Psychology 101

Course Information Fundamentals of Acoustics: Applications in Speech, Hearing and Language Description: This course will provide students with a basic and working knowledge of acoustics and the physics of sound. It will provide the basis for measurement and description of speech stimuli. It will have direct application to Speech, Hearing and Language intervention as well as application into communicative sciences. CSD 221 Student Name __________________ Course Fundamentals of Acoustics Course Code CSD 221 FacultyPhyllis J. Washington College of Education and Human Sciences Faculty Department Communicative Sciences and Disorders Suggested prerequisite None Length of Course One semester Degree Bachelor of Arts Credit 3 credit hours Assessment Tasks Assessment 1 Test 1 Test 2 Test 3 Assessment 2 Assignments/Labs/Quizzes Assessment 3 Acoustic Study Prepared by Al Yonovitz, PhD  © University of Montana First published 2010 Contents Introduction UM Mission Statements Welcome About the In structor Class Organization Learning ObjectivesClass Times Class Attendance Policy Private Study Commitments Occupational Health and Safety Learning approaches Classroom Lectures Moodle Study Resources Required Texts Additional Resources Support Services and Resources Student Resources Students with Disabilities Foreign Exchange Students and Scholars Directory of Assistance Study plan/Course Outline Assessment information Overview Delivery and submission Helpful tips for submission of your assessments Extensions and late submission Resubmission University Plagiarism PolicyAssessment and examination rules Special examinations and special consideration Assessment tasks Introduction UM Mission Statements MISSION STATEMENT THE UNIVERSITY OF MONTANA The University of Montana capitalizes on its unique strengths to create knowledge, provide an active learning environment for students, and offer programs and services responsive to the needs of Montanans. The University delivers education an d training on its four campuses and through telecommunications to sites inside and outside of Montana.With public expectations on the rise, the University asks its students, faculty, and staff to do and accomplish even more than they have in the past. The dedication to education for and throughout life reflects the commitment to service learning and community building on and off the campuses. The University enhances its programs through continuous quality review for improvement and remains fully accountable to the citizenry through annual audits and performance evaluations. MISSION STATEMENT THE UNIVERSITY OF MONTANA-MISSOULAThe University of Montana-Missoula pursues academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integration of the liberal arts, graduate study, and professional traini ng with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate competent and humane professionals and informed, ethical, and engaged citizens of local and global communities.Through its programs and the activities of faculty, staff, and students, the University of Montana-Missoula provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, state, nation and the world. Welcome Welcome to CSD 221 – Fundamentals of Acoustics: Applications in Speech, Hearing and Language Understanding the nature of the speech and acoustic stimulus form the primary bases for your clinical education and your career in speech pathology. As you progress in your program the role of understanding the bases of the sound and acoustics will become evident.It is a great privilege to be your instructor in this inaugural autumn class within the new program in Speech Pathology at the Univers ity of Montana. I have been a practicing audiologist and speech and hearing scientist for many years. I look forward to offering you both the historical speech and hearing perspective and that of current practice. These perspectives will provide you with a basic understanding of the needed vision and available opportunities for Speech Pathologists. Your study will, in turn, help improve diagnosis and service delivery within the practice of Speech Pathology.Acoustics of speech production and the auditory stimulus will provide you with a foundation for your clinical process. It will also offer you the basic skills necessary to assess speech and hearing disorders and to plan intervention programs. This is a course which will enable professional preparation. Through study, your increased knowledge and skills will greatly benefit your future clients. In this course, I believe you will also experience the joy of learning and satisfaction of understanding new concepts and procedures. I wil l do my best to present the material in a clear and understandable manner.Finally, I want you to think that you are here to learn and not here to just ‘earn the grade'. If you concentrate on learning, the grades will take care of themselves. Make sure that you design a reliable study schedule and I guarantee your efforts will be rewarded. I hope to have the chance to meet all of you (including the external students) sometime soon in the near future. Of course, you may contact me at anytime via the information in the announcements. Kind Regards Al Yonovitz, Ph. D. , CCC-A, MAudSA (CCP) Professor Communicative Sciences and Disorders The University of MontanaMissoula, MT 59812-6386 Telephone:   406-243-2408 Fax:   406-243-2362 Email: al. [email  protected] edu Mobile: (406) 241-2364 Postal: Al Yonovitz Department of Communicative Sciences and Disorders Curry Health Center, Lower Level University of Montana Missoula, MT 59812 About the Instructor Dr Yonovitz has been active in research issues in abnormal development of central auditory processing abilities in Aboriginal and non-Aboriginal children. His concentrated interest has been in deaf and hearing-impaired children. He has also published widely in areas of speech and hearing science.He has been the Unit Head for the Ear Health and Education Unit of the Menzies School of Health Research and a Manager for Australian Hearing, a Commonwealth Agency, providing hearing improvement for children and pensioners. He was with Charles Darwin University in Darwin, NT Australia before accepting the position as Chair of the new Department of Communicative Sciences and Disorders. Phone: (406) 243-2408 Email: al. [email  protected] edu Mobile: (406) 241-2364 Postal: Al Yonovitz Department of Communicative Sciences and DisordersCurry Health Center, Lower Level University of Montana Missoula, MT 59812 Course Organization The Spring 2012 semester is 16 weeks long, beginning January 23, and ending May 4, with a 1-we ek spring vacation. This class is duplicated as both a face-to-face (F2F) section and an online section. The F2F class meets 2 times each week, 8:10 – 9:30 am Monday and Wednesday in the CSD classroom in the lower level of the Curry Health Center. All lectures and laboratory demonstrations will be uploaded that day. Grading opportunities will be consistent between sections.Any questions regarding the course, any unit, or any assignment should first be posed to the instructor via the discussion board on Moodle called â€Å"Queries†. Before you submit your question, however, please check to be sure your question has not already been answered in that forum. These questions will be addressed within a 24-hour period, M-F. Learners who have signed up for the face-to-face mode should expect to attend every lecture. Learners who have signed up for the online mode are welcome to attend the face-to-face lectures at any time. There are five (5) summative assessments.Summative ass essments include multiple choice tests and a number of assignments. Formative assessments, which are indicative of student progress, will be conducted in class. These formative assessments can be viewed either synchronously or asynchronously by online learners. Formative assessment will include review of multiple choice questions at the end of chapters of the text. You will also notice a discussion board entitled â€Å"Student Lounge. † You may use this board to communicate with your classmates. Course Organization 1. Introduction to wave analysis 2. Standing Waves 3. Resonance . Wave Analysis 5. Speech Production 6. Acoustics of Speech Signals 7. Computing and Measurement Techniques for Acoustics Lectures can be accessed either in real time or asynchronously from the CSD website. (There is a tutorial for website access under ‘Start Here’). Lectures are usually posted to the website the same day. On rare occasions, the lecture is posted the next day. Learning obj ectives This course is divided into areas that will allow the student to gain mastery of the following topics: 1. Describe the acoustic signals in the time and frequency domain 2.Understand how the structures of the speech system are used to produce speech (consonants and vowels). 