Friday, December 27, 2019

Portable Art From Upper Paleolithic Period

Portable art (known as mobiliary art or art mobilier in French) typically refers to objects carved during the European Upper Paleolithic period (40,000-20,000 years ago) that can be moved or carried as personal objects. The oldest example of portable art, however, is from Africa nearly 100,000 years older than anything in Europe. Further, ancient art is found around the globe far from Europe: the category has had to expand to serve the data that have been collected. Categories of Paleolithic Art Traditionally, Upper Paleolithic art is divided into two broad categories--parietal (or cave) art, including the paintings at Lascaux, Chauvet, and Nawarla Gabarnmang; and mobiliary (or portable art), meaning art that can be carried, such as the famous Venus figurines. Portable art consists of objects carved from stone, bone, or antler, and they take a wide variety of forms. Small, three-dimensional sculpted objects such as the widely known Venus figurines, carved animal bone tools, and two-dimensional relief carvings or plaques are all forms of portable art. Figurative and Non-Figurative Two classes of portable art are recognized today: figurative and non-figurative. Figurative portable art includes three-dimensional animal and human sculptures, but also figures carved, engraved, or painted on stones, ivory, bones, reindeer antlers, and other media. Non-figurative art includes abstract drawings carved, incised, pecked or painted in patterns of grids, parallel lines, dots, zigzag lines, curves, and filigrees. Portable art objects are made by a wide variety of methods, including grooving, hammering, incising, pecking, scraping, polishing, painting, and staining. Evidence of these ancient art forms can be quite subtle, and one reason for the broadening of the category well beyond Europe is that with the advent of optical and scanning electron microscopy, many more examples of art have been discovered. Oldest Portable Art The oldest portable art discovered to date is from South Africa and made 134,000 years ago, consisting of a piece of scored ochre at Pinnacle Point Cave. Other pieces of ochre with engraved designs include one from Klasies River cave 1 at 100,000 years ago, and Blombos cave, where engraved designs on 17 pieces of ochre were retrieved, the oldest dated to 100,000-72,000 years ago. Ostrich eggshell was first known to have been used as a medium for engraved portable art in southern Africa at Diepkloof Rockshelter and Klipdrift Shelter in South Africa and Apollo 11 cave in Namibia between 85-52,000. The earliest figurative portable art in South Africa is from the Apollo 11 cave, where seven portable stone (schist) plaques were recovered, made approximately 30,000 years ago. These plaques include drawings of rhinoceros, zebras, and humans, and possibly human-animal beings (called therianthropes). These images are painted with brown, white, black and red pigments made of a wide variety of substances, including red ochre, carbon, white clay, black manganese, white ostrich eggshell, hematite, and gypsum. Oldest in Eurasia The oldest figurines in Eurasia are ivory figurines dated to the Aurignacian period between 35,000-30,000 years ago in the Lone and Ach valleys in Swabian alps. Excavations at the Vogelherd Cave recovered several small ivory figurines of several animals; Geissenklà ¶sterle cave contained more than 40 pieces of ivory. Ivory figurines are widespread in the Upper Paleolithic, extending well into central Eurasia and Siberia. The earliest portable art object recognized by archaeologists was the Neschers antler, a 12,500-year-old reindeer antler with a stylized partial figure of a horse carved in the surface in left profile. This object was found at Neschers, an open-air Magdalenian settlement in Auvergne region of France and recently discovered within the British Museum collections. It was likely part of the archaeological materials excavated from the site between 1830 and 1848. Why Portable Art? Why our ancient ancestors made portable art so very long ago is unknown and realistically unknowable. However, there are plenty of possibilities that are interesting to contemplate. During the mid-twentieth century, archaeologists and art historians explicitly connected portable art to shamanism. Scholars compared the use of portable art by modern and historical groups and recognized that portable art, specifically figural sculpture, was often related to folklore and religious practices. In ethnographic terms, portable art objects could be considered amulets or totems: for a while, even terms like rock art were dropped from the literature, because it was considered dismissive of the spiritual component that was attributed to the objects. In a fascinating set of studies beginning in the late 1990s, David Lewis-Williams made the explicit connection between ancient art and shamanism when he suggested that abstract elements on rock art are similar to those images seen by people in visions during altered states of consciousness. Other Interpretations A spiritual element may well have been involved with some portable art objects, but wider possibilities have since been put forward by archaeologists and art historians, such as portable art as personal ornamentation, toys for children, teaching tools, or objects expressing personal, ethnic, social, and cultural identity. For example, in an attempt to look for cultural patterns and regional similarities, Rivero and Sauvet looked at a large set of representations of horses on portable art made from bone, antler, and stone during the Magdalenian period in northern Spain and southern France. Their research revealed a handful of traits that seem to be particular to regional groups, including the use of double manes and prominent crests, traits that persist through time and space. Recent Studies Other recent studies include that of Danae Fiore, who studied the rate of decoration used on bone harpoon heads and other artifacts from Tierra del Fuego, during three periods dated between 6400-100 BP. She found that the decoration of harpoon heads increased when sea mammals (pinnipeds) were a key prey for the people; and decreased when there was an increase in consumption of other resources (fish, birds, guanacos). Harpoon design during this time was widely variable, which Fiore suggests were created through a free cultural context or fostered through a social requirement of individual expression. Lemke and colleagues reported more than 100 incised stones at the Clovis-Early Archaic layers of the Gault site in Texas, dated 13,000-9,000 cal BP. They are among the earliest art objects from a secure context in North America. The nonfigurative decorations include geometric parallel and perpendicular lines inscribed on limestone tablets, chert flakes, and cobbles. Sources Abadà ­a, Oscar Moro. Paleolithic Art: A Cultural History. Journal of Archaeological Research, Manuel R. Gonzà ¡lez Morales, Volume 21, Issue 3, SpringerLink, January 24, 2013. Bello SM, Delbarre G, Parfitt SA, Currant AP, Kruszynski R, and Stringer CB. Lost and found: the remarkable curatorial history of one of the earliest discoveries of Palaeolithic portable art. Antiquity 87(335):237-244. Farbstein R. The Significance of Social Gestures and Technologies of Embellishment in Paleolithic Portable Art. Journal of Archaeological Method and Theory 18(2):125-146. Fiore D. Art in time. Diachronic rates of change in the decoration of bone artifacts from the Beagle Channel region (Tierra del Fuego, Southern South America). Journal of Anthropological Archaeology 30(4):484-501. Lemke AK, Wernecke DC, and Collins MB. Early Art in North America: Clovis and Later Paleoindian Incised Artifacts from the Gault Site, Texas (41bl323). American Antiquity 80(1):113-133. Lewis-Williams JD. Agency, art, and altered consciousness: A motif in French (Quercy) Upper Paleolithic parietal art. Antiquity 71:810-830. Moro Abadà ­a O, and Gonzà ¡lez Morales MR. Towards a genealogy of the concept of paleolithic mobiliary art. Journal of Anthropological Research 60(3):321-339. Rifkin RF, Prinsloo LC, Dayet L, Haaland MM, Henshilwood CS, Diz EL, Moyo S, Vogelsang R, and Kambombo F. Characterising pigments on 30 000-year-old portable art from Apollo 11 Cave, Karas Region, southern Namibia. Journal of Archaeological Science: Reports 5:336-347. Rivero O, and Sauvet G. Defining Magdalenian cultural groups in Franco-Cantabria by the formal analysis of portable artworks. Antiquity 88(339):64-80. Roldà ¡n Garcà ­a C, Villaverde Bonilla V, Rà ³denas Marà ­n I, and Murcia Mascarà ³s S. A Unique Collection of Palaeolithic Painted Portable Art: Characterization of Red and Yellow Pigments from the Parpallà ³ Cave (Spain). PLOS ONE 11(10):e0163565. Volkova YS. Upper Paleolithic Portable Art in Light of Ethnographic Studies. Archaeology, Ethnology, and Anthropology of Eurasia 40(3):31-37.

