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– Module7final.docx

**## transformationalfinalpaper.docx**

**8 TRANSFORMATIONAL LEADERSHIP**

**DESCRIPTION**

As one of the current and most popular approaches to leadership, the transformational leadership approach has been the focus of much research since the 1980s. As its name implies, transformational leadership is a process that changes and transforms people. It is concerned with emotions, values, ethics, standards, and long-term goals. It includes assessing followers’ motives, satisfying their needs, and treating them as full human beings. Transformational leadership involves an exceptional form of influence that moves followers to accomplish more than what is usually expected of them. It is a process that often incorporates charismatic and visionary leadership.

Transformational leadership is part of the “New Leadership” paradigm (Bryman, 1992), which gives more attention to the charismatic and affective elements of leadership. In a content analysis of articles published in
_The Leadership Quarterly_, Lowe and Gardner (2001) found that one third of the research was about transformational or charismatic leadership. That interest has continued into the new millennium; in a follow-up review of leadership research, Dinh et al. (2014) found that interest in transformational leadership was sustained from 2000 to 2012. Similarly, Antonakis (2012) found that the number of papers and citations in the field has grown at an increasing rate, not only in traditional areas like management and social psychology, but in other disciplines such as nursing, education, and industrial engineering. Bass and Riggio (2006) suggested that transformational leadership’s popularity might be due to its emphasis on intrinsic motivation and follower development, which fits the needs of today’s work groups, who want to be inspired and empowered to succeed in times of uncertainty. Clearly, many scholars are studying transformational leadership, and it occupies a central place in leadership research. However, others (i.e., Andersen, 2015; Anderson, Baur, Griffith, & Buckley, 2017) have suggested that the interest in transformational leadership may be exaggerated and that this approach to leading may be less significant as millennials continue to flood into the workplace.

An encompassing approach, transformational leadership can be used to describe a wide range of leadership, from very specific attempts to influence followers on a one-to-one level, to very broad attempts to influence whole organizations and even entire cultures. Although the transformational leader plays a pivotal role in precipitating change, followers and leaders are inextricably bound together in the transformation process. In fact, transformational leadership focuses so heavily on the relationship between leader and follower that some (Andersen, 2015) have suggested that this bias may limit explanations for transformational leadership on organizational effectiveness.

**Transformational Leadership Defined**

The emergence of
_transformational leadership_ as an important approach to leadership began with a classic work by political sociologist James MacGregor Burns titled
_Leadership_ (1978). In his work, Burns attempted to link the roles of leadership and followership. He wrote of leaders as people who tap the motives of followers in order to better reach the goals of leaders and followers (p. 18). For Burns, leadership is quite different from power because it is inseparable from followers’ needs.

**Transformational**
**_Versus_ Transactional Leadership.**

Burns distinguished between two types of leadership:
_transactional_ and
_transformational_. Transactional leadership refers to the bulk of leadership models, which focus on the exchanges that occur between leaders and their followers. Politicians who win votes by promising “no new taxes” are demonstrating transactional leadership. Similarly, managers who offer promotions to employees who surpass their goals are exhibiting transactional leadership. In the classroom, teachers are being transactional when they give students a grade for work completed. The exchange dimension of transactional leadership is very common and can be observed at many levels throughout all types of organizations. While exchanges or transactions between leader and member are a natural component of employment contracts, research suggests that employees do not necessarily perceive transactional leaders as those most capable of creating trusting, mutually beneficial leader–member relationships (Notgrass, 2014). Instead, employees prefer managers to perform transformational leadership behaviors such as encouraging creativity, recognizing accomplishments, building trust, and inspiring a collective vision (Notgrass, 2014).

In contrast to transactional leadership, transformational leadership is the process whereby a person engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower. This type of leader is attentive to the needs and motives of followers and tries to help followers reach their fullest potential. Burns points to Mohandas Gandhi as a classic example of transformational leadership. Gandhi raised the hopes and demands of millions of his people and, in the process, was changed himself.

Another good example of transformational leadership can be observed in the efforts of Swedish teenager Greta Thunberg, who raised awareness around the world regarding global climate change. Thunberg began her activism by sitting outside the Swedish parliament every school day, holding a sign reading
_Skolstrejk för klimatet_ (“School strike for climate”). This inspired an international movement, and Thunberg spoke in public and to political leaders and assemblies, where she criticized world leaders for their failure to sufficiently address the climate crisis.

In the organizational world, an example of transformational leadership would be a manager who attempts to change a company’s corporate values to reflect a more humane standard of fairness and justice. In the process, both the manager and the followers may emerge with a stronger and higher set of moral values. In fact, Mason, Griffin, and Parker (2014) demonstrated that through transformational leadership training, leaders were able to enhance their self-efficacy, positive affect, and ability to consider multiple perspectives. Their findings suggest that transformational leadership can result in positive psychological gains for both leader and follower.

**Pseudotransformational Leadership.**

Because the conceptualization of transformational leadership set forth by Burns (1978) includes raising the level of morality in others, it is difficult to use this term when describing a leader such as Adolf Hitler, who was transforming but in a negative way. To deal with this problem, Bass (1998) coined the term
_pseudotransformational leadership_. This term refers to leaders who are self-consumed, exploitive, and power oriented, with warped moral values (Bass & Riggio, 2006). Pseudotransformational leadership is considered
_personalized leadership_, which focuses on the leader’s own interests rather than on the interests of others (Bass & Steidlmeier, 1999). Authentic transformational leadership is
_socialized leadership_, which is concerned with the collective good. Socialized transformational leaders transcend their own interests for the sake of others (Howell & Avolio, 1993).

In a series of four experimental studies, Christie, Barling, and Turner (2011) set forth a preliminary model of pseudotransformational leadership that reflected four components of transformational leadership discussed later in this chapter:
_idealized influence, inspirational motivation, intellectual stimulation_, and
_individualized consideration_. This model helps to clarify the meaning of pseudotransformational leadership. It suggests that pseudotransformational leadership is inspired leadership that is self-serving, is unwilling to encourage independent thought in followers, and exhibits little general caring for others. Pseudotransformational leaders have strong inspirational talent and appeal but are manipulative and dominant and direct followers toward the leader’s values. This type of leadership is threatening to the welfare of followers because it ignores the common good.

To sort out the complexities related to the “moral uplifting” component of authentic transformational leadership, Zhu, Avolio, Riggio, and Sosik (2011) proposed a theoretical model examining how authentic transformational leadership influences the ethics of individual followers and groups. The authors hypothesize that authentic transformational leadership positively affects followers’ moral identities and moral emotions (e.g., empathy and guilt) and this, in turn, leads to moral decision making and moral action by the followers. Furthermore, the authors theorize that authentic transformational leadership is positively associated with group ethical climate, decision making, and moral action. In the future, research is needed to test the validity of the assumptions laid out in this model.

**Transformational Leadership and Charisma**

At about the same time Burns’s book was published, House (1976) published a theory of charismatic leadership. Since its publication, charismatic leadership has received a great deal of attention by researchers (e.g., Conger, 1999; Hunt & Conger, 1999). It is often described in ways that make it similar to, if not synonymous with, transformational leadership.

The word
_charisma_ was first used to describe a special gift that certain individuals possess that gives them the capacity to do extraordinary things. Weber (1947) provided the most well-known definition of charisma as a special personality characteristic that gives a person superhuman or exceptional powers and is reserved for a few, is of divine origin, and results in the person being treated as a leader. Despite Weber’s emphasis on charisma as a personality characteristic, he also recognized the important role played by followers in validating charisma in these leaders (Bryman, 1992; House, 1976).

In his theory of charismatic leadership, House suggested that charismatic leaders act in unique ways that have specific charismatic effects on their followers (
[Table 8.1](https://app.perusall.com/epub-content/k8Ld5CB7Zh7SqBpjz/OEBPS/s9781071834497.i1287.xhtml)). For House, the personality characteristics of a charismatic leader include being dominant, having a strong desire to influence others, being self-confident, and having a strong sense of one’s own moral values.

In addition to displaying certain personality characteristics, charismatic leaders demonstrate specific types of behaviors. First, they are strong role models for the beliefs and values they want their followers to adopt. For example, Gandhi advocated nonviolence and was an exemplary role model of civil disobedience. Second, charismatic leaders appear competent to followers.

References

**Northouse, P. G. (2021). Leadership: Theory and Practice, 9th Edition. Los Angeles: SAGE Publications, Inc. ISBN: 1544397569**

**## annotatedbibliography510resubmission.docx**

10

**Annotated Bibliography**

Thad Cain

Arizona State University

Ogl-510

Dr. Sean Williams

February 23, 2025

This annotated bibliography explores the connection between transformational leadership and its effects on workers' motivation and change in the business culture. Transformational leadership, which has the attributes of inspiration, empowerment and innovation, is important to motivation of people at work, improved performance and good organizational culture, leading to success of the overall organization.

**Research Questions**

"In what ways do the various dimensions of transformational leadership such as idealized influence, inspirational motivation, intellectual stimulation, and individual consideration uniquely influencing employee motivation and performance and which dimension is the most significant across varying organizational cultures?"

**Annotated Bibliography**

Suryadi, Y., Trisnawati, T., & Al-Amin, A.-A. (2024). The Impact Of Transformational Leadership On Organizational Performance And Employee Motivation.
_Transforma Jurnal Manajemen_,
_2_(2), 65–76. https://doi.org/10.56457/tjm.v2i2.129

**Keywords**: Transformational leadership, worker motivation, firm’s performance, leadership vision.

**Type**: Descriptive qualitative

**Research questions**: How is transformational leadership related to performance?

**Summary**: The study looks into how clear vision communication, support, and professional development, along with emotional support impact on the transformational leaders on inspiring employees and business performance. Transformational leaders help with the creation of a workplace where workers are willing to contribute their efforts towards the organizational goals.

**Contribution**: the study demonstrate that transformational leadership fosters intrinsic employee motivation that consequently positively effects the whole organization performance.

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model.
_Future Business Journal_,
_6_(1), 1–13. Springer. https://doi.org/10.1186/s43093-020-00043-8

**Keywords**: Transformational leadership, work performance, burnout, social loafing, intrinsic motivation.

**Type**: Quantitative (survey-based)

**Sample**: 308

**Research Questions**: How does transformational leadership influences work performance, burnout, and social loafing?

**Summary**: This study analyzes how transformational leadership positively impact on work performance as well as decreases burnout, by having intrinsic motivation as a mediator. The findings reveals the impact role played by the transformational leaders in encouraging employees to better performance and lessen negative behavior in the form of social loafing.

**Contributions**: The findings supports the scientific literature by emphasizing the interceding role of intrinsic motivation and the essence of transformational leadership in managing employee’s behavior and enhancing work performance.

Ibrahim, M., Karollah, B., Juned, V., & Yunus, M. (2022). The Effect of Transformational Leadership, Work Motivation and Culture on Millennial Generation Employees Performance of the Manufacturing Industry in the Digital Era.
_Frontiers in Psychology_,
_13_. https://doi.org/10.3389/fpsyg.2022.908966

**Keywords**: Transformational leadership, work motivation, millennial employees, firms’culture.

**Type**: Quantitative (survey-based)

**Sample**: 500 respondents from Millennial Generation Employees

**Research Questions**: How do transformational leader, work motivation, and culture of the organization influence the performance of the millennial workers?

**Summary**: the research emphasize on millennial workforce in the manufacturing sector, and proved employee motivation is affected by the transformational leadership and cultures of the facility which subsequently enhances performance. The research shows how important it is to create such an environment or atmosphere for the younger generation.

**Contribution**: the study emphasizes that transformational leaders should alter their styles to create an environment that meets the expectations and motive of the millennial employees to ensure the success of the organization in the digital age.

Nguyen, N. P., Hang, N. T. T., Hiep, N., & Flynn, O. (2023). Does transformational leadership influence organisational culture and organisational performance: Empirical evidence from an emerging country.
_IIMB Management Review_,
_35_(4), 382–392.
[https://doi.org/10.1016/j.iimb.2023.10.001](https://doi.org/10.1016/j.iimb.2023.10.001)

**Keywords**: Transformational leadership, organizational culture, organizational performance, emerging economies.

**Type**: Quantitative (structural equation modeling)

**Research Questions**: how does the organizational culture and performance impacted by the transformation leadership?

**Sample**: 903

**Summary:** the article looks into the effects associated with the transformational leadership on firms’ performance in the Vietnamese manufacturing sector, which is evidenced in business culture between leadership and performance.

**Contribution**: The article informs more about the connection between transformational leadership and culture of the facilities in contributing to superior performance in emerging economies.

Yusup, A., & Maulani, I. E. (2023). The Influence of Transformational Leadership on Employee Motivation.
_Devotion Journal of Community Service_,
_4_(3), 798–802. https://doi.org/10.36418/devotion.v4i3.441

**Keywords**: Transformational leadership, worker motivation, and the manufacturing industry.

Type: Quantitative (survey-based)

**Research Questions**: How does transformational leadership relates to the performance of the workers?

**Sample**: 150 employees in three different manufacturing organizations.

**Summary**: the research is about the positive relationship between transformational leaders regarding the workers’ motivations within manufacturing businesses, paying particular attention to tasks of leadership like the vision and empowerment.

**Contribution**: the study reinforces the function or the importance of transformational leadership in the promotion of a motivated workforce that can result in the enhanced organizational performance.

Maswanto, N., Husainah, N., & Risyadi, I. I. (2024). The Effects of Organizational Culture and Transformational Leadership on Worker Performance at the Lebak Regency Ministry of Religious Affairs Office with Job Satisfaction as an Intervening Variable.
_European Journal of Business Management and Research_,
_9_(4), 15–22. https://doi.org/10.24018/ejbmr.2024.9.4.2213

**Keywords**: culture, transformational leadership, job satisfaction, employee performance.

**Sample**: 140

**Type**: Quantitative (survey-based)

**Research Questions**: How does organizational culture and transformational leadership impact on the workers’ performance and their satisfactions in workplace?

**Sample**:

**Summary**: The study shows that job satisfaction helps in mediating the leadership and the performance of the workers and that transformational leadership and organization culture contribute to performance positively.

**Contribution**: The study also contributed to the understanding of how employees' performance can be improved, through increasing job satisfaction, by means of transformational leadership and supportive culture of the organization.

Ahwireng Koomson, G., Tetteh, E. S., & Boadiwaa Bosamtwi, E. (2022). The Impact of Transformational Leadership on Motivation and Performance in Selected Public Sector Organizations.
_Advances in Social Sciences Research Journal_,
_9_(6), 68–89. https://doi.org/10.14738/assrj.96.12298

**Keywords**: Transformational leadership, employee motivation, public sector organizations, performance.

**Type**: Quantitative (survey-based)

**Research Question**: How is the worker motivation and performance in public sector facilities impacted by the transformational leadership?

**Sample**: 69

**Summary**: The goal is to look into the impact associated with the transformational leadership on employee motivation and performance in some chosen public sector firms in Ghana. The difference between inspirational or intellectual stimulation leadership as opposed to charisma: The findings therefore reveal that while inspirational and intellectual stimulation treatments facilitated employee motivation, charismatic leadership treatment led to decreased motivation.

**Contribution**: This research leads to the awareness of how diverse dimensions of transformational leadership affect worker motivation and the operations within public sector setting with key attention to such leadership and its role on worker outcomes.

Shafi, M., Lei, Z., Song, X., & Sarker, M. N. I. (2020). The effects of transformational leadership on employee creativity: Moderating role of intrinsic motivation.
_Asia Pacific Management Review_,
_25_(3), 166–176. ScienceDirect. https://doi.org/10.1016/j.apmrv.2019.12.002

**Keywords**: intrinsic motivation, organizational innovation, workers creativeness, and transformational leadership.

**Type**: Quantitative (survey-based)

**Sample**: 164 supervisor and the workers.

**Research questions**: How is the creativeness of the workers affected by the culture of transformation leadership? What is the role played by the intrinsic motivation on such relationship?

**Summary**: the study paid attention to the research of transformational leadership on the creativeness of the workers and the innovation within the facility and intrinsic motivation as a moderator. There is a rise in the level of creativeness due to the dimensions such as idealized influence.

**Contribution**: This article contributes to the past studies as it enlighten on the moderating effect of intrinsic motivation on creativity and innovation of organizations.

**References**

Ahwireng Koomson, G., Tetteh, E. S., & Boadiwaa Bosamtwi, E. (2022). The Impact of Transformational Leadership on Motivation and Performance in Selected Public Sector Organizations.
_Advances in Social Sciences Research Journal_,
_9_(6), 68–89. https://doi.org/10.14738/assrj.96.12298

Ibrahim, M., Karollah, B., Juned, V., & Yunus, M. (2022). The Effect of Transformational Leadership, Work Motivation and Culture on Millennial Generation Employees Performance of the Manufacturing Industry in the Digital Era.
_Frontiers in Psychology_,
_13_. https://doi.org/10.3389/fpsyg.2022.908966

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model.
_Future Business Journal_,
_6_(1), 1–13. Springer. https://doi.org/10.1186/s43093-020-00043-8

Maswanto, N., Husainah, N., & Risyadi, I. I. (2024). The Effects of Organizational Culture and Transformational Leadership on Worker Performance at the Lebak Regency Ministry of Religious Affairs Office with Job Satisfaction as an Intervening Variable.
_European Journal of Business Management and Research_,
_9_(4), 15–22. https://doi.org/10.24018/ejbmr.2024.9.4.2213

Nguyen, N. P., Hang, N. T. T., Hiep, N., & Flynn, O. (2023). Does transformational leadership influence organisational culture and organisational performance: Empirical evidence from an emerging country.
_IIMB Management Review_,
_35_(4), 382–392. https://doi.org/10.1016/j.iimb.2023.10.001

Shafi, M., Lei, Z., Song, X., & Sarker, M. N. I. (2020). The effects of transformational leadership on employee creativity: Moderating role of intrinsic motivation.
_Asia Pacific Management Review_,
_25_(3), 166–176. ScienceDirect. https://doi.org/10.1016/j.apmrv.2019.12.002

Suryadi, Y., Trisnawati, T., & Al-Amin, A.-A. (2024). The Impact Of Transformational Leadership On Organizational Performance And Employee Motivation.
_Transforma Jurnal Manajemen_,
_2_(2), 65–76. https://doi.org/10.56457/tjm.v2i2.129

Yusup, A., & Maulani, I. E. (2023). The Influence of Transformational Leadership on Employee Motivation.
_Devotion Journal of Community Service_,
_4_(3), 798–802. https://doi.org/10.36418/devotion.v4i3.441

**Module7final.docx**

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**Module7final.docx**

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**## transformationalfinalpaper.docx**

**8 TRANSFORMATIONAL LEADERSHIP**

**DESCRIPTION**

As one of the current and most popular approaches to leadership, the transformational leadership approach has been the focus of much research since the 1980s. As its name implies, transformational leadership is a process that changes and transforms people. It is concerned with emotions, values, ethics, standards, and long-term goals. It includes assessing followers’ motives, satisfying their needs, and treating them as full human beings. Transformational leadership involves an exceptional form of influence that moves followers to accomplish more than what is usually expected of them. It is a process that often incorporates charismatic and visionary leadership.

Transformational leadership is part of the “New Leadership” paradigm (Bryman, 1992), which gives more attention to the charismatic and affective elements of leadership. In a content analysis of articles published in
_The Leadership Quarterly_, Lowe and Gardner (2001) found that one third of the research was about transformational or charismatic leadership. That interest has continued into the new millennium; in a follow-up review of leadership research, Dinh et al. (2014) found that interest in transformational leadership was sustained from 2000 to 2012. Similarly, Antonakis (2012) found that the number of papers and citations in the field has grown at an increasing rate, not only in traditional areas like management and social psychology, but in other disciplines such as nursing, education, and industrial engineering. Bass and Riggio (2006) suggested that transformational leadership’s popularity might be due to its emphasis on intrinsic motivation and follower development, which fits the needs of today’s work groups, who want to be inspired and empowered to succeed in times of uncertainty. Clearly, many scholars are studying transformational leadership, and it occupies a central place in leadership research. However, others (i.e., Andersen, 2015; Anderson, Baur, Griffith, & Buckley, 2017) have suggested that the interest in transformational leadership may be exaggerated and that this approach to leading may be less significant as millennials continue to flood into the workplace.

An encompassing approach, transformational leadership can be used to describe a wide range of leadership, from very specific attempts to influence followers on a one-to-one level, to very broad attempts to influence whole organizations and even entire cultures. Although the transformational leader plays a pivotal role in precipitating change, followers and leaders are inextricably bound together in the transformation process. In fact, transformational leadership focuses so heavily on the relationship between leader and follower that some (Andersen, 2015) have suggested that this bias may limit explanations for transformational leadership on organizational effectiveness.

**Transformational Leadership Defined**

The emergence of
_transformational leadership_ as an important approach to leadership began with a classic work by political sociologist James MacGregor Burns titled
_Leadership_ (1978). In his work, Burns attempted to link the roles of leadership and followership. He wrote of leaders as people who tap the motives of followers in order to better reach the goals of leaders and followers (p. 18). For Burns, leadership is quite different from power because it is inseparable from followers’ needs.

