Causes of Stalking and Experiences

Causes of Stalking and Experiences Stalking is an issue that affects 1.5 million people each year. While women are commonly the general target, men can become victims of stalkers as well. Stalkers share similar traits, each of which fuel what they do. Oftentimes a stalkers motives are as easily profiled as their traits. Stalkers commonly share similar personality characteristics as well as reasons for doing what they do (Michele, 2002). Stalking has been around since the beginning of time. Men and women alike have been accused of such a crime because they either cant get it out of their head that the other person does not want to have anything to do with them, or they are just obsessed with a stranger. It is just recent that the UK Government has decided to make stalking a crime in it self. This type of crime was labelled as harassment, annoyance, or domestic violence. It wasnt until the 80s and 90s that stalking cases were brought to the attention of the media and high political policy makers (Michele, 2002). Discussion Many stalkers are loners. Because of the lack of other relationships, they become severely attached to the idea of possessing a relationship with the person who they are stalking (Paul, 2000). In many cases, the lack of ability to form relationships starts at a young age. Some stalkers are neglected by their parents, and in turn are unable to form attachments with other people later on in life. This causes them to be extremely lonely, which is a main characteristic of a stalker. This lack of personal relationships, combined with a low self-esteem creates a feeling of worthlessness (Michele, 2002). They feel like without a connection with the person they are stalking, they have no purpose in life. This is one reason for most celebrity stalking. The idea of establishing a connection with a person of high status becomes appealing, because these stalkers believe that they will acquire a higher level of importance. When this does not happen, stalkers can often become extremely angry, even violent toward that person. Frustration builds up, and they do not know how to deal with the situation. This can sometimes lead to stalker related deaths. A common characteristic shared by most stalkers is their lack of anxiety, and even shame in a stalking scenario (Paul, 2000). In most situations, a person would be absolutely beyond embarrassed to be caught snooping around in another persons personal belongings. Rummaging through someones garbage in order to find personal information would be so inappropriate that the average person would not even consider it. Beyond that, if they were, in fact, caught in the act, most people would be completely mortified. Stalkers, on the other hand, do not think this way. No action is too out of line. Stalkers see it as an attempt to gain the love of the person that they are stalking. These people seem to be immune to anxiety and discomfort, and in turn they have no trouble continuing in their pursuit. Some of the tasks that are carried out by stalkers are quite difficult. Stalkers need way more intelligence than one would assume that they have. But although many of them have mental disorders, most stalkers are much smarter than the average person. Obtaining information about a person is not usually the easiest task, but stalkers may go as far as changing jobs in order to do so. Stalkers sometimes learn how to tap into phone conversations, hack into computers, and spend thousands of dollars to find a particular person, or information about that person. Psychologists have long puzzled over the way in which individuals may act differently in identical situations, resulting in various strands of personality theory to have emerged within the realm of psychology each attempting to explain personality traits at various levels , these being experimental, psychometric and clinical (Michele, 2000). Butt (2004) notes how Eysencks theory although presented as a clinical approach to understanding individual difference, was fundamentally rooted within the psychometric tradition which emerged from within the mainstream paradigm in the early twentieth century. Most famously to appear from this era was the Likert scale- a graded style response questionnaire which had been engineered for attitude measurement. For Eysenck however psychometric testing aided the process of assessing and predicting individual levels and likelihood of extroversion or neuroticism by reducing dimensions of personality ranging on a bipolar scale from unstable to stable to either being classified as a typical extrovert or introvert. According to Eysneck the reduction of variables in personality traits to either extroversion or neuroticism could be biologically explained by differences in the cortical and autonomic arousal systems . According to Eysnecks Personality Inventory individuals who were perceived with introspective, quiet, reserved and generally unsociable traits were classified as having a high N score whilst those who appeared optimistic, talkative, sociable and outgoing were prescribed a high E score. This lies in contrast to Eysencks model of a fixed personality which appears to be unaffected by external circumstance . In addition, Salmons re- working and application of theories in the context of educational learning has shown how her intervention of the Salmon Line provides a basis for facilitating change (Jens, 2008). Salmons intentions in developing the Salmon Line were aimed at providing a tool that could stretch beyond diagnostic mo del and assist the learning process. The success of technique has been attributed to the ways in which behaviour change and learning is enhanced through eliciting pupils and teachers experiences and identifying areas of conflict and collaboration. The approach is rich in subjective experience captivating the diversity that exists amongst individuals and allowing for reflexivity in its approach. In summary for PCT theorists, differences in personality is viewed as a reflection of the complex ways in which individuals build constructions of their world rather than a simply reflection of innate biological forces. Having contrasted Eysnecks theory with others people shall now explore to what use and purposes such theories can apply as well as their validity in either upholding an agency-structure dualistic approach or seeking to dissolve it (Jens, 2008). Stalkers often also possess the ability to manipulate friends and family members of the person who they are stalking (Thomas, 2003). They will find ways to trick the people into giving away information about the person they are harassing. This involves a higher level