Introduction to psychology I [sensory adaption theory] 1-1.5 page length

Question Description

Chapter 4 Sensation / Perception

Have you ever noticed how the same experience can be different in different situations? Read chapter 4 Sensation and Perception in your text book to understand how the processes of sensation and perception can be influenced by the environment in which we experience the stimulus. Briefly describe a situation in which you believe that your sensation and/or perception was altered by your environment. What sensory mode was changed and in what way? How would your sensation or perception of this same experience in another setting be different? Use one of the sensation or perceptual concepts discussed in the textbook in chapter 4 that is likely an explanation for your experience. Make sure you fully define that sensory/perceptual experience, cite your source and explain why your example fits into that definition. For your example be sure to choose one of the sensory or perceptual concepts (thresholds, attention, illusory conjunctions, principles of perceptual organization) discussed in the text. You MAY NOT use anything due to pure physiological changes discussed in the “sensory adaptation” section on page 131 of the text book which is the example used in the below sample paper.

Formatting instructions

  • Turn in your paper through the Canvas website for your Psychology 1000 course
  • Submit only Word documents or PDF files! Other formats will not be able to be opened
  • The following items can cause point deductions:
    • Papers will be checked for plagiarism, which is a serious form of cheating
    • Manuscript should be 1.0 – 1.5 page in length, nothing shorter or longer
    • Text must be double spaced with one inch margins
    • Typed in 12 point “Times New Roman” font
    • APA format of your textbook in the text of the paper
    • APA format reference section of book
    • Put your name on your paper (yes, this is still required even though you are posting online)

Additional Information and Hints For Your Paper

  • Be creative with your example; do not just adapt one presented in the book or from the example below.
  • You receive credit in the grading rubric for following simple formatting instructions, and for writing clearly and correctly. These are all good professional skills!
  • For your personal experience, do more than tell your story: Show explicitly how you are applying the information to your own experience.
  • Look over the grading rubric to see how your paper will be evaluated before you write.
  • Use correct APA format to reference your textbook when citing information or concepts from the textbook. Since this writing assignment is not a full research report, it does not require all aspects of an APA formatted paper, such as a title page, abstract, table of contents, introduction, materials and methods, results or discussion sections.
  • What it will require is correct font, font size, spacing of text, correct margins, in text citation of your textbook and an APA formatted reference section including the text.

For more specific dos and don’ts of paper writing go to Read Me: Paper Writing Dos and Don’ts

Example paper:

When I was in fifth grade, I broke my left leg and it had to be in a cast for six weeks. Obviously, this was quite uncomfortable. Everything was different in my cast. When my leg would bump into a chair or the wall it would make a loud thunking sound. My other leg would rub against the cast and feel agitated and I could even feel my leg hairs itching inside the cast. The worst was that my left side felt so much heavier than my right side. After the first few days I stopped noticing these things (especially the thunking sound). After the 6 weeks was up and my cast was off my leg felt strange again. I could feel a light breeze go across my left leg, the cast leg, but not my right leg. I noticed that it no longer made a sound and the itching was completing gone. And the best of all, I felt light as a feather. But then again, after a few days, I didn’t notice anything different. My left leg felt just like my right leg. My experience completely changed from when I was in the cast and changed again when I was back out of it. Each time it just took me a little bit of time to adjust to the new sensations and believe that it was completely normal. In the cast I stopped feeling like I even had a cast on, while out of the cast I didn’t pay attention to my leg (just like I had always never paid attention to my leg).

In terms of my senses, I began to adapt to those sensations just as described in the sensory adaption theory. This theory states that your reaction to a stimulation will decrease the more you are exposed to that stimulation. Essentially you adapt to the new normal (Schacter, Gilbert, Nock, & Wegner, 2017). So, when the cast went on, I needed to adapt to those new sensations; the rubbing, the itching, the thunking and when the cast came off, I had to adapt again.

The next time I have to have a cast on (which I hope is never) I’ll make sure I pay attention to the different sensory reactions that so when it comes off, I will appreciate my free leg (or arm) even more. Thank goodness for sensory adaption because without it, I’m sure the six weeks in the cast would have felt much longer.

(Put Reference page on separate page. Make sure your formatting is correct.)

References

Insert Textbook reference here

Discussion: Historical Lenses

Question Description

Discussion: Historical Lenses

In this discussion, you will consider how historical lenses can affect the study of a historical topic. Select one of the secondary source articles from your research. After reading that article, write a discussion post about which of the following lenses you believe the article is using: social, political, economic, or other. Use at least two quotes from your source to justify your choice of lens. Your post title should also indicate which topic you have selected.

Here is an example discussion post from another classmate:

Natalie Farah posted Sep 19, 2019 5:28 AM

In my article they are using multiple lenses but I believe the main one to be social. The article covers how the homelands came about all the way till how they are today. It discusses how people were split and looks into how they kept their racial borders. The authors state, “Like Afrikaners and English (along with Asians and coloreds) they had equal right to self-determination and to express their own culture in their own territory”. It continues on to discuss how people are still living in the old homelands still today. Even after the apartheid ended over 20 years ago. It says,” Rather than focusing on the edifice of empire – or apartheid – as a thing of the past, we need to explore how those who remain make a life out of what has been given them. Also, for the people that got out of South Africa will their kids or grandkids ever go back?

Reference

Jensen S, Zenker O. Homelands as Frontiers: Apartheid’s Loose Ends – An Introduction. Journal of Southern African Studies. 2015;41(5):937-952. doi:10.1080/03057070.2015.1068089.

Historical Lenses

As you have discovered in earlier learning blocks, historians not only ponder “what” happened regarding historical events, but also “why” those events happened. “Why” is difficult to prove, however, and historians often differ on the connections between events. Historians approach topics from different perspectives. These different perspectives can be said to be the result of looking at a topic through different lenses. Just like colored lenses or prescription lenses can change the way a person views the world, historical lenses can change the way a historian views a topic. While a historian may choose any number of lenses, they fall into three basic categories: social lenses, political lenses, and economic lenses. In good historical writing, these lenses will overlap.

