WINTER 2011 FARMERS’ MARKETS | FOOD TRUCKS | THE PEARL | INTRAMURALS | MISS VAMP www.leeward.hawaii.edu/kamanao 1 PART-TIME PAYCHECK. FULL-TIME PRESTIGE. 2 KA MANA‘O www.leeward.hawaii.edu/kamanao 3 INSIDE 6- Learning Commons 26- Meals on wheels New look coming to Leeward Eating out at food trucks 8- Help is here 29- The Cleanse Psychologist on campus Drink is more than a diet 9- Tuition increase 30- Recipes Prices going up in UH system Easy dishes to whip up 10- Intramural sports 32- FITTED Students take to the court Latest trends for men 12- Queen of the night 38- Netflix Pageant for vampires Film picks 14- 40 years later 40- Student Showcase Journey continues for Kaneshiro Artwork, photography, poetry 15- Campus Voices 46- Travel What’s your favorite food? Sights from California 16- The Pearl 49- Touch this Five-star dining from students Apps are a tap away 20- Farmers’ markets 50- Puzzles Fresh finds and grinds Sudoku, word puzzles 4 KA MANA‘O OUTSIDE KA MANA’O STAFF Dragon fruits are grown Graphic Designers in Hawaii, Asia, South Maisha Abbott, Joel Gaspar, Jadine Hirchag, and Central America. Jasmine Hirchag, Irene Ilalio, Audrey Mayfield A type of cactus, the inside flesh has the taste Writers and texture similar of Keo Akina, Amanda Barr, Elizabeth Daligdig, pear and kiwi — photo Suzette Farnum, Leimaile Guerrero, Valerie Mako, by Leimaile Guerrero Andrew Outwater, Dwight Relente, Chloe Richie, Sazza Self, Missy Trippett Photographers Ka Mana’o is the student publication of Leeward Com- Carlo Cayetano, Chelsey Dale, Brandon Hicks, munity College. Ka Mana’o is published quarterly, fund- Ethan Hubbard, Azure Ng, Paul Topp, S’meta, Levi Viloria ed by student fees and advertising, and administered by Copy editor the Board of Student Communications. Editorial content Ryan Yamura reflects views only of Ka Mana’o staff and not of BOSC, Adviser students, faculty, and staff of Leeward Community Col- Stanley Lee, stanleyl@hawaii.edu lege. Ka Mana’o welcomes students interested in being staff members, as well as submissions of creative works. Ka Mana’o reserves the right to edit for length and content. Publication is not guaranteed. All content published in Ka Mana’o and its Web site KA MANA’O (The Thought) (808) 455-0250 may not be reprinted or republished in any form without Leeward Community College, www.leeward.hawaii.edu/ permission. Copies of Ka Mana’o are available at news- University of Hawai’i kamanao stands throughout campus or in room AD-220A. 96-045 Ala ‘Ike, AD-220A Facebook.com/kamanao.leeward Copyright 2011 Board of Student Communications. Pearl City, Hawai’i 96782 Twitter.com/Ka_Manao www.leeward.hawaii.edu/kamanao 5 CAMPUS NEWS ALL IN ONE PLACE NEW PROJECT WILL HOUSE LIBRARY, LRC, WRITING CENTER, INTERNET CAFE Writer: Amanda Barr what was new and innovative on col- brary’s services will be located on the lege campuses on the west coast. It third floor. While the transition may be There have been rumors and af- turns out the Learning Commons was a little rough at first, the results will be ter the big move that happened over a new way to utilize space better and well worth it. Thanksgiving break, it is finally hap- to offer a broad range of services in one “What they want is for students pening. place. Leeward Community College to stick around for a while and they By fall of 2012, Leeward Com- received close to a million dollars for will be here for a while because all the munity College students will have a renovations. things they need are nearby,” states Learning Commons, complete with an “It’s like a food court, except it’s us,” Matz. Internet cafe, comfortable seating, and explains head librarian Chris Matz. The Learning Commons will still of- all their academic services in one place. What changes should students ex- fer all of the same services and feature The Learning Commons will occupy pect to see after the unveiling of the some improvements. Leeward will be the first and second floor of the current new commons? On the first floor, the the first library in the University of Ha- library building. Housed inside will be technology center will include a com- waii system to offer Kindles and iPads the library, Learning Resource Center, puter lab and Testing Center, with to check out. There is plenty to look Testing Center, Writing Center and KI plenty of room