Last 3 question assignment Example | Topics and Well Written Essays - 250 words

Last 3 question - Assignment Example As a project manager, I want to be an achiever. Success and achievement will be the founding pillars of who I want to be. In all my professional undertakings, I will strive to manage expectations of all involved stakeholders, especially the expectations of my employer and that of the company’s clients. Undeniably, meeting or surpassing expectations as a reliable indicator of an achiever’s competence. In case of changing needs and expectations, I will align my task performance procedures with the new stakeholders’ expectations. Undeniably, project management will help me achieve my goals. First, project management emphasizes on measurability of task progress. Secondly, project management recognizes the element of timeliness in task progress. Moreover, project management values the aspect of feedback and communication with a project’s stakeholders. As aforementioned, I would ensure client satisfaction by becoming an achiever. Feedback and effective communication, which is an essential element of project management, will be influential in facilitating client satisfaction (Brewer, 01). In addition, my wildly important goal will materialize only if I will be able to keep track of a project’s progress through objective measurement of deliverables in terms of cost and

The Techniques Used in American Beauty Essay Example for Free

The Techniques Used in American Beauty Essay Throughout American Beauty, Mendes? use of set design and camera angles have been carefully structured to emphathise the ? lm? s theme of imprisonment. In the opening scene the audience? s introduction to the lead character is Lester Burnham taking a shower. Mendes (1999) states this is the ? rst jail cell the audience sees Lester in, a range of various jail cell type settings appear throughout the ? lm including Lester presented excessively behind glass, between frames and at work, where he is con? ned to a small cubicle in a very large of? ce (Appalachian, 2009). The effect of Lester imprisoned suggests he is isolated and removed from the world around him. The camera angles used exaggerate this and highlight Lester? s de? ation of power against the signi? cant people in his life. This technique is shown to de? ne the relationship between Lester and his boss, Brad. During a private conversation about budget cuts at work, Brad? s superiority is enforced as he shot from a low angle, whereas Lester is shot from a high angle, this creates the effect that Lester is far away from Brad, which demonstrates to the audience the vast power Brad has over him. Mendes (1999) describes Lester as â€Å"distant and isolated† in this scene. This technique is also replicated throughout the movie to emphathise Lester? s detached relationship from his wife, Carolyn and daughter, Jane. The scene where Lester is seen to delay his wife by spilling his briefcase on the pavement before entering the car, Carolyn, similarly to Brad is shot from a low angle again which enforces Lester? s lack of power and her superiority. Interestingly, as the ? lm progresses and Lester? relationships evolve, the camera angles also evolve in reverse and the audience begins to see Lester shot in a low angle and characters like Carolyn are shot in a high angle, indicating that Carolyn is now vulnerable. These altered camera angles give Lester a triumphant image. Another technique Mendes uses is colour. The use of colour is often an important technique utilised by ? lm directors to communicate themes and ideas to an audience. In American Beauty, Mendes powerfully uses colour to communicate that the characters are attempting to escape from their imprisonment. Initially the characters are seen in environments that are very dull and nondescript, as Mendes (1999) states when referring to Lester? s work setting. As Lester? s quest for escapement gains momentum, the vivid colour of red is gradually introduced more into this ? lm through subtle furnishings in the Burnham house and particularly integrated with Lester? s sexual fantasies. The use of the vibrant, red rose petal is ? rst introduced when Lester and Carolyn attend Jane? s cheer performance, where Lester loses himself as he enters his ? rst â€Å"tunnel of fantasy† (Mendes, 1999). Deschler (1999) states the rose is symbolic of American beauty, and the colour red symbolises passion and love. The signi? cance of the rose petal and the colour red is repeatedly seen throughout the ? lm in house furnishings such as a bouquet of roses on the coffee table and vividly in Lester? s fantasies about Jane? s friend, Angela, the increasing level of red in the ? lm is in conjunction with Lester? s progressing sexual drive and transformation. The ? ourishing presence of the colour red, acknowledges Lester? s ? erce lust and desire to be free. This is effectively conveyed during the scene where Lester visualises Angela in a vibrant sea of roses, touching herself seductively on his bedroom ceiling, also when Lester buys the car â€Å"he has always wanted† (Ball, 1999), which is a 1970 Firebird and strategically, red. Music is a powerful medium in ? lm and Mendes uses the soundtrack in American Beauty to articulate the character? s evolving personalities and relationships, and to set the tone of each scene, particularly noticeable during Lester? s transformation. Composer, Thomas Newman? score is described as â€Å"lonely and melancholy† (Mendes, 1999), which is an appropriate expression for Lester? s existence at the beginning of this ? lm. This is similarly demonstrated and supports to de? ne the initial relationship between Lester and Carolyn, as shown by the dull music that Carolyn chooses to play at the dinner table. When Lester? s journey to freedom gains speed, evidently his sense of self worth has increased as there is an optimistic lift in the genre of music that is played as the backdrop to Lester? s life. This melancholy music played at the beginning of the ? m, begins to disappear and is replaced by fast paced, rock music. Simultaneously as Lester? s lifestyle transforms into marijuana smoking and employment at a fast food restaurant, so does too his interest in listening to seventies rock music (Deschler, 1999). At the height of Lester? s transformation, an important scene where the soundtrack effectively communicates a liberating change in personality is when he is recklessly driving his 1970 Firebird, whilst singing along to Guess Who? s rock hit â€Å"American Woman,† he con? dently sings the lyrics â€Å"American woman, stay away from me† (Ball, 2009). This rebellious choice of song supports Lester? s new found freedom from his corporate life and could even suggest that Lester is newly unaffected by his wife? s judgements and bounds by recreating his lost youth. In many of the fantasy sequences involving Angela, the music composed is seductive and trancelike, which mirror? s the effect Angela has on Lester (Huffstutler, 2009), the technique of soundtrack is effectively used here to set a strong tone for the audience. In American Beauty, director, Sam Mendes uses the Burnham family to demonstrate the breakdown of a suburban family and possibly to encourage his audience to ? ook closer? and past what often appears, to be a seamless, picture perfect life. American Beauty effectively employs the techniques of set design, camera angles, colour and soundtrack to convey the meaning of this ? lm, which is to escape from imprisonment.

