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PDF: Forsberg_ENG1030_Syllabus_Fall2017
CLEMSON UNIVERSITY Fall 2017
CLASS DAYS: Tuesdays & Thursdays
CLASS TIME: 2:00-3:15PM (#064) and 3:30-4:45PM (#061)
LOCATION: Daniel Hall 412
Contact Information
INSTRUCTOR: Dr. Jennifer Forsberg
OFFICE: Strode 502
HOURS: Tuesdays/Thursdays 12:15PM-1:45PM, Wednesdays 10:00AM-12:00PM via Canvas Chat and by appointment via Adobe Connect
EMAIL: jforsbe [at] clemson [dot] edu
This course focuses on writing and critical thinking by using an approach that teaches rhetorical strategies for reading and composing arguments in both print and digital environments. We will learn to read texts critically and to recognize the different purposes and audiences for arguments. You will compose five writing projects based on issues and research raised in the reading assignments and class discussions during the semester. The writing assignments will give you extensive practice in thinking critically and writing according to the rhetorical conventions of an argumentative essay using the full range of writing processes—invention, arrangement, drafting, revising, editing, and proofreading—for multiple assignments. We will explore the uses of rhetoric as a tool of persuasion in written, visual, and multimodal texts and learn how rhetoric works through attention to persona, audience, and persuasive appeals (such as pathos, logos, ethos, kairos). Rhetoric teaches us how we might persuade others, and whether to be persuaded ourselves. To these ends, we will pay particular attention to cultural and individual assumptions, and how rhetoric and language work to provide effective arguments. These approaches build a foundation for learning strategies of writing about the world in which we all work and live, and should prepare you for critical thinking and critical writing in your college career.
During this course, there will be five key learning outcomes that will guide our learning (established by the Council of Writing Program Administrators). By the end of this course, students should:
Rhetorical Knowledge
- Focus on a purpose
- Respond to the needs of different audiences
- Respond appropriately to different kinds of rhetorical situations
- Use conventions of format and structure appropriate to the rhetorical situation
- Adopt appropriate voice, tone, and level of formality
- Understand how genres shape reading and writing
- Write in several genres
Critical Thinking, Reading, and Writing
- Use writing and reading for inquiry, learning, thinking, and communicating
- Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
- Integrate their own ideas with those of others
- Understand the relationships among language, knowledge, and power
Knowledge of Conventions
- Learn common formats for different kinds of texts
- Develop knowledge of genre conventions ranging from structure and paragraphing to tone and mechanics
- Practice appropriate means of documenting their work
- Control such surface features as syntax, grammar, punctuation, and spelling.
Processes of Composing
- Be aware that it usually takes multiple drafts to create and complete a successful text
- Develop flexible strategies for generating, revising, editing, and proof-reading
- Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
- Understand the collaborative and social aspects of writing processes
- Learn to critique their own and others' works
- Learn to balance the advantages of relying on others with the responsibility of doing their part
- Use a variety of technologies to address a range of audiences
Composing in Electronic Environments
- Use electronic environments for drafting, reviewing, revising, editing, and sharing texts
- Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources
- Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts
Envision In Depth: Reading, Writing, and Researching Arguments 4th Ed. By Christine L. Alfano and Alyssa J. O'Brien. Pearson Longman, 2014 (only the 4th edition is possible, all other editions are different)
Laptop computer
Students are allowed up to FOUR (4) absences without penalty. I do not differentiate between excused and unexcused absences. If you reach the limit of absences by the drop date, I may drop you from the class for excessive absences. I also reserve the right to drop any student who has missed half or more of the total number of classes before the last day to drop a class or withdraw from the University without final grades. I will determine what to do in case of extended illness or personal crisis on a case-by-case basis. However, excessive absences are an adequate reason for being failed in first-year composition, even if students have turned in all the required papers on time. If you use all excused absences, you will not receive unexcused absences above and beyond those excused absences. For example, if a student misses ONE (1) class for athletics, they will have only 3 additional absences to use at her discretion.
Note: After four absences your participation grade will be lowered by three (3%) percent for each additional absence (documented extended illnesses notwithstanding). These penalties cannot be made up in any way.
Note: If I see your cell phone or the use of any electronic device for non-classroom related purposes (e.g. Facebook), I reserve the right to mark you as absent without direct notification regardless of how much time is left in the class period.
Course Disruptions
Any exam or task scheduled for a date that class is cancelled for inclement weather will be rescheduled for the next class meeting unless otherwise noted by the instructor. The instructor will grant any extensions or postponements via Canvas within 24 hours of the weather related cancellation.
In the event that I am late for class, please wait 10 minutes before dismissing yourself without penalty.
Plagiarism and Academic Dishonesty
The following is Clemson's official statement on "Academic Integrity": "As members of the Clemson University community, we have inherited Thomas Green Clemson's vision of this institution as a 'high seminary of learning.' Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form."
A simple definition of plagiarism—one that we will expand upon this semester—is when someone presents another person's words, visuals, or ideas as his/her own. The instructor will deal with plagiarism on a case-by-case basis. The most serious offense within this category occurs when a student copies text from the Internet or from a collective file. This type of academic dishonesty is a serious offense that will result in a failing grade for the course as well as the filing of a formal report to the university.
See the Clemson site below for information about Academic Integrity and procedures regarding the violation of Clemson policies on scholastic dishonesty: http://www.clemson.edu/academics/academic-integrity/
The Writing Center (307 Academic Success Center building)
The Writing Center is a free tutoring service available to the entire student body, regardless of major or academic standing. It provides students opportunities to discuss questions or problems related to academic writing—from generating a topic and thesis to organizing a draft and integrating appropriate citations. The Writing Center's goal is to help Clemson students become confident and effective writers. As an English 1030 student, you should feel free to utilize the Writing Center to receive additional help or feedback on any course assignments or projects. You can make an appointment with a tutor by visiting the Writing Center's website (http://www.clemson.edu/centers-institutes/writing/), by calling them at 864-656-3280, or by simply stopping in.
Students with Disabilities
It is university policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities. Students are encouraged to contact Student Disability Services to discuss their individualized needs for accommodation. For more information visit http://www.clemson.edu/campus-life/campus-services/sds/index.html
Title IX (Sexual Harassment) Statement
Clemson University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, pregnancy, national origin, age, disability, veteran's status, genetic information or protected activity (e.g., opposition to prohibited discrimination or participation in any complaint process, etc.) in employment, educational programs and activities, admissions and financial aid. This includes a prohibition against sexual harassment and sexual violence as mandated by Title IX of the Education Amendments of 1972. This policy is located at http://www.clemson.edu/campus-life/campus-services/access/title-ix/. Mr. Jerry Knighton is the Clemson University Title IX Coordinator and is also the Director of Access and Equity. His office is located at 111 Holtzendorrf Hall, 864.656.3181 (voice) or 864.565.0899 (TDD).
Technology Requirements
This course requires the use of computer technologies in and out of class. Students are expected to bring their laptops to class with batteries fully charged. While some class time is provided for computer literacy instruction, the instructor will either provide additional help on an individual basis or recommend other support for advanced applications.
Office Hours
Please note my office hours above. I will hold drop-in hours on Tuesdays and Thursdays in Strode 502, and will be available to answer quick questions through Canvas Chat from 10A-12P on Wednesdays. In the event you require more detailed attention regarding your writing or course progress, I also offer videoconferences via Adobe Connect by request. Office hours belong to you just as much as our class time. Don't hesitate to take advantage of my availability and the help I am ready to offer. If you need to contact me outside of class time or office hours, communicate with me by email. I check my email during business hours Monday through Friday. You should not expect to hear from me outside of those times. Please plan accordingly if you have questions about an upcoming deadline or reading.
Grading System:
Clemson University's grading system is described in the 2016-2017 Undergraduate Announcements, p. 25-27. Grades of A, B, C, D, F, I, P, NP and W may be given in accordance with academic regulations. For more information on this grading system, please see the Registrar's web site at http://www.registrar.clemson.edu/html/finalGrades.htm.
Due Dates and Late Work Policy
All assignments are due by 2:00PM on the deadline date unless otherwise specified. The instructor determines the validity of excuses for late work, NOT the student. Work submitted after the deadline will be considered late and incur the following penalty: work can earn up to ¾ credit if submitted within 24 hours of the deadline, and up to ½ credit within 48 hours, and no credit after 48 hours.
Any extension needs to be documented in writing and established in advance of the deadline. Early and proactive communication with me about your situation can only help you do well in class. Conversely, all work may be turned in early for evaluation and/or pre-planned absences.
