Evaluate Goals Essay Example for Free

Evaluate Goals Essay Goal 1 is in accordance with one of the â€Å"six conditions that are necessary and sufficient to achieve therapeutic changes on the part of the client which is counselor congruence or genuineness in the therapeutic relationship† (Crutchfield, et al, 2000). Goal 2 means developing bonds between analyst and client as what Adler had stated: â€Å"Adler’s encouragement skills included demonstrating concern for clients through active listening and empathy, and communicating respect for and confidence in clients† (Crutchfield, et al, 2000). Goal 3 pertains to keeping the therapeutic session simple without minding the time, in accordance to two of the six given conditions necessary for therapeutic changes in client which is: warmth or unconditional regard for the client, and the ability of counselor to empathize with the client. Goal 4 means that I will now concentrate on my fourth goal which is to develop empathy with the client by focusing on the client’s emotions. In psychotherapy, â€Å"empathy refers to â€Å"feeling into† the experience of another person† (Feller and Rocco Cotton, 2003). I believe this is an important step that will lead to the last of the six conditions stated by Adler, which is unconditional positive regard to the client (Crutchfield, et al, 2000). After reviewing my pre-practicum Residency packet, I came into conclusion that my goals have inspired me and will definitely serve as my driving force to enter Residency II.I believe that taking Residency II is what I needed in order to become an expert in my field of study. Bibliography Crutchfield, L. , Baltimore, H. , Felfell, M. Worth, S. (2000, March). Empathic Responding Skills across Counselor Education Training Tracks: A Comparison Study, Journal of Humanistic Counseling, Education Development. Retrieved July 10, 2009, from Academic Search Premier database. Feller, R. , Rocco Cotton, E. (2003). The Importance of Empathy in Therapeutic Alliance. EBSCO Publishing.

What Is The Sources Of Skepticism Philosophy Essay

What Is The Sources Of Skepticism Philosophy Essay It is maintained that epistemological skepticism is different in theme and scope. There are two types of skepticism: knowledge skepticism and justification skepticism (Moser et al, 1998). While unlimited knowledge skepticism suggests that no one knows anything including the claim itself (reference), unlimited justification skepticism suggests a radical point of view that no one is even justified in believing anything including this view itself (reference). Epistemological skepticism differs in theme and scope. Two noteworthy types of skepticism are recognized: knowledge skepticism and justification skepticism (Moser et al., 1998). Unrestricted knowledge skepticism implies that no one knows anything including this claim itself. Unrestricted justification skepticism implies extreme view that no one is even justified in believing anything including this view itself. Another discrepancy is related to the level of skepticism. In its first level, skepticism claims that it impossible for an individual to know anything. In its second level, skepticism proposes that an individual does not know that he has knowledge. I t is probably that one knows P, but he does not know that he knows P ( Brenecker and Dretske, 2000). The other difference concerns the order or level of skepticism. In its strongest form, first order (or direct) skepticism implies that it is [impossible of] logically impossible for anyone to know anything. Second order (or iterative) skepticism is a weaker thesis that we cannot know that we have knowledge. Maybe you know P, maybe you do not, but you cannot know that you know P (Brenecker and Dretske, 2000). Regardless of the shape or size taken by skepticism, it is believed that is stimulated by one sole thing: seeking unlimited knowledge. Whatever form or magnitude skepticism takes, it is thought to be motivated by one thing; the search for true unrestricted knowledge. Pyrrhonians utilized skepticism in their search for true knowledge, which led them to suspending judgment of truth. However, ancient skepticism used to be unlimited with no conditions. It is believed that ancient skepticism is motivated by the nature of social and intellectual turmoil that existed in those times which invited deep questions about right and wrong, and truth and false (reference). Ancient skepticism placed for discussion more extreme doubts and maintained more radical attitudes than those familiar in modern skepticism. For instance, Sextus uses Gorgias argument to conclude that nothing exists (and that if it did we could not know so, and that we could not communicate it even if we knew (reference). (1) Skeptics in the ancient world particularly Pyrrhonians deployed skeptical behavior in the infinite quest for knowledge and truth. They suspended judgment of truth of any claim. Ancient skepticism was unrestricted and unconditional. It is believed [Thought] to be motivated by the nature of social and intellectual turmoil that existed in those times which invited deep questions about right and wrong, and truth and false. Ancient [ancient] skepticism raised more radical doubts and adopted more extreme positions than those we see in modern skepticism. An example which Sextus favors is Gorgias argument for the conclusion that nothing exists (and that if it did we could not know so, and that we could not communicate it even if we knew)  [1]  . The basic themes of ancient skepticism are belief, suspension of judgment, criterion of truth, appearances, and investigation (reference). However, modern skepticism mainly focuses on knowledge, certainty, justified belief, and doubt (reference). (2) The core concepts of ancient skepticism are belief, suspension of judgment, criterion of truth, appearances, and investigation. Modern skepticism is more concerned about knowledge, certainty, justified belief, and doubt  [2]  . The skeptical challenge has indeed many sources in the epistemological context. One of these sources is that we obtain our knowledge about the outside world through senses. We, however, may be deceived by these senses, and therefore, skepticism, due to the epistemic priority of the senses, becomes an unavoidable issue (Okasha, 2003). There are many sources or root causes for the skeptical challenge in the epistemological context. One such source is the fact that knowledge about the external world is principally informed by senses. As we will see later, those senses might deceive us in many ways. The epistemic priority of the senses makes skepticism unavoidable (Okasha, 2003). The epistemic priority of the senses has indeed a catastrophic effect on the human knowledge. When we agree that one type of knowledge comes before another as an underlying component of our philosophical understanding, we cannot be satisfied by a different idea (Stroud, 1989). (Stroud, 1989) believes that such epistemic priority has fatal consequences on the understanding of human knowledge. Stroud argues that once we accept the idea that one kind of knowledge being prior to another as an essential ingredient in the kind of philosophical understanding we seek, it immediately becomes difficult to imagine, let alone to find anything that could satisfy us (1989, p. 312).