Sound Vs. Silence :: essays research papers

The most apparent difference between Dracula and Nosferatu is that one was made while film was still without sound-at least dialogue-and the other was not. This difference, though not a revelation in itself, leads to a great number of much more in-depth contrasts that deserve discussion. In making a silent film, a director must rely on sight-and a certain amount of text-to portray to the audience his intended emotional, and intellectual reaction. As a result of this, the director is not able to go into in-depth character development with the same kind of resources as a director of film that is not silent. In the case of Nosferatu, this leads to a very limited number of characters have any kind of depth whatsoever. This is not to say that every character does not have about him or herself a certain image, or that every character does not extract a certain emotion from the audience. It is simply to say that a great number of characters in Nosferatu use only image to achieve their desired effect. For example, in Dracula, if one were to see Dracula walking down the street, an adverse reaction would be somewhat illfounded. Outside of his clothes, Dracula is a normal looking person. In Nosferatu, however, Dracula is more or less a freak. The end result of this is the audience having the same image of Dracula in both movies, one achieved this through extensive dialogue, and one simply through the appearance of a character. Another example, in Dracula, the first character that is given any kind of development whatsoever is Renfield, and throughout the movie, Renfield is transformed first to a blood sucking savage, and then slowly returned to a character with a heart, and a little bit of compassion. However, in Nosferatu, Renfield is already the blood sucking savage, cooped up in the loony bin, eating bugs when the movie starts, and the extent of his role seems to be nothing more than to provide more insight into the nature of Dracula.Perhaps the most interesting contrast between the two movies is that although they are based on the same novel, their story lines do not coincide. This is apparent in the beginning when in Dracula, Renfield is the one who travels to Transylvania, whereas in Nosferatu, John Harker is the one who travels to Transylvania. It is not explicitly clear in Dracula who the owner of the property that Dracula purchases is; however, in Nosferatu, it is clear that John Harker is the own er, and his trip to Transylvainia is for the purpose of selling the property to Dracula.