Thursday, December 19, 2019

Should Prostitution Be Legalized - 889 Words

Prostitution has been described as one of the oldest professions know to man. Although women inparticular have had the ability to sell their bodies in order to gain assets doing so has not only been frowned upon but illegal. Some find this option as a last resort. They have depleted resources and don’t know where else to turn. Many argue that morally prostitution is wrong and they may have merit in saying so. Despite this prostitution should be legalized not only because women should have the right to do what they want with their bodies but also in order to better protect the people who decide to pursue this practice. A concern that distresses a majority of people regarding prostitution is the â€Å"psychological damage† that can be caused by selling oneself. This argument is validated by the statistics produced by prostitutes. They are not only more likely to commit suicide(almost six times the normal rate of an average American)but are more likely to struggle with de pression and insomnia. They also often reported that they felt guilt and remorse after selling sex. This is all pretty convincing evidence that prostitution does cause psychological issues but maybe the issues come from the stigma that is attached to prostitution and not prostitution itself. To explain this more accurately I would like to look at the homosexual population. In Moen’s article â€Å"Is prostitution harmful?† he goes into detail about the gay community and their psychological well being. BeforeShow MoreRelatedShould Prostitution Be Legalized?1406 Words   |  6 PagesProstitution is one of the largest controversial issue facing the United States. The definition of prostitution, according to Merriam-Webster’s Dictionary, is the act or practice of engaging in sexual relations especially for the money. Prostitution has been constantly bashed by the media and is currently legal in only one state. In this state, only one county has banned prostitution. Why is it illegal? What is wrong with prostitution that has made it illegal? These are the important questions thatRead MoreShould Prostitution Be Legalized?1048 Words   |  5 PagesWalker May,15,2015 Should prostitution be legalized? Most of us have heard of prostitution and the controversial opinions of people whether it should be legalized or not. The fact is that prostitution has been practiced for many years regardless of its legality. As defined in the dictionary prostitution is the exchange of sex for money. Out of the 50 states in the U.S., Nevada is the only states were prostitution is legal. On the other hand, in some European countries prostitution is not illegal andRead MoreShould Prostitution Be Legalized?1111 Words   |  5 PagesProstitution has been around for a very long time. There has been great debates over the last few decades about prostitution law reform. It is accepted by some, denied by others, or just forbidden. Prostitution is that one thing that people do and does not get brought up for discussion after the fact. It is what some people call dirty and distasteful. But prostitution whether legalized or not will continue to happen. I will argue that prostitution should be legalized becaus e it would bring more benefitRead MoreShould Prostitution be Legalized?1658 Words   |  7 PagesProstitution is an issue that has been debated in many countries. 22 countries have legalized prostitution. In the United States, prostitution is only legal in 11 rural counties in Nevada. It used to be legal in Rhode Island due to a loophole, but since 2009, it has been illegal. Women are not the only ones who are prostitutes, about 20 to 30% of prostitutes are male, which means both genders are affected by laws against prostitution. Men and women should be allowed to choose how they want to useRead MoreProstitution Should Be Legalized?1072 Words   |  5 PagesProstitution in America Some consider prostitution to be evil, sin incarnated. They believe that the act of fornication with an unknown and unloved person is unholy and should be punishable. They may believe that those who are prostitutes are not human, but instead creatures that have given into their most primal lust. To give into the carnal temptation of sex, and to resolve it through means that are not considered normal, sentences one to eternal damnation. Or so some believe, and I respect theirRead MoreShould Prostitution Be Legalized?1663 Words   |  7 PagesDecriminalizing prostitution in the United States will be a hazard to the nation. Prostitution has been often called one of the oldest jobs in the world. However, it has been illegal in nearly all societies throughout history. Currently, there have been various countries where prostitution has been legalized by the government, allowing people over eighteen year olds to work as prostitutes legally. Nonetheless, those countries have had several neg ative effects following the legalization of prostitution. NeverthelessRead MoreShould Prostitution Be Legalized?1725 Words   |  7 PagesProstitution Should Be Legalized Some say prostitution is the world s oldest profession. Yet, only a small percentage of the world’s government allows it. The legalization of prostitution is a very controversial topic due to many people’s moral beliefs. Prostitutes all over the world are treated as outcasts. A reason for people to be against prostitution could be due to their religious beliefs, moral standpoints, or lack of knowledge over the subject. Many religions state that sex outside of marriageRead MoreShould Prostitution Be Legalized?1188 Words   |  5 PagesShould Prostitution be legalized? Prostitution is defined as the engaging in, or agreeing to engage in, sexual conduct for a fee. Women are pushed into entering prostitution for many reasons including lack of education, poverty, and personal choice. Prostitution is currently illegal, but there is much controversy surrounding this issue. Picture in your mind this scenario: Jane is a 26 year old single woman who makes her living working the streets as a prostitute. She is clean, and is tested regularlyRead MoreShould Prostitution Be Legalized?1537 Words   |  7 PagesProfessor Petretto English 111 15 Nov. 2016 Should Prostitution be Legalized? Prostitution has been and may always be one of the most controversial topics in the United States. While there are some who argue that prostitution should be legalized, others do not agree with this theory. Some advocates argue that prostitution is a victimless crime and that it should be a decision that one chooses on his or her own. They also believe that the legalization of prostitution will minimize crime, increase tax revenueRead MoreShould Prostitution Be Legalized?1411 Words   |  6 PagesShould prostitution be Legalized? Whether or not prostitution should be legalized is, for some, a morally plagued question. The value society puts on sex can directly affect whether or not legalization will be considered. Even within Europe there is a drift. While France has banned prostitution it is legal in Germany, and has been since 2002. Is France morally outstanding, or is there something more to prostitution then what generally thought? The legalization of prostitution will affect many other