Impact of Computer Technology on Modern Society and Culture

Impact of Computer Technology on Modern Society and Culture Establishing the Foundations of Modern Computer Systems In 1812, mathematics professor Charles Babbage laid the foundations of modern computing when he recognised the relation between machines and mathematics, machines performed tasks repeatedly without making mistakes, while mathematics often requires the repetition of particular tasks or steps. Ten years after making his discovery Babbage began the development of a machine that would have been the first general-purpose computer, the Analytical Engine. The construction of the Analytical Engine was never finalised during Babbage’s lifetime, but a century later to determine if the machine worked and it did. None the less the concept was a breakthrough in technology at the time as it outlined the required elements of the modern computer system; perforated cards containing operating instructions that acted as input devices, a memory that could store up to a thousand numbers, a control unit that could process the instructions in any sequence and an output device that would produce printed results, the essential elements of the modern day computerised system. The Modern Era The past fifth-teen years have seen major changes to many aspects of modern society and how we carry out our everyday activities and tasks, all through the means of computer technology. Many new innovative technologies have been developed that have altered of our daily life. We are now considered to be living through the Information Age, and the decisive technology of this age would have to be the Internet. It would be rare to find an organisation or household that does not experience the use of the Internet. The Internet can be used at home, at work or on the move depending on what device you are using. The New Speed of Information Knowledge Consider the speed at which we can now access almost any piece of information as computers and the Internet have made the dissemination of information and knowledge easier and much faster. The Internet provides this by connecting a computer to networks and using applications such as web browsers and search engines to access information, the Internet stores this information in the form of databases and webpages. Previous to the availability of the Internet people would have to request information by sending a letter, ask someone who knows the answer, read literature or make a telephone call. Digital Communities The Internet has created new forms of communication that are cost-free and much faster methods of gaining that sought after piece of information. Online community forums or message boards enable members to communicate with each other by exchanging tips or discussing topics. They can save information posted about a particular topic for other people to view at any time, therefore creating a discussion environment where everything that gets posted can be read numerous times. These virtual communities differ from traditional conversation as the interaction between members does not happen in real-time, forum members will often consider their comments before making a reply, helping to ensure that high-quality information is shared. A popular forum will have valuable members who are knowledgeable about many topics and will usually try to show this in their posts, this creates knowledge and useful tips for other members of the website. Forums can establish online communities, since people often return to the website on a regular basis to check previous posts or catch up on what has been happening since the last time they logged in. Building relationships with other members of forums is easy, if you regularly post and discuss topics then other forum members will get to know you and in turn you will get to know other members. Online virtual communities are rapidly replacing the physical community in society, an attraction of the online community is that members interact with other members of similar interests. Many people believe that there are negative effects from activity participating with online communities. They believe that members of these services often have reduced ability when interacting with their traditional community, this is due to the fact that members do not need to reveal their true identity. Members often remain anonymous as they can contribute thoughts and ideas under an online identity or avatar. Anonymous members can change their name, gender, appearance, occupation, sexual orientation and many other aspects of their personal details. For many shy people this can be a positive reason for becoming members of online communities, but if a person does have difficultly integrating with the traditional community then surely continuing to participate with online communities will not resolv e this issue. Social Networking Media The past five years or so have seen the introduction of social networking websites which allow users to connect with each other and share information in various formats. The emphasis in social networking is on two-way communication, not only can you publish information but your readers can comment on that information. Although the original users of social networking were computer-literate people who were publishing information for a small audience, this has changed dramatically. The creation of social networking and social media websites such as Twitter, Facebook, Flickr, Instagram and YouTube have attracted massive audiences. These websites can allow you to find and connect with fellow workers, a relative