Kenilworth, Illinois. Parks. Mahoney Park

Blueprint; unsigned. 59 x 113 cm. Scale: 1"=20' [from photographic copy by Lance Burgharrdt]

Walled garden for Mrs. Cyrus H. McCormick. Lake Forest, Illinois. Revised April 28, 1917.

Blueprint; plan of garden sketched in crayon; Hugh M.G. Garden, architect; unsigned. 93 x 51cm. Scale: 1/4"=1'. [from photographic copy by Lance Burgharrdt]

Topographical survey for the estate of Mr. H.C. Dudley; Duluth, Minnesota

Blueprint, pencil; proposed residence sketched in; Morell & Nichols, landscape architects; unsigned. 85x68 cm. Scale: 1"=20' [from photographic copy by Lance Burgharrdt]

Topographical survey of lots 3 and 4 in the subdivision of lot 121 South Highland addition to Highland Park in sec. 36 T. 43 N. R. 12 E. of the 3rd P. M. [at bottom] Survey for Harold Florsheim

Blueprint; topo lines, elevations; survey by "Windes and Marsh, Engineers and Surveyors, Winnetka, Illinois"; note on reverse, "H. M. Florsheim, 541 W. Adams St., Chicago, Illinois"; unsigned. [from photographic copy by Lance Burgharrdt]

Plot plan

Blueprint; reduced sketch of property in FLO2, with outline of residence, buildings, driveway, locations of trees and topo lines; in pencil at lower right, "Florsheim"; unsigned. 73 x 52 cm. Scale: 1/2" = 1' [from photographic copy by Lance Burgharrdt]

Untitled

Blueprint, pencil additions; survey, with topo lines, elevations; unsigned. [from photographic copy by Lance Burgharrdt]

Untitled

Blueprint, pencil additions; plan of house; unsigned. 60 x 40 cm. No scale. [from photographic copy by Lance Burgharrdt]

City Park

Blueprint, pencil; with location of buildings, topo lines and elevations; unsigned; 27 x 28 cm; Scale: 1" = 200' [from photographic copy by Lance Burgharrdt]

Topographical map for the Dr. Goethe Link estate

Blueprint; topo. lines, elevations; Arthur Lieske, landscape architect, Indianapolis cited as responsible for survey; residence, plantings outlined in pencil; unsigned; 44 x 43 cm.; Scale: 1" = 20' [from photographic copy by Lance Burgharrdt]

Hugh Van Deventer...Topography over swimming pool site

Blueprint, pencil; unsigned. 60 x 47 cm. Scale: 1" = 16' [from photographic copy by Lance Burgharrdt]

Public Land for Affordable Housing: An Evaluation of a HALA Proposal in Seattle

Thesis (Master's)--University of Washington, 2016-06

Metagenomic analysis of two enhanced biological phosphorus removal (EBPR) sludge communities

Enhanced biological phosphorus removal (EBPR) is one of the best-studied microbially mediated industrial processes because of its ecological and economic relevance. Despite this, it is not well understood at the metabolic level. Here we present a metagenomic analysis of two lab-scale EBPR sludges dominated by the uncultured bacterium, Candidatus Accumulibacter phosphatis.'' The analysis sheds light on several controversies in EBPR metabolic models and provides hypotheses explaining the dominance of A. phosphatis in this habitat, its lifestyle outside EBPR and probable cultivation requirements. Comparison of the same species from different EBPR sludges highlights recent evolutionary dynamics in the A. phosphatis genome that could be linked to mechanisms for environmental adaptation. In spite of an apparent lack of phylogenetic overlap in the flanking communities of the two sludges studied, common functional themes were found, at least one of them complementary to the inferred metabolism of the dominant organism. The present study provides a much needed blueprint for a systems-level understanding of EBPR and illustrates that metagenomics enables detailed, often novel, insights into even well-studied biological systems.

Translators as cosmopolitans?

Modern cosmopolitans are compulsive explorers in search of knowledge of world cultures; their role as translators of different languages enhances cross-cultural understanding. Defined as "world citizen", the cosmopolitan emerges as a habitual city-dweller whose existence coincides with the emergence of the modern metropolis. Whether as Kant's blueprint for "world peace" or Goethe's "world literature", this study of cosmo-politanism introduces profiles of authors and intellectuals whose contribution to German and Austrian literary culture spans the globe.

