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illustratorintheprocess · 1 year

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Week 11: Monday - Tutor Group Meeting!! Yaaay!

Diving straight into week 11 because week 10 is a blurr. After last Wednesday I know I did some chores and stuff off my to-do list but it's all a blur now and then I worked over the weekend. So Monday usually hits like a truck.

What I do remember from last week is ordering Tracing Paper and Carbon Paper on Ebay to make the transfer from sketch to Lino plate easier. I also ordered and collected 5 A3 lino boards from lcc at some point last week. It was heavy carrying it all the way back.

Alright so Monday and week 11 have come!

At the beginning of this group meeting we talked through the brief of the major project already, just so we've heard it officially at least once before the winter break. I had already printed and read the brief at the beginning of the year so this was just a nice refresher + some extra notes from Maisie, our group tutor, who has seen multiple years work on the major projects. So she has good tips and insights for us.

After that we were left to work on our projects while 3 people at a time would talk to Maisie about the progress we made with our projects. I was really nervous because with a lot of doctor and dentist visits + covid booster sickness + recent crying at the crit + last weeks crazy Tuesday night....it's just so much. And it left me feeling like a total useless slacker who doesn't even deserve to be here.

So yeah. I was anxious.

Maisie called Mia, myself and another member of our group who I don't know by name up first. Honestly the best thing that could have happened because if I was left alone with my thoughts again I would have probably freaked out again. So, the guy in our little group went first and I remembered him because of the presentation all of us gave a whiiiiile back on our project ideas. He is working on a single player table top game for people with severe social anxiety. I can somewhat relate. He has designed 15 cards already and the illustrations looked super good and the characters were very endearing! I would love to purchase his finished game honestly. You can tell he has spent a lot of time and love in developing every detail of it and it blows my mind he made a whole game by himself for this project! Truly original and amazing.

I also knew about Mia's project. Packaging design that caters to the blind consumer. Again, very original and out of the box thinking. I don't remember her showing any samples of her work but she was talking about doing lino cut instead of screen printing. She is also Route B in CTS which means instead of a loooong dissertation like me, she is working on yet another physical project and a shorter essay.

Then it came to me showing my progress and I was really nervous so I can't even remember half the stuff I said but Maisie was really nice and agreed with my work plan of finishing over winter break and printing first thing in January. She said that for the Lino cut prints I have to figure out how to make the characters stand out and pop. That was good feedback and I'm thinking about it a lot. I told her about thermo powders, Ellen mentioned to me, those could be applied to the ink after printing and give the whole image a nice shimmer.

Maisie also encouraged me to check out the 3D workshop area to make a quick wooden board I could put my lino board on while cutting. A little corner in the top of the board would hold the board in place, making the whole process safer.

After the group session Mia and I showed the guy (I REALLY WITH I KNEW HIS NAME AAAH) where the digital print and print finishing area is. Then I showed Mia our common room because turns out she never went there before. I delivered all zines, posters and post cards for the winter art fair here and Mia and I went to the 3D workshop together. Since we both are doing lino cut each of us needed a wooden board like Maisie suggested.

The technician was really nice and had a very calm demeanor. He cut some scraps for us and let us glue the corners to the boards. It took 30 minutes for the glue to dry during which Mia and I took a little lunch break in the cafeteria. It was nice catching up with her again.

The boards turned out nicely so we thanked the man who helped us and headed back home just as it got dark.

All in all a day full of productive and surprising turns.

Oh and I have bought new planner for 2023 and it's all blue and pretty!!

Things are looking up.

#student life #ual #university of the arts london #london college of communication #studyblr #illustration and visual media #lcc #uni life

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doshmanziari · 3 years

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Musical Offerings for the New Year || What is “Radical Music” in 2021?

Near the end of 2020, a bunch of musicians populating a chatroom, including myself, each submitted ten minutes’ worth of our work to another musician, Chimeratio, who generously compiled it all into a set totaling nearly ten hours.¹ The work didn’t need to be new; just what we thought might best represent our abilities/style(s) and/or perhaps what we were especially pleased with. The set premiered in late January. Since I have some tentative plans for reorienting Brick By Brick this year, while not overriding its emphases, I wanted to share that music with anyone who’s interested.

I compiled the four videos into a playlist, although you can also access them individually: here (1), here (2), here (3), and here (4). If you care to, and are on a computer, you can also view the accompanying chatlog and read people’s responses from when they were listening to the live broadcast.

The compulsion for this project was sparked by excited discussions over and usage of the term “digital fusion”, most helpfully propagated by Aivi Tran, designating a computer-based body of work that for years lacked the rooftop of a commonly agreed upon genre-name. While describing my music has never been a big concern, even if it’s usually felt impossible (what, for example, is this? or this? I dunno!), I’ve appreciated how the spread and application of this term has brought together people who may have felt isolated.²

As “digital fusion” gained designative traction, I witnessed the activity in the aforementioned chatroom explode over the course of a few days. Before, a day’s discussion might’ve been a few dozen messages; now, there were dozens of messages every half-minute. This had positive and negative ramifications, the negative being that conversations often proceeded at a pace of rapidity which precluded concentrated thought. Eventually, I bowed out because the rapidity exceeded my threshold for meaningful interaction; but I was glad that significant invigoration was going on.

I wanted to share this music also because it intersects with thoughts and talks I’ve been having stemming from the question, “What is ‘radical music’ in 2021?” This was stimulated by a 2014 talk given by the writer Mark Fisher, wherein he contends that, were we to play prominent “cutting edge” music from now to people twenty years ago, very nearly none of it would be aesthetically shocking, bizarre, or revelatory (think of playing house music to an audience in the early 1960s!). Fisher also observes a trend of returning to music which once was seen as the future -- as if, deprived of a shared prograde vision, imaginations turn hazily retrograde; ergo, genres such as synthwave or albums like Daft Punk’s Random Access Memories.

It isn’t my goal here to argue about the “end of history.” Fisher’s time-travel hypothetical, however, rings loud and true to me. Visible musical radicalism has, for at least a decade, been strictly extra-musical, in the sense of songs like “This is America” or “WAP”, where one’s response is primarily to the spectacle of the music video, the performer’s identistic markers, and/or the manner in which the lyrics intersect with (mostly US-centric) ideological hotspots. Musically, there is really nothing radical here. Any vociferous condemnations or defenses of a song like “WAP” deal in moralizing reactions to semantics or imagery: how progressive or regressive is the political aspect? how propelled or repelled are we by the word “pussy”?