located at the other side of the globe or a school colleague from many years ago. There are millions of people sharing information in the form of blogs, millions of videos uploaded to YouTube and billions of images shared on Flickr and Instagram. Participating with these new electronic environments can make you feel like you are part of a large community, but they also have downsides. Today’s youth have perhaps been particularly affected by social networking and computers as an entertainment source in general. As music, video, games, images and all forms of media can now be stored and viewed on home computers and devices, many modern teenagers are now sitting in their bedrooms playing video games, talking on message services or updating their social networking webpages. This is believed to be leading to a form of isolation that could affect their ability to interact with others later in life. Social networking and media has proved advantageous in times of disaster and emergency, by providing on-the-ground information in a disaster area or providing community support. This medium has become a vital part of disaster response, filling a void in areas where mobile phone technology has lost service. For example as Dina Fine Maron states in her article, How Social Media Is Changing Disaster Response, on scientificamerican.com: â€Å"Hurricane Sandy slammed the eastern seaboard last year, social media had become an integral part of disaster response, filling the void in areas where cell phone service was lost while millions of Americans looked to resources including Twitter and Facebook to keep informed, locate loved ones, notify authorities and express support. Gone are the days of one-way communication where only official sources provide bulletins on disaster news.† Cyberbullying Cyberbullying can also take place in the electronic environment of these social networking websites. This involves predators posting messages of an intimidating or threatening nature, either anonymously or posing as a person the victim trusts. Children are often vulnerable to cyberbullying attacks, which can have devastating effects and leave deep mental scars. Many of these attacks have been documented in recent news and media articles, unfortunately many of the victims have been driven to suicide. Cyberbullying has spread vastly among the youth of today, a 2010 CBS News report suggested that 42% reported being victims (As stated by whoever it was on whatever website this was). Social networking and media has become a matter of concern for employers, managers and business owners now use the tactic of monitoring employee’s social networking and media webpages. Some job terminations have been the result of unsuitable content being contained on employee’s webpages or posting comments that speak unfavourably about the business they work for. It is considered that some companies are over restrictive about their policies regarding blogging, posts on social networking websites and the uploading of various media. New Shopping Methods Business Methods The rapid advances of the Internet has revolutionised the shopping behaviours of consumers and the way many companies now conduct business activities. Shopping in the business to customer environment is becoming increasingly popular for many people, this is due to the numerous benefits and the convenience that the Internet offers. If you are a modern business owner, your business needs to have an Internet presence as the Internet provides access to a potentially global customer base. The Internet has help create many entrepreneurs who have entered the online market with a good business idea and benefited from the low start-up costs. Many barriers and obstacles involved with starting a traditional physical store have been removed, in fact many people than run an Internet business from home while holding down a full-time position. Unlike high-street shopping, consumers are not restricted to the traditional model of shopping within store opening hours as they can make purchases 24 hours-per-day, seven day-per-week. Store location is no longer a concern for consumers, as enquiries or transactions regarding any product or service provided by a company can be made any time, from almost any location across the globe. They no longer need to wait in queues for long periods of time waiting to purchase a popular item on sale or push a shopping cart around aisles trying to locate a desired item. The Internet and websites allow consumers to click through navigation menus or use a search box to narrow down their search. Consumers can make purchases from the comfort of their home or on the move with the use of smartphones and other mobile devices. As Peter J. Bentley writes on page 11 of his book Digitized: â€Å"You switch on your computer and launch the Internet browser. A one-word search for ‘pizza’ finds a list of pizza restaurants in your area. One click with the mouse and you are typing in your address to see if the restaurant delivers. They do! And they also allow you to order online. You choose the type of pizza you feel like, adding your favourite toppings. The restaurant even allows you to pay online, so you type in your credit card number, your address, and the time you’d like the delivery. You choose ‘as soon as possible’ and click ‘pay’. Just thirty-five minutes later there is a knock on your door. The pizza is here, smelling delicious. You tip the delivery guy and take your pizza to your table to eat.