You will have regular quizzes that test your comprehension of assigned readings. These quizzes must be completed by 2PM on the deadline date detailed in the syllabus. Because they are time sensitive, quizzes cannot be submitted late.
Revision Policy
Your major assignments will often receive peer feedback as well as feedback from me. This feedback is important in your ability to complete quality work as well as fully understand the writing process. With the exception of Project Five: Arguing in Multimedia, you may revise ONE assignment during the term. You may earn full points on this revision, though any late penalties from the original submission still apply. The assignment you select is up to you, but your revision must be resubmitted in FIVE DAYS (including the day returned and weekends). For example, if I return work on Monday AM revisions must be turned in by Friday at Midnight.
Grading Policy
You have access to the Canvas Grade Book at all times and can easily assess your progress and overall score in real time as you work through the course. It is your responsibility to keep up with your grades and to contact me if you believe there is has been an error in your earnings. The time period for this is 2 weeks from the release of a score.
Your major assignments will receive individual grades, as well as individual attention from your classmates and me. These assignments help to track your progress as we move through the semester. They indicate your willingness to be a part of the course, and to collaborate with others in the class. As with any course, you will get out of it what you put into it. Your goal is to demonstrate your development toward mastery of the five learning outcomes for this course. These goals will be discussed throughout the course.
While each writing situation may call for some adjustment in the overall criteria based on the rhetorical situation, the following descriptive rubric is consistent with the values of first-year composition at Clemson and describe very general indicators of how your work and progress will be assessed in the course. Please also use the more detailed rubrics specific to each assignment before submitting your work. Though these rubrics may not be released at the same time as the assignment discussion, they will always be posted no later than one week before the deadline to help you finalize your work.
A: Represents excellent participation in all course activities (including attendance and promptness); all assigned work completed on time, with very high quality in all work produced for the course. Evidence of significant and sustained development across the five learning outcomes.
- Responds fully to topic and thoroughly addresses issues.
- Shows unusual or substantial depth and complexity of thought, including strong analysis.
- Demonstrates clarity, focus, organization, and unity throughout.
- Thoroughly investigates the topic; shows full development with supporting detail.
- Documents ideas, information, and questions according to convention.
- Demonstrates superior control of diction, shows appropriate variety of sentences, and incorporates smooth, well-integrated transitions.
- Evidences mastery of mechanical and technical aspects of writing.
B: Represents good participation in all course activities (including attendance and promptness); all assigned work completed on time, with consistently high quality in course work. Evidence of marked and above average development across the five learning outcomes.
- Clearly and directly responds to topic and to issues.
- Shows depth and complexity of thought; investigates issues and addresses basic counterarguments.
- Demonstrates effective organization and adequate development.
- Incorporates a wide range of sources; uses plenty of detail to support ideas and conclusions.
- Documents sources correctly, with occasional minor errors.
- Contains only minor mechanical errors and exhibits no pattern of errors.
C: Represents average participation in all course activities; all assigned work completed, with generally good quality overall in course work. Evidence of some development across the five learning outcomes.
- Addresses question or topic and explores issues but draws no clear conclusion.
- Shows clarity of thought and organization but fails to show sufficient complexity or depth of thought.
- Uses only a few basic sources.
- Attempts to include adequate detail and development but may leave out obvious counterarguments.
- Attempts to document correctly.
- Demonstrates competence in mechanics; avoids major errors.
D: Represents weak and uneven participation in course activities; some gaps in assigned work completed, with inconsistent quality in course work. Evidence of development across the five learning outcomes is partial or unclear.
- Consistently strays from topic; is oblique or irrelevant.
- Reflects simplistic, reductive, or stereotypical thinking; relies heavily on generalization; shows little evidence of research.
- Shows poor or confusing organization; is too short.
- Contains garbled paraphrases; words or passages are nearly plagiarized.
- Documentation is careless, incorrect, or missing in some cases.
- Exhibits consistent flaws in language, syntax, or mechanics.
- Exhibits inadequate research or reading.
F: Represents minimal participation in course activities; serious gaps in assigned work completed, or very low quality in course work. Evidence of development is not available.
- Distorts topic or assignment; fails to address assignment; fails to establish topic.
- Provides no development.
- Contains obvious or deliberate plagiarism; lacks documentation of some or all sources.
- Displays gross technical or mechanical incompetence and repetitive errors.
- Exhibits inadequate research or reading.
NOTE: ALL assignments must be in an ELECTRONIC format to Canvas by 2PM on the assigned deadline date. To earn full credit, ALL WORK should have 1" margins, be double-spaced, and have a heading that includes your FULL NAME, THE DATE, THE ASSIGNMENT, ENGL1030 and SECTION/TIME. Uploaded files should be labeled with your LastNameFirstNameAssignmentName.
Project One: Visual Rhetorical Analysis
This assignment requires students develop proficiency in rhetorical analysis and argument by writing a paper that examines a visual text. The aim of your argument is to support a thesis—using the rhetorical tools of persuasion—concerning how your chosen visual text offers a persuasive argument. Using the assigned readings in Envision in Depth and the models available on Envision Online (the Companion Website), make an argument that persuades readers of your thesis. The form of this assignment is an integrated textual and visual essay that utilizes at least two visual images (with captions and figure numbers) and the rhetorical elements of composition, presentation, intended audience, and argument. This assignment should include a Works Cited page, formatted according to MLA standards, and be a minimum of 1200 words.
15% of Final Grade (5% for a First Draft and 10% for a Final Draft)
Project Two: Research Proposal
This assignment requires you to shift from rhetorical analysis of one text and author to broader cultural, social, or political issues and multiple modes of authoring. Before doing any research, you should provide justification for why the research is important. Write a detailed proposal that discusses your topic, planned method, and purpose in depth for your Researched Argument (Project Four). Be sure to cover your topic, your research question and working thesis, your potential sources and problems, and the significance of the proposed project. This assignment should include a preliminary Works Cited page with 3 entries, be formatted according to MLA standards, and be a minimum of 250-500 words.
5% of Final Grade
Project Three: Annotated Bibliography
After identifying potential sources for your Researched Argument (Project Four), compile a list of 5 sources into an Annotated Bibliography (2 must be academic/scholarly sources). List your sources in alphabetical order, provide complete identifying information for each source, and compose a concise annotation for each source. These evaluative annotations should include summaries, important quotations from your source, and/or supplementary information about the source (how helpful is it, what is the authors ethos and stance, use of source material/ background information, etc.). Format according to MLA standards and include Topic/Research Question: and Working Thesis: at the top of bibliography. 10% of Final Grade
Project Four: The Researched Argument
This assignment requires students to practice your rhetorical knowledge and develop an extended researched argument using multimodal composition strategies. Write an argumentative essay on a topic that really matters to you. Remember you are writing an argument to a general and diverse audience, so in order to be persuasive and effective it is necessary to support your claims with evidence from a variety of sources. Remember to incorporate possible objections to your argument (i.e., rebuttals to those objections) with a goal of helping to mediate opposing sides of an issue (rather than offer mere opinions). The goal is not to achieve consensus, but to put forth a well-reasoned and well-supported argument that helps your audience move toward understanding, rather than conflict. Your essay should be at least 2000 words and have a Works Cited of at least 10 sources (4 of which must be scholarly/academic). Your Works Cited and in-text citations must be formatted using MLA guidelines. 25% of Final Grade (This project will have an Outline @ 3%, a First Draft @ 7% and a Final Draft @ 15%)
Project Five: Arguing in Multimedia
This assignment requires students to develop an extended argument using multimodal composition strategies (visual, textual, audio, tactile). Examples of the form your multimodal argument can take are: op-ads, photo-essay, website, remix, collage/montage, video, podcast, mp3 file(s), blog, or other multi-media combinations. It will be important to decide on your topic, create a plan, then organize, and structure your project according to effective argumentative writing and design principles you are learning in this course. The project also requires a Works Cited, or video credits, etc., that documents all sources used. Projects will be evaluated on the overall quality of the argument, the design quality, as well as the creativity and effort needed to produce a final product comparable to a 2000-word traditional essay This does NOT mean your project needs to include 2000 words, but that it should represent an equal amount of work (research, designing, writing). This project will also have a presentation component the final week of class.
20% of Final Grade (8% for the presentation, and 12% for final submission based on the feedback from the presentation)