for overflow. On the forward to in fall 2012. Matz assures office, which provides services to stu- second floor, there will be an Internet students that “the Learning Commons dents with documented disabilities. cafe, plenty of comfortable seating, the doesn’t mean anything is going away. The library, KI and LRC, Writing Writing Center, LRC, as well as the li- What it does mean is that a lot of things Center moved to temporary locations brary’s circulation desk. The KI office will be coming together.” over the break to make way for work will also be enlarged, with an entrance If students would like more infor- on the Learning Commons. that will be located on the front of the mation about the renovations, there is a This project didn’t start overnight, building. The third floor will house the link that can keep students and faculty of course. It started in 2006 with a trip library. updated: http://lcc.hawaii.libguides. to the mainland that was taken to see For the current semester, the li- com/learningcommons2012 . 6 KA MANA‘O Illustration by Joel Gaspar www.leeward.hawaii.edu/kamanao 7 CAMPUS NEWS PSYCHOLOGIST HERE TO HELP Award winners SESSIONS FREE TO STUDENTS The Hawaiian and Foreign Lan- guage Discipline at Leeward Com- Writer: Suzette Farnum munity College sponsors an an- Photographer: Paul Topp nual essay contest which promotes language learning in addition to Leeward Community College providing an opportunity for stu- now offers even more resources dents to showcase their talent and to help the student body with any knowledge gained in a written format. The contest is held each counseling services they may need. spring and below are the winners Dr. Annie Rohr, a psychologist, was from spring 2011. Contact Yumiko recently added in the counseling de- Asai-Lim (Japanese) asailim@ partment to help students with con- hawaii.edu and Tara Rojas (Span- cerns other than academics. ish) tmuramot@hawaii.edu for in- Although college counselors are formation on this spring’s contest. often willing to help students with issues other than academics, the stu- College—Japanese: Yidan Zhu, dent body now has access to Rohr. $200. Spanish: Jennibeth Decasa, She is qualified and able to help $200. Aaron Ogino, $200. students with issues including de- High school—Hawaiian: Noel Fernandez, Nanakuli, $50. Keahi pression, anxiety, stress, adjustment Hanawahine-Merritt, Nanakuli, issues, and even relationship prob- $25. Spanish: Aubree Vincent, lems. Rohr is able to see a student for Aiea, $50. Devon Tenney, Aiea, $25. up to eight sessions at no cost. If a student requires more intensive ser- Speech awards (Fall 2011) vices, she can refer a student to them. Japanese—Beginning: 1, Judith She advised that if a student is Wiltfong. 2, Ziian Mai. Advanced: stuck on a problem and can’t see 1, Selena Torres. 2, Kaylee Hashi- clearly, someone who is objective moto. Spanish—Beginning:1, Jen- and professionally trained can help nifer Fuchikami. 2, Elyssa Taboada. one gain clarity on the issue. While Advanced: 1, Brittany Ceballos. 2, some students may feel they can Madeline Mangra. handle their own problems and deal versity and received her doctorate in psychology two years ago. She is a Language arts (Spring 2011) with them, Rohr pointed out some Hawaiian (Ka ‘Umeke problems are “bigger than you can licensed psychologist in Washington and a clinical psychology postdoc Ke’eo)—’Olelo Hawai’i: Jettney handle.” Vegas, $200. ‘Olelo Haole: Tammy working on her Hawaii licensure. Rohr grew up in Palolo Valley and Smith, $200. attended Chaminade University. Af- She is also a licensed marriage and Xtreme Youth Writing Award— ter graduating from there, she con- family therapist. Jennifer Fuchikami. tinued her education at Argosy Uni- Appointments can be made by calling 455-0516. PHI THETA KAPPA OPENS OPPORTUNITIES Writer: Suzette Farnum cess to writing contests for scholarship food drive allow members to connect monies. with each other and reach out and help At any given time, approximately “Membership in Phi Theta Kappa others in the community. 