of intelligence than that of an average person. Often, people who stalk celebrities suffer from a condition called erotomania, which is also known as de Clerambaults syndrome. Stalkers fall deeply in love with a person and in their own mind, that person is in love with them as well. Stalkers will watch the actions of the person very closely, and even if they have never met the person before in their life, they believe that that person is in love with them as well. Stalkers may dream up an entire relationship, such as Margaret Ray did when she told people that she was David Lettermans wife. Not only did she claim to be married to Letterman, but one day she showed up at his house carrying a baby which she demanded was his (Letterman stalker killed by train in apparent suicide)(Thomas, 2003). Sometimes people will stalk celebrities simply because they desire the fame and status of those people. Michael Lewittes article Serial Celebrity Daters describes the lives of Lisa Chiafullo and Jennifer Young-two girls who are obsessed with being obsessed (Joseph, 2001). Each of these girls began dating the stars at young ages. While Jennifer grew up in luxury in Beverly Hills, Lisa was on welfare and in bad financial shape. While Jennifer enjoyed the high life and luxury of dating celebrities, Lisa sometimes counted on meals, shelter and money from celebrities to keep her head above water. The desire is summed up perfectly by Lisa (Joseph, 2001). She always wanted to be somebody so if she couldnt be somebody; she wanted to date someone who was. This type of thinking is what causes many fans to turn into fanatics. They obsessed over people simply because of whom they are and how famous they are. Stalking is not only limited to celebrities, however average people are in danger of being stalked just as well (Thomas, 2003). In the case of simple obsession stalkers, victims arent chosen based on celebrity status or popularity, rather their past relationships with the stalker. Simple obsession stalkers harass people who they have been involved with in previous relationships, most of the time; the victim puts an end to the relationship, which seems to be tragic to the stalker. Suddenly, the stalker feels that his or her life has been destroyed, and that they simply cannot live without having that person back. The reasoning behind the stalking is that they feel like they have no self worth in the world and that its a necessity to have the person back in order to regain their identity and power that they once had. The person falls into a deep state of denial, refusing to accept the idea that they will have to go on in life without that person. Stalking is not always based on positive feelings and desire to by love. Some people stalk to seek revenge or simply out of pure hatred for a person. Sometimes stalking can occur in the workplace. A large number of murders due to stalking are carried out by people who have recently been fired from a job and who want to get revenge on the person who fired them. Psychotherapists sometimes become targets of stalking as well. They are severely harassed by former patients of theirs. Dissatisfaction, anger, and hatred are a few reasons that can fuel stalkers to harass and sometimes abuse- or even kill their victims (Thomas, 2003). Taking charge and admitting there is a domestic abuse problem is the key to starting to take back ones life, but the legal system must also be utilized to ensure individual rights are preserved and protected (Joseph, 2001). While great strides have been made in recent years to strengthen laws and educate judges on how to address domestic violence cases effectively, there is still work to be done. Some domestic violence cases have languished in district circuit courts for years. Because there are weak justices and numerous loop holes in the written law, there are criminals who will return to society un-rehabilitated seeking revenge or to target another to abuse. The feminist movement during the 1970s fundamentally changed societys attitude towards domestic violence (Logan, 2006). Women who formerly had been battered and abused developed services for domestic violence victims. They also lobbied for government support of these services and raised awareness of domestic violence. Since then, numerous changes have taken place to address the problem of domestic violence. Class action lawsuits and civil-damage suits forced law enforcement agencies to revise their policies and adapt processes to better address domestic violence. Domestic violence incidents were, in many states, established as crimes against the state, resulting in the victim no longer having to press charges. Law enforcement officers today are often trained on how to respond to domestic violence incidents. The medical community also felt the need to act in response to domestic violence. In Delaware, for example, the Delaware Coalition against Domestic Violence together with Delaware s medical community and the Domestic Violence Coordinating Council (DVCC) developed a manual for healthcare providers addressing how to respond to domestic violence (Stephen, 2002). The DVCC also trains hospitals and clinics, police officers, prosecutors, judicial officers, court personnel, executives, faith-based personnel, social workers, advocates, probation officers, and therapists throughout the First State on domestic violence. While most laws pertaining to domestic violence are on the state level, the federal government also responded to domestic violence. For example, it is a federal offence to travel from one state to another to commit domestic violence or to force an intimate partner to cross state lines in an attempt to commit domestic violence. Additionally, the federal government passed interstate stalking legislation making it a federal offence to cross state lines in an attempt to stalk a victim, and also barred offenders from carrying and owning weapons. The Violence against Women Act (VAWA) further protects victims of domestic violence and provides funding for services. VAWA also requires that the victim, if so desired, be heard at a bail hearing with regard to the danger posed by the defendant. VAWA also stipulates that the victim be reimbursed for costs occurred to the victim in obtaining a restraining order and other costs connected to a domestic violence conviction. Another important aspect o f VAWA is the ability for battered and abused spouses and children of citizens and lawful permanent residents to self-petition for independent legal residency. Before VAWA, immigrant victims had to fear deportation when leaving an abusive relationship (Logan, 2006). Since the late 1970s, states took an