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Expert help when you need it- Q1:E. Select and explain three historical instances where technology influenced the designed environment. Support your answers with specific examples.See Answer
- Q2: Book Link: https://archive.org/details/richard-ingersoll-world-architecture-a-cross- cultural-history/page/v/mode/2up Questions - Select ONE of the following: A. In what ways did architectural cultures we have studied engage with the cosmos? Were there common practices that transcend time and geographic locations? Reference specific projects to explain your answer. B. In Modules 1-4 we saw examples of symbolism in a variety of places, including cities, buildings, theories, and objects. Identify and explain three examples of symbolism in any of the above categories. For each example, explain what it is, where it's located, who created it, and what it symbolizes (one paragraph for each example). Are there any commonalities among your three examples? If so, explain why they exist. If not, explain why you think there are no commonalities. Questions - Select ONE of the following: C. Religion played an important role in shaping architecture and urbanism outlook of various cultures. Explain this role comparing and contrasting the three major built cultures we covered thus far (Olmec, Greco/Roman, Chinese). D. A theme that repeated across the modules we have studied thus far is how the designed environment (architecture and urbanism) engaged with nature. Explain the different attitudes to incorporating elements of nature among Harapan, Aegean, and pre-contact American architecture. Support your answers with specific examples. E. Select and explain three historical instances where technology influenced the designed environment. Support your answers with specific examples. Format: Select one question from A-B and one from C-E. You will answer two questions total. The answer to each question should be in 600 words (+/- 50). Write in full sentences and paragraphs paying attention to spelling and grammar. Bullet points and/or outlines will not be accepted as an answer. Use proper and consistent citation. Submit your answers through Canvas. See below for instructions on submission. Sources: Your answer must be supported by scholarly published materials such as your textbook (Ingersoll textbook). However, you can also use the following to support your answer Sources listed under LTU library guide on Architecture: https://libguides.Itu.edu/c.php?g=955370 Extra readings posted to Canvas Recorded lectures and your notes from them 1 LTU e Page Exam outlines and Module Review recordings from Canvas Discussion notes Example of unacceptable sources • Material published on the internet blogs & pages. • Anything prepared by or with another student. Grading: ● This is an open book, open note essay exam. This is NOT a group project, so do not consult with or work with your friend on this exam. Any indication of collaboration and/or plagiarism is considered cheating which would be reported as a potential honor code violation. • Each question is worth 10 points earned according to the following criteria: 5 pts Content: Correct and cited information, contribute to your answer, focused and logical argument. Spelling, grammar, staying within the word count limit. Using proper word choice, tone, and terminology. Overall organization. Explaining answers with specific examples. 2 pts 2 pts 1 pt Plagiarism Lawrence Technological University and the College of Architecture and Design are committed to academic integrity and honesty. All members of the LTU community are charged with upholding the Academic Honor Code in their academic work. Students are expected to present and submit only their own work in tests, and assignments. If you have a question regarding proper attribution of work of others, contact the professor prior to submitting your work for evaluation or refer to the university policies on the subject. Plagiarism in any form is a serious academic dishonesty offense that will not be tolerated. Violators will receive a failing grade and will be subjected to disciplinary action. Some examples are: Quoting, paraphrasing, or summarizing written material, even a few phrases, without acknowledgment. Page 2 • Failing to acknowledge the source of either a major idea or an ordering principle central to one's own paper. LTU e ● Relying on another person's data, evidence, or critical method without credit or permission. . Submitting another person's work as one's own. • Using unacknowledged research sources gathered by someone else. Reference chapters are mentioned which you can find on the book (link is provide). re to search MODULE 1 MODULE 2 MODULE 3 MODULE 4 Date Aug. 23 Aug. 25 Aug. 30 Sept. 1 Sept. 6 Sept. 8 Sept. 13 Sept. 15 Sept. 20 Sept. 22 Sept. 27 Sept. 29 Oct. 4 Oct. 6 Oct. 11 Oct. 13 Oct. 18 Oct. 20 Discussion Groups None 1-3 4-6 7-9 None 1-3 B 4-6 7-9 ASSESSMENT DAY NO CLASSES None 1-3 4-6 7-9 None 1-3 4-6 7-9 None Lecture Topic Introduction Prehistory Mesopotamia/SW Asia/Achaemenid Persia Old and New Kingdom Egypt MODULE 1 REVIEW SESSION Biblical Jerusalem Indus Valley/Mauryan India The Aegean Sea Classical Architecture MODULE 2 REVIEW SESSION The Greek City-State Ancient Rome Ancient China MODULE 3 REVIEW SESSION Ancient Mexico Mayan Pre-Contact America MODULE 4 REVIEW SESSION Textbook Sections Preface 1.1-1.3 2.1, 4.1 2.2, 3.2 3.3 2.3, 4.3 3.1 None 4.2 5.1 5.2, 7.2 5.3 7.3 10.3 Notes Quiz 1 Quiz 2 Midterm Exam posted 72°F SunnySee Answer
