Category: Uncategorized

Chemistry Lab Report

Student’s Name

University

Instructor

Date

Chemistry Lab Report

Introduction

In this lab report, the aim is to discuss about the density of the mystery liquid and solid. Density of any given substance can easily be obtained provided that there are masses and volumes given because Density is given by mass divide volume (D=M/V). Density is measured using grams per cubic cm (g/cm3). Depending on the density of a substance, it can float on liquids provided that their density is less. Therefore, this report explains some of the procedures used to measure masses and volumes, observation, discussion, and conclusion.

Safety

Before the start of the experiment, safety needs to be observed because most substances provided in the laboratory are poisonous and some are corrosive. To avoid dangers, I labeled all the reagents on the bench and the substances to be used during the experiment. The mystery solid and liquid were labeled and I used gloves to avoid touching them directly. I also covered my nose and face to avoid inhaling the substances directly and avoid any spill as it can be corrosive to my skin.

Procedure

The first part of the report required that I make a claim about the identity of the substance and to ascertain that, I had to measure the density of the liquid to have an overview of the possible identity of the liquid. For accuracy, three trials each done different was conducted and average value obtained to use the averaged value that is more accurate in making inference of the substance.

Trial Density (g/cm3)

1 0.733

2 0.759

3 0.775

Average density = (0.733+0.759+0.775)/3

= 0.754g/ml

Since the density of alcohol is 0.758g/ml, the inferences that I made was that the claim of the mystery liquid is alcohol.

Part B of the question required me to make a claim of the identity of the mystery solid. Achieving this requires comprehensive measures of the solid in about three trials and getting the average density to make a claim of the probable solid. The table below was filled before calculating the average density.

Trial Density (g/cm3)

1 8,88

2 9.01

3 9.12

The average density = (8.88+9.01+9.12)/3

= 9.01g/cm3

With the margin error of about 0.05, the density ranges within the accepted density of copper which is usually 8.89g/cm3.

Many ways can be used when identifying liquids and one way is through the use of their densities. First, it was observed that the mystery liquid was clear. Obtaining the density of the liquid requires various steps that include getting the mass of the liquid and volume to determine the density. After measuring the mass of the liquid in the first step, the second step involved getting the mass of the flask used where I used three trials to confirm the accuracy.

Trial Mass (g)

1 42.66

2 42.41

3 42.43

Step three involved calculating the volume of the mystery liquid and three trials were done too as shown.

Trial Volume (ml)

1 2.85

2 4.90

3 9.29

Step 4 involved mass of the flask and the mystery liquid

Trial Mass (g)

1 44.75

2 47.85

3 49.83

Step 5 involved calculating the mass of the mystery liquid and it involved getting the differences of step 4 and step 2 to have (44.75-42.66) = 2.09g, (47.85-42.41) =5.24g, and (49.83-42.43) = 7.2g

Using the formular D=M/V

The average density of the liquid would be 0.756g/ml and it is proposed to be alcohol as per my calculations.

In part B, similar procedures as in A were done and to get the volume of the solid, volume displacement method was used. Mass of the solid was first considered

Trial Mass

1 57.70

2 57.68

3 57.46

Step 3 involved finding the initial volume of water before displacing with the mass of the solid

Trial Initial volume (ml)

1 21.0

2 23.6

3 24.7

Step 4 was finding the volume after displacement by the mass and the results obtained were as follow.

Trial Final volume (ml)

1 27.5

2 30.0

3 33.0

Step 5 involves getting the differences of step 3 and 4 to get 4.5ml, 4.4ml, and 4.3ml

Step 6 involves density of the mystery solid using the formula of D=M/V

That gives average density of 9.01g/ml and it is predicted that the density is of copper metal and the method used to obtain is by volume displacement.

Discussions

Just like when one measures density of solids, getting density of liquids requires one to have mass and volumes of the liquid. Mass is obtained by measuring the empty graduated flask and recording the mass of the flask then add specific volume of the liquid before measuring the mass of flask+ the liquid. Getting the difference between step one and two enables one to get the mass of the liquid. For accuracy purpose, three trials can be done and getting the average is encouraged. Getting the density is the done using the formula Density = Mass/Volume.

Similarly, the mass of the solid can be measured using weighing machine and for accuracy purpose, three trials need to be conducted. The averaged results are obtained before using volume displacement method to determine the volume of water the solid displaces. Using eureka can and a graduated flask is the best strategy because it ensures accurate volume is collected. Alternatively, measuring cylinder can be used where one records initial volume and final to get the volume of the solid based on the differences.

One condition that enables accurate results is that the solid to be measured need not to float in water because it means its density is less than 1g/ml of water and any solid with less than density of 1 float on water. The claimed solid above had a density of 9.01g/cm3 that is higher than water. Also, the other feature of the solid used need not to absorb water because false results will be recorded and the claim will be obviously wrong. Therefore, the solid in the discussion above met all these conditions and it an indication that the results obtained must be correct.

Conclusion

From the experiment, it is possible to calculate the density of the mystery solid by first getting the volume using displacement method and also the mass using the weigh balance. Density is calculated by dividing the mass by the volume and it was achievable. Sometimes, getting into the laboratory requires one to handle apparatus and substances provided with care because some are poisonous and therefore, using gloves and wearing other protective gears is always advised. From the observations made and drawn from the experiment, I claimed that the solid is copper based on the density obtained and the liquid was alcohol. Density is best in identifying substances because different substances can have same masses or volumes but densities are unique because 2 substances cannot have same volume and masses to give similar density.

Chief Information Security Officer

Student’s Name

Institutional Affiliation

Chief Information Security Officer

Summary of the Key Aspects of the Chief Information Security Officer

Perspecta company has a job opening for Information system security officer (ISSO). The company is located in Larrakeyah Darwin’s city found in the Northern Territory of Australia (Careerone, 2020). Also, there are pertinent requirement and responsibility for the position that an applicant ought to have. These requirements are not only in terms of credentials but also in experience and technical know-how. The company is looking for an applicant with the following set of skills: malicious code eradication, authorization and assessment of the company’s information system, and the configuration of the management in line with the security system. Also, the ISSOs should have the know-how of implementing common features of information security practices.

Apart from the ISSO position in Perspecta Company, the Melbourne CBD VIC located in the state of the Victoria is looking for the Chief Information Security Officer (CISO). The person should be able to implement and monitor the enterprise information by ensuring that it is secure. Also, the applicant should be in a position to work with the management to reduce and assess any risk related to data. The CISO should be a leader to guide the implementation team on better ways of enhancing cybersecurity. The salary for this job position is $25,000 for fulltime basis Adzuna (2020).  

Also, Peoplebank located in Sydney is looking for Cyber/Information Security officer to take the position with the following job description: implementation of business information and cybersecurity programs (Careerone, 2020). Similarly, a person should be able to perform cybersecurity risks. The daily work routine includes performing a daily cyber risk assessment for the company and to ensure that the management information system is protected from the cyber-attacks. Also, the personnel should be in a position to advise the management on the necessary control and improvement of the current system information programs of the company. The estimated salary for the position is $ 1000.

Q1.2

There are recurrent patterns and aspects in the three job listings, which include the responsibilities and the job qualification that are required from the applicants. As such, the positing of the chief information security officer (CISO) and information system security officer are related in the sense that responsibilities and job descriptions are similar if not the same. For instance, the CISO is supposed to conduct a routine check on the organization’s information security system. The two positions have similar roles when it comes to implementation of the cybersecurity measures. As such, there potential applicant for this position ought to have a level of competency on cybersecurity and means of enhancing data of the company.

 Similarly, cybersecurity officer/ information security officer ought to have similar knowledge when it comes to the assessment of the cyber-attacks risks that a company might be facing. It is for this reason that the recurrent knowledge and technical know-how of the three job listings are applicable in the organizations that are hiring their services. The issues covered this semester are relatable to the job aspects in a way that the departments hiring the applicants have similar structure and organization in the security officer roles are linked to the management and other departments in the company. For this reason, CIO or the CISO ought to have leadership skills to help in the implementation of the security measures and data handling processes. Thus, information security is an integral part of the responsibility given to all the three job listings.

The AS/ISO27000 series standards are applicable to the job listings in the sense that it provides a guide for management standards and systems for information security. Similarly, the ISO 27000 series have provisions for the control of the information system in organizations.

The job listing listed when I used the keyword information security was not much different when I used cybersecurity. The search result had jobs with titles that are indicated information security in the job description. As such, cybersecurity was entailed in the information security job searches. Similarly, a chief security officer ought to have knowledge of cybersecurity since it is part and parcel of securing an organization’s data.

Question 2.1

The neutralization techniques used by the employee in violation of the information security entail fault-finding in the systems weak links. As such, the system under the control of the information security personnel is susceptible to such officer. As such, the employees use the weak links of the systems as neutralization technique of violating the information security codes of an organization (Siponen & Vance, 2010). User participation is a threat to information security in instances where they fail to meet the required standards for maintenance of the security systems. Blame is usually attributable to the systems instead of the employee responsible for breaching the system.