Testosterones Effects on Biology and Behavior Essay -- Hormones Sexua

Testosterone's Effects on Biology and Behavior Introduction The study of the interaction between hormones and behavior is truly a complex one. It would be simple if it were true that hormones directly cause a behavior. We know the relationship between hormones and behaviors is reciprocal. Higher levels of hormones increase the probability of certain behaviors, and certain behaviors increase the probability of change in hormones. The Biosocial Model was developed to encompass the influences and relationships the social environment, biology, and behavior have with one another, and how they interact to influence one another. Biology affects the type of behavioral response that a person has to the social environment. At the same time, that behavioral response is influencing the physiological reaction the body has to that stimulus. That environmental stimulus induces those behaviors that cause our body’s internal biology to react. Therefore, anyone of the three variables, social environment, behavior, or biology, can cause a change in the others. When applying this model to behavioral endocrinology, the relationship between hormones, behavior, and the social environment is examined. It is important to study these relationships to try and determine to what extent each factor affects the other. How much does testosterone influence aggression, or risk behaviors such as smoking, sexual promiscuity, or alcohol abuse? As researchers become closer to finding these answers, they become closer to finding out how to treat and council people on these types of activities. In this study, several hypotheses are made about the hormone testosterone, and it’s relationships to biology, health and social behaviors. On average, te... ... Also testosterone collections would need to be done in both genders when subjects are not sexually stimulated, while sexually stimulated, such as while watching a sexual video, and after stimulation. In this way the relationship between testosterone and sexual behavior might better be understood. For a study of aggression/antisocial behavior subjects (male and female) should be given a questionnaire pertaining specifically to hostile and rebellious behaviors. Collection of testosterone samples should be taken when subjects are at a baseline (not exposed to stimulation), when faced with a situation that might warrant aggression, such as an argument, and collected after the situation has ended. These types of studies could better equip researchers with an understanding of these relationships, as well as the relationships testosterone has with other behaviors.