3. Analyze acoustic and speech signals with both Hardware and Software 4. Utilize their knowledge finding application in clinical matters Any questions regarding the course should be directed to the course instructor, Al yonovitz. Hours and Required Discussion Lectures – 8:10-9:30am Mondays & Wednesdays The class will be live at the times above. Students may access the live classes and all other archived class meetings this semester by going to the Elluminate links posted to the Calendar of Moodle.The PowerPoint presentations, discussion board, etc. will be available via Moodle. For UMOnline students it is not necessary to view live classrooms, but you must watch the archived class sessions. Attenda nce will be taken for students attending class. In class discussion for internally registered students and discussion board submission for UMOnline students will be recorded. Study Commitments You should expect to spend 8 to 12 hours per week on this course. This time should be spent completing the required reading for this course, reflecting on your reading, completing the weekly activities and preparing your assignments.Occupational Health and Safety There are no out of the ordinary risks associated with this unit. General Content overview 1 Introduction to wave analysis Mathematics and calculating systems Types of Waves Wave Shapes Propagation Velocity and Medium Velocity Sinusoidal Waves: More Terminology Oscillating Systems and Sinusoidal Waves Application of the Concept of Waves to Sound Relationship Among v, f and[pic] Wave Velocity and Properties of the Medium Elastic Properties of Air Reflection and Transmission of Waves Interference and Superposition 2. Standing Waves Long itudinal Displacement WavesNormal Modes for an Air Column Closed at Both Ends Normal Modes for an Air Column Open at Both Ends Normal Modes for an Air Column With One End Open a and One End Closed 3. Resonance Resonance in Mechanical Systems Resonance in the Speech Production System Resonance in the Outer and Middle Ear 4. Wave Analysis Wavefronts Wavefronts and Space Interference Diffraction of Wave Phase of a Wave Complex Wave Forms Complex Traveling Waves Complex Standing Waves Beats Sound Quality Non-Repetitive Sounds 5. Speech Production Vocal Organs Vocal Fold Vibration Acoustic Properties of the Vocal Tract Sound Spectrographs . Acoustics of Speech Signals Vowels Consonants Glide and Liquid Consonants Nasal Consonants Fricative Consonants Stop Consonants Coarticulation 7. Computing and Measurement Techniques for Speech Analysis Sound Spectroscopy Fourier Analysis Learning approaches Moodle Moodle is the University of Montana’s on-line learning system. It is critically important that you maintain an accurate e-mail address with the University of Montana. In this unit, Moodle will be used to: Provide important announcements regarding your course †¢ Provide discussion questions and responses †¢ Provide assessment documentsCSD 221– Fundamentals of acoustics relies significantly on Moodle participation. The Discussion Board is the mode of communication which allows for face-to-face and online learners to share. Postings should be succinct, yet comprehensive (about one paragraph). In addition to your posting, you must reply to at least one other learner’s posting in, again, a succinct, yet comprehensive posting. The instructor facilitates the discussions, carefully monitors the Discussion Board, and provides considered responses. These responses are usually provided after the particular Discussion Board question has closed for the week.Learners are encouraged to use the Discussion Board for ‘Questions to the Instructorâ₠¬â„¢. Postings will be viewed daily and instructor responses will be offered daily. Netiquette expectations are expected on any online submission. For the Core Rules of Netiquette, please visit http://www. albion. com/netiquette/corerules. html. In addition, the instructor expects formal rules of standard American English language to be followed in the Discussion Board. Informal, non-standard English language approaches are not acceptable. You will need to connect to the Internet to access Moodle, at: http://umonline. umt. edu/ Conceptual FrameworkThis course provides a learning community that a) integrates ideas, b) encourages cooperative endeavors, and c) respects diversity and individual worth. These concepts are illustrated through the following activities:   a) by understanding acoustics you will be able to appreciate the linkage between this course and other CSD courses, you will have an understanding of the nature of the conversational element; b) you will also participate in laboratories designed to mutually assist each other, and c) you will be challenged to combine both the science and mathematical nature of speech with some reference to various dialectical patterns. )  Ã‚  Ã‚  Integration of Ideas:   Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems. b)  Ã‚  Cooperative Endeavors:   In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other o learn and grow. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is personally meaningful. In the process members create a cohesiveness that encoura ges personal responsibility and commitment to the group and its goals. c)  Ã‚   Respect for Diversity and Individual Worth:   A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community.The ethics of caring and mutual respect are viewed as essential for supportive learning environments that enhance each member’s self-esteem and foster risk-taking, creative conflict, and excellence. Study resources Required text: Required texts: INTRODUCTION TO SOUND, Acoustics for the Hearing and Speech Sciences. Charles E. Speaks, Singular Publishing, 1999. Several additional readings will be assigned throughout the semester. These may include journal articles, chapters from books other than your textbook, and other related materials. Support services and resources UM Academic Honesty PolicyThe student Conduct Code, embodying the ideals of academic honesty, integrity, human rights, and responsible citizenship, governs all student conduct at The University of Montana-Missoula. You are expected to adhere to this code: (http://liffe. umt. edu/SA/documents/fromWeb/StudentConductCode1. pdf). Student Resources Two tutoring programs are available to students, one administered by the TRiO and the other by the Undergraduate Advising Center; both are located in Corbin Hall. More information on TRiO, visit TRiO at Lommasson Center 154, call 406-243-5032, or log on to www. mt. edu/eop. The Undergraduate Advising Center is located in the Lommasson Center 269, or you can visit www. umt. edu/ucoll/. The Writing Center is available to help you improve your writing skills. Writing instructors are available to help you plan and develop your thoughts. For more information, visit them online at: http://www. umt. edu/writingcenter/, email [email  protected] umt. edu or call (406) 243-2266. S tudents with Disabilities Students with disabilities are encouraged to plan ahead and can contact Disability Services for Students (DSS).For additional information, contact DSS Director Jim Marks, Lommasson Center 154 or (406) 243-2243 (Voice/Text) or jim. [email  protected] edu. Please visit http://www. umt. edu/dss/ to find details about the available services. Foreign Exchange Students and Scholars The office of Foreign Student and