Do educators need educating?

Actual text: I was recently at the Spanish College of Optometry biennial conference and attended a meeting of contact lens lecturers from around Spain and Portugal. We discussed various ideas, mainly about how to share good practice and improve standards. What came to my mind was ‘is there a blueprint for training trainers?’ Well probably not but there are many things that we need to acknowledge such as the way students learn for example. Many educators themselves were taught by lecturers who would write on a blackboard or use acetate on an overhead projector, then came the 35 mm slide era followed by the Powerpoint era. More recently there is a move towards a much more integrated approach of various teaching methods. At my university our contact lens and anterior eye lectures generally follow a format where a narrated Powerpoint lecture is uploaded onto our internal virtual learning environment. This narrated version of the slides is designed to give the didactic element of the topic. The students listen to that before attending an interactive seminar on that topic. The seminar is also recorded so that students can listen to that afterwards. The seminar is designed to give additional information, such as case reports, or to clarify key points or for live demonstrations. It is a good way of doubling the contact time with the students without imposing further on an already packed formal timetable as the students can work in their own time. One problem that we noticed with this approach was that attendance can vary. If the students feel that they will gain something from the interactive seminar then they are more likely to attend – exam tips usually win them over! At the Spanish meeting the educators decided that they wanted to have regular meetings. The industry colleagues in attendance said that they were happy to help but could not necessarily give money, but they could offer meeting rooms, pay for lunch and evening meals. They even said that that they were happy to host meetings and invite other companies too (except to manufacturing plants). In the UK the British Committee of Contact Lens Educators (BUCCLE) meets for one day on three occasions in the year. The American Optometric Contact Lens Educators (AOCLE) meets annually at a three day event. Both these organisations get some help from industry. BUCCLE usually has one of its meetings at a university, one at a company training centre/manufacturing plant/national headquarters and one meeting the day before the BCLA annual conference. BUCCLE usually has its pre-BCLA meeting in conjunction with the International Association of Contact Lens Educators (IACLE). So when educators meet what would they discuss; well probably the focus should be on education rather than actual contact lens knowledge. For example sharing ideas on how to teach toric lens fitting would be better than discussing the actual topic of toric lenses itself. Most universities will have an education department with an expert who could share ideas on how to use the internet in teaching or how to structure lectures or assessments etc. In the past I have helped with similar training programmes in other countries and sharing good practice in pedagogy is always a popular topic. Anyone who is involved in education in the field of contact lenses should look at the IACLE web page and look out for the IACLE World Congress in 2015 in the days preceding the BCLA. Finally, IACLE, AOCLE and BUCCLE all exist as a result of generous educational grants from contact lens companies and anyone interested in finding out more about should refer to their respective web pages.

A framework for specification and analysis of software architectures

Software architecture is the abstract design of a software system. It plays a key role as a bridge between requirements and implementation, and is a blueprint for development. The architecture represents a set of early design decisions that are crucial to a system. Mistakes in those decisions are very costly if they remain undetected until the system is implemented and deployed. This is where formal specification and analysis fits in. Formal specification makes sure that an architecture design is represented in a rigorous and unambiguous way. Furthermore, a formally specified model allows the use of different analysis techniques for verifying the correctness of those crucial design decisions. ^ This dissertation presented a framework, called SAM, for formal specification and analysis of software architectures. In terms of specification, formalisms and mechanisms were identified and chosen to specify software architecture based on different analysis needs. Formalisms for specifying properties were also explored, especially in the case of non-functional properties. In terms of analysis, the dissertation explored both the verification of functional properties and the evaluation of non-functional properties of software architecture. For the verification of functional property, methodologies were presented on how to apply existing model checking techniques on a SAM model. For the evaluation of non-functional properties, the dissertation first showed how to incorporate stochastic information into a SAM model, and then explained how to translate the model to existing tools and conducts the analysis using those tools. ^ To alleviate the analysis work, we also provided a tool to automatically translate a SAM model for model checking. All the techniques and methods described in the dissertation were illustrated by examples or case studies, which also served a purpose of advocating the use of formal methods in practice. ^