**Transformational**
**_Versus_ Transactional Leadership.**

Burns distinguished between two types of leadership:
_transactional_ and
_transformational_. Transactional leadership refers to the bulk of leadership models, which focus on the exchanges that occur between leaders and their followers. Politicians who win votes by promising “no new taxes” are demonstrating transactional leadership. Similarly, managers who offer promotions to employees who surpass their goals are exhibiting transactional leadership. In the classroom, teachers are being transactional when they give students a grade for work completed. The exchange dimension of transactional leadership is very common and can be observed at many levels throughout all types of organizations. While exchanges or transactions between leader and member are a natural component of employment contracts, research suggests that employees do not necessarily perceive transactional leaders as those most capable of creating trusting, mutually beneficial leader–member relationships (Notgrass, 2014). Instead, employees prefer managers to perform transformational leadership behaviors such as encouraging creativity, recognizing accomplishments, building trust, and inspiring a collective vision (Notgrass, 2014).

In contrast to transactional leadership, transformational leadership is the process whereby a person engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower. This type of leader is attentive to the needs and motives of followers and tries to help followers reach their fullest potential. Burns points to Mohandas Gandhi as a classic example of transformational leadership. Gandhi raised the hopes and demands of millions of his people and, in the process, was changed himself.

Another good example of transformational leadership can be observed in the efforts of Swedish teenager Greta Thunberg, who raised awareness around the world regarding global climate change. Thunberg began her activism by sitting outside the Swedish parliament every school day, holding a sign reading
_Skolstrejk för klimatet_ (“School strike for climate”). This inspired an international movement, and Thunberg spoke in public and to political leaders and assemblies, where she criticized world leaders for their failure to sufficiently address the climate crisis.

In the organizational world, an example of transformational leadership would be a manager who attempts to change a company’s corporate values to reflect a more humane standard of fairness and justice. In the process, both the manager and the followers may emerge with a stronger and higher set of moral values. In fact, Mason, Griffin, and Parker (2014) demonstrated that through transformational leadership training, leaders were able to enhance their self-efficacy, positive affect, and ability to consider multiple perspectives. Their findings suggest that transformational leadership can result in positive psychological gains for both leader and follower.

**Pseudotransformational Leadership.**

Because the conceptualization of transformational leadership set forth by Burns (1978) includes raising the level of morality in others, it is difficult to use this term when describing a leader such as Adolf Hitler, who was transforming but in a negative way. To deal with this problem, Bass (1998) coined the term
_pseudotransformational leadership_. This term refers to leaders who are self-consumed, exploitive, and power oriented, with warped moral values (Bass & Riggio, 2006). Pseudotransformational leadership is considered
_personalized leadership_, which focuses on the leader’s own interests rather than on the interests of others (Bass & Steidlmeier, 1999). Authentic transformational leadership is
_socialized leadership_, which is concerned with the collective good. Socialized transformational leaders transcend their own interests for the sake of others (Howell & Avolio, 1993).

In a series of four experimental studies, Christie, Barling, and Turner (2011) set forth a preliminary model of pseudotransformational leadership that reflected four components of transformational leadership discussed later in this chapter:
_idealized influence, inspirational motivation, intellectual stimulation_, and
_individualized consideration_. This model helps to clarify the meaning of pseudotransformational leadership. It suggests that pseudotransformational leadership is inspired leadership that is self-serving, is unwilling to encourage independent thought in followers, and exhibits little general caring for others. Pseudotransformational leaders have strong inspirational talent and appeal but are manipulative and dominant and direct followers toward the leader’s values. This type of leadership is threatening to the welfare of followers because it ignores the common good.

To sort out the complexities related to the “moral uplifting” component of authentic transformational leadership, Zhu, Avolio, Riggio, and Sosik (2011) proposed a theoretical model examining how authentic transformational leadership influences the ethics of individual followers and groups. The authors hypothesize that authentic transformational leadership positively affects followers’ moral identities and moral emotions (e.g., empathy and guilt) and this, in turn, leads to moral decision making and moral action by the followers. Furthermore, the authors theorize that authentic transformational leadership is positively associated with group ethical climate, decision making, and moral action. In the future, research is needed to test the validity of the assumptions laid out in this model.

**Transformational Leadership and Charisma**

At about the same time Burns’s book was published, House (1976) published a theory of charismatic leadership. Since its publication, charismatic leadership has received a great deal of attention by researchers (e.g., Conger, 1999; Hunt & Conger, 1999). It is often described in ways that make it similar to, if not synonymous with, transformational leadership.

The word
_charisma_ was first used to describe a special gift that certain individuals possess that gives them the capacity to do extraordinary things. Weber (1947) provided the most well-known definition of charisma as a special personality characteristic that gives a person superhuman or exceptional powers and is reserved for a few, is of divine origin, and results in the person being treated as a leader. Despite Weber’s emphasis on charisma as a personality characteristic, he also recognized the important role played by followers in validating charisma in these leaders (Bryman, 1992; House, 1976).

In his theory of charismatic leadership, House suggested that charismatic leaders act in unique ways that have specific charismatic effects on their followers (
[Table 8.1](https://app.perusall.com/epub-content/k8Ld5CB7Zh7SqBpjz/OEBPS/s9781071834497.i1287.xhtml)). For House, the personality characteristics of a charismatic leader include being dominant, having a strong desire to influence others, being self-confident, and having a strong sense of one’s own moral values.

In addition to displaying certain personality characteristics, charismatic leaders demonstrate specific types of behaviors. First, they are strong role models for the beliefs and values they want their followers to adopt. For example, Gandhi advocated nonviolence and was an exemplary role model of civil disobedience. Second, charismatic leaders appear competent to followers.

References

**Northouse, P. G. (2021). Leadership: Theory and Practice, 9th Edition. Los Angeles: SAGE Publications, Inc. ISBN: 1544397569**

**## annotatedbibliography510resubmission.docx**

10

**Annotated Bibliography**

Thad Cain

Arizona State University

Ogl-510

Dr. Sean Williams

February 23, 2025

This annotated bibliography explores the connection between transformational leadership and its effects on workers' motivation and change in the business culture. Transformational leadership, which has the attributes of inspiration, empowerment and innovation, is important to motivation of people at work, improved performance and good organizational culture, leading to success of the overall organization.

**Research Questions**

"In what ways do the various dimensions of transformational leadership such as idealized influence, inspirational motivation, intellectual stimulation, and individual consideration uniquely influencing employee motivation and performance and which dimension is the most significant across varying organizational cultures?"

**Annotated Bibliography**

Suryadi, Y., Trisnawati, T., & Al-Amin, A.-A. (2024). The Impact Of Transformational Leadership On Organizational Performance And Employee Motivation.
_Transforma Jurnal Manajemen_,
_2_(2), 65–76. https://doi.org/10.56457/tjm.v2i2.129

**Keywords**: Transformational leadership, worker motivation, firm’s performance, leadership vision.

**Type**: Descriptive qualitative

**Research questions**: How is transformational leadership related to performance?

**Summary**: The study looks into how clear vision communication, support, and professional development, along with emotional support impact on the transformational leaders on inspiring employees and business performance. Transformational leaders help with the creation of a workplace where workers are willing to contribute their efforts towards the organizational goals.

**Contribution**: the study demonstrate that transformational leadership fosters intrinsic employee motivation that consequently positively effects the whole organization performance.

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model.
_Future Business Journal_,
_6_(1), 1–13. Springer. https://doi.org/10.1186/s43093-020-00043-8

**Keywords**: Transformational leadership, work performance, burnout, social loafing, intrinsic motivation.

**Type**: Quantitative (survey-based)

**Sample**: 308

**Research Questions**: How does transformational leadership influences work performance, burnout, and social loafing?

**Summary**: This study analyzes how transformational leadership positively impact on work performance as well as decreases burnout, by having intrinsic motivation as a mediator. The findings reveals the impact role played by the transformational leaders in encouraging employees to better performance and lessen negative behavior in the form of social loafing.

**Contributions**: The findings supports the scientific literature by emphasizing the interceding role of intrinsic motivation and the essence of transformational leadership in managing employee’s behavior and enhancing work performance.

Ibrahim, M., Karollah, B., Juned, V., & Yunus, M. (2022). The Effect of Transformational Leadership, Work Motivation and Culture on Millennial Generation Employees Performance of the Manufacturing Industry in the Digital Era.
_Frontiers in Psychology_,
_13_. https://doi.org/10.3389/fpsyg.2022.908966

**Keywords**: Transformational leadership, work motivation, millennial employees, firms’culture.

**Type**: Quantitative (survey-based)

**Sample**: 500 respondents from Millennial Generation Employees

**Research Questions**: How do transformational leader, work motivation, and culture of the organization influence the performance of the millennial workers?

**Summary**: the research emphasize on millennial workforce in the manufacturing sector, and proved employee motivation is affected by the transformational leadership and cultures of the facility which subsequently enhances performance. The research shows how important it is to create such an environment or atmosphere for the younger generation.

**Contribution**: the study emphasizes that transformational leaders should alter their styles to create an environment that meets the expectations and motive of the millennial employees to ensure the success of the organization in the digital age.

Nguyen, N. P., Hang, N. T. T., Hiep, N., & Flynn, O. (2023). Does transformational leadership influence organisational culture and organisational performance: Empirical evidence from an emerging country.
_IIMB Management Review_,
_35_(4), 382–392.
[https://doi.org/10.1016/j.iimb.2023.10.001](https://doi.org/10.1016/j.iimb.2023.10.001)

**Keywords**: Transformational leadership, organizational culture, organizational performance, emerging economies.

**Type**: Quantitative (structural equation modeling)

**Research Questions**: how does the organizational culture and performance impacted by the transformation leadership?

**Sample**: 903

**Summary:** the article looks into the effects associated with the transformational leadership on firms’ performance in the Vietnamese manufacturing sector, which is evidenced in business culture between leadership and performance.

**Contribution**: The article informs more about the connection between transformational leadership and culture of the facilities in contributing to superior performance in emerging economies.

Yusup, A., & Maulani, I. E. (2023). The Influence of Transformational Leadership on Employee Motivation.
_Devotion Journal of Community Service_,
_4_(3), 798–802. https://doi.org/10.36418/devotion.v4i3.441

**Keywords**: Transformational leadership, worker motivation, and the manufacturing industry.

Type: Quantitative (survey-based)

**Research Questions**: How does transformational leadership relates to the performance of the workers?

**Sample**: 150 employees in three different manufacturing organizations.

**Summary**: the research is about the positive relationship between transformational leaders regarding the workers’ motivations within manufacturing businesses, paying particular attention to tasks of leadership like the vision and empowerment.

**Contribution**: the study reinforces the function or the importance of transformational leadership in the promotion of a motivated workforce that can result in the enhanced organizational performance.

Maswanto, N., Husainah, N., & Risyadi, I. I. (2024). The Effects of Organizational Culture and Transformational Leadership on Worker Performance at the Lebak Regency Ministry of Religious Affairs Office with Job Satisfaction as an Intervening Variable.
_European Journal of Business Management and Research_,
_9_(4), 15–22. https://doi.org/10.24018/ejbmr.2024.9.4.2213

**Keywords**: culture, transformational leadership, job satisfaction, employee performance.

**Sample**: 140

**Type**: Quantitative (survey-based)

**Research Questions**: How does organizational culture and transformational leadership impact on the workers’ performance and their satisfactions in workplace?

**Sample**:

**Summary**: The study shows that job satisfaction helps in mediating the leadership and the performance of the workers and that transformational leadership and organization culture contribute to performance positively.

**Contribution**: The study also contributed to the understanding of how employees' performance can be improved, through increasing job satisfaction, by means of transformational leadership and supportive culture of the organization.

Ahwireng Koomson, G., Tetteh, E. S., & Boadiwaa Bosamtwi, E. (2022). The Impact of Transformational Leadership on Motivation and Performance in Selected Public Sector Organizations.
_Advances in Social Sciences Research Journal_,
_9_(6), 68–89. https://doi.org/10.14738/assrj.96.12298

**Keywords**: Transformational leadership, employee motivation, public sector organizations, performance.

**Type**: Quantitative (survey-based)

**Research Question**: How is the worker motivation and performance in public sector facilities impacted by the transformational leadership?

**Sample**: 69

**Summary**: The goal is to look into the impact associated with the transformational leadership on employee motivation and performance in some chosen public sector firms in Ghana. The difference between inspirational or intellectual stimulation leadership as opposed to charisma: The findings therefore reveal that while inspirational and intellectual stimulation treatments facilitated employee motivation, charismatic leadership treatment led to decreased motivation.

**Contribution**: This research leads to the awareness of how diverse dimensions of transformational leadership affect worker motivation and the operations within public sector setting with key attention to such leadership and its role on worker outcomes.

Shafi, M., Lei, Z., Song, X., & Sarker, M. N. I. (2020). The effects of transformational leadership on employee creativity: Moderating role of intrinsic motivation.
_Asia Pacific Management Review_,
_25_(3), 166–176. ScienceDirect. https://doi.org/10.1016/j.apmrv.2019.12.002

**Keywords**: intrinsic motivation, organizational innovation, workers creativeness, and transformational leadership.

**Type**: Quantitative (survey-based)

**Sample**: 164 supervisor and the workers.

**Research questions**: How is the creativeness of the workers affected by the culture of transformation leadership? What is the role played by the intrinsic motivation on such relationship?

**Summary**: the study paid attention to the research of transformational leadership on the creativeness of the workers and the innovation within the facility and intrinsic motivation as a moderator. There is a rise in the level of creativeness due to the dimensions such as idealized influence.

**Contribution**: This article contributes to the past studies as it enlighten on the moderating effect of intrinsic motivation on creativity and innovation of organizations.

**References**

Ahwireng Koomson, G., Tetteh, E. S., & Boadiwaa Bosamtwi, E. (2022). The Impact of Transformational Leadership on Motivation and Performance in Selected Public Sector Organizations.
_Advances in Social Sciences Research Journal_,
_9_(6), 68–89. https://doi.org/10.14738/assrj.96.12298

Ibrahim, M., Karollah, B., Juned, V., & Yunus, M. (2022). The Effect of Transformational Leadership, Work Motivation and Culture on Millennial Generation Employees Performance of the Manufacturing Industry in the Digital Era.
_Frontiers in Psychology_,
_13_. https://doi.org/10.3389/fpsyg.2022.908966

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model.
_Future Business Journal_,
_6_(1), 1–13. Springer. https://doi.org/10.1186/s43093-020-00043-8

Maswanto, N., Husainah, N., & Risyadi, I. I. (2024). The Effects of Organizational Culture and Transformational Leadership on Worker Performance at the Lebak Regency Ministry of Religious Affairs Office with Job Satisfaction as an Intervening Variable.
_European Journal of Business Management and Research_,
_9_(4), 15–22. https://doi.org/10.24018/ejbmr.2024.9.4.2213

Nguyen, N. P., Hang, N. T. T., Hiep, N., & Flynn, O. (2023). Does transformational leadership influence organisational culture and organisational performance: Empirical evidence from an emerging country.
_IIMB Management Review_,
_35_(4), 382–392. https://doi.org/10.1016/j.iimb.2023.10.001

Shafi, M., Lei, Z., Song, X., & Sarker, M. N. I. (2020). The effects of transformational leadership on employee creativity: Moderating role of intrinsic motivation.
_Asia Pacific Management Review_,
_25_(3), 166–176. ScienceDirect. https://doi.org/10.1016/j.apmrv.2019.12.002

Suryadi, Y., Trisnawati, T., & Al-Amin, A.-A. (2024). The Impact Of Transformational Leadership On Organizational Performance And Employee Motivation.
_Transforma Jurnal Manajemen_,
_2_(2), 65–76. https://doi.org/10.56457/tjm.v2i2.129

Yusup, A., & Maulani, I. E. (2023). The Influence of Transformational Leadership on Employee Motivation.
_Devotion Journal of Community Service_,
_4_(3), 798–802. https://doi.org/10.36418/devotion.v4i3.441

**Module7final.docx**

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**## transformationalfinalpaper.docx**

**8 TRANSFORMATIONAL LEADERSHIP**

**DESCRIPTION**

As one of the current and most popular approaches to leadership, the transformational leadership approach has been the focus of much research since the 1980s. As its name implies, transformational leadership is a process that changes and transforms people. It is concerned with emotions, values, ethics, standards, and long-term goals. It includes assessing followers’ motives, satisfying their needs, and treating them as full human beings. Transformational leadership involves an exceptional form of influence that moves followers to accomplish more than what is usually expected of them. It is a process that often incorporates charismatic and visionary leadership.

Transformational leadership is part of the “New Leadership” paradigm (Bryman, 1992), which gives more attention to the charismatic and affective elements of leadership. In a content analysis of articles published in
_The Leadership Quarterly_, Lowe and Gardner (2001) found that one third of the research was about transformational or charismatic leadership. That interest has continued into the new millennium; in a follow-up review of leadership research, Dinh et al. (2014) found that interest in transformational leadership was sustained from 2000 to 2012. Similarly, Antonakis (2012) found that the number of papers and citations in the field has grown at an increasing rate, not only in traditional areas like management and social psychology, but in other disciplines such as nursing, education, and industrial engineering. Bass and Riggio (2006) suggested that transformational leadership’s popularity might be due to its emphasis on intrinsic motivation and follower development, which fits the needs of today’s work groups, who want to be inspired and empowered to succeed in times of uncertainty. Clearly, many scholars are studying transformational leadership, and it occupies a central place in leadership research. However, others (i.e., Andersen, 2015; Anderson, Baur, Griffith, & Buckley, 2017) have suggested that the interest in transformational leadership may be exaggerated and that this approach to leading may be less significant as millennials continue to flood into the workplace.

An encompassing approach, transformational leadership can be used to describe a wide range of leadership, from very specific attempts to influence followers on a one-to-one level, to very broad attempts to influence whole organizations and even entire cultures. Although the transformational leader plays a pivotal role in precipitating change, followers and leaders are inextricably bound together in the transformation process. In fact, transformational leadership focuses so heavily on the relationship between leader and follower that some (Andersen, 2015) have suggested that this bias may limit explanations for transformational leadership on organizational effectiveness.

**Transformational Leadership Defined**

The emergence of
_transformational leadership_ as an important approach to leadership began with a classic work by political sociologist James MacGregor Burns titled
_Leadership_ (1978). In his work, Burns attempted to link the roles of leadership and followership. He wrote of leaders as people who tap the motives of followers in order to better reach the goals of leaders and followers (p. 18). For Burns, leadership is quite different from power because it is inseparable from followers’ needs.

**Transformational**
**_Versus_ Transactional Leadership.**

Burns distinguished between two types of leadership:
_transactional_ and
_transformational_. Transactional leadership refers to the bulk of leadership models, which focus on the exchanges that occur between leaders and their followers. Politicians who win votes by promising “no new taxes” are demonstrating transactional leadership. Similarly, managers who offer promotions to employees who surpass their goals are exhibiting transactional leadership. In the classroom, teachers are being transactional when they give students a grade for work completed. The exchange dimension of transactional leadership is very common and can be observed at many levels throughout all types of organizations. While exchanges or transactions between leader and member are a natural component of employment contracts, research suggests that employees do not necessarily perceive transactional leaders as those most capable of creating trusting, mutually beneficial leader–member relationships (Notgrass, 2014). Instead, employees prefer managers to perform transformational leadership behaviors such as encouraging creativity, recognizing accomplishments, building trust, and inspiring a collective vision (Notgrass, 2014).

In contrast to transactional leadership, transformational leadership is the process whereby a person engages with others and creates a connection that raises the level of motivation and morality in both the leader and the follower. This type of leader is attentive to the needs and motives of followers and tries to help followers reach their fullest potential. Burns points to Mohandas Gandhi as a classic example of transformational leadership. Gandhi raised the hopes and demands of millions of his people and, in the process, was changed himself.

Another good example of transformational leadership can be observed in the efforts of Swedish teenager Greta Thunberg, who raised awareness around the world regarding global climate change. Thunberg began her activism by sitting outside the Swedish parliament every school day, holding a sign reading
_Skolstrejk för klimatet_ (“School strike for climate”). This inspired an international movement, and Thunberg spoke in public and to political leaders and assemblies, where she criticized world leaders for their failure to sufficiently address the climate crisis.

In the organizational world, an example of transformational leadership would be a manager who attempts to change a company’s corporate values to reflect a more humane standard of fairness and justice. In the process, both the manager and the followers may emerge with a stronger and higher set of moral values. In fact, Mason, Griffin, and Parker (2014) demonstrated that through transformational leadership training, leaders were able to enhance their self-efficacy, positive affect, and ability to consider multiple perspectives. Their findings suggest that transformational leadership can result in positive psychological gains for both leader and follower.