Scholar Services (FSSS) is available for general counselling and provides direct support services, consultation, and liaison. Staff members at FSSS are available to help with academic advising, cultural adjustment, financial problems, and other issues.The FSSS office is in the Lommasson Center, Room 219. For more information, contact [email  protected] edu or visit http://ordway. umt. edu/sa/fsss/. |DIRECTORY OF ASSISTANCE | |Concern |Contact |Contact details | |Matters concerning the course |Instructor – Al Yonovitz |al. [email  protected ] edu | |General academic issues relating to |Department Chair – Al Yonovitz |al. [email  protected] edu | |your course | | | |Moodle difficulties |UM Online Tech Support Desk |Ph: (406) 243-4999 or (866) 225-1641 (toll free) | | | |E-mail: [email  protected] edu | | | |Website: http://umt. du/xls/techsupport | |Difficulties accessing your Student |IT Helpdesk |Ph: (406) 243-4357 | |Computer account | | | |Technical difficulties in PC Labs | | | |Library enquiries |UM Library |Ph: (406) 243-6866 | |Help with library databases, Internet| | | |searching and Reference queries | | | |Purchasing of text books and |UM Bookstore |Ph: (406) 243-1234 | |stationery | |Fax: (406) 243-2001 | | | |email: [email  protected] com | | | |website: http://www. umtbookstore. om | | | |University of Montana Bookstore | | | |University Center, 1st & 2nd Floor | | | |5 Campus Drive, Missoula, MT 59801 | |General administration enquiries |Registrar |Ph: (406) 243-2995 | |e. g. admissions/ enro lments, course | | | |information, graduation | | | Class Schedule Week |Lecture Topic |Readings |Assessments | | | | |& Labs | |Week 1 |The Nature of Sound Waves |Chapter 1 | | |1/23/11 | |The Speech Chain, Chapters 1 | | |Week 2 |The Nature of Sound Waves |Chapter 1 | | |1/30/11 | | | | |Week 3 |Simple Harmonic Motion |Chapter 2 | | |2/6/11 | | | | |Week 4 |Simple Harmonic Motion |Chapter 2 | | |2/13/11 | | | | |Week 5 |Logarithms and Antilogarithms |Chapter 3 |Exam 1 (20%) | |2/20/11 | | | | |No Class on 2/20/11 | | | | |Week 6 |Logarithms and Antilogarithms |Chapter 3 | | |2/27/11 | | | | |Week 7 |Sound Intensity and Sound Pressure: The |Chapter 4 | | |3/5/11 |Decibel | | |Week 8 |Sound Intensity and Sound Pressure: The |Chapter 4 | | |3/12/11 |Decibel | | | |Week 9 |Complex Waves |Chapter 5 | | |3/19/11 | | | | |Week 10 |Complex Waves |Chapter 5 |Exam 2 (20%) | |3/26/11 | | | | |Week 11 |Spring Break | | | |4/2/11 | | | | |Week 12 |Resonance and Filtering |Chapter 6 | | |4/9/11 | | | | |Week 13 |Resonance and Filtering |Chapter 6 | | |4/16/11 | | | | |Week 14 |Distortion |Chapter 7 | | |4/23/11 |Sound Transmission |Chapter 8 | | |Week 15 |Summation and Revision | | | |4/30/11 | | | | |Final Exam | | |Exam 3 (20%) | |5/7/11 | | | | Topical Description of Course Material Assessment Information 5 Assessment items are required. All assessment tasks must be completed for you to obtain a pass in this course. I would expect a significant commitment on your part to achieve a deep and effective understanding of topics in this course. I would therefore expect a high commitment to learning. Note: unless stated otherwise, the due date for an assessment refers to the date by which the assessment must be received by the Instructor. Assessments for CSD 221 – Fundamentals of Acoustics Assessment |Focus |Percent Value |Length |Due date | |item | | | | | |Assessment 1 |Test 1 |20% |50 M/C Questions |Week 5 | |Assessment 2 |Test 2 |20% |50 M/C Questions |Week 10 | |A ssessment 3 |Test 3 |20% |50 M/C Questions |Week 16 | |Assessment 4 |Submission of Acoustic Study |20% |4-6 Pages |Week 14 | |Assessment 5 |Assignments/Labs/Quizzes (10) |20% |TBA |Throughout Semester | Descriptions of Assessments Three tests (20% each test) Test 1 (20%) Available from Monday, February 23–Sunday, February 26 Test 1 must be submitted electronically by 11:55pm Sunday, February 26 2-hour timed test Multiple choice & true/false Test 2 (20%) Available from Monday, March 29 – Sunday, April 1 Test 2 must be submitted electronically by 11:55pm Sunday, April 1 2-hour timed test Multiple choice & true/false Test 3 (20%) Available from Wednesday, May 7 – Thursday, May 10Test 3 must be submitted electronically by 11:55pm Thursday, May 10 2-hour timed test Multiple choice & true/false Assignments/Labs/Quizzes (20%) There will be ten assignments/quizzes during the semester. Each assignment/quiz will be discussed in class demonstrated in class and a teaching a ssistant will be available for individual help. Separate descriptive hand-outs will be available for each lab. Acoustic Study (20%) The acoustic study will be a project that you will be able to accomplish. The project should not relate to speech but should consider the analysis of an interesting acoustic event. A separate handout will be available. *Note – Tests are electronically marked and are automatically submitted to Gradebook.After taking a test, your mark will be immediately available; however, your test will only be made available for you to view after the closing date of the test. Delivery and submission of Assessments Note: The three tests are electronically marked by Gradebook. You are expected to keep your own copy of the assignments. On the PowerPoint assignment, please attach an introductory slide with the following details: Your name and student number Course code, title and date submitted Helpful tips for submission of your Assessments There are several ways t hat you can assist with the efficient processing and return of your assessments. †¢ Turn in your assessments on time. Additional time will not be readily offered.Extensions and late submission Note: Apply for extensions before the due date. You must apply for extensions at least 2 university business days before the due date. All extension requests must be in writing to the Instructor. If you do not follow these procedures and have an extension formally approved, your assessment will be considered late if it arrives after the due date. Extenuating circumstances do arise from time to time such as illness or a family crisis. In such circumstances, you are required to contact your tutor to discuss your options. Poor time management is not considered an extenuating circumstance and is not grounds for an extension.Normally work commitments will not be sufficient grounds for an extension. Resubmission In this course, you cannot resubmit your work for reassessment. Plagiarism Policy P lagiarism is the presentation of the work of another without acknowledgement. As defined by the University of Montana’s Student Conduct Code, plagiarism is â€Å"Representing another person's words, ideas, data, or materials as one's own. † Staff and students may use information and ideas expressed by others, but this use must be identified by appropriate referencing. Students who plagiarize may fail the course and may be remanded to Academic Court for a possible suspension or expulsion from the University.More information regarding student policy, academic misconduct, and plagiarism can be found at: http://www. umt. edu/catalog/policy_procedure. htm Assignment and examination rules Exams will involve multiple choice and true/false questions. They will cover the material provided both in the lectures and in the assigned readings. Exams/tests must be submitted by the assigned date. If you do not submit a test by the assigned date, you will not receive credit for the tes t, unless arrangements are made with the instructor in advance. Test 1 (20%) Test 2 (20%) Test 3 (20%) Assignments/Labs/Quizzes (20%) Acoustic Study (20%) Applying the university assessment grading to Assessments A | | | |Demonstrates imagination, originality or flair, based on proficiency in all learning outcomes of the unit; | |(90. 0-100) |work is interesting or surprisingly exciting, challenging, well read or scholarly. | | | | | |-For this assessment an A response answers all the set questions in a very informed, applied, cogent manner. | |B | | | |Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to | |(80. 