Participation, Quizzes & Weekly Response Writing
Your participation grade involves contributing to our discussions in class, reading quizzes (indicated with a Q on the schedule), informal draft workshops, teacher conferences, and so on. In other words, participation is measurable and represents your commitment to this course. In addition, we will regularly do in-class writing that you will submit through Canvas, as well as submit 4 assigned blog posts that aim to help get you started on your five main projects and make both the process of writing and the act of critical reflection a habit. You should write a minimum of 250-300 words for. The point is to write frequently, thoughtfully, and informally about the readings and discussions in this class.
25% of Final Grade
SYLLABUS ITINERARY (subject to change)
Important Administrative Dates: Aug. 23: Classes Begin | Aug. 29: Last day to register or add a class | Sept. 5: Last day to drop or withdraw from the University without a W (withdraw) grade | Oct. 31: Last day to drop with a W grade.
What To Expect In Class
Homework To Complete
|Thursday, August 24, 2017
|Intro to course, assignments, instructor, students.
Discuss plagiarism and academic integrity. Complete the Plagiarism Self Test in class.
Intro to Canvas, work on a little bio with a 'sell-fie as the first post and be prepared to discuss in class on Tuesday.
|Read Ch 1 (2-39) and ""Why We Shop: The Neuropsychology of Consumption" (On Canvas Pages)
Write: Post a little bio with a 'sell-fie' of the last thing you bought to Canvas Discussions by 2PM on Tuesday.
Quiz: 8.29 due by 2PM on Tuesday.
|Tuesday, August 29, 2017
|Discuss Project One: Visual Rhetorical Analysis Assignment: From Selfie to Sell-fie: consumer documents as a rhetorical situation.
Discuss "Why We Shop: The Neuropsychology of Consumption" and Ch 1: How is rhetoric all around us? Tomorrow is the last day to register or add a class
|Read Ch 2 (42-87), McWilliams' "Label Me Confused" (373-375); and Schler's "Food Blogger's Dilemma" (344-347).
Write Blog # 1 and Post it 2PM on Thursday: What Kind of Consumer Are You?
Quiz: 8.31 due by 2PM on Thursday.
|Thursday, August 31, 2017
|Discuss Ch 2 on Strategies of Persuasion and Rhetorical Appeals.
Discuss Read Ch 9: McWilliams' "Label Me Confused" (373-375) and Schler's "Food Blogger's Dilemma" (344-7).
Discuss Cooper Library ENG 1030 resource page (http://clemson.libguides.com/engl1030).
Blog Post #1 Due
|Read: Ch 3 (89-131); Elkin's "Tricks Stores Use To Make You Spend More Money"
Write: Work on First Draft of Visual Rhetorical Analysis. Submit to Canvas by 2PM on Tuesday.
Quiz: 9.5 due by 2PM on Tuesday.
|Tuesday, September 5, 2017
|Project One: First Draft of Visual Rhetorical Analysis Due: Peer Workshop
Discuss Ch 3 on Invention, Arrangement, and Style (in class focus on Toulmin model pp 102-105).
Discuss Elkin's "Tricks Stores Use"
Tomorrow is the Last Day to drop a class without a W grade
|Read: Ch 4 (136-163), Gosling's "Identity Claims" (Link On Canvas Pages)
Write: Work on Visual Rhetorical Analysis Assignment based on peer feedback—You will receive my feedback by the end of the week.
Quiz: 9.7 due by 2PM on Thursday
|Thursday, September 7, 2017
Discuss Gosling's "Identity Claims"
Discuss Ch 4 on Planning and Proposing Research Arguments
Discuss Project Two: Researched Argument Assignment—Proposal
|Read Paul and Hogan's "Understanding Consumer Shopping Behavior" (on Canvas Pages)
Brainstorm: Choose a topic or two (see 142) to present to groups on Tuesday.
Write: Finalize Visual Rhetorical Analysis Assignment.
|Tuesday, September 12, 2017
|Discuss Paul and Hogan's "Understanding Consumer Shopping Behavior"
Project One: Final Draft of Visual Rhetorical Analysis Due
Group discussions of topics with feedback to each other, outline proposals
Write: Blog Post #2 due Thursday.
Construct 2-3 slides that explain the argument you made in your rhetorical analysis. You will supplement with a brief 2-minute presentation, but aim to have your visuals be representative.
|Thursday, September 14, 2017
|Blog Post # 2 Due
Brief Visual Rhetorical Analysis Presentations
Discuss Project Three: Researched Argument Assignment—Annotated Bibliography
Library Instruction: How to Find Sources For Project Intro
Read "How Millennials and Baby Boomers Shop" (On Canvas Pages)
Task: Review Cooper Library ENG 1030 resource page (http://clemson.libguides.com/engl1030).
Quiz: 9.19 due by 2PM on Tuesday
|Tuesday, September 19, 2017
Discuss "How Millennials and Baby Boomers Shop"
Library Instruction: How to Find Sources For Project Pt. 1
Group Writing: Sample Annotations
|Read: Ch 5 (pp 166-208)
Write a draft of your research proposal (see 154-163). Bring the file so it is easy to share.
|Thursday, September 21, 2017
|In-class conferences and draft workshops on research proposal topics.
Library Instruction: How to Find Sources For Project Pt. 2
Discuss Ch 5 on Finding and Evaluating Sources and the Iceberg of Research (p 168), primary and secondary sources, credibility.
Write: Finalize on Research Proposal Assignment due Tuesday.
Task: Find a source from a scholarly source and a popular source that could work for your essay.
|Tuesday, September 26, 2017
|Project Two: Research Proposal Due
Discuss source integration (quoting, summarizing, and paraphrasing). Outlining strategies via QCQ
Discuss Project Four: Researched Argument including Outline, First Draft and Final
|Read: Ch 7 (265-293) and "Online Shopping Behavior in the Digital Era" (on Canvas Pages).
Quiz: 9.28 due by 2PM on Thursday
|Thursday, September 28, 2017
|Discuss Ch 7 on Documenting Sources and Avoiding Plagiarism.
Discuss "Online Shopping Behavior in the Digital Era"
Group Writing: Sample Annotations
|Read: Ch 6 (212-262) and Etzioni's "The Crisis of American Consumerism" (On Canvas Pages)
Quiz: 10.3 due by 2PM on Tuesday
Write: Blog Post 3: QCQ Worksheet Due Tuesday
|Tuesday, October 3, 2017
Discuss Ch 6 on Organizing and Writing Research Arguments and
Discuss Etzioni's "The Crisis of American Consumerism"
Blog Post 3: QCQ Worksheet Due
|Read: "The New Demographic" (508-9) and "Black Friday Has been Dethroned" (On Canvas Pages)
Write: Finalize Annotated Bibliography Assignment
|Thursday, October 5, 2017
|Discuss "The New Demographic" (508-9) and "Black Friday has been dethroned" (525-527).
Create a visual map of your paper, structure and outlining strategies
Project Three: Researched Argument—Annotated Bibliography Due
Read: Veblen's "Conspicuous Consumption" (On Canvas Pages)
Quiz: 10.10 due by 2PM on Tuesday
|Tuesday, October 10, 2017
Watch contemporary movie trailers in class as examples of outlines and organizational strategies.
Discuss Veblen's "Conspicuous Consumption"
|Write: Work on outline of Researched Argument due Thursday
|Thursday, October 12, 2017
Project Four: Outline of Researched Argument Due
Workshop of outlines
Strategies for drafting the research argument (226-238); elevating style
Midterm grades available on Canvas today
|Write: Work on draft of Researched Argument due on Tuesday, October 24th
|Tuesday, October 17, 2017
|Read: "Factors that Influence Consumer's Buying Behavior" (On Canvas Pages)
Write: Work on draft of Researched Argument due on Tuesday, October 24th
Quiz: 10.19 due by 2PM on Thursday
|Thursday, October 19, 2017
|Discuss "Factors that Influence"
Reverse Outlining Activity
|Write: Work on draft of Researched Argument due on Tuesday, October 24th
|Tuesday, October 24, 2017
|Project Four: First Draft of Researched Argument Due Workshop of paper drafts
Discussion of revision techniques
|Read Ch 8 (296-338) and "Online Shopping and E-Commerce" (On Canvas Pages)
Quiz: 10.26 due by 2PM on Thursday
|Thursday, October 26, 2017
|Discuss Ch 8 on Designing Arguments and "Online Shopping and E-Commerce"
Discuss Copyright, Fair-Use, Creative Commons
|Write: Revise Researched Argument
|Tuesday, October 31, 2017
|Discuss Project Five: Arguing in Multimedia Assignment
Discuss strategies/software for Multimedia project.
Brainstorm in groups
Today is last day to drop a class without a final grade
|Write: Revise Researched Argument draft based on Instructor Feedback.
Read: Garr Reynolds Tips
Quiz: 11.2 due by 2PM on Thursday
|Thursday, November 2, 2017
|Continue discussing strategies/software for Multimedia project
Discuss Garr Reynolds' Presentation Tips
Read and discuss "Powerpoint is Evil" article in class
|Write: Revise Researched Argument draft based on Instructor Feedback.
|Tuesday, November 7, 2017
|Discuss Organizing strategies – storyboards, scripts, etc.
Discuss Envision online content about Delivering Presentations.
Discuss 334-339 on writing for multimedia presentations
|Task: Decide on the platform/media for your final project
Write: Finalize Researched Argument Due Thursday
|Thursday, November 9, 2017
|Project Four: Final Draft of Researched Argument Due
Discuss Organizing strategies – storyboards, scripts, etc.
Discuss Envision online content about Delivering Presentations.
Discuss 334-339 on writing for multimedia presentations
Freewrite: Draft ideas for Photo Essay of Researched Argument
|Read: Review (334-339) on writing for multimedia presentations
"Write:" Complete #3 Visual Argument Photo Essay (340) and Submit to Canvas Assignments
|Tuesday, November 14, 2017
|Photo Essay Presentations in class
Sign up for Tuesday's conferences
|Task: Decide on Platform, Work on storyboards, scripts, etc. for Multimedia Assignment.
Write Blog Post 4: Reflection on the Photo Essay and Presentation
|Thursday, November 16, 2017
|Blog Post 4 Due
Conference with instructor on Arguing in Multimedia Assignment: Attend At Scheduled Meeting Time Only
Be prepared to propose: platform, scope, argument,
multimedia integration (with an example)
and plan for completion
|Write: Work on Multimedia Assignment.
|Tuesday, November 21, 2017
Conference with instructor on Arguing in Multimedia Assignment: Attend At Scheduled Meeting Time Only
Be prepared to propose: platform, scope, argument,
multimedia integration (with an example)
and plan for completion
|Write: Work on Multimedia Assignment
|Thursday, November 23, 2017
|Tuesday, November 28, 2017
|Peer workshop on Arguing in Multimedia Assignment
Complete Course Evaluations
Presentation Schedule Posted; Test Technology, Connections
|Write: Work on Multimedia Assignment, Presentation
|Thursday, November 30, 2017
Presentations of
Arguing in Multimedia Assignments
|Write: Address Group Feedback to Finalize Multimedia Assignment Before Final Submission
|Tuesday, December 5, 2017
|Presentations of
Arguing in Multimedia Assignments
|Task: Address Group Feedback to Finalize Multimedia Assignment Before Final Submission
|Thursday, December 7, 2017
|Presentations of
Arguing in Multimedia Assignment
Project Five: Arguing in Multimedia Assignment Due Friday 12/8 by 11:59PM
|Task: Address Group Feedback to Finalize Multimedia Assignment Before Final Submission