Analysis Batangas University by Porter 5 Forces

There are a number of models and frameworks used in the analyses of competitiveness of engineering universities in the context of internationalization and globalization. Although much can be derived from such analyses, it is argued that universities that can be harnessed to provide competitive advantage can be best analyzed when regarded as an industry.In this study, the competitiveness of Batangas State University College of Engineering was determined based on Porter’s Five Competitive Forces Model and was defined by the following: the threat of new entrants, rivalry among existing firms within an industry, the threat of substitute products or services, the bargaining power of suppliers, and the bargaining power of buyers. The intensity of threats of new entering universities, short-term substitutes, and rivalry among existing universities were determined over the strength of Batangas State University College of Engineering as supplier, and as viewed by the industries and alu mni as buyers.PURPOSEThis paper examined the competitiveness of Batangas State University College of Engineering using Porter’s Five Competitive Forces Model. It assessed the competitive edge of the College as perceived by alumni and other stakeholders vis-à  -vis other engineering institutions, which highlighted the applicability of this model in determining the competitiveness of the College.DESIGN / METHODTo be able to analyze the competitive advantage of Batangas State University College of Engineering over the other existing engineering schools in Batangas, its graduates from twelve engineering programs over the last five years were surveyed. This determined the graduates’ assessment of faculty competence in different aspects, effectiveness of its curriculum, and the capability of the university in providing quality services to the students.On the other hand, the personnel from different companies in the region were included in the population of this study to det ermine their assessment of the competitiveness of the graduates of Batangas State University College of Engineering. The respondents of this study were 386 alumni out of 2,197 graduates from twelve engineering programs of Batangas State University from the school year (SY) 2005-2006 to SY 2009-2010. On the other hand, a total of 52 respondents from major industries in the CALABARZON region were the second group of respondents of the study.RESULTSResults revealed that the perceptions of the alumni and industry partners on the College’s competitiveness as regards buyer power, supplier power, threats of new entry and rivalry among existing competitors were relatively high. On the other hand, they had an average perception on the competitiveness of the College’s programs considering threats of substitutes .CONCLUSIONPorter’s Five Competitive Forces Model has been found applicable in the analysis of competitiveness of Batangas State University College of Engineering similar to that in business entities to have distinct attributes and capabilities which are presented to their clientele if they are to have a strong market and competitive position.The results underscore the competitiveness of the University in terms of faculty, curriculum and other attributes that make it a University of choice by students for an engineering education. Despite these, it is challenged by  aggressive competition by other institutions and by alternative substitute modes of learning equal to an engineering degree.KEYWORDSPorter's Five Competitive Forces, competitive advantage, differentiation strategiesIntroductionGlobalization has become inevitably beyond the control of individual Higher Education Institutions and governments. Characteristically, since global cities have a high density of participation in higher education, there is a strong positive correlation between the higher education enrolment ratio of a nation or a region, and its global competitive performa nce (Bloom, 2005). Future opportunities and challenges for internationalization of higher education must be explored in order to respond to globalization of societies, cultures, economies and labor markets (Kà ¤lvermark & Wende, 1997).There has been a continuing interest in the analysis of forces that induce impact on organizations, particularly those that can be harnessed to provide competitive advantage like universities. (Thurlby, 1998).The Batangas State University stands as a university offering engineering education anchored on its mission and the mandates of the Commission on Higher Education. Having acquired recognition for its engineering education through the years, there is a felt need to verify how it stands as to the entities it has served: the alumni, and the market – the industries.One of the bases of competitiveness is readiness for internationalization. Termed as internationalization of tertiary education (ITE), this means integrating international, intercul tural or global dimension into the goals, functions, and delivery of higher education (Knight and de Wit, 1997) as cited by Eglitis and Panina (2010). Evidently, this is seen in the crafted vision of Batangas State University, which has geared its direction in the shaping of a global Filipino. Also, the Batangas State University is governed by national regulations, policies and norms which according to Duczmal (2006) may have an impact on students and their academic and  personal and social behaviors as well as their choice of university.To date, the College is home to 122 top performers in national licensure examinations notably in mechanical, electrical, electronics and communications, civil, chemical, environmental and sanitary and architecture programs, and the graduates’ performance in national licensure examinations is consistently higher than the national passing percentage expected among engineering graduates. As a result of the efforts to continuously improve the q uality of its curricular programs, faculty, and research capabilities, it has become a university of choice by future engineering students and one of the top producers of globally competitive professionals in the region.According to Porter, it is imperative that organizations have their own strategies that reflect their needs and plans, given the institutional arrangements and external conditions. The Batangas State University took the risk of program differentiation when it started offering programs other engineering schools in the province did not offer. It adapted by making the faculty strong