0-89. ) |identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and| | |apply ideas to new situations, and ability to evaluate new ideas. | | | | | |-For this assessment a B response answers all the set questions in an informed manner and applied manner. | |C | | | |Demo nstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere | |(70. 0-79. ) |replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, | | |some use of analytical skills, and some originality or insight. | | | | | |-For this assessment a C response answers all questions correctly. There is a basic application of ideas. | |D | | | |Satisfies all of the basic learning requirements of the unit, such as knowledge of fundamental concepts and | |(60. 0-69. ) |performance of basic skills; demonstrates satisfactory, adequate, competent, or capable achievement of the | | |objectives of the unit. | | | | | |-For this assessment a D response answers most the questions correctly. Theses answers cover only the | | |fundamentals and lack application. | |F | | |(59. 9 and below) |Fails to satisfy some of the basic requirements of the assessment task. | ———————â₠¬â€œ [pic] [pic] [pic] Psychology 101 We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult.The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of â€Å"Genie, the wild child† comes to show how much we require all of the environmental factors in Maslow’s Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freud’s five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients' recollections, dreams and free associations. He â€Å"asserted that sexual instinct was the most important influence on personality. † (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individ ual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. â€Å"Fixation gives each problem at each stage a long-term effect in terms of our personality or character. †(Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the child's experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individual’s specific environment. Nature versus nurture is a debate upon the importance of an individual’s inborn qualities against personal experiences in influencing or causing individual’s personality and traits. Nurture is the influences on development occurring ‘from prenat al, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on ‘Little Albert’. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Albert’s fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didn't play a part in shaping an individual's personality, then identical twins should, supposedly, be exactly the same. â€Å"Although identical twins are genetically identical and share the same family environment, identical twins raised tog ether do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. † (Haimowitz, Avi. 2005) It is evident through the case study of ‘Little Albert’ and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The ‘Skinner box’ is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stim ulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. â€Å"The behavior is followed by a consequence, and the nature of the consequence modifies the organism’s tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select†¦ regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. †- John Watson.This well known behaviorist, John Watson, conveys that no matter what the individual’s nature is, the environment and experiences in one’s life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a child’s personality. The lack of interaction and speech f rom Genie resulted in having no language or cognitive ability. â€Å"The left part of the cerebral cortex in Genie’s brain, which is responsible for speech and language, has not received the stimulation required for normal development† (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslow’s hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslow’s hierarchy of need’s pyramid). According to this theory â€Å"they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function†. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there†. (ExtraOrdinaryChildren, 2008)These experiences of Genie’s entire life, comes to show how much each individual needs their environment and the result of not having nurture in one’s life. Bibliography A2zpsychology, 2006, Freud's Psychosexual Theory. Viewed March 16, 2011, http://www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http://psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http://wiki. answers. com/Q/What_influences_personality_more_nature_or_nurture#ixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http://webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http://webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freud’s Psychosexual Stage Theory.Viewed March 15, 2011, http://changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http://answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http://www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http://www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http://genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http://www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http://en. wikipedia. org/wiki/Personality_psychology#Trait_theories Wikipedia, 2011, Maslow’s Hierarchy of Needs. Viewed March 1 4, 2011, http://en. wikipedia. org/wiki/File:Maslow%27s_Hierarchy_of_Needs. svg Psychology 101 We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult.The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of â€Å"Genie, the wild child† comes to show how much we require all of the environmental factors in Maslow’s Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freud’s five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients' recollections, dreams and free associations. He â€Å"asserted that sexual instinct was the most important influence on personality. † (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individ ual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. â€Å"Fixation gives each problem at each stage a long-term effect in terms of our personality or character. †(Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the child's experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individual’s specific environment. Nature versus nurture is a debate upon the importance of an individual’s inborn qualities against personal experiences in influencing or causing individual’s personality and traits. Nurture is the influences on development occurring ‘from prenat al, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on ‘Little Albert’. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Albert’s fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didn't play a part in shaping an individual's personality, then identical twins should, supposedly, be exactly the same. â€Å"Although identical twins are genetically identical and share the same family environment, identical twins raised tog ether do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. † (Haimowitz, Avi. 2005) It is evident through the case study of ‘Little Albert’ and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The ‘Skinner box’ is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stim ulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. â€Å"The behavior is followed by a consequence, and the nature of the consequence modifies the organism’s tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select†¦ regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. †- John Watson.This well known behaviorist, John Watson, conveys that no matter what the individual’s nature is, the environment and experiences in one’s life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a child’s personality. The lack of interaction and speech f rom Genie resulted in having no language or cognitive ability. â€Å"The left part of the cerebral cortex in Genie’s brain, which is responsible for speech and language, has not received the stimulation required for normal development† (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslow’s hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslow’s hierarchy of need’s pyramid). According to this theory â€Å"they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function†. