Education Essay Example | Topics and Well Written Essays - 750 words - 4

Instruction - Essay Example Nowadays, understudies are treated with kid gloves with an end goal to cause them to feel better about themselves and not hurt their young mind. Nonetheless, by misdirecting understudies into accepting that they can achieve anything they need to and that basically trying is sufficient, we are raising an age of prideful understudies who feel that they don't have to invest more energy to be better than most others so as to prevail throughout everyday life. They have become a â€Å"prideful† age without truly having anything to invest heavily in. That is the contention of Thomas Benton in his article â€Å"the Seven Deadly Sins of Students†, and that is the primary focal point of this factious paper. I will likewise concentrate on how the Peter Thiel Fellowship assists with exacerbating the situation for our prideful understudies since it urges them to do without the customary school course in return for moment delight of their thoughts. Diminish Thiel, the man after whom the award is named is portrayed as; â€Å"... the Silicon Valley speculator who accepts increasingly youngsters ought to pursue advancement advances as opposed to burning through their time and cash in school. â€Å" (Miller, Claire â€Å"Drop Out , Start Up†). ... Out of this pride - sustained by the purveyors of unmerited confidence, individual complaint, stupefied courses, and expanded evaluations (regularly in the appearance of generosity) - the chance to gain instruction is wasted by prideful understudies who can cause an expected paradise to appear hellfire. The understudies of today invest heavily in having the option to â€Å"achieve† without truly accomplishing the work. In spite of the fact that there is some acceptable to be said of positive support, the way that this kind of consolation has assumed control over the instructive framework leaves one pondering with respect to the bearing that these understudies will really have in their lives. All things considered, there is nothing more awful than being remunerated for average quality. Let us likewise not overlook that since a long time ago known saying â€Å"A little information is a risky thing.† It is that little information that these understudies have that individua ls, for example, Peter Thiel misuse for all an inappropriate reasons. Thiel accepts that understudies ought not burn through their time moping in school and going through school cash that their folks in all likelihood don't have when they can really be seeking after their fantasies and taking a shot at transforming it into a reality. That is the exact explanation that he made the Thiel Fellowship Grant. He takes into account the requirement for moment delight of the prideful understudies, overlooking the way that these are as yet youngsters scarcely out of their teenagers and without the best possible preparing nor direction to prevail in their grown-up attempts in their present status. That aging of their psyches and capacity to deal with their lives and expert vocations accompanies the finish of a higher education. In any case, Claire (Miller, Claire â€Å"Drop Out , Start Up†) clarifies that these children don't comprehend what they

The Book Thief By Marcus Zusak Essay Example For Students

The Book Thief By Marcus Zusak Essay â€Å"The human heart feels things the eyes can't see, and realizes what the psyche can't understand.† This statement, expressed by Robert Vallet, reverberates with every single individual independent of their age, sexual orientation, or race. The Book Thief, composed by Marcus Zusak and described by death, recounts to an enlightening story from the point of view of a little gathering of Germans who quietly, furtively and boldly restricted Nazism during the hour of the Holocaust. While demise is highlighted noticeably all through the story, eventually, love radiates through. This is seen in The Book Thief, however in regular day to day existence. Thus, Zusak’s reason recorded as a hard copy The Book Thief is to open his perusers to the uncommon, yet delightful intensity of adoration: how love can spare an individual, change an individual, and at last be everlasting.The power of profound devotion between people has the ability to spare lives. It overrides the dangerous load of race, religion, and culture, by one way or another discovering its way through. In the midst of torment, antagonistic vibe and tumult, love has a spot to quiet the spirit and support the soul. Subsequently, love ends up being a â€Å"savior† to all. For instance, they state that pooch is a man’s closest companion, and much of the time, for example, this one, it introduces itself to be valid. We will compose a custom article on The Book Thief By Marcus Zusak explicitly for you for just $16.38 $13.9/page Request now â€Å"A fearless Jack Russell terrier kicked the bucket while securing its pregnant proprietor and her 2-year-old little girl from a Cape cobra. The Six-year-old canine Jamal kicked the bucket soon after he murdered the snake† (Chabalala 1). This statement represents the unbreakable power of profound devotion among canine and man, and how the pooch would do anything just to spare its proprietor, along these lines, surrendering its life for its proprietor. Moreover, Jamal spared his proprietor, yet the lives her unborn infant just as her multi year old little girl. Moreover, The Book Thief too sh. . ather there with her; accordingly holding their affection never-endingly. Taking everything into account, Chris’ love for his significant other, just as Liesel’s love for her dad both exhibit the endless intensity of affection and how its fire follows any place the adoration travels. All on the whole, the heart is one of the most impressive powers on earth because of one explanation: love comes from the heart. The adoration that the heart produces has the ability to spare an individual, change an individual, and can at last be everlasting. In this manner, Zusak’s reason recorded as a hard copy The Book Thief was to show his readers’ the force that affection holds inside. Alongside Liesel and Hans; Rosa, Jamal the Jack Russell Terrier, Jesus, and Chris all wonderfully display instances of how love can spare, change, and be everlasting. Be that as it may, if love has the ability to play out these wondrous capacities, does cherish have the ability to control humankind?