**Pseudotransformational Leadership.**

Because the conceptualization of transformational leadership set forth by Burns (1978) includes raising the level of morality in others, it is difficult to use this term when describing a leader such as Adolf Hitler, who was transforming but in a negative way. To deal with this problem, Bass (1998) coined the term
_pseudotransformational leadership_. This term refers to leaders who are self-consumed, exploitive, and power oriented, with warped moral values (Bass & Riggio, 2006). Pseudotransformational leadership is considered
_personalized leadership_, which focuses on the leader’s own interests rather than on the interests of others (Bass & Steidlmeier, 1999). Authentic transformational leadership is
_socialized leadership_, which is concerned with the collective good. Socialized transformational leaders transcend their own interests for the sake of others (Howell & Avolio, 1993).

In a series of four experimental studies, Christie, Barling, and Turner (2011) set forth a preliminary model of pseudotransformational leadership that reflected four components of transformational leadership discussed later in this chapter:
_idealized influence, inspirational motivation, intellectual stimulation_, and
_individualized consideration_. This model helps to clarify the meaning of pseudotransformational leadership. It suggests that pseudotransformational leadership is inspired leadership that is self-serving, is unwilling to encourage independent thought in followers, and exhibits little general caring for others. Pseudotransformational leaders have strong inspirational talent and appeal but are manipulative and dominant and direct followers toward the leader’s values. This type of leadership is threatening to the welfare of followers because it ignores the common good.

To sort out the complexities related to the “moral uplifting” component of authentic transformational leadership, Zhu, Avolio, Riggio, and Sosik (2011) proposed a theoretical model examining how authentic transformational leadership influences the ethics of individual followers and groups. The authors hypothesize that authentic transformational leadership positively affects followers’ moral identities and moral emotions (e.g., empathy and guilt) and this, in turn, leads to moral decision making and moral action by the followers. Furthermore, the authors theorize that authentic transformational leadership is positively associated with group ethical climate, decision making, and moral action. In the future, research is needed to test the validity of the assumptions laid out in this model.

**Transformational Leadership and Charisma**

At about the same time Burns’s book was published, House (1976) published a theory of charismatic leadership. Since its publication, charismatic leadership has received a great deal of attention by researchers (e.g., Conger, 1999; Hunt & Conger, 1999). It is often described in ways that make it similar to, if not synonymous with, transformational leadership.

The word
_charisma_ was first used to describe a special gift that certain individuals possess that gives them the capacity to do extraordinary things. Weber (1947) provided the most well-known definition of charisma as a special personality characteristic that gives a person superhuman or exceptional powers and is reserved for a few, is of divine origin, and results in the person being treated as a leader. Despite Weber’s emphasis on charisma as a personality characteristic, he also recognized the important role played by followers in validating charisma in these leaders (Bryman, 1992; House, 1976).

In his theory of charismatic leadership, House suggested that charismatic leaders act in unique ways that have specific charismatic effects on their followers (
[Table 8.1](https://app.perusall.com/epub-content/k8Ld5CB7Zh7SqBpjz/OEBPS/s9781071834497.i1287.xhtml)). For House, the personality characteristics of a charismatic leader include being dominant, having a strong desire to influence others, being self-confident, and having a strong sense of one’s own moral values.

In addition to displaying certain personality characteristics, charismatic leaders demonstrate specific types of behaviors. First, they are strong role models for the beliefs and values they want their followers to adopt. For example, Gandhi advocated nonviolence and was an exemplary role model of civil disobedience. Second, charismatic leaders appear competent to followers.

References

**Northouse, P. G. (2021). Leadership: Theory and Practice, 9th Edition. Los Angeles: SAGE Publications, Inc. ISBN: 1544397569**

**## annotatedbibliography510resubmission.docx**

10

**Annotated Bibliography**

Thad Cain

Arizona State University

Ogl-510

Dr. Sean Williams

February 23, 2025

This annotated bibliography explores the connection between transformational leadership and its effects on workers' motivation and change in the business culture. Transformational leadership, which has the attributes of inspiration, empowerment and innovation, is important to motivation of people at work, improved performance and good organizational culture, leading to success of the overall organization.

**Research Questions**

"In what ways do the various dimensions of transformational leadership such as idealized influence, inspirational motivation, intellectual stimulation, and individual consideration uniquely influencing employee motivation and performance and which dimension is the most significant across varying organizational cultures?"

**Annotated Bibliography**

Suryadi, Y., Trisnawati, T., & Al-Amin, A.-A. (2024). The Impact Of Transformational Leadership On Organizational Performance And Employee Motivation.
_Transforma Jurnal Manajemen_,
_2_(2), 65–76. https://doi.org/10.56457/tjm.v2i2.129

**Keywords**: Transformational leadership, worker motivation, firm’s performance, leadership vision.

**Type**: Descriptive qualitative

**Research questions**: How is transformational leadership related to performance?

**Summary**: The study looks into how clear vision communication, support, and professional development, along with emotional support impact on the transformational leaders on inspiring employees and business performance. Transformational leaders help with the creation of a workplace where workers are willing to contribute their efforts towards the organizational goals.

**Contribution**: the study demonstrate that transformational leadership fosters intrinsic employee motivation that consequently positively effects the whole organization performance.

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model.
_Future Business Journal_,
_6_(1), 1–13. Springer. https://doi.org/10.1186/s43093-020-00043-8

**Keywords**: Transformational leadership, work performance, burnout, social loafing, intrinsic motivation.

**Type**: Quantitative (survey-based)

**Sample**: 308

**Research Questions**: How does transformational leadership influences work performance, burnout, and social loafing?

**Summary**: This study analyzes how transformational leadership positively impact on work performance as well as decreases burnout, by having intrinsic motivation as a mediator. The findings reveals the impact role played by the transformational leaders in encouraging employees to better performance and lessen negative behavior in the form of social loafing.

**Contributions**: The findings supports the scientific literature by emphasizing the interceding role of intrinsic motivation and the essence of transformational leadership in managing employee’s behavior and enhancing work performance.

Ibrahim, M., Karollah, B., Juned, V., & Yunus, M. (2022). The Effect of Transformational Leadership, Work Motivation and Culture on Millennial Generation Employees Performance of the Manufacturing Industry in the Digital Era.
_Frontiers in Psychology_,
_13_. https://doi.org/10.3389/fpsyg.2022.908966

**Keywords**: Transformational leadership, work motivation, millennial employees, firms’culture.

**Type**: Quantitative (survey-based)

**Sample**: 500 respondents from Millennial Generation Employees

**Research Questions**: How do transformational leader, work motivation, and culture of the organization influence the performance of the millennial workers?

**Summary**: the research emphasize on millennial workforce in the manufacturing sector, and proved employee motivation is affected by the transformational leadership and cultures of the facility which subsequently enhances performance. The research shows how important it is to create such an environment or atmosphere for the younger generation.

**Contribution**: the study emphasizes that transformational leaders should alter their styles to create an environment that meets the expectations and motive of the millennial employees to ensure the success of the organization in the digital age.

Nguyen, N. P., Hang, N. T. T., Hiep, N., & Flynn, O. (2023). Does transformational leadership influence organisational culture and organisational performance: Empirical evidence from an emerging country.
_IIMB Management Review_,
_35_(4), 382–392.
[https://doi.org/10.1016/j.iimb.2023.10.001](https://doi.org/10.1016/j.iimb.2023.10.001)

**Keywords**: Transformational leadership, organizational culture, organizational performance, emerging economies.

**Type**: Quantitative (structural equation modeling)

**Research Questions**: how does the organizational culture and performance impacted by the transformation leadership?

**Sample**: 903

**Summary:** the article looks into the effects associated with the transformational leadership on firms’ performance in the Vietnamese manufacturing sector, which is evidenced in business culture between leadership and performance.

**Contribution**: The article informs more about the connection between transformational leadership and culture of the facilities in contributing to superior performance in emerging economies.

Yusup, A., & Maulani, I. E. (2023). The Influence of Transformational Leadership on Employee Motivation.
_Devotion Journal of Community Service_,
_4_(3), 798–802. https://doi.org/10.36418/devotion.v4i3.441

**Keywords**: Transformational leadership, worker motivation, and the manufacturing industry.

Type: Quantitative (survey-based)

**Research Questions**: How does transformational leadership relates to the performance of the workers?

**Sample**: 150 employees in three different manufacturing organizations.

**Summary**: the research is about the positive relationship between transformational leaders regarding the workers’ motivations within manufacturing businesses, paying particular attention to tasks of leadership like the vision and empowerment.

**Contribution**: the study reinforces the function or the importance of transformational leadership in the promotion of a motivated workforce that can result in the enhanced organizational performance.

Maswanto, N., Husainah, N., & Risyadi, I. I. (2024). The Effects of Organizational Culture and Transformational Leadership on Worker Performance at the Lebak Regency Ministry of Religious Affairs Office with Job Satisfaction as an Intervening Variable.
_European Journal of Business Management and Research_,
_9_(4), 15–22. https://doi.org/10.24018/ejbmr.2024.9.4.2213

**Keywords**: culture, transformational leadership, job satisfaction, employee performance.

**Sample**: 140

**Type**: Quantitative (survey-based)

**Research Questions**: How does organizational culture and transformational leadership impact on the workers’ performance and their satisfactions in workplace?

**Sample**:

**Summary**: The study shows that job satisfaction helps in mediating the leadership and the performance of the workers and that transformational leadership and organization culture contribute to performance positively.

**Contribution**: The study also contributed to the understanding of how employees' performance can be improved, through increasing job satisfaction, by means of transformational leadership and supportive culture of the organization.

Ahwireng Koomson, G., Tetteh, E. S., & Boadiwaa Bosamtwi, E. (2022). The Impact of Transformational Leadership on Motivation and Performance in Selected Public Sector Organizations.
_Advances in Social Sciences Research Journal_,
_9_(6), 68–89. https://doi.org/10.14738/assrj.96.12298

**Keywords**: Transformational leadership, employee motivation, public sector organizations, performance.

**Type**: Quantitative (survey-based)

**Research Question**: How is the worker motivation and performance in public sector facilities impacted by the transformational leadership?

**Sample**: 69

**Summary**: The goal is to look into the impact associated with the transformational leadership on employee motivation and performance in some chosen public sector firms in Ghana. The difference between inspirational or intellectual stimulation leadership as opposed to charisma: The findings therefore reveal that while inspirational and intellectual stimulation treatments facilitated employee motivation, charismatic leadership treatment led to decreased motivation.

**Contribution**: This research leads to the awareness of how diverse dimensions of transformational leadership affect worker motivation and the operations within public sector setting with key attention to such leadership and its role on worker outcomes.

Shafi, M., Lei, Z., Song, X., & Sarker, M. N. I. (2020). The effects of transformational leadership on employee creativity: Moderating role of intrinsic motivation.
_Asia Pacific Management Review_,
_25_(3), 166–176. ScienceDirect. https://doi.org/10.1016/j.apmrv.2019.12.002

**Keywords**: intrinsic motivation, organizational innovation, workers creativeness, and transformational leadership.

**Type**: Quantitative (survey-based)

**Sample**: 164 supervisor and the workers.

**Research questions**: How is the creativeness of the workers affected by the culture of transformation leadership? What is the role played by the intrinsic motivation on such relationship?

**Summary**: the study paid attention to the research of transformational leadership on the creativeness of the workers and the innovation within the facility and intrinsic motivation as a moderator. There is a rise in the level of creativeness due to the dimensions such as idealized influence.

**Contribution**: This article contributes to the past studies as it enlighten on the moderating effect of intrinsic motivation on creativity and innovation of organizations.

**References**

Ahwireng Koomson, G., Tetteh, E. S., & Boadiwaa Bosamtwi, E. (2022). The Impact of Transformational Leadership on Motivation and Performance in Selected Public Sector Organizations.
_Advances in Social Sciences Research Journal_,
_9_(6), 68–89. https://doi.org/10.14738/assrj.96.12298

Ibrahim, M., Karollah, B., Juned, V., & Yunus, M. (2022). The Effect of Transformational Leadership, Work Motivation and Culture on Millennial Generation Employees Performance of the Manufacturing Industry in the Digital Era.
_Frontiers in Psychology_,
_13_. https://doi.org/10.3389/fpsyg.2022.908966

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model.
_Future Business Journal_,
_6_(1), 1–13. Springer. https://doi.org/10.1186/s43093-020-00043-8

Maswanto, N., Husainah, N., & Risyadi, I. I. (2024). The Effects of Organizational Culture and Transformational Leadership on Worker Performance at the Lebak Regency Ministry of Religious Affairs Office with Job Satisfaction as an Intervening Variable.
_European Journal of Business Management and Research_,
_9_(4), 15–22. https://doi.org/10.24018/ejbmr.2024.9.4.2213

Nguyen, N. P., Hang, N. T. T., Hiep, N., & Flynn, O. (2023). Does transformational leadership influence organisational culture and organisational performance: Empirical evidence from an emerging country.
_IIMB Management Review_,
_35_(4), 382–392. https://doi.org/10.1016/j.iimb.2023.10.001

Shafi, M., Lei, Z., Song, X., & Sarker, M. N. I. (2020). The effects of transformational leadership on employee creativity: Moderating role of intrinsic motivation.
_Asia Pacific Management Review_,
_25_(3), 166–176. ScienceDirect. https://doi.org/10.1016/j.apmrv.2019.12.002

Suryadi, Y., Trisnawati, T., & Al-Amin, A.-A. (2024). The Impact Of Transformational Leadership On Organizational Performance And Employee Motivation.
_Transforma Jurnal Manajemen_,
_2_(2), 65–76. https://doi.org/10.56457/tjm.v2i2.129

Yusup, A., & Maulani, I. E. (2023). The Influence of Transformational Leadership on Employee Motivation.
_Devotion Journal of Community Service_,
_4_(3), 798–802. https://doi.org/10.36418/devotion.v4i3.441

**Module7final.docx**

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November 5, 2026
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hw help – 2 years ago **files (1)** – ## JenkinsGoesAbroadCase.pdf **## JenkinsGoesAbroadCase.pdf** Jenkins Goes Abroad Case (Modified – C) Jenkins Consulting is a national firm based in Boston, MA, that helps companies improve their performance and effectiveness by advising on all aspects of busine…

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hw help

– 2 years ago

**files (1)**

– ## JenkinsGoesAbroadCase.pdf

**## JenkinsGoesAbroadCase.pdf**

Jenkins Goes Abroad Case (Modified – C)

Jenkins Consulting is a national firm based in Boston, MA, that helps companies
improve their performance and effectiveness by advising on all aspects of business
management and operations. Companies hire consultants from Jenkins Consulting for
various projects, such as assisting with company-wide cost reduction initiatives,
revenue growth initiatives, improving supply-chain management, and/or improving
individual departments such as information technology. Jenkins employs consultants in
25 offices across the United States.

A company located in Delhi, India has asked Jenkins to take on a significant project that
will be based in Delhi but will require semi-annual trips of about 2 weeks to Mumbai.
Jenkins will assist the company with an organization-wide effort to restructure and
reposition the company to succeed in a market that is becoming highly competitive. To
undertake this project, Jenkins will open an office in Delhi and assign five full-time
management consultants for a term of two years. Jenkins has decided to relocate the
consultants selected initially to Delhi for the project's duration. Because Jenkins sees
this assignment as an opportunity to expand its operations internationally, Jenkins will
also hire a local national as an Office Manager to answer the phone, prepare
documents, file related paperwork, and be a source of local knowledge to the
consultants.

Dale Kugar, the human resource director at Jenkins, must identify the consultants for
this project and prepare them to transition to this new assignment within the next 60
days. This is the company's first exposure to expatriate management. Hence, Kugar
intends to select the first wave of consultants from the Boston office to have better
control over Jenkins' first overseas venture. However, he is concerned about the
consultants' interest in taking on the international assignment. Some of the consultants
with whom he has had initial conversations are concerned about the impact the
assignment might have on their families and their careers. As one consultant put it, "Out
of sight; out of mind!"

In addition to selecting the right persons for the expatriate positions, Kugar wants to
ensure that the consultants who accept the assignment are compensated appropriately.
The compensation package needs to ensure that the expatriates are not concerned
about financial matters during their assignment but also minimize costs to Jenkins. He
initially thought to maintain their current benefits, including health care insurance, 401(k)
retirement plan, vacation, and related benefits, but to alter the compensation. The two
issues he needs clarification on are how to develop a compensation package that
considers other aspects of pay and ensuring that the consultants are not disadvantaged
professionally by taking the assignment in Delhi. All the potential expatriates Kugar has
talked to thus far are not married, which would likely make the assignment less costly to

the company and less stressful for the consultants selected. However, it is possible that,
in the end, he will have to consider married consultants, as well, to achieve the number
needed for the assignment.

Questions:

1. As the HR director for Jenkins, what factors should Kugar consider in his
selection of consultants for the assignment? What external influences and
data should Kugar consider when preparing for these expat assignments?

2. What are the various compensation approaches that Kugar can consider for
this first wave of Jenkins expatriates?

3. Of the various compensation approaches available to Kugar, which approach
should he recommend regarding how to compensate these expatriates? What
factors influenced your decision?

4. Should Kugar provide any additional compensation or benefits to the
expatriates as part of their total compensation package? If yes, what should
he provide? What factors will influence his decision?

5. What can Kugar do to ensure that these expatriates are not hurt career-wise
by participating in this 2-year expat assignment?

6. What factors must Kugar consider in developing a pay package for the Office
Manager's position in Delhi? Propose a detailed salary and benefits package
for this position. Explain the rationale for your proposed compensation
package.

While these questions should be addressed in your analysis, DO NOT merely respond
to the six questions presented above. Your submitted assignment should address these
questions in an integrated essay or report format. The title page, headings, citations,
and references should follow the APA style guide (7th edition).

This is an individual assignment; no collaboration with others is permitted.

NOTE 1: You will have to supplement course materials with online research to respond
to one or more of the questions presented above.

NOTE 2: This case is a modified version of the "Jenkins Goes Abroad" case in
Martocchio, J. J. (2017). Strategic Compensation. Pearson Education. Use the version
as presented here and not the one in the text.

NOTE 3: The rubric associated with this assignment is for use in program assessment.
While it contains some factors measured by this assignment, it does not reflect the
totality of factors used in grading the assignment. The assignment will be graded based
on the technical quality of the responses to the questions above and the overall quality
of the written presentation.

**## JenkinsGoesAbroadCase.pdf**

Jenkins Goes Abroad Case (Modified – C)

Jenkins Consulting is a national firm based in Boston, MA, that helps companies
improve their performance and effectiveness by advising on all aspects of business
management and operations. Companies hire consultants from Jenkins Consulting for
various projects, such as assisting with company-wide cost reduction initiatives,
revenue growth initiatives, improving supply-chain management, and/or improving
individual departments such as information technology. Jenkins employs consultants in
25 offices across the United States.

A company located in Delhi, India has asked Jenkins to take on a significant project that
will be based in Delhi but will require semi-annual trips of about 2 weeks to Mumbai.
Jenkins will assist the company with an organization-wide effort to restructure and
reposition the company to succeed in a market that is becoming highly competitive. To
undertake this project, Jenkins will open an office in Delhi and assign five full-time
management consultants for a term of two years. Jenkins has decided to relocate the
consultants selected initially to Delhi for the project's duration. Because Jenkins sees
this assignment as an opportunity to expand its operations internationally, Jenkins will
also hire a local national as an Office Manager to answer the phone, prepare
documents, file related paperwork, and be a source of local knowledge to the
consultants.

Dale Kugar, the human resource director at Jenkins, must identify the consultants for
this project and prepare them to transition to this new assignment within the next 60
days. This is the company's first exposure to expatriate management. Hence, Kugar
intends to select the first wave of consultants from the Boston office to have better
control over Jenkins' first overseas venture. However, he is concerned about the
consultants' interest in taking on the international assignment. Some of the consultants
with whom he has had initial conversations are concerned about the impact the
assignment might have on their families and their careers. As one consultant put it, "Out
of sight; out of mind!"

In addition to selecting the right persons for the expatriate positions, Kugar wants to
ensure that the consultants who accept the assignment are compensated appropriately.
The compensation package needs to ensure that the expatriates are not concerned
about financial matters during their assignment but also minimize costs to Jenkins. He
initially thought to maintain their current benefits, including health care insurance, 401(k)
retirement plan, vacation, and related benefits, but to alter the compensation. The two
issues he needs clarification on are how to develop a compensation package that
considers other aspects of pay and ensuring that the consultants are not disadvantaged
professionally by taking the assignment in Delhi. All the potential expatriates Kugar has
talked to thus far are not married, which would likely make the assignment less costly to

the company and less stressful for the consultants selected. However, it is possible that,
in the end, he will have to consider married consultants, as well, to achieve the number
needed for the assignment.

Questions:

1. As the HR director for Jenkins, what factors should Kugar consider in his
selection of consultants for the assignment? What external influences and
data should Kugar consider when preparing for these expat assignments?

