Debate 109 Flyer

Copy Link

Edge Debate 109: 16:00 - 24th November George Adams PPCIBSE Spie Prof Roberto Amendolia f’rmly Italian Emb’y the Edge is hosting a series of four thought-leadership discussions Dr Bill Bordass Usable Buildings Trust on the future city of 2030-2040 in partnership with Taylor Wessing Francesca Berriman CIAT Chief Exec and UCEM Richard Boyd Arup Assocs. Jane Briginshaw Design England Lynne Ceeney Lytton Consulting 2. Public and Private Land: Keith Clarke Caroline Cole Colander Mike Cook, Buro Happold As privatisation of Paddy Conaghan Hoare Lea Dr Frank Duffy PPRIBA Co-Founder DEGW public land increases, Prof Max Fordham PPCIBSE Prof Andy Ford PPCIBSE LSBU how can civic urban Dr Tim Forman U of Cambridge Simon Foxell The Architects Practice spaces evolve to Dr Julie Futcher co-founder Urban Generation Bill Gething Sustainability + Architecture Dr Julie Godefroy Julie Godefroy ensure their survival? Sustainability Prof Peter Guthrie University of Cambridge Public open spaces offer the ‘freedom of the city’ where all have a right to Dave Hampton The Carbon Coach roam, to gather or protest, to sit and eat a sandwich or even beg from Hattie Hartman The Architects Journal fellow citizens if all other support has gone. Prof Colin Haylock PPRTPI Haylock P&D Today Stephen Hill C20 futureplanners Mike Hitchens Pell Frischmann Over time urban parks, commons, Metropolitan Open Land and green Sue James TDAG spaces have suffered from a lack of investment, diminishing quality and a Dr Dorte Rich Jørgensen sustainability expert reduced sense of safety. Local councils have been under pressure to Chris Jofeh Arup make savings and privately-owned public space (POPS) is increasingly Prof Paul Jowitt, PPICE Heriot-Watt U relied upon to deliver urban open space - restricting access and removing David Lindsey Max Fordham LLP it entirely if the land is later sold for redevelopment. Richard Lorch Editor ‘Buildings and Cities’ Ciaran Malik AA + U of Arts There is a large body of research that confirms the importance of access to Dr Kerry Mashford interfacing green space and nature for our mental and physical health – and the Anne Minors Sound Space Vision COVID-19 crisis has accelerated the urgency for cities to revisit the value of Hal Moggridge Colvin and Moggridge urban open space. Dr Mike Murray DMPIP Robin Nicholson Cullinan Studio & looking ahead to 2040: Prof Tadj Oreszczyn, UCL Energy Institute Adam Poole Buro Happold • How do planners ensure that access to public open space can be Dr Sunand Prasad PPRIBA P + P LLP secured for the long term? Prof Flora Samuel University of Reading • Should we resist the increasing privatisation of urban space in Andrew Scoones ngenuity Ltd recognition of its true value as a place for all citizens? Prof Richard Simmons Bartlett, UCL • What are the implications for governance and how could community Oliver Smith 5th Studio involvement be better supported? Simon Sturgis Targeting Zero llp Lynne Sullivan LSA Studio Chair: Stephen Edwards, Living Streets Judith Sykes Expedition Speakers: Peter Neal, Peter Neal Consulting Helen Taylor Scott Brownrigg Helen Griffiths, Fields in Trust Ian Taylor FCB Studios Eddie Tuttle CIOB Claudia Carter, Birmingham City University Chris Twinn TwinnSustainabilityInnovation Thomas Perroud, Université Paris II, Panthéon-Assas Michelle Wang Hoare Lea Finn Williams, Public Practice Dr Elanor Warwick Clarion Housing Group Online: Zoom Jenny Watt, Builidng Centre Jane Wernick engineers HRW Timing: Tuesday 24th November 2020, 16.00 – 17.30 Prof Mark Whitby PPICE whitby wood To attend please register at: Ollie Wildman Ramboll Albert Williamson Taylor AKT II https://www.eventbrite.co.uk/e/city-2040-series-public-and-private-land- www.edgedebate.com access-and-use-tickets-128063181423 .