Question 2.2

Businesses should put a stringent policy on security information for any employee who violates the information security codes designed by the company. Similarly, sanctions are applicable as a measure for using in curbing violations for information security. Siponen & Vance (2010), contend that sanctions are an apt technique that organizations can use, which resonates with the deterrence theory for the punishing people who commit crimes. User participation is has been regarded as a source of the employee neutralization techniques. However, it can as well serve a measure for reducing violation of the information security in instances where the uses are made aware of the consequence of violating the system. Most importantly, creating awareness among the employees will develop a sense of prioritizing to secure the information of the organization. Unlike an instance where the employee use system’s weak links to violate the policies and use them as neutralization, increased user participation will further involve more employees (Spears & Barki, 2010). I think with the most of the employees working together with chief information security officer there will be shared responsibility whereby each of the staff is equipped with the right information on how to handle the security issues that may arise. Also, in the absentia, if the chief information officer, other employees are able to coordinate with another department on the best approach to increase the security of the information.

Additionally, increased user participation translates to the involvement of the employees at the stages of planning and implementing the systems information security. As such, more stakeholders will have the technical know-how to safeguard the information rather than depending and entrust one person with all the information of the organization who might use for personal interest and gains. Thus, it is imperative to have increased user participation as a measure of ensuring information safety not only with the top company’s officials in charge of such positions and responsibilities but also the rest of the staffs within such an organization.

References

Adzuna (2020). Information system security officer (ISSO). Adzuna. Retrieved from https://www.adzuna.com.au/details/1465615842?se=LCsLghmO6hGVUhrHGWZC8A&v=E26B3E0994F43BAB24418B71607C3874037CDF96

Careerone. (2020). Chief information security officer. Careerone. Retrieved from https://www.careerone.com.au/chief-information-security-officer-jobs?jobview=db56a586-41a7-4418-bd8b-f208905c4c34

Siponen, M & Vance A9. (2010). Neutralization: New insights into the problem of employee information systems security policy violations. MIS Quarterly, 34(3), 487-502, A1-A12.

Spears, L & Barki, H. (2010). User participation in information systems security risk management. MIS Quarterly, 34(3), 503-522.

962025154305

AM804001: Project Management

Assessment 1: Case Study

Study block Date issued Due date Time Delivery: Submit to Turnitin via Moodle before deadline

Weighting 30%

Marks out of 20

Instructions Complete this cover sheet and attach to you your assignment.

This assignment must be your own work.

Collusion, copying or plagiarism may result in disciplinary action.

We advise that you keep a copy of this assignment.

Word limit is 2000

Refer to following website for reference related resources: http://www.cite.auckland.ac.nz/index.php?p=quickciteWe confirm that:

This is an original assessment and is entirely my own work.

Where ideas, tables, diagrams etc. of other writers have been used, we have acknowledged the source in every case.

This assignment has not been, nor will be, submitted as assessed work for any other academic course.

Student’s Name ID No Signature

Date Cohort Number 1

1.Introduction PAGEREF _Toc96447850 h 32.Project Management Methodologies32.1 WATERFALL32.2 EXTREME PROGRAMMING METHODOLOGY (XP)42.3 RAPID APPLICATION DEVELOPMENT (RAD)53.Critical evaluation of Waterfall64. MAORI INCLUSION IN THE PROJECT74.References9

IntroductionFor the purpose of this report, the case study chosen is the planned OPAIC management retreat for the management staff from the three campuses in Queens town. This project requires a run sheet for the three days and a high-quality conference to facilitate the meeting. These are essential to enable all management areas to discuss a strategic plan for the next 5 years, hold sessional talks, and incorporate best practice in Iwi/Maori. In the current COVID-19 situation, meetings and discussions will have to adhere to the strict health and safety protocols, ensuring safe distancing, hand washing centers, and continuous monitoring of the whole process. In order to carry out this project, three methodologies have been suggested including the waterfall, the extreme programming methodology, and the rapid application development. Out of these, Waterfall’s EMBOK is considered the most appropriate methodology to undertake the project because it is regarded as being considerate of all areas of an event.

Project Management Methodologies2.1 WATERFALLFor the development of a retreat for management employees at OPAIC, a waterfall approach would offer critical insight. In managing projects, the Waterfall approach divides a project into separate, sequential steps, with every new chapter starting only after the preceding one has been finished (McCormick, 2012). The Waterfall approach is the most common method for project management. It requires that members of a team work in a linear fashion towards a common objective. None of the stages or objectives are supposed to change, and every contributor has a well-defined function. When using the waterfall system, careful planning is essential. The criteria for a project must be clearly defined up front, and everyone working in the project must be fully informed of those needs (Chari & Agrawal, 2018). Every member of a team should also be aware of their specific position throughout the project and the responsibilities that come with that job.

The Waterfall technique is a sequential model that, among other things, operates on the basis of predefined dates, set requirements and objectives, and deliverables in order to finish a project. It is also known as the waterfall model. The nature of this method is that separate execution groups are not necessary to keep regular communication with each other and are typically self-contained, until specific integrations are required (Mitchell & Seaman, 2009). The rest of the time, team members are often free to work on their own initiative and are not required to report on their progress. Therefore, the sequential system of the waterfall approach is an advantage for the management at OPAIC.

The Waterfall technique is predicated on the premise that all project needs can be identified and comprehended ahead of starting the project. The project manager goes to great lengths to completely know the requirements of the project sponsor and his or her team (Kisling, 2019). In order to describe each phase of the project, written requirements are employed. Written requirements often consist of a single document that contains information on expenditures, hypotheses, risks, relationships, key milestones, and delivery timelines (Andrei et al. 2019). It is during the design phase that a technological solution is developed to answer the difficulties generated by the product specifications. This includes scenarios, structures, and statistical models, among other things. It is necessary to first define the project’s aim and range, as well as the general traffic flow for every element and its connectivity points. After that, a logical structure may be created. Following that, the design is transformed into a physical model (Peterson, Wohlin, & Baca, 2009). Immediately following completion of the design phase, the technical execution phase begins. The current project by OPAIC will be time consuming. It will require research and a lot of design to ensure that the project is a success. This phase entails programmers designing applications that are tailored to the needs and specifications of the project, as well as testing and implementing the applications. Depending on whether considerable alterations are needed during this phase, it may be essential to revert to the design stage for further consideration. Before it is handed over to the organization for implementation, the project is thoroughly examined for errors. After that, it’s time to set it up and start monitoring it.

In addition to the above, a combination of the Waterfall approach and the EMBOK methodology would best fit the event. EMBOK is a three-dimensional representation of the skills and knowledge required to plan, produce, and execute a function. Conferences, exhibits, celebrations, special events, public events, sporting events, and other similar activities are all included under the word “event”.  Event planners may utilize the EMBOK as a planning tool to identify activities for inclusion in a work breakdown structure (WBS), and also the documentation for continual development. Geambasu et al. (2011) calls for a thorough review of all possible problems before choosing the approach to use in the development of a project. Combining these two would greatly benefit OPAIC as it will create a hybrid structure that includes a planning tool (EMBOK) and a framework that identifies objectives and the plans towards accomplishing them.

2.2 EXTREME PROGRAMMING METHODOLOGY (XP)Being an agile methodology, the extreme programming approach primarily works for software development. Project management and software development are among the key elements covered, as well as how to increase developer productivity and the most effective manner of working together using extreme programming (Erickson, Lyytinen, & Siau, 2005). Extreme Programming (XP) is an agile development methodology that fosters quick releases, iterative development, and a high level of customer input and involvement. The Extreme Programming project lifecycle is built on the developers’ frequent iteration while executing user stories (Hazzan & Dubinsky, 2003; Salo & Abrahamsson, (2008). Customer user stories are brief, informal statements made by consumers regarding the qualities they require in order to complete a purchase. A user narrative is a standard description of a feature of a necessary system provided by the user themselves (Layman et al., 2006). More specific aspects of the subject matter are not covered, such as the numerous circumstances that may arise. The Metaphors are provided by the project team and are based on User stories. In the case of metaphors, Newkirk and Martin (2000) see them as common views of how a system may work. A spike may be created by the development team for the purpose of implementing a certain feature (Lindstrom & Jeffries, 2004). A Spike is a very simple piece of software that is designed to evaluate the feasibility of a particular solution before implementing it. A few aspects of the design are reminiscent of a prototype.

The purpose of XP is to enable small to mid-sized groups to generate high-quality software while adapting to changing and developing demands. According to Hazzan & Dubinsky (2003), XP is based on principles, philosophies, and methods. XP distinguishes itself from other agile approaches by emphasizing the technical components of software development. The six phases of the Extreme Programming project lifecycle are exploration, planning, iterations to release, production, maintenance, and death. In the exploration, the client has a critical role of writing the user story cards (Newkirk and Martin, 2000). These cards are then used in the second phase, planning, to prioritize the user stories and then schedule first release in the third phase. In production, testing and validation of a system are conducted. More ideas and useful suggestions are performed in the fifth phase, maintenance. In the last phase, the final product is transitioned where no additional stories are taken from the end user (Erickson, Lyytinen, & Siau, 2005). This approach could help the IPAC project in creating a timeline and including user stories for better brainstorming and creation of solutions.

