EA300B: Children’s Literature (II)

EA300B:  Children’s Literature (II)

TMA: Second Semester 2019-2020

TMA: 50 points

Length:  1000 words

Question: Discuss the relationship between ‘fantasy’ and ‘reality’ in P. Pearce’s Tom’s Midnight Garden with reference to the novel and to critics’ views on the topic.

Student Notes:

For this TMA, you will need to follow these steps:

  1. Plan your essay ahead of time by writing a plan highlighting the main points you intend to cover.
  2. Write a thesis statement stating your argument to be included on the first page of your essay.
  3. Select a few scenes that relate to your argument. State what they tell us, and add your own comments and interpretation. You need to analyse the text rather than simply describe it.
  4. Make sure your essay refers to some quotations from the novel.
  5. Your analytical comments should precede or follow every time you quote from the text under discussion or from the critical material you refer to.
  6. Reference to critical material related to this topic is necessary (you should refer to at least 3 critical works).
  7. All your references should follow the Harvard citation system uploaded on the LMS for your perusal.
  8. At this stage, you are expected to know how to paraphrase and synthesize the material you read, using your own words as much as possible. You still have to quote and use quotation marks in the right annotation methods you have learned.
  9. If you have any further questions, do not hesitate to contact your tutor.

Using the e-library on campus:

Students are requested to visit the e-library on campus and use it to write a proper TMA. They are also requested to show their tutor that they used the e-library for the TMA by referring to some articles they have read. Students who use and refer to material from the e-library will subsequently gain marks.

The following are guidelines on plagiarism:

If you submit an assignment that contains work other than yours without acknowledging your sources, you are committing plagiarism. This might occur when:

  • Using a sentence or phrase that you have come across without referencing your source.
  • Copying word-for-word directly from a text
  • Paraphrasing the words from the text very closely without acknowledging your source.
  • Using text downloaded from the Internet
  • Borrowing statistics or assembled facts from another person or source
  • Copying or downloading figures, photographs, pictures or diagrams without acknowledging your sources
  • Copying from the notes or essays of a fellow student

You can avoid plagiarism simply by always putting your quotes and paraphrases in a reference. Feel free to use material from elsewhere as long as a proper reference is given. Follow Harvard style referencing for your bibliography and in-text citations.

(Slightly adapted from OU document on quoting versus plagiarism)

It is important to remember that plagiarism is strictly barred and will be subject to punitive action by the Arab Open University.

Marking Descriptor

A     (18-20)Excellent answers showing confident and wide-ranging knowledge of core material, good understanding of any relevant theory, and a capacity to address the question in a structured, direct and effective way, thoughtfully and with insight. Originality of thought or ideas from outside the course are an added asset. Examples are to the point.– Has an introduction defining plan of essay. – Body divided into several paragraphs – Conclusion which directly relates arguments to topic. – Evidence that essay has been edited. – Error-free grammar & register. – Wide range of specialized terminology. – Consistent in-text citation and correct referencing
B to B+     (16-17)Very good answers showing secure knowledge of course materials. Adopting an analytical approach and providing relevant discussion covering most of the key issues. Distinguished from A answers by being less insightful or by showing less comprehensive knowledge of the course.– First four criteria above maintained – Demonstrates extensive grammar control. – Terminology specialized but   less varied. – Minor Inconsistency in in-text citation and referencing
C to C+     (14-15)Competent answers reflecting adequate knowledge of the more directly relevant course material and concepts, with reasonable structure and adequate coherence related to the question set.– Introduction and/or conclusion short but still satisfactory. – Evidence of editing. – Less grammar control than above. – Good range of specialized terminology. – Inconsistent in in-text citation and referencing
D       (10-13)      Answers which omit some concepts /evidence and/or lack coherence /structure, and/or make minor errors while still demonstrating basic understanding. Or bare pass answers which show awareness of some relevant material and attempt to relate it to the question.– Introduction and/or conclusion short but acceptable. – no evidence of editing. – Few grammatical errors that impede communication. – Above average range of specialized terminology. – Slightly confused introduction and/or conclusion, but body still fair. – No evidence of editing. – Some error types that impede communication. – Fair range of specialized terminology. – Inaccurate in-text citation and referencing
F   Below      10Answers which attempt to draw upon relevant material but do not reflect sufficient knowledge of the course and/or neglect the focus required by the question, and/or are incomplete in some important aspects whilst being acceptable in others.– No introduction and /or no conclusion. – Body badly organized or irrelevant. – Poor grammar control (extremely limited range of grammar & register). – Limited or not specialized range of terminology. – No in-text citations and no referencing