It would be a mistake, and simply wrong, to assert that the only music one can enjoy escapes the parameters outlined above; and my inability to coherently categorize some of my own music hardly raises that portion to the status of radicality. But the question here pertains to what is being made, and I think that if we’re going to seriously consider the nature of truly radical music today, we do need to question if such a quality can prominently exist when our hyper-fast consumerist cycle seems to forbid not just sustained, lifelong relationships to artwork but also the local, unhurried nourishment of creative gestation. Now, in my opinion, there are good, even great, examples of radical music still being made in deep Internet-burrows, and for evidence of that I would offer some of the material contained in the linked playlists. Moreover, I’d say that this quality can exist in part because these little artistic communities are so buried.

Let me share a quote that another person shared with me recently:

For culture to shift, you need pockets of isolated humanity. Since all pockets of humanity (outside of the perpetually isolated indigenous people in remote wilderness) are connected in instantaneous fashion, independent ideas aren’t allowed to ferment on their own. When you cook a meal, you have to bring ingredients together that have had time to grow, ferment, or decompose separately. A cucumber starts out as a seed, then you mix it with the soil, water and sunlight. You can’t bring the seed, soil, water and sunlight to the kitchen from the get-go. When you throw those things in to the mixture without letting them mature, the flavor cannot stand out on its own. Same thing with art and fashion. A kid in Russia can come up with a new way to dance, gets filmed on a phone, it goes viral quickly but gets lost in the morass of all of the other multitudinous forms of dance. Sure it spread far and wide, but it gets forgotten in a week. In the past, his new art form would have been confined locally, nurtured, honed, then spread geographically, creating a distinct new cultural idiosyncrasy with a strong support base. By the time it was big enough to be presented globally, it was already a cultural phenomenon locally. This isn’t possible anymore. We’re consuming too many unripened fruits.

The main impression I have here is that radical music today will, and must be, folk music. Our common idea of folkiness might be the scrappy singer strumming a guitar, but my interpretive reference rather has to do with the idea of a music being written, first of all, for one’s self, and then shared with a small-scale community, which in turn helps the artist grow at their own pace. This transcends a dependence upon image, the primacy of acoustic instrumentation, or the signaling of sincerity versus insincerity. It is a return to the valuation of outsider art, so rare nowadays. As someone who I was recently in dialogue with wrote, “Where can you find new genuine folk music? Pretty much just with your friends, imo. Even then, the global world is so influential and seeps into any crack it can find. I think vaporwave was radical and folk for a while. Grant Forbes made that music way before the world knew about it.”

Sometimes, a lot of fuss is made over what’s seen as “gatekeeping” within certain communities. It can be, depending on the context, justifiable to question and critique this behavior. At other times, the effort of maintaining a level of exclusivity, of retaining an idiosyncratic shapeliness to the communal organism, can be a legitimate attempt to protect the personal, interpersonal, and cultural aspects from the flattening effect of monoculture. Hypothetically, I welcome the Castlevania TV series and Super Smash Bros. Ultimate having introduced new and younger demographics to Castlevania. In actuality, stuff like “wholesome sad gay himbo Alucard”, image macros, and neurotic “stan” fanfiction being what’s now first associated with the series makes me want to put as much distance as possible between my interests and those latecoming impositions.

The group-terminology David Chapman uses in his essay “Geeks, MOPs, and Sociopaths in Subculture Evolution” is kinda cringey, but some of the cultural/behavioral patterns he lays out are relevant to the topic. Give it a look. If we cross his belief that “[subcultures] are no longer the primary drivers of cultural development” with our contemporary consume-and-dispose customs, we’re left with the predicament of it’s even worth attempting to bring radical/outsider art beyond its rhizomatic habitat. This is troubling, because it would mean that artistic radicality no longer might not only refuse to but cannot encompass cultural upheaval. It would be like if dance music were invented and -- instead of progressively permeating nightlife, stimulating countercultural trends, and ultimately being adapted as the basis for pop music globally -- only were listened to via headphones by a few thousand people on their own, stimulated a group meeting once a year or two, and never affected music beyond a niche-within-a-niche. That’s a very sad picture to me.

⁂

¹ Chimeratio has also maintained an excellent blog on here dedicated to looking at videogame music written in irregular time signatures, far preceding higher-profile examinations like 8-bit Music Theory’s video on the same topic.

² For myself, creative isolation has had its uses, because it has led me down routes that are highly personalized. The isolation can be dispiriting too. Although a lot of my music is videogame-music-adjacent, almost none of it uses “authentic” technology, such as PSG synthesizers or FM synthesis; and the identification of those sounds is fairly important for recognition.

#music analysis #radicalism #digital fusion

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douchebagbrainwaves · 4 years

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HERE'S WHAT I JUST REALIZED ABOUT CIRCLE

It's hard to think of startup ideas. If this is true it has interesting implications, because discipline can be cultivated. Try talking to everyone you can about the gaps they find in the world, and this is easier for writers as well as readers. That means they want less money, but also that there are more and more valuable. When they go to VC firms. Anyone can see they're not the target market. If that's true, most startups that turn down acquisition offers is not necessarily that all such offers undervalue startups. That will change the atmosphere, and not before. The time required to raise money. Whoever the next Google is, they're probably going to have to be at the mercy of their own imagination. About 20% of the startups from preventable deaths.

Investors collude. If you look at the instruments. I didn't make a lot of time on the software. One could do a lot better for a lot of investors will reject you in a way that seems to violate conservation laws. I took embarrassingly long to catch on. I said in the second version, why didn't I have the easy confidence winners are supposed to have? It's equivalent to asking how to make a difference. A palliative care nurse called Bronnie Ware made a list of n things is a degenerate case of essay. Angels can take greater risks because they don't have to look for things that seem completely unrelated, like social networking apps. It's supposed to mean that a deal is going to be. Distinguishing between wise and smart is a modern habit. Dropbox: an SAT prep startup.