2.3 RAPID APPLICATION DEVELOPMENT (RAD)Rapid application development (RAD) is a project management strategy that is commonly employed in the software development business today (Agarwal et al., 2000). It is also known as agile project management. The key advantage of using a RAD technique, according to Berger and Beynon-Davies (2009), is the ability to complete projects rapidly, which makes it an enticing solution for professionals that operate in a fast-paced environment such as software development or other similar industries. Further, Beynon-Davies et al. (1999) found that this rapid pace is made possible by RAD’s emphasis on shortening the planning phase and increasing the amount of time spent generating prototypes during the development process. The rapid iteration of prototypes (RAD) technique assists project managers and stakeholders in accurately monitoring progress and communicating in real time about developing challenges or adjustments. This is because planning time is decreased and prototype iterations are prioritized (Coleman & Verbruggen, 1998). As a result of this, efficiency is boosted, development is accelerated, and communication is more effective. RAD allows the breaking down of the process in four main phases: requirements planning, user design, rapid construction, and cutover.

Throughout the requirement planning phase, developers, customers (system users), and team members will be able to communicate to establish the project’s objectives and aspirations, as well as any current or projected challenges that will need to be addressed during development. A scoping meeting for a project is the inverse of this process (Hirschberg, 1998). While the planning phase is quick in compared to other project management techniques, it is critical to the project’s final success. The research phase comprises identifying the current issue, creating the project’s requirements, and finalizing them with the approval of all stakeholders. Throughout the user design phase, clients and developers work to ensure that their needs are met at every level of the design process. It’s like bespoke software development in that users may assess every prototype design at each stage to ensure that it meets their requirements. This method enables developers to iteratively modify the model until they arrive at a design they like. Rapid construction is the third step, in which mockups and beta structures are transformed from the design stage into a functioning model (Berger and Beynon-Davies, 2009). Because the majority of issues and modifications were addressed throughout the stringent iterative design phase, developers may complete the final operating model quicker than they would with a conventional project management method. Finally, the cutover phase is the launching phase, during which the completed product is made available. Conversion of data, validation, and handover to the new regime are all covered, as is user training. While engineers and consumers continue to look for system issues, all final upgrades have been completed.

In the present OPAIC project, the RAD approach would significantly influence positive communication among key stakeholders in every step of the planning process. Throughout the project, developers, customers (system users), and team members will be able to communicate to establish the project’s objectives and aspirations, as well as any current or projected challenges that will need to be addressed during development.

Critical evaluation of WaterfallThe most suitable methodology for the five-year management planning project will consider the advantages and disadvantages for each of the three approaches (RAD, XP, and Waterfall). Farrell (2008) suggested that project managers must first check how well an approach aligns to the goals and objectives of a project and the overall advantages and disadvantages created. A combined hybrid approach between Waterfall and EMBOK best fits the event for OPAIC’s management employees and their objectives.

Waterfall approach works by having teams work through a sequence of phases, each one based on the success and demands of the previous. This structure works well for smaller projects with well-defined objectives from the start, for example the proposed 3-day event to focus on management planning for OPAIC. In terms of cost, schedule, and scope, a Waterfall strategy can actually result in a more predictable final product than alternative methods. When compared to other techniques, the Waterfall methodology demonstrates the importance of a well-defined set of stages. Each project is managed according to a defined framework, including phases such as requirement gathering and documentation, systems formulation and construction, validation, dispatch, and support. Each phase must be completed before proceeding to the next, which implies that any impediments to completion must be identified as soon as feasible. Half-completed initiatives are less likely to be abandoned, resulting in a more polished end product. One of Waterfall’s unique traits is that it needs teams to commit from the start to an end result, a target, or a delivery. Teams should avoid deviating from this commitment. This stage is critical for small projects with well-defined objectives because it ensures that your team understands the overarching aim from the start, minimizing the risk of being mired down in minutiae as the project progresses. Given Waterfall’s systematic nature, it’s unsurprising that it promotes explicit communication at each level of the project’s growth. Human resource transitions are complicated by the meticulous documenting of each step of development, which enables new management to quickly obtain all relevant information upon taking over. By merging the EMBOK and Waterfall techniques, a hybrid methodology is formed that enables exact design of the project development structure, resulting in a reduction in the number of troublesome issues. A well-defined reporting structure would enable the proposed solution to provide simple administration and transparency to all stakeholders engaged in the event or project. The emergent hybrid design will work in favor of the project by ensuring that the benefits of EMBOK and Waterfall are merged in order to provide an edge in the entire project and ensure efficiency and overall success.

4. MAORI INCLUSION IN THE PROJECTMaori practice refers to the manner under which the Maori institutions like as whānau, hapū and iwi were controlled by the Maori people themselves. The heart of planning is establishing objectives and determining how to accomplish them. It lays the groundwork for the subsequent development of all other aspects of management. Future generations’ demands, the pursuit of several objectives, and the incorporation of ancestral legacies, identities, and values throughout daily operations are just a few of the imperatives that guide Maori management’ planning. Maori culture is prevalent in New Zealand’s Aotearoa region. As a result, the Maori have long been considered to be part of Aotearoa’s tangata whenua, or indigenous peoples. Manaakitanga is all about making people feel welcome and giving great service, both of which are highly valued by New Zealanders. Individuals can take part in guided tours that connect the past, present, and future. This practice will be used in the project in line with the traditions of the land.

Practice use of Māori means using Māori procedures, practices, beliefs, and structures in event management, ensuring traditional plans and practices are adhered to in line with the wishes of the people. For this specific event, the Pōwhiri practice is highly recommended. From the first karanga (calling) from the tangata whenua (the hosts) through the giving of kai, a pōwhiri incorporates the official welcome ritual out on to the marae (Maori, 1994). This technique also takes the tapu (sanctity) from the manuhiri (guests), who are known as waewae tapu (the sacred feet) if it is their first visit to that marae (Robb, Harmsworth, & Awatere, 2015). This will be relevant in ensuring that the event is recognized vis-à-vis the welcoming of all guests, the recognition of past, current, and future generations, and ensuring that utmost respect is paid to the land and its owners. The protocols include how people can manage projects. Here, Kaupapa is recommended. Prepare for an engagement process by first ensuring that there is clear identification of the intended purpose of the engagement and what is required to be achieved as a consequence of the participation. Specifically, the term “kaupapa” refers to the policy, objective, or subject matter that the organization intends to pursue in this context (Robb, Harmsworth, & Awatere, 2015). Making the incorporation of kaupapa into the overall goals of the event and project will inspire the event and project management to analyze the whole spectrum of interests and intersections in order to ensure that all significant interests are taken into consideration.

With deep roots in Mori cultural history, there is a great emphasis on the values-based belief that connections between individuals grow and depend on kanohi-ki-te kanohi exchanges in both significant and everyday circumstances (Robb, Harmsworth, & Awatere, 2015). Communication between people in person, often known as face-to-face communication, is an aspect of human behavior. It is, in fact, a fundamental premise of becoming and acting as the Māori. It enables one to not only see who or what one is interacting with, but also to hear, feel, and smell the other person or thing with whom one is communicating. When living in an era of rapidly evolving digital technology, increasing detachment, and immediate reconnection, it is critical that people discover new and creative methods to reconnect with the concept of communication and oneness created and envisioned through the kanohi ki te kanohi.

ReferencesAgarwal, R., Prasad, J., Tanniru, M., & Lynch, J. (2000). Risks of rapid application development. Communications of the ACM.Andrei, B. A., Casu-Pop, A. C., Gheorghe, S. C., & Boiangiu, C. A. (2019). A study on using waterfall and agile methods in software project management. Journal Of Information Systems & Operations Management, 125-135.

Berger, H., & Beynon-Davies, P. (2009). The utility of rapid application development in large-scale, complex projects. Information Systems Journal, 19(6), 549-570.

Beynon-Davies, P., Canre, C., Mackay, H., & Tudhope, D. (1999). Rapid application development (RAD): an empirical review. European Journal of Information Systems, 8(3), 211-223.

Chari, K., & Agrawal, M. (2018). Impact of incorrect and new requirements on waterfall software project outcomes. Empirical Software Engineering, 23(1), 165-185.

Coleman, G., & Verbruggen, R. (1998). A quality software process for rapid application development. Software Quality Journal, 7(2), 107-122.

EMBOK. The EMBOK Model. https://www.embok.org/index.php/embok-model

Erickson, J., Lyytinen, K., & Siau, K. (2005). Agile modeling, agile software development, and extreme programming: the state of research. Journal of Database Management (JDM), 16(4), 88-100.

Farrell, A. (2008). Selecting a software development methodology based on organizational characteristics.

Geambasu, C. V., Jianu, I., Jianu, I., & Gavrila, A. (2011). Influence factors for the choice of a software development methodology. Accounting and Management Information Systems, 10(4), 479-494.