Macbeth the decent into madne Essay Example For Students

Macbeth: the fair into madne Essay Numerous components added to the weakening of the character Macbeth, of which three will be examined. These three segments are: the predictions given by the three witches, the impact and control of Lady Macbeth, and the character blemishes of Macbeth. Consolidated, these variables caused the inescapable decay of Macbeth’s character, bringing about his plunge into franticness. To clarify how these three parts cooperated to cause the defeat of Macbeth, each factor will be tended to and disclosed according such that they each had upon his character. The main factor which added to the crumbling of Macbeth was the predictions, as advised to him by the three witches. These unique predictions caused a chain response of occasions to happen inside Macbeth, just as inside his general surroundings. When mindful of his own destiny, Macbeth absurdly attempted to control this substance, which extraordinarily outperformed his own capacity and knowledge as a person. His obliviousness towards destiny was the main component in this tangled trap of duplicity and fixation which neutralized him. Macbeths fixation on these predictions likewise assumed a significant job in the disintegration of his character. From the second that he learned of his destiny, every choice that he made depended entirely upon these predictions; his eagerness and desire being the main impetus behind every single activity made. These predictions were the causative occurrence which set off a chain response of doomed occasions to happen. Thus, the fallout of these occasions tormented the character of Macbeth, making him become just a sad remnant of his previous self. The subsequent factor is the impact and control of Lady Macbeth. This by itself contributed significantly to the degeneration of Macbeth’s character, as she acquainted him with the idea of homicide. From the second that she learned of the predictions, Lady Macbeth started to control and control Macbeth; assaulting his masculinity trying to convince him to satisfy the predictions. In Act one, Scene seven, Lady Macbeth states, â€Å"Wouldst thou have what thou esteem’st the trimming of life, and live a quitter in thine own regard, letting ‘I dare not’ hold up upon ‘I would,’ like the poor feline i’ the adage.† His certainty just marginally shaken, Macbeth reacts, â€Å"Prithee harmony: I dare do all that may turn into a man, who dares accomplish more, is none.† Instead of regarding the desires of Macbeth, she presses further, infe rring that Macbeth’s masculinity is in question, and the main solution for this is the homicide of King Duncan. This discussion was the start of the end for Macbeth, as he fell prey to the plans of his Lady. After Macbeth submitted the homicide, his character had changed to one which was tormented by blame. The homicide weighed vigorously upon his inner voice, which set off the moderate disintegration of his character. Frenzy was inescapable. The third component which adds to the degeneration of Macbeth is his character defects. Macbeth is acquainted with the crowd as an unassuming and genuine pioneer. Albeit, when his destiny had been uncovered to him, he was driven simply by covetousness and fixation. His desire for power was raised, and the information on his destiny instituted a prideful and misinformed trust in what he thought to be his endless mortality. Because of the way that Macbeth blossomed with power, he lost his whole estimation of quietude and humankind. However, interestingly, Macbeth felt contrite now and again for the deeds that he submitted. For instance, in Act two, Scene two, Macbeth claims his regret and blame through the announcement, â€Å"But wherefore would I be able to articulate ‘Amen’? I had most need of gift, and ‘Amen’ Stuck in my throat.† By this, the crowd is demonstrated that despite the fact that the predictions are unfurling, Macbeth laments his activitie s as they negate the qualities that he once held dear. However, his regret appears to blur as his hankering for power increments. Macbeth proceeds, as the forces of underhandedness feed upon each move that he makes, to clear a path for his headway as forecasted by the witches. He recruits two men to kill Banquo and Fleance, the individuals who represented a danger to his incorporating rule. With Banquo wiped out, Macbeth floods with another feeling of intensity. In spite of the fact that Fleance got away, Macbeth felt no motivation to stress by then. This relates back to the common topic of â€Å"eternal mortality† which Macbeth shows. There is no uncertainty that he is following up on the motivations that were excited by the first predictions of his destiny. In Act four, Scene one, he came back to the three witches, craving more data about his fortune. In response to these predictions, the subject of his everlasting mortality is by and by grinding away. With this freshly dis covered feeling of bogus certainty, the ruin of Macbeth was unavoidable as not one being is strong. His desire, covetousness, fixation, conviction of his endless mortality, and bogus certitude were the character blemishes which caused the degeneration and the destruction of his character. .u84d40de7c7fc4872348d6323bd28667c , .u84d40de7c7fc4872348d6323bd28667c .postImageUrl , .u84d40de7c7fc4872348d6323bd28667c .focused content region { min-stature: 80px; position: relative; } .u84d40de7c7fc4872348d6323bd28667c , .u84d40de7c7fc4872348d6323bd28667c:hover , .u84d40de7c7fc4872348d6323bd28667c:visited , .u84d40de7c7fc4872348d6323bd28667c:active { border:0!important; } .u84d40de7c7fc4872348d6323bd28667c .clearfix:after { content: ; show: table; clear: both; } .u84d40de7c7fc4872348d6323bd28667c { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; mistiness: 1; change: haziness 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .u84d40de7c7fc4872348d6323bd28667c:active , .u84d40de7c7fc4872348d6323bd28667c:hover { obscurity: 1; change: murkiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #2C3E50; } .u84d40de7c7fc4872348d6323bd28667c .focused content zone { width: 100%; position: relative; } .u84d40de7c7fc4872348d6323bd28667c .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content improvement: underline; } .u84d40de7c7fc4872348d6323bd28667c .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u84d40de7c7fc4872348d6323bd28667c .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-outskirt span: 3px; content adjust: focus; content embellishment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .u84d40de7c7fc4872348d6323bd28667c:hover .ctaButton { foundation shading: #34495E!important; } .u84 d40de7c7fc4872348d6323bd28667c .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u84d40de7c7fc4872348d6323bd28667c-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u84d40de7c7fc4872348d6323bd28667c:after { content: ; show: square; clear: both; } READ: Strong mainland realm EssayThe forecasts given by the three witches, the impact and control of Lady Macbeth, and the character imperfections of Macbeth himself caused and added to the degeneration and destruction of Macbeth. Alone, every one of these variables are noteworthy as they caused a chain response of occasions to happen inside Macbeth. However together, these variables escalated in quality; a troublesome circumstance to defeat had gotten inconceivable. The predictions advised to Macbeth set off a desire for capacity to develop inside himself; a hankering so serious it controlled all his activities. The impac t and control of Lady Macbeth made the aggressive Macbeth submit murder. When Macbeth started this rule of fear, he was unable to turn around. The street that he picked that game changing night was the one that he would stroll upon for an incredible remainder. His blame stricken still, small voice tormented by regret, Macbeth was never again settled. The plummet into frenzy had since a long time ago started. Macbeth’s character imperfections likewise added to the crumbling of his character as one of solid ethics would not have capitulated to the plans of Lady Macbeth. His aspiration, covetousness, and fixation just supported his degeneration, as they neutralized him from the earliest starting point. Battling these components as a bound together component would have been as inconceivable as an endeavor to swim against a wild currant. These rough, barbarous waters speak to the three components which neutralized Macbeth. Together, these components shaped an extraordinary force w hich left Macbeth at it’s complete and obvious kindness. Macbeth was nevertheless a pawn in the hands of destiny. The checkmate? Complete franticness.