active role in domestic violence prevention. About a third of domestic violence outreach and services are funded from state level (Stephen, 2002). Most states have laws that allow prosecutors to charge abusers without having to involve the victim. Many times victims are no longer are required to testify against their abusers. In 1997, a total of seven states and the nations capital had mandatory arrest laws on the books that required law enforcement to make an arrest if there is evidence of an assault. Even more states encouraged such arrests. A 1984 study showed that arresting abusers lowered the re-arrest rate within the next 6 months for domestic violence to 10%. However, more studies are needed to replicate these findings (Stephen, 2002). According to the study, most intimate partner abuse is not reported to law enforcement, making it difficult to know exactly how many men and women are abused. Only about 20 percent of all rapes, 25 percent of physical assaults, and 50% of stalking incidents against women were reported to law enforcement. The number of victimizations of men by intimate partners reported to police is even smaller. A general belief that the police cannot help or would not do anything keeps victims from reporting abuse or stalking incidents (Stephen, 2002). Many positions related to domestic violence are held by social workers. Social workers often help clients build s support system by referring them to resources they need and by helping them gain access to such services. Social workers may also be involved in crisis and long term counselling to help victims make significant decisions. Additionally, social workers may develop and co-lead support groups for victims, lobby on a national or state level for funding, and perform advocacy work. Advocacy work may include fund raising, training, explaining domestic violence, speaking to the media about domestic violence, developing materials to give to battered women, and community education. These are only a few of the essential functions performed by social workers in the domestic violence field. In 1993, following the murder of a woman by her ex-lover, who violently harassed her in breach of a protection order before killing her , the New South Wales Parliament responded by enacting a separate offence of Stalking which is now part of the Crimes Act. Stalking is conduct that is harassing or threatening, directed at a person with the intention to cause intimidation or fear. It is a form of non-physical violence, causing psychological and emotional abuse (Logan, 2006). The awakening of concern about this type of behaviour was caused by its prevalence in domestic violence cases. Firstly, the nature of the offence of stalking makes it inappropriate to prosecute under the current law of criminal assault. Related to this is the severe impact that stalking behaviour inflicts on its victims. The current law of assault is simply not broad enough to deal with the complexities that arise from an offence such as stalking. Assault is an act, which intentionally or recklessly causes another to apprehend immediate and unlawful personal violence, charged under s61 of the Crimes Act. At the essence of the offence of assault is a requirement that the threat created by the offender must cause a fear of imminent violence in the victim. Stalking involves instances where a person does not explicitly threaten their victim but silently follows them around or sits outside their dwelling. When placed in this context, such behaviour is dangerous beyond its immediate significance. Although, it is difficult to charge this as assault since it is not sufficient that the threat raises apprehension that violence will be inflicted at some time in the future. The inability to prosecute an offence that is of a similar nature to stalking under the law of assault was apparent in the case of Knight. Knight had made a series of phone calls threatening to kill or injure those involved his prior conviction, including a policeman, a magistrate and to a judge who later dismissed his appeal (Logan, 2006). On appeal to the Court of Criminal Appeal, his conviction for these offences was quashed on the basis that the requirement of a threat of immediate violence was not satisfied. Even though his behaviour caused fear and was dangerous, it fell short of the necessary accuses and hence could not be sanctioned under the law of criminal assault (Paul, 2000). Alternatively, the case of Ireland demonstrates an instance where an offence with characteristics that can be likened to stalking was successfully prosecuted under assault. The accused had proceeded to harass a woman whom he had a prior social relationship with, by making both silent and abusive phone calls, frequenting her place of work and home and taking photographs of the victim and her family. While fearful of personal violence the victim was also diagnosed with suffering a severe depressive illness. The offenders behaviour amounted to assault. This reasoning was founded on the fact that the victims fear of the caller arriving at her door could be seen as imminent since he may be making the calls in close proximity to her home and able to arrive at her door within minutes. However the legal reasoning in this case, has been criticised for being rather artificial by stretching assault beyond its natural legal meaning. As shown in Knight, most stalking cases are not suitable for pr osecution under the elements of criminal assault. The main area of assault also poses difficulty for the prosecution of stalking. It is constituted by intention to either affect an unlawful contact or to create an apprehension of imminent unlawful contact in the mind of the victim (Larry, 2000). Despite that the common law of assault is now more accommodating to the offence of stalking, through developing an interpretation of harm to include psychiatric as well as physical injury (Logan, 2006). It is still difficult to prove the imminence requirement in both of most stalking cases where the threat of harm is protracted rather than immediate (Sandra, 2007). Therefore, there is more rationale in treating stalking as a separate offence with its own specific elements rather than distorting the elements of assault to accommodate for the manifestations of stalking. The wide-ranging and severe impact of stalking further necessitates the need for a separate offence of stalking to deal with this crime. The psychological responses caused by stalking such as anxiety, fear, paranoia and often symptoms of post- traumatic stress disorder have been acknowledged in a study as emotions induced by stalkers. This research has found that 94% of victims have made