Hazzan, O., & Dubinsky, Y. (2003). Teaching a software development methodology: the case of extreme programming. In Proceedings 16th Conference on Software Engineering Education and Training, (pp. 176-184).

Hirschberg, M. A. (1998). Rapid application development (rad): a brief overview. Software Tech News, 2(1), 1-7.

Kisling, E. (2019). Transitioning from Waterfall to Agile: Shifting Student Thinking and Doing from Milestones to Sprints. Proceedings of Southern Association for Information Systems, 14, 1-2.

Layman, L., Williams, L., Damian, D., & Bures, H. (2006). Essential communication practices for Extreme Programming in a global software development team. Information and software technology, 48(9), 781-794.

Lindstrom, L., & Jeffries, R. (2004). Extreme programming and agile software development methodologies. Information systems management, 21(3), 41-52.

Maori, D. M. (1994). Maori health perspectives. Social science & medicine (1982), 20(5), 483–486. https://doi.org/10.1016/0277-9536(85)90363-6.

McCormick, M. (2012). Waterfall vs. Agile methodology. http://mccormickpcs.com/images/Waterfall_vs_Agile_Methodology.pdf

Mitchell, S. M., & Seaman, C. B. (2009). A comparison of software cost, duration, and quality for waterfall vs. iterative and incremental development: A systematic review. In 2009 3rd International Symposium on Empirical Software Engineering and Measurement, (pp. 511-515).

Newkirk, J., & Martin, R. C. (2000). Extreme programming in practice. In Addendum to the 2000 proceedings of the conference on Object-oriented programming, systems, languages, and applications (Addendum), (pp. 25-26).

Peterson, K., Wohlin, C., & Baca, D. (2009). The waterfall model in large-scale development. In International Conference on Product-Focused Software Process Improvement, (pp. 386-400). Berlin.

Robb, M., Harmsworth, G. R., & Awatere, S. (2015). Māori values and perspectives to inform collaborative processes and planning for freshwater management. Landcare Research.

Salo, O., & Abrahamsson, P. (2008). Agile methods in European embedded software development organisations: a survey on the actual use and usefulness of Extreme Programming and Scrum. IET software, 2(1), 58-64.

CHILD CASE STUDY

Student’s Name

Course + Code

Professor’s Name

Date

Child Case Study

Introduction

The case study is based on a 4”6 guy, ZN, who lives at home with his parents and sister. Because ZN’s parents work full-time, he sees his maternal grandparents on a regular basis. Since the age of seven months, ZN has attended nursery three days a week. Next month, ZN will begin attending a local elementary school. Due to intrauterine growth limitation, he was delivered via caesarean section at 36 weeks (IUGR). ZN was placed under special care while an infant for 9 days suffering from jaundice and needing oxygen support. He has several food allergies and is suspected of having asthma but has no other medical issues. ZN is monolingual, and his weight is currently in the 25th percentile having crawled while 14 months and begun to walk at 18 months.

ZN’s speech and language were studied using a recording of a spontaneous speech sample made in an unfamiliar clinic environment. Because of the data, this may have an impact on dependability. A CDI report was also used to assess language development; however, there are two concerns with this method’s reliability. It should also be remembered that no established standards can measure ZN’s age, and the accuracy of the parental measurements of the report may not be reliable. The child’s case history was the most important tool utilised in data collecting for ZN. Finally, naturalistic observation, informal probing, informal observation a family approach to obtain access and consent for ZN were used.

A case study was used to collect data, which included in-depth descriptive information on specific aspects and situations. The information is subsequently compiled, processed, and presented to the appropriate authorities, usually in the form of a tale. In this situation, the child was closely monitored in order to ascertain the outcomes. The casual observation approach was the second way of data collecting. The objective is to monitor and observe the youngster in order to spot themes, trends, and patterns that may be used to make deductions. This is generally the case when the research team already knows something about the individual or group being studied. Even the tiniest of things may have a big impact. As a result, when taking notes, vigilance and subtle distinctions are crucial. When it comes to informal observation, people are always on the lookout for that one bit of information that may make all the difference. This was used when monitoring the youngster when he was playing and engaging with other children his age.

The naturalistic observation was the other method of data collecting. It is mostly used by psychologists and, to a lesser extent, other social sciences. The majority of this approach entails observing subjects in their native settings or habitats. This is done in the event that lab observation is considered ineffective. In our example, a speech and language therapist observed ZN who was our subject, in a clinical environment. These were the child’s two most common environments; thus, they were most adapted to produce the desired effects. In contrast to the lab, test subjects provide more accurate findings in their natural settings. Finally, we used a family method to gather data. Data gathering entailed questioning and engaging with family members in order to obtain the necessary information.

Child Development Section

Motor skills are essential in the day to day lives of most children. Santrock (2014) explains that the average child gains between 5 and 7 pounds a year and grows around 2.5 inches. However, there are variations in growth patterns for each individual child. Santrock (2014) also explains that a child’s gross and motor skills dramatically increase during childhood. Therefore, activity rather than meals should be the centre of a child’s life. I noticed that Z was capable of running, walking, kicking around, lifting and throwing objects easily using the naturalistic observation method. Furthermore, Z could easily tie his own shoelaces, alluding to the existence of self-help skills even at that tender age. Sheridan (2007) asserts that the development of awareness in a child is directly linked to the child’s ability to feel a variety of emotions. It should be noted that, akin to adults, children are subjected to a range of emotions, and they experience these throughout the day. Notably, it is such emotions that aid their emotional development and also help them to make sense of the emotions of others around them. Sheridan (2007) also explains that such emotional experiences allow children to control their emotions. Through informal observations of ZN, I discovered that the child does not perform well in the domain of accepting opinions different from his own. I also noticed that ZN’s language skills were developed because of the capacity to pass the intended message and maintain simple conversations through constructing simple two-word sentences.

1. Posture and Large Movements

I analysed Z’s posture and large movements based on the child’s capacity to display gross motor skills. For the most part, these skills involve the movement of larger muscles in the body. Sheridan (2007) explains that a child should have developed discernible gross motor skills by the age of two. In most cases, these gross motor skills are determined by the body awareness of a child, their balance, strength and reactions. For the most part, lifting, throwing, kicking, walking and running are characterised as gross motor skills. Using informal observation, I noticed that ZN’s posture and large movements were normal. ZN could run, walk, kick around, lift and throw objects effectively.

2. Vision and Fine Movements

Fine motor abilities, which entail the coordination and movement of tiny muscles, are the other type of growth. These abilities fluctuate based on the child’s everyday activities (Sheridan, 2007). They might involve academic abilities like scribbling, writing, drawing, and colouring with a pencil, or cutting with scissors. Fine motor abilities, according to Stoppard (1991), are more difficult and complex to monitor since they develop gradually. By sketching a diagram, ZN exhibited excellent fine motor abilities.

3. Play and Cognitive Development

Play Skills

Children are able to develop their creativity levels and partake in exercise when they play. (Sheridan, 2007). Fawcett (1996) explains that playing includes associative play or even unoccupied play. I observed Z in active play, and he demonstrated that he could practice play and even practise. For instance, ZN was actively playing until the bell rang, and he immediately stopped and picked up his backpack. In doing this, ZN displayed knowledge of time because he chose to end his playing and decided to head home. As Fawcett (1996) explains, playing is akin to a rite of passage that sees children garner the skills and knowledge to guide them in their later years. Also, play is closely linked to the innate spirit of curiosity found in most children. I observed ZN’s play patterns and deduced that they followed a normal pattern as established by Sheridan (2007). Using informal observation, I watched ZN take risks, show creativity during play.

Other Cognitive Skills

On the other hand, cognitive development entails sophisticated and advanced activities like making the right choices and problem-solving. These are essential when a child is roaming freely without the help of their parent or guardian as they exercise their innate curiosity (Sheridan, 2007). In other words, they are aided by the child’s brain and are generally bran-based. In watching ZN play, I managed to make out cognitive skills like attention, long-term memory, logic and reasoning, visual processing and auditory processing. Sheridan (2007) explains that such cognitive skills work in tandem to help the child to learn, read, remember, pay attention and solve problems. As ZN played, attention as a cognitive skill was noticed when the child picked up his bag to halt play once the bell rang. ZN also showed logic and reasoning by sticking to the predetermined area of play and not letting his curiosity take over.

4. Social Skills and Behaviour

Social Dimensions of Play

People often utilise social skills and behaviour in regular discussions. They differ based on the type of communication used, both verbal and nonverbal. Speech, facial expressions, gestures and even body language are examples. In most cases, these reactions preceded stimulant-like activity. Sheridan (2007) explains that socialisation in children starts at the age of three to four. Children start to share toys, ideas and follow predetermined rules and guidelines. Their dimensions of play gradually take a social dimension because they begin to award roles among themselves in their day-to-day play. In some cases, they operate as a collective to play a simple game or to build something. Sheridan (2007) explains that social play often involves interaction and same-aged children. Because of the existence of predetermined rules, children’s play is often structured (Sheridan, 2007). In most cases, a sense of imagination and pretence characterise the games.