text:
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Now, I know that many of you cannot afford to donate. Like Joe Dan Gorman of Intellectual Froglegs likes to say, that just means we're cousins!
But even those who cannot make a donation are helping this site immeasurably every time you share the posts on Facebook, Twitter, GAB, Reddit and elsewhere.
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Any old how.
Without further ado, let me announce the raffle winner.
This summer's raffle winner is Laurel D.!
Laurel, you'll be getting an email from me shortly to make the arrangements.
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subset: commoncrawl


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Widower to dress as queen for royal walk in aid of Weston Hospicecare
PUBLISHED: 10:11 01 May 2018 | UPDATED: 10:25 01 May 2018
A fundraiser is dressing up as the Queen and walking to raise money for Weston Hospicecare which cared for his wife before she died.
Sporting a crown and a wig, Marcus Eastman will set off from the hospice in Uphill on June 9 before making his way to the seafront with fellow fundraisers.
Marcus is inviting people to join them on the walk along the seafront where they will stop at the Grand Pier, the Tropicana and numerous hotels to collect money for the hospice.
Marcus' wife Jeanette died of cancer almost four years ago and he has raised thousands of pounds for the hospice.
Last year, Marcus, his son Steve and his grandson Garry took part in a memory marathon around the town to raise money for the cause.
Marcus was also presented with a Community Champion award last year for his fundraising efforts.
The widower is completing a royal walk this year to mark the Queen's official birthday.
Masquerade fancy dress shop is lending the fundraisers royal outfits and the walk will end at Nashley House which is sponsoring the event.
To take part, meet at the Grand Pier at 11.30am.
If you value what this story gives you, please consider supporting the Weston Mercury. Click the link in the orange box below for details.


