University of South Florida H

This part of the coursework (part 2) is based on the highway infrastructure relating to a new housing development in Leeds. The site is situated on the urban fringes of Whinmoor, approximately 7km north-east of Leeds City centre and a walk of 1.4 miles to the local centre of Seacroft. The site is off the A64 York Road from which the primary access into the site will be taken. The site is triangular in shape and has an overall area of approximately 16 hectares.

  1. With reference to the Designer’s outline drawing (HDC/716406A/011/01), discuss the factors you believe have been considered in the location of the access road shown. (10 marks)
  1. Discuss the factors which affect the capacity of a road such as the main A64 York Road between chainages 0 and 300. (10 Marks)
  1. Identify what other junction types could have been used at this location. Compare and contrast these with the signal-controlled junction chosen by the Designer. You may use a table to present your answer. (10 marks)

Killian Ngong, the module lecturer has argued that a roundabout would have been a better option for this development access.

  1. Using route location principles, and the scaled plan provided, sketch a suitable alignment for your proposed access road into the development site incorporating a roundabout at the junction. This should extend for a minimum of 150m into the development and include a turning facility within the development site for construction vehicles. (15 Marks)
  1. Draw a suitable horizontal alignment showing the main road and your access road including the roundabout option. The drawing should show the alignment 150m either side of your junction. Use different colours to show the carriageway, footway and verge areas. You should also label the lane widths and key dimensions, as well as show clearly your proposals for dealing with the existing bridge and the river. (25 Marks)
  1. Using the spot levels on the topographical survey drawing, design a suitable vertical alignment of the access road and the realigned main road. Produce a typical cross-section of the access road and two further cross sections on the main road either side of your proposed junction. (15 Marks)
  1. Using the method prescribed by TRRL LR1132, the structural design of bituminous roads, design a suitable pavement for your road and produce a detailed cross-section given the following additional information:

AADF at opening =F0= 900 cv/d (assumed each way)

Growth rate = 2%

Design life = 40 years

Opening in 2020

Sub-grade CBR = 5%

Foundation Class 3

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University of South Florida H

PLease read details carefully and include all requirements, please avoid plagirism and include works reference. For the comments part i will share two files of two of my classmates work, and you will simply complete the comment part for each classmate’s discussion that consists of 300 words at least.


Engagement and participation are important aspects of any college course. For this online course your engagement and participation are partly determined by your presence on the Discussion Boards.

As mentioned in the syllabus, each of the three Contextual Analysis Discussions gets progressively more complex as your skills increase. For this second Contextual Analysis Discussion, you should make at least one original contextual analysis post and two comments to other posts for each module. Posts should be in full, grammatically correct sentences that create at least one solid response of at least 900 words–make sure you include a word count. The word count does NOT include any headers or references section. All posts must be relevant to the assigned materials (although you may build upon previous knowledge from earlier weeks and include personal observations). Start by answering the prompt, and then build upon the prompt to consider your own perspectives and experiences. You MUST attach photos and web links to support your position. An important part of your grade for this assignment is to communicate with your classmates. Because this is intended to be your opportunity to discuss topics with your classmates, the professor/TA will generally refrain from commenting or actively participating in the discussions aside from reading and grading them.

Each of the two comments should be at least 300 words (include a word count) on two different classmates’ posts each module to receive full credit.

Posts: For this post, select one work of art (architecture, literature, music) that has NOT been already analyzed or extensively discussed in the course readings or videos…part of the fun in learning about art is in DISCOVERING it! You are required to make one post to conduct both a formal and contextual analysis or your chosen work. Then, you will compare it to the work you selected in Module 1 AND to any other work in Module 1 that was analyzed by another student in this class. This will give you THREE works to discuss in this assignment:

  • One work of art you select from the mediums we discussed in this module (architecture, literature, or music) in which you conduct a formal and contextual analysis with social angles.
  • You then compare the work you chose in this module (architecture, literature, or music) with the work you chose in module 1 (two-dimensional art or three-dimensional art). This comparison will be a brief compare/contrast/ways of seeing between the two works.
  • Last, you compare the work you chose in this module to any other work analyzed in module 1 by a peer. Again, this comparison will be a brief compare/contrast/ways of seeing between the two works.

This process expands your skills of doing a contextual analysis by comparing works to each other.

In a narrative format, the post should contain the following elements:

  • Define and Identify: Brief information about the artist and work. For example, birth/death dates, place of birth or work, where work is displayed, name of work, medium of work, context for creation of work.
  • Experience and Appreciation: For example, where you found the work (website, another book, museum), what made you select the work, what about this work speaks to you.
  • Observe and Analyze: Use and underline three terms that were introduced in the module to observe/analyze your chosen work. Add any other relevant information to improve your paper.
  • Critique and Compare: Compare your work to similar pieces or to examples used in the book. Consider the impact of the work on a particular social angle and/or the evolution of the media. Consider the impact of experiencing the work on your general outlook on the medium or appreciation of art.
  • Apply Social Angles AND Context: Identify at least one social angle from the list below that can be observed or analyzed as part of the work. Address how the social angle is connected to the work. Plus, a thorough contextual analysis of the historical, cultural, and social implications should be discussed.
    • race and ethnicity,
    • gender and sexuality,
    • class and highbrow/low,
    • colonialism, postcolonialism, place and regionalism,
    • nature (environment, ecology) and culture,
    • memory, history, generational identity,
    • food culture, and
    • body and mind

Students will be expected to define, identify, and apply at least three terms (underline them so I can quickly find them) from the module in the post. Make sure to underline the terms so that I can quickly identify them. College-level writing and mechanics are expected; however, the purpose of this assignment is to move from experiencing art to analyzing art to evaluating art. Make sure to include a references section at the end of every post, even if you only cite the lecture video. All in-text citations and references should be in MLA.