Behaviour and Temperament

Personality is sometimes temperament, education, culture, and even how one socialises all have a role. Temperament is, for the most part, an intrinsic quality. It is there when a child is born, and it is enhanced by the child’s interactions and experiences with others in their surroundings. (Santrock, 2014). Using informal observation, I deduced that ZN’s behaviour and temperament are normal for his age. However, it was concerning that the child seemed intolerant of others’ opinions and feelings.

Theory of Mind

Theory of mind relates to having the mental capacity to understand that other people’s behaviour, beliefs, intentions and desires and emotions may be different to one’s own. In this case, it relates to the ability of a child to appreciate and discern diversity from a tender age. In the case of Z, it was difficult to make conclusions whether the child understood the concept of the theory of mind. For instance, it appears that Z was intolerant of other people’s opinions and views. However, the sample size for the observation is based on a single video and audio transcription. Exhaustive deductions about ZN’s capacity for relating and understanding others. Given the age’s family background and age, it is arguable that the child can be guided on a course of action, or they may feel guilty about their efforts. In Erikson’s six stages of development, Initiative versus Guilt is the third stage, and it is the child Z is (Sing, 2012). As ZN begins to take the initiative to carry out plans, guidance is pertinent to ensure that frustration does not cause him an identity crisis down the road.

Use of Language Skills for Communication

For the most part, ZN tried to explain things using their hands in situations where articulation failed. ZN also attempted to mimic animal behaviours such as a purring cat. The sound was mostly inaccurate, but it did reflect ZN’s social skills and behaviour. Language has an essential influence on the development of this competence in a youngster (Santrock, 2014). Despite the fact that different animals have different ways of communicating, people have mastered the skill of communication through language. Such mastery has made it simpler to send and receive messages, as well as exchange ideas, thoughts, and feelings have made it simpler to send and receive messages, as well as exchange ideas, emotions, and thoughts.

5. Self Help Skills

Self-help skills are actions and behaviours that are a necessary step toward a child’s independence and are intended to assist a child in meeting their own needs. Clothing oneself, self-serving during eating, and even dressing oneself are examples of these skills. ZN’s self-help skills were discernible through the child’s ability to tie their own shoelaces. Lucker (2009) explains that an average child has four core self-help skills. The first skill is self-feeding, and it entails the possession of independent ability to show competence in all developmental stages of self-reading. The second self-help skill is independence in dressing and grooming. The third skill is the ability of a child to take an active role in their hygiene and toileting. The fourth and final self-help skill is the ability of a child to help with daily chores, including cleaning up after themselves by picking up toys and related activities. In the provided videos of Z, the possession of self-feeding skills cannot be exhaustively gauged because of the scarcity of data on the same. However, ZN showed the capacity to self-dress and groom by being able to tie their own shoelaces. On the other hand, Z’s toilet and hygiene self-help skills could not be discerned because of a lack of data on the child taking an active role in the same. Finally, Z showed self-help skills in the fourth category by picking up his school bag immediately after partaking in play.

Speech and Language Section

Speech development

ZN’s parents were given the Oxford CDI for completion because ZN could only complete up to 20 words. The Oxford CDI is a McArthur CDI adaption of British English that addresses word scale and gestures. Because ZN was beyond 37 months old, there were no standards with age that matched the peers for comparisons. Furthermore, the parent report that measured vocabulary was unavailable. As a result, informal observations, language samples, and the child’s case history were meant to be utilised to assess ZN’s vocabulary. Between the ages of 6 and 9 months, children commonly babble syllables and begin copying tones and various speech patterns. During the first 12 months, the child also begins to speak for the first time. Byford (2013, pp.212-241) claims that children begin to utilising utilise over 50 words and form sentences with two words by the time they are one and a half years old, or even two and a half years old. Between the ages of two and three, sentences begin to increase to four and five words (Byford 2013, pp.212-241). Transcription is the result of the listener’s perception of what was said, as well as the child’s speech and linguistic ability. To demonstrate this, two people can transcribe a sample of the same recording and compare their transcripts.

Language Development

Early production, intermediate fluency, preproduction, speech emergency, and advanced fluency are the five phases that children go through when learning a language (Buckley, 2003). Gestures and sounds are the first steps in the formation of language, followed by words and, finally, sentences. Buckley (2003) recommends that parents and guardians begin encouraging their children’s language development by speaking with them frequently and responding to their communication. Buckley (2003) also recommends exchanging stories and reading books to help children develop their linguistic skills. Language development is complex, according to Fletcher (1985), and includes cognitive, literacy, and social development. Language is an important instrument for a child’s growth. Language development benefits a child’s capacity to learn, think, solve issues, comprehend and express feelings, and maintain and create relationships, among other things. A three-month-old infant will be able to giggle and grin. As they become older, they start experimenting with new sounds and communicating with gestures such as waving and pointing.

a. Vocabulary

Between the fourth and sixth months, Buckley (2003) explains that the child starts babbling and begins to make a single syllable such as ba before repeatedly saying ba baba. Babbling is followed by the jargon phase, whereby the child will mimic actual words and conversations. For the most part, the jargon is not recognisable. According to Buckley (2003), children do not begin to speak meaningful words until they are approximately a year old. Many youngsters begin to create meaningful sentences by combining known words between the ages of 18 months and two years. Both the parent and the child can comprehend each other at this point. However, others who are inexperienced with the youngster may find it difficult to comprehend the child. Children can create complete sentences of three to four words after three years, according to Buckley (2003). Children are also more likely to pronounce the words correctly. (Buckley, 2003). At the age of three to five years, children begin to form more complex and longer sentences and conversations. Also, at this stage, they become inquisitive and ask about different places, things and people.

b. language (syntax and morphology)

(i). Quantitative analysis

Linguistics is divided into two sections: morphology and syntax. Morphology is the study of word structures, whereas syntax is the study of sentence structures. Using the same word classes, children should be able to mix word stems with grammatical morphemes (Klee, 1992a). The word clean, for example, is a verb, whereas the term cleaning is a noun. Compounding and combining distinct word stems should also be possible for children.

In order to explain behaviours, the following study employs statistical and mathematical measures and modelling.

To compare the following, a report from MIMO was used.

1. MLU: Utterance in morphemes mean length

2. HDD: a measure typically related to the Type/Token Ration which measures vocabulary diversity/richness

3. Number of utterances per speaker

4. Number of different words

I also used the results of other developing children to make comparisons to those of ZN. To discern the norms of MLU, I also used different textbooks.

The child’s score and percentile rank were revealed in the CDI report. However, from this, Butric data is not available and returned NOT APPLICABLE. Children who are learning a language must master the sounds, word forms, interpretations, and other abilities required for language use and comprehension. Estimates of effect sizes are used to develop common languages for comparing various phenomena. The use of common languages enables students to explore the connection between a variety of phenomena in the realm of language acquisition (Klee, 1992b). It is possible to comprehend the trajectories of a certain phenomenon, including word learning, through cross phenomenon comparisons and how each phenomenon’s trajectory connects to other skills, such and learning and gazes following.

The explanation of how impact sizes fluctuate as a function age can help one comprehend the elements that may influence trajectories, such as a child’s development and experience. The approaches described above are critical in giving a detailed and quantitative picture of individual developmental paths. Because language systems are interactive, it is feasible to utilise the data to create quantitative models for understanding how different parts of experiences, such as vocabulary acquisition, interact (Klee, 1992b). In this scenario, the child does not wait until the sounds of the language are learned before beginning to acquire distinct meanings of the words. Word learning issues are frequently solved in connection to other language abilities by children. There is research to show that learning a word assists the acquisition of lower-level information, including phonemes. (Buckley, 2003). Also, evidence shows that information skills in the higher-level category, like learning words, can be acquired before the mastery of lower levels.

(ii). Qualitative analysis

English is the most widely spoken language in Europe and its surroundings. With a surge in research across Europe, fuelled by national governments and European organisations, linguistic variety has remained a key component of research in general. Certain discrepancies across languages may have unintended repercussions, such as misunderstanding of information in other languages (Klee & Stokes, 2007). This is especially true in qualitative research since it primarily acts and based research on language. Every step of the process, from gathering data to analysing it and eventually presenting the results, requires the use of language. Language barriers may emerge as early as the initial stage of qualitative research when material must be translated into the researcher’s native tongue. This may be tainted by hyperbole or even hatred in order to meet their underlying desires or demands. Although linguistic variations are significant on all fronts, they are essential in the later phases when data needs to be presented. Validity is very important in the later phases of qualitative research, as well as any other relevant study. In qualitative research, language and subjective abilities are nearly inextricably linked. While language is employed to convey meaning, it also has an impact on the meaning’s consequence. The focus here is on your own power of observation, not on a collection of pre-packaged assessments.

