoices table: Due Date
    Invoice Total 10%
    Plus 10%
    The invoice_due_date column The invoice_total column
    10% of the value of invoice_total The value of invoice_total plus 10%
    Return only the rows with an invoice total that’s greater than or equal to 500 and less than or equal to 1000. This should retrieve 12 rows. Sort the result set in descending sequence by invoice_due_date.

    11. Write a SELECT statement that returns these columns from the Invoices table: invoice_number invoice_total
    The invoice_number column The invoice_total column
    payment_credit_total balance_due
    Sum of the payment_total and credit_total columns
    The invoice_total column minus the payment_total and credit_total columns
    Return only invoices that have a balance due that’s greater than $50. Sort the result set by balance due in descending sequence. Use the LIMIT clause so the result set contains only the rows with the 5 largest balances.

  • [Solved] Social Science IDS 3336- Assignment #4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Answer each question separately, **making specific connections** **between this week assigned readings and Chapter 10 of the textbook**. Please add in-text citations and/or reference(s) when necessary. ## **Reading Questions** 1. Name several ways in which customs and practice for burial and commemo…

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    Assignment Prompt & Instructions

    Answer each question separately, **making specific connections** **between this week assigned readings and Chapter 10 of the textbook**. Please add in-text citations and/or reference(s) when necessary.

    ## **Reading Questions**

    1. Name several ways in which customs and practice for burial and commemoration affect the creation of art and architecture. Be specific.
    2. Describe the ritual use of tribal masks in different cultures. Be specific.
    3. Describe the specific features of artworks in two different cultures that show their belief that gods reside in the heavens. Be specific.
    4. Describe the ways and the reasons that some religious groups use or reject artwork that includes figural imagery for sacred context and its results for the artwork they use. Be specific.
    5. Consider the use of precious and luxurious materials for ritual art objects and cite examples, discussing their specific meanings. Be specific.

    References:

    https://foreignpolicy.com/2012/08/06/god-and-the-ivory-tower/

    Chapter 10 of book attached

    – [\
    \
    BOOK-IntroductiontoArt-1-1.pdf](https://www.sweetstudy.com/files/book-introductiontoart-1-1-pdf-10181547 "BOOK-IntroductiontoArt-1-1.pdf")

    – 2 years ago