Week 4 Discussion – Lossy vs Lossless Images

Learning Objectives Covered

1. Identify and determine the appropriate use of lossy and lossless compression

Background

In today’s world, you are likely to purchase stock photography for your projects. It is tempting to download the .jpg provided and begin to reformat it directly for your projects. This is not recommended – and here’s why. Every time you open and resave a .jpg, the information within it is diminished. You are literally throwing pixels away with every single save as command. Files formatted as .jpg have a lossy compression attached to them. This means the original data is not preserved. Lossless is a second compression system that preserves original data. Lossless files are larger, and that is why it is often not utilized, particularly online. Here is a short video that does an excellent job of explaining the difference between lossy and lossless compression. Notice how the narrator describes the different compressions and their effect. Much of what he explains will help you with this week’s discussion.

Understanding lossy and lossless compression (Links to an external site.)

(3:55 min)

Prompt

You are once again working with the client from week 3. You’ve gotten the job and have recreated their logo as a vector file. You are now ready to move on to work on brochures, billboards and more. The owner of the company points you to their website once again for assets, telling you that the website is the only place they have photos to use.

For your initial post, please address the following questions:

1. Will these photos work for the projects you have been hired to do? Why or why not?
2. How do you explain your dilemma to the client?
3. How does lossy and lossless compression figure into this?

For your citation, you might use articles that describe lossy vs lossless compression, print vs. web resolution, and color, or which file type is best for which job.

When looking at your fellow student’s discussion posts, discuss the effectiveness of their response. You might consider addressing questions such as: What points came across well, and which need further explanation? What might help clarify their points? Can you share resources that you found in your research that might help to clarify a point?

Your initial and reply posts should work to develop a group understanding of this topic. Challenge each other. Build on each other. Always be respectful but discuss this and figure it out together.

Reply Requirements

Per the Due Dates and Participation Requirements for this course, you must submit 1 main post of 150+ words, 1 IWG citation, and reference, as well as 2 follow-up posts of 50+ words. Responses can be addressed to both your initial thread and other threads but must be your own words (no copy and paste), each reply unique (no repeating something you already said), and substantial in nature. Remember that part of the discussion grade is submitting on time (20%) and using proper grammar, spelling, etc. (20% per post).

Unit 3 Essay:

Debate Over Taxation and Representation

In the years between the end of the French and Indian War and the skirmishes at Lexington and Concord, 1763-1775, the colonies and the mother country debated the right of Parliament to legislate for the colonies. The British claimed that Parliament held this right without question, while the colonies insisted that only a body which they actually elected could tax them. While the British espoused the commonly-held notion that Parliament represented all British possessions virtually, the colonists drew on their experiences with their colonial legislatures, maintaining that the only true representation was actual representation. Read the accounts below, which are written from either a British or American point of view, and write a paper that discusses both sides of the debate.

Assigned Readings

• Resolutions Stamp Act Congress
• The Rights of the British Colonies Asserted and Proved
• Declaratory Act
• Soame Jenyns and Samuel Johnson

Focus Questions
Discuss the following questions in your essay for both perspectives:

1. British perspective: According to the documents that support the British position (Declaratory Act, Soame Jenyns and Samuel Johnson), what is the relationship of the colonies to Great Britain? What rights and authority does Great Britain have over the colonies?
2. American perspective: According to documents supporting the American position (Resolutions of the Stamp Act Congress, The Rights of the British Colonists Asserted and Proved), what rights belong to the colonists? How do they view the relationship between the colonies and Great Britain?

Directions
Your essay should be a minimum of 2 pages, and you should spend AT LEAST one page discussing each position (one page discussing the British perspective and one page discussing the American perspective. Your answer should reflect the main points from each reading, and ALL readings should be addressed in your essay. The above questions for each perspective should be addressed in your essay. Use examples from the readings to illustrate your main points. When you write your essay, don’t just go reading by reading; rather, see what common themes are found in the readings for both perspective and write paragraphs based on themes rather than examining each reading individually. Yes, this requires more thought, but then your essay won’t read like an extended book report on each article. If you have any questions, just let me know and I’ll be more than happy to help.