† I believe Peter has described perfectly in this extract from his book, how the Internet has changed shopping habits for millions of people across the world. The disadvantage of this new convenience is that many local high-street shops are disappearing from the high-street and many large businesses are going out of business. This of course has a negative effect on local communities as they are indirect stakeholders connected with many of these local businesses. Local businesses experiencing success provide a good-feel factor and more importantly jobs for local communities. The Labour Force The continued evolution of computing suggests that they will be programmed to provide more convenience for us in the future, and hence society will continue to be deskilled in many different aspects. For example, even with the invention of the simple calculator we have deskilled our mathematical abilities. This deskilling due to the advancements in technology have an impact on the labour force and market, technological change that requires the skills of highly educated workers increases the demand for these workers, whereas innovative change in technology can reduce the demand for workers with skills based on redundant technology. This situation has been repeated throughout history and was a direct effect of the industrial revolution. During the 18th and 19th centuries rapid advancements in technology changed the way people lived and worked, mass production techniques meant the construction of many large factories with large workforces. This did create new forms of employment, but it also deskilled much of society as these new jobs involved repetitive monotonous tasks, hence reducing the demand for skilled workers. The industrial revolution resulted in work being more regimented and less skilled, many consider this a comparison against today’s current information revolution. Computer technology is moving at a pace that is outrunning the ethical issues that surround its use in the workplace. Employers have been seen to establish ethical boundaries that infringe on employee privacy rights and restricting communication abilities. Accessibility of the Internet allows employees to access personal email and talk to family and friends in various different ways. Employers believe this effects the employees focus on tasks at work and has led to many employers observing employee communications during working hours. An ethical dilemma has developed from employers viewing employee’s personal data that has led to courtroom action being taken against employers, employee job termination and many complaints being filed. The innovation of new devices like portable laptops and smartphones has meant that working from almost any location on the globe is possible with the use of a Wi-Fi connection. For many employees this has shifted the traditional eight-hour working day, again another issue of ethics. As computer technology now provides employers with the ability to make requests of employees at any time of the day, does it mean that it is correct ethical thing to do? The modern working day is transforming into a 24 hour experience. Another issue of ethics that arises in the modern workplace is the ownership of company equipment. Problems arise when employees decide to make use of equipment for non-work related purposes, which could possibly include searching for a new job or accepting personal communication. Employers must define clear policies when using company equipment in the workplace and when loaned to an employee, therefore creating an ethical standard when using equipment. Pervasive Computing The terms â€Å"pervasive computing† and â€Å"ubiquitous computing† refer to the embedment of microprocessors in all everyday objects from household appliances, to a pair of glasses, to clothing, and so on so that information can be communicated. This new method of data collection will involve the combination of wireless technologies (such as Wi-Fi and Bluetooth), electronics and the Internet. The objective of pervasive computing is to create smart products that will communicate information continuously without interruption, while being connected to the Internet where the collection of data is easily available. Ethical debates have arisen from the purposed development of pervasive computing, privacy issues as personal information could be viewed and the effect this new technology may have on the labour workforce. For example, the replacement of electric meters with smart meters (which record electric usage to the Internet) have resulted in the deskilling of workers who would have manually read and recorded the electric meter figures. Another example of how modern technology has replaced employees with a more convenient method of performing an everyday task, after-all we no longer need to answer the door to the worker who would have inspected your meter, the process is now automated. Privacy stands as the main barrier for the long-term success of pervasive computing. The computer technology is now trying to understand if the current privacy principles that exist in the industry are a true reflection of the ordinary member of society. What are users concerns and preferences about the management of private information and what procedures should be installed that will ensure satisfactory implementation. The main advantage of pervasive computing is that it will improve efficiency from a practical standing. Cloud Computing: Technology of the Future From the knowledge gathered while conducting this research project, I have decided to conclude the report by discussing Cloud Computing, the computer technology I believe will have the most dramatic affect society and culture.