- Q3: ANTH 3: Coyote Wash Pueblo Chronology Construction Project For this project, you are presented with a set of data from the Coyote Wash Pueblo, a hypothetical Ancestral Pueblo site from the American Southwest. Using the information provided (e.g. site plan, provided dates, ceramic information) on the course project Gaucho Space page, write up a chronological report analyzing the history of the site. Including an introduction and conclusion, your project report must address the following: N 3 Reconstruct the relative chronology of the construction and expansion of the pueblo. Using the information on the site plan (e.g., architecture, wall alignments, presence of subfloor deposits) identify the set of rooms first constructed. Next, determine the blocks of rooms that were apparently added to the initial construction, and the sequence in which they were added. Include a figure that indicates the sequence of construction, accompanied by a written justification. You may find a color-coded approach using the provided maps to be best suited for this. Using the tree-ring and radiocarbon dates, offer your best interpretation of the absolute dates associated with each construction phase or room addition. Include a figure that indicates your best interpretation of the chronological phases. Again, a color-coded approach may be well suited for this. How do you interpret the differences in the total number of pottery sherds found on the floor's surface in each room versus the sherds found in excavation (i.e., total fill sherds)? Include a graphical representation of the pottery fill sequence alongside your written explanation. The text of the Pueblo Construction Chronology Project must be approximately two [2] pages in length or approximately 500-750 words. It must include graphs, data, and images included in the project handout to provide support for your arguments. No sources aside from course resources are required for this assignment. You must properly cite, in text, any resources you do use from the class to defend your arguments. All information from these sources must be properly cited according to Chicago Author/Date format. Each posted question must include an associated graph/figure visualizing how you are interpreting the relative chronology for a minimum of three [3] included figures. Each paragraph must directly reference and explain your figures and each graph must come with a key. Plot out and explain the patterns you observed in the archaeological record – why did you come to the conclusions you reached given the data provided to you? Grading Criteria Assignment Rubric Quality: content accuracy, specificity, citations to support arguments, depth of argument, persuasiveness. Quantity: adequacy (length), compactness. definitions of terms used, provides details, provides examples to illustrate points, comparisons used when appropriate. Visualization: use of graphs to visualize data. Graphical Representation Content Style: Organization Structure: includes all listed sections. Includes robust introduction and conclusions. Includes thesis statement. Sequence (rational flow, logical organization - doesn't ramble), appearance (correct margins and headings, neatness, etc.), pagination, correct citation format (Chicago Author/Date). Total Score: Style: Clarity Sentences: clarity, relevance (on-topic), fluency, no use of clichés, no use of unknown referents. Paragraphs: structure (topic sentences, development), length (not too short or too long - minimum paragraph size is 3 sentences; a paragraph should not extend longer than the full length of a single page), coherence. Diction: conciseness, no overuse of the passive voice and weak verbs, no repetitive phrasing, does not use exaggeration, no overuse of modifiers or misplaced modifiers. Vocabulary: correct word choice, no repetition of words, no use of colloquialisms. Style: Grammar Use of correct spelling, grammar, and punctuation. Appropriate sentence length. Score 30 30 10 20 10 100See Answer
- Q4: Make a connection between two or three images/objects/concepts not discussed in the same module. How are they related? Does their meaning change when viewed together? Explain in detail why you have selected these works and why they are important. Write a 750-1000 word (3-4 pages double spaced) response to one of the writing prompts provide using Microsoft Word with TIMES NEW ROMAN, 12 pt. font, double spaced. Please use Chicago Manual, APA, or MLA with either (parenthetical citations) or footnotes. A Works Cited or Bibliography must be included on a separate page at the end BOOK LINK: https://pressbooks.bccampus.ca/arthistory2/ EXTRA INFO: 1. 2 IMAGES TO BE SELECTED NEEDS TO BE FROM DIFFERENT CHAPTERSSee Answer