Assignment 2 Anthropology

Read the assignment instructions I have posted.

2. Read the citations and grading rubric I have posted.

3. Reading1 and Reading 2 and Reading 3 must all be read.

4. Watch the video that I have posted in the word document .

5. Reading 1 and Reading 2 and Reading 3 must all be reading all the readings and watching the video.

6. The answer to these questions should be linked together to form an essay,  Your essay should be 3-4 pages long, double spaced and printed on paper. 7.When you refer material in the reading, cite the page number where the material was taken (for example Savage 2001:103) in the text.


Creating A Unit Plan

Week 4 – Assignment


Creating a Unit Plan

Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.

Using the textbook as guidance, create a Unit Plan outline, using the provided templatePreview the document that includes:

Introduction: Describe the demographics of your current (or fictional classroom) including:

  • Grade Level and Subject Area
  • Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
  • Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)

Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:

  • Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
  • Create at least two measurable unit objectives that align with the CCSS.
  • Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).

The following resources are helpful when creating Stage 1:

Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.

  • Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
  • Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
  • Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.

Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior management).

In Stage 3 you must:

  • List the daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiated instruction and UDL. For example:
    • 9th Grade English, Unit: Character Analysis
    • Unit Goal: Students will use a word processing program to write an analysis of Holden Caulfield (main character in The Catcher in the Rye) and how his behavior is indicative of typical adolescence
    • Day 1: Pre-assessment, introduction to book
    • Day 2: Watch parts of “Dead Poet Society” with discussion
    • Day 3: Writing Prompt (based on initial book chapters)
    • Days 4-5: Graphic organizer- begin building character analysis with teacher-selected partner
  • Describe how each daily activity incorporates differentiated instruction and UDL.
  • Discuss two technology tools that will be incorporated throughout the unit including how each addresses differentiated instruction, how each will be used to aid instruction and how each is an example of universal design. Be sure to support with evidence from at least one scholarly source.
  • Describe which self-regulation strategies have been built into the lesson and how they are reinforced and differentiated depending on the student’s level of need.

Instructive tools to consider for your lesson:

Use your course text and at least two other sources (either scholarly article or online resource). Your paper will be formatted according to APA guidelines including title and reference pages.

Health Paper

Based on materials after taking the course: Women’s Health ( HLTH 3),  please write a 3-page paper detailing;  (1) certain lifestyle choices that you would incorporate for a healthier life, (2) what did you learn from this course that may have had a positive or negative effect on your health, and (3) are you more aware of certain health concerns that you could help others in your family or maybe close friends have a better understanding of their own health needs.  This paper is from your own thoughts, and you do not need any references.

Cyber Security Application Portfolio


Southampton Solent University

Coursework Assessment Brief

Assessment Details


Unit Title: Cyber Security Application
Unit Code: COM713
Unit Leader: Andy Farnell
Level: 7
Assessment Title: Cyber Security Application Portfolio
Assessment Number: 1
Assessment Type: Portfolio
Restrictions on Time/Word Count: 3000 words
Consequence of not meeting time/word count limit: There is no penalty for submitting below the word/count limit, but students should be aware that there is a risk they may not maximise their potential mark.
Individual/Group: Individual
Assessment Weighting: 100%
Issue Date: 21st January 2020
Hand In Date: 26th May 2020
Planned Feedback Date: 24th June 2020
Mode of Submission: on-line
Number of copies to be submitted: 1
Anonymous Marking


This assessment will be marked anonymously

Assessment Task


As a motive to writing your portfolio imagine a context, like a company or organisation you work for, for example consider the following scenario (you can pick another if you like as a frameork for your system security portfolio):


Oppression Watch is a rights organisation supplying legal advice, counselling and information to a vulnerable group. Having many political enemies, foreign and domestic, online  and offline, the organisation is a high exposure target.