History Book Review Essay Example | Topics and Well Written Essays - 1250 words

History Book Review - Essay Example Rosie the Riveter, frequently delineated as somebody in overalls and a handkerchief, is depicted as a lady of certainty and quality. The book successfully speaks to Rosie as a womanly character who kept up her womanliness notwithstanding being actually something contrary to how ladies were generalized during that period. One can say that this idea of the â€Å"Rosie† picture filled in as a model to assemble ladies to take on manufacturing plant employments that the men abandoned. She was depicted nearly as a superwoman of that age. She creates things that are better than what any standard lady can do. She is delightful and captivating, solid and solid. She must be not the same as the commonplace American housewife yet keep up something in her that most American housewives would appreciate and need. She represents the rule that creation and work have nothing to do with sexual orientation. Rosie the Riveter’s entire pith is about change, and for this, she has a few associ ations receiving her picture as their image and was wholeheartedly grasped by the American common laborers ladies. In the book, writer Penny Coleman clarifies the subtleties of the endeavors done by ladies for the work power during the World War II. They took over mechanical works that were generally saved for men while these men were away for the war. It was effectively composed and centered, which is one acceptable factor since it plans to instruct generally the youthful perusers. The substance of a composed work can for the most part be ignored if the composing style is a lot for the youthful personalities. That isn't the situation in this book. It is likewise evident that the creator ably dove into the progressions that extraordinarily affected these women’s lives even past their own homes. Coleman incorporated a few direct subtleties that delineated the various types of battles these ladies experienced previously, during, and after the move from being housewives or maintaining women’s sources of income to the more male-ruled jobs. â€Å"Rosie the riveter: Women

The processes that occur in the Network when you Essay

The procedures that happen in the Network when you - Essay Example There are a few procedures that are running simultaneously, both at server and customer closes, to make this correspondence a triumph. A careful information on these gadgets and their jobs, conventions and related advances, at different degrees of the system, is required for understanding the procedure that happen in a system for correspondence to happen effectively. Breaking down the procedure at different layers of a system requests a deliberate cognizance of a ‘broad brush’ image of the correspondence channel and convention stack that may be busy working behind the scene. As a general rule, access to private systems, similar to the X-Stream server from our home or some other remote area is appeared through Virtual Private Network (VPN) innovation. VPN is utilized to get to a private system, similar to a college Learning Management System (LMS), over an open system like the Internet. At the point when an understudy get to X-Stream Server over an open system, this execu tion of VPN is known to be a ‘Access VPN’. VPN guarantees a safe access to the private asset through execution of security at different layers of the correspondence channel. ... rs used to characterize correspondence range over the TCP/IP suit of conventions incorporates; Application Layer, Host to Host Layer , Internet Layer and Network Access Layer. The procedure that happens on the system is primarily the investigation of information as it goes through the TCP/IP stack since WAN is just utilized as a vehicle to convey information and no huge preparing is done as far the information is concerned. There are a few significant conventions that frames a piece of the TCP/IP convention suite which incorporates FTP, TFTP, VoIP, HTTP, ICMP, UDP, ARP and RARP and so forth. Besides the RIP and OSPF are additionally the piece of TCP/IP convention suite which guarantees the steering of the data over a system. From a user’s point of view the procedure that happen on a system begins with the utilization of use programming that can converse with a basic system for example an internet browser that utilizes HTTP to get things going for a client. Comer alludes this a s the application level web access and states, â€Å"From a user’s point see, the web seems to comprise of a lot of use programs that utilization the basic system to complete helpful correspondence tasks†(3). Also the meeting of correspondence occasion is kept up at the Application Layer, anyway these meeting are not logged by HTTP. â€Å"Each HTTP demand is independent; the server doesn't keep a background marked by past solicitation or past sessions† (Comer, 490). At next level the procedures to guarantee and uphold the information honesty, rightness and dependable parcel conveyance are protected by the Host to Host layer. This layer likewise portions and arrangements the consistent stream of information that leaves a client end and reassembles it at server end while recognizing the receipt of each section. â€Å"As each portion of information is gotten at the goal, an