- Q5:Read the instructions carefully, go through the pdf carefully. Need to choose an image from this file only (CHOOSE ON YOUR OWN) Need to write a response in about 500 words. MLA formatting and referencing style. Follow the rubric.See Answer
- Q6:Question 1 Which of the following is not one of john Ruskin's seven lamps of architecture? purpose ℗ truth sacrifice beauty E) memory 10 PointsSee Answer
- Q7:Question 2 Which of the following best describes the difference that Ruskin sees between building and architecture? Architecture goes beyond building by adding useless ornaments. There is no distinction between architecture and building. Any building of cultural significance like religious and public institutions, is a piece of architecture everything else is mere building 10 Points O Architecture is the masterly. correct and magnificent play of volumes brought together in light. Anyone who does not follow this precept is merely building.See Answer
- Q8:Question 3 Which of the following is not one of the five heads of architecture? Transport Devotional Memorial Civil Domestic 10 PointsSee Answer
- Q9:Question 4 Given the choice of two marbles equally beautiful but of different costs, which does Ruskin think a designer should choose? The more expensive, because it shows the spirit of sacrifice as a devotional offering B The cheaper because it is more cost effective The more expensive because it can impress without much craftmanship. The cheaper because it will allow you to pay your craftsman more, and they will be able to carve more detail into it. 10 PointsSee Answer
- Q10:Question 5 How does religion play into Ruskin's views of sacrifice in architecture? Ruskin believes that one should show one's devotion to God through the sacrifice one puts into a building. Ruskin believes religion should play no part in architectural design. Ruskin believes that religious buildings should focus on the word of God and devotion to others, rather than on impressive ornament that distracts from the word of God and good deeds. 10 Points Ruskin believes that religious ornament from all cultures should be adapted in England to reflect its growing status as an empire.See Answer
- Q11:Question 6 Which of the following is not a type of architectural deceit according to Ruskin? A Facades that hide the true functional layout of a buidling False suggestion of structural support The painting of surfaces to represent some other material The use of machine made ornaments 10 PointsSee Answer
- Q12:Question 7 Which of the following best describes Ruskin's attitude to iron? It is false when cast and used as a structural support, because it is usually used in a way that reflects the structural laws and proportions of an older material, either clay wood or stone. Bit is false when cast and used as a structural support, because it looks too skinny to actually support anything. It represents the law of truth, because it is the true material of the era, rather than a false representation of the past. It should be used as much as possible, because its shininess is a symbolic representation of the "lamp" of truth 10 PointsSee Answer
- Q13:Question 8 Why does Ruskin object to machine made ornament? Ornament should reflect the amount of human labor and care spent upon it. Machine made ornament is too expensive. Machine made ornament allows for buildings to look too ornate and buildings should look as simple as possible. Machines cannot properly imitate historical forms. 10 PointsSee Answer
- Q14:Field Trip Essay Attend the Ivy Hall tour or the Inman Park tour and take notes to document a building and its history. In a 250-500 word essay describe the building in terms of most or all of the following: plan, function, style, ornament, massing, light, materials, and structure. and compare it to one building discussed in this class or in the textbooks. Responses should not be just a description of the building, but an analysis of its form, space, play of light function, use of materials, etc. Students should ask themselves how the design choices of the architect may be demonstrated in the building. The essay should be written in a formal academic manner with proper grammar, punctuation, and word usage. It should be well organized with a clear and specific thesis statement in the introductory paragraph. Will be graded according to the following rubric:See Answer