2. What are the various compensation approaches that Kugar can consider for
this first wave of Jenkins expatriates?

3. Of the various compensation approaches available to Kugar, which approach
should he recommend regarding how to compensate these expatriates? What
factors influenced your decision?

4. Should Kugar provide any additional compensation or benefits to the
expatriates as part of their total compensation package? If yes, what should
he provide? What factors will influence his decision?

5. What can Kugar do to ensure that these expatriates are not hurt career-wise
by participating in this 2-year expat assignment?

6. What factors must Kugar consider in developing a pay package for the Office
Manager's position in Delhi? Propose a detailed salary and benefits package
for this position. Explain the rationale for your proposed compensation
package.

While these questions should be addressed in your analysis, DO NOT merely respond
to the six questions presented above. Your submitted assignment should address these
questions in an integrated essay or report format. The title page, headings, citations,
and references should follow the APA style guide (7th edition).

This is an individual assignment; no collaboration with others is permitted.

NOTE 1: You will have to supplement course materials with online research to respond
to one or more of the questions presented above.

NOTE 2: This case is a modified version of the "Jenkins Goes Abroad" case in
Martocchio, J. J. (2017). Strategic Compensation. Pearson Education. Use the version
as presented here and not the one in the text.

NOTE 3: The rubric associated with this assignment is for use in program assessment.
While it contains some factors measured by this assignment, it does not reflect the
totality of factors used in grading the assignment. The assignment will be graded based
on the technical quality of the responses to the questions above and the overall quality
of the written presentation.

November 5, 2026
[Solved] chapter 3 psych

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– 2 years ago **files (9)** – ## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt – ## Chapter3.docx – ## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt – ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt – ## Chapter3.4_Mappingthestagesoflexic…

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– 2 years ago

**files (9)**

– ## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt

– ## Chapter3.docx

– ## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt

– ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt

– ## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt

– ## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt

– Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt
– Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt
– Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt

**## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

[removed]

**## Chapter3.docx**

**Chapter 3 – is the mind contained in the brain?**

Please, read Chapter 3 and answer the following questions:

1.
**Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

2.
**What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

3.
**Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

4.
**What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

**Chapter 4 – Thought Experiments to Understand the mind**

**Please, read Chapter 4 and answer the following questions:**

1.
**Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

2.
**Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

3.
**Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

**## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

Chapter 3.5:

Studying memory for visual events

Functional neuroimaging with fMRI

– Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

– Blocked design: control the signal by using an extended period of time for the subjects to perform a task
– Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Event-related fMRI

– Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

– Not presented in a set sequence, but can be randomized

– Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Brewer et al. 1998

– Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

– The experiment:

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

30 minutes break

Memory test of identifying whether they have seen the picture before & how confident they are

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Brewer et al. 1998

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

– Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
– The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

Chapter 3.4:

Mapping the stages of lexical processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Functional neuroimaging with PET

– Study the brain non-invasively

– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

– Test of parallel vs. serial processing of individual words (lexical access)

– Two models of individual word processing

Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

Cognitive (parallel): No single route. Different types of lexical processing take place at once.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Results seem to provide evidence for parallel processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Method:

Series of progressively more complicated lexical tasks

Observe brain areas involved with each new task

Infer which brain areas are responsible for which type of lexical information processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

Chapter 3.4:

Mapping the stages of lexical processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Functional neuroimaging with PET

– Study the brain non-invasively

– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

– Test of parallel vs. serial processing of individual words (lexical access)

– Two models of individual word processing

Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

Cognitive (parallel): No single route. Different types of lexical processing take place at once.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Results seem to provide evidence for parallel processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Method:

Series of progressively more complicated lexical tasks

Observe brain areas involved with each new task

Infer which brain areas are responsible for which type of lexical information processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

Chapter 3.3:

Extending computational modeling to the brain

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Connectionist information-processing

Basic principles

• Parallel rather than serial processing as activation spreads through a network

• Knowledge distributed across a network (rather than stored in discrete symbol structures)

• Processing does not reply on explicit rules (other than those governing how activation flows through the network)

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Features of connectionist networks

• Exploit parallel processing

• Exhibit graceful degradation

• Intended as models of information-processing at the algorithmic level

• Capable of learning

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Parallel processing

The basic principle of connectionist networks is that many different units are active at a given time

– If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

– The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Flow of activation

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Backpropagation

Information is transmitted forwards through the network

Error is propagated backwards through the network

The backpropagated error signal is used to adjust the weights to/from the hidden units

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Backprop

• The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

• It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

• This error value is used to adjust the weights of the hidden units

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Serial processing

• Processing in physical symbol systems is step-by-step

• Turing Machine can only read one cell at a time

• each line of machine table only applies one instruction

• Can the brain actually work this slowly?

• Distinction between computability in principle and practical computability

• Practical computability imposes real-time constraints

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Graceful degradation

• Brains respond in distinctive and flexible ways to damage and impairment

• characteristic partial breakdown patterns in response to local damage/lesions

• graceful degradation when cognitive abilities slowly deteriorate

• Symbolic computer programs either work or they don’t  brittle

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Gorman & Sejnowski 1988

– Pattern recognition

Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

– Pattern recognition

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Level of analysis

– Connectionist networks are models of information-processing at the algorithmic level

– Means that connectionists still have to answer questions of how networks are implemented in the brain

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)

**Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)

**Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

**Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

**## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

[removed]

**## Chapter3.docx**

**Chapter 3 – is the mind contained in the brain?**

Please, read Chapter 3 and answer the following questions:

1.
**Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

2.
**What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

3.
**Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

4.
**What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

**Chapter 4 – Thought Experiments to Understand the mind**

**Please, read Chapter 4 and answer the following questions:**

1.
**Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

2.
**Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

3.
**Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

**## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

Chapter 3.5:

Studying memory for visual events

Functional neuroimaging with fMRI

– Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

– Blocked design: control the signal by using an extended period of time for the subjects to perform a task
– Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Event-related fMRI

– Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

– Not presented in a set sequence, but can be randomized

– Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Brewer et al. 1998

– Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

– The experiment:

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

30 minutes break

Memory test of identifying whether they have seen the picture before & how confident they are

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Brewer et al. 1998

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

– Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
– The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

Chapter 3.4:

Mapping the stages of lexical processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Functional neuroimaging with PET

– Study the brain non-invasively

– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

– Test of parallel vs. serial processing of individual words (lexical access)

– Two models of individual word processing

Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

Cognitive (parallel): No single route. Different types of lexical processing take place at once.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Results seem to provide evidence for parallel processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Method:

Series of progressively more complicated lexical tasks

Observe brain areas involved with each new task

Infer which brain areas are responsible for which type of lexical information processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

Chapter 3.4:

Mapping the stages of lexical processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Functional neuroimaging with PET

– Study the brain non-invasively

– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

– Test of parallel vs. serial processing of individual words (lexical access)

– Two models of individual word processing

Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

Cognitive (parallel): No single route. Different types of lexical processing take place at once.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Results seem to provide evidence for parallel processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Method:

Series of progressively more complicated lexical tasks

Observe brain areas involved with each new task

Infer which brain areas are responsible for which type of lexical information processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

Chapter 3.3:

Extending computational modeling to the brain

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Connectionist information-processing

Basic principles

• Parallel rather than serial processing as activation spreads through a network

• Knowledge distributed across a network (rather than stored in discrete symbol structures)

• Processing does not reply on explicit rules (other than those governing how activation flows through the network)

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Features of connectionist networks

• Exploit parallel processing

• Exhibit graceful degradation

• Intended as models of information-processing at the algorithmic level

• Capable of learning

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Parallel processing

The basic principle of connectionist networks is that many different units are active at a given time

– If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

– The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Flow of activation

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Backpropagation

Information is transmitted forwards through the network

Error is propagated backwards through the network

The backpropagated error signal is used to adjust the weights to/from the hidden units

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Backprop

• The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

• It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

• This error value is used to adjust the weights of the hidden units

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Serial processing

• Processing in physical symbol systems is step-by-step

• Turing Machine can only read one cell at a time

• each line of machine table only applies one instruction

• Can the brain actually work this slowly?

• Distinction between computability in principle and practical computability

• Practical computability imposes real-time constraints

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Graceful degradation

• Brains respond in distinctive and flexible ways to damage and impairment

• characteristic partial breakdown patterns in response to local damage/lesions

• graceful degradation when cognitive abilities slowly deteriorate

• Symbolic computer programs either work or they don’t  brittle

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Gorman & Sejnowski 1988

– Pattern recognition

Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

– Pattern recognition

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Level of analysis

– Connectionist networks are models of information-processing at the algorithmic level

– Means that connectionists still have to answer questions of how networks are implemented in the brain

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)

**Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter3-2-theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition-ppt)

**Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-2-fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition-ppt)

**## Chapter3.1_Cognitivesystemsasfunctionalsystems-revised.ppt**

[removed]

**## Chapter3.docx**

**Chapter 3 – is the mind contained in the brain?**

Please, read Chapter 3 and answer the following questions:

1.
**Do you think it’s possible to fully understand the mind without studying the brain? Why or why not?**

2.
**What’s your take on Mishkin and Ungerleider’s bottom-up approach to cognitive science? How does it compare to Marr’s top-down approach, and do you see any advantages to one over the other?**

3.
**Do you think neural network modeling is a useful tool in cognitive science? Why might it help us understand how the mind works?**

4.
**What do Logothetis’s experiments teach us about the neural activity behind fMRI signals? Why is this important for studying the brain?**

**Chapter 4 – Thought Experiments to Understand the mind**

**Please, read Chapter 4 and answer the following questions:**

1.
**Do you think that problem-solving lie at the heart of intelligence, as Newell and Simon suggest?**

2.
**Is intentional realism the correct approach to thinking about propositional attitudes? Can you think on some other options?**

3.
**Is Searle’s Russian (Chinese) room thought experiment a convincing argument for you? In general, what do you think of the use of thought experiments**?

**## Chapter3.5_Studyingmemoryforvisualevents-addedfor3rdedition.ppt**

Chapter 3.5:

Studying memory for visual events

Functional neuroimaging with fMRI

– Study the function of different brain areas non-invasively by measuring blood oxygen in the brain—measuring the difference between oxygenated and deoxygenated blood, i.e., the BOLD (blood oxygen level dependent) contrast

– Blocked design: control the signal by using an extended period of time for the subjects to perform a task
– Event-related design: allow for overlapping hemodynamic responses, e.g. Brewer et al. 1998

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Event-related fMRI

– Measure the BOLD signal associated with individual rapid occurring neural events, even though these events elicit overlapping hemodynamic responses

– Not presented in a set sequence, but can be randomized

– Allows researchers to observe the differences in neural activity associated with each event, to study the BOLD signal produced by short duration events, and to disentangle the separate components of complex tasks.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Brewer et al. 1998

– Investigate whether any neural markers predict how specific visual experiences would be remembered by identifying the specific hemodynamic response generated by specific experiences

– The experiment:

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

subjects in an fMRI scanner asked to identify whether every of 96 color pictures was an indoor or outdoor scene

30 minutes break

Memory test of identifying whether they have seen the picture before & how confident they are

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Brewer et al. 1998

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

– Only two areas predict how well visual experiences will be remembered. The parahippocampal cortex (in both hemispheres) and the dorsolateral prefrontal cortex (only in the right hemisphere).
– The event-related design makes it possible to identify the hemodynamic response generated by each individual visual experience, in order to identify the areas that predict which experiences will be remembered

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

Chapter 3.4:

Mapping the stages of lexical processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Functional neuroimaging with PET

– Study the brain non-invasively

– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

– Test of parallel vs. serial processing of individual words (lexical access)

– Two models of individual word processing

Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

Cognitive (parallel): No single route. Different types of lexical processing take place at once.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Results seem to provide evidence for parallel processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Method:

Series of progressively more complicated lexical tasks

Observe brain areas involved with each new task

Infer which brain areas are responsible for which type of lexical information processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**## Chapter3.4_Mappingthestagesoflexicalprocessing-revisedfor3rdedition.ppt**

Chapter 3.4:

Mapping the stages of lexical processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Functional neuroimaging with PET

– Study the brain non-invasively

– Study the function of different brain areas by measuring blood flow in the brain—tracking the movement of radioactive water in the brain

– Need to design PET experiments to find ways to filter out potentially irrelevant, background activity, e.g. Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

– Test of parallel vs. serial processing of individual words (lexical access)

– Two models of individual word processing

Neurological (serial): Series of information processing “stations” (e.g., meaning sound visual appearance)

Cognitive (parallel): No single route. Different types of lexical processing take place at once.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Results seem to provide evidence for parallel processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Method:

Series of progressively more complicated lexical tasks

Observe brain areas involved with each new task

Infer which brain areas are responsible for which type of lexical information processing

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Petersen et al. 1988

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**## Chapter3.3_Extendingcomputationalmodelingtothebrain-revisedfor3rdedition.ppt**

Chapter 3.3:

Extending computational modeling to the brain

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Connectionist information-processing

Basic principles

• Parallel rather than serial processing as activation spreads through a network

• Knowledge distributed across a network (rather than stored in discrete symbol structures)

• Processing does not reply on explicit rules (other than those governing how activation flows through the network)

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Features of connectionist networks

• Exploit parallel processing

• Exhibit graceful degradation

• Intended as models of information-processing at the algorithmic level

• Capable of learning

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Parallel processing

The basic principle of connectionist networks is that many different units are active at a given time

– If we think of each unit as performing an information-processing step, this vastly increases the number of steps that can be performed in a short time-span.

– The information processing steps in a network don’t map straightforwardly onto the stages of a symbolic computation.

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Flow of activation

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Backpropagation

Information is transmitted forwards through the network

Error is propagated backwards through the network

The backpropagated error signal is used to adjust the weights to/from the hidden units

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Backprop

• The algorithm needs to find a way of calculating error in hidden units that do not have target activation levels

• It does this by calculating for each hidden unit its degree of “responsibility” for error at the output units

• This error value is used to adjust the weights of the hidden units

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Serial processing

• Processing in physical symbol systems is step-by-step

• Turing Machine can only read one cell at a time

• each line of machine table only applies one instruction

• Can the brain actually work this slowly?

• Distinction between computability in principle and practical computability

• Practical computability imposes real-time constraints

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Graceful degradation

• Brains respond in distinctive and flexible ways to damage and impairment

• characteristic partial breakdown patterns in response to local damage/lesions

• graceful degradation when cognitive abilities slowly deteriorate

• Symbolic computer programs either work or they don’t  brittle

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Gorman & Sejnowski 1988

– Pattern recognition

Distinguish between the sonar echo produced by a rock and the sonar echo produced by a mine

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

– Pattern recognition

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

Level of analysis

– Connectionist networks are models of information-processing at the algorithmic level

– Means that connectionists still have to answer questions of how networks are implemented in the brain

Cognitive Science  José Luis Bermúdez / Cambridge University Press 2020

*

**Chapter4.3_TheRussianroomargument-revisedfor3rdedition.ppt**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter4-3-therussianroomargument-revisedfor3rdedition-ppt)

**Chapter3.2_Theanatomyofthebrainandprimaryvisualpathway-revisedfor3rdedition.ppt**

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**Chapter4.2_Fromphysicalsymbolsystemstothelanguageofthought-revisedfor3rdedition.ppt**

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November 5, 2026
[Solved] help with ppt due in 4 days

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attached – 2 years ago **files (4)** – ## SocialTheoryAnnouncement.docx – ## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx – ## SocialTheoryPPTSCRIPT.docx – SocialTheoryPresentation.pptx **## SocialTheoryAnnouncement.docx** Greetings! I have had a few questions on the Final Project so…

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Assignment Prompt & Instructions

attached

– 2 years ago

**files (4)**

– ## SocialTheoryAnnouncement.docx

– ## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx

– ## SocialTheoryPPTSCRIPT.docx

– SocialTheoryPresentation.pptx

**## SocialTheoryAnnouncement.docx**

Greetings!

I have had a few questions on the Final Project so I am touching base to make sure everyone is clear on the Final Powerpoint video assignment.

First, you are supposed to be using the course material for the information on the theorists, not other sources. This should make it easy as we have already covered some of the theorists earlier in the course.

Second, cite the sources on each slide, just as we have done throughout the course. ("In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.") The information on the first slide for each theorist should be from the course material. On the second slide for each theorist, information from outside sources can be used to draw connections to globalization. (As we have done in Part B of our discussion assignments throughout the course.)

Third, if you have photos you can put the photo credits at the end after the references, like this:

Slide 1 -photo credit

Slide 2 – photo credit

etc.

Fourth, do not cram each slide with words. Don't use long sentences, use short phrases the viewers can remember. You don't want your viewers to have to concentrate on reading long sentences, you want them to be listening to you elaborate on the brief phrases on the PowerPoint slide.

Fifth, in the second slide for each theorist make sure to explicitly connect the theory with specific facts about the current world with regard to globalization. ("Be very specific in drawing explicit connections. Critical thinking!")

Finally, make sure to look into your webcam at your viewers. You don't want to be looking down reading word-for-word from notes.

If you have any questions, as always, please send them my way.

**## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx**

Instructions for Social Theory Globalization PowerPoint Video

**Instructions for Social Theory Globalization PowerPoint Video**

**(To be posted as an assignment AND on the Discussion Board.)**

In place of a final exam, you will submit a Social Theory PowerPoint video. This will be a 5-7-minute PowerPoint video that gives you an opportunity to both think about how the theories we have covered during the course of the term connect with globalization and to communicate your thoughts to your fellow classmates.

In discussing globalization, you will be presenting information on the theoretical work of Wallerstein, Mills, and Harvey, along with the work of two of the other theorists we have covered during the term (your choice). The two from the rest of the course material must come from different modules. For instance, you could not present information on Parsons and Merton as they are in the same module. You could choose one or the other and then one from another module.

You may create your video on Zoom, YouTube, or any other video creation platform.
**NOTE: ppsx file formats are not acceptable as Canvas does not handle them effectively.** Alternatively, you could just create it on your computer if you have software that enables you to do this. (Remember, it must be able to show the PowerPoint on the main portion of the screen and you in a little box talking to your viewers.)
**The presentation must be a minimum of 5 minutes long and no more than 7 minutes in length.** You then either post it to YouTube and link it in the assignment in Canvas or submit it in Canvas using the media feature in Canvas.
**You should treat this presentation as if it were a professional conference presentation**. After you post this video, you then must also post it in the Module 9 PowerPoint Video discussion for your classmates to watch. You do
not have to comment on the videos (optional).

In terms of how to structure the PowerPoint presentation, you must have the following:

-one starter slide with the presentation title.

-a second slide telling the viewer what the presentation is about.

-a third slide describing the concept of globalization.

-at least two slides for each of the 5 theorists. The first slide for each theorist describes their work. The second slide for each theorist demonstrates how the theory connects with globalization. Be very specific in drawing explicit connections. Critical thinking!

-a concluding slide or two in which you present your view as to which of the theories you covered is most useful in understanding globalization. Provide evidence to support your opinion.

-a final slide with your references in APA format

**In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.**

**IMPORTANT #1** – You will be narrating the PowerPoint presentation. A box will appear in the corner of the video with you in it explaining what is appearing on each slide.
Do not just read what is on the screen. Your viewers can read! The screen should have some keywords or phrases upon which you will elaborate in your verbal presentation for that slide.

**IMPORTANT #2** – Do not fill the slides with an onslaught of words. You want the viewers to be listening to you. Include phrases or brief sentences upon which you elaborate in your presentation. In other words, you will be fleshing out what you have on the screen.

**IMPORTANT #3** –
_Look into your webcam!_ You are trying to connect with your audience, thus please maintain eye contact by looking into your webcam at your audience rather than just looking down at notes. Practice the presentation so that you are not just reading from notes the whole time. Think of how you react to presenters on TV or in videos. Who seems more authoritative: the presenter who just reads from notes or the presenter who demonstrates command of the information by being able to share information and argument while at the same time looking at the audience?

**IMPORTANT #4** – You must include graphics in the presentation on
each slide. There are few things less exciting than a PowerPoint with nothing but word after word after word after….. Take advantage of the visual capabilities of PowerPoint!

**CREATING YOUR VIDEO**

I realize that many of you are experienced in creating videos. For those of you who choose to use Zoom, I have provided some guidance to assist you in doing this in Zoom. If you are already comfortable with creating videos on YouTube or Zoom you can skip the following information.

This video provides help on how to sign up for Zoom. It is free!

[https://www.youtube.com/watch?v=ZWkdsgTlbeMLinks to an external site.](https://www.youtube.com/watch?v=ZWkdsgTlbeM)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

Next, here are instructions for creating and recording a PowerPoint presentation in Zoom.

[https://www.youtube.com/watch?v=D617OXKhSYwLinks to an external site.](https://www.youtube.com/watch?v=D617OXKhSYw)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

You will be uploading your video to YouTube. (You could also just create the video on YouTube if you prefer.) If you do not have a YouTube account, you will need to create one (again, free). Here is a tutorial about how to create your YouTube account.

[https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktopLinks to an external site.](https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktop)

Finally, here is a video showing how to upload a video to YouTube.