Often, the choice of a primary lens will simply reflect the historian’s personal interests or priorities. A historian who is interested in military strategy may not be interested in technological innovations except for those with battlefield applications. A historian who is interested in environmental history may not be interested in business practices except for when those practices affect the natural landscape. As these examples show, however, one can rarely use a lens in isolation. Most research projects will employ multiple lenses in order to tell more complete stories. It is useful to study the different types of lenses to be able to recognize the different perspectives and priorities that historians bring to a topic.

While there are any number of lenses a historian may choose, they fall into three basic categories: social lenses, political lenses, and economic lenses.

Social Lens: This lens focuses on people and their interactions with others. It explores areas of ethnicity, class, and gender. Examining the actions and behaviors of how different groups of people interact with each other—and within their own group—provides historians with a great deal of insight into the past.

This is perhaps the widest and most all-encompassing of the three categories of lenses. Through it, historians have examined all manner of interaction—including German immigrants adjusting to their new home in nineteenth-century United States, class disputes within African American women’s clubs in the twentieth century, and disagreement among different churches about whether or not to support the gay rights movement. The social lens includes the elite as well as the working class, the rich and the poor, and men, women, and children. It seeks, as do the other lenses, to answer the questions of who were these people, how did they think and what did they think about, and how did their thinking drive their actions and behaviors.

Political Lens: Not focusing solely on politicians and governments, the political lens looks at the relationship of those who have power and those who do not. Historians using a “political lens” seek answers about the ways in which legislation and law influence the lives of individuals. How do individuals (and groups of individuals) react and respond to these? What methods do they employ to create and/or change the “rules” under which they live?

Political history can be as simple as the recounting of organizing a community to repeal an unpopular law, or as complex as the behind-the-scenes interactions that propelled an individual to the presidency. It can examine the treaties that ended World War I, or explore the “gerrymandering” of congressional districts to maintain one party’s political control of Congress.

Economic Lens: This lens focuses on the local, national, or international economy, all of which are central to the lives of every living person. While it conjures images of corporations and economic systems, the economic lens also focuses on government regulation of businesses, the relationships between capital and labor, business strategies such as marketing or horizontal integration, and the relationships between business and consumers.

Historians use the economic lens in a number of different ways. Often, it is used to explore the growth and development of labor unions, the effect of the loss of small businesses on a community, or the havoc wrought upon farmers by price changes in the international agricultural and commodities markets. It can also be used to examine the effect of redlining on suburbs and ethnic neighborhoods, or even the effect of the Industrial Revolution on artisans and craftsmen. Economic history can provide insight into the wage differences between men and women—and the effect they have on the development of family wealth and status.

Other Lenses: Falling somewhere in between these three broad categories, or perhaps overlapping one or more of them, are other lenses available to historians. Each of these lenses helps clarify a specific area of the human past: the environment, the military, science and technology, and so forth.

This brief list is in no way complete—there are about as many lenses as there are people and events. Focusing first on a broad category and then narrowing the lens helps historians focus their research. Once a historian has identified a question to be resolved, he or she researches in primary sources and the secondary literature to determine which lens will best help answer the research question.

Discussion questions. Answer 2 discussion questions and reply 2 peers for each discussion.

Question Description

1) Answer to this discussion. (250words)

Do you agree with the claim that there is an overarching intelligence that influences multiple domains of skill, or do you agree with the claim that there are multiple intelligences? Explain. After watching the video Healthy Learning: Multiple Intelligences in this week’s presentations, discuss how an understanding of learning preferences could help psychologists and therapists communicate and work with his or her patients.

1.1) 1 comment to this (like I am agree with you…..or not)

I agree with the claim that there are multiple intelligences. Chapter nine elaborates that early psychologists considered intelligence to come from one single source in which they referred to as the g-factor (S. Feinstein). However, more profound studies along with the help of standardized intelligence testing techniques, have popularized the idea that intelligence can be divided into different categories; verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential intelligence (S. Feinstein). All of these different intelligence components are then generated through either fluid or crystallized intelligence for problem-solving (Feldman, pg 268). To generalize and make an assumption that intelligence comes from only one source, or part of the brain would be misleading. As discussed in the book, an individual can show greater strength in one particular intelligence than the other and still constitute as an intelligent person. Personal experiences can also constitute in acquiring specific strengths over the other intelligences (Feldman, pg. 267). Ultimately, intelligence can be measured in many different forms because it is a very broad topic, thus far. Until further research can prove that a specific test can test intelligence with reliability, standardized IQ testing will remain the intelligence testing standard.

Reference

Feldman, R. S. (2019). Understanding psychology (13th ed.). Dubuque: McGraw-Hill Education.

1.2) 1 comment for this

Multiple intelligence theory was proposed by Howard Gardner and it says that there eight distinct domains of intelligence: musical, body, kinesthetic, logical-mathematical, linguistic, spatial, intrapersonal, and naturalist. (Feldman, pg. 268). I do strongly agree that there are multiple intelligence and this intelligence makes us unique as an individual. I believe one person cannot be good at everything, that means each person have his/her own area of weakness and what they are best at doing. According to Sheryl Feinstein, every individual possesses multiple intelligence, and have capabilities in each one. A person may be good at learning languages, poems, reading and writing, and another person may have the intelligence of being able to understand things in the real world. I believe intelligence is all about how good you are at something and a person’s ability to apply cognitive function into reality. Understanding of learning of preference could help psychologist communicate and work with his/her patient better because once the patient has taken the IQ test, then the therapist know how to deal with the patient, know what to expect from the patient , and how to help the patient get out of the situation. With the use of standardize IQ test which remains the most reliable test, will help provide important learning and knowledge in several modes or styles.

References

Feldman, R. S. (2019). Understanding psychology(13th ed.). Dubuque: McGraw-Hill Education.

https://courses.lumenlearning.com/suny-educationalpsychology/chapter/multiple-intelligences/

2) Answer to this discussion

Explain which theory of emotion described in your text you most subscribe to and why. If researchers learned how to control emotional responses so that targeted emotions could be caused or prevented, what ethical concerns might arise? Under what circumstances, if any, should such techniques be used?