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there†. (ExtraOrdinaryChildren, 2008)These experiences of Genie’s entire life, comes to show how much each individual needs their environment and the result of not having nurture in one’s life. Bibliography A2zpsychology, 2006, Freud's Psychosexual Theory. Viewed March 16, 2011, http://www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http://psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http://wiki. answers. com/Q/What_influences_personality_more_nature_or_nurture#ixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http://webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http://webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freud’s Psychosexual Stage Theory.Viewed March 15, 2011, http://changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http://answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http://www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http://www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http://genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http://www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http://en. wikipedia. org/wiki/Personality_psychology#Trait_theories Wikipedia, 2011, Maslow’s Hierarchy of Needs. Viewed March 1 4, 2011, http://en. wikipedia. org/wiki/File:Maslow%27s_Hierarchy_of_Needs. svg

Identifying and Refining Research Topics in Practice Area Essay

Part I: Research Questions Nursing is a dynamic career. Through nursing research, doors to improved, quality healthcare are paved open from time to time. In practice-based studies, human subjects are inevitable; thus, a researcher must be sensitive, aware and compliant to the regulations set by the Department of Health and Human Services (HHS) (Wolf, Walden, and Lo, 2005; NIH, n. d.; American Nurses Association, n. d.). In this regard, the author of this study was inspired to formulate the following practice-based research questions: Quantitative. Quantitative approach explains using objective facts, eliminating bias and error (Firestone, 1987). Research, especially quantitative method, should avoid false findings (Ioannidis, 2005). 1. What is the relationship between the transport of newborns via a transporter vs. other mode of transport after birth and thermoregulation? 2. What is the relationship between history of general depression and postpartum depression in postpartum mothers? 3. What is the relationship between mandatory nurse-patient ratio and job stress or burnout? Qualitative. Firestone (1987) stated that qualitative approach is best for phenomenological studies where â€Å"multiple realities that are socially defined† and readers are given â€Å"enough detail to â€Å"make sense† of the situation.† 1. Why do children born to teenaged mothers become teenage parents themselves? 2. What are birthing plans that are essential to a successful labor and delivery experience? To determine if these are viable topics for further research, the help of the nurse clinician, the senior staff nurse, a staff nurse, and clinical manager was consulted. On the relationship between the transport of newborns via a transporter vs. other mode of transport after birth and thermoregulation, it has been noted that infants that are transported from Labor and Delivery to the Well Baby Nursery via a bassinette or in mother’s arms experience hypothermia while those that are transported via a transporter maintain normal temperature. From the consultation with the other healthcare providers, there was a research study on infant remaining with the mothers after birth but not on the mode of transport, which influenced the practice by allowing infants to remain with mother after both vaginal and cesarean deliveries until their transfer to postpartum. According to the nurse clinician, this is a good topic as they noted that the infant’s of vaginal delivery are transported in the mother’s arms or in an open bassinette and they usually have low temps while the infants of cesarean deliveries are transported in a transporter and they usually have normal temperatures; thus, there may be correlation between the two. For the relationship between history of general depression and postpartum depression in postpartum mothers, it was noted that mothers with a history of general depression are usually anxious and weepy and have difficulty coping. However, studies for evidence are not sure. The only data that may be readily available for this topic are those referrals of any mother with a history of depression to Social Services for postpartum depression education and resources. On the relationship between mandatory nurse patient ratio and job stress or burnout, the healthcare givers observed and agreed that its implementation is much better and beneficial because the nurses make less mistakes and patient care is better. However, supporting studies are a little bit hard to find. On the other hand, it is noted that significant numbers of teenage mothers are 15 to 18 years younger than their own mothers and considerably, these young mothers will have their second child within one to two years of the first, which means having multiple children within their teenage years. From the consultation, the study is an interesting one but lacks available supporting data. Meanwhile, the study on birthing plans was commended by the healthcare givers during the consultation as it has been noted that the outcome of the facility is usually the opposite effect: Majority of patients with birthing plans experience emergency delivery situations regarding themselves and/or their newborns resulting in cesarean sections for themselves and/or admittance to the Neonatal Intensive Care Unit (ICU) for the newborn. But again, the problem with this topic is on the availability of references that will be used. From the conferred ideas, the author then was enlightened and selected the quantitative study on the relationship between mandatory nurse-patient ratio and job stress or burnout. The author will not have difficulties on supporting information on the topic as lots of research works had been conducted on the matter from all over the world. Job stress or burnout has always been a problem of nurses from time immemorial until now and from the different parts of the world. Part II: Research Study The relationship between mandatory nurse-patient ratio and job stress or burnout Research Problem Nursing is a career that requires lots of activities. With what their jobs require, nurses cannot avoid adverse outcomes related to their nursing care activities and daily patient load which are noted to be increased, shift rotation, and staffing that is short such as skipping their tea or coffee breaks, â€Å"feeling responsible for more patients than they could safely care for, inadequate help available, inadequate time to document care, verbal abuse by a patient or a visitor, and concern about quality of care† (Al-Kandari and Thomas, 2008). A great problem nowadays in nursing is on staffing. Mantese, Pfeiffer, and Mantese (2005-2006) stated that â€Å"in this age of trying to maximize limited personnel to undertake expanding workloads, there is a risk of a detrimental increase of mistakes, misjudgments, and harm.† Flynn and McKeown (2009) support this with their research that focused on â€Å"the impact on patients and nurses of ‘poor’ nurse staffing levels†. From these, burnout or job stress has been found out to be on of the major nursing practice problems (Mrayyan, 2007). In relation to this, the author was inspired and interested to find out more on the relationship between mandatory nurse-patient ratio and job stress or burnout. Statement of Purpose   The purpose of the study is establish a practice-based study which can be utilized by nurses and other concerned people as baseline data for the improvement of their practice or for further understanding of the nursing practice. Job stress or burnout in nurses should be addressed immediately as they are dealing with the lives of their patients. The findings of this study look forward to help uplift nursing management.