As a member of the software security and privacy task force you are to audit and make recommendations for the transformation of their systems, policies and processes.


Alternatively you may choose your own fictional organisation with complex digital security needs.




You are to consider the areas of:


  • Data storage, integrity, privacy, compliance.
  • Secure communication for both organisational staff and clients
  • System hardening, including servers, offices, and mobile devices
  • Personnel and operational security



Your portfolio should include an understanding and appreciation of a range techniques related to the principles and technologies of cyber security in practical application. In particular you should demonstrate awareness of:


  • Threat and vulnerability modelling, risk prioritisation
  • Anticipation of emerging threats
  • Access control, authorisation
  • Defensive system design principles, in depth and breadth
  • Scope, lifecycle, maintenance and sustainability
  • Technologies, options for technical implementation
  • Encryption for communications and storage
  • Policies , monitoring, response plans
  • Cost, roles, skills and human resources
  • Trade-offs, compromises and push-backs




A 3000 word concise technical report will for the basis of your portfolio, and it may include screenshots, terminal logs, tables, lists, flow diagrams, or any other appropriate graphics or formulae summarising key techniques and considerations. Emphasise the practical execution of auditing and hardening tasks and comment on difficulties or lessons learned.



COVID-19 mitigations:



Due to the inaccessibility of the labs and the fact that not everyone has access to

virtual machine technology you may either choose to create portfolio material on your own using a terminal emulator, or to submit referenced exerpts of quality HOTO guides (for example StackExchange) to illustrate what you would do. Citations must be given.

Assessment criteria

Your submission will be assessed against the following criteria:


Criteria Below threshold Grade D Grade C Grade B Grade A
Security Engineering principles Little or no evidence of security thinking. Contradictory, dangerous or misunderstood technique. Weak security engineering with partial understanding of some key issues. Viable security thinking with understanding in most key areas. Fair understanding of risks and mitigations. Good security thinking with some flair for grasping complex risk concepts and some defences. Broad and deep understanding, holistic integrated approach, pragmatic   and balanced. Evidence of complexity thinking. Informed by best practice and relevant policy. Insightful understanding of current and emerging threats.
Technologies Implementation Configuration No technological basis for implementing the process is shown. Unrealistic implementation or poor choices of technologies. Misconfiguration or misunderstandings of tools.

No substantial plan.

A plausible set of tools and technologies with proper description of their set-up and use. Some treatment of planning and test. Extensive set of technical measures and ideas to deal with multiple threats. Evidence of research and understanding of the resources needed to deploy. A textbook deployment of state-of-the-art solution. Comprehensive, well researched proposal, with milestones, test criteria, depth, redundancy,

cost and skill-set needs.

Presentation and communication of ideas Incoherent, unreadable report without structure, substantial content or references. Poorly structured and written report, lacking strong communicative skills, no use of visual or tabulated data, few or no references, or poor quality research sources. An adequate report that communicates the key ideas in an effective and concise way. References given as evidence of research reading. Appropriate sourcing. A good report that concisely but extensively deals with significant scope. Well researched, argued points. Good use of visuals and structure. Great referencing from well chosen high quality sources. An excellent report with well written, well informed  compelling arguments, concise and nicely structured. Clever use of compact visual devices. High quality, up to date research with excellent referencing.






Learning Outcomes


This assessment will enable students to demonstrate in full or in part the learning outcomes identified in the unit descriptors.