Tuesday, December 10, 2019

Greasy Lake free essay sample

There comes a time in every young mans life for him to break a barrier of reality to go from invincibility to mortality. They have to take that leap forward gradually, but as they do they will make mistakes along the way and have to learn from the bad ones. The short story â€Å"Greasy Lake† by T. Coraghessan Boyle is about three young men who have to break that barrier of reality in one horrible night by making mistake after mistake, only they have to learn from their mistakes quickly or they wont get out of their bad situation. There are two different symbols, themes, and characters that have meaning to it in this story. The symbols are the key being lost, and the water itself signifies a rebirth. The themes that are seen in this story are that the point of view was told from an older person looking back at his younger years and that he would have to learn from the mistakes of the past. The characters that have meanings to them are the main character and Bobby (the bad guy). Three wanna be bad characters made their main mistake of the night by driving out to Greasy Lake, a place everyone went to hang out. When they arrived they saw what appeared to be their friends car parked so they began flashing their headlights and honking the horn. When the main character gets out of the car he drops the key to the car and there is a dramatic feeling that comes over him, Boyle really explains it well when the character explains how he feels at that moment. The first mistake, the one that opened the whole floodgate, was losing my grip on the keys. In the excitement, leaping from the car with the gin in one hand and a roach clip in the other, I spilled them in the grass-in the dark, rank, mysterious nighttime grass of Greasy Lake. This was tactical error, as damaging and irreversible in its way as Westmorelands decision to dig in at Khe Sanh. I felt it like a jab of intuition, and I stopped there by the open door, peering vaguely into the night that puddled up round my feet. Boyle is showing how the character is worried that the keys are lost in the dark, rank, mysterious nighttime grass and its going to be hard to find them if at all in that and its all his fault that they wont be able to escape the fate they are about to encounter. In Michael Walkers article about the symbol of losing the key he explains how it was,†this [loss of the car keys] was a tactical error, as damaging and irreversible†(3). He also explains how Boyle compares the loss of the keys in the dirty water and the dark night as being in the Vietnam War(3). The character could have at least tried to find the keys, but instead he went to mess with the guy he thought was his friend in the car, they all got into a fight with this bad guy who gets out of the car. The main character hits the guy over the head with a tire iron and they all think he is dead. They all three attempt raping the bad characters girlfriend until a car pulls up,they run to the car until they remember the keys are still lost. Then they are all on their own. The consequence the main character has to overcome is him running and hiding from the people who came upon him and his friends as they were raping the bad characters girlfriend. The Greasy Lake, although it was filled with insects, and foul odors. Although thinking they wouldnt find him there, he ran knee deep into the Greasy Lake. MaterplotsII explains, â€Å"narrators submersion into the lake, in his fear and guilt, amounts to a ritual baptism; the fetid waters are appropriate to his â€Å"†filthy†Ã¢â‚¬  moral condition†(2). The water and being baptized can mean being a new person in religious terms if you go to church it means your no longer with sin, so when he bumps into the dead body the meaning is for him to see death, and when he goes under water he comes up a new person reborn. Although while in the water he overhears the bad character he thought he killed by hitting over the head with a tire iron; get up and threaten to come and find him and his friends, but instead the bad character (Bobby) demolishes his (main characters) mothers car. The whole time the main haracter stays hiding in the disgusting waters of the Greasy Lake. Thinking back once again if he wouldnt have lost the keys his â€Å"grail and salvation†(MasterplotsII). A lot of times older people will tell stories from their childhood of how they did so many foolish things and had such fun doing them that sometimes they get carried away with their stories and will take them out of context, for example in Masterplots II it says, â€Å"Were it not for the storys obvious dual point of view- an older, mature narrator looking back at his foolish ounger self†(2). The only way to learn from mistakes is to make them, and then learn from them. In this story its clear that it is being told by an older more mature adult that has already learned quite a few things from no doubt some of their mistakes, in Greasy Lake it seems as though this guy goes through mistake after mistake. First he looses his car key, then gets kicked in the face, tries to rape a girl, runs into the dirty lake where he bumps into a dead corpse, but from the time he goes under the water he seems to come up a different person. He has learned something from all his trouble, he doesnt want to act bad anymore by getting out of the water to fight the bad guy (Bobby), he stays in the water until he hears him leave, even though he hears him wrecking his mothers car. Then when he realizes he is not a bad character, its clear to come out he realizes it is dawn and the light reveals the key that was lost, they rejected the drugs that were offered to them, showing some sort of sign that they are not such bad characters anymore, then they get into the main characters moms car realizing that the bad guy (Bobby), could have totally demolished the car then they would have never been able to have left the Greasy Lake, so they were overjoyed. The two main characters that have symbolic meanings are the narrator and the bad guy (Bobby). The narrator is looking back from his older, more mature age. His inflated, often ironic rhetoric heightens the storys humor. Despite its many slapstick elements, the incident serves as a kind of initiation rite for the participants. After a series of stupid mistakes, the narrator comes close to actually being the â€Å"bad character† he only previously mimicked: Then stumbling through the stagnant water, the narrator discovers the body of a drowned biker, an experience he describes as one of lifes inescapable â€Å"nasty little epiphanies† (Literature Resource Center). Which he lives in this one night of mistakes and he experiences his own maturity toward adulthood. Bobby is the â€Å"quintessential†(2) bad guy in the story. He is a, â€Å"big, greasy thug who favors expletives. His shiftless brawn, mask-like face, and steel-toe boots make him a terrifying opponent† (2). Even thought he gets hit with the tire-iron he somehow gets up off the ground, composes himself, and manages to keep his â€Å"bad guy† image by demolishing the car that belonged to the narrators mom. Only after he realizes he cant get his hands on the narrator to hurt him, he decides to demolish the car instead thinking he will leave them there stranded. And so these three young men have to endure many difficult incidents beginning with the narrator loosing the key to the car, then getting into the â€Å"murky† and â€Å"fetid† water of Greasy Lake. This story showed a dual point of view, being told a more mature, older narrator, as he looked back from his younger years describing this one night as a, â€Å"initiation ritual† (Masterplots II) or a, â€Å"dark night of the soul,† in religious terms. Masterplots II is saying that they have grown since the beginning of the night, become more mature. Masterplots II also explains the theme as being summarized by, â€Å"Through suffering comes wisdom. This story has a lot of support of this as the narrator is constantly making mistake after mistake, so therefore he is being punished, then after he gets out of the water, he is like new, the sun comes up. He finds the key he dropped, rejected the offer of drugs he is actually showing the responsibilities of an adult. He also realizes they can drive home because Bobby didnt slash the tires on his moms car. The narrator is probably so confused at the end of the story, not knowing if he should be excited he is finally growing up or dreading what his mother will say when he arrives with her car totally demolished.