changes to lifestyle patterns such as temporary or permanent relocation, changing personal contact information and even identities. Perhaps more compelling is that victims of a recent psychopathological study indicated that they might have coped better with more tangible damage of physical assault than with a stalkers constant intrusion and menace (Paul, 2000). Furthermore, stalking is often a precursor to severe and fatal physical violence as demonstrated in the case of Thomas v Burk. In this instance the applicant had been in a previous relationship with the complainant. After they separated, the complainant experienced many incidents of stalking such as receiving harassing telephone calls at work and being followed on a vacation trip. These incidents eventually escalated to physical abuse when on one occasion, the applicant stroked the complainant with such force across the face with an open hand that it caused injury to her eye. This is one of many cases that reflect the statistic that 80% of women who report being stalked by an intimate partner are eventually physically assaulted (Sandra, 2007). It therefore becomes apparent that there is a need to take preventative action. Such as prosecuting this behaviour under an offence of stalking at its early stage, rather than waiting until the situation amplifies and the victim is physically a ssaulted and only then taking action by prosecuting for assault. Sexual Harassment is defined as a continuum of behaviours that intimidate, demean, humiliate or coerce (Diane, 2006). These behaviours range from the subtle forms that can accumulate into a hostile working, learning, or worshipping environment to the most severe forms of stalking, assault or rape. For many businesses, preventing sexual harassment, and defending its managerial employees from sexual harassment charges, has become key goals of legal decision making. In contrast, many scholars complain that sexual harassment in education remains a forgotten secret, with educators and administrators refusing to admit the problem exist in their schools, or accept their legal and ethical responsibilities to deal with it. Previously stalking behaviour has been prosecuted as offensive conduct under s4 of the Summary Offences Act. An artificial reasoning was drawn by the courts that stalking was offensive from the fact that it was continued or repeated. While offensive conduct carries a light maximum penalty of three months this may be satisfactory for minor instances of stalking but it is a clearly an inappropriate reflection of the magnitude of behaviour that amounts to intimidation and harassment. The protracted nature of stalking and the serious implications on its victims necessitates the need for a specific offence of stalking with its own appropriate penalty in order to capture the severity of the offence. This is arguably more effective than collapsing this offence into the category of offensive conduct or treating it as criminal assault. The offender would then, also have to bear the stigma of being labelled a stalker (Larry, 2000). In 2006 study on sexual harassment at colleges and universities, it was reported that 62% of female college students and 61% of male college students report having been sexually harassed at their university, with 80% of the reported harassment being peer-to-peer. Fifty-one percent of male college students admit to sexually harassing someone in college, with 22% admitting to harassing someone often or occasionally (Diane, 2006). Thirty-one percent of female college students admitted to harassing someone in college. Sexual harassment can occur in a variety of circumstances. The harasser can be anyone, such as a supervisor, a client, a co-worker, a teacher or professor, a student, a friend, or a stranger. The victim does not have to be the person directly harassed but can be anyone who finds the behaviour offensive and is affected by it. While adverse effects on the victim are common, this does not have to be the case for the behaviour to be unlawful. The victim can be a male or female. The harasser can be male or female. The harasser does not have to be of the opposite sex. The harasser may be completely unaware that his or her behaviour is offensive or constitutes sexual harassment or may be completely unaware that his or her actions could be unlawful. There are however, some instances where a criminal sanction may not constitute an effective strategy of deterring further stalking even though the impact on the victim is traumatic. This mainly applies to the category of stalkers classified as erotomaniacs who are mentally ill. It would be more appropriate to deal with these stalkers through the mental health system as they are impervious to judicial sanctions and thus require assertive psychiatric management. The inefficacy of using stalking legislation to punish a perpetrator who has a psychiatric condition was illustrated in the case of Strong v The Queen. The appellant had been sentenced to imprisonment for the offence of stalking a female contrary to s562ABof the Crimes Act 1900(NSW) (Paul, 2000). Whilst serving his sentence in prison, the accused began writing sexually suggestive letters to another female with whom he had no prior relationship. After his release, he continued with his stalking behaviour by following and watchin g her and subsequently moved to live opposite her home. This conduct became the basis of another substantive charge of stalking for which he was again imprisoned. On appeal of this conviction the issue was raised that he had been diagnosed with suffering symptoms of psychosis. The Criminal Court of Appeal agreed that in cases such as this, the offenders condition should be managed under mental health legislation rather than sanctioned under the criminal law. This case demonstrates the inability of the criminal law to deter psychiatrically ill stalkers as the rate of recidivism of people in this category suggests. However, it is important to note that the majority population of stalkers are from the intimate category of non- psychotic ex partners and are not mentally ill at the time of committing the offence. Courts can issue an Apprehended Domestic Violence Order under s562AE of the Crimes Act 1900(NSW) or an Apprehended Personal Violence Order under s562AI of the Crimes Act 1900(NSW). Unfortunately this method of dealing with stalking offences is often criticised for having little effect on serious obsessive behaviours exhibited by some offenders. A recent study has shown that after issuance of an apprehended violence order, stalking and physical violence was reduced in the first six months only to reoccur in over half the cases