We Should Take This Final and Push It Somewhere Else

We Should Take This Final and Push It Somewhere Else Even though we’re only two weeks into the start of the Spring semester, I have already taken a final exam. In the midst of sitting down for first-days of classes and reading through new syllabi, I also frantically wrote flashcards for myself and tried to teach myself course material I hadn’t seen in ages. It’s an interesting combination; the beginning and the end of a semester, condensed into a single week. So, how exactly do you get something like this to happen? Final exams and projects are usually at the end of the semester, occasionally mid-semester for half-semester classes. And, normally, you have to show up and actually take them, or actually complete the project. However, sometimes, situations outside of your control can make getting out of bed to complete your final really hard, or even physically impossible. Think: getting a really bad case of mono, being bedridden for a month and your mom having to fly in to take care of you in your dorm room. Or, your dorm is in the process of being closed. Or, you’re just dealing with a bad depressive episode. The old life curveball, so to speak. In any case, it may seem like there are only two options in situations like this: first, to drag yourself to the final anyway in whatever state you’re in, realize that whatever has been making your life hard has also made you unable to FOCUS or STUDY, and promptly bomb the test, possibly failing the class and definitely tanking your GPA. Or, option two, realize that whether it’s your body telling you or your brain, you Will Not Leave This Bed, and simply do not show up for the final. As the time ticks away and you lie in your bed, your TA or Professor will start to notice your absence and wonder what’s happened to you. After not hearing from you, they01 probably, I’m not a TA or a professor decide that you don’t care about the class, and mark your final grade as an O, for Absence.02 certainly not A, for “I’m doing great!” Then, you see the O on your transcript, thinking nothing of it, until you realize that it counts the same as an F, and your GPA is tanked yet again. Even this isn’t the end of the world, since it’s not quite an F, it’s just an F until you fix it. Luckily, there is a third (more reasonable) option, that just involves a little bit of planning.03 as much planning as you can do when Life’s Coming At You FAST Here at MIT, there is a system in place called Excused Absences, or, an OX. During the last two weeks of the semester, if you are thrown an unfortunate ball, and have up until that point been doing pretty Okay in the class of choice, you can get that final excused, whether it’s a paper or a project or an exam. Some questions asked. The professor still marks you down as an O, for not showing up, but someone over in Student Support Services will add an X and make it a pair. In my circles, it’s a pretty well known resource, and another blogger has even talked about it before. It’s nice, really MIT may be an academic hellscape sometimes, but at least you can confirm that they don’t actively want you to fail. Excusing So, let’s flash back to about April of 2017. Things were starting to bubble up in my personal life, I spent a lot of time running back and forth from meetings with admins or student leaders or the House Team at Senior Haus, and I was spending a lot of my time more focused on the state of the UA04 undergrad association Elections than I was on my classes. One night, I stayed up late to help paint a banner for my friend who was running, and we went out in the dead of night to hang it in Lobby 7, even though I had a problem set due the next morning. Flash forward a few days, I dropped the class in question, thinking it would make my problems go away. In some way, it did, as it lightened my load and extended the days of my life where I didn’t have to try to learn how to code.05 i did eventually, last semester, but i pushed it to the end! But, in most ways, it didn’t, and the stress and general I-don’t-want-to-do-this-anymore feeling started to pile up to the point where I wasn’t fully engaged in my other classes. One particular class, 4.605: A Global History of Architecture, required weekly blog postings about various architectural topics, such as Islamic mosque design or ancient stone-carved temples. Around this time, I stopped doing them, instead choosing to focus more on my other classes and responsibilities. I didn’t think about how my grade was being affected by it; to be frank, I didn’t think of the class at all. I spent a lot of this time period obsessing over any small detail that I could latch onto and still get the sense that I was being productiveâ€"what food we would order for a House meeting or planning a Senior Haus/East Campus Formal and what cupcake designs I could come up with. Anything to keep my mind from focusing on the Actual Problems. Now, in May, as things started to get progressively worse, I finally realized how unprepared I was for my final. All my other classes had projects (most of them group projects) due, and this was the only exam I had to take. A project, I could push through, but an exam? We had quizzes in the class, and I did poorly on them, banking solely on my mid-semester presentation on the Hagia Sophia for a passing grade. Not to mention, I had tuned out so much of the material during lectures in my generally distracted state. When dead week rolled around and I had been too consumed with Everything Else to study, I started to panic. It was far too late to drop the class, and I needed it to complete my minor in Course 4,06 architecture so I couldn’t just blow it. I had heard of other people OX’ing classes for various reasons, but so much of it felt like my own fault, like something I had to deal with on my own. For days, I ruminated over various ways I could rectify it instead of actually rectifying it. Two days before the exam, I emailed my TA and professor asking if I could get my final excused as an OX, copying the deans I had spoken to at S^3.07 student support services The day of the final, I hadn’t heard back from him, and laid in my bed through the scheduled exam hour hoping it was going to be alright. A few days later, I had a nice OX lined up on my grade report. Interim Getting a final exam excused feels like a weight being lifted off your shoulders, and then that weight getting placed by your feet so you remember you have to pick it up again later. The more important part is the fact that it’s a break, though. Sure, it’s visibly there. Until the OX becomes a grade, it’ll remain there on the transcript, filling you with regret the longer you wait to do something about it. But, at least you can rest for a bit, recharge, and lift that weight when you’ve recovered some of your strength. Besides being there, it doesn’t really do much of anything. It’s like a ghost, loudly taunting you but unable to actually to actually touch you. Your GPA remains exactly how it was, and you can’t get credit for the class, as if you had never even taken it. In theory, you can just graduate with OXs, and they won’t negatively affect you save for a few questions from curious future employers. But, odds are, you need to take the class in order to fulfill some graduation requirement, so that’s not a likely option. Resolution The OX was one of the many things that hung over me as I came back to MIT, reminding me constantly of the time then and who I used to be. I wanted to get it over with, but I also wanted to be smart and spend time reviewing the material. I decided to wait and see how my first semester went before trying to fix it, instead resolving to spend my IAP simultaneously studying and applying for summer internships. I emailed my former professor in December asking to finally take the final and resolve the OX. We coordinated over email for weeks, deciding on a date, me frantically pushing it back to the first week of class because I didn’t feel ready. Much to my personal disappointment, I didn’t study all through IAP like I had planned, and as the date approached I felt the looming anxiety more than ever. The very real possibility of failing the class and having to retake it, and having my GPA suffer entered my mind, fueled by the fact that I didn’t even know how I was doing in the class beforehand. I emailed my TA from then, practically begging to see if he had study material or anything that would help me do well on this final. I spent two years not thinking about architecture history, and then I condensed a semester’s worth of classes into two weeks. I made flashcards for specific terms and places, speed-reading through the textbook and lecture notes, quizzing myself occasionally in between. There were practice problems online, which I spent one late night before the final answering again and again and again until I was nearly certain. To my absolute shock, I think I learnt more in the two weeks than I had while I was in the class, memorizing definitions and how to draw terms like sotdae and lingam and narthex and pendentives. When the final came along, I experienced what has been a relatively new feeling for meâ€"feeling prepared to take an exam. In just three business days, my grade was up and the OX effectively gone from my life. It still shows up on the unofficial grade report as OX/Grade, but on transcripts it’ll just show the grade. So, effectively washed away, taking all the lingering stress with it. And that’s the whole process! I managed to bring my grade up an entire letter,08 to my shame, i discovered when my professor emailed me my exam grade that my prior grade was… not very good which makes me question how badly I would’ve done if I took that when I was supposed to. I’m grateful for the moment of reprieve, if one can call 2 years a moment. It’s interesting to note all the ways I’ve changed as a student, but it becomes so clear in an example like this. At the same time, I can’t help but wonder If I could do it now, why couldn’t I do it then? There’s no way of telling. But, most of all, I’m glad it’s finally over. probably, I’m not a TA or a professor back to text ? certainly not A, for “I’m doing great!” back to text ? as much planning as you can do when Life’s Coming At You FAST back to text ? undergrad association back to text ? i did eventually, last semester, but i pushed it to the end! back to text ? architecture back to text ? student support services back to text ? to my shame, i discovered when my professor emailed me my exam grade that my prior grade was… not very good back to text ?