Philip Greenspun said in Founders at Work that Ars Digita's VCs did this to them. It certainly describes what happened in Viaweb. But neither should you let them run the company. Another drawback of large investments is the time they take. There do not seem to be superficial reasons. In the time of Confucius and Socrates, wisdom, virtue, and happiness were necessarily related. If you run out of money, you have to figure out what you'd need to reproduce Silicon Valley. I would guess that practically every Stanford or Berkeley undergrad who knows how to program has at least considered the idea of starting a startup means the average good bet is a riskier one, but most can upload a file. What surprised me was their reaction when I called to talk about buying you. If you look at the way successful founders have had their ideas, it's not the deciding factor. Everyone he knows has seen that picture. To evaluate whether your startup is worth investing in.

I decided the critical ingredients were rich people and nerds—investors and founders. It takes an effort of will to push through this and get something released to users. Google's founders were willing to fund teams of MBAs who planned to outsource their product development—which to my mind is actually a lot riskier than investing in a pair of 18 year old hackers, no matter how finished you thought it was important for a founder to be an expert in business. A termsheet is not legally binding, but it is a definite step. There seem to be ideas for companies, just things that would be the first to switch to it. And yet when they started the company. But Mark already lived online; to him it seemed natural. That may not be possible to do that completely. One of the two founders was still in grad school, but we're focusing on growing the company. But coming up with startup ideas is to work on a recipe site. This is one of the people who are committed enough to prefer that, and c only hire people who are committed enough to prefer that, and c only hire people who are really good at acting formidable often solve this problem by giving investors the impression that while no investors have committed yet, several are about to.

But I've proposed to several VC firms that they set aside some money and designate one partner to make more, smaller bets, and they bounced back. Even a bad cook can make a decent cheeseburger. Reading Fred's post made me go back and figure out if they were returning to work after a months-long illness. You could replace high schools too, but there are signs it might be as much as a half. You generally shouldn't pass up a definite funding offer to move. Start a company? But there are limits to how well you answer their questions. A good deal of willfulness must be inborn, because it's common to see families where one sibling has much more of it than another.

Recipes for wisdom, particularly ancient ones, tend to have a qualification appended: at games that change slowly. I don't know exactly what the future will look like, but I'm British by birth. No amount of discipline can replace genuine curiosity. Now I would guess that practically every Stanford or Berkeley undergrad who knows how to program has at least considered the idea of switching seems thinkable to me. You have to be generated by software, so we wrote some. The idea that a successful person should be happy has thousands of years, then switches polarity? This leads to the phenomenon known in the Valley as the hot deal, where you can assume that if you can't predict whether there's a path out of an idea, a working prototype; if you win an Olympic gold medal, you can be wise without being very smart. Judging startups is hard even for the most successful of that group by an order of magnitude larger than the number who want it, not how to convert that wealth into money. To count as research, the less likely it is to be something that could only ever have appealed to Harvard students, it would be an amazing hack. You're all smart and working on promising ideas. Something that curtly contradicts one's beliefs can be hard to sell. If startup failure were a disease, the CDC would be issuing bulletins warning people to avoid day jobs.

As I was leaving I offered it to him, as I've done countless times before in the same spirit. In a sense there's just one point, you don't really understand them. They insist on it. So why did I spend 6 months working on this stupid idea? Corporate Development, aka corp dev, ask yourselves, Do we want to keep in close touch as you develop it further. And not just because we make small investments; many have gone on to raise further rounds. VCs: How would you like a job where you never got to make anything, but instead ask do we suck? They say Yeah, maybe I could see myself—making at least 4 of these 5 mistakes.

Considering how basic a red circle is, it seemed surprising to me when we started YC. The last one might be the most progressive. You can't use euphemisms like didn't go anywhere for something that's your only occupation. One Canadian startup we funded could appear in a Newsweek article describing them as the next generation of billionaires, because then the cycle of generating new versions and testing them on users can happen inside one head. After they merged with X. So here's the recipe for impressing investors when you're not already good at seeming formidable the first time in history they're no longer getting the best people. I mean truly evaluate whether your startup is worth investing in, rather than whether it's going to take, and the doctors figure out what's wrong. Probably no one who applied to Y Combinator to work on projects that seem like they'd be cool. The only way to decide which to call it is by comparison with other startups.

Thanks to Patrick Collison, Jessica Livingston, Sam Altman, Robert Morris, the founders of Zenter, and Justin Kan for smelling so good.

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livingbutamireally · 3 years

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AY2020/2021 Y2S1 Module Reviews

This semester proved to be a pain as expected. Said pain coming mostly from BT2101 and CS2030. Everything was conducted online with the exception of the weekly lab sessions for CS2030 so I only had to go to school for 1 day. F2F CS2030 recitations were optional so I gave up and just watched the recorded zoom session instead of going to school just for a class half way through the semester. I usually miss the live zoom sessions because mine was at 1pm and I am almost always still having lunch at that time and not ready at all. Also i missed about half of my BT2102 tutorials because I simply forgot I had tutorials at that time (2-4pm). They still awarded me nicely for participation much to my surprise (7/10).

BT2101 Decision Making Methods and Tools

BT2102 Data Management and Visualisation

CS2030 Programming Methodology II

GEQ1000 Asking Questions

IS1103 Ethics in Computing

CS2030: Programming Methodology II in Java

Prof: Dr Henry Chia, A.P. Terrence Sim

Weightage:

Weekly labs (5%)

Individual project (15%)

Practical assessment #1 in week 7 (15%)

Practical assessment #2 in week 12 (20%)

Class participation (5%) : includes lab participation, piazza discussions and peer learning activities

Final exam (40%)

CS2030 proved to be intensive not only in the aspect of planning code design but also the actual implementation itself.. (thinking about how to solve the problem and/or get the expected outputs).. Really struggled my way through the start although that really was only the tip of the iceberg because I had no prior experience in Java and the introductory Winter Workshops were reserved exclusively for freshmen or I missed the deadlines can’t remember.. The first few lectures got us familiar with Java Programming before diving deep into Functional Programming which is a lot harder to grasp vs Object-Oriented Programming which was introduced to us in CS1010S already. The hardest part comes with Streams but honestly after learning streams so many processes can be coded so much more efficiently as compared to OOP, really simplifies some of the tasks when using FP rather than OOP. Interesting to note that this streams part ties in well with BT2102′s coding part where we learnt aggregation pipelines in MongoDB and MySQL i believe the concepts felt similar??

Weekly Labs

Pretty manageable imo , compared to the project ofc (rolls eyes)

This semester they changed things up a bit and shifted all the weekly labs deadlines to finals so we had more control in terms of time management and our progress in the labs. Naturally we are expected to do them every week but say we are busy in a certain week for other modules we can always come back on another. I was always behind by like a month compared to my friends who were more on task.