Tuesday, December 3, 2019

Value Management

Executive Summary Value management comprises an important aspect in the management of construction projects. It promotes the value of a project to various internal and external stakeholders. The value of the project improves due to the consideration of various value elements.Advertising We will write a custom report sample on Value Management specifically for you for only $16.05 $11/page Learn More Therefore, in a bid to be successful in value management, it is imperative for project owners to define the project objectives clearly. Secondly, the value driver in the project should be outlined clearly. Furthermore, it is also imperative for the project owner to appreciate the existence of risks, which might affect the project outcomes. The consideration of these elements fosters the value of the project to the various project stakeholders. This report illustrates the value management and risk management aspects to be considered by the local government auth ority in the UK in implementing a construction project aimed at improving the society’s welfare. Introduction Projects have become a fundamental approach through which governments are adopting in an effort to improve the welfare of the general population. Some of the major projects that have been initiated by different governments relate to the construction of public utilities such as sports centres and transport networks. Additionally, the degree of complexity and costs of projects vary across different set ups. Nevertheless, it is crucial for contractors to adopt effective project management practices in order to deliver value to the target stakeholders. Therefore, the incorporation of optimal value and risk management practices is critical in the delivery of projects. Dallas (111) proposes that value management ensures that the end-user requirements and the project owners’ values are maximised. Thus, value management focuses on maximising the functional benefit of t he project. Conversely, risk management minimises deviation from the desired project outcome. The definition of value is subjective, which means that it depends on the prevailing context. Some of the major contexts of value relate to the exchange value, environmental value, social value, the use value, and image value.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Despite variation in its meaning, value is comprised of different value drivers. Dallas asserts that values drivers â€Å"include the benefits that contribute to the value of the completed project to the different stakeholders† (125). Failure to incorporate value drivers limits the effectiveness with which a project attains its desired objectives. The concepts of risk and value management are based on results. Therefore, it is essential for project managers to formulate performance measures to assess the outcomes attaine d. This goal can be attained by incorporating a number of generic drivers (Dallas 126). Purpose In its quest to improve the welfare of its citizens, the local government authority in the UK has allocated  £ 9.5 million to be used in a high profile construction project. The project intends to at bring together and provide citizens with access to a number of local authority, leisure, and community services within a single facility. In a bid to succeed in improving the welfare of the citizens, the local government authority [project owner] should ensure that the project delivers high value to the end users. This report analyses the value and risk management aspects that should be considered in improving the project’s capacity to deliver value for money (VFM) and enrich the citizens’ experience. Strategic definitions and value drivers Bontempi emphasises that value engineering culture â€Å"is focused on holistic maximisation of value for money† (89). Thus, the cl ient should consider the different elements in the delivery of the project. The local government authority is committed to delivering a high social value by enhancing the connection between its citizens and fostering positive interaction through the construction project.Advertising We will write a custom report sample on Value Management specifically for you for only $16.05 $11/page Learn More In a bid to improve the project outcome, the local government should adopt a holistic approach in managing the value and risk within the construction project. The local government authority should consider a number of generic value drivers as explained herein. Achieve desired financial performance The local government should assess its financial capacity to construct the intended facility by conducting a cost analysis in order to estimate the total cost of the project. Thus, the client will compare the budgetary allocation for the project and the estimated cost. T his move will provide insight on the possible financial constraints that might be incurred in implementing the project. Consequently, the client will determine the need for contingency budgeting. Furthermore, the client will determine the source of additional funds such as loans from financial institutions in advance. This aspect will improve the clients’ capacity to deal with unprecedented project cost overruns. Cost estimation will enable the client to establish an effective basis for cost control. Therefore, the likelihood of the project being delivered successfully will increase. Operational efficiency The decision by the local government authority to invest in the construction project was motivated by the need to transform the community and improve the quality of life amongst citizens within the city and its surrounding. The client intends to achieve this goal by ensuring that citizens access diverse local government, leisure, and community services under one roof. In a bid to achieve this goal, the local government authority should ensure the attainment of a high level of operational efficiency upon the completion of the project. Some of the elements that the client should ensure involve the facility’s capacity to enhance interaction between various units established. Ensuring a high level of operational efficiency will improve the level of satisfaction amongst the end-users [citizens].Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dallas is of the opinion that a â€Å"building should actively enable the work and activities that it is designed for by offering opportunities for interaction and communication† (127). Environmental dimension In the process of implementing the project, the client should not solely focus on the cost of the project. On the contrary, a holistic engineering management and value management approach should be taken into account. Therefore, the local government authority should adopt a culture that recognises different stakeholders who might be affected by the project in order to enhance the VFM. One of the aspects that the client should consider entails ensuring that the project is environmentally sustainable. For example, the construction should not affect the prevailing biodiversity adversely or cause environmental pollution. Cost of maintenance The value of the intended construction project to both the end user and the project owner will be affected by the cost of maintenance. Thus, the project owner should ensure that the cost of maintenance is significantly low in order to enhance its long-term sustainability. Additionally, the cost of maintenance should be minimal because the project will require annual funding by the local government authority. Therefore, minimising the cost of maintenance will ensure that the end-users are not over-burdened, for example, by increasing the levies in order to access the services provided within the facility. Compliance with third-party constraints The project owner should ensure that the construction project complies with the implemented legal requirements. Some of the elements that the project owner should ensure entail the safety and health of the end-user. For example, the local government authority should comply with the building recommendations stipulated by the Commission for Architecture in the Building Environment [CABE]. Furthermore, the owner should ensure that the project aligns with the stipulated legal req uirements. Compliance with legal requirements should be ensured during the delivery process and after completion of the project. Project delivery efficiency The project owner should ensure that effective project management processes are adopted in order to improve the outcome. One of the areas that the local government should consider relates to the management of the project procurement process. Bower emphasises that procurement â€Å"is seen as an adjunct in the delivery of value† (195). In a bid to achieve a high level of efficiency in the project procurement process, the project owner should assess the various activities that constitute an effective project value chain. By adopting the concept of project value chain, the project owner will perceive the various project tasks as value-adding activities. Consequently, the project owner should ensure that the project materials and resources are utilised optimally. Furthermore, the project manager should ensure that the right p eople are engaged in the project delivery process. Ability to attract and retain occupants The project owner intends to improve citizens’ wellbeing through the project. However, this goal is only attainable if the constructed project attracts employees or occupants. The facility should be characterised by a favourable working environment. Furthermore, the facility should inspire the target stakeholders by fostering a positive experience. Project stakeholders Hill (183) defines project stakeholders as the various individuals or entities that have some stakes in the outcome of a project. Projects have two main categories of stakeholders, viz. the internal and external stakeholders. In the process of implementing a project, it is critical for the project manager to ensure that the affiliation of the stakeholders to the project is understood extensively. Furthermore, Hill (183) proposes that project stakeholders have a significant impact on project management environment. Subsequ ently, effective profiling of stakeholders will provide insight on how to manage their influence on the project. The intended construction project will be influenced by the divergent interests of a number of stakeholders as evaluated below. Internal stakeholders This category of stakeholders is comprised of project participants who provide decisions and senior-directions that guide project implementation in order to achieve the desired objectives (Hill 183). Project Sponsor – the local government authority in the UK constitutes the principle project sponsor. The sponsor’s decision-making authority is relatively high, as evidenced by the capacity to make decisions on project continuation and termination. Project Management Office Director – the PMO Director should conduct project management control and oversight. The director