cruelty :: essays research papers

Cruel Sports And How They Effect Animals "The referee shouts, "Ready, pit!" The birds explode from their handlers' grasps and collide breast to breast, a foot off the ground. Beak grabbing beak, hackles flaring like porcupine quills, they bounce apart and then collide, again and again. The hatch takes command. The roundhead rolls over, then revives. He pounds the Hatch with a foot, spearing a lung. The Hatch fades, hunkering down and refusing to budge. As he coughs up drops of blood, his breathing sounds like footsteps on gravel. The Roundhead, fatigued but intact, wins. The Hatch is carried off, most likely to die" (Kilborn 3). This is just one account of a cruel animal sport like cockfighting. This is a epidemic that needs to be stopped. Too many animals are killed for the illegal profit of a few. In today's advanced society there are still humans who thrive on the killing of defenseless animals. Some people do this for the fun and the sport, while others do it as a way to make a living. The three animals that are most commonly abused are cocks, bulls and dogs. These animals fight against other animals and humans. Usually these fights go to the death. The term cruel sports is most often used to describe these fights. Cruel animal sports can be defined as an arranged fight between two animals or an animal and a human for the fun and or profit of the people involved. In most cases these fights are illegal. Although with the amount of money to be won through illegal betting the risks are usually overlooked. Especially because of the lack of law enforcement that is delegated to cases like this. Stronger legislation needs to be adopted to completely stop cruel sports that abuse animals. There are two forms of cockfighting. Naked heel fighting is the less deadly of the two. Whereas artificial heel fighting is a lot more inhumane. Metal spurs of up to three inches are placed over the cocks natural spurs to cause a devastating effect to the other bird. These metal spurs can puncture a heart or a lung with one kick. When the birds fight with metal spurs the fights are for the most part quick and to the death. There is no need to provoke the birds once their in the ring. It is a natural instinct for them to fight over territory.