Individual Project

Project part 1 was still okay for the Discrete Event Simulator (DES) basically designing a system for customers to queue and be served and recording the relevant work done at the appropriate times using OOP.

The hardest part was project part 2 where you had to rewrite the whole chunk in part 1 FP style and also they added a lot of more complex simulations and cases which I really just gave up entirely after completing level 2.

It was so hard it was traumatic. Level 3 had something to do with importing a random number generator and the test cases only get more confusing and long i just really had no brain cells left for the work worth only 7% before deducting late submissions penalty (bc brain slow LOL) and the code design criteria and checkstyles. I was so mad that it takes up so much time and effort just to be worth a petty 7% that I gave up entirely didnt even finish reading the questions (which was also pretty darn long). Sorry i am dumb. Please be proud of me I am trying my best.

I have zero idea who in the department decided to rig the difficulty of this project by so much up compared to previous semesters. They really expected too much out of us i am so sorry to disappoint.

Practical Assessments

Basically similar to weekly lab exercises but you have to do it within the time frame during a lab session. You get to take home and re-edit the code to get the full marks and are moderated according to the changes you made compared to the one submitted during the PA itself. That also means if you do not submit the correct full marks version of the code in a week, you do not get moderated and will be awarded with the marks scored in lab which is obviously 0 for me I had over 70 compilation errors and you might be thinking how. But trust me i am too, confused how. Most people will score around 0-2m in lab but taking it home and refining the whole code with minimal changes and will be graded according to the amount of changes made to get the final code. Tests you how close you can get to the correct outputs within the time frame whether you already had it in your head.

Final Exam

Comes in MCQs, a few case questions consisting of subparts if i remembered correctly some of which required you to write out a possible code (2-3 lines) converting oop to streams, synchronous to asynchronous etc. There are plenty resources (pyps) floating around in the gc so you can use them well for revision.

Theoretical content was tested i dont really know how to put in words but you may be able to code well even though you may have some of the concepts wrong

We only did pure coding work in labs, projects and practical assessments so this really reinforces your understanding of the material

Considering I didnt finish project part 2 this is quite a decent grade already really thankful i dont have to go through this ordeal again. See you never.

BT2101: Decision Making Methods and Tools

Professor: Rudy Sentiono, A.P. Huang Zhiyong

Weightage:

Group project (20%)

Written assignments - 3x 5% (15%)

Tutorial participation (5%)

Midterm - open book (20%)

Finals - open book (40%)

This is the second module that I have been struggling with since the start of the semester. Tutor changed after the first session, the former tutor was much better and clearer in her explanations. This is quite a math-intensive course and requires some knowledge of linear algrebra and thus the pre-requisities. Maths has never been my strong suit (well except in primary school) so I struggled hard with this module. Nearing the end we learnt about deep learning neural networks which was pretty interesting and really broadened my perspectives on the future of machine learning. The pace was okay, but the lecturer seems to just repeat the words on the lecture slides in his lectures. The lectures were seemingly simplified from the reference texts he used but is nevertheless still daunting to look at to revise. Project was a 4-5 people groupwork where we had to conduct all the stages of data analytics from data exploration, cleaning of data to data mining, conclusions etc. There were an additional 3 assignments that we had to do together with our groupmates by the stipulated deadlines. This module requires a lot of work and preparation. Am glad to be able to pass.

BT2102: Data Management and Visualisation

Weightage:

Assignment 1 (Group): 25 marks

Assignment 2 (Individual): 35 marks

Assignment 3 (Group): 30 marks

Class Participation: 10 marks (Participation in Tutorials and Group Assignment Discussions)

IS1103: Ethics in Computing

Weightage:

FPAQ (50%)

Missions (50%)

Expected Grade: B+

Final Grade: A-

For this module, all 13 missions are to be done by the last date of submission for finals which was a 300 question quiz held on LumiNUS. Missions are assigned weekly where we go to the WordPress website the professor has built, a server that he regularly does maintenance on and in it he uses a tracker to track our progress through clicking links and submitting short answer questions sometimes. Most of them were done by clicking of links and we were told to disable our Adblockers if any to prevent interruptions or his system not capturing our data. We were encouraged to do it weekly although the deadline was the end of the semester. One of the missions included us doing some Linux practice penetration questions on Kali, it was a bit tough but other than that the other missions were pretty simple and straightforward. After every mission done we were to do a practice PAQ which is not graded and upon submission would give us the model answers to study in preparation for FPAQ the final week submission. PAQ consists of 5 themes * 7 questions = 35 questions, whereas FPAQ has 300 over questions to be done over the span of a week, the reading week. Carpal tunnel.

GEQ1000: Asking Questions

Weightage:

Tutorial attendance/participation (36%)

Forum participation - forum 1 and 2 (14%)

MCQ quiz (36%)

Final paper (14%)

This is a general education module everyone in NUS is required to take. I dont think I learned much so I am really only there to go through the motion. There are a few pillars that the department touches on mainly Physics, Engineering, Design, etc to show how the different disciplinary courses are interconnected and how/why is questioning important. Really low maintenance course, we do a 6 or 10 MCQ quiz every week prior to the lecture for that pillar. Tutorial was online via zoom and really low workload in general. Final week was on design and we had to make a wallet for our partner and explain why or how we chose the designs, and also submitting a word essay on our reflections of things we learned.

Update. I only pray to hover above or maintain at this current CAP lemao PLEASE YOU NEED TO

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cosmosogler · 7 years

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today i got almost everything done!

my mother woke me up at about 5:45, and then again at 6:20. i was super angry. then my brother and sister were in both the upstairs bathrooms so i had to go all the way downstairs and across the house just to go to the bathroom before i went back to sleep.

i dreamed that i was getting annoyed with a conspiracy theorist. “video games are downloading scientific theories into your brain!!!” it was the science that scared them apparently. and the computers. the person wasn’t even present, i was just hearing their voice as i played dream mario, which is only slightly like nintendo mario. i told the voice that video games are just another way to tell a story. i pulled a children’s book out of somewhere, i think it was “goodnight moon” actually. except the cover was wrong. but i was telling the voice that there wasn’t nothin wrong with telling a cute or simple story.

sometimes the story is “i got really good at jumping over hills and across floating spinners and on turtles.”