[https://youtu.be/JeEzkb1X554Links to an external site.](https://youtu.be/JeEzkb1X554)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

If you have any questions, please let me know so that I can assist you. As always, I am more than willing to help!

## image1.png

**## SocialTheoryPPTSCRIPT.docx**

**(SLIDE 1**) INTRODUCE YOURSELF AS ______________ AND CLASSIFICATION. This PowerPoint presentation discusses five different theorists and how their concepts relate to globalization.

**(SLIDE 3)** Globalization, which refers to the interconnectedness and interdependence of nations and cultures on a global scale, is a diverse and complicated notion. It's a process that has been developing for centuries, but it really picked up speed in the late 20th and early 21st centuries, mostly because of developments in technology, communication, transportation, and trade.

First Theorist:
**Immanuel Wallerstein**

**(SLIDE 4)** Most people are familiar with Immanuel Wallerstein for creating the world-systems theory. He advocated looking at the globe as a whole rather than as a collection of separate nation-states. The book describes his theory by stating it “provides a framework for understanding globalization as a central feature of our time” (as cited in Garner & Hancock, 2014, p. 612)”. There are three types of subsystems which are States, Societies, and cultures, and the interlinked markets forming capitalism. In Wallerstein’s reading called ‘The Modern World System” on page 613 of our book, he describes a world system as “a social system, one that has boundaries, structures, member groups, rules of legitimation, and coherence”. His theory holds that the world system is composed of core, periphery, and semi-periphery zones, with core regions reaping the most economic benefits from contact with the rest of the world while periphery countries are exploited and marginalized. This is supported in his excerpt of
**_The Modern World-System (1974),_**“World-economies then are divided into core states and peripheral areas” (as cited in Garner & Hancock, 2014, p. 614), followed by “There are also semiperipheral areas which are in between the core and the periphery” (as cited in Garner & Hancock, 2014, p. 614).

**(SLIDE 5)** Globalization is strongly related to Wallerstein's world-systems theory since it emphasizes how global economic and political structures have changed through time. It draws attention to the unequal power and resource distribution between core and periphery countries and offers a framework for comprehending how globalization has made these imbalances worse.

Second Theorist:
**David Harvey**

**(SLIDE 6)** David Harvey was a well-known Marxist social theorist. He has written a lot about neoliberalism, geography, urbanization, and the spatial dynamics of capitalism. In his work on urbanization, he introduces ideas like "urbanization of capital" and "spatial fix," which examine how capitalism alters both space and urban settings.

**(SLIDE 7)** The spatial dynamics of capitalism and globalization are major topics covered by Harvey's research. He contends that capitalism is a flexible, international system that always looks for new places to invest and make money. Harvey claims that capitalism's growth into new areas, both physically and virtually, is what led to globalization. In the writing excerpt published by Harvey titled “
_A Brief History of Neoliberalism (2005)”,_ it stated that “the capitalist world stumbled towards neo-liberalization as the answer through a series of gyrations and chaotic experiments” (as cited in Garner & Hancock, 2014, p. 65). He also talks about how neoliberal policies have shaped urban environments and accelerated globalization.

Third Theorist:
**C. Wright Mills**

**(SLIDE 8)** Sociologist C. Wright Mills is renowned for the idea of the "sociological imagination." He underlined the significance of comprehending the connection between private issues and public concerns. Mills held the view that greater societal forces and institutions have an impact on people's particular experiences.

**(SLIDE 9)** Although globalization isn't a direct topic in Mills' writing, his sociological imagination is important for understanding how it affects people and society. It helps us to consider the connections between local and personal difficulties and larger-scale processes, such as political choices, economic shifts, and cultural influences. According to Mills, a small, connected group of people who possess significant authority rule the United States. On the slide, you can see that these are the political elite, economic elite, and military elite as cited in the book. The excerpt by Mills also details that “In each of these institutional areas, the means of power at the disposal of decision makers have increased” (as cited in Garner & Hancock, 2014, p. 300).

Fourth Theorist:
**Dorothy Smith**

**(SLIDE 10)** Dorothy Smith is a sociologist best known for her standpoint theory. In order to understand the world, Dorothy Smith's viewpoint theory highlights the value of social context and the perspectives of disadvantaged groups. According to the standpoint theory, people's social circumstances and life experiences mold their distinctive viewpoints and expertise. This viewpoint can be used to examine how various communities and groups experience and respond to globalization in different ways. It can illuminate, for instance, the many effects of globalization on gender, race, class, and other social constructs.

**(SLIDE 11)** In "The Conceptual Practices of Power," Smith investigates how power is ingrained in the production and justification of knowledge in sociology and other academic disciplines. In order to define and comprehend social phenomena, it is important to consider how power is used, and this study can be used to provide knowledge about globalization. In Dorothy Smith’s excerpt, she writes “Though an alienated knowledge also alienates others who are not members of the dominant white male minority, the standpoint of women distinctively opens up for exploration the conceptual practices and activities of the extra local, objective relations of ruling as what actual people do” (
_1990_, as cited in Garner & Hancock, 2014, p. 494)

READ PART OF SLIDE

Fifth Theorist:
**Talcott Parsons**

**(SLIDE 12)** Talcott Parsons is well-known for his contributions to structural functionalism. Though his work is not directly attributed to globalization, some of his concepts can be related to the study of globalization. For example, A system theory was created by Talcott Parsons that focused on the interdependence and equilibrium of social systems. This viewpoint can be used to comprehend the links between many global systems, such as the global economy, politics, culture, and communication, in the context of globalization. It can be used to study how modifications to one area of globalization might result in modifications and adaptations to other facets of the global system.

Read some of slide

**(SLIDE 13)** The processes of social change and adaptation were examined in Parsons' work. Understanding how communities and institutions respond to the opportunities and difficulties presented by global forces can be important in the context of globalization. For instance, a perspective that considers how social systems adapt to change can be used to study how nations adjust their economic policies in response to dynamics in the global market. In the book, we read Parson’s excerpt from Theories of Society (1961), titled “An Outline of the Social System” where he discussed the function of adaptation (Parsons, 1961, as cited in Garner & Hancock, 2014, p. 286). He stated “When there is only one goal, the problem of evaluating the usefulness of facilities is narrowed down to their relevance to attaining this particular goal” which correlates to globalization because nations and organizations have specific goals. When organizations try to increase their influence, market presence, or reach across national borders, it can be said that they are engaging in globalization.

**(SLIDE 14)** CONCLUSION

Throughout this presentation, we looked at five theorists and their concepts, as well as how they are related to or can be related to globalization. The theorists we covered were Immanuel Wallerstein, best known for his World Systems Theory, David Harvey, best known for his writings on neoliberalism, C. Wright Mills, best known for his sociological imagination, Dorothy Smith, best known for the Standpoint theory and Talcott Parsons, best known for his contributions to structural functionalism.

All of the theorists discussed have provided useful information and research to help with my understanding of globalization. However, I believe that Immanuel Wallerstein’s concepts are the most useful in understanding globalization. I believe this because the world-systems theory of Wallerstein offers a structural and chronological framework for comprehending globalization. It aids in our understanding of the relationships among the core, periphery, and semi-periphery regions that make up the global economic hierarchy.

A historical view of globalization is possible thanks to Wallerstein's concentration on the long-term development of the international system. It emphasizes the evolution of global economic and political power structures over time. His writings pioneered the idea of unequal exchange, a crucial component of globalization. In order to comprehend the unequal distribution of wealth and resources in the global system, it is helpful to emphasize the dynamics of exploitation and dependency between regions.

REFERENCES
**(SLIDE 15) – This is the final slide of the presentation that illustrates all of my citations retrieved from the book and readings.**

**SocialTheoryPresentation.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socialtheorypresentation-pptx)

**SocialTheoryPresentation.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socialtheorypresentation-pptx)

**## SocialTheoryAnnouncement.docx**

Greetings!

I have had a few questions on the Final Project so I am touching base to make sure everyone is clear on the Final Powerpoint video assignment.

First, you are supposed to be using the course material for the information on the theorists, not other sources. This should make it easy as we have already covered some of the theorists earlier in the course.

Second, cite the sources on each slide, just as we have done throughout the course. ("In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.") The information on the first slide for each theorist should be from the course material. On the second slide for each theorist, information from outside sources can be used to draw connections to globalization. (As we have done in Part B of our discussion assignments throughout the course.)

Third, if you have photos you can put the photo credits at the end after the references, like this:

Slide 1 -photo credit

Slide 2 – photo credit

etc.

Fourth, do not cram each slide with words. Don't use long sentences, use short phrases the viewers can remember. You don't want your viewers to have to concentrate on reading long sentences, you want them to be listening to you elaborate on the brief phrases on the PowerPoint slide.

Fifth, in the second slide for each theorist make sure to explicitly connect the theory with specific facts about the current world with regard to globalization. ("Be very specific in drawing explicit connections. Critical thinking!")

Finally, make sure to look into your webcam at your viewers. You don't want to be looking down reading word-for-word from notes.

If you have any questions, as always, please send them my way.

**## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx**

Instructions for Social Theory Globalization PowerPoint Video

**Instructions for Social Theory Globalization PowerPoint Video**

**(To be posted as an assignment AND on the Discussion Board.)**

In place of a final exam, you will submit a Social Theory PowerPoint video. This will be a 5-7-minute PowerPoint video that gives you an opportunity to both think about how the theories we have covered during the course of the term connect with globalization and to communicate your thoughts to your fellow classmates.

In discussing globalization, you will be presenting information on the theoretical work of Wallerstein, Mills, and Harvey, along with the work of two of the other theorists we have covered during the term (your choice). The two from the rest of the course material must come from different modules. For instance, you could not present information on Parsons and Merton as they are in the same module. You could choose one or the other and then one from another module.

You may create your video on Zoom, YouTube, or any other video creation platform.
**NOTE: ppsx file formats are not acceptable as Canvas does not handle them effectively.** Alternatively, you could just create it on your computer if you have software that enables you to do this. (Remember, it must be able to show the PowerPoint on the main portion of the screen and you in a little box talking to your viewers.)
**The presentation must be a minimum of 5 minutes long and no more than 7 minutes in length.** You then either post it to YouTube and link it in the assignment in Canvas or submit it in Canvas using the media feature in Canvas.
**You should treat this presentation as if it were a professional conference presentation**. After you post this video, you then must also post it in the Module 9 PowerPoint Video discussion for your classmates to watch. You do
not have to comment on the videos (optional).

In terms of how to structure the PowerPoint presentation, you must have the following:

-one starter slide with the presentation title.

-a second slide telling the viewer what the presentation is about.

-a third slide describing the concept of globalization.

-at least two slides for each of the 5 theorists. The first slide for each theorist describes their work. The second slide for each theorist demonstrates how the theory connects with globalization. Be very specific in drawing explicit connections. Critical thinking!

-a concluding slide or two in which you present your view as to which of the theories you covered is most useful in understanding globalization. Provide evidence to support your opinion.

-a final slide with your references in APA format

**In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.**

**IMPORTANT #1** – You will be narrating the PowerPoint presentation. A box will appear in the corner of the video with you in it explaining what is appearing on each slide.
Do not just read what is on the screen. Your viewers can read! The screen should have some keywords or phrases upon which you will elaborate in your verbal presentation for that slide.

**IMPORTANT #2** – Do not fill the slides with an onslaught of words. You want the viewers to be listening to you. Include phrases or brief sentences upon which you elaborate in your presentation. In other words, you will be fleshing out what you have on the screen.

**IMPORTANT #3** –
_Look into your webcam!_ You are trying to connect with your audience, thus please maintain eye contact by looking into your webcam at your audience rather than just looking down at notes. Practice the presentation so that you are not just reading from notes the whole time. Think of how you react to presenters on TV or in videos. Who seems more authoritative: the presenter who just reads from notes or the presenter who demonstrates command of the information by being able to share information and argument while at the same time looking at the audience?

**IMPORTANT #4** – You must include graphics in the presentation on
each slide. There are few things less exciting than a PowerPoint with nothing but word after word after word after….. Take advantage of the visual capabilities of PowerPoint!

**CREATING YOUR VIDEO**

I realize that many of you are experienced in creating videos. For those of you who choose to use Zoom, I have provided some guidance to assist you in doing this in Zoom. If you are already comfortable with creating videos on YouTube or Zoom you can skip the following information.

This video provides help on how to sign up for Zoom. It is free!

[https://www.youtube.com/watch?v=ZWkdsgTlbeMLinks to an external site.](https://www.youtube.com/watch?v=ZWkdsgTlbeM)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

Next, here are instructions for creating and recording a PowerPoint presentation in Zoom.

[https://www.youtube.com/watch?v=D617OXKhSYwLinks to an external site.](https://www.youtube.com/watch?v=D617OXKhSYw)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

You will be uploading your video to YouTube. (You could also just create the video on YouTube if you prefer.) If you do not have a YouTube account, you will need to create one (again, free). Here is a tutorial about how to create your YouTube account.

[https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktopLinks to an external site.](https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktop)

Finally, here is a video showing how to upload a video to YouTube.

[https://youtu.be/JeEzkb1X554Links to an external site.](https://youtu.be/JeEzkb1X554)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

If you have any questions, please let me know so that I can assist you. As always, I am more than willing to help!

## image1.png

**## SocialTheoryPPTSCRIPT.docx**

**(SLIDE 1**) INTRODUCE YOURSELF AS ______________ AND CLASSIFICATION. This PowerPoint presentation discusses five different theorists and how their concepts relate to globalization.

**(SLIDE 3)** Globalization, which refers to the interconnectedness and interdependence of nations and cultures on a global scale, is a diverse and complicated notion. It's a process that has been developing for centuries, but it really picked up speed in the late 20th and early 21st centuries, mostly because of developments in technology, communication, transportation, and trade.

First Theorist:
**Immanuel Wallerstein**

**(SLIDE 4)** Most people are familiar with Immanuel Wallerstein for creating the world-systems theory. He advocated looking at the globe as a whole rather than as a collection of separate nation-states. The book describes his theory by stating it “provides a framework for understanding globalization as a central feature of our time” (as cited in Garner & Hancock, 2014, p. 612)”. There are three types of subsystems which are States, Societies, and cultures, and the interlinked markets forming capitalism. In Wallerstein’s reading called ‘The Modern World System” on page 613 of our book, he describes a world system as “a social system, one that has boundaries, structures, member groups, rules of legitimation, and coherence”. His theory holds that the world system is composed of core, periphery, and semi-periphery zones, with core regions reaping the most economic benefits from contact with the rest of the world while periphery countries are exploited and marginalized. This is supported in his excerpt of
**_The Modern World-System (1974),_**“World-economies then are divided into core states and peripheral areas” (as cited in Garner & Hancock, 2014, p. 614), followed by “There are also semiperipheral areas which are in between the core and the periphery” (as cited in Garner & Hancock, 2014, p. 614).

**(SLIDE 5)** Globalization is strongly related to Wallerstein's world-systems theory since it emphasizes how global economic and political structures have changed through time. It draws attention to the unequal power and resource distribution between core and periphery countries and offers a framework for comprehending how globalization has made these imbalances worse.

Second Theorist:
**David Harvey**

**(SLIDE 6)** David Harvey was a well-known Marxist social theorist. He has written a lot about neoliberalism, geography, urbanization, and the spatial dynamics of capitalism. In his work on urbanization, he introduces ideas like "urbanization of capital" and "spatial fix," which examine how capitalism alters both space and urban settings.

**(SLIDE 7)** The spatial dynamics of capitalism and globalization are major topics covered by Harvey's research. He contends that capitalism is a flexible, international system that always looks for new places to invest and make money. Harvey claims that capitalism's growth into new areas, both physically and virtually, is what led to globalization. In the writing excerpt published by Harvey titled “
_A Brief History of Neoliberalism (2005)”,_ it stated that “the capitalist world stumbled towards neo-liberalization as the answer through a series of gyrations and chaotic experiments” (as cited in Garner & Hancock, 2014, p. 65). He also talks about how neoliberal policies have shaped urban environments and accelerated globalization.

Third Theorist:
**C. Wright Mills**

**(SLIDE 8)** Sociologist C. Wright Mills is renowned for the idea of the "sociological imagination." He underlined the significance of comprehending the connection between private issues and public concerns. Mills held the view that greater societal forces and institutions have an impact on people's particular experiences.

**(SLIDE 9)** Although globalization isn't a direct topic in Mills' writing, his sociological imagination is important for understanding how it affects people and society. It helps us to consider the connections between local and personal difficulties and larger-scale processes, such as political choices, economic shifts, and cultural influences. According to Mills, a small, connected group of people who possess significant authority rule the United States. On the slide, you can see that these are the political elite, economic elite, and military elite as cited in the book. The excerpt by Mills also details that “In each of these institutional areas, the means of power at the disposal of decision makers have increased” (as cited in Garner & Hancock, 2014, p. 300).

Fourth Theorist:
**Dorothy Smith**

**(SLIDE 10)** Dorothy Smith is a sociologist best known for her standpoint theory. In order to understand the world, Dorothy Smith's viewpoint theory highlights the value of social context and the perspectives of disadvantaged groups. According to the standpoint theory, people's social circumstances and life experiences mold their distinctive viewpoints and expertise. This viewpoint can be used to examine how various communities and groups experience and respond to globalization in different ways. It can illuminate, for instance, the many effects of globalization on gender, race, class, and other social constructs.

**(SLIDE 11)** In "The Conceptual Practices of Power," Smith investigates how power is ingrained in the production and justification of knowledge in sociology and other academic disciplines. In order to define and comprehend social phenomena, it is important to consider how power is used, and this study can be used to provide knowledge about globalization. In Dorothy Smith’s excerpt, she writes “Though an alienated knowledge also alienates others who are not members of the dominant white male minority, the standpoint of women distinctively opens up for exploration the conceptual practices and activities of the extra local, objective relations of ruling as what actual people do” (
_1990_, as cited in Garner & Hancock, 2014, p. 494)

READ PART OF SLIDE

Fifth Theorist:
**Talcott Parsons**

**(SLIDE 12)** Talcott Parsons is well-known for his contributions to structural functionalism. Though his work is not directly attributed to globalization, some of his concepts can be related to the study of globalization. For example, A system theory was created by Talcott Parsons that focused on the interdependence and equilibrium of social systems. This viewpoint can be used to comprehend the links between many global systems, such as the global economy, politics, culture, and communication, in the context of globalization. It can be used to study how modifications to one area of globalization might result in modifications and adaptations to other facets of the global system.

Read some of slide

**(SLIDE 13)** The processes of social change and adaptation were examined in Parsons' work. Understanding how communities and institutions respond to the opportunities and difficulties presented by global forces can be important in the context of globalization. For instance, a perspective that considers how social systems adapt to change can be used to study how nations adjust their economic policies in response to dynamics in the global market. In the book, we read Parson’s excerpt from Theories of Society (1961), titled “An Outline of the Social System” where he discussed the function of adaptation (Parsons, 1961, as cited in Garner & Hancock, 2014, p. 286). He stated “When there is only one goal, the problem of evaluating the usefulness of facilities is narrowed down to their relevance to attaining this particular goal” which correlates to globalization because nations and organizations have specific goals. When organizations try to increase their influence, market presence, or reach across national borders, it can be said that they are engaging in globalization.

**(SLIDE 14)** CONCLUSION

Throughout this presentation, we looked at five theorists and their concepts, as well as how they are related to or can be related to globalization. The theorists we covered were Immanuel Wallerstein, best known for his World Systems Theory, David Harvey, best known for his writings on neoliberalism, C. Wright Mills, best known for his sociological imagination, Dorothy Smith, best known for the Standpoint theory and Talcott Parsons, best known for his contributions to structural functionalism.

All of the theorists discussed have provided useful information and research to help with my understanding of globalization. However, I believe that Immanuel Wallerstein’s concepts are the most useful in understanding globalization. I believe this because the world-systems theory of Wallerstein offers a structural and chronological framework for comprehending globalization. It aids in our understanding of the relationships among the core, periphery, and semi-periphery regions that make up the global economic hierarchy.

A historical view of globalization is possible thanks to Wallerstein's concentration on the long-term development of the international system. It emphasizes the evolution of global economic and political power structures over time. His writings pioneered the idea of unequal exchange, a crucial component of globalization. In order to comprehend the unequal distribution of wealth and resources in the global system, it is helpful to emphasize the dynamics of exploitation and dependency between regions.

REFERENCES
**(SLIDE 15) – This is the final slide of the presentation that illustrates all of my citations retrieved from the book and readings.**

**SocialTheoryPresentation.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socialtheorypresentation-pptx)

**## SocialTheoryAnnouncement.docx**

Greetings!

I have had a few questions on the Final Project so I am touching base to make sure everyone is clear on the Final Powerpoint video assignment.

First, you are supposed to be using the course material for the information on the theorists, not other sources. This should make it easy as we have already covered some of the theorists earlier in the course.