of women who undertook the study. This shows that these orders are an inappropriate long-term prevention tool. Helen Katzen reported in her study that of the 22,556 apprehended violence orders granted in New South Wales in 1998, 9,647 breaches were recorded by the police (Joseph, 2001). The ease with which these orders are breached and the fact that they are not taken seriously is reflected in the case of Long field v Glover. The appellant had been in a relation ship with the complainant. When the relationship ended she obtained an apprehended domestic violence order, which prohibited the appellant contacting her. He disregarded this order and persisted calling her at home and at work, making threatening statements such as I control your life (Michele, 2002). Similarly in the case of R v Powell, the appellant had broken into the victims premises in breach of an apprehended violence order and maliciously wounded her by stabbing her twice in the back. Both these cases demonstrate the inability of these orders to deter offenders which highlights how inefficient a mechanism they, are for dealing with such behaviour. Furthermore, apprehended violence orders were found in many cases to be aggravating factors, which exacerbate the likelihood of violence (Paul, 2000). This was exemplified in the case of Igbinoba v Commissioner of New South Wales Police Service, where a court issuance of an apprehended domestic violence order aroused further anger in the defendant towards the complainant, which resulted in a threat being made towards her that he was going to get her (Paul, 2000). Shortly after receiving the order, the defendant started a campaign of harassment against her and physically assaulted her. Recent research shows that incarceration has a sobering effect on stalkers and allows them to adjust their lives. This supports the idea that a more preventative approach would be to immediately prosecute this behaviour under an offence of stalking with a prison sentence, rather than wait for breach of an order to occur by which time the situation may have escalated to a degree of violence. While, it is impractical to contain all stalking offences by criminalising them, it is also inefficient for the court to proceed with prosecuting minor nuisances under the stalking legislation. Many of these cases would not lead to any conviction due to the lack of the requisite intent necessary to prove the offence. In 1998, two example cases were given by the model criminal code committee where stalking legislation was used inappropriately (Joseph, 2001). In the first case a fourteen year old girl had stalked her teacher, by following him around school and singing a mocking song about the teacher. In the later case Yugoslavian parents had stalked their teenage daughters because they had moved away from home in violation of family traditions. These stalking incidents are more commonly known as conformist who is the stalking falls within the acceptable range of social behaviour rather than criminal stalking. Neither of these cases led to convictions. In circumstances such as these, a pplicants are more likely to succeed in obtaining apprehended violence orders since they would only be required to prove on the balance of probabilities, that they are in fear of the other person and that these fears could culminate into an act of personal violence or harassing conduct (Sandra, 2007). With advances in technology people see new and scary ways criminals commit crimes. With the introduction of cell phones and scanners years ago, criminals could listen to police radio traffic and see where and how we police were responding. No need for look outs, technology became the look out. Now in the computer age people see crimes from identity theft and hacking into computers to steal personal and corporate confidential information to cyber stalking and sexual predating to cell phone cloning. Criminals have a whole new playground and the playground as technology advances (Lorraine, 2008). But technology is not just for criminals. Law enforcement agencies are using technology to make police work more effective and efficient. Also police and communities are also using technology to make their communities safer. Cyber stalking is described as the procedure or offense of deliberately and constantly irritating another person in situation that would cause a sensible person to panic harm or death because of articulated or obscured fears is a comparatively latest trouble. Annoying others over the Internet is a little that usually happens, but the word constantly placed in front of that report can make a huge distinction. If someone is causing a nescience that interferes with ones professional or individual life it is measured stalking. Catching the criminals of computer is the tough part. There are Computer Crime Stopper groups, hackers turned excellent, whose only intention and job is to track down and catch criminals of computer (Keith, 2002). Activity of tracking computer is a hard thing to do, particularly over the Internet. There is no track left for the criminal to be followed through. Generally the only things crime-stoppers have to go on are the IP addresses and telecommunication lines to trace to find the source of the signal, but the performer is generally long gone through the time authorities arrive. Anticipation is a vital part in defending the computers of these days. Through secure servers, which are particular c

My School Essay

This school does block scheduling of 4 classes for 2 semesters and still have 8 classes for the year. These classes are one hour and a half long. There are about 30 students in the classroom. The students do not come to class prepared for their lessons at all. They do not carry books with them either. The class talks and does not listen to the announcements at all. A couple of students were late and not reprimanded. This teacher tries to get their attention by doing activities and they still don’t care. They have Smart Boards in their rooms and that is very helpful. Her attendance shows 34 students on the role. That is way too many students for one teacher to teach. The board also shows their grade in front of all the students and I personally do not like this at all. You can tell that the teacher gets frustrated. They sharpen their pencils and are very disruptive in class, while she gives instructions. They do detention and have to write their names on the board. You can tell some do want to learn and others don’t even have a clue. They need to show work for their problems and participate in class activities. Some examples: this is ranging 2+3>6 no 3+4>5 yes 3+3>6 no 4+5>8 yes 5+7>8 yes 5+6>9 no.