should also assess the status of the various project activities continuously. Project Team [technical staff] – the project team sho uld be comprised of members characterised by different expertise in order to ensure the successful delivery of the project activities. The integration of different experts into the team will ensure that the project team deals with complexities that might arise during the implementation process. Project Manager – the project manager will be charged with the responsibility of overseeing the various project management activities that need to be executed during the project’s life cycle. External stakeholders The project owner should identify the external stakeholders. Some of the external stakeholders that should be considered include End users – these involve the final consumers of the project. In this project, the end-users entail the citizens living within the city and its vicinity. The end users will be interested in deriving maximum satisfaction by consuming the services offered by the facility upon its successful completion. External public parties – these include the public organisations such as government agencies, trade associations, labour unions, and government authorities, for example, the construction planning departments [CABE and the Royal Institute of British Architects]. Chinyoi and Olomolaiye (82) argue that these stakeholders have legitimate authority to ensure that the intended constructions adhere to the building regulations on top of being approved by the relevant authorities. Project risk management Raftery (76) asserts that construction projects are complex and they consume a substantial amount of resources. However, the occurrence of unexpected events or risks may affect project delivery adversely. Therefore, it is imperative for the project owner to identify and manage the possible risks that might occur at different phases of the implementation process. Some of the risk events that might be encountered during the construction project are illustrated below. Pre-design stage – the occurrence of confli cts amongst the various interest groups might lead to project delays, hence increasing the cost of the project due to changes in the market environment. Moreover, cost estimation errors might affect the execution of various project tasks. Concept design stage – one of the major risks that might be encountered during this stage relates to delay in the approval of the project, for example, by the construction authorities. Tendering stage – submission of incomplete project tender documents and unqualified bidders might also increase time management risk. Construction stage – the project completion might also be affected by delays and acquisition of the project site among other factors like bad weather. Additionally, the increment in the cost of the project might affect the project outcome adversely. Considering the impact of risk on a project, it is critical for the project manager to adopt effective risk management techniques such as cost analysis and time manage ment. Furthermore, the project owners should outsource construction experts in order to ensure that the project risks are identified and managed effectively. The project owners’ commitment in managing risk influences the extent of support received from the various project stakeholders. Evaluating project success The project sponsor should consider a number of parameters in assessing the success of the project. Some of these parameters include Adherence to the predetermined timeframe – projects should be delivered within a specific pre-determined timeframe in order to increase their value. Thus, the Project Manager should adopt effective time management techniques. Failure to manage project time optimally might increase the cost of the project due to economic changes. Quality of the project outcome – the project outcome should comply with the quality specifications outlined by the project owner. In a bid to improve the quality of the project, it is imperative fo r the project manager to assess continuously the quality attained in the various phases of the project. Cost analysis – the project sponsor should evaluate whether the project has been implemented successfully within the budgetary allocation. Stakeholder satisfaction – the local government authority should also assess the extent to which the project outcome has met and exceeded the stakeholders’ goals. Project development and value studies The project sponsor is committed to ensuring that the desired outcome is attained. In a bid to achieve this goal, the project sponsor has allocated 5 days of study time that the project team will undertake on value management/ value engineering concepts in the project timeframe. The value studies will be conducted with reference to the stages outlined by the 2013 RIBA plan of work. Best and Valence (243) emphasise that value management studies play a fundamental role in enhancing project delivery by promoting a consensus betw een the various project participants. In order to improve the project outcome, it is imperative for the project sponsor to consider two main value study activities as explained herein. Core objectives – the success of the project in delivering the intended outcome will depend on the extent to which the project stakeholders understand the project’s core objectives. Therefore, it is essential for the project owners to train the stakeholders on the diverse project objectives such as quality objectives. By gaining prior knowledge on the project objectives, the project team members will be focused at executing the assigned tasks. Integrating the core objectives as one of the study elements will lead to the improvement of the project outcome. Project sustainability – another aspect that the project owner should consider during the value management studies relates to project sustainability. This study should focus on ensuring that stakeholders develop a comprehensive understanding on the various sustainability targets to be achieved. Some of the elements that should be considered during the project sustainability workshop relate to the adherence to environmental requirements, for example, the climate parameters that will be ensured in the project. The two value management studies should be conducted at different points of the project lifecycle. The value management study with reference to the project’s core objectives should be conducted during the project preparation and brief stage. The study will promote a high level of information synthesis amongst the project stakeholders, hence increasing their level of orientation towards the project. The main participants during the value management-study workshop on the project’s core objectives will include the project sponsors, project manager, the project team, the end-users and the government, and non-government regulatory bodies in the construction industry. Conversely, value managem ent study on sustainability should be conducted at the concept design stage. Kelly, Male, and Graham (43) assert that during the concept design stage, a comprehensive structural design of the intended project is developed. Additionally, the concept designing stage also involves outlining the preliminary project cost information and the project strategies to be adopted. The study on sustainability should mainly involve internal project stakeholders such as the project sponsor, project owners, project team members, the regulatory authorities, and the project manager. One of the agendas that should be taken into account during the sustainability study session relates to how the project will deliver sustainable benefits amongst the target end-users. Furthermore, the study should also illustrate how sustainable VFM will be attained. By considering these stakeholders in the value management and engineering studies, the project owner will entrench the level of participation and support dur ing the implementation process. Thus, the probability of attaining optimal outcome will increase. In order to improve the effectiveness of the value management studies, it is essential for the project owner to conduct the study through an isolated workshop environment. Therefore, the project owner should identify an effective location within which the value management studies should be conducted. Adopting an isolated workshop environment will minimise interruptions from outside agents. Furthermore, this approach will foster collaboration amongst the various project participants, hence increasing the project outcome. Value management study on the projects core objectives should take 2 days while study on project sustainability should take 3 days in order to ensure that the various stakeholders understand the various elements associated with the project such as the project cost, project strategies, and project design. Appraisal of the effectiveness of the value management studies The project owner should evaluate the effectiveness of the value management studies by assessing two main elements. First, the project owner should evaluate the level of understanding amongst the project participants on the value management studies undertaken. Secondly, the appraisal process should also evaluate the project participants’ degree of commitment to ensuring that the desired outcome is attained. Conclusion It is important for the project owner to ensure that effective value management and risk management practices are adopted in order to achieve the project objectives. Some of the value management practices that the project owner should consider include defining the value drivers and the parameters to be adopted in assessing the success with which the value drivers have been integrated into the project. Furthermore, the project owners must ensure that the external and internal project stakeholders are involved in the project planning and delivery process. The project owner decision to integrate value management studies will play a vital role in improving the level of commitment, focus, and support amongst the project participants. Works Cited Best, Rick, and Gerard Valence. Building in value; predesigned issues, New York: Routledge, 2013. Print. Bontempi, Franco. Structural and construction, Chicago: CRC Press, 2003. Print. Bower, Denise. Management of procurement, London: Thomas Telford, 2003. Print. Chinyoi, Ezekiel, and Paul Olomolaiye. Construction stakeholder management,  Chichester, UK: Wiley-Blackwell, 2010. Print. Dallas, Michael. Value and risk management: a guide to best practices, Oxford: Blackwell Publishers, 2006. Print. Hill, Gerard. The complete project management methodology and toolkit, Chicago: CRC Press, 2009. Print. Kelly, John, Steven Male, and Drummond Graham. Value management of  construction projects, Oxford: Blackwell Science, 2004. Print. Raftery, John. Risk analysis in project management, New York: Routledge, 2003. Print. This report on Value Management was written and submitted by user Ahmad Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Wednesday, November 27, 2019