Compare Two Different Paintings Done In Different Times - 1100 Words

Compare Two Different Paintings Done In Different Times (Essay Sample) Content: ArtworksAustin GarciaSouthern New HampshireOVERVIEWArtworks of different period of times are characterized by unique styles, themes, techniques and methodologies that influenced the artists of those times. In these analysis artworks of Renaissance era and that of mannerism is compared and contrasted. The Renaissance art was the paintings and decorative arts in European history with distinct style in about 1400 (Dempsey 25). These artworks were influenced by the development of man and women renaissance in the 15th century, it underlies theology, science, architecture, literature and philosophy (Dee 6).Artist Name: Sandro BotticelliTitle: PrimaveraStyle period/ Movement: Renaissance periodDate Painted: 1482Current location: Uffizi Gallery, FlorenceDimension: 203 cm (h) x 314 cm (w)Image of PrimaveraThe mannerism art is also painting style that emerged during the later years of high renaissance in Florence and Rome in the period between 1510 and 1520.Artist Name: Angelo Bronzimo (1503-1572)Title: Venus, Cupid, Folly and Time (Allegory of the Triumph of Venus)Style period: Mannerism Style of Art (c.1520-1600)Location: National Gallery, LondonDimension 146 116 cm (57.48 45.67 in)Image of Venus, Cupid, Folly and Time (Allegory of the Triumph of Venus)ANALYSIS OF SANDRO BOTTICELLI'S PRIMAVERA ARTWORKThis artwork is painted on wooden panel, and it has been displayed since 1856 at the famous Uffizi Gallery in Florence Italy (Dee 13). It is evident that this artwork has its composition, characters and features styles expressing themes and symbolic meanings that can be traced to Renaissance period. Botticelli artwork can be argued to be a non-religious painting attributed to it portraying polytheistic religious beliefs. This can be linked to Renaissance period because during this time the secular behaviors had become synonymous with Renaissance man. This painting also depicts progressive ideologies; this is evident in the composition of this artwork that during this period the individual ideas surrounded divinity, adversity, fertility, and sensuality. Primavera painting has Neo-Platonism, which is associated with Renaissance period that is based on beauty and love (Snow 40). This painting expresses visual and thematic of Renaissance period. Color pigments during this period were the finest for drawings including green copper cinnabar, ultramarine, red, carbon black, white, yellow lead and the most notable use of tempera grassa (Dempsey 36). Artistic theme style during Renaissance period mostly featured personal meaning, and Primavera has its themes surrounding Renaissance Humanism and Neo-Platonist ideologies. The objective observations on Botticelli Primavera artwork are the creation of mythological scenarios using historical accounts centered on the request of Medici family. It is also apparent that artistic work during Renaissance period had little focus on religion thus Renaissance art took a new direction.ANALYSIS OF ANGELO BR ONZIMO'S VENUS, CUPID, FOLLY AND TIMEThis Bronzino's masterpiece artwork is undeniably in its style, composition and subject matter is a mannerism art movement work. It has been designed as a puzzle based on the worlds of mythology, symbols, and emblematic imagery. The painting key symbolic meaning provides the common love, followed by pleasure, abetted by deceit and its underlying painful consequences (Bosch 33). This artwork is related to mannerism art movement attributed to the artist focusing on artificiality and artiness incorporating self-conscious elegance thoroughly using sophisticated indulgence in the bizarre that the artwork symbolizes. Bronzimo has refined the underlying concept of love, pain and magical love that can kill while pushing exaggerations and contrast. Mannerism tendencies are also evident in the artwork composition, the formless and indeterminate space in the nude pictures. It is related to mannerism art style as it catered for the pan-European cultured clas s as this artwork was commission by King Francis of France (Healy 7). This artwork as of mannerism art movement has utilized optical trickery of multiple images and visual stylistic influences. Besides it has unusual colors, irrationally mixed classical motifs, grotesque pictorial fantasies, and other visual references. The mannerism art thematic style in this artwork is evident antiquity such as Roman antiquity entailing elegance, grace, and refinement. It also features classical references, mythological nature and interlacing of forms. The key observation is that this mannerism artwork by Bronzino is anti-renaissance, and it has greater appeal. It is more artificial and less naturalistic characterized with emotionalism, perspective, and garish colors hence the aspect of an exaggerated idiom is clearly apparent (Harris 10).COMPARISON AND CONTRASTThe key similarity of Primavera and Venus, Cupid, Folly and Time artworks is that both artworks were very influential during its respectiv e time. Both artworks contributed to the development of perspectiv...