On-Line Teaching vs Traditional Teaching - 1302 Words

Traditional Teaching vs Online Teaching Nowadays, education becomes one of the important things in human life. Most of the individual in the earth is aware to obtain the education. Besides that, every country always concern on developing the quality of the education to improve the human resources. If the quality of human resources of a country is good, indeed, the quality of that country will be good too. As the matter of fact, we cannot deny that the improvement of technology really influence the education itself. Last time, before the advance of technology, the implementation of education system is still traditional. But, it is different nowadays. The implementation of the education is not only traditional but also online. In†¦show more content†¦Regarding studying, it is based on various sources of information including web data banks and net-experts. Hence, each learner will get more of an equal standing than in a face-to-face discussion ( Rashty, (n.d.)) . Moreover, there is more reliance on written communica tion than live, oral communication. As we know, teaching online is not â€Å"face-to-face real†, so students will really open up themselves by making mistakes without feeling silly and give full attention into everything. As online teaching need to be more focused, teachers can work on the areas that need the most attention when working with students (Zavitz, 2011) . Other than that, there is a lot of flexibility in learning online. For instance, for students who are pretty busy all the time, if they want to schedule a class, every time their schedule allows for it. Some of the students even email the teacher when they want a lesson as they are more of a â€Å"drop in† type learner (Zavitz, 2011). Furthermore traditional teaching will be more expensive if the students who attend the school which implemented traditional education will spend much more money. If their house is not near from their school, they will spend their money for buying gasoline for their private transportation. It will be the same if they do not have any private transportation because they have to pay public transportation to go to school. Moreover, if the distanceShow MoreRelatedEssay on Distance Learning vs. the Traditional Classroom1550 Words   |  7 PagesDistance Learning vs. the Traditional Classroom Non-traditional students are finding it easier and easier to maintain a job, a family, and pursuing a college career at the same time. This is possible because more and more non-traditional students are receiving an education using distance learning, as opposed to traditional, in-the-classroom teaching. Distance learning is basically taking college level, credit-bearing courses via the Internet. One of the most obvious advantages of distanceRead MoreEssay on Distance Learning vs. Traditional Classroom Comparative1573 Words   |  7 PagesDistance Learning vs. the Traditional Classroom Non-traditional students are finding it easier and easier to maintain a job, a family, and pursuing a college career at the same time. This is possible because more and more non-traditional students are receiving an education using distance learning, as opposed to traditional, in-the-classroom teaching. Distance learning is basically taking college level, credit-bearing courses via the Internet. One of the most obvious advantages of distanceRead MoreHow Is Communication Important For Children And Community Engagement As It Has Been Discussed? Class So Far?1392 Words   |  6 Pagesoverall theme is communication. I thrive on communication being key. As I continue to point out there can be serious problems when there is a break in communication. 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Christianity And Its Effects On Modern Culture And Society

Jabari Baptiste Christopher Martinez REL2300 14 November 2014 Christianity and its Effects on Modern Culture and Society Christianity, the way and teachings of the Messiah, Jesus Christ. It is the largest and most popular religion in the world with about a whopping 2.1 billion religious followers positioned all around the world. Christianity has had such an important impact on the course of the history of the world since its creation about 2,000 years ago that even today both Christian followers and non-Christians still follow the moral and ethical teachings presented by Jesus Christ within Christianity in their everyday lives. These moral and ethical teachings of Jesus Christ have made such a great impression throughout the years since its creation that today most non-Christians at least tend to respect Jesus as a great moral and ethical leader and teacher, but turn their back to the spiritual supernatural aspect of him. To most historians the Bible is usually described as a book like no other. It is a sacred text that can arguably be consider ed the most influential book ever published in the history of the world. Its powerful message has affected every department of human nature and human interaction. The contents of the biblical scriptures has supplied the themes and inspiration to drive the greatest poets, artists and musicians which the world has ever seen, and it has been the mightiest factor of all in shaping the moral progression of the human race. Christianity hasShow MoreRelatedThe Impact Of The Gnostic Movement On The Way Of Looking At The World Essay1650 Words   |  7 Pagesthe elements are not associated with the current practises of Christianity. However, the underlying belief in a single and absolute higher power remains. 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Child Protective Services The Role Of Substance Abuse,...