MiMo can be used when grammatical morphemes are used by the child as listed in the handbook. MiMo can also help an individual to describe whether verb occurrences “be” is used as copulas or auxiliaries. One can also learn whether “s” has been used in the third person or singular, plural, auxiliary or genitive. These findings can be related to the MLU of the child and the child’s expected morphemes. One should identify if and when questions and negatives are being used by the child. The examiner can relate these findings to the acquisition pattern of the question and any negative constructions. It is important to note any other patterns so that the findings can be related to typical; acquisition patterns. Caution should also be taken to note any uses of the irregular past tense of complex sentences and plurals. At this stage, one may choose an aspect that interests them, for instance, the child’s use of pronouns, lexicon, use of deictic forms, turn-taking abilities and the like. Such information can be used to analyse and describe this area with certain references to typical language acquisition forms.

(c) Area of interest

Child Early Stages Language Development Encouragement

One approach to encourage a child’s language development is to converse with them about things that interest them. Parents and guardians can achieve this by mimicking what the children do, whether it’s chattering, gesturing, or even speaking words. Buckley (2003) recommends that parents and guardians treat their children as talkers and communicate with them from the beginning. The essential aspect is to use various terms in different situations. For example, engaging the child in a conversation about an orange knife and asking them to use the knife to cut an orange helps them the functionality and application of the words. It is critical to respond to the children’s attempts at communication as soon as they begin to wave, gurgle, point, or coo. When they begin to gurgle and coo, for example, the parent might coo and gurgle in return (Buckley, 2003). When a youngster asks for an apple, the guardian might react by elaborating on what the child says and reiterating it. Also, as they begin to form sentences, one may support and reply to them in order to help them broaden their words. For instance, if a child says they went to a store, the guardian may answer by asking the child what they did at the store. It is important for parents to encourage and pay attention when responding to their children to develop their communication and language skills.

3. Reflection on reliability: Comparison of Transcripts

One of the aims of the child case research is to master the concept of measuring reliability and validity problems. Quantifying these characteristics is imperative when delivering tests, as well as other types of measures like language analysis and sample (MacWhinney, 2015). Transcription is the outcome of the listener’s perception of what was said, as well as the child’s own speech and language ability. The easiest and most reliable means of transcription is having two people transcribe a similar recorded sample and then comparing their transcripts after the exercise. In most cases, errors, themes and trends emerge in the transcription because of the duality of input and output.

I, therefore, solicited the help of one of the students in transcribing 5 minutes of the recording. Thereafter I concurrently ran my own transcription and that of my colleague and compared the two. I gauged the transcriptions qualitatively to discern the location of the actual words and noted the segmentation of the utterances. I then scanned for differences and similarities in both transcripts. As expected, the transcripts were not identical because of differences in language development and speech patterns in children. Notably, the mean length of the utterance of morphemes between both transcripts was different. I noticed that ZN’s utterances per speaker were lower than those of other students. I also closely measured the token ratio and type to gauge the richness of ZN’s vocabulary and how diverse it was. I used MiMo to compute these measures, although there was an issue with their reliability.

Reference List

Buckley, B. (2003). Children’s communication skills from birth to five years. New York: Routledge.

Fletcher, P. (1985). A child’s learning of English. Oxford: Blackwell. (a detailed case study of one child; now out-of-print, but Robinson Library has a copy)

Klee, T. (1992a). Measuring children’s conversational language. In S.F. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 315330). Baltimore: Brookes (issues in language sample analysis; summary of utterance-segmentation procedure)

Klee, T. (1992b). Developmental and diagnostic characteristics of quantitative measures of children’s language production. Topics in Language Disorders, 12, 2841. (Psychometric study of various quantitative language sample measures)

Lucker, K.D. (2009). A Review of Self-Help Skills for People with Autism: A Systematic Teaching Approach. Behaviour Analysis in Practice, [online] 2(1), pp.65–67. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854062/ [Accessed 26 Jul. 2019].

MacWhinney, B. (2015). The CHILDES project: Tools for analysing talk. (3rd ed. Vol. 2: The Database). Mahwah, NJ: Lawrence Erlbaum Associates. (Downloadable from the CHILDES website; http://childes.psy.cmu.edu/

Santrock, J.W. (2014). Child development. New York, NY: Mcgraw-Hill Humanities.

Sing, P. (2012). Child development theories including ecological systems theory, Piaget’s theory of cognitive development, cultural-historical psychology, attachment theory, and Erikson’s stages of psychosocial development. United States: Webster’s Digital Services.‌

Musical Theatre Film 

Musical Theatre Film 

Now that we have gone over the 6 elements of theatre as defined by Greek philosopher Aristotle, let’s watch how these six elements come together to create one big piece of performance art. 

West Side Story 1961 or the 2022 version HBO Max; Hulu 

Chorus Line 1985 Youtube; Amazon Prime 

Hairspray  Netflix 

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu 

You will be asked to write a 2 page paper/speech on one of these musicals. You may want to read the suggested speech topics on the next page, and the speech paper directions on the page after that before watching the film. That way you know what to pay attention for. You may want to watch your selected musical film more than once. 

 

Musical Theatre Speech Topics

Suggested Topics for Musical Theatre Speeches

Write a speech on just one of the theatrical elements listed below. Use the questions listed under the themes to help you form your paper. You only need to submit your paper. 

Purpose: To present your analysis of the specific area of the play.  What was distinctive about it as theatre?  How was it dramatically effective?

1-2 pages

Organization (Intro, Conclusion, Transitions); Clarity of speech (articulation, volume, and pace); Focus on topic; Analysis (Use of examples); Perceptiveness (original insights); Thoroughness (e.g. staying focused on the question)

Write your paper on one of the following musicals :West Side Story 1961 or the 2022 version HBO Max; Hulu 

Chorus Line 1985 Youtube; Amazon Prime 

Hairspray  Netflix 

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu 

Choose just one of these topics listed in bold. Use the questions provided under them to help you formulate your paper. 

THEMES

What is this show about? Can you list at least five single words that represent ideas in the play? 

Does the musical have a goal, a purpose? What was the intention in writing the show? 

Was the creative team making a thematic statement? About Government?  Racism?  Body Image?  Acceptance?  Others?  Is this statement evidenced in examples from the play?

Is there a song that represents a theme? What lyrics in the song highlight the theme, and what do the lyrics suggest?

MUSIC AND DANCE

What is the general quality or tone of the music? What adjectives can describe it? 

What does the quality of the music contribute to the story? What emotions does the music bring up?

Where do the songs support the plot or character of the story in Hairspray? Point out examples where Music, Theatre and Dance are integrated to reveal character or plot.

How would you describe the style of dancing? Does it add to the story line or themes?  What does the style of movement communicate? 

SPECTACLE

Is this musical theatrical in any way? What draws our interest in a visual way to an important moment?  Does it work? 

What moments give the play a theatrical lift?

What is the most theatrical moment of spectacle in the musical and why?

CHARACTER

Describe one of the characters using adjectives.  Show evidence from the musical to support each attribute.  Also describe them based on what they actually do in the musical.

Formatting your paper

You will notice that each Topic has several questions underneath it. You should use those questions to help guide your paper. You do not have to answer all of the questions in your paper but you should consider addressing 2 or 3* of them. For example, your paper might look like:

Paragraph 1: Introduction

Paragraph 2: Answer to one of the topic questions with examples from the show  

Paragraph 3: Answer to another topic question with examples from the show

Paragraph 4: Answer to one last topic question with examples from the show

Paragraph 5: Conclusion.

*if your analysis in paragraphs 2 and 3 end up being long, you don’t need to include a third question. Not sure how to judge? Your paper should be around 1-2 pages. If it’s longer than that, then you can cut one of the topic questions.

There is a sample speech paper in the next Module that covers Themes for in the musical  Zoot Suit to give you an example of what we are looking for. 

Please let me know if you have any questions or concerns regarding the film, the speech topics, or any of the topic questions. You may want to watch the film again.

Directions

After you watch the assigned Musical Theatre film, you are ready to start your Musical Theatre speech assignment. 

Write your speech paper on one of the following musicals :West Side Story 1961 or the 2022 version HBO Max; Hulu 

Chorus Line 1985 Youtube; Amazon Prime 

Hairspray  Netflix 

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu 

Take a look at the Module titled “Suggested Speech Topics for Musical Theatre.” You will see topics like Theme, Music, Dance and Character. You need to choose ONE topic and write a paper on how that one element contributes to the play and it’s intended messages.

You will notice that each Topic has several questions underneath it. You should use those questions to help guide your paper. You do not have to answer all of the questions in your paper but you should consider addressing 2 or 3* of them. For example, your paper might look like:

Paragraph 1: Introduction

Paragraph 2: Answer to one of the topic questions with examples from the show  

Paragraph 3: Answer to another topic question with examples from the show

Paragraph 4: Answer to one last topic question with examples from the show

Paragraph 5: Conclusion.

*if your analysis in paragraphs 2 and 3 end up being long, you don’t need to include a third question. Not sure how to judge? Your paper should be around 1-2 pages. If it’s longer than that, then you can cut one of the topic questions.

Please let me know if you have any questions or concerns regarding the film, the speech topics, or any of the topic questions. You may want to watch the film again.

To submit your paper click “submit assignment” in the upper right-hand corner of this page. Upload your paper and click “submit.” 