Recommended publications

Anthropology (Ant) 101 Introduction to Anthropology General Elective S1 902 102 Intro to Cultural Anthropology Anth 220; Society & Culture S1 901N

MORTON COLLEGE CATALOG YEAR: 2019–2020 NIU CATALOG: 2021–2022 DATE: JULY 2021 CALENDAR: SEMESTER AA/AS DEGREES: 62 HRS PAGE 1 of 8 EFFECTIVE FOR COURSES TAKEN FALL 2021, SPRING 2022, AND SUMMER 2022 COMMUNITY COLLEGE COURSE NUMBER/TITLE NIU EQUIVALENT IAI CODE ANTHROPOLOGY (ANT) 101 INTRODUCTION TO ANTHROPOLOGY GENERAL ELECTIVE S1 902 102 INTRO TO CULTURAL ANTHROPOLOGY ANTH 220; SOCIETY & CULTURE S1 901N ART (ART) STUDENTS RECEIVING ART STUDIO (ARTS ELECTIVE) CREDIT FOR COMMUNITY COLLEGE COURSES ARE ENCOURAGED TO SUBMIT A PORTFOLIO OF THEIR WORK FOR POSSIBLE COURSE CREDIT. PLACEMENT IN MAJOR STUDIO CLASSES, EXCEPT FOR CORE COURSES, IS BY PORTFOLIO. CONTACT SCHOOL OF ART FOR INFORMATION ON PPLICATION AND DATES FOR PORTFOLIO SUBMISSION. 101 TWO-DIMENSIONAL FUNDAMENTALS ART 102; CREATIVITY & CRITICAL ANALYSIS 102 THREE-DIMENSIONAL FUNDAMENTALS ART 103; CREATIVITY & CRITICAL ANALYSIS 103 DRAWING I ART 100; CREATIVITY & CRITICAL ANALYSIS 104 DRAWING II ART 101; CREATIVITY & CRITICAL ANALYSIS 105 PAINTING I ARTS ELECTIVE 107 WATERCOLOR ARTS ELECTIVE 111 SCULPTURE I GENERAL ELECTIVE 113 CERAMICS I ARTS ELECTIVE 115 PHOTOGRAPHY I ARTS ELECTIVE 116 PHOTOGRAPHY II GENERAL ELECTIVE 117 DIGITAL PHOTOGRAPHY GENERAL ELECTIVE 120 ART APPRECIATION ARTH 282; CREATIVITY & F2 900 CRITICAL ANALYSIS 125 ART HISTORY SURVEY I ARTH ELECTIVE; CREATIVITY F2 901 & CRITICAL ANALYSIS 126 ART HISTORY SURVEY II ARTH 292; CREATIVITY & F2 902 CRITICAL ANALYSIS 127 ART HISTORY SURVEY III CREATIVITY & CRITICAL F2 902 ANALYSIS ELECTIVE 203 FIGURE DRAWING I ARTS 200 204 FIGURE DRAWING II ARTS ELECTIVE 205 PAINTING II ARTS ELECTIVE 211 SCULPTURE II ARTS 261 213 CERAMICS II ARTS ELECTIVE 217 TRIBAL ART CREATIVITY & CRITICAL F2 903N ANALYSIS ELECTIVE NOTE: ART HISTORY MAJORS W/217 CONTACT SCHOOL OF ART FOR POSSIBLE ART CREDIT.
Neoformalistická Analýza Televizního Seriálu Community