by sending them for advanced studies and trainings abroad to prepare them for the instructional needs and challenges of the new programs.To Porter, this move shows the competitiveness of an organization. Organizations adapting to new institutional arrangements and new demands will choose the way they respond and reorganize themselves. One way is to create added value to its products which in this context, Batangas State University did. Duczmal (2006) had cited not-for-profit organizations, such as a higher education institutions use added value strategies not just for money but works for value for society and performance of their mission, as well.MethodologyThe study was anchored on the theory of Michael Porter on competitiveness which is a tool used to analyze an industry’s or company’s structure and their corporate strategies. This will present the different competitiveness models and frameworks as applied to business and knowledge intensive organizations. Industry analysis in higher education institution was also presented to show the appropriateness of Porter theory in the analysis of competitiveness of universities.The respondents of this study were the 386 alumni out of 2,197 graduates over the past five years from twelve engineering programs of Batangas State University from the school year (SY) 2005-2006 to SY 2009-2010. The number of respondents used exceeds the 339 minimum required number of samples determined using Slovin’s Formula with a margin of error of 0.05, distributed to different programs using stratified proportional sampling technique. On the other hand, a total of 52 respondents from major industries in CALABARZON region were the second group of respondents in the study.Survey Questionnaire DesignGenerally, the developed questionnaire consisted of seven sections (Sections A to G). The first six sections (Sections A to F) were intended for alumni respondents while the seventh section (Section G) was aimed for industry personnel who were able to handle Batangas State University College of Engineering graduates and trainees. The responses of the respondents to the questionnaire items were given scalar values of 1-5 with 1 as the lowest to 5 as the highest.Section A. This part of the questionnaire dealt with the general criteria in choosing engineering university. This includes affordability, adequacy of fac ilities, laboratories and library resources, availability of scholarships, efficiency of students’ services, accreditation of programs, honors and achievements earned by the university, and linkages with industries and other agencies. This reflects the competitiveness of Batangas State University College of Engineering as based on Porter’s buyer power attribute as perceived by alumni.Section B. This part pertained to faculty competence as to professional qualification, advanced education, sufficiency of teaching experience and training, affiliation to professional organizations, participation to seminars and conferences, and linkages with the industry. This reflects the competitiveness of Batangas State University College of Engineering based on Porter’s supplier power attribute as to  faculty competence as perceived by alumni.Section C. This was concerned with the strength of the curriculum as to submission to Commission on Higher Education standards, updated ness and responsiveness to industry needs, and involvement of the stakeholders in its revision. This reflects the competitiveness of Batangas State University College of Engineering based on Porter’s supplier power attribute as to curriculum as perceived by alumni.Section D. This section dealt with the strength or limitations of Batangas State University as compared to other existing engineering schools in Batangas with regard performance, affordability, faculty, accreditation, research and innovation, awards and honors, linkages and international affiliation. This reflects the competitiveness of Batangas State University College of Engineering as based on Porter’s attribute of rivalry as perceived by alumni.Section E. This contained the preference to other substitutes to engineering courses which includes enrollment to short term or technical courses, affiliation to some professional organization, and enrollment to some online programs. This indicates the competitiven ess of Batangas State University College of Engineering as based on Porter’s threats of substitute attribute as perceived by alumni.Section F. This part focused on the acceptability of Universities that introduce new engineering programs that are competitive in providing engineering education. This shows the competitiveness of Batangas State University College of Engineering based on Porter’s threats of new entry attribute as perceived by alumni.Section G. This concerned the attributes of the graduates of Batangas State University College of Engineering as well as the responsiveness of its curriculum relative to the needs of the industry. This reflects the competitiveness of Batangas State University College of Engineering as based on Porter’s buyer power attribute as perceived by the industries.Competitiveness ModelsIn the higher education literature, Pringle and Huisman (2011) observed that most models and frameworks for analysis are based on defining governan ce structure or coordination models such Clark’s Triangle of Coordination (1983), van Vught’s Rational Planning and Control Model (1989), Olsen’s Four States Model (1988) and Hood’s Comparative Framework (1998).Porter (1990) outlined his conceptual framework of competitiveness first in ‘The Competitive Advantage of Nations’. At a broad level, Porter distinguished between two sets of factors that impact competitiveness: The social, political, macroeconomic, and legal context on the one hand and the microeconomic foundations on the other hand (Porter, 2004). In his research, Ketels (2006) pointed out that without microeconomic improvements macroeconomic reforms fail to achieve sustainable improvements in prosperity.Within the set of microeconomic factors, Porter distinguishes between the sophistication with which companies operate and the quality of the business environment Haataja and Okkonen (2004) synthesized the three competitiveness models as applied to knowledge intensive organization. This includes value chain, resource-based view and knowledge-based view.Porter (1985) pointed out that every activity in the process creates value for the customer through the chain of activities. According to this view, the chain of activities helps to develop