10 Types of Companies You Should Never Work For

10 Types of Companies You Should Never Work For In your job search, you will come across a wide variety of companies. Some will be better to work for than others. Some will suit your working style best. And some are best avoided entirely. Keep an eye out for companies to steer clear of completely, and learn to recognize them early- and save yourself some suffering and stress!1. The Revolving DoorKeep an eye out for companies with really high turnover, ones stuck in a hire-and-fire cycle and hunting for the same new roles every six months or a year. This is either the fault of a bad internal culture or fickle management. It’s bad news either way.2. The Group InterviewersSome companies like to save time by interviewing candidates in batches. If they can’t take the time to interview candidates one-on-one, they might not be for you.3. The Bad Culture/ReputationIf a company has consistently bad employee reviews, that’s a bad sign. Worse if the recruiter evades questions about employee satisfaction and culture. And if its reputation is bad? Well, it probably deserves it.4. The Glossy FakerThe website, materials, even the boss’s office are pristine. But the building itself, and every other office in it (mostly dark and dilapidated cubicles) seems overlooked and cluttered. This is a great sign of how this company treats their workers: badly.5. The Ghost CompanyThis company doesn’t give you anything to go on- no information about the job you are applying for, no organizational chart, no mission statement, no specified salary, and no other guidelines of any kind. This hint at  a huge lack of organization, and does not bode well.6. The Non-TrainersIt’s one thing for a company not to offer formal training and to expect you to get up to speed through informal training. But a company that won’t help get you up to speed at all? Not investing in you, and not worth investing in!7. The Foot-DraggersYou expect have to wait to hear back. But if you’ve been in touch to re affirm your interest or with questions, or if you’ve gotten another offer and the company refuses to accelerate the process or give you an answer, run away.8. The Top DownStay away from companies where there are a ton of executives and managers making all of the decisions and doing all the brainstorming, but the rank and file employees are more or less overlooked.9. The Stagnant PondIf there are no learning opportunities advertised and the hiring manager evaded your questions about your career goals in the future, stay away. You want a company that will help you develop and advance in your goals- not a dead end job, no matter how much you like it now.10. The TitanicThis kind of company seems to have it all- except direction. If they cannot articulate long-term goals or future plans, then senior leadership isn’t disseminating what it needs to. That’s never a good sign.