2.1) 1 comment for this

The theory of emotion that I agree with the most would be the Cannon-Bard Theory of Physiological Reactions as the Result of Emotions. This theory seemed the most acceptable because if we examine the way we react to certain situations and external stimulus, emotion is experienced first before the physical reaction is. One example would be when we first experience love; the love infatuation is felt instantly , as many would call it “love at first sight”. The physical reaction to that emotion is then followed with the sensation of butterflies in the stomach, sweaty palms, word stuttering, nervousness, and even as far as experiencing sexual hormonal chemical reaction. Thus, making this theory the most respectable out of all three (Feldman, pg. 318). Feldman also explains why all three theories can be considered accurate to some extend only, furthering the reason why further research and experimentation is needed to find one concrete explanation for emotional roots (Feldman, pg. 320).

Ethical concerns involved in the regulation and the tampering with emotion from researchers would be protection from harm and the right of withdrawal. Protection from harm would be seen where the participant could potentially have emotional trauma following the experiment. Right of withdrawal could possibly be hard to conduct from the participant’s perspective if the experiment involves tampering with the participant’s emotions to the point that they become vegetable-like or emotionless. In this case, how would that allow the participant to present emotion of doubt, fear and/or concern to withdraw from the experiment if no emotion is being felt at all?

Emotional manipulation and control should only be used with participants who experience great emotional trauma from repressed memories and/or traumatic life events. Of course, it should be the participants decision whether or not to opt for such procedure/experiment, or the right to consent.

Reference

Feldman, R. S. (2019). Understanding psychology (13th ed.). Dubuque: McGraw-Hill Education.

2.2) 1 comment for this

The theory of emotion I most subscribe to is the Cannon-Bard theory of emotion. I believe we first feel an emotion and according to that emotion is how we react. There have been many times where I’m driving and suddenly someone swerves in my line or stops Infront of me, immediately my eyes open and I feel a drop in my stomach, and a fear of hitting someone else. After that feeling, my hands begin to shake and I try to relax again. If researchers learned how to control emotions one of the biggest ethical concerns would be how were these scientists are able to control emotion when there are many different types of emotions connected to different parts of our brain. For example, happiness is linked with a decrease of activity in the cerebral cortex, but sadness shows increased activity in the cortex (Feldman 319). Another ethical concern is controlling emotion would be bad because emotion affects our behavior and allows us to evolve as a person (Week 5 Lecture slide).

https://learn.westcoastuniversity.edu/webapps/blackboard/content/listContent.jsp?course_id=_47500_1&content_id=_3972658_1

Students will carefully observe acts of aggression and pro social behavior on television, report their observations, and analyze their data to draw conclusions.

Question Description

Watch 20 minutes of each of the three types of programs (do not code behavior in commercials). Record every aggressive act and prosocial act. Some categories will have several acts. Your chart and discussion will focus on comparing the following three types of programs you will watch: 1) children’s cartoons (such as from the cartoon channel, Nickelodeon); 2) children’s Teaching program can be found on cable stations like SPROUT such as Barney, Arthur, Clifford the big red dog, Berenstain Bears, or Mister Rogers’ Neighborhood; or Nick Jr programs (Dora the Explorer, Blues Clues); and 3) an adult program. Look for a program you think might have lots of aggression (NO Reality show, sports events, wrestling, comedy stand-up routines, music videos, talk shows). You can record/TIVO shows to watch at a later time; you can also find many of these shows online to watch when it is convenient for you!!

After watching your shows:

Answer the 5 questions below. This homework will be submitted on Canvas!

Don’t forget to attach your original data chart to the written assignment!

1. List the 3 programs you observed and the date and the time. Indicate which program is the cartoon, children’s teaching program and adult program.(5 pts)

2. Using the data on your chart, multiply the total number of aggressive acts by 3 for each type of program to arrive at an hourly rate of aggressive acts. Do the same for prosocial behavior. Make a table containing the hourly numbers for each program and include it along with the data chart or include it here for #2. (10 pts)—you are including a table AND your data chart. You will lose points for including only 1.

3. Discuss the levels of aggression and of prosocial behavior for the three types of programs by comparing and contrasting what you observed. Were there differences in the levels and the type of program? What impact could that have on the target audience for that type of program? (at least 120 words; Include word count). Use specific numbers. (10 pts)

4. What did you learn from this project about aggression and prosocial behaviors.? How are these behaviors more often displayed? Do you believe the amount of aggression and/or prosocial behaviors you observed are more or less than what is often displayed in everyday interactions? Does this have an impact on the model of behavior that has been displayed which could ultimately change behavioral expectations? (at least 120 words; Include word count). (10 pts)

5. What did you learn about doing research – the process of doing this project, e.g. collecting the data. Was the process of collecting date easier or harder than you hypothesized? What impact would bias have on this experiment? (at least 120 words; Include word count). (15 pts)

CHART

***THIS CHART MUST BE TURNED IN WITH ASSIGNMENT***

Practice

Program 1

Program 2

Program 3

I. Physical Aggression

A. Against people

1. A hits B once, B hits A once

2. A hits B several times or reverse

3. A hurts B or the reverse

4. A kills B or the reverse

5. A hits several people

6. A kills several people

B. Against other living creatures

1. Hurts

2. Kills

C. Against property

D. Other

II. Psychological Aggression

A. Insults

B. Abusive Language

C. Threats

D. Others

III. Other Categories of aggression

A. Kidnapping

B. Torture

C. Other

Total numbers X (times) 3

Hourly rate of aggression

X 3

X 3

X 3

X 3

IV. Prosocial aid to another

A. Providing aid to another

B. Control of aggressive impulses

C. Making up for bad behavior

D. Delay of gratification

E. Explaining the feelings of others

F. Sympathy

G. Resistance of temptation

Total numbers X (times) 3

Hourly rate of prosocial behavior

X 3

X 3

X 3

X 3

Rubric

Experiment assignment (1)

Experiment assignment (1)

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeList of 3 programsDetailed which three programs and when watched

5.0 pts

Full Marks

Listed all three programs and when watched.

3.0 pts

Partial credit

Either did not list programs or when watched.

0.0 pts

No credit

Did not list program AND when watched OR there is an error of one of the types of programs watched.

5.0 pts

This criterion is linked to a Learning OutcomeData chart AND tableProvided data collection chart and table to summarize data.

10.0 pts

Full Marks

Provided data collection chart AND summary of data in a table.