Univerzita Palackého v Olomouci Filozofická fakulta Neoformalistická analýza televizního seriálu Community Bakalářská diplomová práce Studijní program: Teorie a dějiny dramatických umění Vedoucí práce: Mgr. Jakub Korda, Ph.D. Autorka práce: Martina Smékalová OLOMOUC 2013 Prohlášení Prohlašuji, že jsem tuto bakalářskou práci vypracovala samostatně pod odborným dohledem vedoucího diplomové práce a uvedla jsem všechny použité podklady a literaturu. V Olomouci dne ………… Podpis ………….. Na tomto místě bych ráda poděkovala Mgr. Jakubu Kordovi, Ph.D., za odborné vedení a konzultování práce. 1. ÚVOD….………………………………………………………………………...…6 1. 1. Struktura práce……………………………………………………………....8 2. TEORETICKÁ ČÁST…………………………………………………………....9 2. 1. Metodologický postup práce………………………………………………..9 2. 2. Použitá literatura a prameny……………………………………………...10 2. 2. 1. Odborná literatura……………………………………………………10 2. 2. 2. Populární literatura…………………………………………………..11 2. 3. Intermedialita a Intertextualita…………………………………...………12 2. 4. Fikční světy podle Mgr. Radomíra Kokeše……………………………....13 2.5. Poznámka k seriálové terminologii a formě seriality…………………….16 3. ANALYTICKÁ ČÁST…………………………………………………………..18 3. 1. Pozadí vzniku seriálu Community………………………………………...18 3. 2. Ocenění a nominace seriálu………………………………………………..20 3. 3. Žánr a forma seriality……………………………………………………..23 3. 4. Analýza postav……………………………………………………………...26 3. 5. Analýza vybraných fikčních světů seriálu Community………………….29 3. 5. 1. Aletický subsvět……………………………………………………...29 3. 5. 2. Alternativní subsvět………………………………………………….32
Beginning a Learning Community: Pilot Fall 2006

Beginning a Learning Community: Pilot Fall 2006 By Shirley Buttram to implement the necessary interventions (such as a learning community) to empower students to be successful in college completion. Program Strategy Tinto (1998) advocated enrolling “at-risk” students into a learning com- munity initiative; by Fall 2006, NACC had established the first Mustang Learning Community (MLC) with the intention to provide MLC students Shirley Buttram a smooth transition between developmental/transitional courses and Developmental Studies Coordinator college-level courses. The implementation of the learning community Northeast Alabama Community College initiative involved administering the following components: P. O. Box 159 Rainsville, AL 35986 [email protected] Advisors discreetly enrolled students into the MLC, so that a possible stigma might be lessened. • advisement, • learning style inventory, • learning and Study Strategies Inventory (LASSI), • mentoring and support systems, Colleges and universities across the United States are still enrolling students • intervention activities, who are underprepared for college-level courses of study. Tinto (1998) • supplemental technological assistance, and stated at the Conference on Replacing Remediation in Higher Education: “Students are entering college with no more than a sixth-grade education • assessment and evaluation. in basic skills such as reading, writing, and mathematics.” Therefore, These components were important for the overall assessment and for the colleges and universities across the nation continue to spend considerable evaluation of the learning community project. revenue to provide academic support to developmental students. However, NACC encountered several obstacles in the implementation Tinto’s (1998) research posed a serious problem, which was the enroll- of the Mustang Learning Community (MLC); for example, the Math Chair ment of “at-risk” students in college institutions across the nation.
Best Start LA Pilot Community Evaluation Case Study Report 4

Best Start LA Pilot Community Evaluation Case Study Report 4 Implementing Best Start LA: Important Transitions as the Investment is Brought to Scale Prepared for: First 5 LA Prepared by: Ian Hill and Margaret Wilkinson The University of California at Los Angeles July 2013 Acknowledgments The authors would once again like to acknowledge the support and cooperation of the numerous individuals who met with our research team to provide the information summarized in this report. These individuals shared their time, as well as their insights into how the ongoing implementation of Best Start LA in the Metro LA pilot community is proceeding. (A complete list of key informants appears in Appendix 1.) We would also like to thank the program staff at First 5 LA for their assistance in planning and coordinating our site visit. Finally, as always, we are grateful for the careful direction and support provided by our project officers at First 5 LA: Hayley Roper-Fingerhut, Christine Aque, and Melinda Leidy. For more information about First 5 LA and its initiatives, go to http://www.first5la.org. For more information about Best Start LA, go to http://www.beststartla.org. For copies of all the reports prepared under this evaluation, go to http://www.urban.org. Contents I. Introduction ..................................................................................................................... 1 II. Methods .......................................................................................................................... 3 III. Findings:
259-0610-4571-00000 POLLOCK COMMUNITY WATER PARK OSHKOSH PARKS DEPARTMENT SEASON PASS INFORMATION Please Fill out Each Line Completely and Legibly