Saturday, November 23, 2019

Silver Service Essays

Silver Service Essays Silver Service Paper Silver Service Paper Chaper8 Silver service 1 what is silver service? -Style of catering where the food is delivered to the table on a platter held by the waiter and served to the customer’s plate using a folk and spoon . 2 Which side of the guest do you stand for silver service? -Left of the guest 3 what are the limitations of using the thread method of holding the service gear? -Each different items need to be served by different service gear required. 4 How do you pick up small items of food? -To remove your index finger in wedge method. What sort of things are served with two fish knives instead of the usual service gear? -Soft or large items requiring more support than can be given by a service spoon and fork. 6 In which direction should the gear be moving as you pick up food from the service plate? -The service gear is moving towards you. 7 How would you plan the presentation of the food on the plate? -we need to consider the other items to be served . ex) separating two different color item for visual balance 8 How and when are sauces served in silver service? It should not be carried on the same serving dish as the food . They are offered and served separately using as sauce-boat and a serving spoon. A spoon is used to serve them and serve the sauce from the left of the guest. 9 Where are other accompaniments placed? -They are placed to the left of the main item. Chapter9 Clearing Table 1 How can you tell when all the guests have finished a course? -Guest usually indicate that by placing their cutlery together on plate or we can ask them. 2 Describe the two-plate clearing technique. 1) At the back right hand corner pick up the plate with your right hand. 2) Transfer the plate to your left hand, holding it between the thumb n index finger. Use the knife to move the scrap items to the front of the plate3) place the knife under the handle of the folk 4) Moving around the table pick up second used plate n its cutlery 5) Transfer the second plate to your left hand positio n it on a platform above the first plate supporting it with your ring finger, your little finger n the base of your thumb n lower forearm. ) place the fork alongside the other fork on the first plate n using the knife push the scraps down off the second plate onto the front of the first plate to join the scraps already there. 7) place the knife alongside the knife on the first plate8) Moving around the table collect the remaining plates n cutlery. 3 Where should the dirty plates be held? -Station(Sideboard) or Dishwashing machine 4 How is the cutlery prevented from falling off the plate as it piles up? -place the knife under the handle of the fork at right angles to it. Describe the three –plate clearing technique. 1) At the back right hand corner pick up the plate with your right hand. 2) Transfer the plate to your left hand, holding it between the thumb n index finger. Use the knife to move the scrap items to the front of the plate3) place the knife under the handle of the folk 4) Moving around the table pick up second used plate n its cutlery5) place the second plate in the crease of the palm of your left hand under the edge of the first plate supporting it by your ring and little fingers. Place the fork alongside the fork on the first plate n using the knife move the scrap items from the first plate down onto the second plate. Place the knife alongside the knife on the first plate. 6) Moving round the table pick up the next guest’s used plate. 7) place the third plate so that it sits on the flat of your forearm n the rim of the second plate. Place the fork alongside the forks on the first plate n use the knife to move the scraps onto the second plate place the knife alongside the other knives on the first plate. )Continue collecting the plates, stacking the additional plates on the third plate, transferring the scraps onto the second plate n placing the knives n forks neatly on the first plate. 6 What is the advantage of the three-plate clearing technique? -Scrap food items and the used cutlery are carried on separate plates. 7 How many plates should you collect at once? -As many plates as you can. 8 What technique is used to collect side plates at the same tim e as dinner plates? -Using the two plate or the three plate technique. 9 When should side plates be collected separately from dinner plates? If there are more than four guests at the table. 10 How should unusually shaped plates be collected? -They should not be stacked but held separately from used dishes, using the two or three plate carrying method. Chapter17 End of service procedures 1 Why are the two purposes of a bill? -To inform the guest of the amount to be paid , To act as a control system for the establishment. 2 Why is important to present the bill promptly? -They may earn a reputation for slow service. Bringing bill late is one of the reasons that makes guest feel annoyed. What should you do with the bill if it is not clear who is the host? -place the bill in the centre of the table 4 What is the procedure for accepting payment by credit card? -Check that the establishment accepts the kind of card presented and its expiry date. If it has been signed. 5 Why should you neve r stand and wait for a tip? -Waiter has absolutely no right to a tip because it is a bonus for especially satisfying service. 6 How can you make a good impression when farewelling guests? -If it’s possible remember the guest’s name and wish them â€Å"good evening† and thank them for coming. You should make sure that guests take their personal belongings with them when they leave . What items are they particularly likely to forget? -Coats, hats and BYO bags, umbrella 8 How should you carry cups and saucers when clearing a table? -They should be carried using either two or three plate carrying technique. Do not stack the cups 9 How should workstations be left? -They are restocked with cleaned, polished equipment. Chapter 19 Function operation 1 What does the hospitality industry mean by ‘a function’? -Offering novice opportunity to gain part-time employment and establish themselves. Write down six different styles of function which might need the ser vices of waiters. -Wedding/ Conference/Birthday party/office party/Engagement party/Christmas party 3 What is the purpose of the ‘Function sheet’? -In order to record and confirm the detail of function 4 What should a function cover consist of ? -Dessert covers /Glassware/Cups and saucers 5 In what circumstances do function staff work in teams? -At large function, to preserve a smooth and quick level of service 6 What is the job of the runners in a function team? Picking up plated items from the kitchen and transferring them to a service area within the dining room. 7 How many five-person teams do you think would be necessary to serve a standard three- course dinner for a function with 500 guests? -3teams of five 8 In what ways might correct drinks service be different at a large function compared with a dinner for four in a restaurant? -At large function, there are two separate team one for the beverage and the other one is for serving food. The beverage must be served alternately with the food. FB Service Management

Thursday, November 21, 2019

History of group therapy Research Paper Example | Topics and Well Written Essays - 1500 words

History of group therapy - Research Paper Example Individuals in the group therapy have the advantage of using both the therapist as well as the other member of the group to share the problems that one has and attempts to find a solution to them. This is particularly because the members in each group are at different levels of coping with the situational difficulties and are doing so at different rates as well. When an individual observes how the others in the group cope with sufferings that they undergo, they gain hope and inspiration of enduring and overcoming the hardships. The use of group therapy emerged because of a feeling by several psychologists that many problems that individual faced in their daily undertakings were social in nature. Patients suffering from a similar disease were encouraged to group together to provide each other with mutual support. Such groups developed into social work groups at different social centers. These would later develop into the present support group by different development agencies. Managin g post-traumatic stress disorders Human beings have a unique nature when it comes to handling personal issues. One common scenario that is witnessed in any emerging therapy group is that every new member feels isolated and completely different from the others in the group. These beginners have a problem in developing good relations with the others in the group and that spirit of love is completely withdrawn from them. However, if the group therapy is effectively carried out, such emotions can be completely drained from the minds of these individuals. An effective group therapy will enable these individuals to understand that they are not very different from the others and that they are not actually desperate and lonely, as they believe. The abuses to which females are subjected during their childhood and at adult age do have along-term impact on their psychosocial development. Those who have had childhood sexual abuse and adult sexual assault often exhibit different kinds of psychia tric problems that are believed to be associated to these assaults. Posttraumatic stress disorders (PTSD) refer to the overall effect of both childhood and adult sexual distress that are believed to cause the psychiatric problems seen in such females. The situation results in poor regulation, attention, relations with others, as well as how one understands oneself. The condition is hard to manage owing to its complexity and the long period before a treatment is provided after the sexual abuse. It is because of the complexity in the kind of healthcare that these individuals need that use of group therapy ha been adopted. However, some clinicians propose that the group therapy be conducted only after an individual therapy. Armstrong and Rose (1997) carried out an investigation on how group psychotherapy could be effective in managing the posttraumatic disorders that affect members of a family (p1). They observed that therapy enables women to perceive their roles in the societal contex t. It was also observed that the females that were adopting the so-called feminist principles carried on well with their marital partners. It enabled them to remove the traditional perception on their roles in the society thereby promoting an unrestricted relationship (Armstrong & Rose 1997, p5). Group therapy involves the provision of