600 students at Leeward Community opens doors. It looks good on a re- ”It provides a venue for the devel- College are eligible for membership sume, and on scholarship and job ap- opment of leadership skills that will in the Phi Theta Kappa Honor Society, plications,” said Steve Laycock, the fac- serve members well throughout their but surprisingly only a few have taken ulty advisor for PTK. “Phi Theta Kappa lives and enables members to give advantage of the benefits of this club. membership is recognized globally as back to their communities, their soci- Any student carrying at least a 3.5 an indication of consummate academic ety, their environment and their world grade point average and have taken achievement. “ through service,” Laycock said. at least 12 credits can reap the ben- Grades aren’t the only thing that is Students eligible for membership efits available through membership in emphasized in this club. The club or- will receive an e-mail. More infor- PTK. Membership allows eligibility to ganized a recent food drive held on the mation is at http://emedia.leeward. scholarship opportunities and even ac- library concourse.
XS Master by ARTIST Artist Song Title Artist Song Title (hed) Planet Earth Bartender TOOTIMETOOTIMETOOTIM ? & The Mysterians 96 Tears E 10 Years Beautiful UGH! Wasteland 1999 Man United Squad Lift It High (All About 10,000 Maniacs Candy Everybody Wants Belief) More Than This 2 Chainz Bigger Than You (feat. Drake & Quavo) [clean] Trouble Me I'm Different 100 Proof Aged In Soul Somebody's Been Sleeping I'm Different (explicit) 10cc Donna 2 Chainz & Chris Brown Countdown Dreadlock Holiday 2 Chainz & Kendrick Fuckin' Problems I'm Mandy Fly Me Lamar I'm Not In Love 2 Chainz & Pharrell Feds Watching (explicit) Rubber Bullets 2 Chainz feat Drake No Lie (explicit) Things We Do For Love, 2 Chainz feat Kanye West Birthday Song (explicit) The 2 Evisa Oh La La La Wall Street Shuffle 2 Live Crew Do Wah Diddy Diddy 112 Dance With Me Me So Horny It's Over Now We Want Some Pussy Peaches & Cream 2 Pac California Love U Already Know Changes 112 feat Mase Puff Daddy Only You & Notorious B.I.G. Dear Mama 12 Gauge Dunkie Butt I Get Around 12 Stones We Are One Thugz Mansion 1910 Fruitgum Co. Simon Says Until The End Of Time 1975, The Chocolate 2 Pistols & Ray J You Know Me City, The 2 Pistols & T-Pain & Tay She Got It Dizm Girls (clean) 2 Unlimited No Limits If You're Too Shy (Let Me Know) 20 Fingers Short Dick Man If You're Too Shy (Let Me 21 Savage & Offset &Metro Ghostface Killers Know) Boomin & Travis Scott It's Not Living (If It's Not 21st Century Girls 21st Century Girls With You 2am Club Too Fucked Up To Call It's Not Living (If It's Not 2AM Club Not
The Knowledge-Knower Structures Used in the Assessment of Graphic Design Practical Work in a Multi-Campus Context
The knowledge-knower structures used in the assessment of graphic design practical work in a multi-campus context. A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY of RHODES UNIVERSITY by SUSAN LOUISE GILOI November 2015 Abstract This case study explicates the knowledge-knower structures that are valued in the assessment of Graphic Design (GD) practical work in a multi-campus Private Higher Education (PHE) context. Assessment, which provides the measure for student success and progression, plays a significant role in Higher Education (HE). It is acknowledged that, in addition to increased pressure on educators to deliver high pass and throughput rates, there is often scrutiny of their assessment practice to ensure that it is fair, reliable, valid and transparent. The aspects of reliability and validity are particularly significant in for-profit private higher education institutions, where a strong focus on efficiency may result in added scrutiny of assessment practices. Although the assessment of GD practical work exemplifies these pressures and objectives, its characteristics and practices set it apart from many of the more standard forms of assessment found in HE. Not only is GD practical work predominantly visual rather than text-based, but complex achievements and tacit knowledge are assessed. This form of assessment traditionally relies on panel or group marking by connoisseurs who consider what is commonly termed ‘person’, ‘process’ and ‘product’ when making value judgements. Therefore, in GD assessment knowledge, the design product, the graphic designer and what the graphic designer does may all be valued. GD assessment, where outcomes are not easily stated, relies on the tacit expertise of assessors and can often be perceived to be subjective and unreliable.