259-0610-4571-00000 POLLOCK COMMUNITY WATER PARK OSHKOSH PARKS DEPARTMENT SEASON PASS INFORMATION Please fill out each line completely and legibly. PLEASE PRINT Return completed form with payment to: Oshkosh Parks Dept, 805 Witzel Avenue, Oshkosh WI 54902 HEAD OF HOUSEHOLD (first name, last name) Address Line 1:______________________________________________________________________________ Address Line 2:______________________________________________________________________________ City, State, Zip:______________________________________________________________________________ Home Phone:________________________________________________________________________________ Work Phone: ________________________________________________________________________________ Emergency Phone:___________________________________________________________________________ Mobile Phone:_______________________________________________________________________________ Cell Phone provider (US Cellular, Verizon, Sprint, etc.) _________________________________________ Email Address:______________________________________________________________________________ Resident Status: (Circle One) Resident Non-Resident Emergency Contact Information First/Last Name:____________________________________________________________________________ Relation:____________________________________________________________________________________ E-mail Address:______________________________________________________________________________ Work Phone: ________________________________________________________________________________
Legal Recognition of Same-Sex Partnerships

LEGAL RECOGNITION OF SAME-SEX PARTNERSHIPS Legal Recognition of Same-Sex Partnerships A Study of National, European and International Law Edited by ROBERT WINTEMUTE School of Law, King’s College, University of London and MADS ANDENÆS British Institute of International and Comparative Law, London OXFORD – PORTLAND OREGON 2001 Hart Publishing Oxford and Portland, Oregon Published in North America (US and Canada) by Hart Publishing c/o International Specialized Book Services 5804 NE Hassalo Street Portland, Oregon 97213-3644 USA Distributed in the Netherlands, Belgium and Luxembourg by Intersentia, Churchillaan 108 B2900 Schoten Antwerpen Belgium © The contributors and editors severally 2001 The editors and contributors to this work have asserted their rights under the Copyright, Designs and Patents Act 1988, to be identiﬁed as the authors of this work Hart Publishing Ltd is a specialist legal publisher based in Oxford, England. To order further copies of this book or to request a list of other publications please write to: Hart Publishing Ltd, Salter’s Boatyard, Oxford OX1 4LB Telephone: +44 (0)1865 245533 or Fax: +44 (0)1865 794882 e-mail: [email protected] WEBSITE: http//www.hartpub.co.uk British Library Cataloguing in Publication Data Data Available ISBN 1 84113–138–5 (paperback) Typeset by Hope Services (Abingdon) Ltd. Printed and bound in Great Britain on acid-free paper by Biddles Ltd, www.biddles.co.uk Foreword HE LAST QUARTER of the twentieth century saw a dramatic increase in the Tnumber and power of organised gay and lesbian social and political move- ments. This was accompanied by the systematic assertion, through legal strate- gies and challenges, of gays’ and lesbians’ rights to dignity and to full and equal citizenship.
Season 5 Impact Report

2020 SEASON 5 IMPACT REPORT Dear Riders, Partners, and the Western New York Community, Thank you for taking the time to read about Reddy Bikeshare and our work in 2020, a year like no other, and we welcome you to take a dive into our ﬁ rst-ever annual report. This report demonstrates the growing popularity of bikesharing in WNY and was The SMI and Reddy teams took a group ride to created with the intent to thank our riders, to inform and engage with our community, as the Outer Harbor during golden hour on a late summer’s night, something we do often to bond. well as to recognize our partners that help make everything we do possible. Partnering with Independent Health again in 2020 helped us to elevate the program to more of the community at a time when it was really needed. Together with Independent Health, we are focused on ﬁ nding ways for our communities to get and stay healthy and connected in 2021. Biking is a great way to prioritize your health and well-being. After enduring a challenging year, our team appreciates self-care and well-being more than we ever have. A 222% increase in riders tells us that a rapidly increasing number of Western New Yorkers would agree that Reddy bikes are fun and support overall wellness. As champions of biking, we know that bikes also serve a holistic good – our collective public health, a greener environment, they support small business, and they make people happy. Scientists, health experts, urban planners, small businesses and community associations all agree – biking can be transformational.
Thèse Et Mémoire