Wednesday, November 20, 2019

Report Essay Example | Topics and Well Written Essays - 2000 words - 2

Report - Essay Example The company is headquartered at London, United Kingdom. The telecommunication giant started its operation as Racial Telecom in the year 1983 but the British telecommunication company changed their name to Vodafone in the year 1991 (Vodafone, 2012). The company has established its presence in continents like Asia, Europe, USA, Oceania and Africa. Total employee base of the company is more than 80,000. Global subscriber base for the company is over 350 millions (Vodafone, 2010). Vodafone focuses on developing its product portfolio in periodic manner in order to meet multidimensionality of ever changing consumer demand. For example, the company has implemented new facilities such as shopping order tracking from mobile phone in order to attract attention of online shoppers. The British telecommunication company faces competition from companies like BT Mobile, One Tel, Virgin and many others. Vodafone has earned sales revenue of $71.81billion in the year 2012 and market capitalization of the company is $ 127.18 billion (Yahoo Finance, 2013). Telecommunication industry in the world is going through a transitional phases, telecom companies are slowly moving towards synchronizing internet service with telecom services altogether in order to meet customer demand. Three key trends of the industry have forced telecom companies to rethink about adopting e-business model in order to reduce the cost of providing service. Evolution of Internet Entrust (2001) has reported that, internet usage in B2C & B2B transactions will increase threefold in next 15 years, which means by 2015, e-business will contribute more than half of the global transaction. Demand for Data BBC (2011) had reported that global data demand will rise to more than 400 exabytes within 2013 and companies need to use online business model in order to store such huge databases. Social networking, web browsing and online shopping produce huge amount of data, companies need to use the online platform in order to c hannelize these data properly for generating revenue. Demand for Convenient Service In modern world, both B2B and B2C customers prefer faster and convenient transactions in order perform strategic and non-strategic functions. These customers want to be empowered with faster internet access and real time data monitoring, telecom companies need to implement e-business model in order to fulfil increased demand for convenience among mobile users. The essay will propose a holistic e-business model for Vodafone. Next part of the essay will discuss theoretical framework of the proposed e-business model. Research scholars such as Dierickx & Cool (1989), Rumelt (1986), Grant (1991) and Barney (1986) have argued that, firms need to increase their resource capability such as technological integration capability, developing tangible assets etc in order to achieve sustainable competitive advantage over competitors. Porter (1980, 1985) had stated that, companies need to use competitive advantage as a source for ensuring sustainability of business operation. It is evident from the scholarly works of various research scholars,

Sunday, November 17, 2019

Academic goal Essay Example for Free

Academic goal Essay Review this week’s resources (for example SMART criteria, and the Career Plan Building Activities). Respond to the following in 50 to 100 words each: 1. Describe one academic goal that you have created using the SMART criteria. How do SMART criteria contribute to your academic goals?. The long academic goal I have created using the SMART technique is to pass college. The SMART Criteria break down the goal to make it more understandable and specific to my needs. A more recent goal I want to achieve is getting through my us/101 and my fp/101 classes without any problems. 2. Describe one professional/career goal you have created using the SMART criteria and Career Plan Building Activities results. How did the results of the Career Interest Profiler and Career Plan Building Activity on Competencies contribute to your professional goal development? Using the SMART criteria it helped me develop a goal of getting more information on the job I want to do once I am out of college and have my degree. My goal was to talk to someone who does what I do and get more information on the job I want to do. I sat down with my step dad who does a Tech Support job and talked with him for about 2-3 hours about his job. 3. Describe the stress and time-management strategies you have learned this week that will help you achieve your goals. This week I’ve read about many time-management strategies and the one that stuck out the most was having a planner on you at all times. After reading about this I went ahead and set up a schedule in my phone to follow and boy howdy it has been very convenient, it has helped me tremendously complete all my work on time. 4. Describe how you will balance academic expectations and your personal and professional responsibilities. I will most likely be able to balance all of my academic expectations in college between my person responsibilities very well because I currently am 18 and living with my parents. I don’t really have much to do other than college and hang out with friends. Currently I’m just doing all my college work Monday-Friday then on the weekends just going out and hanging out with friends. 5. How can understanding the importance of SMART criteria and your career interests and competencies help you move towards your career and academic goals? Understanding the SMART criteria and my career interests can help me move towards my goals because I can set up goals that are simplified and more understandable. Understanding my goals specifically will help me achieve them easier. Once I have my goals set up I can work towards completing them in a timely manner.

Friday, November 15, 2019

acupuncture :: essays research papers

Acupuncture An estimated two thousand years ago, the Jin dynasty introduced a new medical practice to their culture. The practice, known as acupuncture, treats many common ailments using needles on certain areas of the body in order to enhance the flow of energy or â€Å"qi†. Since its birth, millions of people over centuries have relied on the benefits of acupuncture, which include everything from relieving stress to promoting good health. Although there has been much scientific dispute over the benefits of acupuncture, countless testimonials of satisfied acupuncture patients over the centuries have remained passionate advocates for the practice of promoting harmonious anatomical energy. Beginning around the time of the Jin Dynasty, acupuncture’s procedure remains similar to its original practice that it did in the beginning of its use. By placing a small needle onto one of the approximate 500 acupuncture points of the body, the needle can help stimulate the flow of energy to the part of the body being deprived of a healthy flow. This function is to help promote a healthy, harmonious balance between the opposing forces of yin and yang within the body. The Chinese recognize that the body contains 14 pathways or â€Å"meridians† through which qi travels. When the body begins to become stressed or the immune system begins to weaken, the flow of qi becomes conflicted and restrained. Additionally, the procedure’s benefits have also remained the same since acupuncture’s birth. Acupuncture, known as a yang-therapy due to its exterior-to-interior approach is used to treat high blood pressure, muscle pain, asthma, gingivitis, and headaches to name just a few. Acupuncture, based on the Daoist philosophy of harmonious balance stimulates an even flow between qi and the immune system. Rather than directly acting as a direct cure for a disease, acupuncture partners with the immune system in fighting off disease.

Tuesday, November 12, 2019

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. 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