As Schoolwork and the Need for Socializing Pile Up, Students Find Themselves Pushing One of the Most Important Activities out of Their Schedules — Sleep
February 2, 2021 The Octagon 6 Centerpoint 7 TIME IS OF THE As schoolwork and the need for socializing pile up, students find themselves pushing one of the most important activities out of their schedules — sleep. BY ARIJIT TRIVEDI & ETHAN MONASA Anxiety symptoms ucator Pat Reynolds said it’s counterpro- ends and a nap in the evening after his soc- “To hang out with your friends or do “I lay down to go to sleep. It’s 12, and Depressed mood ductive. cer practices. In total, he said he gets nine anything social, you’re basically online,” then I turn around and it’s five in the usually wake up around 10 min- Alcohol use “People who stay up all night and study to 10 hours spaced throughout the day. Boersma said. morning, and I have to get up,” Fesai said. utes before class.” and then don’t get any sleep are not going Fragmented sleep phases often result in He added that he spends a significant “There would be nights where I wouldn’t That’s junior Dylan Margolis. to be able to access what they’ve been try- unrestfulness because the body is usually amount of his free time interacting with sleep at all.” It’s 8:10 a.m. He opens his eyes School and studying ing to learn because it hasn’t gone from not getting the REM sleep it needs, Dha- his friends, more so during senior year than On average, Fesai goes to bed around “Ito the sound of his phone playing “By the short term to longer term memory,” she wan said.
Guns N' Roses Entity Partnership Citizenship California Composed Of: W
Trademark Trial and Appeal Board Electronic Filing System. http://estta.uspto.gov ESTTA Tracking number: ESTTA966168 Filing date: 04/10/2019 IN THE UNITED STATES PATENT AND TRADEMARK OFFICE BEFORE THE TRADEMARK TRIAL AND APPEAL BOARD Notice of Opposition Notice is hereby given that the following party opposes registration of the indicated application. Opposer Information Name Guns N' Roses Entity Partnership Citizenship California Composed Of: W. Axl Rose Saul Hudson Michael "Duff" McKagan Address c/o LL Management Group West, LLC 5950 Canoga Ave., Ste. 510 Woodland Hills, CA 91367 UNITED STATES Attorney informa- Jill M. Pietrini Esq. tion Sheppard Mullin Richter & Hampton LLP 1901 Avenue of the Stars, Suite 1600 Los Angeles, CA 90067 UNITED STATES LGlenn@sheppardmullin.com, jpietrini@sheppardmullin.com, JJuettner@sheppardmullin.com, RWalsh@sheppardmullin.com, MDan- ner@sheppardmullin.com, SHwang@sheppardmullin.com, RLHud- son@sheppardmullin.com 310-228-3700 Applicant Information Application No 87947921 Publication date 03/12/2019 Opposition Filing 04/10/2019 Opposition Peri- 04/11/2019 Date od Ends Applicant ALDI Inc. 1200 N. Kirk Road Batavia, IL 60510 UNITED STATES Goods/Services Affected by Opposition Class 029. First Use: 0 First Use In Commerce: 0 All goods and services in the class are opposed, namely: cheese, namely, cheddar cheese Grounds for Opposition Priority and likelihood of confusion Trademark Act Section 2(d) False suggestion of a connection with persons, Trademark Act Section 2(a) living or dead, institutions, beliefs, or national symbols, or brings them into contempt, or disrep- ute Mark Cited by Opposer as Basis for Opposition U.S. Application/ Registra- NONE Application Date NONE tion No.