Evaluation Of A Clinical Evaluation Essay - 2196 Words

With the continuous changes in healthcare, evaluation of students’ clinical knowledge and skills relies on the need for continuous evaluation. Evaluation is the process of using data to make judgements about students’ individual performance. Evaluation of clinical performance provides data from which educators use to judge the extent to which students have acquired specific learning outcomes (Billings Halstead, 2016). With the use of best practice evaluation methods, clinical performance can be evaluated to ensure quality patient care. Educators face a challenging task when providing evaluation that is fair and reasonable. Tasked with evaluating students in the clinical setting, educators can evaluate how students integrate theory and apply it to real-life situations. Observations of performance in the clinical setting should focus on the outcomes to be met and competencies to be developed (Oermann Gaberson, 2014). Developing a clinical evaluation tool to determine wh ether students can think critically, prioritize problems, and complete patient care procedures correctly is essential. There are a variety of evaluation methods to use in nursing education. Depending on the learning outcomes to be measured will determine which tool best evaluates the students’ performance. Clinical practice is an essential and highly significant component of nursing education. Education programs are obligated to respond to government requests for well-educated healthcare professionals.Show MoreRelatedEvaluation Of The Clinical Training763 Words   |  4 Pagesa. Beginning December 5, 2016, the clinical instructor will use both formative evaluation methods to assess the student’s progress towards achieving the course outcomes and expected behaviors each week (Billings Halstead, 2016). 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Essay about Analysis of Home Burial by Robert Frost

Analysis of Home Burial by Robert Frost Robert Frost wrote the poem Home Burial after he and his wife suffered the tragic loss of their 4-year-old son. Home Burial shows the emotions people feel after such a loss, and how they face those emotions. Through Frosts experience he shows that men and women grieve in different ways. In Home Burial Frost demonstrates, through the husband, that in the grieving process men tend to show strength. Throughout the poem you see the husband proceed to do his everyday tasks. The husband states, Three foggy mornings and one rainy day are enough to rot the best birch fence a man could build.(Robert Frost). Here is just one example of how the husband is trying to move forward through work.†¦show more content†¦He wants to be the man of the house and be able to make everything the way it was. He wants to be the one who helps Amy get past the pain of the child they lost. He feels that as her husband, she should share her thoughts and feelings with only him. Only he can help her through this horrible time in their life. If Amy goes to someone else, he will feel as if he is useless as a man, since he couldn?t help his wife get over her grief, or keep his child from death. In the poem we see that in times of grief, women tend to show weakness and the need for isolation. Amy seems to be wallowing in her own sorrows. Gale states,? She risks burying both her marriage and her sanity.?(Gale). Amy feels that she is the only one in pain over the loss of their child, and does not recognize that just because her husband does not openly show his emotions, that he too has been affected by their child?s death. She wants to leave and get out of the house, instead of seeking comfort from her husband. Everything in the house, including her husband, reminds her of her dead child. She sees nothing but death and has, in a sense, died herself. She always stares out the window at the child?s mound and cannot get past the fact that her husband was the one that buried their child. The husband asks Amy ?What was it brought you up to think it the thing to take your mother-loss of a first child so inconsolably in the face ofShow MoreRelatedAnalysis of Home Burial by Robert Frost822 Words   |  4 PagesAnalysis of Home Burial by Robert Frost Robert Frost’s poem â€Å"Home Burial† relates a drama between an estranged man and his wife. He presents a dramatic poem in the form of a dialogue about a couple that argues, differs with their opinions, and separates at the end. The center of the argument is around the death of their child. The poem is rich in human feelings; it highlights the expression of grief, frustration and anger that the couple shares while trying to deal with the death of their childRead MoreAnalysis Of The Poem Home Burial By Robert Frost2109 Words   |  9 PagesRobert Frost’s poem, â€Å"Home Burial† (1914), eloquently intertwines dialogue within the structure of the poem in order to reveal the tensions between the two characters. Having recently buried their only child, Amy and her husband are learning how to grieve and deal with this horrible loss. However, they are learning to grieve separately, which causes distress and makes it look like their marriage is failing. Acco rding to William Fish, â€Å"mothers and fathers grieve differently and therefore are oftenRead MoreAnalysis Of Robert Frost s Home Burial And The Death Of The Hired Man 2384 Words   |  10 Pages THESIS STATEMENT Robert Frost, an American poet during the Nineteenth Century, Modernist Era, displayed the issues of realism through his life issues of death and spousal relations through his poems: â€Å"Home Burial† and â€Å"The Death of the Hired Man†. INTRODUCTION Robert Frost’s inspiration for his poetry derived from much of his life and the historical events that surrounded him. American literary critic, Harold Bloom wrote in his Bloom’s Major Poets, â€Å"Robert Frost is one of the major American poets†¦inRead MoreAnalysis of Home Burial1496 Words   |  6 PagesRobert Owen Marjory Thrash Eng 1123 V02 13 April 2009 Analysis of â€Å"Home Burial† Many of Robert Frost’s poems and short stories are a reflection of his personal life and events. Frost’s short story â€Å"Home Burial† emulates his experience living on a farm and the death of two of his sons. Frost gives an intimate view into the life and mind of a married couples’ struggle with grief and the strain it causes to their marriage. The characters Frost describes are synonymous, physically and emotionally,Read MoreThe Death Of The Hired Man By Robert Frost1500 Words   |  6 PagesRobert