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Loving Sis Dances With Brother At Her Graduation 01:51
Siblings who cherish each other are surely a relationship unlike any other. This little girl, dressed to the nines, in Brazil was attending her graduation party. From the moment the dancing begins, she walks over to her brother, wheelchair-bound from cerebral palsy, and brings him onto the dance floor. This has to be one of the most precious dances you've ever seen!
Via ViralHog


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The CW is the best place to find today's great new shows, including hit shows like The Vampire Diaries, Ringer, The Secret Circle, Hart of Dixie, 90210, Supernatural, Nikita, America's Next Top Model, and Gossip Girl. Below are five of the best places in Seattle to try your hand at mosaics, painting, paper crafts, fusing glass, ceramics and more.You're free to laugh: we also offer fun syndicated fare, featuring iconic shows like Seinfeld, The King […]You've been to enough art fairs to know what you like and wish you knew how to create some of that stuff. Five of the nation's traditional and very special places where comfort foods are served.i just need to be fucked (Eureka, 95503, CA , Emerald Triangle) hey boys So I simply want to be fucked without any drama or anything. We are a latin couple looking for another couple or a female mature white wife dark desires come out and enjoy the night. Hopefully this add catches your attencion and you take a change on us. I don't need/want the drama that seems to come along with sex so I'm looking for a simple fuck here. I'm here for friends, dating, bf -whatever comes out of it -i am ready for a relationship if one comes my wife mature net Looking 4-2night (95503, CA, Humboldt County) So it's a Friday night and we are looking to go out and have a good time. We are real down to earth and would like to find someone that is just as down as us. I have attache a pic of me but will not attache a pic of here do to her job.
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text: A base nutrient is the foundation of plant nutrition. It contains the bare minimum essential elements your crops need to grow: macronutrients and micronutrients in the right amounts for both the vegetative phase and the flowering phase. Emerald Harvest offers both a 2-part base nutrient and a 3-part base nutrient.


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Profile : Sam Priyadarshi : Vanguard
LESS IS MORE. Dr Sam Priyadarshi, Head of Portfolio Risk and Derivatives at Vanguard explains how his small team is
LESS IS MORE. Dr Sam Priyadarshi, Head of Portfolio Risk and Derivatives at Vanguard explains how his small team is
WHEN ONE PLUS ONE EQUALS THREE. Best Execution speaks to Doug Cifu, CEO of Virtu. Last year Virtu bought KCG.
FINDING THE RIGHT FIT. Multi-asset trading requires particular skillsets that not all traders possess. Gill Wadworth looks at the challenges in
ON SOLID GROUND. Data management may be critical but many financial service firms are still lagging behind in developing the
LIQUIDITY LANDSCAPE IN EUROPE POST MIFID II. Big xyt shares independent insights on European trading derived from a consolidated view on
DERIVATIVES' STEADY MARCH ONTO ELECTRONIC VENUES. Lynn Strongin Dodds assesses the ongoing trends and challenges of regulation on the derivatives
FINTECH RISKS DRIVE NEW REGULATORY MINDSET. Regulators are getting to grips with the fintech's transformative power, but will need new
LIBOR: BETTER TO FADE AWAY THAN BURN OUT. Dan Barnes looks at the different moving parts in LIBOR. Like the
BUYSIDE TAKES CONTROL: THE CONVERGENCE OF TECHNOLOGY AND REGULATION . By Chris Jackson, Head of EQS, Liquidnet Europe It is
DATA IS STILL KING. Silvano Stagni, Managing Director of PMCR (Perpetual Motion Consulting and Research), explains why about 50% of the work in the forthcoming