University of Central Florida STARS HIM 1990-2015 2013 Sleeping, napping and staying up: the meanings of sleep among college students Natasha Tate University of Central Florida Part of the Anthropology Commons Find similar works at: https://stars.library.ucf.edu/honorstheses1990-2015 University of Central Florida Libraries http://library.ucf.edu This Open Access is brought to you for free and open access by STARS. It has been accepted for inclusion in HIM 1990-2015 by an authorized administrator of STARS. For more information, please contact STARS@ucf.edu. Recommended Citation Tate, Natasha, "Sleeping, napping and staying up: the meanings of sleep among college students" (2013). HIM 1990-2015. 1470. https://stars.library.ucf.edu/honorstheses1990-2015/1470 SLEEPING, NAPPING AND STAYING UP: THE MEANINGS OF SLEEP AMONG COLLEGE STUDENTS by NATASHA L. TATE A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Anthropology in the College of Sciences and in The Burnett Honors College at the University of Central Florida Orlando, Florida Spring 2013 Thesis Chair: Dr. Joanna Mishtal Abstract Throughout public discourse, sleep, despite being a physiological function and an important facet of an individual’s health, is frequently utilized as a rhetorical device to comment on an individual’s productivity within society. As Antje Richter (2003:34) explains, to consider someone early to rise yet late to bed is less a comment on their sleeping behavior and more an assessment of their dedication to their business. Too often productivity is conveyed as existing in the absence of sleep, an idea that has contributed to the association of sleep with laziness (Yi 2003:60) and a general misuse of time (Richter 2003:36).
2012 UNIVERSITY OF COLORADO, WAY COOL ³$PP´TIVITIES IN ANSCHUTZ EDUCATION MEDICAL CAMPUS Maureen Melonis, M.N.S., CCC-SLP | Assistive Technology Partners Assistive Technology Partners, 303-315-1280 maureen.melonis@ucdenver.edu Way-&RRO³$SS´WLYLWLHVIRU(GXFDWLRQDO6HWWLQJV Table of Contents General Introductory Information««««««««««««««««««««««««« Resources on Finding & Evaluating Apps««««««««««««««««««««« General information«««««««««««««««««««««««««««««« Document sharing and storage«««««««««««««««««««««««««« Time Management & Teacher/Administrative Resources««««««««««««««« Math««««««««««««««««««««««««««««««««««««.9 0XVLF«««««««««««««««««««««««««««««««««««1 Reading««...«««««««««««««««««««««««««««««««12 Writing««..««««««««««««««««««««««««««««««««7 General Writing«««««««««««««««««««««««««««7 Word Prediction«««««««««««««««««««««««««««9 Text to speech««««««««««««««««««««««««««««20 Speech to Text Voice Recognition Apps««««««««««««««««««20 Mind Mapping (organizing thoughts for writing) «««««««««««««««22 Art««««««««««««««««««««««««««««««.«««««23 Science««««««««««««««««««««««««««««.«««««24 Social Studies«««««««««««««««««««««««««««««««7 Communication«««««««««««««««««««««««««««««««8 Speech Production/Articulation««««««««««««««««««««««8 Language««««««««««««««««««««««««««««««30 AAC««««««««««««««««««««««««««««««««33 Sign Language«««««««««««««««««««««««««««.««««39 Texting««««««««««««««««««««««««««««««.«««40 2FFXSDWLRQDO7KHUDS\«««««««««««««««««««««««««««««40 Schedules«««««««««««««««««««««««««««««««««41 Switch Use«««««««««««««««««««««««««««««.«««42 Vision«««««««««««««««««««««««««««««««.««43