- Q15:Assignment Requirements. Written 1000-1500 words, 10-12 point font, standard margins, double spaced, citations in Chicago Style, divided into the following sections: • A thesis that explains the basic concept of your building and how it ties into 18th/19th century architecture • General description of your project ● A research section placing your project in the context of the history of 18th and 19th century architecture by comparing it to at least one other building from that period that is of a similar building type, style, or exhibits similar design principles/nGeneral description of your project A research section placing your project in the context of the history of 18th and 19th century architecture by comparing it to at least one other building from that period that is of a similar building type, style, or exhibits similar design principles • A description of and justification for the style that you have chosen to design your building in. The justification should be specific, and you are encouraged to base your justification on the theories of style of some of the architects we have studied in this course. • • A description of the materials and structure of your building Footnotes that cite the sources listed in your bibliography when you use information or ideas from them • A bibliography (not part of the page count) of at least three non-website sources (scholarly articles and books). You may use internet sources as well, which should also be included in the bibliography. • Images of the building(s) discussed in the historical context section. Images should be numbered, labeled, and referred to in the text.See Answer
- Q16: School of Chemical Engineering CHE 4581 Senior Seminar Engineering Ethics School of Chemical Engineering Skywalk Collapse On July 17, 1981, two suspended walkways in the Hyatt Regency Kansas City collapsed during a party killing 116 people and injuring 214. https://www.structuremag.org/?p=10274 School of Chemical Engineering Challenger Explosion On January 28, 1986, the space shuttle Challenger was destroyed, and seven astronauts died in an explosion of the orbiter's main tanks. https://www.space.com/18084-space-shuttle-challenger.html School of Chemical Engineering BP Texas City Refinery Explosion On March 23, 2005, an explosion at the BP Texas City Refinery killed 15 people and injured more than 170. https://www.csb.gov/bp-america-refinery-explosion/ School of Chemical Engineering Deepwater Horizon On April 20, 2010, the explosions and fire led to the deaths of 11 individuals, serious physical injuries to 17 others, the evacuation of 115 individuals from the rig, the sinking of the Deepwater Horizon, and massive marine and coastal damage from a reported 4 million barrels of released hydrocarbons. https://www.csb. gov/macondo- blowout-and- explosion//nAs described in the handout, "Ethics - Examining Your Engineering Responsibility", Deborah L. Grubbe with Operations and Safety Solutions, LLC states that "Engineering ethics frequently has nothing to do with technology and everything to do with communication, thought and decision-making patterns, and conflicts around time and money." With that in mind, read over your assigned Case Study (assignment table and case studies listed below) and decide what your conclusion would be, based on the NSPE Code of Ethics (attached at the end). List the NSPE Code of Ethics that apply to the Case Study shown below and the Conclusion. The Conclusion should clearly answer the Question for the Case Study and be supported by a brief (1-2 paragraph) Discussion. Follow the example shown in the notes and use the following format for your write-up: Facts: Question: CHE 4581 Engineering Ethics Homework Due 3:00 pm October 25, 2022 (Submit on Canvas and bring a copy to class) NSPE Code of Ethics References: Discussion: Conclusion:/nCase Study #2 Facts: Engineer A is a professional engineer in private practice. Development Contractor X (Contractor) for whom Engineer A works from time-to-time as a consultant, was asked by a local building inspector to have a foundation the Contractor built inspected by a Professional Engineer since the foundation had cracks that were visible to the inspector. Since Engineer A's firm designed the house foundation for the Contractor, Engineer A performed the inspection for the Contractor. Engineer A determined the foundation had some minor surface cracks but nothing that Engineer A considered unsafe. In Engineer A's estimation, the cracks were not unusual for the type of foundation involved. Engineer A sends the building inspector a letter (which Engineer A also sealed) stating that Engineer A had inspected the foundation and in Engineer A's professional opinion, the foundation was structurally safe. The building inspector responded with a letter to the contractor stating he was not accepting Engineer A's letter and told the contractor to hire another engineer to inspect the foundation. Question: Was it ethical for Engineer A to inspect his own work or should an independent professional engineer be retained to inspect Engineer A's work?See Answer