Bram Stoker’s Dracula Essay - 2356 Words

Bram Stoker’s Dracula Bram Stoker’s Dracula is a classic example of Gothic writing. Gothic writing was very popular in the 18th and 19th centuries. In the early centuries, Gothic writing would frighten the audience and it was also used as a style of architecture. Dracula, which was first published in 1897, would definitely cause a shock as there was a supernatural being, roaming around sucking people’s blood by the neck. Gothic literature usually includes vampires, monsters or some type of ancient mystical creature. It is also set in medieval castles with secret passages, dungeons and ghost places. There are various types of Gothic literature such as romance and horror. There is just usually horror used but mixing both has†¦show more content†¦The journal is of everything that is happening Transylvania, which he gives to Mina, his fiancà ©e to show their marital trust. There is nothing about who Dracula is, or why Jonathan is meeting him at this point. His journey begins on 3rd May. It is Jonathans first time to Transylvania in the Carpathian Mountains. Jonathan is very anxious as he has done a lot of research on the place; this makes us feel anxious to find out where he is going and what mysteries he will unravel. The reader can see this by when Jonathan says: â€Å"I read that every known superstition in the world is gathered into the horseshoe of the Carpathians, as if it were the centre of some sort of imaginative whirlpool; if so my stay may be very interesting.† He gets this knowledge from his research, which shows Transylvania is a superstitious place as he has not yet met Dracula he is not superstitious. Jonathan travels by train from Munich to Budapest, from Budapest to Klausenburgh, where he stays in the Hotel Royale, and from Klausenburgh to Bistritz. He then checks into another hotel, under orders from the mysterious Count Dracula. The next day, he goes by a horse-coach where he is taken further east and then he eventually meets another coach, which will take him to his final destination, Draculas castle. The further he travels from home, the stranger his trip becomes. It is also suspicious that he did not sleep well: â€Å"I had all sorts ofShow MoreRelatedBram Stoker’s Dracula1087 Words   |  5 Pagesstarted to emerge. This essay will be about who Dracula enticed women, how his detainer was unsettling and demonic. How the era in which the novel was written plays a part in the ideas of Dracula and how behaves; with such things as women, food, and Harker. The Victorian era definitely influenced the writing of the time through reflections of exploitation of women and a certain darkness in ones self, also explains of mystery and suspense. Abraham (Bram) Stoker was born in Dublin in 1847, the thirdRead MoreAnalysis Of Bram Stokers Dracula2059 Words   |  9 PagesVoluptuous Vampire or Proper Prude Written and set in the late 19th century, Bram Stoker’s epistolary novel Dracula is a pivotal book in gothic/horror literature. Like most novels written by men, Dracula appeals more to the male audience and their fantasies and fears about women than to the Victorian Age woman. In the novel, Lucy and Mina are the only two female characters the reader meets in detail, and they are also the only two characters that are seen becoming vampires – indeed, they are theRead MoreAn Analysis of Bram Stokers Dracula885 Words   |  4 PagesBram Stoker’s Dracula is the story about how the small company of men and a woman lead by Professor Abraham Van Helsing combats against Count Dracula, who moves from Transylvania to England in order to manipulate people as â€Å"foul things of the night like him, without heart or conscience, preying on the bodies and the souls of those [they] love best† (223). Stoker employs an epistolary format in this novel and nowadays, Dracula becomes one of popular literary works representing epistolary novels writtenRead MoreComparison Of Count Dracula In Bram Stokers Dracula And Dracula1449 Words   |  6 PagesDracula is the infamous vampire, that readers were ï ¬ rst introduced to by Irish author Bram Stoker in 1897 when they read his novel Dracula (Stoker). The author conveys the story of Count Dracula, a mysterious being that is half man, half vampire that sucks blood from the neck of his victims to stay alive (Stoker). This novel is an outstanding masterpiece of work, which is why it has been a prototype for various movie releases over the decades, such as Nosferatu, Horror of Dracula, Dracula A LoveRead More Comparison of Dracula and Bram Stokers Dracula Essay1462 Words   |  6 PagesCompare/Contrast Dracula and Bram Stokers Dracula A noticeable difference in the way movies have changed over the years is evident when comparing and contrasting two films of different eras which belong to the same genre and contain the same subject matter. Two vampire movies, Dracula and Bram Stokers Dracula, present an interesting example of this type of study. Comparing the 1931 version of Dracula, starring Bela Lugosi, with Frances Ford Coppolas Bram Stokers Dracula 1993 version yieldsRead MoreEssay on Bram Stokers Dracula1698 Words   |  7 PagesBram Stokers Dracula Bram Stokers Dracula is one of the most renowned British novels of all time. It has left its marks on many aspects of literature and film. Many thematic elements are present throughout the story and have been interpreted in many ways. Stoker uses his characters to manifest the themes that he wishes to imply. Three themes that present themselves throughout the book are the theme of Christian Redemption, science and technology, and sexual expression. Christian RedemptionRead MoreDracula, Gothic And Epistolary Novels Of Dracula And Bram Stokers Dracula1357 Words   |  6 PagesIn the late 1890s Bram Stoker takes historical information and old European folktales to create famous Gothic novels like Dracula; Before writing Dracula, he studied for eight years stories of vampires. The title of Stoker’s story has historical significance to Vlad Dracul the 3rd, a Wallachian ruler who impaled his victims on stakes. Bram Stoker also was influenced by his lifetime, before the publication of Dracula, Gothic and Epistolary novels were on the rise hence why Dracula is classified asRead MoreEssay on Paternalism in Bram Stokers Dracula920 Words   |  4 PagesPaternalism in Bram Stokers Dracula      Ã‚   Paternalism is the domination of a society by a male or parental figure that leads or governs much like the way a father would direct his family.   In Victorian society, the idea of paternalism was prevalent.   The idea was also frequently used as a motif in western literature.   Bram Stokers novel Dracula, published in 1897, depicts a paternalistic society through a repression of the female sex and a continuous exaltation of the domineering maleRead MorePsychoanalytical Analysis of Bram Stokers Dracula1790 Words   |  8 PagesCarlos Dena Honors English 11 5/20/13 Critical Analysis on Dracula With several illicit subjects listed throughout Bram Stoker’s Dracula, the book becomes a playground for psychoanalysts. 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Essay on Financial Analysis Case Study - 2962 Words