Université de Montréal Survivance 101 : Community ou l’art de traverser la mutation du paysage télévisuel contemporain Par Frédérique Khazoom Département d’histoire de l’art et d’études cinématographiques, Université de Montréal, Faculté des arts et des sciences Mémoire présenté en vue de l’obtention du grade de Maîtrise ès arts en Maîtrise en cinéma, option Cheminement international Décembre 2019 © Frédérique Khazoom, 2019 Université de Montréal Département d’histoire de l’art et d’études cinématographiques Ce mémoire intitulé Survivance 101 : Community ou l’art de traverser la mutation du paysage télévisuel contemporain Présenté par Frédérique Khazoom A été évalué par un jury composé des personnes suivantes Zaira Zarza Président-rapporteur Marta Boni Directeur de recherche Stéfany Boisvert Membre du jury Résumé Lors des années 2000, le paysage télévisuel américain a été profondément bouleversé par l’arrivée d’Internet. Que ce soit dans sa production, sa création ou sa réception, l’évolution rapide des technologies numériques et l’apparition des nouveaux médias ont contraint l’industrie télévisuelle à changer, parfois contre son gré. C’est le cas de la chaîne généraliste américaine NBC, pour qui cette période de transition a été particulièrement difficile à traverser. Au cœur de ce moment charnière dans l’histoire de la télévision aux États-Unis, la sitcom Community (NBC, 2009- 2014; Yahoo!Screen, 2015) incarne et témoigne bien de différentes transformations amenées par cette convergence entre Internet et la télévision et des conséquences de cette dernière dans l’industrie télévisuelle. L’observation du parcours tumultueux de la comédie de situation ayant débuté sur les ondes de NBC dans le cadre de sa programmation Must-See TV, entre 2009 et 2014, avant de se terminer sur le service par contournement Yahoo! Screen, en 2015, permet de constater que Community est un objet télévisuel qui a constamment cherché à s’adapter à un média en pleine mutation.
SPA 101 Beginning Spanish I 3

COURSE OUTLINE Course Number Course Title Credits SPA 101 Beginning Spanish I 3 Hours: Co- or Pre-requisite Implementation 3 lecture Prerequisite: N/A, Students encouraged to seek 2017 placement by exam or permission of instructor Catalog description (2018-2019 Catalog): Prerequisite: N/A, Placement by exam or permission of instructor is recommended. The first in a sequence of courses designed for students with little or no prior knowledge of Spanish. Spoken communication in Spanish is both the end goal and the means of instruction. Emphasizes the four communicative skills in a culturally authentic context. Reading and writing are assigned out of class to facilitate effective listening and speaking practice in class. Basic grammar skills are also introduced. Is course New, Revised, or Modified? Revised Required texts/other materials: Portales Author: Jose A. Blanco and Philip Redwine Donley. Publisher: Vista Higher Learning. Revision date: Course coordinator: Spring 2019 Daniel D’Arpa, (609) 570-3318, [email protected] Information resources: Access code to vhlcentral.com (The passcode gives students access to a web-based instructional system that supports the textbook and includes learning and assessment tools.) Access to Blackboard learning platform Other learning resources: Students are encouraged to purchase a Spanish-English dictionary or gain access to such dictionaries online. Spanish tutoring is available in the Learning Center. Spanish language learning software is available on the MCCC library website. MCCC Course Outline; Approved by the Curriculum Committee 12/6/07 Course Competencies/Goals: Upon successful completion of the course, the student will be able to: 1. Demonstrate reading comprehension of written Spanish on basic level.
Empathy in Rudyard Kipling's Jungle Books, Mirrored in Illustrations By