Late Submissions


Students are reminded that:


  • If this assessment is submitted late i.e. within 5 working days of the submission deadline, the mark will be capped at 40% if a pass mark is achieved;
  • If this assessment is submitted later than 5 working days after the submission deadline, the work will be regarded as a non-submission and will be awarded a zero;
  • If this assessment is being submitted as a referred piece of work (second or third attempt) then it must be submitted by the deadline date; any Refer assessment submitted late will be regarded as a non-submission and will be awarded a zero.




Extenuating Circumstances

The University’s Extenuating Circumstances procedure is in place if there are genuine circumstances that may prevent a student submitting an assessment. If students are not ‘fit to study’, they can either request an extension to the submission deadline of 5 working days or they can request to submit the assessment at the next opportunity (Defer).  In both instances students must submit an EC application with relevant evidence.   If accepted by the EC Panel there will be no academic penalty for late submission or non-submission dependent on what is requested.  Students are reminded that EC covers only short term issues (20 working days) and that if they experience longer term matters that impact on learning then they must contact a Student Achievement Officer for advice.


A summary of guidance notes for students is given below:





Academic Misconduct

Any submission must be students’ own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The University’s Academic Handbook includes the definitions of all practices that will be deemed to constitute academic misconduct.  Students should check this link before submitting their work.


Procedures relating to student academic misconduct are given below:






Ethics Policy

The work being carried out by students must be in compliance with the Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then students will need an ethics release or an ethical approval prior to the start of the project.


The Ethics Policy is contained within Section 2S of the Academic Handbook:




Grade marking

The University uses a letter grade scale for the marking of assessments. Unless students have been specifically informed otherwise their marked assignment will be awarded a letter grade. More detailed information on grade marking and the grade scale can be found on the portal and in the Student Handbook.


Policy:           http://portal.solent.ac.uk/documents/academic-services/academic-handbook/section-2/2o-assessment-policy.pdf



Guidance for online submission through Solent Online Learning (SOL)






Software Design and Development

Southampton Solent University

Assessment Brief

Assessment Details


Unit Title: Software Design and Development
Unit Code: COM714
Unit Leader: Prins Butt
Level: 7
Assessment Title: Tourist Office
Assessment Number: 1
Assessment Type: Software Artefact with Report
Restrictions on Time/Length : 2000 Words for Report + Software Artefact
Individual/Group: Individual
Assessment Weighting: 100
Issue Date: 16th March 2020
Hand In Date: 8th June 2020
Planned Feedback Date: 6th July 2020
Mode of Submission: Online
Mode of Marking: Online
Mode of Feedback: Online
Number of copies to be submitted: 1






An internationally well-known city is developing an application, to be installed in tourist offices, to allow tourist information centre staff to look up and book hotels in the city on behalf of customers.


A tourist would visit the tourist office and ask the staff to look up hotels of a given star rating, where 1-star is the cheapest and 5-star the most expensive. The tourist office staff would then search for matching hotels using the application.


Having searched for a hotel, the tourist office staff should then be able to view the full details of a given hotel and book it for the tourist.


The application should also allow staff to add new hotels.




Your task is to analyse this problem and design, build and test a prototype application in Java using a Swing GUI. (You do NOT need to worry about the implementation details of touchscreen applications.)


To do this, you should do the following:


  1. a) Derive an initial domain model for this scenario.
  2. b) Draw up a use case diagram for the following use cases:


* View full details of a given hotel by name (assume that no two hotels have the same name). Full details should include price, address and number of free rooms.

* Search for hotel by star rating

* Book a hotel. Payment does not need to be taken, this is done when the tourist visits the actual hotel.

* Add a new hotel


  1. c) Create initial, analysis-level use-case texts for the use cases above.
  2. d) Using the use-case texts and domain model, draw up robustness diagrams for the use cases above.
  3. e) Use the robustness diagrams to refine the use-case texts and domain model, as appropriate.
  4. f) Draw up sequence diagrams for the use cases above.
  5. g) Use the sequence diagrams and domain model to derive a class diagram for the system.
  6. h) Implement the system in Java using a Swing GUI.