Comments: For each of the two comments, select a classmate’s post, read the post, critique the post, indicate your reaction to the chosen work, discuss a comparison work from the module or any other outside source that is similar to the work identified in the post, and either add personal commentary or pose a question to stimulate conversation.

EXAMPLES: These are”A” grade examples from previous semesters.

Discussion Board Grading: (Note: while the total number of points you can earn is the same in all contextual analysis discussion assignments for this class, the percentage weight of each assignment towards your final grade increases.)

Original Posts—30 points possible per module: Student has actively connected with the materials and has made a thoughtful and engaging post that considers multiple perspectives in relation to the readings and videos. Correct grammar, spelling, and sentence structure are utilized, as well as direct references to the course materials and an image of the selected work. It is crucial that you cite or reference some material from the class at least once during each original post to earn full credit. Minimum of 900 words per original post. Indicate your word count at the end of your post (example: “Word Count: 553”).

Comments—20 points possible per module (10 points per comment): Student stimulates the conversation and has made a thoughtful comment that is directly related to the original post. Correct grammar, spelling, and sentence structure are utilized, as well as direct references to the course materials. Minimum of 300 words per comment. Indicate your word count at the end of your post (example: “Word Count: 283”).

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University of South Florida H

General CEA guidelines/overview:

Choose a local Tampa Bay community and one of its issues to explore with the motivation to engage with these in a positive civic way. Issues include: housing, food insecurity/food deserts, education, health, gender equality, access to work and resources, language, inclusivity and diversity, poverty, reduced inequality, immigration, criminal justice/policing, sustainable cities and communities, and historical monuments/memory.

This assignment can be approached in different ways. Sample ideas include:

  • Focusing on an important issue or challenge within a particular community, explaining how the issue affects the community, making contact and interacting positively with members or organizations of that community.
  • Researching the issue locally through newspapers and related resources; conducting interviews with different community stakeholders; and volunteering time to work with organizations related to the issue.
  • Researching the issue nationally or globally through book, journal article, and other library resources; conducting interviews with experts on the topic; and making connections between the local and the national/global
  • Exploring possible solutions or new developments while interacting with members of the community.

Specific essay guidelines:

The essay should have 3 parts: 1) a focused description and exploration of the community issue and the student’s mode of engagement; 2) the exploration and interpretation of the community issue in a literary text; 3) a synthesis of thoughts and findings from 1) and 2). 

Your assignment should articulate your values and your understanding of their origins, as well as the values discovered in the community and in accompanying cultural texts. Use your writing to show how you 1) understand value systems critically and comparatively, acknowledging competing value systems; 2) discover ethical relationships in themselves and others; 3) and make syntheses and/or break down overly simplistic constructs of race and ethnicity. For a 3000-level course, students’ writing will be evaluated in terms of focus, detail, coherence, higher levels of thought, such as syntheses, problem solving, and ethics, and empathy.

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University of South Florida H

Write a 750-word response to the following prompt:

As we discussed in the journal for Module 12, historians sometimes distinguish between “history from the top down” and “history from the bottom up.” History from the top down focuses on leaders and elites: presidents, politicians, military officers, and the like. History from the bottom up discusses the experiences of common people: average citizens, racial minorities, immigrants, workers, and families.

Which approach offers a better path for understanding the history of the United States since 1945? Who exerted a greater influence on U.S. foreign and domestic affairs – elites or common people? Do you believe that political and military elites charted a course that the nation followed? Or have broad-based social movements made up of average people exerted more influence since 1945? If you were teaching a course on U.S. history since 1945, which approach would you be more likely to emphasize?

In formulating your answer, choose three different individuals/groups that we have discussed in the third section of this course (modules 11-14). How do the experiences of each individual/group reflect the top down/bottom up divide? What sort of historical agency – that is, influence – were your individuals/groups able to exert?

  • GOOD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right,” black residents of Nashville stated in a petition, “and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.” As these petitioners noted, the work of freedom remained incomplete, even after emancipation.
  • BAD: Southern African Americans had their own definition of freedom. “We claim freedom as our natural right, and ask that in harmony and co-operation with the nation at large, you should cut up the roots the system of slavery.”
    The second example is extraordinarily confusing for your reader. Who are you quoting? Are these your words? Introduce your quotes, and then explain them in your own words.

Cite the documents from Eric Foner’s Voices of Freedom as follows:

Elizabeth Cady Stanton, “Home Life,” in Eric Foner, ed. Voices of Freedom, Vol. 2, 6th Edition (New York: W.W. Norton, 2020), 14-17.

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