Frost, a four-time Pulitzer Prize conqueror in poetry, depicted accurate New England life through language and situations familiar to the common man. Frost states that his poems, â€Å"will forever keep its freshness as a metal keeps its fragrance. It can never lose its sense of meaning that once unfolded by surprise as it went,† (Richardson 224). This expresses that the freshness and simplicity Frost depicts in his poems mesmerizes his audience. Thi s leads to perceptive critics distinguishingRead MoreEssay about Analysis of the Poems of Robert Frost1316 Words   |  6 Pagesthan Robert Frost. Robert Frost is a poet that is well known for his poetic contributions to nature, as well as his award winning poems. His poetic ability and knowledge make him an extraordinary author. His past; including schooling, family, and the era in which he wrote influenced nearly all of his poems in some way. This very famous poet contributed to the modernism era, had a family and an interesting life story, and a unique poetic style as well. The literary era in which Robert Frost wroteRead MoreUse Of Setting And Symbolism Of The Works Of Charlotte Perkins Gilman And Robert Frost1424 Words   |  6 Pagesmarriage, grief, loss, death, were two literature assignments that immediately came to mind. The works of Charlotte Perkins-Gilman and Robert Frost that we’ve read in class use setting and symbolism to help readers to develop a greater understanding of the nature of relationships develop a greater understanding of the nature of relationships between two people. Gilman, Frost, and Edson use setting to demonstrate the strain that can exist between people in times of conflict. In Gilman s short story TheRead MoreThe Road Not Taken By Robert Frost Essay1554 Words   |  7 PagesTwo Roads, Two Choices, One Decision â€Å"The Road Not Taken,† written by Robert Frost, discusses a traveler who has to make a choice between two roads. In the first stanza, the traveler remembers standing at an intersection of two roads. Indecisive about which road to take, he seems to believe that one of the roads would be more beneficial to him (Lee 5). In stanza two, the narrator refers to the traveler’s unexpected decision to take the other road by giving details of it. In addition, the narratorRead MoreEssay about Isolation and Nature in the Works of Robert Frost3175 Words   |  13 PagesIsolation and Nature in the Works of Robert Frost During the height of Robert Frost’s popularity, he was a well-loved poet who’s natural- and simple-seeming verse drew people - academics, artists, ordinary people both male and female - together into lecture halls and at poetry readings across the country.1 An eloquent, witty, and, above all else, honest public speaker, Frost’s readings imbued his poetry with a charismatic resonance beyond that of the words on paper, and it is of littleRead MoreRobert Frost : A New England Poet3698 Words   |  15 PagesRobert Lee Frost Known for being a New England poet Robert Frost was born in San Francisco, California on March 26th, 1874. Born to a New England father William Prescott Frost Jr. and a Scottish mother Isabelle Moodie who moved to the west coast from Pennsylvania after marriage (Bailey). Both his parents were teachers and poets themselves, but his father later became a journalist with the San Francisco Evening Bulletin (Bailey). Frost spent 12 years of his life growing up in San Francisco, until

Much Ado About Nothing By Kenneth Branagh - 1272 Words

When a play is transferred from paper to screen, minute details are amplified and can have large impacts on the story. Camera angles, sounds, and editing all must be added in. In the â€Å"Forever a Bachelor† clip from the movie version of Much Ado About Nothing, directed by Kenneth Branagh, these details serve to convince the viewer of Claudio’s love for Hero. In order for the rest of the scene to make proper sense, the director must quickly establish that Hero and Claudio love each other. In the first few moments of this scene, Hero is shown on up on a balcony. The camera is positioned below her, presumably from the perspective of Claudio. This shows how Claudio has already lifted Hero up onto a pedestal in his mind. Hero and Claudio do not break eye contact during this scene until Hero is forcibly pulled away from the balcony by Beatrice. The only exception to this continued eye contact is a small glance that they give to the person that they are next to, a glance th at is mirrored between the two of them. Such mirroring is a common sign of rapport building, and sometimes a sign of love as well. Film techniques in the opening moments help quickly create a sense of love for the viewer. Hero’s eyes and chest are kept along the upper and lower rule of thirds lines; these are four lines, two vertical and two horizontal, that divide the image into nine equally sized rectangles. Things placed along these lines or their intersections naturally stand out to the human eye. WhenShow MoreRelatedKenneth Branaghs Much Ado About Nothing Essay1588 Words   |  7 PagesThe scene opens in the beautiful hills of Tuscany, Italy. Lying about on the slopes of grass are the humble townsfolk basking in the sunshine as a soft voice introduces; â€Å"Sigh no more ladies, sigh no more.† This dreamlike setting is the opening scene of the major motion picture Much Ado About Nothing as envisioned by film director Kenneth Branagh. A far cry from its Shakespear ean origins, Branagh’s Much Ado has a look and feel all of its own. This film seeks to capture its audience with visual majestyRead MoreEssay about Much Ado About Nothing Movie Review627 Words   |  3 PagesMuch Ado About Nothing Movie Review Cast: Kenneth Branagh, Emma Thompson, Denzel Washington, Keanu Reeves, Robert Sean Leonard, Kate Beckinsale, Richard Briers, Brian Blessed, Michael Keaton, Ben Elton Running Time: 1hr 5mins Introduction ============ If youre studying the Shakespeare play, Much Ado About Nothing, be sure to watch Kenneth Branaghs interpretation of this play. This film will provide you with an enhanced understanding of the playRead MoreBenedick And Beatrice In William Shakespeares Much Ado About Nothing1042 Words   |  5 PagesWilliam Shakespeare’s classic comedy Much Ado About Nothing follows the story of the two famous pairs of young lovers; Claudio and Hero, and Benedick and Beatrice. Although mainly following the first pair throughout the text, the relationship between Benedick and Beatrice is followed throughout the text with less attention from the reader, not