5.0 pts

Partial credit

Provided either data summary table OR data collection chart but not both

0.0 pts

No credit

Did not include either table or chart.

10.0 pts

This criterion is linked to a Learning OutcomeLevels of aggression and prosocial behaviorDiscussed the levels of aggression and prosocial behavior in each program.

10.0 pts

Full Marks

Fully discussed the differences in the programs and the aggression and prosocial behavior observed. Also discussed the impact of the target audience.

5.0 pts

Partial credit

Discussed the levels of prosocial and aggressive behavior but did not discuss how it impacts the target audience.

0.0 pts

No credit

Did not sufficiently discuss the differences and their impact on the target audience.

10.0 pts

This criterion is linked to a Learning OutcomeApplication of prosocial and aggressive behaviorsUnderstanding the impact of prosocial and aggressive behaviors on those who watch them. Did not discuss if these shows are more or less than is what is perceived to occur in society.

10.0 pts

Full Marks

Fully discussed how the levels of prosocial and aggressive behaviors or portrayed and if it is accurate to what is perceived to occur in society.

5.0 pts

Partial credit

Either did not discuss whether the behaviors observed were more or less than what is seen in society or did not talk about the behaviors and their impact.

0.0 pts

No Marks

Did not fully answer the question.

10.0 pts

This criterion is linked to a Learning OutcomeProcess of researchFully explains the process of collecting data and the impact bias would have on the results.

15.0 pts

Full Marks

Fully explained the process of collecting data and how bias can impact the results.

8.0 pts

Partial credit

Either did not discuss the process of collecting data or did not elaborate about bias.

0.0 pts

No Marks

Did not fully answer the question.

15.0 pts

Total Points: 50.0

Next

English Mini Quiz

Question Description

In William Carlos Williams’ poem At The Ball Game, the poet breaks each line without using exact meter or end-stopping with a comma or a period. What is this technique called?

spacing

turning

placement

enjambment

The second stanza of Carl Sandburg’s poem Dreams In The Dusk, is four lines long. What kind of stanza is this?

couplet

tercet

quatrain

none of the above

Crystal Moment by Robert Peter Tristram Coffin is written with which stanza form?

rhyming couplets

tercets

quatrains

none of the above

A free verse poem is most often divided into what type of stanzas?

none; a free verse poem most often has no stanzas

tercets; a free verse poem is made for three-line stanzas

couplets; most free verse poems are composed of two-line stanzas

none of the above.

End-stopped lines are:

lines that end at the end of a phrase or sentence

lines that always end in a period

the last line in a poem

the last line in a stanza

Stopping a phrase or sentence in the middle of a line is:

caesura

punctuation

not something done in poetry

enjambment

White space can be used to:

create a shape for the poem

make readers pause in certain places

contribute to meaning through shape

all of the above

A stanza in poetry is:

a poetic word for line

like a paragraph in prose

used only in odes

a type of figurative language

One effect of caesuras is that:

they are difficult to read

they make reading smoother

they make readers pause a bit and then rush forward

they create a long pause in the middle of the line

The discovery of the dead canary is the climax in the play Trifles because:

it makes the audience feel sorry for Mrs. Wright.

it is the point where we realize men and women are very different.

the question of where the bird disappeared to has been answered.

all clues led to this final one, which told the women that Mrs. Wright was the murderer.

The scenes from The Importance of Being Earnest are part of the exposition of the play because:

everything in the scenes is meant to develop characters and give information about the setting and situation.

it lets us know right away that the play will be a comedy.

it begins with music.

it introduces us to all of the characters at the beginning and lets us know what the conflict is.

Mrs. Peters in Trifles is a dynamic character because:

she is angry at the men’s view of Mrs. Wright’s housekeeping.

she is a stereotypical woman of the time.

she grows from being a sheriff’s wife to someone willing to support a murderer.

she is not a dynamic character.

We are able to discover the setting of Trifles through:

only the stage directions.

stage directions and dialogue.

only dialogue.

a narrator’s description.

The main conflict in Trifles is:

the differences between men and women and their perceptions of each other.

the abusive treatment of caged birds.

women not wanting to be responsible only for house cleaning and sewing.

the sheriff not wanting the women to take things out of the house.

A dynamic character is:

a character who blows up

a character who grows and changes

an aggressive character

a character who reacts with anger

Characterization is accomplished through all of the following, except for:

the things the character says.

what the character does.

description of the character.

comments other characters make about the character.

Plays are usually driven by:

plot

setting

characters

the audience

When developing your characters, it is important to know as much as you can about:

only your protagonist.

your protagonist and your antagonist.

all of your characters.

your protagonist and supporting characters.

All of the following are good reasons for giving your protagonist weaknesses or flaws, except for:

it helps the audience connect, since no one is perfect.

it gives more options for the character to grow.

it creates possibilities for conflict.

it allows the play write to make mistakes without anyone noticing.

The antagonist in To Be Immortal is:

an abstract antagonist.

a physical antagonist.

an unknown antagonist.

August.

All dialogue should:

be easy to memorize.

sound like real conversation and have a purpose.

sound like educated people are speaking.

be difficult to memorize.

In the play To Be Immortal, Adi is the protagonist because:

he has more lines of dialogue than August.

he goes on a mental journey and grows because of it.

he argues with August, the antagonist.

he isn’t the protagonist.

Effective dialogue always either:

creates a surprise ending or a strong climax.

defines relationships between characters or between character and audience.

moves the story forward or stops the action.

defines relationships between characters or moves the story forward.

Theater-in-the-round is good for all but the following:

plays with bare or close to bare sets.

plays where the audience should feel intimately involved.

plays that have elaborate sets.

plays that include audience participation.

Props can be used to:

develop character.

move the story forward.

create reasons for dialogue and action.

all of the above.

Dialogue used right before the climax should:

move the story forward.

define relationships.

develop characters’ personalities.

slow the action down.

What purpose does an inciting incident in your play fulfill?

It gives information about the protagonist and supporting characters.

It provides conflict and starts the protagonist on his or her journey.

It is the same thing as the climax.

It starts the falling action.

The activities given to Algernon in The Importance of Being Earnest are most useful in:

keeping the dialogue from being boring.

keeping the audience from knowing how he really feels.

showing us his personality and goals.

all of the above.