knowledge creation and service processes.Porter’s Five Competitive Forces Model has already been applied in a wide array of businesses including non-profit organizations where competitive advantage is a central theme. As cited by Pringle and Huisman (2011), Porter’s model (1985) is anchored on microeconomics and despite criticisms from Mintzberg (1994) and others, it is still one of the most strategic frameworks used today. Since engineering universities can be harnessed to provide competitive advantage, it is in this context that Porter’s Five Competitive Forces Model was chosen by the researcher in analyzing the  competitiveness of Batangas State Univer sity College of Engineering.Industry Analysis in Higher EducationAccording to Collis (1997), industry analysis is based on the concept that all industries create value. The questions are what amount of value the industry can create and who captures the created value. The two forces that affect the size of the industry include threat of entry of new providers and threat of substitute products. On the other hand, the three forces that determine the division of the industry include power of buyers, power of suppliers, and the degree of rivalry. Together these five forces are considered contributory to the average profitability of an industry.Duczmal (2006) cited that some industries are inherently more profitable than others because of the distinct differences in their structure. In the analysis of higher education, the success of industry analysis lies in its focus at the various agents of change that operate directly or indirectly through the ‘five forces’. The framework considers the collective changes caused by the five forces, and how the resulting changes may reconfigure the higher education industry as a whole rather than looking at the impact of the individual forces or drivers.Each public and private higher education institution always strives to gain a competitive advantage in the market. (Porter, 1980, 1998). Having a competitive advantage over other competing organizations attracts prospective sufficient students, and further generate state funding and tuition fee income, which is necessary for sustainable development. Porter distinguished two families of business concepts or strategies useful for industry analysis namely: product differentiation strategy and efficiency or cost leadership strategy.The first type of strategy refers to the idea that the organization is unique for it serves  a particular market and offers products and services that are different from  the products offered by other suppliers. In the second family of strat egies, the advantage of the organization lies in its ability to produce its product in a less costly way as compared to its competitors. As further identified by Porter, strategies can be directed towards either a broad market; or specific market segments. In some cases, targeting the broad market may lead to an increased added value and a better competitive position in the market (Duczmal, 2006).In the case of higher education applying focus strategy, universities and colleges concentrate on a narrow student or program segment, and within that segment they manage to develop the best offer and capture the students’ interests. This discourages other providers from competing directly. In this case, students have less choice and are left with fewer alternatives to choose from.On the other hand, a broad market-wide business concept suggests a broad market strategy, where the products offered caters to a wider market segments. Organizations choosing the broad market strategy can a dopt the differentiation strategy or the cost leadership strategy, emphasizing price first then availability. However, most often they will mix both strategies, offering low-cost products to some consumer groups that emphasize the price first, and high-quality products to those consumers that are attracted by the brand and quality of the products (Porter, 1980). Universities that consider a broad market strategy offer a wide range of programs, including those leading to bachelor, master or even doctoral degrees.They may offer varied modes of delivery, including full-time, part-time and evening-time programs. Their offer is targeted at a wide array of students groups from different economic classes. They also try to attract students from rural areas by opening branches in smaller non-academic cities. Higher education institutions that decide to adopt such a broad market strategy need to have diversified sources of financial resources in the form of state subsidies or large endowments , or donations (Duczmal, 2006).Porter’s Five Competitive Forces TheoryAccording to Porter (1980, 1985) and Porter and Millar (1985), as cited by Shin (2001), a firm develops its business strategies in order to obtain competitive advantage over its rivals. This is done by responding to five primary forces: the threat of new entrants, rivalry among existing firms within an industry, the threat of substitute products or services, the bargaining power of suppliers, and the bargaining power of buyers (Figure 1). The threats of new entrants become a competitive force when they are new and render the same products and services. The easier it is for new companies to enter the industry, the more cutthroat competition there will be.Power of suppliers is the pressure suppliers can place on a business. If one supplier has a large enough impact to affect another company's offerings, definitely it becomes a competitive force to reckon and then it holds substantial power. On the other hand, power of buyers is manifested by the pressure customers can place on a business. Businesses have to adopt strategies so that they provide requirements and demands of customers as they have impact to the success sustainability and profitability of the business.Availability of substitutes is a pressure as buyers will have the tendency to switch to another supplier with a competitive product or service. These forces help analyze the intensity of competition to the profitability and attractiveness of an industry. Figure 1 shows the interaction among the different competitive forces.In the context of Porter’s Five Competitive Forces, the study presupposed that these could also be adopted as assessment factors in determining the competitiveness of educational institutions. Along this end, the forces were aligned so that they may appropriately be useful on the educational field. Supplier in the educational sector referred to faculty and curriculum.