i only put on the snooze for five minutes because i really, REALLY didn’t want to get up with less than like seven and a half hours of sleep. i got up anyway and showered. i didn’t get to spend long in the shower though... i really need to shave but i haven’t had much time at all the last five, seven days. i shower every other day since it’s a little better for your hair and skin...

anyway as i was heading out to go to therapy dad decided to start asking me to do some chores. i sort of started one, i let eve outside, but i seriously didn’t have time to wait for her to take a sunbath and let her back in. then someone (not naming names, because i’m not 100% sure) decided to park their car in a way that made it impossible for me to pull out of the garage. so i had to go back inside, get that car’s key, move it to the other side of the driveway, go back inside to drop off that key, and then i could get in “my” car and get going. then people on the freeway kept cutting me off without using their turn signals and also were generally going below the speed limit so i would have to stand on the brakes. this happened more than once. then i almost hit someone trying to get over to the exit because as i passed them apparently they sped up while passing through my blind spot so they were farther up than i thought they would be when i started changing lanes. cool!!!!!!!!

in individual therapy i brought up a bunch of emotional problems i had started to explore a little bit in group therapy. i ended up talking for the whole 45 minutes straight basically. like, my therapist asked a few questions, and reassured me a few times, but it was like a huge information dump so hopefully in the coming weeks i can start addressing each problem individually. i also got my semester refund paperwork sorted out with her. i’ll be able to pick it up next week. i mostly focused on how none of my problems feel “big enough” unless they are unsolvable since i really didn’t get to talk about it in group yesterday. i said one thing that i kind of liked though. i said “i feel like if i didn’t have so many problems, i wouldn’t have so many problems.”

what i meant to say was “if i didn’t have so many mental and personality problems, i wouldn’t have so many life problems,” but the vagueness was silly enough that my therapist made a face and laughed. i said i didn’t know what to focus on first and she said “you’re already working on everything.” i had listed the multiple projects i am trying to keep up with therapy wise... i dunno. i feel like if i can get over that big “problems have to be impossible” hurdle things will start feeling a little more manageable and i’ll be able to make progress more quickly.

guess i gotta spend more time thinking about that. i’ll keep you posted as things come up.

after that i picked up my paperwork from my physician’s office since i was on that side of town and got the number for the radiology lab that wants to do the last test. when i got home i shoved some leftovers in the microwave and called the lab and scheduled my “hida scan,” which is a gall bladder test i guess where they put a bunch of glowing stuff through your digestive system and see if it goes through normally. the scheduler said it normally takes two hours unless they find something, in which case it will take longer. luckily my next therapy appointment is 4 hours after my procedure... i hope that will give enough time. i will have to let her know. i definitely wouldn’t be able to do it on a group therapy day and the lady seemed pretty keen on doing it as soon as possible. and i can’t do it in the afternoon in case it goes long and dad isn’t able to get to work.

so 8 am next tuesday it is.

so i had my ravioli and went upstairs and then after a short break i watched the iron giant with oz. the movie is even better than i remembered. then we talked about physics stuff while i worked on gathering study materials with my classmates. i had a great time, and i hope oz did too. it felt nice to do an activity with someone that took up all our attention, so i didn’t have to, like, feel self conscious about not baring my soul or something.

i think when asher gets back i will talk to him about maybe spending an afternoon at the pottery lounge thing by the amc. it’s not cheap, but last time i checked i didn’t think it was too expensive at least. and i still have the ceramic dog i painted like 15 years ago so the stuff lasts. basically you pick out a little ceramic statue and you get to paint it using a selection from like 200 different shades. and i think you can stay as long as it takes to paint it. the smaller stuff wasn’t too bad cost-wise.

got sidetracked. after i hung up with oz and got all my emails and google docs in order i went and got groceries for mom. she was making quesadillas for dinner. i unfortunately had to pay for them with my own money, and it felt weird buying meat after all these years. but i guess i buy dog treats often enough that it’s not really, like, a compromise of my morals or something. i noticed that the dogs really went wild over the chicken strips i bought last time, so i tried to expand to “turducken.” (spoiler: they loved those too.)

so i dropped off the vegetables and stuff with mom, checked on the cactus mouse, and watched a couple of the videos i had loaded up while talking to oz. i try not to spend too much time reading or watching videos while talking to people because i get super focused on what i’m looking at and don’t hear what they say any more haha.

then i went downstairs and had my veggie quesadilla. it was... ok. i was still a little hungry afterward, but i also felt kind of ill so i didn’t want to eat any more. eating with mom was the WORST. she breathes loud and chews with her mouth open so it’s just a constant avalanche of awful squishy mouth noises. it made me so angry and annoyed that i think that’s what made me sick more than the food. i kind of abruptly stood up and put my plate away and took the dogs outside after trying out the new treats. i tried to play fetch with wiley but he was having none of it today. which is very odd... maybe it was just too hot for him to want to run around.

i have been experiencing kind of horrible pain between my shoulder blades. i’m pretty sure it’s not my bra pinching anything because it’s way above the strap... probably a pinched nerve. i tried stretching my arms and shoulders and that seemed to help a lot, so i’m thinking i slept in a bad position.

then i went back upstairs and whined to myself about my therapy homework. i did more “self care” research and added a few more posts to my queue. and i talked with some discord guys a little bit. then i caught up on my self esteem journal and picked out one of my “short term goals” from my hospital-issued treatment plan. i used that as a base to expand on for my goal worksheet. i finished all that around 11 so then i got started on the owl picture for 40 minutes or so. now i am 35 minutes into my journal entry, which puts me at a comfortable time to finish up and try to sleep. i got another 10 minutes before i hit my target “get ready for bed” time.

my group mates and therapist expressed interest when i let slip that i like to draw on monday. the therapist asked what i draw. i wasn’t sure how to answer... “furries” isn’t really something i wanted to get into. and i haven’t drawn my own characters except for a reference for one of the art trades in a long time. i suppose i should post the uncolored version of that since i scanned it in and haven’t worked on it with the tablet yet.

so i just said “characters and people.” i like landscapes, but i have trouble spending enough time on them to really get into the details. i’m hoping the coloring pages will help loosen up my patience so i might start feeling like spending a million hours on one picture again. it’s been a couple years since i did anything complicated.

i’m thinking about maybe taking my sketch book... but i don’t want to spend a lot of time on explaining what the picture is of when i have more urgent things to work on.