Engagement in Child Protective Services: The Role of substance Abuse, Intimate Partner Violence and Race Engagement can be defined in many ways including, attendance, participation, collaboration, compliance and motivation. Parents play a huge role in their children’s life, but, sometimes parents do not engage much with their children which can face significant negative consequences. Substance abuse affects lives in a negative way therefore, parents should be more engaging with their children so they can prevent their children of being victims of drugs, alcohol, or other substances. There are two primary factors for the focus on parental engagement. The minimal level of engagement is necessary in order for families to receive the benefit of child welfare services. The second primary factor is that the courts decides the legal actions of parental engagement. Some families who are victims of substances also struggle with housing or mental illness issue. There are several actions of behavior lack of engagement which includes parents not making appointments for their children on tim e, as well as not allowing a social work to enter to their home, and the lack of following up with treatment goals and inconsistent contract with their children. Parental engagement has been a challenge for child protection workers. When a family is going through issues like violence or substance abuse it is hard to focus on the children. Not having connection or communication with children canShow MoreRelatedDomestic Violence and Its Effect on Children4845 Words   |  20 Pagesdomestic violence homes are constantly being exposed to verbal and physical abuse, directly or indirectly, it has to account for some form of damage within them. They generally suffer in silence, but often develop high levels of aggression, anger issues and anxiety, and often become depressed, there is even a potential to develop Posttraumatic Stress Disorder. 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Systems Analysis and Design Fundamentals

Question: Discuss about the Systems Analysis and Design Fundamentals. Answer: Introduction Projects are usually designed to help achieve certain predetermined goals that are established by the project team before any work concerning the project is initiated .This means that an organization has to identify certain needs that require a given project for them to be satisfied, these are often referred to as project goals and they are the determinants of all activities and plans that are carried out concerning the project at hand, by accurately the project goals it becomes easy to set timelines for a project as well as set accurate budget estimations as well as identifying all the factors that need to be put in place for the success of a project. How correctly the project planning process is carried out and the resulting adherence to the initial plan determines the success of a project. Project Management is the process of ensuring that the implementation of a given project is carried out correctly within the timelines and the budget set through initiation, planning execution, controlling and completion of a given project to ensure that its objectives are met. There is usually a success criteria involved in the process .This report offers an analysis and analysis of Denver International Airport Baggage Handling System. The Report will be structured into three main parts. Project Influences A number of factors are responsible for the outcome f a given project. They are re commonly referred to as project Influencers abbreviated as PESTLE referring to political, economic, and social, Technological Legal and environmental factors. For Denver mostly the project was to a large extent dependent on the technology. Failure to pay keen attention to the technology might have been one of the causes of failure (Rebentisch, 2016). Environmental factors include factors such as climate and climate change. Since this was to occupy a 140 km piece of land, any serious weather changes such as heavy rains resulting to floods could have serious impact on the project. Legal factors such as health and safety of the people constructing and those using the system could also have affected it. Social factors are the cultural aspects of a given community that can affect a given project while economic factors are any changes in the economy that can have significant impact on a project. These includ e factors such as inflation which can escalate the budget estimates for a project. Political factors such as taxation had an impact on the overall cost of the project. As Project manager of the Denver Airport project I would have taken sufficient time to consider the technological complexities that were involved so the initial planning phase would take consideration of the anticipated technological challenges in the design and functionality of the integrated baggage handling system without underestimation of its complexity. This would ensure that the system was able to achieve its intended objectives. As a manager I would also ensure proper leadership though planning, control and evaluation to ensure that the project was completed without the delays that were experienced thus the extra cost would have been saved. Some of the decisions could have been avoided such as allowing continuation of the project without sorting out the challenges that were experienced (Gaynor,2010). As a project manager I would therefore have ensured that each implementation stage was successfully carried out and any challenges identified sorted out before implementation wou ld proceed to the next phase. With the growing demand in airport services the rise in the number of people seeking to travel by Air to and from the United States, the construction of Denver Airport was a great necessity. This was going to be the largest airport in the United States and would be attending to an approximate number of 50 yearly. This would have been a great plus for the Air transport industry as the airport would provide a greater capacity that would ease congestion in other airports across the country. Besides the airport services that the Airport would be providing to its clients, the airport would also be able to provide huge amount of revenue to the City of Denver and provide employment by cementing Denver City as an Air transportation hub. Therefore despite the challenges faced with the Baggage handling system that led to delay in the opening of the Airport, it was a great idea to build Denver Airport as it would be able to boost the Air transport significantly (Kerzner, 2013). Assessing project Viability Feasibility study is an analysis of an identified project to determine its viability or its successful completion by considering a number of factors that technological, economic social and legal that may affect it. Feasibility studies are used by project managers to determine the possible positive and pessimistic outcomes of a given project before embarking on its implementation. Feasibility ensures among other things the economic justification of a project .this means that the project should be in position of having a positive impact on the economic status of the person or organization implementing it (Hass,2009). I would therefore need to consider impactful this new project would be o the operations of the airport this would be though cost vs benefit analysis .I would also need to carefully analyze the complexities involved in the new project vs the technical expertise available to meet these end results .Finally I would also consider the financial estimates and the scope of the project to ascertain how the project would be able to meet its end results within the set budget and scope. Denver Airport project can be analyzed in terms of its duration and budget. Based on the on the duration set aside for this project which was initially two years the project can be assessed as a large project .Also based on the area in square kilometers that the project was going to cover and the number of people and units that it was supposed to serve concurrently, it can be classified as a large project .Apart from time and cost, complexity, project change and strategic importance can also be used in assessing the size and scale of Denver Airport construction project (Crowder,Carbone Demijohn, 2015). Projects are usually designed to achieve certain outcomes of generate some benefits. The cost of a project should be directly proportional to the expected benefit of the project this means that if there is a large budget for a project the expected benefits are supposed to be many and vice versa .However if a projects cost is more than its expected benefits the viability of project becomes questionable. Its therefore important to analyze projects cost and profitability in order to establish if the project will have appositive or negative outcome (Estrella, 2007). I would decide the effectiveness of the decision made based on their outcomes .For example if the decision made such as the decision to extend the timeline for the project and it benefits or shortcomings (Kock,2007). If a decision made lead to any positive change or resulted in an overall improvement of the project then I would term it as effective. For the wrong decisions that were made, I would recommend their