- Q17:Introduction to GIS: Lab 5 Part One: Field Data Collection This week, we'll be using global positioning system devices, phones, or Google Maps to identify locations of interest across campus. We'll then input these locations into ArcGIS Pro for mapping and manipulation. The Global Positioning System relies on a network of satellites to provide 3D triangulation of your position on Earth. This data can be inputted into a GIS easily. If you are using your phone, or Google Maps, skip Part 1A. For this exercise, you will visit various features on campus, and copy down the coordinates of that feature as provided by your GPS, as well as navigate to specific places to see what is there. We will import these features through a spreadsheet transcription in Part Two of Lab 5, so SAVE THIS INFORMATION! Part one of Lab 5 is divided into two parts, which you should complete in order: Part 1A: GPS Device Use Instructions Objective: Learn the important buttons on your GPS Device. Part 1B: GPS Scavenger Hunt Objective: Collect some GPS information about campus features. You will collect this data for later transcription, input and use to make your own campus map. Part 1A: GPS Device Use Instructions Turn on the GPS unit by pushing the power button on the side (marked 'light'). Use the scroll button (gray mini-joystick on the front) to navigate to the 'satellite' tile. (You'll likely have to scroll all the way to the bottom of this menu full of tiles). • Click into the satellite screen by pushing down on the scroll button. (If you accidentally go elsewhere, use the back button to navigate back to the tiles menu.) • At the top of the satellite screen, you will see your coordinates in decimal degrees (e.g., N42.3930, W-072.5305). Write this location under 'coordinates' in the table. Part 1B: GPS Scavenger Hunt Datum: WGS84/nFind 5 locations on campus that can be described as follows: Coordinates Description 1. A building on campus that you've N42.39028, W - 72.52378 never been into (name the building, mark the location of a door/entrance) 2. A spot with a nice view (take a picture) 3. A place to lock your bike. 4. A tree with an ID tag (name the tree). 5. A place to sit and eat lunch N42.389953, W -72.526951 N 42.394049, W -72.526000 N 42.388994, W -72.527173 N 42.393069, W -72.525367 Navigate to the following coordinates and describe what you find there: Description Coordinates N42.3883, W-72.5232 N42.3892, W-72.5231 N42.3907, W-72.5229 Hold onto this data sheet! You will use this information to make your map!See Answer
- Q18:Introduction to GIS: Lab 5 Part Two: Uploading, Inputting, and Editing Data¹ This week, we'll be taking our field data and uploading these locations into ArcGIS Pro for mapping and manipulation. We can create datasets from many types of data, and point data is one of the most common, and easiest. For this exercise, you will input your X,Y data into a spreadsheet and see how to create a shapefile from that information. You'll work with creating and manipulating other vector features as well, from digitizing lines to calculating areas from shapes you've created. You'll produce a map of campus along with a hypothetical campus tour of the points you investigated (and a few others0. Did you forget your data sheet from the scavenger hunt? Borrow one from a neighbor or ask us for help! Part two of Lab 5 is divided into two parts, which you should complete in order: Part A: Importing GPS Coordinates as a Shapefile Objective: Leam how to input information from a csv file into ArcGIS Pro and make a shapefile. Part B: Creating a New Shapefile Objective: Make a shapefile from scratch and put some features in it! Part C: Editing an Existing Shapefile Objective: Manipulate features in a shapefile that already exists. Part D: Lab Production, Digitizing Information on the UMass Campus Objective: Make a campus map and tour including the points you collected. Part A: Importing GPS Coordinates as a shapefile ¹ University of Massachusetts - Amherst, ArcGIS Pro Edition Written by Forrest J. Bowlick, Bethany Bradley, Sophie Argetsinger, Steven Bittner, Brit Laginhas, Chloe Thompson, Connor Hughes, and many others/nSummary: Dig into a spreadsheet to set up data you've collected for display in ArcGIS Pro - and once in Pro, select some imagery to use as a basemap! Geospatial Technology Competency Model: 5.2.23.2, 5.1.26.8, 4.1.10.8, 4.1.10.7, 4.1.3.3, 3.5.2, 3.5.1, 3.3, 3.2, 2.4.2.3, 1.5.2² Link to Video Walkthrough 1. To import GPS coordinates gathered by hand, we must set up our data correctly so that ArcGIS Pro can read our information as latitude and longitude points. This is easiest to set up in Excel³. 2. Open a new Excel file. We'll be using three columns for our data, so in columns A, B, and C, give them the titles: Lat, Lon, and Descript, Type in the coordinates for the locations you identified in your scavenger hunt. In the third column, type a description of the location. Make sure you're using the same coordinate system (decimal degrees!) for all of them! 3. Also, remember your signs - Are coordinates in the Western Hemisphere positive or negative? What about coordinates in the Northern Hemisphere?" 4. Save the Excel file as a .csv. 2 Includes components from the field data collection component of this lab (Part One) ³ Or any other spreadsheet program. * They're negative. 5 Positive, batman. * File -> Save as -> Select your file's location -> Save as type -> CSV (comma delimited)See Answer
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