Free Awakening Essays: The Parrot :: Chopin Awakening Essays

The Importance of the Parrot in The Awakening "Go away! Go away! For heaven’s sake! That’s all right!" (1) Chopin opens her poetic novella, The Awakening, not with the dialogue of a character, but with the ramblings of a brash parrot. Immediately, Chopin compels her readers to ponder what significance, if any, these seemingly random words will have in the following tale. Yet, it is not until the final pages that we recognize the bird’s true importance and meaning. The parrot, though seldom referred to within the text, comes to symbolize Edna’s role in society and the woman she becomes as she is spiritually awakened. At first impression the parrot’s bold demeanor creates an image of eccentricity. His spirited exclamations give him an air of impertinence, defiance, and intelligence that one would not expect of such a bird. Chopin portrays Edna in the same light, showing that perhaps as the parrot may deviate from the norm, so does Edna, who digresses from the society in which she lives. She does not conform to the image of a typical woman in society, playing the roles of a devoted mother and wife. Edna ignores these standards by engaging in two extra-marital affairs and by placing her own life before those of her children. Her desire to live as she pleases lies in direct opposition to the duties she is expected to perform, and she refuses to put on this performance to satisfy society. As a result, Edna seems as brazen and audacious as the parrot that obviously does not mimic the sounds he hears and instead seems to create his own. Again squawking, "Go away! Go away!" at the bothersome piano playing of two girls, Chopin writes, "He was the only being present who possessed sufficient candor to admit that he was not listening to these gracious performances for the first time that summer." (23) Edna shows similar candor in her unwillingness to accept society’s burdening stereotypes. The seemingly intelligent bird "could speak a little Spanish, and also a language which nobody understood..." (1) Though the parrot’s remarks appear to fall on deaf ears, Edna is one who can identify with his presumable wisdom, as her existence too is misjudged. Both Edna and the parrot are depicted as extraordinary and misunderstood in their surroundings, yet they are not free:as the parrot must exist in a cage, so Edna is caged by the restrictions society places upon her.

Psychology 101

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

Peak Oil

During my research on peak oil and energy resources, climate change, and the capacity of the Earth to support human life, I found that there was much information available on the issues (i. e. , the relevant science, data, and facts were already available), but that much of it was not synthesized to make a comprehensive and complete picture (i. e. , complete with accurate data and comprehensive analyses). So, some of the people who may be aware of peak oil (or climate change) may not fully understand the consequences. And, while some people may be concerned about peak oil, they may be unaware of the extent of the climate change crisis†¦And vice versa. For instance, many policymakers and negotiators are arguing with little progress over the wrong climate targets (i. e. , an average global temperature increase of 2 o C above pre-Industrial Revolution levels by limiting the atmospheric CO 2 concentration to 450 ppm), while assuming that anything resembling business as usual energy consumption and economic growth is possible. Yet, the scientific evidence and projections clearly indicate that all of these targets and assumptions are very incorrect and woefully inadequate.As another example, much of the peak oil literature does not offer the reader a comprehensive explanation of peak oil and its potential impacts on society. The information is very good, but much of it focuses on one or only several issues, which may leave many readers unfamiliar with peak energy issues with more questions than answers about the issue, its consequences, or how to adapt to it. Similarly, much climate literature does not consider energy scarcity or population limits in their analyses. It became obvious to me that writing this report was one of the most important acts I could do for the public, right now.All discourse and policy on these issues must be based on the current and correct data and science, if it is to have a chance to succeed. This report is an attempt to synthesize an d holistically analyze the current state of knowledge on these important and inter-related issues. Despite the inherent uncertainties stemming from the data, science, and predictive power of models, the overall analysis provides a clear picture of the orders of magnitude and probability distributions of current and future global changes.Ultimately, this report is for the public for the benefit of humanity. It is a warning and a call to action. Since peak oil and climate change are occurring now without much of the public's awareness, this report may also act as a sort of history so that people in the future may be able to understand what happened to the world regarding peak energy, climate change and economic and societal collapse, after the fact. Future generations should know what happened during this period of history in order to learn from the past mistakes of humanity.Hopefully, this report may contribute to a smoother and less disastrous post-peak oil transition period by warn ing people of the impending crises. When I set out to investigate peak oil and energy resources, it was with the intention to either: disprove peak oil theory and/or the predicted timings of when peak oil and energy resources would occur; or to communicate what is peak oil and the potential crisis, if I could not disprove peak oil and its urgency. The deeper I investigated peak oil and energy resource issues, the more it became clear that peak oil was a very severe and imminent crisi