Your analysis, design and testing artefacts and code must be accompanied by a report. This should include discussion of the following (half a page to a page for each – I am not looking for reams and reams of text!):


* Decisions you made when drawing up your domain model and use-case texts.

* Any new objects discovered when drawing up your robustness diagrams.

* Detail on any changes made to the domain model or use-case text as a result of drawing up your robustness diagrams, and why.

* Any decisions made when drawing up your sequence diagrams

* Detail on places where your code did not match your design, and why.

* Critical evaluation of your code and/or design


Handing in

Please upload a ZIP file to SOL containing all your code, analysis and design artefacts and report by the deadline.

Marking Criteria


  A1-A4 B1-B3 C1-C3 D1-D3 F1-F3
Analysis and design (30%) Work fully complete; additional considerations beyond the basics have been made in your design. Analysis and design artefacts all consistent with each other.


Work complete, analysis and design correct and artefacts all consistent with each other (a small number of inaccuracies or inconsistencies are permissible for a lower B).


Work complete, diagrams predominantly correct and consistent with each other, but with a number of inaccuracies.


Work mostly complete; significant inaccuracies and/or inconsistencies in your analysis and design.


(F1) Some parts of the analysis and design completed, but others incomplete.

(Lower F) minimal effort.

Implementation (30%) An implementation of all specified use cases which makes use of the more advanced implementation technologies covered in the unit. Robust error handling and a user-friendly interface. Implementation matches design, or if not, the reasons for this are explained clearly in the writeup.


All specified use cases implemented. There may be room for improvement in your error handling. Some evidence of use of the more advanced implementation technologies covered in the unit. Implementation matches design, or if not, the reasons for this are explained clearly in the writeup.


At least three out of four use cases implemented. Little error handling. Little evidence of use of the more advanced implementation technologies covered in the unit. Implementation matches design, or if not, the reasons for this are explained clearly in the writeup.


At least two use cases implemented, one of which should be something OTHER than the “search for hotel” or “view full details of hotel” use case. Implementation matches design, or if not, the reasons for this are explained clearly in the writeup.


A minimal effort; up to one use case (or the “search for hotel” and “view details of a hotel” use cases) successfully implemented.


Comprehensive range of JUnit tests undertaken, evidence of both black- and white- box testing. A wide range of JUnit tests undertaken. There may be a small number of omissions Significant number of JUnit tests undertaken but with a number of omissions A small number of JUnit tests undertaken with significant omissions Little or no testing undertaken

Report (20%)

Clear justifications of decisions made when drawing up your analysis and design artefacts. including insightful comments. Considerations beyond the basics are made. Clear rationale for tests.


Clear justifications of decisions made when drawing up your analysis and design artefacts. Clear rationale for tests.


Largely clear justifications of decisions made when drawing up your analysis and design artefacts but unclear at times. Rationale for tests mostly clear.


Writeup clear and accurate in some places but unclear and/or inaccurate in others. A significant number of omissions.


Predominantly unclear and/or inaccurate writeup. Little understanding demonstrated



Implementation must match the design!


Please note that it is not possible to achieve higher than a grade D at best for an implementation which significantly differs from your design, unless you clearly and satisfactorily describe the reasons for the difference in your writeup. Grades for the implementation criterion will be reduced as follows if your code is significantly different from the design, and you do not provide a satisfactory reason why (a partial mismatch will result in a partial reduction):


Original grade Reduced grade
A1 to A4 D1 to D3
B1 to B3 F1
C1 to D3 F2
F1 to F3 F3


Other information


Please note that using images or text from other websites is infringing copyright and is therefore illegal and not to be done! The only exceptions are if the source website has given you permission, or the material is available in the public domain or under a liberal licence (e.g. Creative Commons). By all means use creativity in the design of your app (though note that you will not be given credit for visual design), but use your own material or material you are legally allowed to make use of.