McDonalds Financial Analysis Case Study The purpose of this study is to assess a company’s future financial health. This study provides a hands on experience to synthesize the finance concepts that we learned throughout the course by applying them to a real life individual or organization. On this study I elected to assess McDonald Corporation’s future financial health. McDonald’s Corporation franchises and operates McDonald’s restaurants in the global restaurant industry. These restaurants serve a menu at various price points providing value in 119 countries globally. As of December 31, 2011 out of the 33,510 restaurants in 119 countries around the world 27,075 were franchised or licensed (including 19,527 franchised to†¦show more content†¦Financial Strength 12-Mo Dec 09 12-Mo Dec 10 12-Mo Dec 11 MRQ 3-Year Average Quick Ratio 0.96 1.22 1.05 1.21 1.08 Current Ratio 1.14 1.49 1.25 1.24 1.29 LT Debt/Equity 0.75 0.79 0.84 0.91 0.79 Total Debt Equity 0.75 0.79 0.87 0.97 0.8 Current Ratio is calculated by dividing the Current Assets of a company by its Current Liabilities. It measures whether or not a company has enough cash or liquid assets to pay its current liability over the next fiscal year. The ratio is regarded as a test of liquidity for a company. This concept is one of the most commonly cited financial ratios, measures the firm’s ability to meet its short-term obligations. A measure of liquidity calculated by dividing the firm’s current assets by its current liabilities (Gitman Zutter, 2012, p. 71). Current ratio = Total Current Assets à · Total Current Liabilities From the above the above equation, we will determine the current ratio or liquidity for McDonald’s in 2011 is. McDonald’s Current ratio = 4,403.00 à · 3,509.20 McDonald’s Current ratio = 1.25 Typically, short-term creditors will prefer a high current ratio because it reduces their overall risk. However, investors may prefer a lower current ratio since they are more concerned about growing the business using assets of the company. Acceptable current ratios may vary from one sector to another, but generally accepted benchmark is to have current assets at least as twice as current liabilitiesShow MoreRelated Apple Inc. Financial Analysis Case Study Essay examples3623 Words   |  15 Pages Apple Inc.’s Financial Analysis case study will cover the nine-step assessment process to evaluate the company’s future financial health. The nine-step evaluation process will entail the following: 1) Fundamental analysis covers objectives, plan of action, market, competing technology, and governing and operational traits, 2) Fundamental analysis-revenue direction, 3) Investments to support the firm’s entities action plan, 4) Forthcoming profit and competitive accomplishment, 5) ForthcomingRead MoreComparative Analysis of Financial Performance of Public and Private Banks(Case Study)15686 Words   |  63 PagesCOMPARATIVE ANALYSIS OF FINANCIAL PERFORMANCE OF PUBLIC AND PRIVATE BANKS [IN THE CASE OF SELECTED PRIVATE AND PUBLIC BANKS] A SENIOR ESSAY SUBMITTED TO DEPARTMENT OF ACCOUNTING AND FINANCE, IN PARTIAL FULFILLMENT OF THE REQUIREMENT OF BACHELOR OF ARTS DEGREE IN ACCOUNTING AND FINANCE. Prepared by: Ruth Alemayehu ADDIS ABABA UNIVERSITY COLLEGE OF MANAGEMENT, INFORMATICS AND ECONOMIC SCIENCE SCHOOL OF BUSINESS AND PUBLIC ADMINSTRATION DEPARTMENT OF ACCOUNTINGRead MoreCase Study Analysis : Company s Financial Wealth And Position1440 Words   |  6 PagesWritten Coursework Assignment Ratio analysis is the best way of analysing the company’s financial wealth and position. It helps to understand the crucial financial figures of an entity pointing to weak and possibly risky parts of its finance. Using the results of the analysis managers can strengthen the financial position by determining and eliminating possible risks related to credits, operations and market fluctuations. One of the important cases that a company cares about is profitabilityRead MoreCase Study: Financial Performance Swot Analysis of Pernod Ricard – Global’s Premium Spirits Wines2300 Words   |  10 PagesCase Study: Financial performance SWOT analysis of Pernod Ricard – Global’s premium spirits wines Date: 22nd November, 2010. I certify that the above coursework is all my own work. Word Count: net 1988 words Table of contents Case Study: Financial performance SWOT analysis of Pernod Ricard – Global’s premium spirits wines 1 Table of contents 2 Executive summary 3 Financial Ratios Analysis 4 Liquidity Ratios 4 Assets management ratios 5 Debt ratios 6 Profitability ratios 7 Market valueRead MoreA Comparative Study of Mergers and Acquisitions Within the Eu Aviation Sector: a Case Study of British Airways and Iberia.1575 Words   |  7 PagesA Comparative Study of Mergers and Acquisitions within the EU Aviation Sector: A Case study of British Airways and Iberia. Key words: Mergers and Acquisitions, Aviation Sector, EU, Network Carriers, Strategies. Aims of Research: The Aim of this research is to address the following issues: 1) What are the main motives for engaging in Merger and Acquisition activity for Aviation Market? Did they reach their goals? 2) What are the consequences of Airlines Company’s merger and acquisitionRead MoreSabmiller Case Study Solution775 Words   |  4 PagesCASE STUDY ANALYSIS March 21st 2014 CASE STUDY SABMiller CASE STUDY ANALYSIS CASE STUDY – SABMiller SABMiller SABMiller is a multinational brewing and beverage company, older than the state of South Africa, where it originated. It is the worlds second-largest brewer (after AB InBev). Brands: Fosters, Grolsch, Miller Brewing Company, Peroni Nastro Azzurro, Pilsner Urquell†¦ Global Presence: It has operations in 75 countries across Africa, Asia, Australia, Europe, North America and SouthRead MoreEssay about rothaermel exercise 1720 Words   |  3 PagesGROUP CASE STUDY 1 INSTRUCTIONS Complete a case study of ABC Corporation (your instructor will assign the specific company for the case study at the beginning of Module/Week 3) in the case section of the text (e.g. Case Number 1). A formal, in-depth case study analysis requires you to utilize the entire strategic management process. Assume your group is a consulting team asked by the ABC Corporation to analyze its external/internal environment and make strategic recommendations. You must includeRead MoreA Critical Evaluation Of Financial Performance Essay1689 Words   |  7 PagesA CRITICAL EVALUATION OF FINANCIAL AND OPERATIONAL PERFORMANCE THROUGH 360 DEGREE ANALYSIS LALIT MOHAN (Research Scholar) Deptt. 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Business Intelligence Systems And Information Systems