A good activity on stage should be:

fun to watch.

exaggerated.

support the dialogue and dramatic action.

whatever the actor thinks it should be.

The activity of jingling keys given to Lopakhin in The Cherry Orchard:

adds sound to the dialogue.

is both a symbolic action and supports his emotion.

is really not necessary to the monologue.

should not be included in the stage directions.

All monologues should include all of the following except for:

exposition.

rising action.

climax.

humor.

Read the following stage directions and then choose the best answer for the question.

(JOHN thinks about his life. He feels very depressed at this point and can’t decide what to do)

Are these stage directions effective and why?

Not effective because they tell us things that can’t be seen or heard.

Not effective because they are not formatted correctly.

Effective because they tell us how the character thinks and feels.

Effective because they are formatted correctly.

Monologues can be directed to:

other characters on stage.

the audience.

both of the above.

neither of the above.

The first thing that appears on a script after the title and byline is the:

beginning stage directions.

time and place information.

list of characters.

lighting information.

Monologues can be written for all of the following purposes EXCEPT for:

to focus and emphasize emotion.

to allow a character to have more lines.

to allow a character to confess.

to give important background information.

Which of the following should be included in stage directions?

Characters’ thoughts

Full descriptions of what a character is wearing

When a character enters or leaves

Full biographic background of the characters

Activities are different from action in that:

activities and action are actually the same thing.

activities are physical things done on stage; action is what is done to pursue a goal.

actions are physical things done on stage; activities are what is done to pursue a goal.

the dictionary defines them differently.

Homework Question

Question Description

Discussion Questions: Review the Sector-Specific Plans and select a different Sector-Specific plan to focus upon this week. Regarding your chosen sector, explain the vital role the private sector plays in carrying out the objectives of this document. What do you feel serves as some primary challenges in private sector’s ability to fulfill their homeland security roles and responsibilities related to this plan?

You can choose whichever agency you want just not dams

https://www.dhs.gov/sector-specific-agencies

Instructions: Fully utilize the materials that have been provided toyou in order to support your response. Your initial post should be at least 350 words. Please respond to at least two other students. Responses should be a minimum of 150 words and include direct questions. You may challenge, support or supplement another student’s answer using the terms, concepts and theories from the required readings. Also, do not be afraid to respectfully disagree where you feel appropriate; as this should be part of your analysis process at this academic level.

Forum posts are graded on timeliness, relevance, knowledge of the weekly readings, and the quality of original ideas. While proper APA is not required, attribution to sources that informed your posting should be included. Refer to the grading rubric for additional details concerning grading criteria.

Student Responses

Student# 1 Josh

The Critical Infrastructure Sector that I will focus on this week is the Communications Sector. I feel that this sector is very important in the daily lives and continuity of operations of everyday Americans, as well as businesses within the private sector, and governmental agencies. This is a sector that directly effects nearly everyone and everything, unless they sit in an empty room with no responsibilities or connections to the outside world. According to the 2015 Sector Specific Plan for the Communications Sector, the primary goals are:

“1. Protect and enhance the overall physical and logical health of communications.

2. Rapidly reconstitute critical communication services in the event of disruption and mitigate cascading effects.

3. Improve the sector’s national security and emergency preparedness posture with Federal, State, Local, Tribal, International and Private sector entities to reduce risk (Communications Sector-Specific Plan, 2015).”

The private sector is primarily responsible for this sector, and also has the most use of it. Private entities such as social media outlets, television networks, news and radio stations, and WiFi connected sources are huge uses of the Communications sector. With these all belonging to the private sector, they must do their share to protect and secure all of these forms of communications and networks from hacking and cyberterrorism. The government simply does not have the man power nor funding to secure all of these enterprises, and the private sector must provide their own security monitoring, whether on their own through in house cyber security measures, or by hiring other privately owned cyber security firms.

The primary challenges that face this sector are natural disasters which can knock down or out radio towers and other forms of signals required for the use of communications. Additionally, malware and viruses, as well as cyberattacks and terrorism can spread very easily from network to network, rendering them useless or stealing valuable private or publicly owned information. I believe that these could be mitigated by working with local, state and federal agencies to set forth plans to react to such instances, as well as creating new and/or improving current policies to protect all networks and communications outlets. This includes training private employees, as well as the everyday user of networks on what to avoid clicking on or allowing on their phone or laptop. This is a very tough sector to protect, as it faces many vulnerabilities. However, through increased training, awareness and cyber security monitoring, it can and is being done.

Josh

(2015). Communications Sector-Specific Plan. Retrieved from https://www.dhs.gov/sites/default/files/publicatio…

Student #2 Sommer

Hello class!

I chose the Emergency Services Sector because I believe it has one of the most vital roles when it comes to the private sector’s contribution to homeland security. The Sector Specific Plan prioritizes 12 objectives that lead to 4 overall goals in the Plan. To accomplish the first goal, Partnership Engagement, the private sector must coordinate and collaborate with all levels to strengthen planning and decision making; additionally, they must participate in working groups and support implementation programs. The private sector must contribute to information-sharing in regards to risk and building information, new technologies, data, tools, and security processes. The third goal is Prevention, Preparedness and Protection in which the private sector must identify and approach risk assessments and gaps in capabilities to include reporting metrics to measure effectiveness of sector efforts. Finally, the private sector needs to promote Recovery and Reconstitution by strengthening all elements of integrated recovery capabilities and response, enhance abilities of all levels of government to effectively recover from the outcome of an emergency or crises.

There are a few primary challenges the private sector has to deal with when it comes to completing their responsibilities to homeland security. Although they are considered a critical infrastructure themselves, they depend heavily on the Communications and Transportation Sectors, if that were the target of the attack, its response capabilities would be greatly affected. I say that because if I remember right from another class I took, I learned that was one of the after action issues following 9/11. The Comm Sector was not attacked but it had become so overwhelmed in the region of the attacks, there was a major degrade in the communications between not only the first responders but victims and witnesses attempting to make notifications as well. The ground Transportation System after 9/11 was not attacked per se but it was also overwhelmed in the location of the attack with the city trying to evacuate by any means necessary. Emergency services also hold a critical role of representing the resiliency and morale of the public, they are not allowed to slow down, they are not allowed to say no to a response, they are the first positive sign people see following such a traumatic event that they must uphold the image of strength and bouncing back no matter what the circumstances.