Learning Outcomes


This assessment will enable students to demonstrate in full or in part the learning outcomes identified in the unit descriptors.

Extenuating Circumstances

The University’s Extenuating Circumstances procedures are in place if there are genuine circumstances that may have affected your academic performance. Remember however you need to be ‘fit to study’, this means that you can either submit your assessed work or declare extenuating circumstances, but you cannot do both.

A summary of guidance notes for students is given below:



Academic Misconduct

Any submissions must be your own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The University’s Academic Handbook, includes the definitions of all practices that will be deemed to constitute academic misconduct. You should check this link before submitting your work.

Procedures relating to student academic misconduct are given below:



Ethics Policy

The work being carried out by the student must be in compliance with the Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then the student will need an ethics release or an ethical approval prior to the start of the project.

The Ethics Policy is contained within Section 2S of the Academic Handbook:




Anonymous Marking

A copy of the University’s Policy on Anonymous Marking, process details and student guidance on submission sheet completion can be found on the following links, which are also uploaded on the Student Portal.  The guidance ‘fact sheet’ will be available at Faculty Reception Points.

Policy:  http://docman.solent.ac.uk/DocMan8/OCSFile?RNS=1234574213

Process:  http://docman.solent.ac.uk/DocMan8/OCSFile?RNS=1234574215

Fact Sheet:  http://docman.solent.ac.uk/DocMan8/OCSFile?RN=1234574214


Grade marking

The University uses a letter grade scale for the marking of assessments. Unless you have been specifically informed otherwise your marked assignment will be awarded a letter grade. More detailed information on grade marking and the grade scale can be found on myCourse. The guidance ‘fact sheet’ is available at the Faculty Reception Points.

Policy: http://docman.solent.ac.uk/DocMan8/OCSFile?RNS=1234569864

Fact sheet:  http://docman.solent.ac.uk/DocMan8/OCSFile?RNS=1234576014








Cloud Computing And Fundamental Design Principles

1. Consider the three component layers of cloud computing, and explain in your own words how each layer of technology is related. Ensure that each layer is addressed.

2. Discuss how cloud computing can reduce costs while providing a robust technological environment to improve organizational effectiveness. Support your answer by using a specific business sector or industry (i.e., manufacturing, distribution, government, educational services, technology, and computing).

3.Explain how each fundamental design principle is integral to process improvement within the logistics and distribution industry.

4. Explain why adhering to the four fundamental design principles are important considerations when developing secure applications.

Solutions To Global Issues

The Cost of Natural Resources

The economies and populations of BOTH the developed and developing world are affected significantly when oil prices rise, or when the prices of any basis natural resource increases. We all can recall not that long ago when the price of gasoline was nearly $5 a gallon and how it cost us $100 to fill our cars. This most certainly affected the way we all lived.

Another aspect to consider with natural resources is how everything is all interconnected. Remember when we had the push for ethanol as a miracle fuel that was added to our gasoline to save the planet? Well, that caused a lot of farmers to switch from growing corn for food to growing corn for fuel, causing massive increases in food costs in the United States and all around the world. Now the food riots did not get that much attention in the media because it did not fit the political story of saving the planet, but a lot of people died because of this idea.

Consider the following facts and explain how a person could reach different conclusions about natural resources and how the costs of these resources, and our desire to exploit them, affect thins in the world? Provide specific examples and consider the following in your response:


· Despite all of the hype over the green economy and alternative fuel sources, much of it is just not efficient enough or cheap enough for the world to afford it. What motivation could there be for recommending that poor countries (or any country) use expensive technologies that are not that efficient when cheaper and better for the environment?

· Why would it make sense or not to drill for oil in the developing world when oil is easily available at home?

· What would making energy and natural resources make or not make sense? What are some government policies that promote these ideas?

· Nuclear energy happens to be the safest and most renewable form of mass-producing energy the world has thus far discovered. Yet, there has not been a reactor built in the United States in decades. Why?