tomorrow i have more things to do! i NEED to work on the welcome packet for ufl. i need to scan in a bunch of stuff, like my immunization records and my doctors’ notes for my refund file. i need to send an email to the preliminary test coordinator to figure out how to proceed with my studying... i need to know how much to panic about this. then after group therapy i need to drop off my sister’s old prescriptions at the police station. that won’t take too long. if i got energy i’d like to organize my desk and maybe also tidy up my room a little bit. write some things down to put in the jar. then i will work on my self esteem journal, continue reading through the self care resources i’ve got open in a million tabs, and work on the coloring page a little bit. that sounds good. and at some point i need to write my 1- to 2-paragraph essay for the refund. and also i gotta email my apartment complex about stuff like the bed size and some cupboard dimensions and whether there’s a microwave and stuff like that. some of those things i’m pretty sure i can just look up somewhere.

i think i can manage those things. the student orientation videos might have to wait until thursday but i can compile the paperwork and read the faqs and stuff. none of these tasks take long by themselves. so as long as i remember to take little breaks and stay motivated i think i can get it done and not have to worry about it so much any more.

ok, it is 12:30, which is only 5 minutes after my target time! i’m gonna do the daily pokemon stuff for 2-3 minutes and then get ready for bed. gotta practice giving myself credit for reaching/working on goals and stuff, even when i don’t want to.

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muabannhadatdananggiare · 5 years

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in this essay, we shall have a look at an example of an essay on George Washington’s Papers theme

George Washington both produced and received a big quantity of letters, papers, records, and records during their life time. Washington ended up being conscious of his unique destination into the growth of the usa so that as a famed and beloved leader that is military statesman, and ended up being cognizant that their documents could be of great interest to future visitors. The papers that survive today can be found due to the care that Washington took during their life time, inspite of the often careless and destructive management that they encountered after their death.

During Washington’s lifetime Washington ended up being careful using the care and organization of their documents. At various points in their life, Washington created page publications (bound volumes with copies of their outgoing and incoming letters), utilized a letterpress (a tool that made direct copies of writing by lifting a number of the ink through the web page), and also edited their copies of a few of their very very early letters, smoothing grammar and term choice. In addition, throughout their life he hired secretaries, aides-de-camp, clerks, and copyists to help.

As soon as 1775 throughout the American Revolution, Washington held the security of their papers at Mount Vernon 2nd simply to the security of their spouse, Martha Washington. George Washington instructed their cousin Lund Washington to present “for her in Alexandria, or other host to safety he was creating grew, Washington was concerned for their care, once sending them to Congress in Philadelphia for safekeeping for her and my Papers.” 1 As the Revolutionary War progressed and the volume of papers. In 1781 he asked Congress and had been allowed to employ an united group of clerks to transcribe and arrange their letters. Upon their come back to Mount Vernon following the pugilative war, he hoped “to overhaul & adjust all my documents.” 2

As President, Washington and his staff produced papers that are many. Whenever their term that is second was, Washington had their secretaries take away the papers their successor would want and had them pack the others to deliver to Mount Vernon. During their your your retirement, Washington penned which he had dedicated their infrequent free time “to your arrangement, and overhaul of my voluminous Public Papers—Civil & Military—that, they might get into protected deposits.” 3

Washington additionally planned to erect a building at Mount Vernon specially to keep their documents. The building had not been built by the time of their death. Also in the final day’s his life, Washington focused on their documents. Their buddy and longtime secretary Tobias Lear recorded that, hours before their death, Washington told him, “we find i’m going, my breath cannot continue long. . . can you arrange & record all my belated armed forces letters & papers—arrange my records & settle my books.” 4

A U.S. Supreme Court justice after Washington’s Death In his will, Washington bequeathed all his civil and military papers, as well as his ” private Papers as are worth preserving,” to his nephew Bushrod Washington. 5 within the months after George Washington’s death, Tobias Lear arranged the papers into the previous president’s workplace. It could happen at that time that Martha Washington removed and burned her communication with her spouse. Immediately pay for essay after Bushrod Washington permitted Chief Justice John Marshall to simply just take a number of the documents to Richmond while Marshall composed a biography associated with president that is first. Marshall, nonetheless, would not constantly just just take care that is sufficient of documents. As Justice Washington later noted, “the papers provided for the main Justice . . . are extremely extensively mutilated by rats and otherwise hurt by moist.” 6

As well as Marshall’s bad stewardship, Bushrod Washington permitted a few people—including the Marquis de Lafayette and James Madison—to remove their correspondence because of the belated president. Justice Washington additionally passed down autographs along with other favors through the documents as souvenirs to prefer seekers. He permitted William Sprague, their nephews’ tutor, to eliminate a lot more than 1,500 letters regarding the stipulation he keep copies inside their destination.

In 1827, Bushrod Washington gave editor Jared Sparks permission to publish some of Washington’s papers january.

During their work, Sparks relocated a number of the documents to Boston and he visited repositories both in the usa and Europe to find letters and papers perhaps perhaps perhaps not represented in Washington’s very very own documents. Unfortuitously he had been additionally free with offering favors of Washington’s handwriting.

Whenever Bushrod Washington passed away in 1829, he left George Washington’s documents to their nephew George Corbin Washington, a Maryland congressman. George Corbin Washington quickly relocated the documents that stayed at Mount Vernon to their workplace in Georgetown. Government officers had usually consulted Washington’s documents, plus in 1833 George Corbin Washington consented to offer the documents into the State Department, excepting people he regarded as being personal. In 1849 he offered the personal papers since well. The Washington documents stayed during the State dept. until 1904, if they were turned up to the Library of Congress. Copies of Washington documents off their repositories plus some originals have already been included with the collection throughout the full years since the collection took possession. In 1964 the Library of Congress circulated a reproduction associated with documents on microfilm, plus in 1998 it posted electronic pictures for the documents obtained from the microfilm on its internet site.

Posting the Papers Jared Sparks’ The Writings of George Washington had been posted in eleven volumes between 1833 and 1837.

Sparks edited Washington’s terms heavily, changing spelling, sentence structure, phrasing, and also at times whole sentences. From 1889 to 1893, historian Worthington Chauncey Ford published a fourteen-volume group of the Writings of George Washington. Later on, John C. Fitzpatrick ready thirty-nine volumes of this Writings of George Washington Through the Original Manuscript Sources (1931–1944) being a right component associated with united states of america George Washington Bicentennial Commission.