noticing love forming between the two. Shakespeare sets his text in Messina, a town located on the island of Sicily in Italy. The play mainly takes place atRead MoreDifferences Of Shakespeare And Much Ado About Nothing By William Shakespeare1668 Words   |  7 Pageswriter who was known for the many plays and sonnets he wrote. This 16th century writer wrote a play called Much Ado About Nothing in the year 1598 (Alchin). This play consists of many characters meddling into ea ch others lives, causing chaos, lots of drama, and even romance making for some very comedic entertainment. The title gives away a lot about the plot that it really is a lot about nothing. Shakespeare is regarded as a very influential writer in British literature and has been an inspiration forRead MoreCape Literature Ia Much Ado About Nothing by William Shakespeare2242 Words   |  9 PagesThe 1993 film adaptation of William Shakespeare’s Much Ado about Nothing, by Kenneth Branagh, differs in many aspects from the original script written by Shakespeare. Branagh employs brilliant cinematography, manipulating lighting, camera angles to produce a carefree version to the original text. The soundtrack is dazzling and his interpretation breathes life and vitality into this old world play. According to critic Vincent Canby, â€Å"He has taken a Shakespearean romantic comedy, the sort of thingRead MoreEssay about Film Versions of Shakespeare Comedies2208 Words   |  9 Pagesexe mplified in comparing two of the more recent cinematic adaptations of Shakespeare’s comedies, Trevor Nunn’s Twelfth Night and Kenneth Branagh’s A Much Ado About Nothing [‘Much Ado’]. Although both films can to an extent be seen as comedies with serious, almost tragic aspects inherent throughout, Nunn’s film deals with these serious facets as central to the depiction, whereas Branagh, although not entirely ignoring the deeper issues, prefers a more light-hearted and visually attractive adaptation.   Ã‚  Ã‚  Ã‚  Ã‚  TwelfthRead MoreBranaghs Interpretation of Much Ado About Nothing Essay2331 Words   |  10 PagesBranaghs Interpretation of Much Ado About Nothing    Shakespeares wonderful comedy, Much Ado About Nothing, is an entertaining tale of the trials and tribulations of two pairs of lovers, who must face and overcome both malicious schemes plotted against them and also their own flaws and shortcomings before finding happiness together. Although clearly a comedy, the play is not without its darker moments. Don John plots to ruin Claudios marriage; he nearly succeeds because Claudio, and mostRead More Movie Essays - Narrative Holes in Films of Shakespeares Plays2130 Words   |  9 PagesNarrative Holes in Films of Shakespeares Plays My subject in this essay in playtexts and in films of those playtexts. Drama offers the storyteller a simple choice about how to communicate each element of the story to the audience: show it, or have a character describe it. Often in drama narration is used because an event cannot be shown, but occasionally telling is used when showing is perfectly possible and Shakespeare uses this device self-consciously to draw attention to the mediumRead More Much Ado About Nothing - A Feminist Perspective of Hero Essay919 Words   |  4 PagesA Feminist Perspective of Hero in Much Ado About Nothing  Ã‚     Ã‚   Unlike the title of this piece suggests, Hero did not undergo her transformation in Much Ado About Nothing through magic.   Rather, Hero was a victim of the double standards and illogical fears that the men of Shakespeare’s plays commonly held.   The following quote sums it up quite well:   In the plays female sexuality is not expressed variously through courtship, pregnancy, childbearing, and remarriage, as it is in the periodRead MoreHow Does Shakespeare Present Love and Marriage in ‘Much Ado About Nothing and How Might a Modern Audience Respond to the Presentation of These Themes?1736 Words   |  7 PagesThrough rich imagery and a comic context Shakespeare uses characters to explore his ideas about love and marriage, using relationships to show the trials of love. In his play Shakespeare makes Beatrice and Benedick the critics of love and through them the modern audience is shown how Elizabethan society maltreats the female role and how the male code of honour and pride can lead to devastation. Shakespeare portrays Claudio and Hero as a pair of conventional lovers who go through an unadventurous

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

Australian Taxation Legislation Commentary -Myassignmenthelp.Com

Question: Discuss About The Australian Taxation Legislation Commentary? Answer: Introducation The present case is concerned with the determination of whether the unexpected or voluntary payments constitute ordinary income as the benefit in the form of incident of employment. As the general rule stated in the case of FCT v Dixon (1952) it is stated that the unanticipated and voluntary payment is classified as the ordinary income depending upon the nature of the payment (Robin 2017). An assertion can be bought forward by stating that whether the benefit received constituted remuneration or the return for the service to the taxpayer. If it so then the reward will be considered as the emolument from the employment. Application: According the evidence in the case of Laidler v Perry (1965) a Christmas bonus was paid to the every current and past employees as the voucher which could be redeemed for goods (Tran-Nam and Walpole 2016). The vouchers were paid in respect to the taxpayers employment to enable employees to go on working. As per the decision of the court of law it was held that the voucher would be regarded as the income since it originated from the employment even though the same originated from the voluntary payment. Similarly, the court of law stated that the unanticipated payment is considered as the ordinary income depending upon the nature of the payment. Conclusion: Conclusively, it can be stated that the voucher would be regarded as income under the ordinary concept and would be considered for assessment. Reference list: Barkoczy, S., 2017. Core Tax Legislation and Study Guide.OUP Catalogue. Woellner, R.H., Barkoczy, S., Murphy, S., Evans, C. and Pinto, D., 2016.Australian Taxation Law Select: Legislation and Commentary 2016. Oxford University Press. ROBIN, H., 2017.AUSTRALIAN TAXATION LAW 2017. OXFORD University Press. Tran-Nam, B. and Walpole, M., 2016. Tax disputes, litigation costs and access to tax justice.eJournal of Tax Research,14(2), p.319.