The Partnership of Venturi Scott Brown

The Partnership of Venturi Scott Brown Denise Scott Brown (born October 3, 1931 in Africa) and Robert Venturi (born June 25, 1925 in Philadelphia, PA) are known for smart urban designs and architecture steeped in popular symbolism. Kitsch becomes art in designs which exaggerate or stylize cultural icons. When they met and married, Denise Scott Brown had already made important contributions to the field of urban design. Through her work as an urban planner and her collaboration with Venturi, Scott Brown and Associates Inc. (VSB), she has brought the artifacts of popular culture into the realm of architecture and has shaped our understanding of the relationship between design and society. Robert Venturi is known for turning architecture on its head by exaggerating historical styles and incorporating cultural icons into the building design. For example, the Childrens Museum of Houston is built with the basic Classical characteristics- columns and pediment- but they are playfully exaggerated to appear cartoonish. Likewise, the Bank Building in Celebration, Florida has the stately form of the J.P. Morgan Co. Building, the iconic fortress on Wall Street in New York City. Yet, as designed by Venturi, Scott Brown and Associates, theres a playful retro look that more resembles a 1950s-era gas station or hamburger restaurant. Venturi was one of the first modern architects who embraced this playful (some say sarcastic) architecture that became known as postmodernism. VSB, based in Philadelphia, PA, has long been recognized for much more than Postmodernist designs. The firm completed more than 400 projects, each uniquely suited to the special needs of the clients. The couple is highly educated individually. Scott Brown was born to Jewish parents in Nkana, Zambia and raised in a suburb of Johannesburg, South Africa. She attended the University of the Witwatersrand in Johannesburg (1948-1952), the Architectural Association in London, England (1955), and then went on to the University of Pennsylvania to earn a Master of City Planning (1960) and a Master of Architecture (1965). Venturi started out closer to his Philadelphia roots, graduating summa cum laude from Princeton University (1947 A.B. and 1950 MFA) in nearby New Jersey. He then ventured to Rome, Italy to study as a Rome Prize Fellow at the American Academy (1954-1956). Early in his architectural career, Venturi worked for Eero Saarinen, and then in the Philadelphia offices of Louis I. Kahn and Oscar Stonorov. He partnered with John Rauch from 1964 until 1989. Since 1960 Venturi and Scott Brown collaborated as  founding partners of Venturi, Scott Brown Associates. For decades Brown has directed the firms urban planning, urban design, and campus planning work. Both are licensed architects, planners, authors, and educators, yet it was Venturi alone who was awarded the Pritzker Prize in 1991, a contentious honor that many have decried as sexist and unjust. In 2016 the pair together was awarded the highest honor bestowed by the  American Institute of Architects- the AIA Gold Medal. Since retiring, Venturi and Brown are archiving their work at venturiscottbrown.org. Selected Projects: 1964: The Vanna Venturi House, Chestnut Hill, Philadelphia, Pennsylvania- designed in 1962; named one of the Ten Buildings That Changed America in 2013.1968: Fire Station No. 4, Columbus, IN1970s: Preservation planning for historic districts in Galveston, Texas and Miami Beach, Florida1971: Trubek-Wislocki Houses, Nantucket Island, Massachusetts1972: Brant House, Greenwich, Connecticut1975: Tucker House, Katonah, New York1976: Allen Art Museum Addition, Oberlin, Ohio1976: House in Tuckers Town, Bermuda1980s: City plan for downtown Memphis, Tennessee1983: Gordon Wu Hall, Princeton, New Jersey1990s: Master plan and schematic design for the Denver Civic Center Cultural Complex,  Denver, Colorado1990s: Campus plans for Dartmouth College and the University of Pennsylvania1991: Sainsbury Wing, National Gallery, London, UK1991: Seattle Art Museum, Seattle, Washington1996: Sun Trust Bank, Celebration, Florida1997: Mielparque Nikko Kirifuri (resort hotel), Nikko, Japan2008: Chapel, Episcopa l Academy, Newtown Square, PA Learn More: Complexity and Contradiction in Architecture by Robert VenturiIn this groundbreaking book, published in 1966, Robert Venturi challenged modernism and celebrated the mix of historic styles in great cities like Rome.Learning from Las Vegas by Robert Venturi, Steven Izenour, and Denise Scott Brown, 1972Subtitled The Forgotten Symbolism of Architectural Form this postmodernist classic called the vulgar billboards of the Vegas Strip emblems for a new architecture. The controversial book presented the idea that architects could learn important lessons in design from commercial art and casino ads.Architecture as Signs and Systems for a Mannerist Time by Venturi Scott Brown, Harvard University Press, 2004AA Words 4: Having Words by Denise Scott Brown, Architectural Association, 2009A Difficult Whole: A Reference Book on the Work of Robert Venturi and Denise Scott Brown by Architecture Without Content, 2016 Famous Robert Venturi Quote: Less is a bore.- Rejecting the simplicity of modernism and responding to the Mies van der Rohe dictum, Less is more

If I knew today was my first day

If I knew today was my first day Raul FloresAlex KurianENGL 130110 October 2014My Last DayWaking up to a new day it's something to be thankful about it. Not everyone is fortunate enough to get another chance at life. A life in which days go by really fast, yet it's full of moments, and experiences that shape the way we live it the way we do. However, what if I knew that today was my last day on earth? That sure will be a scary situation. Panicking will probably be a reason for my uncontrollable fear and anxiety at first, but then later I would realize the things I must complete before leaving this world. Three things I would do during my last hours of existence would be; forget about the pass, have fun, and help my family and friendsSt5-instruments engl