Second, cite the sources on each slide, just as we have done throughout the course. ("In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.") The information on the first slide for each theorist should be from the course material. On the second slide for each theorist, information from outside sources can be used to draw connections to globalization. (As we have done in Part B of our discussion assignments throughout the course.)

Third, if you have photos you can put the photo credits at the end after the references, like this:

Slide 1 -photo credit

Slide 2 – photo credit

etc.

Fourth, do not cram each slide with words. Don't use long sentences, use short phrases the viewers can remember. You don't want your viewers to have to concentrate on reading long sentences, you want them to be listening to you elaborate on the brief phrases on the PowerPoint slide.

Fifth, in the second slide for each theorist make sure to explicitly connect the theory with specific facts about the current world with regard to globalization. ("Be very specific in drawing explicit connections. Critical thinking!")

Finally, make sure to look into your webcam at your viewers. You don't want to be looking down reading word-for-word from notes.

If you have any questions, as always, please send them my way.

**## InstructionsforSocialTheoryGlobalizationPowerPointVideo.docx**

Instructions for Social Theory Globalization PowerPoint Video

**Instructions for Social Theory Globalization PowerPoint Video**

**(To be posted as an assignment AND on the Discussion Board.)**

In place of a final exam, you will submit a Social Theory PowerPoint video. This will be a 5-7-minute PowerPoint video that gives you an opportunity to both think about how the theories we have covered during the course of the term connect with globalization and to communicate your thoughts to your fellow classmates.

In discussing globalization, you will be presenting information on the theoretical work of Wallerstein, Mills, and Harvey, along with the work of two of the other theorists we have covered during the term (your choice). The two from the rest of the course material must come from different modules. For instance, you could not present information on Parsons and Merton as they are in the same module. You could choose one or the other and then one from another module.

You may create your video on Zoom, YouTube, or any other video creation platform.
**NOTE: ppsx file formats are not acceptable as Canvas does not handle them effectively.** Alternatively, you could just create it on your computer if you have software that enables you to do this. (Remember, it must be able to show the PowerPoint on the main portion of the screen and you in a little box talking to your viewers.)
**The presentation must be a minimum of 5 minutes long and no more than 7 minutes in length.** You then either post it to YouTube and link it in the assignment in Canvas or submit it in Canvas using the media feature in Canvas.
**You should treat this presentation as if it were a professional conference presentation**. After you post this video, you then must also post it in the Module 9 PowerPoint Video discussion for your classmates to watch. You do
not have to comment on the videos (optional).

In terms of how to structure the PowerPoint presentation, you must have the following:

-one starter slide with the presentation title.

-a second slide telling the viewer what the presentation is about.

-a third slide describing the concept of globalization.

-at least two slides for each of the 5 theorists. The first slide for each theorist describes their work. The second slide for each theorist demonstrates how the theory connects with globalization. Be very specific in drawing explicit connections. Critical thinking!

-a concluding slide or two in which you present your view as to which of the theories you covered is most useful in understanding globalization. Provide evidence to support your opinion.

-a final slide with your references in APA format

**In addition to the reference slide at the end, you will be including in-text citations with the information you present, as we have done throughout the course.**

**IMPORTANT #1** – You will be narrating the PowerPoint presentation. A box will appear in the corner of the video with you in it explaining what is appearing on each slide.
Do not just read what is on the screen. Your viewers can read! The screen should have some keywords or phrases upon which you will elaborate in your verbal presentation for that slide.

**IMPORTANT #2** – Do not fill the slides with an onslaught of words. You want the viewers to be listening to you. Include phrases or brief sentences upon which you elaborate in your presentation. In other words, you will be fleshing out what you have on the screen.

**IMPORTANT #3** –
_Look into your webcam!_ You are trying to connect with your audience, thus please maintain eye contact by looking into your webcam at your audience rather than just looking down at notes. Practice the presentation so that you are not just reading from notes the whole time. Think of how you react to presenters on TV or in videos. Who seems more authoritative: the presenter who just reads from notes or the presenter who demonstrates command of the information by being able to share information and argument while at the same time looking at the audience?

**IMPORTANT #4** – You must include graphics in the presentation on
each slide. There are few things less exciting than a PowerPoint with nothing but word after word after word after….. Take advantage of the visual capabilities of PowerPoint!

**CREATING YOUR VIDEO**

I realize that many of you are experienced in creating videos. For those of you who choose to use Zoom, I have provided some guidance to assist you in doing this in Zoom. If you are already comfortable with creating videos on YouTube or Zoom you can skip the following information.

This video provides help on how to sign up for Zoom. It is free!

[https://www.youtube.com/watch?v=ZWkdsgTlbeMLinks to an external site.](https://www.youtube.com/watch?v=ZWkdsgTlbeM)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

Next, here are instructions for creating and recording a PowerPoint presentation in Zoom.

[https://www.youtube.com/watch?v=D617OXKhSYwLinks to an external site.](https://www.youtube.com/watch?v=D617OXKhSYw)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

You will be uploading your video to YouTube. (You could also just create the video on YouTube if you prefer.) If you do not have a YouTube account, you will need to create one (again, free). Here is a tutorial about how to create your YouTube account.

[https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktopLinks to an external site.](https://support.google.com/youtube/answer/161805?hl=en&co=GENIE.Platform%3DDesktop)

Finally, here is a video showing how to upload a video to YouTube.

[https://youtu.be/JeEzkb1X554Links to an external site.](https://youtu.be/JeEzkb1X554)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/help-with-ppt-due-in-4-days)

If you have any questions, please let me know so that I can assist you. As always, I am more than willing to help!

## image1.png

**## SocialTheoryPPTSCRIPT.docx**

**(SLIDE 1**) INTRODUCE YOURSELF AS ______________ AND CLASSIFICATION. This PowerPoint presentation discusses five different theorists and how their concepts relate to globalization.

**(SLIDE 3)** Globalization, which refers to the interconnectedness and interdependence of nations and cultures on a global scale, is a diverse and complicated notion. It's a process that has been developing for centuries, but it really picked up speed in the late 20th and early 21st centuries, mostly because of developments in technology, communication, transportation, and trade.

First Theorist:
**Immanuel Wallerstein**

**(SLIDE 4)** Most people are familiar with Immanuel Wallerstein for creating the world-systems theory. He advocated looking at the globe as a whole rather than as a collection of separate nation-states. The book describes his theory by stating it “provides a framework for understanding globalization as a central feature of our time” (as cited in Garner & Hancock, 2014, p. 612)”. There are three types of subsystems which are States, Societies, and cultures, and the interlinked markets forming capitalism. In Wallerstein’s reading called ‘The Modern World System” on page 613 of our book, he describes a world system as “a social system, one that has boundaries, structures, member groups, rules of legitimation, and coherence”. His theory holds that the world system is composed of core, periphery, and semi-periphery zones, with core regions reaping the most economic benefits from contact with the rest of the world while periphery countries are exploited and marginalized. This is supported in his excerpt of
**_The Modern World-System (1974),_**“World-economies then are divided into core states and peripheral areas” (as cited in Garner & Hancock, 2014, p. 614), followed by “There are also semiperipheral areas which are in between the core and the periphery” (as cited in Garner & Hancock, 2014, p. 614).

**(SLIDE 5)** Globalization is strongly related to Wallerstein's world-systems theory since it emphasizes how global economic and political structures have changed through time. It draws attention to the unequal power and resource distribution between core and periphery countries and offers a framework for comprehending how globalization has made these imbalances worse.

Second Theorist:
**David Harvey**

**(SLIDE 6)** David Harvey was a well-known Marxist social theorist. He has written a lot about neoliberalism, geography, urbanization, and the spatial dynamics of capitalism. In his work on urbanization, he introduces ideas like "urbanization of capital" and "spatial fix," which examine how capitalism alters both space and urban settings.

**(SLIDE 7)** The spatial dynamics of capitalism and globalization are major topics covered by Harvey's research. He contends that capitalism is a flexible, international system that always looks for new places to invest and make money. Harvey claims that capitalism's growth into new areas, both physically and virtually, is what led to globalization. In the writing excerpt published by Harvey titled “
_A Brief History of Neoliberalism (2005)”,_ it stated that “the capitalist world stumbled towards neo-liberalization as the answer through a series of gyrations and chaotic experiments” (as cited in Garner & Hancock, 2014, p. 65). He also talks about how neoliberal policies have shaped urban environments and accelerated globalization.

Third Theorist:
**C. Wright Mills**

**(SLIDE 8)** Sociologist C. Wright Mills is renowned for the idea of the "sociological imagination." He underlined the significance of comprehending the connection between private issues and public concerns. Mills held the view that greater societal forces and institutions have an impact on people's particular experiences.

**(SLIDE 9)** Although globalization isn't a direct topic in Mills' writing, his sociological imagination is important for understanding how it affects people and society. It helps us to consider the connections between local and personal difficulties and larger-scale processes, such as political choices, economic shifts, and cultural influences. According to Mills, a small, connected group of people who possess significant authority rule the United States. On the slide, you can see that these are the political elite, economic elite, and military elite as cited in the book. The excerpt by Mills also details that “In each of these institutional areas, the means of power at the disposal of decision makers have increased” (as cited in Garner & Hancock, 2014, p. 300).

Fourth Theorist:
**Dorothy Smith**

**(SLIDE 10)** Dorothy Smith is a sociologist best known for her standpoint theory. In order to understand the world, Dorothy Smith's viewpoint theory highlights the value of social context and the perspectives of disadvantaged groups. According to the standpoint theory, people's social circumstances and life experiences mold their distinctive viewpoints and expertise. This viewpoint can be used to examine how various communities and groups experience and respond to globalization in different ways. It can illuminate, for instance, the many effects of globalization on gender, race, class, and other social constructs.

**(SLIDE 11)** In "The Conceptual Practices of Power," Smith investigates how power is ingrained in the production and justification of knowledge in sociology and other academic disciplines. In order to define and comprehend social phenomena, it is important to consider how power is used, and this study can be used to provide knowledge about globalization. In Dorothy Smith’s excerpt, she writes “Though an alienated knowledge also alienates others who are not members of the dominant white male minority, the standpoint of women distinctively opens up for exploration the conceptual practices and activities of the extra local, objective relations of ruling as what actual people do” (
_1990_, as cited in Garner & Hancock, 2014, p. 494)

READ PART OF SLIDE

Fifth Theorist:
**Talcott Parsons**

**(SLIDE 12)** Talcott Parsons is well-known for his contributions to structural functionalism. Though his work is not directly attributed to globalization, some of his concepts can be related to the study of globalization. For example, A system theory was created by Talcott Parsons that focused on the interdependence and equilibrium of social systems. This viewpoint can be used to comprehend the links between many global systems, such as the global economy, politics, culture, and communication, in the context of globalization. It can be used to study how modifications to one area of globalization might result in modifications and adaptations to other facets of the global system.

Read some of slide

**(SLIDE 13)** The processes of social change and adaptation were examined in Parsons' work. Understanding how communities and institutions respond to the opportunities and difficulties presented by global forces can be important in the context of globalization. For instance, a perspective that considers how social systems adapt to change can be used to study how nations adjust their economic policies in response to dynamics in the global market. In the book, we read Parson’s excerpt from Theories of Society (1961), titled “An Outline of the Social System” where he discussed the function of adaptation (Parsons, 1961, as cited in Garner & Hancock, 2014, p. 286). He stated “When there is only one goal, the problem of evaluating the usefulness of facilities is narrowed down to their relevance to attaining this particular goal” which correlates to globalization because nations and organizations have specific goals. When organizations try to increase their influence, market presence, or reach across national borders, it can be said that they are engaging in globalization.

**(SLIDE 14)** CONCLUSION

Throughout this presentation, we looked at five theorists and their concepts, as well as how they are related to or can be related to globalization. The theorists we covered were Immanuel Wallerstein, best known for his World Systems Theory, David Harvey, best known for his writings on neoliberalism, C. Wright Mills, best known for his sociological imagination, Dorothy Smith, best known for the Standpoint theory and Talcott Parsons, best known for his contributions to structural functionalism.

All of the theorists discussed have provided useful information and research to help with my understanding of globalization. However, I believe that Immanuel Wallerstein’s concepts are the most useful in understanding globalization. I believe this because the world-systems theory of Wallerstein offers a structural and chronological framework for comprehending globalization. It aids in our understanding of the relationships among the core, periphery, and semi-periphery regions that make up the global economic hierarchy.

A historical view of globalization is possible thanks to Wallerstein's concentration on the long-term development of the international system. It emphasizes the evolution of global economic and political power structures over time. His writings pioneered the idea of unequal exchange, a crucial component of globalization. In order to comprehend the unequal distribution of wealth and resources in the global system, it is helpful to emphasize the dynamics of exploitation and dependency between regions.

REFERENCES
**(SLIDE 15) – This is the final slide of the presentation that illustrates all of my citations retrieved from the book and readings.**

**SocialTheoryPresentation.pptx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socialtheorypresentation-pptx)

November 5, 2026
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[>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

– 2 years ago

**files (1)**

– ## Chapter3Lab1-Summer24.pdf

**## Chapter3Lab1-Summer24.pdf**

MGMT 414: Lab 1
Chapter 3

Create 1 Excel file with questions represented as different tabs. Create a textbox within
each problem to write your LP model. Each student must complete their own unique
spreadsheet model. Students will be graded on accuracy, completion of all required
tasks, and presentability. Be creative with font and color choices! Submitting identical
excel files will result in a zero on the assignment.

1. Oakton Manufacturing makes two types of rocking chairs specifically
designed for men and women known as the His and Hers models. Each chair
requires four legs and two rockers but differing numbers of wooden dowels.
Each His chair requires four short dowels and eight long dowels while each
Hers chair requires eight short dowels and four long dowels. Each His chair
contributes $10 in profit while each Hers chair contributes $12. The company
has 900 legs, 400 rockers, 1200 short dowels, and 1056 long dowels available.
The company wants to maximize its profit.

● Formulate an LP model for this problem in a textbox.

● Create a spreadsheet model for this problem and solve it using
Solver.

● What is the optimal solution? In a textbox, write the optimal
solution and decision variables.

2.(Same problem from your individual meeting) The Gourmet Grill Company
manufactures and sells two different types of grills: propane and electric. Each
propane grill sells for $320 and costs $220 ($100 Profit) to manufacture. Each
electric grill sells for $260 and costs $180 ($80 Profit) to manufacture. Each
grill goes through four operations in the manufacturing process. The hours
required by each type of grill in each of these manufacturing processes is
summarized as follows:

In the next production cycle there are 2,400 hours of machine press time
available, 6,000 hours of fabrication, 3,300 hours of assembly, and 1,500 hours
of testing capacity. Assume Gourmet Grill can sell everything they make and
would like to determine the production plan that would maximize profit.

● Formulate an LP model for this problem in a textbox.
● Create a spreadsheet model for this problem and solve it using
Solver.

● What is the optimal solution? In a textbox, write the optimal
solution and decision variables.

**## Chapter3Lab1-Summer24.pdf**

MGMT 414: Lab 1
Chapter 3

Create 1 Excel file with questions represented as different tabs. Create a textbox within
each problem to write your LP model. Each student must complete their own unique
spreadsheet model. Students will be graded on accuracy, completion of all required
tasks, and presentability. Be creative with font and color choices! Submitting identical
excel files will result in a zero on the assignment.

1. Oakton Manufacturing makes two types of rocking chairs specifically
designed for men and women known as the His and Hers models. Each chair
requires four legs and two rockers but differing numbers of wooden dowels.
Each His chair requires four short dowels and eight long dowels while each
Hers chair requires eight short dowels and four long dowels. Each His chair
contributes $10 in profit while each Hers chair contributes $12. The company
has 900 legs, 400 rockers, 1200 short dowels, and 1056 long dowels available.
The company wants to maximize its profit.

● Formulate an LP model for this problem in a textbox.

● Create a spreadsheet model for this problem and solve it using
Solver.

● What is the optimal solution? In a textbox, write the optimal
solution and decision variables.

2.(Same problem from your individual meeting) The Gourmet Grill Company
manufactures and sells two different types of grills: propane and electric. Each
propane grill sells for $320 and costs $220 ($100 Profit) to manufacture. Each
electric grill sells for $260 and costs $180 ($80 Profit) to manufacture. Each
grill goes through four operations in the manufacturing process. The hours
required by each type of grill in each of these manufacturing processes is
summarized as follows:

In the next production cycle there are 2,400 hours of machine press time
available, 6,000 hours of fabrication, 3,300 hours of assembly, and 1,500 hours
of testing capacity. Assume Gourmet Grill can sell everything they make and
would like to determine the production plan that would maximize profit.

● Formulate an LP model for this problem in a textbox.
● Create a spreadsheet model for this problem and solve it using
Solver.

● What is the optimal solution? In a textbox, write the optimal
solution and decision variables.

November 5, 2026
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November 5, 2026
[Solved] help with history tst due immediately

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attached – 2 years ago **files (1)** – ## week8midt.docx **## week8midt.docx** **WEEK 8 Midterm Exam** **Instructions** You have two hours to take the exam once you begin–you cannot pause, once you begin the exam, you must finish it within two hours. There are no retakes or redos. The exam is made …

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**files (1)**

– ## week8midt.docx

**## week8midt.docx**

**WEEK 8 Midterm Exam**

**Instructions**

You have two hours to take the exam once you begin–you cannot pause, once you begin the exam, you must finish it within two hours. There are no retakes or redos.

The exam is made up of short answer questions. Each question should be answered with a 3-5 sentence response. The material covered includes everything up to this point in the class.

1. What caused Southern Democrats to purge African-Americans from the voter registration rolls after the early 1890s?

2. Describe any of the recommendations Andrew Carnegie proposes to deal with the issue of wealth in his essay “The Gospel of Wealth.”

3. Name any two progressive era constitutional amendments and explain what they did.

4. BRIEFLY, DESCRIBE THE EXPLOITS OF CHIEF JOSEPH

5. How did the Pendleton Civil Service Reform Act change the way the Federal Civil Service was staffed? What event prompted the push for this legislation to be enacted?

**## week8midt.docx**

**WEEK 8 Midterm Exam**

**Instructions**

You have two hours to take the exam once you begin–you cannot pause, once you begin the exam, you must finish it within two hours. There are no retakes or redos.

The exam is made up of short answer questions. Each question should be answered with a 3-5 sentence response. The material covered includes everything up to this point in the class.

1. What caused Southern Democrats to purge African-Americans from the voter registration rolls after the early 1890s?

2. Describe any of the recommendations Andrew Carnegie proposes to deal with the issue of wealth in his essay “The Gospel of Wealth.”

3. Name any two progressive era constitutional amendments and explain what they did.

4. BRIEFLY, DESCRIBE THE EXPLOITS OF CHIEF JOSEPH

5. How did the Pendleton Civil Service Reform Act change the way the Federal Civil Service was staffed? What event prompted the push for this legislation to be enacted?

November 5, 2026
[Solved] finps

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all about the history of primary sources – 2 years ago

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all about the history of primary sources

– 2 years ago

November 5, 2026
[Solved] Environmental Technology

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Please view attachments – 2 years ago **files (2)** – ## EnvironmentalTechnologyunit8.docx – ## ENVUnitVIIIstudyguide.pdf **## EnvironmentalTechnologyunit8.docx** This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, 6, and 7. It may be beneficial to review the Unit VIII lesson before complet…

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Please view attachments

– 2 years ago

**files (2)**

– ## EnvironmentalTechnologyunit8.docx

– ## ENVUnitVIIIstudyguide.pdf

**## EnvironmentalTechnologyunit8.docx**

This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, 6, and 7. It may be beneficial to review the Unit VIII lesson before completing this assignment.

In this unit, we summarized all of the concepts you learned throughout the course, tying everything together.

For this assignment, you will write an essay in which you will apply safety and health-related theory and technology to address environmental issues. Please include the components listed below in your essay.

· Discuss an environmental technology (
**Waste management**: Recycling, waste-to-energy, and wastewater treatment) from the course that you found the most beneficial and impactful.

· Provide an equation used for computing water flow rate from pipe diameter. Describe the application and variables in the equation.

· Explain two methods for treating water.

· Explain two features of a solid waste (sanitary) landfill.

· Describe two hazardous waste onsite remediation technologies.

· Explain the purpose of an electrostatic precipitator and the air pollutants that it removes, and show an equation used to determine its efficiency. Use this equation to determine the efficiency of an EP with a collector plate area of 5000 sq. m., gas flow rate of 200 m/s and an effective drift velocity of 0.1 m/s.

· Provide the equation used to compute SPL (in dB) from sound pressure in µbars. If a bulldozer emits a sound level of 90 dBA, what is the sound level (dBA) of two bulldozers next to each other?

· Discuss your favorite part of the course.

Your essay should flow smoothly from topic to topic with thoughtful transitions. Your essay should be at least four pages in length, not counting the references page; a title page is optional.

Support your essay with at least two peer-reviewed articles from the CSU Online Library. The articles should be no more than 20 years old. Feel free to use the textbook and other sources as references in addition to your two CSU Online Library sources. Be sure to properly cite and reference all sources, and use APA format.