REFERENCES:

Department of Homeland Security. (2015). Emergency Services Sector-Specific Plan. Washington, D.C.: Government Printing Office.

HLSS303 I001 Sum 19: Lessons. “WEEK 6: Critical Infrastructure (Private Sector).” American Public University System. 2019.

Week 8 Discussion: Food Waste (John Oliver Segment)

Question Description

can you make me two responses for these two posts:

1

Manage Discussion Entry

Stuart becomes concerned about food waste when he was 15 years old. He bought some pigs and started to feed them in the traditional way. He would go to his school’s kitchen and ask for the leftover food from his friends in school, he would go to the baker shop and ask for the stale bread that nobody bought and he went to the farmer who was throwing away the potatoes that wan’t in a shape or size that supermarkets would get. Then he sold that pig to his friends’ parent in school and made money for himself. Stuart define freeganism in his talk as an exhibition of the injustice of food waste and purvey the solution for food waste. After that, Stuart discussed how one of the solution that he has to do is confronting large businesses, whom actually wasting the food. Stuart illustrates what exactly food waste looks like. He states, “We are not talking about rotten stuff, we are not talking about stuff that’s beyond the pale. We are talking about good and fresh food that is being wasted.” Stuart found out that there is lots of food that is wasted when he showed his graph that measures food supply globally. First thing Stuart did is that he took the food supply for each country and compared it with what actually being consumed and going into people’s mouth. He explains that food supply is based on diet intake, level of obesity, and other factors that gives him the exact amount of the food supply. Stuart other foundation about food waste was as much as the country get richer, the food waste increases more and more. To demonstrate that, there is twice amount of food in the shops, supermarkets and restaurants than people’s needs. Stuart shows facts and numbers gotten from study that he was done I think. She showed the audiences a graph that is full of data regarding the food supply globally. I was surprised about those findings and results. I never thought about the food supply that each country should have to feed their population. For example, America has four times amount of food than it really need. What other surprising fact for me was that we already reached the ecological limits in our planet. Last more thing that I got surprised was that the food waste start at the production stage, unfortunately. Stuart and Oliver’s argument are exactly the same because they are talking about the same issue of Food Waste, however, each one is conveying the information about the topic in different way. One of them, Oliver, is using the humor while telling us about the food waste, and the other one, Stuart, is providing the information in very formal and using evidences for his claim.

1 day ago

2

Yesterday

Oct 8 at 3:30pm

Manage Discussion Entry

  • The main argument is that people need to be aware of the amount of food that they waste, and we need to reduce global food waste.
  • The three specific examples:

“So a country like America has twice as much food on its shop shelves and in its restaurants than is actually required to feed the American people. “

  1. “If you include not just the food that ends up in shops and restaurants, but also the food that people feed to livestock, the maize, the soy, the wheat, that humans could eat but choose to fatten livestock instead to produce increasing amounts of meat and dairy products, what you find is that most rich countries have between three and four times the amount of food that their population needs to feed itself. A country like America has four times the amount of food that it needs. “

“But what we have to recognize now is that we are reaching the ecological limits that our planet can bear, and when we chop down forests, as we are every day, to grow more and more food, when we extract water from depleting water reserves, when we emit fossil fuel emissions in the quest to grow more and more food, and then we throw away so much of it, we have to think about what we can start saving. “

The kind of examples he uses where are from his personal experience with witnessing food waste. Also, he explains how food waste is affecting us negatively, and I am very surprised how much we are wasting food in our daily routine. After listening and watching Stuart Ted Talk, I will be more aware of how I will use my food.

  1. The biggest take a way was the amount of food that we waste during our meals and snacks. I was already aware of how much food is wasted, but I did not know it was a big problem that world has to be a ware of it.
  2. He became interested in food waste after feeding his pig and realizing that the food scraps he was feeding to his pig was eatable. This made him think about how much food we waste globally.
  3. The consequences of food waste are hungry people just like in Africa need the food that we waste it. We waste a lot of water in the process of growing and planting food, so when we waste food, we are also wasting the water. It also can be economically damaging when we waste food on the large scale.
  4. In my opinion, John is more convinced because he gives many statistic and real examples from people’s life. How people waste food during their daily routine. Also, how the markets are wasting food. This helps support his main argument more efficient than Stuart.
  5. It would reduce the credibility of the arguments that Stuart has made. Stuart has told personal stories to support his claim about wasting food. If he would use a more comedic tone it would making seem less authentic.
  6. At the end Stuart presentation, he reflects all the evidence he used toward his personal story. This helps demonstrate the important of his argument.

Discussion Board/ Comment to peers

Question Description

1) Answer to this question 250 words.

Discussion 1

There is considerable debate over whether or not repressed memories, or recollections of shocking events that are pushed into the unconscious, are real or unreal. Given what you have learned about the psychoanalytic view concerning unconscious influences on behavior and the emotional influences on memory, do you feel that repressed memories are real or unreal? Support your reasoning with information from the text and other course materials.

2) 1 comment to this (like answering to classmate’s post).

I believe that a certain extent of repressed memories are real and a certain extent of them are unreal. As our textbook mentioned in the priming experiment, you can be shown a very specific word and have no recollection about that word existing until you see most or even some of its spelling again at a future time, and then all of a sudden you know exactly what that word is and what it means. On the other hand when it comes to having recollection regarding shocking events, or flashbulb memories, I believe that the initial remembrance of it is real, but there are facts about it that your mind makes up about how it wishes the event occurred. I have memories from when I was a child regarding when I tripped and cut my lip open, or playing with my dogs in the backyard of the house I was born in, or going to certain events at a young age and even though I remember who was there and the location of it and the specific event that I’m trying to recall, whenever I talk with my dad about them there are always certain details that I get wrong. I always forget how I tripped or what my first backyard looked like or the decorations that were up at these certain events. I do believe that memories of the events existing are real, but I also believe that our mind makes up certain details about how we wish it went to either make for a better story, or so that it is more enjoyable of a memory, or fit the theme that we are trying to remember.

3) 1 comment to this (like answering to classmate’s post).