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My unexpected junior year
May 29, 2017
As the year ends and freshmen become sophomores, sophomores become juniors, and juniors become seniors, I find myself feeling nostalgic. I don't know why. Junior year was supposed to be hell and I had assumed that I would be glad leaving it all behind; the SATs and ACTs are over, I survived my AP testing, I got through HAmLit, etc. etc.
But for me, junior year didn't end up being the type of hell I thought it would be. There were, of course, some stressful moments, but overall, my junior year didn't add up to all all the rumors I had heard about.
People made junior year seem like a giant bully. It supposedly stresses people out, knocks them down and just when they think things are going well, they have the rug pulled out from underneath. But that's really just a generalization. Once you get past the rumors, things can turn out pretty well, and that's what happened with me. From Taco Bell and McDonalds lunch runs to working at Panera for hours on some lab or project to driving around to viewpoints, things were pretty awesome.
Don't get me wrong, I'm not some genius who got their standardized testing out of the way at the beginning of the year. I, just like a lot of my friends, still have to take some subject SAT or another before I'm truly done..
What made my junior year what it was, was the people. The people I was with when I went to Taco Bell and McDonalds. The people I worked on projects with at Panera. The people I drove around with to viewpoints. These were the people I bonded with complaining about annoying labs and HAmLit.
I actually don't want the year to end at this point. Ok, sure, this might be because at as of now, school is basically a bunch of free periods thanks to AP tests and most of my finals are over already. So, yeah, I'm not really complaining about any of that, but I think the main reason is that I want to hold onto this version of school and friends for as long as possible.
If I could go back and do my junior year over again, I don't know if I would. But if I did go back, I would remind myself to not stress too much. To not stay up all night studying for a test because that would only make me do worse. To not forget to spend time with my family as much as I do with my friends. To remember that though school can keep me confined in my room, my parents exist too. I would remind myself that I'm already almost done with 3 years of high school and soon enough, it'll be over and I won't see my best friends every single day.
I know, it sounds like I'm a senior leaving in the next couple days so maybe I shouldn't be feeling so nostalgic. And yet, here I am. I don't really know why, because neither I, nor my friends, are going anywhere for another year. The only thing I know for sure is that I'm going to miss my junior year because of the people who made it what it was.


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H., Zabiri and M., Ramasamy and Lemma D, Tufa and Maulud, Abdulhalim (2011) Nonlinear system identification using integrated linear-NN models: series vs. parallel structures. In: 2011 International Conference on Modeling, Simulation and Control (IPCSIT), 2-4 September 2013, Singapore.
Official URL: http://www.ipcsit.com/vol10/7-ICMSC2011S021.pdf
In this paper, the performance of integrated linear-NN models is investigated for nonlinear system identification using two different structures: series vs. parallel. In particular, Laguerre filters are selected as the linear models, and multi-layer perceptron (MLP) or feed-forward neural networks (NN) are selected for the nonlinear models. Results show promising capability of the (novel) parallel Laguerre-NN structure especially in terms of its generalization capability when subjected to data different from those used during the identification stage in comparison to the series Laguerre-NN.
|Item Type:
|Conference or Workshop Item (Paper)
|Uncontrolled Keywords:
|nonlinear system identification, parallel integration, OBF, MLP, extrapolation
|T Technology > TP Chemical technology
|Academic Subject One:
|Academic Department - Chemical Engineering - Advance Process Control
|Departments / MOR / COE:
|Departments > Chemical Engineering
|ID Code:
|Deposited By:
|Haslinda Zabiri
|Deposited On:
|16 Dec 2013 23:48
|Last Modified:
|16 Dec 2013 23:48
Repository Staff Only: item control page


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When we were covering People, Places & Things in New York for Curtain Call, and Matt was busy taking some beautiful photographs, I was backstage chatting to the company. That is where I met Himesh Patel. Now, you may not have heard of his name yet, but you most certainly will have seen him on your screens recently. He's the star of the film "Yesterday", written by Richard Curtis and directed by Danny Boyle. Before we started recording, and I am annoyed I didn't get this on tape… Himesh hinted to the fact that he hopefully going to work on this little Richard Curtis film, but didn't say much more than that. And that "little" film looks like it is going to be the next big hit, at least here in the UK.
People, Places & Things Curtain Call Page


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Turnstile, an artwork installed at Schadowstraße underground station in Dusseldorf, selected in conjunction with a competition to artistically enhance the city's Wehrhahn line.
Turnstile is designed as a snapshot of a location comprising pedestrians crossing the square above the underground station, a video camera observing the pedestrians, lifts transporting passengers to their platform, an LED wall situated above the rail lines at the front of the station plus 23 screens showing a birds-eye view of Dusseldorf interpreted as generated patterns.
The generative video on the front wall of Schadowstraße underground station captures the movements of pedestrians above ground and custom-made software interprets these movements as 'energy sources' or 'virtual fuel'; consequently the temporal-spatial accumulation of events unfolding above the underground station is manifest on the screens installed on the station's LED wall—ultimately becoming a virtual interpretation of the location's lively hustle and bustle, modelled with the help of artificial intelligence. Small, virtual beings use the motion-energies to build a temporary, fluctuating architecture that ebbs and flows in accordance with the stream of passers-by. The artwork encompasses urban space and its geometries. Geometries define the earth up to a point; when humans settled, geometries were also used to map the near and far, the inside and outside, the you and I. In short: geometries map the physical coexistence of human beings.
Geometry orders habitats. It interprets, structures, and alters movement within a space; it is a component of the 'language' of habitats. It records the flow of movement, the swarm behaviour of humans within urban environments and the surrounding areas.
Our software follows a particular grammar: the interplay of local events, pedestrian activity, and social interaction becomes architecture. The diverse possibilities of the algorithmic performance soften the radical position geometry naturally holds and instead pose a hypotheses and make an offer to the citizen; an architecture that is formed from the actions of the passer-by. This is how the software builds an artificial intelligence on the basis of the geometric logic of an individual artistic approach.
Source: Excerpt from Turnstile – Ein polygonaler Kanon, first published in Zeitschrift für Herz-, Thorax- und Gefäßchirurgie, April 2018, Volume 32, Issue 2, pp 158–166, Springer Verlag, https://doi.org/10.1007/s00398-018-0207-0, English version: http://ursuladamm.de/site/wp-content/uploads/2018/02/Turnstile_Springer_engl.pdf
Ursula Damm (DE) started as a sculptor with models of space and time, developed in a bodily experience. In the 1990s installations became geometric processes of settlement patterns. Since 1995 her installations respond interactively to architectural aspects with video tracking technology. Aside she developed numerous installations dealing with nature, science, and environmental issues. Since 2008 she holds the chair for Media Environments at Bauhaus University in Weimar, where she established a DIY Biolab and the Performance Platform at the Digital Bauhaus Lab.
Turnstile by Ursula Damm
Sound concept and programming: Yunchul Kim
Programming: Felix Bonowski
Supported by City of Dusseldorf


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We regret that, due to the large volume of admissions inquiries and applications we receive, we cannot respond to E-mails asking for information that is available on the website. Applicants are expected to read all admissions web pages thoroughly.
Approximately 14% of applicants are accepted to the Medical Genetics Graduate Program each year. Successful applicants meet ALL the following requirements.
Do you meet the Medical Genetics admissions requirements?
1) Course Prerequisites & Other Requirements
3) English Language Requirements
5) How to Contact a Potential Supervisor