**## ENVUnitVIIIstudyguide.pdf**

ENV 4303, Environmental Technology 1

Course Learning Outcomes for Unit VIII

Upon completion of this unit, students should be able to:

1. Examine key principles of environmental technology.

2. Assess processes for treating water.

3. Analyze piping systems.

4. Evaluate solid waste handling methods.

5. Evaluate hazardous waste handling methods.

6. Examine air pollution.

7. Explain noise pollution.

Reading Assignment

In order to access the following resource, click the link below:

Ashley, K. (Ed.), Waits, A., Hartzell, E., & Harten, T. (Reps.). (2005). Analytical performance criteria. The U.S.

Environmental Protection Agency Environmental Technology Verification Program–An overview.
Journal of Occupational & Environmental Hygiene, 2(11), D87–D90.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=a9h&AN=20504615&site=ehost-live&scope=site

Unit Lesson

Introduction

We are now in Unit VIII. We have learned a lot about environmental technologies. We began with key
principles of technologies. Then, we learned about water treatment, piping, solid waste, hazardous waste, air
pollution, and noise pollution. This lesson will describe a case study scenario that brings together the course
learning objectives.

Scenario

A fictitious company called GoodProcesses Inc. has (fictitiously) had conversations with state and local
government officials. GoodProcesses Inc. is proposing using an existing building for its manufacturing
process. It needs to make sure the existing piping and water treatment tanks are sufficient. It also needs to
determine its classification under hazardous waste laws, treat gaseous emissions, and address noise
concerns. In addition, GoodProcesses Inc. is considering building and operating a solid waste landfill and
needs to determine if there is enough land at its selected location.

Piping system: GoodProcesses Inc. plans to purchase an old industrial facility for a manufacturing process.
The old facility has an elevated tank that is open to atmospheric pressure that delivers water through a pipe to
a process at atmospheric pressure but at a lower elevation than the tank. The existing pipe is an 8-inch
diameter iron water pipe that has an elevation drop of 1.25 feet over its 250 foot length. GoodProcesses Inc.

UNIT VIII STUDY GUIDE
Putting It All Together

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ENV 4303, Environmental Technology 2

UNIT x STUDY GUIDE
Title

needs to determine if the pipe will carry the 300 gpm of water that they need for its manufacturing process.
The flow rate is shown below (Nathanson & Schneider, 2015, p. 33).

𝑄𝑄 = 0.28 𝐶𝐶 𝐷𝐷2.63𝑆𝑆0.54

Q = Flow rate, gpm (gallons per minute)
C= Hazen-Williams Coefficient
D = Pipe inside diameter, inch
S = Slope of hydraulic grade line, dimensionless

For the plant, the following equation is relevant.

𝑆𝑆 =

Elevation Drop
Pipe Length

=
1.25 ft
250 ft

= 0.005
ft
ft

Since the pipe is old, C is approximately 100.

𝑄𝑄 = 0.28 𝐶𝐶 𝐷𝐷2.63𝑆𝑆0.54 = (0.28)(100)(8 in. )2.63 �0.005
ft
ft
�
0.54

= 380 gpm

Since the flow rate required is 300 gpm and the pipe can deliver 380 gpm, the existing pipe is adequate.

Water treatment: GoodProcesses Inc. needs to filter the suspended sediment out of the water so that the
water is clean enough to use for its manufacturing process. There is an existing rapid sand filter in the facility
that has an area (looking down on it since water flows through it vertically) of 180 ft2. Is this area sufficient to
process the desired flow rate of 300 gpm?

From Nathanson and Schneider (2015), a rapid sand filter effectively operates at 2 gpm/ft2 where the ft2
represents the cross-sectional area (looking down) on the tank holding the sand. A 180 ft2 tank can process
the flow rate of dirty water shown below.

𝑄𝑄 = 𝑅𝑅𝑅𝑅

Q = Flow rate, gpm
R = Design filtration rate = 2 gpm/ft2
A = Tank (filter) area = 180 ft2

Therefore, the equation is as shown below.

𝑄𝑄 = �2

gpm
ft2

� (180 ft2) = 360 gpm

The rapid sand filter can process 360 gpm, which shows that it is sufficiently large and will easily process the
required 300 gpm.

Hazardous waste: GoodProcesses Inc. realizes that it will generate hazardous waste from its manufacturing
process. However, the company is hopeful that it will be classified as a conditionally exempt small-quantity
generator. A conditionally exempt small-quantity generator generates less than 100 kg of hazardous waste
per month (Nathanson & Schneider, 2015, p. 322). Though GoodProcesses Inc. knows its processes, it is not
well versed on what exactly constitutes hazardous waste. Thus, the company has hired an environmental firm
to compute its hazardous waste generation. The environmental firm computed a hazardous waste generation
rate of 0.2 kg for each hour that GoodProcesses Inc.'s manufacturing process is in operation. GoodProcesses
Inc. plans to operate the process 16 hours per 24-hour period on weekdays but not at all on weekends.

ENV 4303, Environmental Technology 3

UNIT x STUDY GUIDE
Title

The number of hours that the manufacturing process runs per week TW is shown below.

𝑇𝑇𝑊𝑊 = �16

hr
day

� �5
day
wk

� = 80
hr
wk

Since months have variable numbers of weeks, to get a monthly number of hours, it is best to use the value
52 weeks/year. Hours of operation per month TM:

𝑇𝑇𝑀𝑀 = �

80 hr
wk

� �
52 wk

yr
� �

yr
12 months

� = 346.7
hr

month

The amount of hazardous waste generated per month is shown below.

𝐻𝐻 = 𝑅𝑅 𝑇𝑇𝑀𝑀

H = Mass rate of hazardous waste generation
R = Hazardous waste generation rate = 0.2 kg/hr of operation
TM = Hours of operation per month

Therefore, the equation is as shown below.

𝐻𝐻 = 𝑅𝑅 𝑇𝑇𝑀𝑀 = �

0.2 kg
hr

� �
346.7 hr
month

� = 69.3
kg

month

Therefore, GoodProcesses Inc. is a conditionally exempt small-quantity generator since 69.3 kg/month is less
than 100 kg/month.

Air pollution control: As a part of its pollution prevention plan, GoodProcesses Inc.'s management has a
goal of removing 90% of its particulate matter from its gaseous stream that flows at 140 m3/s during process
operation. GoodProcesses Inc. has hired an engineering firm to determine how best to achieve the 90% goal.
The engineering firm determined that an electrostatic precipitator would be the most cost-effective option for
the company’s process. To size the electrostatic precipitator's plate, the following equation is used
(Nathanson & Schneider, 2015, p. 380).

𝐸𝐸 = 100 �1 − 𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 �

E = Percent removal efficiency = 90%
w = Effective drift velocity
A = Total collector plate area
Q = Gas flow rate of gas through the electrostatic precipitator = 140 m3/s

The effective drift velocity is a design value set by the manufacturer of the electrostatic precipitator. The
manufacturer indicates a value of w=0.1 m/s.

The above equation is algebraically rearranged to solve for A.

𝐸𝐸

100
= 1 − 𝑒𝑒

−𝑤𝑤𝑤𝑤
𝑄𝑄

Then, the equation would be represented as shown below.

𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 = 1 −

𝐸𝐸
100

ENV 4303, Environmental Technology 4

UNIT x STUDY GUIDE
Title

Take the natural logarithm of both sides.

ln�𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 � = ln �1 −

𝐸𝐸
100

�

Thus, the following equation must be resolved.

−

𝑤𝑤𝑅𝑅
𝑄𝑄

= ln �1 −
𝐸𝐸

100
�

So, the following equation would be the result.

𝑅𝑅 = −

𝑄𝑄
𝑤𝑤

ln �1 −
𝐸𝐸

100
�

Compute area A.

𝑅𝑅 = −
𝑄𝑄
𝑤𝑤

ln �1 −
𝐸𝐸

100
� = −

�140 m3

s �

�0.1 m
s �

ln �1 −
90

100
� = 3223 m2

The engineering firm suggests that GoodProcesses Inc. should purchase an electrostatic precipitator that has
an area of at least 3223 m2 in order to achieve 90% removal of particulate matter.

Production of noise: GoodProcesses, Inc. realizes that it must also address potential noise issues. The
company wants to make sure that it does not exceed 80 dB (decibels) for its loudest process after using
cushioning, mufflers, and enclosures to reduce noise. Considering all of the equipment in the building and the
noise protection measures, the loudest process is rated to put out 1.5 μbar of sound pressure.
GoodProcesses Inc. has staff that are able to convert the sound pressure rating to dB. The safety department
uses the equation below (Nathanson & Schneider, 2015, p. 391).

𝑆𝑆𝑆𝑆𝑆𝑆 = 20 log �

𝑆𝑆
𝑆𝑆𝑜𝑜
�

log = Common (base 10) logarithm
SPL = Sound pressure level, dB
P = Sound pressure = 1.5 μbar
Po = Reference sound pressure = 0.0002 μbar

Therefore, the SPL from the 1.5 μbar process is as shown below.

𝑆𝑆𝑆𝑆𝑆𝑆 = 20 log �

1.5 μbar
0.0002 μbar

� = 77.5 dB

Since 77.5 dB is less than 80 dB, GoodProcesses Inc. has achieved its goal of having 80 dB or less noise for
its loudest process.

Solid waste: In addition to operating its own manufacturing facility, the management of GoodProcesses Inc.
has been in conversations with the state’s environmental protection agency about constructing a new landfill.
The site that the company would like to use has an area of 150 acres for the waste, plus additional land area
for buildings and buffer zones. If the landfill is to serve an average population of 60,000 people for 30 years
and the depth of the landfill is 25 ft, will the available land area be sufficient?

ENV 4303, Environmental Technology 5

UNIT x STUDY GUIDE
Title

From Nathanson and Schneider (2015), the following design values are helpful (p. 310).

R = Rate of waste generation per person = 5 pounds per person per day = 5 lb/person-day
U = Unit weight of refuse = 1000 pounds per cubic yard = 1000 lb/yd3
C = Percent of volume used by cover material = 25% by volume
= 0.25 ft3 cover volume/ft3 refuse volume

From GoodProcesses Inc.'s proposal, the following information is relevant.

P = Population = 60,000 people
T = Landfill lifetime = 30 years
Y = Landfill depth = 25 ft
A = Landfill area = To be computed

Compute total weight of refuse generated per year W.

𝑊𝑊 = 𝑆𝑆𝑅𝑅 = (60,000 people) �

5 lb
person − day

� �
365 day

yr
� = 1.095×108

lb
yr

Total yearly volume of refuse generated VR is as shown below.

𝑉𝑉𝑅𝑅 =
𝑊𝑊
𝑈𝑈

=
1.095×108 lb

yr
1000 lb

yd3
= 109,500

yd3 refuse
yr

Additional annual volume for cover material VC is as shown below.

𝑉𝑉𝐶𝐶 = 𝐶𝐶𝑉𝑉𝑅𝑅 = �0.25
yd3 cover
yd3 refuse

��109,500
yd3 refuse

yr
� = 27,375

yd3 cover
yr

Total annual required landfill volume VT is as shown below.

𝑉𝑉𝑇𝑇 = 𝑉𝑉𝑅𝑅 + 𝑉𝑉𝐶𝐶 =
109,500 yd3 refuse

yr
+

27,375 yd3 cover
yr

= 136,875
yd3

yr

Total lifetime required landfill volume V is as shown below.

𝑉𝑉 = 𝑇𝑇 𝑉𝑉𝑇𝑇 = (30 yr)�
136,875 yd3

yr
� = 4.106×106 yd3

Landfill area A required is as shown below.

𝑅𝑅 =
𝑉𝑉
𝑌𝑌

=
(4.106×106 yd3)

(25 ft)
�

27 ft3

yd3
� �

acre
43,560 ft2

� = 102 acres

Therefore, the available land area of 150 acres is more than enough space because only 102 acres are
required.

ENV 4303, Environmental Technology 6

UNIT x STUDY GUIDE
Title

Conclusion

This lesson has discussed a fictitious company's considerations for a manufacturing process facility and a
solid waste landfill. The lesson has brought together calculations for pipe sizing, water treatment, hazardous
waste generation, air pollution control, noise, and landfill sizing. Now, you are more versed in environmental
technology as a result of this course.

Reference

Nathanson, J. A., & Schneider, R. A. (2015). Basic environmental technology: Water supply, waste

management, and pollution control (6th ed.). Pearson.

Suggested Reading

The following chapters were required in previous units. Review the following chapters to refresh your memory
to help you with the final assignment:

Chapter 1: Basic Concepts

Chapter 2: Hydraulics

Chapter 4: Water Quality

Chapter 5: Water Pollution

Chapter 6: Drinking Water Purification

Chapter 7: Water Distribution Systems

Chapter 8: Sanitary Sewer Systems

Chapter 11: Municipal Solid Waste

Chapter 12: Hazardous Waste Management

Chapter 13: Air Pollution and Control

Chapter 14: Noise Pollution and Control

– Course Learning Outcomes for Unit VIII
– Reading Assignment
– Unit Lesson
– Suggested Reading

**## ENVUnitVIIIstudyguide.pdf**

ENV 4303, Environmental Technology 1

Course Learning Outcomes for Unit VIII

Upon completion of this unit, students should be able to:

1. Examine key principles of environmental technology.

2. Assess processes for treating water.

3. Analyze piping systems.

4. Evaluate solid waste handling methods.

5. Evaluate hazardous waste handling methods.

6. Examine air pollution.

7. Explain noise pollution.

Reading Assignment

In order to access the following resource, click the link below:

Ashley, K. (Ed.), Waits, A., Hartzell, E., & Harten, T. (Reps.). (2005). Analytical performance criteria. The U.S.

Environmental Protection Agency Environmental Technology Verification Program–An overview.
Journal of Occupational & Environmental Hygiene, 2(11), D87–D90.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=a9h&AN=20504615&site=ehost-live&scope=site

Unit Lesson

Introduction

We are now in Unit VIII. We have learned a lot about environmental technologies. We began with key
principles of technologies. Then, we learned about water treatment, piping, solid waste, hazardous waste, air
pollution, and noise pollution. This lesson will describe a case study scenario that brings together the course
learning objectives.

Scenario

A fictitious company called GoodProcesses Inc. has (fictitiously) had conversations with state and local
government officials. GoodProcesses Inc. is proposing using an existing building for its manufacturing
process. It needs to make sure the existing piping and water treatment tanks are sufficient. It also needs to
determine its classification under hazardous waste laws, treat gaseous emissions, and address noise
concerns. In addition, GoodProcesses Inc. is considering building and operating a solid waste landfill and
needs to determine if there is enough land at its selected location.

Piping system: GoodProcesses Inc. plans to purchase an old industrial facility for a manufacturing process.
The old facility has an elevated tank that is open to atmospheric pressure that delivers water through a pipe to
a process at atmospheric pressure but at a lower elevation than the tank. The existing pipe is an 8-inch
diameter iron water pipe that has an elevation drop of 1.25 feet over its 250 foot length. GoodProcesses Inc.

UNIT VIII STUDY GUIDE
Putting It All Together

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ENV 4303, Environmental Technology 2

UNIT x STUDY GUIDE
Title

needs to determine if the pipe will carry the 300 gpm of water that they need for its manufacturing process.
The flow rate is shown below (Nathanson & Schneider, 2015, p. 33).

𝑄𝑄 = 0.28 𝐶𝐶 𝐷𝐷2.63𝑆𝑆0.54

Q = Flow rate, gpm (gallons per minute)
C= Hazen-Williams Coefficient
D = Pipe inside diameter, inch
S = Slope of hydraulic grade line, dimensionless

For the plant, the following equation is relevant.

𝑆𝑆 =

Elevation Drop
Pipe Length

=
1.25 ft
250 ft

= 0.005
ft
ft

Since the pipe is old, C is approximately 100.

𝑄𝑄 = 0.28 𝐶𝐶 𝐷𝐷2.63𝑆𝑆0.54 = (0.28)(100)(8 in. )2.63 �0.005
ft
ft
�
0.54

= 380 gpm

Since the flow rate required is 300 gpm and the pipe can deliver 380 gpm, the existing pipe is adequate.

Water treatment: GoodProcesses Inc. needs to filter the suspended sediment out of the water so that the
water is clean enough to use for its manufacturing process. There is an existing rapid sand filter in the facility
that has an area (looking down on it since water flows through it vertically) of 180 ft2. Is this area sufficient to
process the desired flow rate of 300 gpm?

From Nathanson and Schneider (2015), a rapid sand filter effectively operates at 2 gpm/ft2 where the ft2
represents the cross-sectional area (looking down) on the tank holding the sand. A 180 ft2 tank can process
the flow rate of dirty water shown below.

𝑄𝑄 = 𝑅𝑅𝑅𝑅

Q = Flow rate, gpm
R = Design filtration rate = 2 gpm/ft2
A = Tank (filter) area = 180 ft2

Therefore, the equation is as shown below.

𝑄𝑄 = �2

gpm
ft2

� (180 ft2) = 360 gpm

The rapid sand filter can process 360 gpm, which shows that it is sufficiently large and will easily process the
required 300 gpm.

Hazardous waste: GoodProcesses Inc. realizes that it will generate hazardous waste from its manufacturing
process. However, the company is hopeful that it will be classified as a conditionally exempt small-quantity
generator. A conditionally exempt small-quantity generator generates less than 100 kg of hazardous waste
per month (Nathanson & Schneider, 2015, p. 322). Though GoodProcesses Inc. knows its processes, it is not
well versed on what exactly constitutes hazardous waste. Thus, the company has hired an environmental firm
to compute its hazardous waste generation. The environmental firm computed a hazardous waste generation
rate of 0.2 kg for each hour that GoodProcesses Inc.'s manufacturing process is in operation. GoodProcesses
Inc. plans to operate the process 16 hours per 24-hour period on weekdays but not at all on weekends.

ENV 4303, Environmental Technology 3

UNIT x STUDY GUIDE
Title

The number of hours that the manufacturing process runs per week TW is shown below.

𝑇𝑇𝑊𝑊 = �16

hr
day

� �5
day
wk

� = 80
hr
wk

Since months have variable numbers of weeks, to get a monthly number of hours, it is best to use the value
52 weeks/year. Hours of operation per month TM:

𝑇𝑇𝑀𝑀 = �

80 hr
wk

� �
52 wk

yr
� �

yr
12 months

� = 346.7
hr

month

The amount of hazardous waste generated per month is shown below.

𝐻𝐻 = 𝑅𝑅 𝑇𝑇𝑀𝑀

H = Mass rate of hazardous waste generation
R = Hazardous waste generation rate = 0.2 kg/hr of operation
TM = Hours of operation per month

Therefore, the equation is as shown below.

𝐻𝐻 = 𝑅𝑅 𝑇𝑇𝑀𝑀 = �

0.2 kg
hr

� �
346.7 hr
month

� = 69.3
kg

month

Therefore, GoodProcesses Inc. is a conditionally exempt small-quantity generator since 69.3 kg/month is less
than 100 kg/month.

Air pollution control: As a part of its pollution prevention plan, GoodProcesses Inc.'s management has a
goal of removing 90% of its particulate matter from its gaseous stream that flows at 140 m3/s during process
operation. GoodProcesses Inc. has hired an engineering firm to determine how best to achieve the 90% goal.
The engineering firm determined that an electrostatic precipitator would be the most cost-effective option for
the company’s process. To size the electrostatic precipitator's plate, the following equation is used
(Nathanson & Schneider, 2015, p. 380).

𝐸𝐸 = 100 �1 − 𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 �

E = Percent removal efficiency = 90%
w = Effective drift velocity
A = Total collector plate area
Q = Gas flow rate of gas through the electrostatic precipitator = 140 m3/s

The effective drift velocity is a design value set by the manufacturer of the electrostatic precipitator. The
manufacturer indicates a value of w=0.1 m/s.

The above equation is algebraically rearranged to solve for A.

𝐸𝐸

100
= 1 − 𝑒𝑒

−𝑤𝑤𝑤𝑤
𝑄𝑄

Then, the equation would be represented as shown below.

𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 = 1 −

𝐸𝐸
100

ENV 4303, Environmental Technology 4

UNIT x STUDY GUIDE
Title

Take the natural logarithm of both sides.

ln�𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 � = ln �1 −

𝐸𝐸
100

�

Thus, the following equation must be resolved.

−

𝑤𝑤𝑅𝑅
𝑄𝑄

= ln �1 −
𝐸𝐸

100
�

So, the following equation would be the result.

𝑅𝑅 = −

𝑄𝑄
𝑤𝑤

ln �1 −
𝐸𝐸

100
�

Compute area A.

𝑅𝑅 = −
𝑄𝑄
𝑤𝑤

ln �1 −
𝐸𝐸

100
� = −

�140 m3

s �

�0.1 m
s �

ln �1 −
90

100
� = 3223 m2

The engineering firm suggests that GoodProcesses Inc. should purchase an electrostatic precipitator that has
an area of at least 3223 m2 in order to achieve 90% removal of particulate matter.