Hello everyone, when discussing about repressed memories I believe that they are real but maybe the whole recollection is not completely right or exact. Wondering the case of the catholic priest that was accused of sexual abuse from a man that did not remember until his adulthood about the abuse he encounter. In our textbook they define repressed memories as recollections that are so shocking that our mind starts by pushing them into our unconscious. (Fieldman, pg. 219) Considering what I have learn about repressed memories I believe that the man that accused the priest of sexual abuse did actually encounter this but since it was a very traumatizing thing, for protection his mind probably pushed back that memory into the unconscious for a while until his adulthood. Many people might argue that he is having “false memory” but like I stated before people that go though very traumatizing events can repressed the memory for their own protection. I believe the man that accused the priest, the memory might not be 100% recollected but the “big picture” of the traumatizing event will still be in his memories.

Reference

4) Answer to this question 250 words.

Describe how the familiarity heuristic (familiar items are seen as superior to those that are unfamiliar) in conjunction with mental set can contribute to errors in perception when it comes to solving social conflicts. Do you feel there is a way to reduce or prevent these errors? Explain and give specific examples. Support your reasoning with information from the text and other course materials.

5) 1 comment to this (like answering to classmate’s post).

The familiarity heuristic tricks our mind into placing familiar items, places and things into a higher position of importance and superiority simply due to the fact that we are familiar with it (Module 23, pg. 238). Mental set is the familiarity of problem-solving and applying the exact strategy used in previous problems to solve similar problems (Module 24, pg 248). Both of these mental rhetorics can grant errors when practiced in conjunction for problem solving in social conflicts because it does not allow for our way of thinking to broaden. It also limits the problem-solving attitude we bring forth with everyday tasks. In a way, we can think of these two terms as ‘conditioned’ mental restraints. A way in which we can prevent these errors would be by being more open minded and taking criticism as an opportunity for growth and enlightenment. We should always listen to others’ way of thinking and explanation so we can learn a different way of viewing certain problems and life in general. Being empathetic towards others can also help avoid falling in the mental set and familiarity heuristic impairment.

Reference

Feldman, R. S. (2019). Understanding psychology (13th ed.). Dubuque: McGraw-Hill Education.

6) 1 comment to this (like answering to classmate’s post).

Familiarity heuristic leads us to believe that familiar items are superior to those that are unfamiliar(Feldman,2017). While mental set is the tendency to approach a problem in a certain way because that method has worked in the past in a similar situation. Thus, mental set is a framework for thinking about a problem. For example: We always tend to take the same route to a destination we have taken before instead of a new route.Another example is a group of friends trying to figure to go to eat but one will pick up a restaurant she tried before because she familiar to the place without even considering other friends idea or preference. This will lead to social conflict. I believe to reduce or prevent these errors is to look at the whole picture and check every details before making a decision. If we take time to step back and examine the situation before making a conclusion we are less like to make mistake.

Feldman, R. S. (2017). Understanding psychology. New York, NY: McGraw-Hill Education.

Response Unit 1

Question Description

After you have completed your initial post, respond to at least two of your peers’ posts and provide substantive feedback on their initial responses. Consider their focus of interest and reasons for investigating those topic areas. What insights can you share about their areas of interest? What suggestions do you have for resources in those areas? To what extent do these topic areas also interest you?

Response # 1

My life event would have to be a career change going from a classroom teacher with nineteen years’ experience to a middle school counselor. After earning my masters in counseling, I immediately thought I would be hired as a school counselor but that took a long ten years. I remember going on interview after interview being asked the same questions and receiving the email, “congratulations you have been accepted into the counseling pool!’ and that was all. When I was called for the interview for the counseling position I currently have, I didn’t remember applying and after my interview, my mother asked how it went and I stated, “Oh, they asked the same questions!” A month later I was hired. I was so excited I got my dream job which was a middle school counseling position and a brand new school. What I didn’t expect was the huge pay cut that came along with the position. I’ve always worked in the public education school system and this position was at a charter school that pays a lot less. I was faced with the dilemma of do I continue teaching at a school that I hate and in a field that I no longer want to be in because of the pay or do I take my dream job and make it work? I chose to take the counseling position and haven’t regretted my decision not once.

In my career as a middle school counselor, I work with adolescents who have all types of issues related to mental disorders or just normal teen issues and just need someone to talk to or an ear to listen. I work in a low income, at-risk area with minority students. I feel in today’s society, there is becoming a huge public awareness for mental health whereas fifty years ago it wasn’t recognized. I work with a large population of African American Students and its normal for them to see a school counselor and have a therapist outside of school. I feel this is a change in the African American Culture because culture can be defined as shared basic value orientations, norms, beliefs and customary habits and ways of living (Cavanaugh & Blanchard-Fields, 2019). In past years in the African-American Culture no one was talking to a counselor or therapist, all problems were solved by praying, going to church, or within the family. If a child didn’t listen and what was considered a behavior problem that was solved by a punishment or spanking. In today’s society in order to live and have long healthy lives everything is taken into consideration such as the persons physical, mental, and medical health with the use of advanced screenings, resources, medications, etc.

Response# 2

Time Management

Time management is an important skill throughout the lifespan. Like money management, the first step in time management is knowledge of how you spend your time. Keep a log of how you spend your time each day for at least one week. Write down the time you begin and end an activity. Briefly describe the activity. Be honest.

Next, analyze your time log. Summarize/categorize the amount of time spent on each type of activity. Are you surprised at how much time you spent on some of your activities?

Next, develop a new daily schedule to maximize your time. Take into consideration where certain tasks fit best into your day as well as when you are at your best for certain tasks (such as studying); group similar tasks together for efficiency; and set aside time for doing uninterrupted work. Write down your new routine or schedule and post it where you will see it!

Be flexible. Re-visit and revise your schedule as needed.

Strategies for your new routine:
1) In addition to scheduling your day, prioritize your tasks. Which ones are high priorities or secondary priorities? Prioritize your people contacts, your telephone calls, and your email replies. Do this first thing in the morning or the night before (so that you are “ready to go” in the morning).

2) Build “cushion time” into your schedule so that you have some flexibility and “catch up” time.

3) Take time for yourself. Schedule “me time” — even if it is only 15 minutes — each day. Build “me time” into your normal routine. For example, walk, in place of riding cars or elevators, for daily exercise. Walk with a friend or colleague to maintain and build relationships.