Journal of Literature and Art Studies, January 2018, Vol. 8, No. 1, 1-31 doi: 10.17265/2159-5836/2018.01.001 D DAVID PUBLISHING Empathy in Rudyard Kipling’s Jungle Books, Mirrored in Illustrations by John Lockwood Kipling and Aldren Watson Norman Arthur Fischer Kent State University (Retired), Kent, Ohio, USA Rudyard Kipling’s Jungle Books depict empathy in the animal and animal-human world, and the illustrations of Rudyard’s father, John Lockwood Kipling, and the American artist and prolific illustrator, Aldren Watson, help depict that empathy. Lockwood Kipling was both influence on and interpreter of the Jungle Books, as shown above all in the development from his Beast and Man in India of 1891 through his illustrations for the 1894 Jungle Book, and 1895 Second Jungle Book, to his illustrations that appear in the rearranged stories of The Jungle Book, and Second Jungle Book in the 1897 Scribners Outward Bound (O/B) editions. A variation on Lockwood’s O/B mode of Jungle Books illustrations is found in Watson’s illustrations for the 1948 Doubleday edition, Jungle Books, which is the title I will use throughout.1 Part One details the influence of two animal empathy writers, Lockwood Kipling and Ernest Thompson Seton, on the Jungle Books. Part Two uses recent philosophical studies of empathy in the animal and human relationship. Part Three applies a German philosophy of art history to the new look of the O/B and Doubleday Jungle Books. Part Four interprets selected Jungle Books stories in the light of Parts one, two and three.
The Expressive Topography Timothy Zick William & Mary Law School, [email protected]

College of William & Mary Law School William & Mary Law School Scholarship Repository Faculty Publications Faculty and Deans 2006 Space, Place, and Speech: The Expressive Topography Timothy Zick William & Mary Law School, [email protected] Repository Citation Zick, Timothy, "Space, Place, and Speech: The Expressive Topography" (2006). Faculty Publications. 276. https://scholarship.law.wm.edu/facpubs/276 Copyright c 2006 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/facpubs Space, Place, and Speech: The Expressive Topography Timothy Zick* Introduction Place is central to human existence. It is one of the means by which we structure our lives. Place is often itself an event, a center of meaning. Con sider the following places: Ground Zero, the White House, the National Mall, Tiananmen Square, and Auschwitz. These are not mere locales or sites. They are not undifferentiated spaces. They are all dynamic places, expressive aspects of cultures. In their unique ways, these places say something about politics, pain, triumph, and loss. They are repositories of memory, conveyors of rhetoric. The experience of being in these places is very different from the experience of being elsewhere. Contrast these opening observations regarding certain meaningful places with the current First Amendment conception of "place." To the extent that "place" enters constitutional discourse at all, it is as nothing more than a resource, a parcel of property, or an inert element of the expressive back ground.1 Even the most sacred place does nothing; it says nothing. The cur rent First Amendment conception of "place" as inert res is a distinctly lawyerly one.2 It does not appreciate the importance of place to expressive and associative activity.
$Msed 473 | Teached 373 Topics in High School Math: Statistics And$

Msed 473 | Teached 373 Topics in High School Math: Statistics And

MSEd 473 | TeachEd 373 Topics in High School Math: Statistics and Probability Northwestern University School of Education and Social Policy Spring 2018 Thursdays 6:00 – 9:00 pm Annenberg 317 James Lynn [email protected] Course Description Statistics and probability have played an increasingly important role in science, industry, health, and business. The fields of data science and decision analytics, for example, are exploding. These disciplines also touch most peoples’ everyday lives, as there is a growing need for people to interpret data, evaluate risk, weigh trade-offs, and make predictions about the future. In response to the ever-increasing importance of statistics and probability in today’s world, the Common Core State Standards (CCSS) has substantially elevated the status of these mathematical content areas in K-12 mathematics. As a result of these realities, the Conference Board of the Mathematical Sciences (CBMS) has advocated for a “new and improved” college-level statistics and probability course for aspiring teachers: “Given the importance of statistics in most people’s daily life, given future teachers’ minimal exposure in high school currently to the CCSS statistics and probability topics, and given the holes that remain after the typical introductory college statistics course and upper-division probability-statistics course, there is a strong argument that future teachers merit their own upper-level stats-prob course.” This course aims to be the probability-statistics course that the CBMS envisions—one that effectively prepares teachers to help middle school and high school students “learn with understanding” the fundamentally important statistics and probability concepts and skills that are needed for today’s world and that are articulated in the CCSS standards.