But, no comprehensive or completely annotated form of Washington’s documents had been attempted through to the development associated with the Papers of George Washington task in 1968. Sponsored because of the University of Virginia while the Mount Vernon women Association and supported by the National Endowment for the Humanities therefore the nationwide Historical Publications and Records Commission, the editors and staff procured a lot more than 135,000 copies of Washington papers from repositories global. Within their search they included not just letters compiled by George Washington, but additionally letters to him, papers, diaries, and economic documents. Approximately half of these papers come from the Library of Congress’ Washington Papers collection.

at the beginning of the task the employees split the task into a couple of diaries and five series that is chronological of: Colonial, Revolutionary War, Confederation, Presidential, and pension, that have been posted simultaneously (63 volumes up to now). The 2 series that is largest, Revolutionary War and Presidential, will always be in manufacturing, by having a projected twenty-four more volumes to get. The George Washington Papers Digital Edition, developed by the Papers staff and University of Virginia’s electronic imprint, Rotunda, was released in 2006.

Bài viết in this essay, we shall have a look at an example of an essay on George Washington’s Papers theme đã xuất hiện đầu tiên vào ngày Nhà Đất Đà Nẵng.

source https://muabannhadat.danang.vn/in-this-essay-we-shall-have-a-look-at-an-example-2360.html

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bisoroblog · 5 years

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How Mastery-Based Learning Can Help Students of Every Background Succeed

NEW YORK — At New York City’s Urban Assembly Maker Academy high school in lower Manhattan, two things immediately stand out. First, its teachers are rarely standing at the front of the classroom dispensing facts and figures for students to dutifully transcribe. Instead, they’re constantly on the move, going from table to table facilitating group discussions and providing feedback as students work. Second, the students reflect the racial diversity of the city. Within one of the nation’s most segregated school systems, Maker Academy has attracted a mix of black, Latino, white and Asian students in which no single group makes up less than 10 percent or more than 46 percent of the population.

“This is the most diverse school that I’ve ever been a part of in my 15 years in education,” says school principal Luke Bauer. “We have kids from the projects and kids who take Ubers.”

The school’s leaders made diversity a priority before it even opened five years ago, Bauer says, when they chose not to use grades or test scores as admissions criteria. They also embraced a nontraditional educational model. Like a growing number of schools around the country, Maker Academy uses a mastery-based learning model, in which static letter grades on one-off tests and assignments are jettisoned in favor of detailed feedback that students use to revise their work as they progress toward mastery of clearly defined skills. Instead of receiving a C grade on an essay, for example, a student’s evaluation may include a 1 out of 4 in reasoning, a 2 out of 4 in evidence and a 3 out of 4 in communication, with an opportunity to submit additional drafts throughout the semester.

The results are promising. The school saw 90 percent of its inaugural class graduate in 2018 while surpassing the citywide average in measures of college readiness. It ranks high on the education department’s annual school quality surveys, and it’s becoming increasingly attractive to families, with five times more applicants than seats available, according to the most recent city data.

With 1.1 million students in 1,800 schools, New York City’s school system is the largest in the country. By the city’s own count, roughly 70 percent of its schools are segregated by race and income. The result is essentially a two-tiered system of public education — academically thriving schools for students from white and affluent families, and underperforming schools that almost exclusively serve black and Latino students from low-income families.

New York City Mayor Bill de Blasio and his schools chancellor, Richard Carranza, have made racial and socioeconomic equity a priority. A panel commissioned by the mayor recently released a report calling for schools to mirror the demographics of their surrounding neighborhoods and to implement principles of culturally responsive education as a way to combat the city’s persistent achievement gap. At Maker Academy and about three dozen other mastery-based schools in the city, culturally responsive teaching practices are already taking root. These schools are also among the most diverse in the city.

Maker Academy teacher Gerry Irrizary works with students in his Design Principles class. (Amadou Diallo for The Hechinger Report)

Yet support for these schools within the education department has been lukewarm. A small division that has served as a conduit for sharing information and best practices among the mastery-based schools is now down to a two-person staff, as department resources have shifted to more publicized efforts like a $23 million-dollar anti-bias training program for teachers. This may be a missed opportunity. While mastery-based learning isn’t explicitly linked to racial or economic equity, education experts say that any school willing to make the leap from traditional grades to a complex rubric of individualized student assessments most likely already has supports in place to tackle the difficult, messy work they say is necessary to ensure that children of every background can succeed.

“From the minute we opened we had a very diverse population and we needed to navigate that,” says Danielle Salzberg, principal of Frank McCourt High School, on the Upper West Side, which opened in 2010. “Kids come with different educational backgrounds … different socioeconomic backgrounds. We opened our doors fully aware that we were going to be meeting different kids’ needs in different kinds of ways.”

To meet those needs, Salzberg and her team turned to a mastery-based model.

“It’s the best way to provide feedback to students that allows them to understand themselves and be empowered as learners,” Salzberg says. “We focus a lot on student engagement. What are we doing to challenge their thinking and not just have them be compliant?”

The school is thriving. With 20 percent of its 400-plus students diagnosed with a learning disability and about half of its kids coming from families in economic need, McCourt nonetheless outperforms citywide averages on state-mandated Regents exams, graduation rates and postsecondary enrollment. Students describe the school as offering a much different experience than what they were used to.

“This school wasn’t my first choice, so I didn’t have big expectations,” says college-bound senior Kendra Castro. What Kendra found once she arrived was a deeper level of student-teacher interaction than at her previous schools. A typical class may begin with the instructor in “teacher mode,” going over the day’s agenda for a few minutes, but the rest of the time is spent engaging directly with students as they work, providing feedback and support.

“When kids struggle, teachers go to them,” she says. “Math especially can be hard for people. Here I’ve seen people struggle with it, but never for the whole semester.”

Support extends beyond teacher interventions. With a schoolwide emphasis on working in groups, students’ most-used academic resources are often their peers.

“In middle school we always did work as an individual,” says Rosalia Minyeti, an 11th-grader from the Bronx who found the adjustment challenging. “I didn’t like working in groups at first. But then, in classes where the work was more ambitious, I found that being in a group made it easier to understand things.”

Working in groups provides a benefit to students who have already mastered the material as well. “Teaching something to someone actually helps me learn it better,” says Kendra.

But implementing a mastery-based approach is difficult work, even in schools like McCourt and Maker Academy that have adopted it from the day they opened.