Do you feel you might need Tutoring for this assignment? Here’s a link to our amazing Online Tutors at Compton College INCLUDEPICTURE “data:image/svg+xml;base64,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” * MERGEFORMATINET Links to an external site.. 

I understand that as students we have diverse needs when it comes to learning. Our DSPS (Disabled Student Programs and Services) office is amazing. “Fairness does not mean that everyone gets the same. Fairness means everyone gets what they need.” Here’s their link: http://www.compton.edu/studentservices/supportservices/specialresourcecenter/ INCLUDEPICTURE “data:image/svg+xml;base64,PHN2ZyB2aWV3Qm94PSIwIDAgMTkyMCAxOTIwIiB2ZXJzaW9uPSIxLjEiIHhtbG5zPSJodHRwOi8vd3d3LnczLm9yZy8yMDAwL3N2ZyI+CiAgICA8cGF0aCBkPSJNMTIyNi42NjY2NywyNjcgQzEzMTQuODgsMjY3IDEzODYuNjY2NjcsMzM4Ljc4NjY2NyAxMzg2LjY2NjY3LDQyNyBMMTM4Ni42NjY2Nyw0MjcgTDEzODYuNjY2NjcsODUzLjY2NjY2NyBMMTI4MCw4NTMuNjY2NjY3IEwxMjgwLDY5My42NjY2NjcgTDEwNi42NjY2NjcsNjkzLjY2NjY2NyBMMTA2LjY2NjY2NywxNDkzLjY2NjY3IEMxMDYuNjY2NjY3LDE1MjMgMTMwLjU2LDE1NDcgMTYwLDE1NDcgTDE2MCwxNTQ3IEwxMjI2LjY2NjY3LDE1NDcgQzEyNTYuMTA2NjcsMTU0NyAxMjgwLDE1MjMgMTI4MCwxNDkzLjY2NjY3IEwxMjgwLDE0OTMuNjY2NjcgTDEyODAsMTI4MC4zMzMzMyBMMTM4Ni42NjY2NywxMjgwLjMzMzMzIEwxMzg2LjY2NjY3LDE0OTMuNjY2NjcgQzEzODYuNjY2NjcsMTU4MS44OCAxMzE0Ljg4LDE2NTMuNjY2NjcgMTIyNi42NjY2NywxNjUzLjY2NjY3IEwxMjI2LjY2NjY3LDE2NTMuNjY2NjcgTDE2MCwxNjUzLjY2NjY3IEM3MS43ODY2NjY3LDE2NTMuNjY2NjcgMCwxNTgxLjg4IDAsMTQ5My42NjY2NyBMMCwxNDkzLjY2NjY3IEwwLDQyNyBDMCwzMzguNzg2NjY3IDcxLjc4NjY2NjcsMjY3IDE2MCwyNjcgTDE2MCwyNjcgWiBNMTU4NC4zNzMzMyw3MDkuMjkzMzMzIEwxOTA0LjM3MzMzLDEwMjkuMjkzMzMgQzE5MjUuMTczMzMsMTA1MC4wOTMzMyAxOTI1LjE3MzMzLDEwODMuOTA2NjcgMTkwNC4zNzMzMywxMTA0LjcwNjY3IEwxOTA0LjM3MzMzLDExMDQuNzA2NjcgTDE1ODQuMzczMzMsMTQyNC43MDY2NyBMMTUwOC45NiwxMzQ5LjI5MzMzIEwxNzM3Ljg2NjY3LDExMjAuMzg2NjcgTDkwNi42MTMzMzMsMTEyMC4zODY2NyBMOTA2LjYxMzMzMywxMDEzLjcyIEwxNzM3Ljg2NjY3LDEwMTMuNzIgTDE1MDguOTYsNzg0LjcwNjY2NyBMMTU4NC4zNzMzMyw3MDkuMjkzMzMzIFogTTEyMjYuNjY2NjcsMzczLjY2NjY2NyBMMTYwLDM3My42NjY2NjcgQzEzMC41NiwzNzMuNjY2NjY3IDEwNi42NjY2NjcsMzk3LjY2NjY2NyAxMDYuNjY2NjY3LDQyNyBMMTA2LjY2NjY2Nyw0MjcgTDEwNi42NjY2NjcsNTg3IEwxMjgwLDU4NyBMMTI4MCw0MjcgQzEyODAsMzk3LjY2NjY2NyAxMjU2LjEwNjY3LDM3My42NjY2NjcgMTIyNi42NjY2NywzNzMuNjY2NjY3IEwxMjI2LjY2NjY3LDM3My42NjY2NjcgWiIgc3Ryb2tlPSJub25lIiBzdHJva2Utd2lkdGg9IjEiIGZpbGwtcnVsZT0iZXZlbm9kZCIvPgo8L3N2Zz4K” * MERGEFORMATINET Links to an external site.Rubric

Speech Paper Rubric

Speech Paper Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeDescription of criterion 60 pts

Full Marks; meets and exceeds criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. Topic is focused on one element of theatre. Paper mentions and explores several examples from the assigned film. 55 pts

meets and possibly exceeds some criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. Topic is focused on one element of theatre. 50 pts

meets minimum criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. 35 pts

Does not meet criteria

Paper does not have a clear introduction, body, and conclusion. Paper lacks focus on one element of theatre. Paper does not explore examples from the assigned film.

60 pts

Total Points: 60

PreviousNext

MY BIRTHDAY SPEECH

First of all, I am happy to have every one of you with me here today. I really cannot fathom the extent to which I have grown with all of you supporting me and being at my side every single moment. It is like I found another family over here, and indeed that is true; however, before we proceed, happy birthday to me! One of my friends informed me that there is no love without loving yourself first because we transfer what is within us to those around us. Therefore the birthday wishes to me first. I made sure that I was the first to tell myself happy birthday; however, that did not work since I found my best friend had already done it for me. It taught me that in as much as it is beautiful to love oneself, we could only genuinely love ourselves through other people, and therefore, the best thing is what you have given me, true love, seeing yourselves through the love you have offered me.

From the time I came to the United States till today, life has been a great teacher. I had difficult days at first, and that is when I met some of you, so kind and so concerned that I almost thought this is not the United States I had heard of every time I listened to people talk about the west. From then I enrolled in school, and I even met more of you. Each of you brought into my life by chance and opportunity with a specific purpose, and I thank nature for placing me here today, whereby I firmly believe I am standing among the best of the best. You are my family, and you are part of who I am. I thank you so much, and I will never forget every one of you wherever I go.

Please feel free in the house, and let us enjoy ourselves. We need this for our memories since when everything is gone and those we love to vanish, we can only hold onto memories and keep them closer. I do not want ever to forget you. If you have any concerns or are stranded, please feel free to ask and let this be your home until the celebration is over and even later—cheers to more lovely days of friendship.

Musical Theatre Film 

Musical Theatre Film 

Now that we have gone over the 6 elements of theatre as defined by Greek philosopher Aristotle, let’s watch how these six elements come together to create one big piece of performance art. 

West Side Story 1961 or the 2022 version HBO Max; Hulu 

Chorus Line 1985 Youtube; Amazon Prime 

Hairspray  Netflix 

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu 

You will be asked to write a 2 page paper/speech on one of these musicals. You may want to read the suggested speech topics on the next page, and the speech paper directions on the page after that before watching the film. That way you know what to pay attention for. You may want to watch your selected musical film more than once. 

 

Musical Theatre Speech Topics

Suggested Topics for Musical Theatre Speeches

Write a speech on just one of the theatrical elements listed below. Use the questions listed under the themes to help you form your paper. You only need to submit your paper. 

Purpose: To present your analysis of the specific area of the play.  What was distinctive about it as theatre?  How was it dramatically effective?

1-2 pages

Organization (Intro, Conclusion, Transitions); Clarity of speech (articulation, volume, and pace); Focus on topic; Analysis (Use of examples); Perceptiveness (original insights); Thoroughness (e.g. staying focused on the question)

Write your paper on one of the following musicals :West Side Story 1961 or the 2022 version HBO Max; Hulu 

Chorus Line 1985 Youtube; Amazon Prime 

Hairspray  Netflix 

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu 

Choose just one of these topics listed in bold. Use the questions provided under them to help you formulate your paper. 

THEMES

What is this show about? Can you list at least five single words that represent ideas in the play? 

Does the musical have a goal, a purpose? What was the intention in writing the show? 

Was the creative team making a thematic statement? About Government?  Racism?  Body Image?  Acceptance?  Others?  Is this statement evidenced in examples from the play?

Is there a song that represents a theme? What lyrics in the song highlight the theme, and what do the lyrics suggest?

MUSIC AND DANCE

What is the general quality or tone of the music? What adjectives can describe it? 

What does the quality of the music contribute to the story? What emotions does the music bring up?

Where do the songs support the plot or character of the story in Hairspray? Point out examples where Music, Theatre and Dance are integrated to reveal character or plot.

How would you describe the style of dancing? Does it add to the story line or themes?  What does the style of movement communicate? 