Be sure to proof your essay before submitting it as errors in grammar and spelling will lead to a deduction in points. Use quotations when using the exact wording from the reading. As per the instructions in the syllabus, most of the essay should be in your own words and reflect your own analysis of the readings. Please re-read the syllabus for expectations regarding essays. DON’T USE OUTSIDE SOURCES OR COPY/PASTE ANYTHING OTHER THAN SHORT QUOTE SEGMENTS FROM THE READINGS (IN QUOTES AND CITED) OR OTHERWISE USE ANY OTHER INFORMATION OTHER THAN WHAT YOU MIGHT FIND IN OUR TEXTBOOK, AND BE CAREFUL TO AVOID PLAGIARISM OF ANY KIND.

The Visual Argument

As we consider the ideas raised by our initial set of class texts, our task is to create a visual argument that adds to that conversation started by the sources.

To create your visual text, you may work digitally, making one PowerPoint slide. Or, if you wish, you can create a one physical poster/canvas. Either medium is okay; play to your strengths.

Creating the Visual Argument

Your visual text should strive to make your audience think. It may provoke, comment on, or meditate on a theme or idea raised by the texts we have read so far.

Your main requirement is to include one key quote from one of the sources we have read so far. You can use additional text on the visual, but the main key quote should be prominent. For example, several lines from Whitman’s “Song of Myself,” a key point from Rather, a selection from the Constitution, etc. The key quote, in essence, is the theme for you to create your visual argument.

In terms of argument, you may decide to pull in visuals that correspond directly to the quote. Even better, you might use visuals to complicate the quote – or to show contradictions. Think about our course theme regarding the ways that “social values” play out with the idea/theme/quote you want to illuminate. Your text, overall, should make readers think – and it should raise questions. Abstract or more “obtuse” responses are encouraged, yet your artist statement (see below) will have to explain the choices you have made as an artist.

The Artist Statement

With your visual, you should submit an artist statement that includes the following layers:

• Discuss your choice for the theme of the visual. Why did you select the text and key quote? Whatmade you want to pursue this angle further?
• Explain your main “argument” (or thesis) for the piece. What do you want viewers to think aboutor question when they see your visual text? What do you hope they take away?
• Comment on the creative process. Reflect honestly on the artistic, creative, or critical thinking youdid to put the piece together. What subtle details would you hope your viewers notice? (If you’re less confident about the artistic results, take your readers into the process and deeper thinking you did to put the piece together. Explain your intentions as a scholar/artist.)Your statement should be typed, well-edited, and proofread. It should be a minimum of 500 words, 12pt. font, Times New Roman, double-spaced. Be sure to respond to all of the above layers. Likewise, it is also okay to refer to additional quotes from the class text(s) to help you explain your connections and insights. Citation requirements for this project are loose, but page numbers should be cited within the artist statement when quoting (a favor to your readers). Do it like this: (Whitman 57).For digital submission: upload your PowerPoint slide and your artist statement to Canvas under the “Visual Argument Text” assignment tab. Both files can be uploaded into the submission folder.

Pages: 4 pages, double spacing

Formatting: College Literature

PART ONE:

Identify the paraphrases and/or descriptions of some aspect of 10 of the poems (put quotation marks around the title) and the poet . There are 10 identification questions (see attachment). Listed are 12 poems. Two poems have been omitted. No poem should be cited more than once. Copy/paste the 10 descriptions into your document. Beside them write the title of the poem and name of the poet, correctly spelling and punctuated.Then beneath each answer, quote correctly, grammatically, and in context from the poems to show why you chose this poem for this particular descriptor. Do NOT quote the entire poem or long chunks of it. Select the material that will make your case. Then explain the quotation and how it fits. FMI see “Using Quotations Effectively” in Online Office.

Example:

o [Description] The speaker’s mother is upset.

o [Response] “My Papa’s Waltz” by Theodore Roethke”

o “My mother’s countenance/ Could not unfrown itself “(ll7-8)

o The speaker’s mother is frowning, indicating that she’s upset, perhaps because her pots and pans are sliding from the “kitchen shelf”(ll 5-6) perhaps because her husband has been drinking.