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Bradley Wiggins (Stage 17, 2012)
Eliteserien, Round 5
Re-watch a very special Tennis Legends vodcast as Mats and Boris welcomed the great Rod Laver to talk changes in the men's game and superhuman Rafael Nadal.
Ash Barty talks us through what some of her Instagram photos mean to her and reveals some very entertaining stories in the process.
The scenes at the French Open as Rafael Nadal returns to the locker room shortly after winning his 12th title at Roland Garros.
Eurosport expert Alex Corretja reacts to Rafael Nadal's "unbelievable" 12th triumph at Roland Garros.
There were some sensational shots played at Roland Garros.
Eurosport favourites Alex Corretja and Barbara Schett give their entertaining verdicts on the craziest moments of the 2019 French Open.
Ten of the very best dropshots played at Roland Garros.
The pick of the action from Roland Garros in the 2019 French Open.
Watch cycling live on Eurosport and Eurosport Player - the Home of Cycling
Watch highlights of the 2019 French Open final between Rafa Nadal and Dominic Thiem.
In a very special 'lockdown' edition of the Tennis Legends vodcast, defending Wimbledon champion Simona Halep gives her views on it being cancelled this year.
John McEnroe tells Ivan Lendl that he changed the game as the Tennis Legends Podcast discussed which current player reminded them of each other.
Australian Open 2020 highlight - 'Just insane!' - Incredible defence from Fabio Fognini
Australian Open 2020 video - Novak Djokovic: I could have got the job done quicker
Australian Open 2020 highlights - Serena's conqueror Wang Qiang falls to Ons Jabeur
Australian Open video - Novak Djokovic on-court interview after beating Diego Schwartzman
Highlights as Sofia Kenin ends Cori Gauff's fairytale run in three sets.
Watch as a fine week for Rafael Nadal and his Spain team-mates is capped with silverware in Madrid.


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Now that it's officially spring, we can step out in lighter, softer colors without feeling out of place. My favorites have always been nudes and whites, and they happen to be spring's top trending colors. If you're not yet caught up on this season's color palette, I'll be covering them in today's post. Everything from the boldest red to pastels is fair game, so get your wardrobe ready for new, exciting additions with my tips and picks below. Here are 3 ways to wear spring's top trending colors and still look classy.
Shop The Post
Storets Pants || White Button Up Blouse (similar) || Stuart Weitzman Heels || WhoWhatWear Bag (similar here and here)
1. Go for off-white pieces
Bright whites will always be popular around spring and summer. However, if you want to try a new approach on plain white, try a warmer tone in natural fabrics like linen, cotton, and silk. You'll be able to find plenty of trendy items in this color like the trench coat and belted trousers. I'm obsessed with these pants I got from Storets. The high-waisted fit and belt combined with the color create an illusion of height and a waistline. One of the reasons I love mixing milky whites with sandy tones is because it looks utility chic but still crisp and presentable.
2. Try something military green
Expect to see more military greens as we approach summer, but there's nothing wrong with getting an early start on this color trend. Wear it like a neutral hue and let it tone down your dressy looks or use it to spice up your athleisure outfits. Since Spring literally just started, I incorporated the smallest hint of military green with this bucket bag from WhoWhatWear. I love that enhances my beige outfit without standing out too much.
3. Add a bright accessory
I decided not to add any bright accessories to my outfit this time, but with spring's top trending colors covering a large spectrum, I encourage you to try it. Yellow earrings, dove gray shoes, or a peach-colored bag would have all been fun accents to my outfit. Even something ultra violet or red if I wanted to go in a different direction. Even though I kept it neutral, I can't agree more that brightening up your look with color is the best way get in the mood for spring.


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he Canford is an elegant home with an air of calm and sophistication which always proves popular for its individual styling, and considered design. Visitor feedback mirrored these qualities and the Canford once again turned out to be a firm favourite for a number of showgoers.
The stylish exterior benefits from a gabled Portico entrance supported by fluted columns. Splay bay windows to the lounge and master bedroom, along with half glazed double doors to the main entrance and feature Nordlux lighting complete the look.
The impressive entrance leads into a practical porch area with a walk-in coat cupboard, and then through into the lounge. With an electric stove set on a tiled hearth within a feature false chimney breast, set off by Willis & Gambier furniture and a Gower style checked lounge suite with matching curtains and tie backs, this room creates an atmosphere you can truly relax in.
The open-plan dining and kitchen area provides a wonderful, sociable space for entertaining with its light olive and walnut, country-style kitchen and flat panelled ceilings. The stylish Willis & Gambier extending dining table is lit up by two elegant designer lights and perfectly positioned to take in the view outside. The kitchen includes everything you could need and even has a half and half sink – it's the little details that make a big difference!
The bedrooms continue the unique Wessex style – freestanding bedsteads and bedroom furniture, soft elegant bed runners and coordinated curtains with tiebacks. The bathroom and en-suite are equally characterful with feature towel racks and elegant vanity units with semi-inset basins and large feature mirrors.
Built to BS 3632 residential standard
Protected by a 10-year GoldShield structural warranty
Pitched tiled roof (roof tiles guaranteed for 40 years)
PVCu double glazing with 10-year frame warranty and 5-year glazing warranty
Exterior Features
Gabled Portico entrance supported by fluted columns
Feature half glazed double doors
Feature Nordlux lighting either side of entrance
Splay bay windows to lounge and master bedroom
Corner quoins
Interior Features
Porch entrance leading into lounge
Airing cupboard off hall
Brushed steel sockets and switches throughout
Willis & Gambier dining table with chairs, sideboard, lamp table, coffee table and mirror
Contrasting light oak curtain poles
Flamerite electric stove and feature fireplace
Hessian backed carpet with underlay
Gower style checked lounge suite with matching curtains and tie backs
Fitted study
Flat panelled ceiling to dining area and kitchen
Light olive and walnut country style kitchen
Integrated kitchen appliances including a washing machine, dishwasher, eye-level single electric oven and 4-burner hob with extractor hood
Willis & Gambier freestanding bedroom furniture
Bed runners with coordinating bolsters and scatter cushions
Panoramic mirror to master bedroom
Panelled bath in light olive with feature towel rack
Large shower with rain drench head and microphone handset to en-suite
Vanity unit with semi-inset basin and mirror with lights and shaver socket to bathroom and en-suite
Utility room available on selected floor plans
|50' x 20'
|Utility, Study & En-Suite
|50' x 20'
|Study & En-Suite
|45' x 20'
|Utility, Study & En-Suite
|40' x 20'
|Study & En-Suite


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A fast growing training company is strengthening its senior management team as part of a review into the long term future of the business.
KF Training is hunting for a head of delivery and a head of operations, both of whom will play a lead role in the company's development.
The recruitment drive comes weeks after Sara O'Brien was appointed performance director, and Craig McManus joined the team as HR and recruitment manager.
Ms O'Brien is tasked with implementing a long-term strategic plan for the business including planning for 20% year-on-year growth over the next three years.
Mr McManus' role is to lead on the company's talent attraction programme to bring experienced people into the business and develop KF Training's internal talent through the delivery of staff development programmes.
KF Training, which was launched by Kelly Lee in 2011, recently relocated from premises in Easington to a state-of-the-art building in Peterlee.
The company has taken space on the top floor of Whitehouse Point Three, which is the home of clothing manufacturing company The AMA Group.
KF Training started with one office in Easington Business Centre and with sustained, targeted growth over the last three years has now brought all 35 staff together to work in one central location.
Turnover is expected to pass the £2.5m mark in the current financial year.
Kelly Lee said: "This senior management team recruitment drive is a major element of my growth plans for the business in 2015. Sara and Craig's appointments are the first and we're now in the process of bringing on board a Head of Delivery and a Head of Operations.
"We are in our fourth year of business and are very excited about what the future holds for us.
"After moving to the bigger office at Whitehouse Point Three, the focus is now on implementing the new strategic plan and company structure which will support the drive to make KF Training the number one provider of business led training solutions in the region."