SPECTACLE

Is this musical theatrical in any way? What draws our interest in a visual way to an important moment?  Does it work? 

What moments give the play a theatrical lift?

What is the most theatrical moment of spectacle in the musical and why?

CHARACTER

Describe one of the characters using adjectives.  Show evidence from the musical to support each attribute.  Also describe them based on what they actually do in the musical.

Formatting your paper

You will notice that each Topic has several questions underneath it. You should use those questions to help guide your paper. You do not have to answer all of the questions in your paper but you should consider addressing 2 or 3* of them. For example, your paper might look like:

Paragraph 1: Introduction

Paragraph 2: Answer to one of the topic questions with examples from the show  

Paragraph 3: Answer to another topic question with examples from the show

Paragraph 4: Answer to one last topic question with examples from the show

Paragraph 5: Conclusion.

*if your analysis in paragraphs 2 and 3 end up being long, you don’t need to include a third question. Not sure how to judge? Your paper should be around 1-2 pages. If it’s longer than that, then you can cut one of the topic questions.

There is a sample speech paper in the next Module that covers Themes for in the musical  Zoot Suit to give you an example of what we are looking for. 

Please let me know if you have any questions or concerns regarding the film, the speech topics, or any of the topic questions. You may want to watch the film again.

Directions

After you watch the assigned Musical Theatre film, you are ready to start your Musical Theatre speech assignment. 

Write your speech paper on one of the following musicals :West Side Story 1961 or the 2022 version HBO Max; Hulu 

Chorus Line 1985 Youtube; Amazon Prime 

Hairspray  Netflix 

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu 

Take a look at the Module titled “Suggested Speech Topics for Musical Theatre.” You will see topics like Theme, Music, Dance and Character. You need to choose ONE topic and write a paper on how that one element contributes to the play and it’s intended messages.

You will notice that each Topic has several questions underneath it. You should use those questions to help guide your paper. You do not have to answer all of the questions in your paper but you should consider addressing 2 or 3* of them. For example, your paper might look like:

Paragraph 1: Introduction

Paragraph 2: Answer to one of the topic questions with examples from the show  

Paragraph 3: Answer to another topic question with examples from the show

Paragraph 4: Answer to one last topic question with examples from the show

Paragraph 5: Conclusion.

*if your analysis in paragraphs 2 and 3 end up being long, you don’t need to include a third question. Not sure how to judge? Your paper should be around 1-2 pages. If it’s longer than that, then you can cut one of the topic questions.

Please let me know if you have any questions or concerns regarding the film, the speech topics, or any of the topic questions. You may want to watch the film again.

To submit your paper click “submit assignment” in the upper right-hand corner of this page. Upload your paper and click “submit.” 

Do you feel you might need Tutoring for this assignment? Here’s a link to our amazing Online Tutors at Compton College INCLUDEPICTURE “data:image/svg+xml;base64,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” * MERGEFORMATINET Links to an external site.. 

I understand that as students we have diverse needs when it comes to learning. Our DSPS (Disabled Student Programs and Services) office is amazing. “Fairness does not mean that everyone gets the same. Fairness means everyone gets what they need.” Here’s their link: http://www.compton.edu/studentservices/supportservices/specialresourcecenter/ INCLUDEPICTURE “data:image/svg+xml;base64,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” * MERGEFORMATINET Links to an external site.Rubric

Speech Paper Rubric

Speech Paper Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeDescription of criterion 60 pts

Full Marks; meets and exceeds criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. Topic is focused on one element of theatre. Paper mentions and explores several examples from the assigned film. 55 pts

meets and possibly exceeds some criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. Topic is focused on one element of theatre. 50 pts

meets minimum criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. 35 pts

Does not meet criteria

Paper does not have a clear introduction, body, and conclusion. Paper lacks focus on one element of theatre. Paper does not explore examples from the assigned film.

60 pts

Total Points: 60

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My Career As A Physician

Ever since the completion of my residency, I have been a family physician. I worked in medicine field at the military hospital in Riyadh during my residency. Thereafter, I did join King Fahad Medical City located in the capital city of Saudi Arabia. The institution is a tertiary medical center and I work as a family physician. I join this position through a scholarship because of my interest in the field of medicine. I have gain lots of experience from working and am now capable of making critical decision in my line of profession. However, there is the need of making expanding my knowledge in the field of medicine. The lives of many people depend on my capability to deal with the diseases that affect them. In addition, the economy of my country can thrive without the assistance of physicians that ensure the population is in good health to better the economy.

Currently, my employer, that is King Fahad Medical City, has plans of expanding in the field of medicine. In particular, the focus is on increasing the sophistication and specialization in the area of family medicine. In my department, there are plans of establishing a residency program for family medicine, and I will take part in the process. That is the reason I require extra education to strengthen my practice in family medicine. In accordance, I want to undertake the Academic Fellowship Program. University of Toronto provides me with a candid opportunity to grow my interest in the field of family medicine. The skills that I will acquire during the program will facilitate me to apply my expertise in the future. My personal objectives include ensuring that there is better family health in Saudi Arabia.

CHESAPEAKE BAY AND NEW ENGLAND COLONIES

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The Chesapeake Bay and New England colonies

Colonialism had its way of making the people of a nation or a place get better or even worse in their social life, economic status, education level, among many other aspects of the lives of the people. Dutch, English, French, and Spanish colonies shared one thing in common: they were all European colonizers. At the same time, other aspects like the manner and the method of colonization were different.

Each of these countries had its government and leadership manner, which was presumably forced onto the colonized people. For example, England’s colonies were made to believe that their leader at that time of colonization was queen Elizabeth and new leadership was introduced to replace the old leadership.  The Chesapeake Bay was a colony of the Britons, which included two parts. The dominion and territory of Virginia, after some time it was referred to as the commonwealth of Virginia, and the province of Maryland was later referred to as Maryland (Rowse, 1955). This was a British colony, and most of the Britons died immediately upon arrival due to diseases like malaria (Jones, 1972).

The New England colonies were Rhode Island, Connecticut Island, Massachusetts, Plymouth, and Hampshire, among other minor territories. The colonizers, in this case, the Britons referred to as the puritans were involved in making sure that the people got an education to read the bible. They also made sure they were able to engage in commerce to benefit the Britons economically. Generally, everything done for those colonized was done with a desire to serve and make sure that the colonial power in both of the above cases, which were great Britain, was felt (Rowse, 1955).

However, there was a significant difference between New England and Chesapeake Bay residents as those in New England enjoyed better lives than those in the Chesapeake Bay. One instance of difference can be the water whereby the water in New England was very clean while the one in Chesapeake was not clean (Jones, 1972).

In conclusion, therefore, we can see how there was a big difference in the individuals’ livelihoods in New England and those in Chesapeake bay due to the different t ways these two areas were colonized.

References

Jones, A. H. (1972). Wealth estimates for the New England colonies about 1770. The Journal of Economic History, 98-127.

Rowse, A. L. (1955). American Colonisation. In The Expansion of Elizabethan England (pp. 206-237). Palgrave Macmillan, London.

CHICK FIL A MEAL CALORIES

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My weight usage as shown in the calculation is 130 kg whereby a 1.2 K call calculated with my weight equals 154Kcal/hr. In relation to the Chick fil A, that is a popular meal whose sand which contains 440 calories on can opt to buy an Lg fry with calories of 550 together with a BBQ of 45 calories developing a total of 1335 calories. The physical movement of an individual is comprised of the level of one’s physical activity and for a health and good living, adults need to do at least two hours of rigorous physical activity. Improving fitness and reducing heart disease. 154Kcal/hr represents the total number of calories and fat that is contained in my choice of meal calculated against my body weight to bring a total of 1335 calories. The fat calories consumed from my meal calculations show a total of 49 from the fry with 32 and sandwich with 17 with no fat calories present from the lemonade and BBQ. The total calories from saturated fat in the sandwich is 4 with the fry being 5 hence a total of 9. The total calories of fat consumed are 33% as saturated fat total calories consumed are 6.1 %.

Observation from the calculation is that the consumption of calories is in line with the eating well guidelines that shows daily consumption of calories should be up to 2500 calories in a day. To lose one pound every one 1335 calories per week is recommendable. The physical activity levels guide one’s consumption of calories that should be in check and balanced throughout the daily meals (Weil,2001). Through one’s eating patterns and diet my calories consumption might be adjusted to fit a 39% fat and 48% of saturated fat that will show a break down of calories into breakfast, lunch and dinner. One ensures that without the encompassing of fruits at breakfast the calories would sum up to 234 calories, 345 calories for lunch and snacks carrying out 372 calories with 0 calories in dinner.

In regard to my physical activity, my amount of walking that is 2.6 kcal/min is significantly larger and much higher than the normal walking of a flat surface thus infrequent. This shows that I exceed the current value that would require me to do and keep at least two hours in a week of rigorous physical activity to keep my balance in check (Norgan,1992).

References

Norgan, N. G. (Ed.). (1992). Physical activity and health (Vol. 34). Cambridge University Press.

Weil, A. (2001). Eating well for optimum health. Knopf.