Sound - Space - Body Reflections on Artistic Practice
Sound - Space - Body Reflections on Artistic Practice Trond Lossius Bergen National Academy of the Arts Submitted in partial fulfillment for Research Fellowship in the Arts February 8, 2007 Contents 1 Aknowledgements 3 2 Introduction 5 2.1 Background . 5 2.2 Methods . 6 2.2.1 Contextualization . 6 2.2.2 Artistic Practice . 6 2.2.3 Art as code . 8 2.3 Results . 9 2.4 Discussion . 9 3 Sound and Space 11 3.1 Introduction . 11 3.1.1 Coordinate System Conventions . 12 3.1.2 Technical Equipment . 12 3.2 Acoustics and Psychoacoustics . 13 3.2.1 Psychoacoustics and Spatial Sound Perception . 13 3.2.2 Acoustics . 20 3.3 Spatialisation Techniques . 22 3.3.1 Stereo . 22 3.3.2 ITU 5:1 Surround Sound . 26 3.3.3 Vector-Based Amplitude Panning . 28 3.3.4 Ambisonics . 33 3.3.5 Wave field Synthesis . 40 3.3.6 Distance-Based Amplitude Panning . 43 3.3.7 The Ircam Spat Library and Binaural Sound . 49 3.3.8 Loudspeakers as Direct Sources of Sound . 52 3.3.9 Distant Voices . 53 3.4 A Space for Sound . 54 3.5 Data Space . 61 4 Issues of the Performative 64 4.1 Introduction . 64 4.2 Performative Issues in Installation Contexts . 65 4.2.1 Music as Process, Music as Weather . 65 4.2.2 The Memory of a Gold Fish . 71 4.2.3 Installations with Sound of Their Own Making . 79 4.2.4 A Shared Space . 98 1 CONTENTS 2 4.3 Performative Issues in Live Art .
Sleep Survey Q1 1) What grade are you in this year (2014- 15)? Answered: 1,200 Skipped: 4 a) 9th b) 10th c) 11th d) 12th 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Answer Choices Responses a) 9th 29.17% 350 b) 10th ..26.83% 322 c) 11th 31.17% 374 + d) 12th 12.83% 154 Total 1,200 1 / 41 Sleep Survey Q2 On average, how many hours of sleep do you get on school nights (Sunday - Thursday nights)? Answered: 1,202 Skipped: 2 a) 5 hours or less b) 5 1/2 hours c) 6 hours d) 6 1/2 hours e) 7 hours f) 7 1/2 hours g) 8 hours I h) 8 1/2 hours ~ i) 9 hours I I j) 9 1/2 hours I k) 10 or more hours 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Answer Choices Responses a) 5 hours or less 11.06% 133 b) 5 1/2 hours 11.48% 138 c) 6 hours 18.05% 217 d) 6 1/2 hours 16.72% 201 e) 7 hours 20.13% 242 f) 7 1/2 hours 12.06% 145 g) 8 hours 6.91% 83 2 / 41 Sleep Survey h) 8 1/2 hours 1.66% 20 i) 9 hours 1.00% 12 j) 9 1/2 hours 0.58% 7 0k) 1 or more hours 0.33% 4 Total 1,202 3 / 41 Sleep Survey Q3 3) What time do you typically fall asleep on school nights? Answered: 1,202 Skipped: 2 a) Before 8:30 pm b) 8:30 p.m.