Data Mining In the last few decades, because of availability of vast amount of data in the electronic forms, and the increase in requirements associated with its conversion into desired information, for its use in analysis of market, business management and to aid in decision process. There are many systems and technologies developed, that helped managers to make better decisions and avoid failures that are commonly associated with relying upon intuitions. Business Intelligence Systems are information systems, that are designed to allow managers to capitalize upon organization data, for the purpose of improving their decision making. They do not support the real time activities but operational ones like order processing, recording etc. The real time activities are supported by transaction processing systems. BI systems helps in managerial assessment, planning and control. BI systems are categorized into reporting applications and data mining applications. The purpose of reporting system is to provide managers, with the ability to look at data at a flexible real time way. They support simple data organization capabilities like sorting, grouping and filtering the data. Data mining applications involve complex mathematical processing and data analysis, which would be discussed in detail. Overview Data mining applications are designed not to rely on real time data, but on archived historical data because they allow mathematically sophisticated technique for analyzing data fromShow MoreRelatedThe Availability Of New Information Management And Supporting System Like Data Warehousing, Business Intelligence, Analytics, And1176 Words   |  5 Pagesavailability of new information management and supporting system like Data Warehousing, Business Intelligence, Analytics, and/or Big Data has produced a remarkable moment in the history of data analysis. Researching on this topic is very interesting for me. 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In spite of a number of research studies carried out on implementation framework for business intelligence tools, there is negligible literature available specific to theRead MoreBusiness Intelligence Solutions : An Organization1574 Words   |  7 PagesBusiness intelligence solutions is a set of tools and techniques that are designed to transform the decision making process of an organization. It uses a variety of software to analyze an organization raw data. It is built on the existing investments so that the employees can get access to current and accurate information. IBM is an example of the modern organizations that are offering virtually everything that a business may require in terms of software, hardware to industry specific applicationsRead MoreBusiness Intelligence Is Becoming An Important Strategic Tool For Business Management922 Words   |  4 PagesBusiness Intelligence or BI is a computer-based system which is used by organizations for decision making purpose. It consist of a huge data warehouse or data marts of business data, from which it performs mining, recognizing, digging or analyzing operations to produce suitable results/reports. BI applications include a wide range of activities for statistical analysis, Data mining, querying and reporting, business performance analysis, Online Analytical Processing, and forecasting and predictive

The Corporation - Book Review - 1670 Words

The Corporation: A Book Review Joel Bakan’s book, The Corporation: the Pathological Pursuit of Profit and Power, is a decisive look into the mind of the corporation, or big business. It outlines the importance of profit in business and how ruthless corporations are willing to be in order to bring in substantial revenue. The book uses a historical timeframe to portray the ruthlessness of business ever since the idea of the corporation arose in the 17th century. It provides an insight into a world of cheating, lying and stealing in order to advance in society; which is ultimately the goal Bakan was looking to reach. He provides many cases, examples and accounts which help the reader to understand the scheming which takes place and how†¦show more content†¦One specific example he used to aid in proving the irresponsibility of corporations was a lady who was driving a Chevrolet Malibu when another car slammed into her from behind. Upon impact the gas tank exploded which caused her children to be burnt . She then took her case to court in an attempt to sue General Motors for producing a gas tank which was unsafe and of poor design. When the car was originally test driven a memo had concluded that it would be cheaper to keep the current tank as it was then to produce a safer design. General Motors had concluded that the number of paying for the number of fatalities per vehicle on the road would be cheaper than reproducing a new gas tank to refit its vehicles. It is reasons like this that leads Bakan to conclude that cost-benefit analysis needs to be reviewed and legislation involved. Corporations need to be prevented from â€Å"acting in ways that are reasonably likely to cause harm, even if definitive proof that such harms will occur does not exist.†(PG 162) This is not the only case Bakan provides to help us see the idea of cost-benefit and how the desire for profit outweighs the general concern for human life. 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Psychology 101 Free Essays

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. We will write a custom essay sample on Psychology 101 or any similar topic only for you Order Now 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 individual 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 prenatal, 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 together 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 stimulus, 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 from 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 14, 2011, http://en. wikipedia. org/wiki/File:Maslow%27s_Hierarchy_of_Needs. svg How to cite Psychology 101, Essay examples Psychology 101 Free Essays 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. We will write a custom essay sample on Psychology 101 or any similar topic only for you Order Now CSD 221 Student Name __________________ Course Fundamentals of Acoustics Course Code CSD 221 Faculty Phyllis 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 Instructor Class Organization Learning Objectives Class 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 Policy Assessment 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 and 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-MISSOULA The 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 training 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 University 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 will 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 Montana Missoula, MT 59812-6386 Telephone:   406-243-2408 Fax:   406-243-2362 Email: al. yonovitz@umontana. 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. yonovitz@umontana. 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 Course Organization The Spring 2012 semester is 16 weeks long, beginning January 23, and ending May 4, with a 1-week 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 assessments 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 objectives 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. Attendance 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 Longitudinal Displacement Waves Normal 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 documents CSD 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 Instructor’. 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 Framework This 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 an d 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 encourages 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 Policy The 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 growl@mso. umt. edu or call (406) 243-2266. Students 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. marks@umontana. 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 fsss@umontana. edu or visit http://ordway. umt. edu/sa/fsss/. |DIRECTORY OF ASSISTANCE | |Concern |Contact |Contact details | |Matters concerning the course |Instructor – Al Yonovitz |al. yonovitz@umontna. edu | |General academic issues relating to |Department Chair – Al Yonovitz |al. onovitz@umontana. edu | |your course | | | |Moodle difficulties |UM Online Tech Support Desk |Ph: (406) 243-4999 or (866) 225-1641 (toll free) | | | |E-mail: courseware-support@umontana. 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: contact@umtbookstore. 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/ enrolments, 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 | |Assessment 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, M ay 10 Test 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 assistant 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 that 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 Plagiarism 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 test, 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, app lied, 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 | | | |Demonstrates 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. | ———————– [pic] [pic] [pic] How to cite Psychology 101, Papers