review by all the team members so that better decisions that would enable the project to achieve its determined outcomes would be achieved. Value management in construction management plays significant role in ensuring that the project achieves continuous innovation and overall improvement of the project. The plan will help to keep the project team motivated in order to improve the overall outcome of the project. Project risks are those factors that are likely to affect the achievement of the project objectives within the established time. Risk management is the process through which risks are identified, analyzed and prioritized. Risk management will ensure that the implementation of the project is carried out according to the initial plan by helping identification and elimination of risks (Demarco Lister, 2013). Quality management is the process of ensuring that the activities involved in a given project including the estimated outputs and benefits as well as the processes to arrive at these benefits meet the expectations of the stakeholders. Quality management will ensure that the project team work towards the achievement of project objectives (Winch, 2010). In project management, change refers to anything that has the ability of impacting the projects processes, tasks, job functions of the project team as well as structures. Change management is therefore the process that is used to manage change any change occurring to the project and the project team .It helps in keeping the project on course (Laar Punter, 2010). In the context of project management, environmental management refers to the process of managing the overall impact of the project to the environment .Environmental management will ensure that the potential impact of the project on the environment is minimized as much as possible. Health and safety management refers to all the strategies put in place to safeguard the health and safety of the project team. This will ensure that the potential impact of the project on the project team is minimized. In the context of project management Resource management refers to the process of allocating project resources effectively and efficiently. This will ensure that the resources set aside for a project are not wasted unnecessarily. The success of a project is solely dependent on how effectively these plans are handled. Successful consideration of these plans ensures that the project is able to achieve its objectives .It also ensures that a project is successfully completed within the time set and within the budget (Shenhar Dvir,2007). Conclusion Based on the above analysis, it is therefore important to note that there are several factors that come at play in as far as project management is concerned .Failure to consider these plans lead as well as poor decision making to the absolute failure of Denver International Airport Baggage handling system, perhaps worlds largest baggage handling system. For successful implementation of a project therefore project influencers need to be analyzed by the stakeholders so that it is possible to deal with all factors that might tamper with the scope of the project as well as its achievement of predetermined objectives .Apart from project Influencers assessing the viability of a project is also paramount. Viability of a project enables project stakeholders to weigh the project benefits against its cost. Had this been done for the Baggage handling system, it would have been possible to identify what the outcomes of the project such as its high maintenance costs and perhaps an alternative wou ld have been sought. Finally planning would have made it possible to complete the project within the time set and budget and the extra cost could have been saved. Reference List Rebentisch, E. (2016). Integrating program management with systems engineering. [Place of publication not identified], John Wiley Sons. Crowder, J. A., Carbone, J. N., Demijohn, R. (2015). Multidisciplinary systems engineering: architecting the design process. Cham, Springer. https://public.eblib.com/choice/publicfullrecord.aspx?p=4206709. Demarco, T., Lister, T. R. (2013). Waltzing with bears: managing risk on software projects. https://proquest.safaribooksonline.com/9780133492248. Estrella, J. A. (2007). Identifying software project risks in the Canadian financial services sector: an international comparative study. Markham, Ont, Agilitek Corporation. Gaynor, G. H. (2010). Decisions: finding your way through the maze. Oxford, Wiley-Blackwell. Hass, K. B. (2009). Managing complex projects: a new model. Vienna, VA, Management Concepts. Information systems foundations: constructing and criticising workshop, gregor, S. D., Hart, D. N. (2005). Information systems foundations: constructing and criticising. Canberra, ANU E Press. https://epress.anu.edu.au/?p=128271.. Kerzner, H. (2013). Project management: case studies. Hoboken, N.J., John Wiley https://www.123library.org/book_details/?id=62637. Kock, N. F. (2007). Systems analysis design fundamentals: a business process redesign approach. Thousand Oaks, Calif, Sage Publications. https://public.eblib.com/choice/publicfullrecord.aspx?p=996263. Laar, P. V. D., Punter, T. (2010). Views on evolvability of embedded systems. Dordrecht, Springer. Reussner, R. (2016). Modeling and simulating software architectures: the Palladio approach. Shenhar, A., Dvir, D. (2007). Reinventing project management: the diamond approach to successful growth and innovation. https://www.books24x7.com/marc.asp?bookid=23562 Oz, E. (2016). Management information systems. Boston, Thomson Course Technology. Winch, G. (2010). Managing construction projects: an information processing approach. Chichester, Blackwell Pub. https://site.ebrary.com/id/10631341.

Movie CharlieS Angels Essays - English-language Films,

Movie ?Charlie'S Angels? Thomas Kim The film, ?Charlie's Angels? was a visually motivated movie. This film fit under the genre of action/comedy. The action and camera work moved the story forward while keeping the audience attentive. The primary characters were Dylan, a rebellious tomboy, Natalie, a ditzy encyclopedia, Alex, a no nonsense achiever and Eric Nox, a criminal mastermind. Dylan, Natalie and Alex are the main protagonists who work as detectives for a mysterious figure known as Charlie. Dylan's motivation is her yearning to have a father figure, which ultimately leads her to protect her boss, Charlie. Natalie and Alex's motivations are tied to Dylan's while Natalie is also searching for love and Alex is trying to open up to her boyfriend. Eric Nox's motivation is to have revenge for the death of his father. Our three heroines, Alex, Dylan and Natalie are highly trained super detectives who are hired to find a missing voice recognition computer program and the program's creator, Eric Nox. The three girls determine through some detective work that their main suspect is Nox's main competitor, Redstar Communications. The three go undercover and plant a link to Redstar's main computer network. They soon discover that they have been double crossed by Eric Nox who only used the girls to gain access to Redstar's communication satellites which he will use in conjunction with his voice recognition program to locate the elusive Charlie whom he blames for the death of his father. Bosley, the liaison between the girls and Charlie, is kidnapped in order to locate Charlie. The girls must now find Bosley and Eric Nox and prevent Eric from locating Charlie. The girls free Bosley but Eric Nox has already located Charlie and flies to kill him in an attack helicopter. Alex, Dylan and Natalie manage to get aboard the helicopter and reprogram the missile, which Eric Nox is planning on using to kill Charlie. The missile instead of destroying Charlie is diverted and kills Eric Nox instead. Charlie is saved and the girls go on vacation. The primary source of conflict is that the girls are pressed for time in locating Eric Nox before he locates Charlie. The need to protect Charlie is the main drive in the girls' actions. The characters were exposed through situations which revealed their inner beings. Dylan's mother died when she was young and she never had a chance to meet her father. The lack of a father figure creates a need for Dylan to protect the one father figure she has in Charlie. Natalie wants to find a good man who she can love. When she meets a man who understanding and supportive she wants everything to work out. Alex has not been completely honest with her boyfriend and she wants to open up to him. Eric Nox's father was killed while he was serving in the army. He believes that Charlie, who was best friends with Eric's father, killed him. Now he wants revenge. I give the movie one and a half thumbs up. The movie was entertaining albeit unrealistic. The action scenes were like eye candy. Through the use of slow motion, stop motion and intricate choreography the fight scenes are reminiscent of the antigravity duels in ?The Matrix?. The witty lines in the script, undoubtedly credited towards scribe, Ed Solomon, helped to alleviate the ridiculousness of the action scenes. Overall the movie's main goal is to entertain the eyes with a feast of special effects and chop-socky battles between the characters and the movie delivers with a flash-poppy eye candy film.