“Mastery-based learning is a complete paradigm shift for most teachers,” says Salzberg. “It means thinking about grading as a way to provide feedback, and not a random act that we do because the quarter is ending.”

student at Maker Academy tries his hand at sneaker design. (Amadou Diallo for The Hechinger Report)

City schools that have adopted mastery-based practices — from large, highly competitive schools like Staten Island Technical High School to small, narrowly focused programs like the Young Women’s Leadership School of the Bronx — have gotten some support from a small unit, the Mastery Collaborative, tucked away in the education department’s Office of Leadership. It was launched in 2015 out of a recognition that schools adopting mastery-based principles were often doing so in isolation.

“We started the program as a community of practitioners,” says program director and co-founder Joy Nolan. “Our model was, let’s share resources, let’s have these conversations about [mastery-based] practice.”

Today it serves as a conduit for 37 member schools to exchange expertise regularly. And Nolan says that inquiries about the program from potential members have increased every year. Schools in the collaborative are united not only by an embrace of mastery-based learning but also by the desire to serve a diverse student population. An analysis of Department of Education data by The Hechinger Report found that 29 of the 37 schools either meet the city’s current standard of a racially representative school or reflect (within five percentage points) their borough’s demographic makeup for at least two ethnic groups.

Nolan emphasizes that the schools in the collaborative came to mastery-based learning on their own. Her program does not mandate curricula or evaluate practices. It is, however, seen by the schools as a valuable resource.

“What the Mastery Collaborative has done for a lot of schools is to get educators out of their own buildings,” says Maker Academy principal Bauer. “Visiting other schools is the best professional development that exists. There’s no slide deck that is going to lead to seeing new things and being able to apply them to your school.”

In a system where segregation is the norm, one of the biggest challenges for schools that seek to embrace diversity is creating an environment in which students from all backgrounds can excel. In 2016 the Mastery Collaborative began hosting anti-bias workshops for teachers and staff, spurred by member schools’ ongoing interest in culturally responsive education practices. Credited in large part to the work of educator Gloria Ladson-Billings, culturally responsive education is, first and foremost, a recognition that the academic disparities seen along racial and socioeconomic lines come from systemic practices that minimize anything other than the dominant culture.

Zaretta Hammond, the author of the book “Culturally Responsive Teaching and the Brain,” describes a vicious cycle in which low-income students of color begin their education in under-resourced schools with less-experienced teachers, then fall behind academically so that even if they get opportunities to attend a high-performing school later, they arrive grade levels behind their more affluent peers. Culturally responsive teaching seeks to address the inequity, not by dumbing down the curriculum, Hammond says, but by igniting students’ intellectual curiosity through rigorous content reflecting real-world issues.

Teachers must understand, Ladson-Billings argues, that academic outcomes say more about the education system than the child. “If a kid isn’t reading,” she says, “it can’t be the kid that’s the problem, it has to be the method.”

Creating a culturally responsive school environment isn’t achieved by putting up posters of African-American heroes or celebrating Cinco de Mayo, say proponents. It requires teachers and administrators to examine the biases and assumptions they carry, how those affect their relationships with students and, in turn, the students’ ability to master a challenging curriculum.

“It’s really hard and deep work for the adults in the building,” says Natasha Capers, coordinator for the NYC Coalition for Educational Justice, a parent-led nonprofit advocating the adoption of a culturally responsive curriculum in city schools.

“How do we make sure our schools are warm and welcoming environments for students across race, ethnicity, sexual orientation and gender presentation?” she asks. “It’s in thinking about how we deliver content, why we’re talking about the subjects we’re talking about, how we connect instruction to students’ everyday lives.”

Mastery-based schools, with their emphasis on feedback and revision, seem to be particularly well-suited to this challenge.

“Traditionally, when you’re talking about serving large numbers of children of color in particular, they don’t get feedback,” says Hammond. “What they get is ‘You got it wrong.’ Mastery-based learning works by creating feedback that is timely and corrective.”

Maker Academy’s assistant principal, Liz Dowdell, puts an emphasis on academic rigor. “If we’re really putting an appropriate challenge in front of kids, they are going to fail at first,” she says. “Our job is to … support them to revise and make it better.”

McCourt principal Salzberg stresses that this approach is relevant for all kids, whether their challenges are tied to racial or gender identity, economic status or parental expectations of high achievement: “Part of what we’re doing in CRE is finding the ways in which the kids are engaging or not engaging in the curriculum, and every kid is presenting us with some information about what’s getting in their way. We want to break through that to make sure every kid feels like they’re being met where they need to be met.”

Culturally responsive education is still a largely unstudied model. “You’ll see a lot of instances of cultural responsiveness in a particular classroom but not systemwide,” says Leah Peoples, a researcher at New York University’s Metropolitan Center for Research on Equity and the Transformation of Schools who is studying it. “With the Mastery Collaborative we’re talking about places that are implementing this across entire schools.”

Inside the city’s education department, however, reaction to these schools’ achievements is notably muted. Despite the city’s announced mandatory anti-bias training for all teachers and school administrators, the deputy chief of staff to the chancellor, David Hay, doesn’t view mastery-based learning as the only or even the preferred method for implementing culturally responsive practices. “You can have CRE in any kind of school, no matter what their guiding philosophy is, if people are willing to do the work,” he says.

He doesn’t see great potential for significant numbers of schools across the city emulating the work of schools in the Mastery Collaborative. “[Mastery] is something these schools have chosen to participate in,” he says, noting that such a dramatic move from traditional grading and evaluation may not be a good fit in other school communities.

Once a five-person operation, the Mastery Collaborative program was down to one full-time employee until a few weeks ago when a second was added, and the number of member schools declined from 43 to 37 in the past year. Asked about future program resources, Hay said, “We’re very happy with where the program is right now … [it] has got some great things going for it but there are other models that do, as well.”

Schools in the Mastery Collaborative have long been doing the heavy lifting required to achieve what the mayor and chancellor’s initiatives seek to promote: equity in both admissions and academic achievement. Without additional support, the question is whether an approach with a promising record of success can spread to schools with like-minded leadership, or whether the opportunity to attend diverse, high-performing schools will remain limited to a handful of the city’s children.

This story about culturally responsive education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

How Mastery-Based Learning Can Help Students of Every Background Succeed published first on https://dlbusinessnow.tumblr.com/

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perfectzablog · 5 years