4) Structure your telephone time. Set aside certain time periods of the day to accept, initiate, and return calls. The best time to accept incoming calls is just prior to lunch or at the end of the work day (the other person will not want to engage in extensive conversation). The best time for initiating or returning calls (to hard-to-reach people) is early in the morning, just before or after lunch, or late in the day. Plan in advance what you need to cover during the call. At the beginning of the call, you might say “I have about 10 minutes to spend with you, now. If we don’t finish, we can schedule another time.”

5) Don’t procrastinate. Tackle the unpleasant tasks first.

6) Negotiate a different work schedule with your employer (longer hours and fewer days; work-at-home days, etc.).

7) Reduce interruptions by creating stronger boundaries around work, study, personal, and family time. Let people know when you can and cannot be interrupted. Set up quiet-times and open-door times.

We only have 24 hours in a day; therefore, under-promise and over-deliver! Learn to say “NO.” Do not over-commit yourself. Develop a formula for making commitments. For example, one student created the following formula: One activity for me; one commitment to my community; one to my church; one to husband, and one to each child. Sometimes, two commitments were fulfilled with one activity.

art history paper about pictures

Question Description

2 to 3 pages. example included.

CHOOSE an original work of art from the Continuum exhibition on display in the Northcutt Steele Gallery or from the Charles Barstow Collection of Ledger Drawings in the smaller adjacent exhibition space. Both galleries are located on the first floor of the Liberal Arts building on the MSU Billings campus.

COMPOSE a two- to three-page formal analysis essay on the artwork. Formal analysis investigates the form of a work of art, which includes such things as composition, color, texture, line, shape, space, proportion, scale, mass and volume. It is also important to analyze the work of art in terms of style (realism, naturalism, idealization, expressionism, abstraction). Consult the “Starter Kit” in the “Welcome” section of Revel Art and my “Introduction” PowerPoint posted in D2L for more information on the visual elements. You may also consult Look!: The Fundamentals of Art History, A Short Guide to Writing About Art, Writing About Art, and Thinking and Writing About Art History, which are on reserve at the library for this class. A sample formal analysis essay is also posted in D2L for your reference.

Things to consider when writing a formal analysis:

  1. Record your first impression of the artwork. What stands out? Is there a focal point (an area to which the artist wants your eye to be drawn)? If so, what formal elements led you to this conclusion? Your impressions can help you reach your thesis.

2. Composition: How are the parts of the work arranged? Is it symmetrical or asymmetrical? Is it stable or unstable? Is it dynamic or static?

3. Pose: If the work has figures, are the proportions believable? Realistic? Describe the

pose(s). Is the figure active, calm, graceful, stiff, tense, or relaxed? Does the figure convey a mood? If there are several figures, how do they relate to each other (do they interact or not?)?

5. Proportions: Does the whole or even individual parts of the figure(s) or natural objects in the work look natural? Why did you come to this conclusion?

6. Line: Are the outlines (whether perceived or actual) smooth, fuzzy, clear? Are the

main lines vertical, horizontal, diagonal, or curved, or a combination of any of these? Are the lines jagged and full of energy? Sketchy? Geometric? Curvilinear? Bold? Subtle?

7. Space: If the artist conveys space, what type of space is used? What is the relation

of the main figure to the space around it? Are the main figures entirely within the space (if the artwork is a painting), or are parts of the bodies cut off by the edge of the artwork? Is the setting illusionistic, as if one could enter the space of the painting, or is it flat and two-dimensional, a space that one could not possibly enter? If perspective is used to create the illusion of space on a flat surface, what devices are used (overlapping, diminution of size, foreshortening, diagonals, etc.)?

8. Texture: If a sculpture, is the surface smooth and polished or rough? Are there

several textures conveyed? Where and How? If a painting, is there any texture to the paint surface? Are the brushstrokes invisible? Brushy? Sketchy? Loose and flowing? Or tight and controlled?

9. Light and Shadow: Are shadows visible? Where? Are there dark shadows, light

shadows, or both? How do the shadows affect the work?

10. Size: How big is the artwork? Are the figures or objects in the work life-sized?

Larger or smaller than life? How does the size affect the work?

11. Color: What type of colors are used in the work? Bright? Dull? What is the overall color scheme (Monochromatic, Analogous, Complementary, etc.)? Does

the artist use colors to draw your attention to specific areas of the work? How? If a sculpture, examine the color(s) of the medium and how it affects the work.

12. Mood: Do you sense an overall mood in the artwork? Perhaps several different

moods? If so, describe them.

Once you have spent some time analyzing your work, notice if your first impression of the work has changed now that you have taken a closer look. How? If you came up with a thesis statement before doing this in-depth analysis, you may want to change it if your impression of the work has changed. Your thesis statement should reflect your view of the object.

WRITE an organized, typed, double-spaced, paper with one-inch margins on each side. Use Times New Roman 12-point font. Your paper should have an introduction, middle and some sort of conclusion—even a brief paper has shape and is not just a string of random thoughts filling two to three pages. Think of an interesting opening line, one that will entice your reader. Do not start: “The work of art I chose to write about is . . .”

In the introductory paragraph, be sure to identify the work of art by artist, title, date (if known), medium, size (even if only approximate), and its location (where it is you are viewing it). Italicize the titles of works of art. Do not use quotation marks, unless they are part of the work’s title. In this first paragraph, also include what you think the subject of the artwork is, a brief description of the work, and a thesis statement (usually the last line or so).

PROOFREAD your paper. Excessive typing, spelling, and grammatical mistakes annoy and unnecessarily prejudice your reader. Have a friend proofread. You can also contact me for individual assistance. Another resource is the writing tutors in the Academic Support Center (ASC). Please refer to the information included on the course syllabus for ASC hours and services. I highly recommend consulting Angel Shandy (our course’s Supplemental Instructor) or another writing tutor before submitting your essay.

GRADING will be based on both content and writing proficiency, as stated in the syllabus. This paper is worth 15% of your final grade. Late papers will be accepted only with a documented excuse. You are to upload an electronic copy (Microsoft Word) of your paper into the Assignment Dropbox in D2L, where it will be evaluated by TurnItIn for originality.