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Check out this stretch denim – perfect for that statement piece! This fabric is a stretch woven made with cotton, polyester and some spandex to provide stretch ease when worn. Note this fabric stretches 20% across the weft. Perfect for that dress, jacket or jeans. It is medium weight and has a slight crispness to its hand.
'Jeans have become an American tradition, symbolizing the vitality of the West to people all over the world.' (Printed on the pocket inside Levi's® jeans)
75% cotton, 23% polyester and 2% spandex
137cm or 54″ wide
Test first if you wish to machine wash.
Due to variations in every monitor, we cannot guarantee colours over the internet and highly recommend ordering a swatch.


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|Here a dress is inside an exhibition window with some Australian animals
|There was a huge display of butterflies from Australia and the world
|I love these stones with minerals!
and today it was full of school children who are on their summer holidays at the moment.
It's a treasure trove for kids, but also very interesting for adults.
|You can build a Pyramid
|This lioness was popular with the kids who stroked her when they walked past
|Under each cupboard the sliding drawers had interesting things to discover
|The Dinosaur at the entrance to the WA Museium
|Northbridge Piazza where free music concerts and movies are held - giant screen at end
Returning from our visits after lunching in Northbridge we went past Kakulas Brothers in William Street. A old-fashioned grocer store with flours, nuts, spices, chocolates, etc that can be bough by weight from various bags around the store. There are cheeses, olive oils, sausages, olives, canned goods, lots of European flavours...
Prices are very good and the choice is enormous!
|(photo from net - I didn't think I could take photos inside)
|The sales lady took the photo with us holding the ice-pops


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Hi everyone! I was tagged by the lovely Geraldine of Geraldine Talks to do this Would You Rather tag! I honestly love filling out these little things so I was excited about it, haha. You can check out her post right here.
The Rules!
- Answer the questions given to you by your nominator
- Make up your own questions and tag others!
#1: Would you rather have the ability to fly or breathe underwater?
I think I'd rather breathe underwater, if I'm being completely honest. The practicality of being able to fly would be useful though!
#2: Would you rather live alone forever surrounded by all the books you can read or surrounded by (tame) animals?
I think animals! I'm an introvert and I do like to read, but I do have the need to be around other living beings. Books are great but they lack sentience, so animals it is! Ideally they'd be cats but I'd take any animal.
#3: Would you rather have big feet or big hands?
I would rather have big hands. My hands are smallish anyway and I feel like having big hands wouldn't be a huge drawback because then I could do more, I THINK. If I had big feet, I'd have trouble finding cute shoes (source: my boyfriend wears a size 14 and we can forget about finding him cute shoes)
#4: Would you rather drink coffee or tea for the rest of your life?
Ack, this is difficult but I think I'd rather drink tea. Tea is more calming/comforting than coffee.
#5: Would you rather be hairless (and I mean hairless, including your eyelashes and eyebrows) or very hairy?
I think I would rather be hairy. I can shave. The thought of not having eyelashes and eyebrows makes me… not pleased.
#6: Would you rather have unlimited sushi for life or unlimited tacos for life?
Don't get me wrong, I love tacos. But if I had unlimited sushi, I would never ever have to worry about finding someone to eat sushi with me. I would just get sushi whenever I wanted. Most of my friends don't care for sushi, and the ones who do live at least an hour away. So if I want sushi, I have to go alone and for some reason the dent in your wallet is worse when you're eating alone!
#7: Would you rather know when you are going to die or how you are going to die? (You can't change the time or method of your death)
I have actually always wanted to know when I'm going to die, so I'd probably pick that, but knowing how I'm going to die is also tempting. But I'd lean towards knowing WHEN. At least as the time comes, I might get some context clues as to how it'll happen. Maybe. I think If I knew how I was going to die but not when, I'd become super paranoid. Especially if it were something like a car accident or a random shooting because then I'd have no idea when to expect it!
#8: Would you rather permanently live 500 years in the future or 500 years in the past?
Hmmm…. this is a tough one. I think just because the word "permanently" is thrown in there, I'd choose 500 years in the future. I would hope that 500 years in the future is the better choice for me, as a woman, than 500 years in the past.
#9: Would you rather get 1 free round trip international plane ticket every year or be able to fly domestic anytime for free?
So I KNOW the more logical choice is to be able to fly domestic anytime, especially with my parents living in a different state, but I think I'd take the 1 free international ticket. I don't like to fly and I wouldn't fly domestic often enough to justify NOT taking an international flight for free. With how little I fly anywhere, it's also probably the more cost-effective option.
#10: Would you rather be toothless or go bald?
I would probably go bald, because it would make it easier to wear wigs!
If you're tagged, these are the questions that I made for you to answer! (I mean honestly even if you're not tagged feel free to answer them anyway)
- Would you rather live somewhere it always snows or it never snows?
- Would you rather always take public transit or always have to be the driver of a vehicle?
- Would you rather give up watching movies or give up watching youtube?
- Would you rather stop shaving your legs or your armpits?
- Would you rather be physically unable to tolerate sun or rain?
- Would you rather have enough money to live comfortably for the rest of your life but can only take one vacation per year, or be able to travel the world but have an unstable source of income?
- Would you rather be 7 feet tall or 4 feet tall?
- Would you rather never read a book again or never use the Internet again? (and no, you can't cheat and read ebooks!!)
- Would you rather cut sugar entirely out of your diet or cut salt entirely out of your diet?
- Would you rather have all your debt forgiven or never have to pay any taxes ever again? (excluding the interest from aforementioned debts)
I'm Tagging….
- Rachel of My Spotted Blog
- Jennifer of Failure To Thrive No More
- Elle of Jolt of Impulse
- Anyone else who wants to fill these out!


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View all calendars is the default. Choose Select a Calendar to view a specific calendar.
February 21, 2019, 1:00 PM - 2:00 PM @ Muskego Public Library
This month's book is Marie Benedict's "The Other Einstein." All are welcome! Books are available for checkout at the Checkout Desk.
February 21, 2019, 1:30 PM - 3:30 PM @ Muskego Public Library
Enjoy a free movie at the Muskego Public Library. Stop by or call the library for a listing of upcoming movies.
February 21, 2019, 9:30 AM - 10:00 AM @ Muskego Public Library
Sing and dance along to classic kids' songs in this high-energy program that encourages everyone (even grown-ups!) to get up and move! Designed for children of all ages and ability levels and their adult caregiver(s).
February 21, 2019, 10:30 AM - 11:00 AM @ Muskego Public Library