❗ Please see attachment for the paraphrases and/or descriptions of the 10 poems❗

❗ Title of the 12 poems (see attachment for the links):❗

1. Wilfred Owen, “Dulce et Decorum Est” (1917)

2. Randall Jarrell, “The Death of the Ball Turret Gunner” (1945)

3. Carolyn Forché, “The Colonel” (1978) Text

4. James Merrill, “Casual Wear” (Poem Attached) (1984)

5. Jose Emilio Pacheco, “High Treason” ( tr Alastair Reid) (1985)

6. Agi Mishol, “Women Martyr” (2006) (tr. Lisa Katz)

7. William Shakespeare, “When my love swears that she is made of truth”(1609)

8. WH Auden, “Lullaby” (1937)

9. Thomas, Hardy, “Neutral Tones” (1867)

10. Carolyn Kizer, “Bitch” (1983)

11. Edna St Vincent Millay, “What lips my lips have kissed, and where, and why” (1920)

12. Erica Jong, “The Man Under the Bed” (1973)

PART TWO:

Choose one of the four poems (see attachment) for a paper of analysis. For background info, google (1) the author and (2) words and references you don’t understand. Explain the speaker, the situation, and what happens in the poem as well as one of the following: speakers attitude toward the events he describes, use of imagery or figurative language, or impact of the poem on a reader. Lastly, compare it with one or more poem(s) from the 6 listed below, pointing out not only similarities but significant differences in tone, language (figurative or literal imagery), subject matter and/or theme.

❗ Title of the 4 poems: (See attachment for the poems)❗

1. The Album by Andreas Morgner

2. Samira by Allan Tierney

3. The Woman He Killed by Elliot Richardson

4. W. H. Auden, Epitaph on a Tyrant

❗ Please see attachment for the complete list information of the 6 poems:❗

1. Wilfred Owen, “Dulce et Decorum Est” (1917)

2. Randall Jarrell, “The Death of the Ball Turret Gunner”(1945)

3. Carolyn Forché, “The Colonel” (1978)

4. James Merrill, “Casual Wear” (Poem Attached) (1984)

5. Jose Emilio Pacheco, “High Treason” ( tr Alastair Reid) (1985)

6. Agi Mishol, “Women Martyr” (2006) (tr. Lisa Katz)

Please define for me literary nationalism and how it worked in America during the early 19th century. Please feel free to search for this term on the Internet. Once you have defined literary nationalism, please explain for me how that works or doesn’t work in either of the Washington Irving stories we read Week 4: “Rip Van Winkle” or “The Legend of Sleepy Hollow.”

Explain your answer in detail and use specific examples from the text. Remember: to cite and reference any sources that you may use, including the primary text itself. Use MLA formatting and standards.

Question is posted above but, Something to think about from the professor before writing:we’ll start the week by using our regular search methods to define ‘Literary Nationalism’ in America.How does a new country create it’s own national identity in literature? You’ll work to define the concept of literary nationalism on your own terms, and you’ll then work to evidence that definition in our readings to date.

Read these to help with the question:, “Rip Van Winkle, “The Legend of Sleepy Hollow

To begin, you might want to select key quotes that you found interesting while reading. Once you get those quotes in place, complete the paragraph plan by filling out your main idea (also known as topic sentence) and then, your analysis. Once you have your body paragraphs in place (2-3), examine those paragraphs. Use those paragraphs to craft your thesis and introduction. Once the introduction and body paragraphs are in place, move on to writing your conclusion. At that point, you are reading to proofread and to ensure that your MLA citations are in place. We’ll use this writing process each week, and the more you practice the process, the faster the process will become. Remember: you’ll use these writing tools outside of our class, so spending time here now helps you do well in this class and in all future classes that require academic writing.As with each week in this course, it is important to begin your work with good, working definitions of the key terms and concepts for each week. You may use Wikipedia as a starting place, as that source offers a great list of further references. Be sure to explore those additional references and resources provided on all Wikipedia pages until you find a definition that makes sense to you and puts the term or movement in context. You may also choose to include the terms and their definitions in your paragraph plan. Please read this paragraph plan!

You shouldn’t need these extra links but in case I’ll give them to you! Hawthorne, “The Birthmark, Read Fanny Fern, Fresh Leaves, Read Melville, “Benito Cereno