Production of noise: GoodProcesses, Inc. realizes that it must also address potential noise issues. The
company wants to make sure that it does not exceed 80 dB (decibels) for its loudest process after using
cushioning, mufflers, and enclosures to reduce noise. Considering all of the equipment in the building and the
noise protection measures, the loudest process is rated to put out 1.5 μbar of sound pressure.
GoodProcesses Inc. has staff that are able to convert the sound pressure rating to dB. The safety department
uses the equation below (Nathanson & Schneider, 2015, p. 391).

𝑆𝑆𝑆𝑆𝑆𝑆 = 20 log �

𝑆𝑆
𝑆𝑆𝑜𝑜
�

log = Common (base 10) logarithm
SPL = Sound pressure level, dB
P = Sound pressure = 1.5 μbar
Po = Reference sound pressure = 0.0002 μbar

Therefore, the SPL from the 1.5 μbar process is as shown below.

𝑆𝑆𝑆𝑆𝑆𝑆 = 20 log �

1.5 μbar
0.0002 μbar

� = 77.5 dB

Since 77.5 dB is less than 80 dB, GoodProcesses Inc. has achieved its goal of having 80 dB or less noise for
its loudest process.

Solid waste: In addition to operating its own manufacturing facility, the management of GoodProcesses Inc.
has been in conversations with the state’s environmental protection agency about constructing a new landfill.
The site that the company would like to use has an area of 150 acres for the waste, plus additional land area
for buildings and buffer zones. If the landfill is to serve an average population of 60,000 people for 30 years
and the depth of the landfill is 25 ft, will the available land area be sufficient?

ENV 4303, Environmental Technology 5

UNIT x STUDY GUIDE
Title

From Nathanson and Schneider (2015), the following design values are helpful (p. 310).

R = Rate of waste generation per person = 5 pounds per person per day = 5 lb/person-day
U = Unit weight of refuse = 1000 pounds per cubic yard = 1000 lb/yd3
C = Percent of volume used by cover material = 25% by volume
= 0.25 ft3 cover volume/ft3 refuse volume

From GoodProcesses Inc.'s proposal, the following information is relevant.

P = Population = 60,000 people
T = Landfill lifetime = 30 years
Y = Landfill depth = 25 ft
A = Landfill area = To be computed

Compute total weight of refuse generated per year W.

𝑊𝑊 = 𝑆𝑆𝑅𝑅 = (60,000 people) �

5 lb
person − day

� �
365 day

yr
� = 1.095×108

lb
yr

Total yearly volume of refuse generated VR is as shown below.

𝑉𝑉𝑅𝑅 =
𝑊𝑊
𝑈𝑈

=
1.095×108 lb

yr
1000 lb

yd3
= 109,500

yd3 refuse
yr

Additional annual volume for cover material VC is as shown below.

𝑉𝑉𝐶𝐶 = 𝐶𝐶𝑉𝑉𝑅𝑅 = �0.25
yd3 cover
yd3 refuse

��109,500
yd3 refuse

yr
� = 27,375

yd3 cover
yr

Total annual required landfill volume VT is as shown below.

𝑉𝑉𝑇𝑇 = 𝑉𝑉𝑅𝑅 + 𝑉𝑉𝐶𝐶 =
109,500 yd3 refuse

yr
+

27,375 yd3 cover
yr

= 136,875
yd3

yr

Total lifetime required landfill volume V is as shown below.

𝑉𝑉 = 𝑇𝑇 𝑉𝑉𝑇𝑇 = (30 yr)�
136,875 yd3

yr
� = 4.106×106 yd3

Landfill area A required is as shown below.

𝑅𝑅 =
𝑉𝑉
𝑌𝑌

=
(4.106×106 yd3)

(25 ft)
�

27 ft3

yd3
� �

acre
43,560 ft2

� = 102 acres

Therefore, the available land area of 150 acres is more than enough space because only 102 acres are
required.

ENV 4303, Environmental Technology 6

UNIT x STUDY GUIDE
Title

Conclusion

This lesson has discussed a fictitious company's considerations for a manufacturing process facility and a
solid waste landfill. The lesson has brought together calculations for pipe sizing, water treatment, hazardous
waste generation, air pollution control, noise, and landfill sizing. Now, you are more versed in environmental
technology as a result of this course.

Reference

Nathanson, J. A., & Schneider, R. A. (2015). Basic environmental technology: Water supply, waste

management, and pollution control (6th ed.). Pearson.

Suggested Reading

The following chapters were required in previous units. Review the following chapters to refresh your memory
to help you with the final assignment:

Chapter 1: Basic Concepts

Chapter 2: Hydraulics

Chapter 4: Water Quality

Chapter 5: Water Pollution

Chapter 6: Drinking Water Purification

Chapter 7: Water Distribution Systems

Chapter 8: Sanitary Sewer Systems

Chapter 11: Municipal Solid Waste

Chapter 12: Hazardous Waste Management

Chapter 13: Air Pollution and Control

Chapter 14: Noise Pollution and Control

– Course Learning Outcomes for Unit VIII
– Reading Assignment
– Unit Lesson
– Suggested Reading

**## EnvironmentalTechnologyunit8.docx**

This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, 6, and 7. It may be beneficial to review the Unit VIII lesson before completing this assignment.

In this unit, we summarized all of the concepts you learned throughout the course, tying everything together.

For this assignment, you will write an essay in which you will apply safety and health-related theory and technology to address environmental issues. Please include the components listed below in your essay.

· Discuss an environmental technology (
**Waste management**: Recycling, waste-to-energy, and wastewater treatment) from the course that you found the most beneficial and impactful.

· Provide an equation used for computing water flow rate from pipe diameter. Describe the application and variables in the equation.

· Explain two methods for treating water.

· Explain two features of a solid waste (sanitary) landfill.

· Describe two hazardous waste onsite remediation technologies.

· Explain the purpose of an electrostatic precipitator and the air pollutants that it removes, and show an equation used to determine its efficiency. Use this equation to determine the efficiency of an EP with a collector plate area of 5000 sq. m., gas flow rate of 200 m/s and an effective drift velocity of 0.1 m/s.

· Provide the equation used to compute SPL (in dB) from sound pressure in µbars. If a bulldozer emits a sound level of 90 dBA, what is the sound level (dBA) of two bulldozers next to each other?

· Discuss your favorite part of the course.

Your essay should flow smoothly from topic to topic with thoughtful transitions. Your essay should be at least four pages in length, not counting the references page; a title page is optional.

Support your essay with at least two peer-reviewed articles from the CSU Online Library. The articles should be no more than 20 years old. Feel free to use the textbook and other sources as references in addition to your two CSU Online Library sources. Be sure to properly cite and reference all sources, and use APA format.

**## ENVUnitVIIIstudyguide.pdf**

ENV 4303, Environmental Technology 1

Course Learning Outcomes for Unit VIII

Upon completion of this unit, students should be able to:

1. Examine key principles of environmental technology.

2. Assess processes for treating water.

3. Analyze piping systems.

4. Evaluate solid waste handling methods.

5. Evaluate hazardous waste handling methods.

6. Examine air pollution.

7. Explain noise pollution.

Reading Assignment

In order to access the following resource, click the link below:

Ashley, K. (Ed.), Waits, A., Hartzell, E., & Harten, T. (Reps.). (2005). Analytical performance criteria. The U.S.

Environmental Protection Agency Environmental Technology Verification Program–An overview.
Journal of Occupational & Environmental Hygiene, 2(11), D87–D90.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=a9h&AN=20504615&site=ehost-live&scope=site

Unit Lesson

Introduction

We are now in Unit VIII. We have learned a lot about environmental technologies. We began with key
principles of technologies. Then, we learned about water treatment, piping, solid waste, hazardous waste, air
pollution, and noise pollution. This lesson will describe a case study scenario that brings together the course
learning objectives.

Scenario

A fictitious company called GoodProcesses Inc. has (fictitiously) had conversations with state and local
government officials. GoodProcesses Inc. is proposing using an existing building for its manufacturing
process. It needs to make sure the existing piping and water treatment tanks are sufficient. It also needs to
determine its classification under hazardous waste laws, treat gaseous emissions, and address noise
concerns. In addition, GoodProcesses Inc. is considering building and operating a solid waste landfill and
needs to determine if there is enough land at its selected location.

Piping system: GoodProcesses Inc. plans to purchase an old industrial facility for a manufacturing process.
The old facility has an elevated tank that is open to atmospheric pressure that delivers water through a pipe to
a process at atmospheric pressure but at a lower elevation than the tank. The existing pipe is an 8-inch
diameter iron water pipe that has an elevation drop of 1.25 feet over its 250 foot length. GoodProcesses Inc.

UNIT VIII STUDY GUIDE
Putting It All Together

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ENV 4303, Environmental Technology 2

UNIT x STUDY GUIDE
Title

needs to determine if the pipe will carry the 300 gpm of water that they need for its manufacturing process.
The flow rate is shown below (Nathanson & Schneider, 2015, p. 33).

𝑄𝑄 = 0.28 𝐶𝐶 𝐷𝐷2.63𝑆𝑆0.54

Q = Flow rate, gpm (gallons per minute)
C= Hazen-Williams Coefficient
D = Pipe inside diameter, inch
S = Slope of hydraulic grade line, dimensionless

For the plant, the following equation is relevant.

𝑆𝑆 =

Elevation Drop
Pipe Length

=
1.25 ft
250 ft

= 0.005
ft
ft

Since the pipe is old, C is approximately 100.

𝑄𝑄 = 0.28 𝐶𝐶 𝐷𝐷2.63𝑆𝑆0.54 = (0.28)(100)(8 in. )2.63 �0.005
ft
ft
�
0.54

= 380 gpm

Since the flow rate required is 300 gpm and the pipe can deliver 380 gpm, the existing pipe is adequate.

Water treatment: GoodProcesses Inc. needs to filter the suspended sediment out of the water so that the
water is clean enough to use for its manufacturing process. There is an existing rapid sand filter in the facility
that has an area (looking down on it since water flows through it vertically) of 180 ft2. Is this area sufficient to
process the desired flow rate of 300 gpm?

From Nathanson and Schneider (2015), a rapid sand filter effectively operates at 2 gpm/ft2 where the ft2
represents the cross-sectional area (looking down) on the tank holding the sand. A 180 ft2 tank can process
the flow rate of dirty water shown below.

𝑄𝑄 = 𝑅𝑅𝑅𝑅

Q = Flow rate, gpm
R = Design filtration rate = 2 gpm/ft2
A = Tank (filter) area = 180 ft2

Therefore, the equation is as shown below.

𝑄𝑄 = �2

gpm
ft2

� (180 ft2) = 360 gpm

The rapid sand filter can process 360 gpm, which shows that it is sufficiently large and will easily process the
required 300 gpm.

Hazardous waste: GoodProcesses Inc. realizes that it will generate hazardous waste from its manufacturing
process. However, the company is hopeful that it will be classified as a conditionally exempt small-quantity
generator. A conditionally exempt small-quantity generator generates less than 100 kg of hazardous waste
per month (Nathanson & Schneider, 2015, p. 322). Though GoodProcesses Inc. knows its processes, it is not
well versed on what exactly constitutes hazardous waste. Thus, the company has hired an environmental firm
to compute its hazardous waste generation. The environmental firm computed a hazardous waste generation
rate of 0.2 kg for each hour that GoodProcesses Inc.'s manufacturing process is in operation. GoodProcesses
Inc. plans to operate the process 16 hours per 24-hour period on weekdays but not at all on weekends.

ENV 4303, Environmental Technology 3

UNIT x STUDY GUIDE
Title

The number of hours that the manufacturing process runs per week TW is shown below.

𝑇𝑇𝑊𝑊 = �16

hr
day

� �5
day
wk

� = 80
hr
wk

Since months have variable numbers of weeks, to get a monthly number of hours, it is best to use the value
52 weeks/year. Hours of operation per month TM:

𝑇𝑇𝑀𝑀 = �

80 hr
wk

� �
52 wk

yr
� �

yr
12 months

� = 346.7
hr

month

The amount of hazardous waste generated per month is shown below.

𝐻𝐻 = 𝑅𝑅 𝑇𝑇𝑀𝑀

H = Mass rate of hazardous waste generation
R = Hazardous waste generation rate = 0.2 kg/hr of operation
TM = Hours of operation per month

Therefore, the equation is as shown below.

𝐻𝐻 = 𝑅𝑅 𝑇𝑇𝑀𝑀 = �

0.2 kg
hr

� �
346.7 hr
month

� = 69.3
kg

month

Therefore, GoodProcesses Inc. is a conditionally exempt small-quantity generator since 69.3 kg/month is less
than 100 kg/month.

Air pollution control: As a part of its pollution prevention plan, GoodProcesses Inc.'s management has a
goal of removing 90% of its particulate matter from its gaseous stream that flows at 140 m3/s during process
operation. GoodProcesses Inc. has hired an engineering firm to determine how best to achieve the 90% goal.
The engineering firm determined that an electrostatic precipitator would be the most cost-effective option for
the company’s process. To size the electrostatic precipitator's plate, the following equation is used
(Nathanson & Schneider, 2015, p. 380).

𝐸𝐸 = 100 �1 − 𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 �

E = Percent removal efficiency = 90%
w = Effective drift velocity
A = Total collector plate area
Q = Gas flow rate of gas through the electrostatic precipitator = 140 m3/s

The effective drift velocity is a design value set by the manufacturer of the electrostatic precipitator. The
manufacturer indicates a value of w=0.1 m/s.

The above equation is algebraically rearranged to solve for A.

𝐸𝐸

100
= 1 − 𝑒𝑒

−𝑤𝑤𝑤𝑤
𝑄𝑄

Then, the equation would be represented as shown below.

𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 = 1 −

𝐸𝐸
100

ENV 4303, Environmental Technology 4

UNIT x STUDY GUIDE
Title

Take the natural logarithm of both sides.

ln�𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 � = ln �1 −

𝐸𝐸
100

�

Thus, the following equation must be resolved.

−

𝑤𝑤𝑅𝑅
𝑄𝑄

= ln �1 −
𝐸𝐸

100
�

So, the following equation would be the result.

𝑅𝑅 = −

𝑄𝑄
𝑤𝑤

ln �1 −
𝐸𝐸

100
�

Compute area A.

𝑅𝑅 = −
𝑄𝑄
𝑤𝑤

ln �1 −
𝐸𝐸

100
� = −

�140 m3

s �

�0.1 m
s �

ln �1 −
90

100
� = 3223 m2

The engineering firm suggests that GoodProcesses Inc. should purchase an electrostatic precipitator that has
an area of at least 3223 m2 in order to achieve 90% removal of particulate matter.

Production of noise: GoodProcesses, Inc. realizes that it must also address potential noise issues. The
company wants to make sure that it does not exceed 80 dB (decibels) for its loudest process after using
cushioning, mufflers, and enclosures to reduce noise. Considering all of the equipment in the building and the
noise protection measures, the loudest process is rated to put out 1.5 μbar of sound pressure.
GoodProcesses Inc. has staff that are able to convert the sound pressure rating to dB. The safety department
uses the equation below (Nathanson & Schneider, 2015, p. 391).

𝑆𝑆𝑆𝑆𝑆𝑆 = 20 log �

𝑆𝑆
𝑆𝑆𝑜𝑜
�

log = Common (base 10) logarithm
SPL = Sound pressure level, dB
P = Sound pressure = 1.5 μbar
Po = Reference sound pressure = 0.0002 μbar

Therefore, the SPL from the 1.5 μbar process is as shown below.

𝑆𝑆𝑆𝑆𝑆𝑆 = 20 log �

1.5 μbar
0.0002 μbar

� = 77.5 dB

Since 77.5 dB is less than 80 dB, GoodProcesses Inc. has achieved its goal of having 80 dB or less noise for
its loudest process.

Solid waste: In addition to operating its own manufacturing facility, the management of GoodProcesses Inc.
has been in conversations with the state’s environmental protection agency about constructing a new landfill.
The site that the company would like to use has an area of 150 acres for the waste, plus additional land area
for buildings and buffer zones. If the landfill is to serve an average population of 60,000 people for 30 years
and the depth of the landfill is 25 ft, will the available land area be sufficient?

ENV 4303, Environmental Technology 5

UNIT x STUDY GUIDE
Title

From Nathanson and Schneider (2015), the following design values are helpful (p. 310).

R = Rate of waste generation per person = 5 pounds per person per day = 5 lb/person-day
U = Unit weight of refuse = 1000 pounds per cubic yard = 1000 lb/yd3
C = Percent of volume used by cover material = 25% by volume
= 0.25 ft3 cover volume/ft3 refuse volume

From GoodProcesses Inc.'s proposal, the following information is relevant.

P = Population = 60,000 people
T = Landfill lifetime = 30 years
Y = Landfill depth = 25 ft
A = Landfill area = To be computed

Compute total weight of refuse generated per year W.

𝑊𝑊 = 𝑆𝑆𝑅𝑅 = (60,000 people) �

5 lb
person − day

� �
365 day

yr
� = 1.095×108

lb
yr

Total yearly volume of refuse generated VR is as shown below.

𝑉𝑉𝑅𝑅 =
𝑊𝑊
𝑈𝑈

=
1.095×108 lb

yr
1000 lb

yd3
= 109,500

yd3 refuse
yr

Additional annual volume for cover material VC is as shown below.

𝑉𝑉𝐶𝐶 = 𝐶𝐶𝑉𝑉𝑅𝑅 = �0.25
yd3 cover
yd3 refuse

��109,500
yd3 refuse

yr
� = 27,375

yd3 cover
yr

Total annual required landfill volume VT is as shown below.

𝑉𝑉𝑇𝑇 = 𝑉𝑉𝑅𝑅 + 𝑉𝑉𝐶𝐶 =
109,500 yd3 refuse

yr
+

27,375 yd3 cover
yr

= 136,875
yd3

yr

Total lifetime required landfill volume V is as shown below.

𝑉𝑉 = 𝑇𝑇 𝑉𝑉𝑇𝑇 = (30 yr)�
136,875 yd3

yr
� = 4.106×106 yd3

Landfill area A required is as shown below.

𝑅𝑅 =
𝑉𝑉
𝑌𝑌

=
(4.106×106 yd3)

(25 ft)
�

27 ft3

yd3
� �

acre
43,560 ft2

� = 102 acres

Therefore, the available land area of 150 acres is more than enough space because only 102 acres are
required.

ENV 4303, Environmental Technology 6

UNIT x STUDY GUIDE
Title

Conclusion

This lesson has discussed a fictitious company's considerations for a manufacturing process facility and a
solid waste landfill. The lesson has brought together calculations for pipe sizing, water treatment, hazardous
waste generation, air pollution control, noise, and landfill sizing. Now, you are more versed in environmental
technology as a result of this course.

Reference

Nathanson, J. A., & Schneider, R. A. (2015). Basic environmental technology: Water supply, waste

management, and pollution control (6th ed.). Pearson.

Suggested Reading

The following chapters were required in previous units. Review the following chapters to refresh your memory
to help you with the final assignment:

Chapter 1: Basic Concepts

Chapter 2: Hydraulics

Chapter 4: Water Quality

Chapter 5: Water Pollution

Chapter 6: Drinking Water Purification

Chapter 7: Water Distribution Systems

Chapter 8: Sanitary Sewer Systems

Chapter 11: Municipal Solid Waste

Chapter 12: Hazardous Waste Management

Chapter 13: Air Pollution and Control

Chapter 14: Noise Pollution and Control

– Course Learning Outcomes for Unit VIII
– Reading Assignment
– Unit Lesson
– Suggested Reading

**## EnvironmentalTechnologyunit8.docx**

This assignment measures your mastery of CLOs 1, 2, 3, 4, 5, 6, and 7. It may be beneficial to review the Unit VIII lesson before completing this assignment.

In this unit, we summarized all of the concepts you learned throughout the course, tying everything together.

For this assignment, you will write an essay in which you will apply safety and health-related theory and technology to address environmental issues. Please include the components listed below in your essay.

· Discuss an environmental technology (
**Waste management**: Recycling, waste-to-energy, and wastewater treatment) from the course that you found the most beneficial and impactful.

· Provide an equation used for computing water flow rate from pipe diameter. Describe the application and variables in the equation.

· Explain two methods for treating water.

· Explain two features of a solid waste (sanitary) landfill.

· Describe two hazardous waste onsite remediation technologies.

· Explain the purpose of an electrostatic precipitator and the air pollutants that it removes, and show an equation used to determine its efficiency. Use this equation to determine the efficiency of an EP with a collector plate area of 5000 sq. m., gas flow rate of 200 m/s and an effective drift velocity of 0.1 m/s.

· Provide the equation used to compute SPL (in dB) from sound pressure in µbars. If a bulldozer emits a sound level of 90 dBA, what is the sound level (dBA) of two bulldozers next to each other?

· Discuss your favorite part of the course.

Your essay should flow smoothly from topic to topic with thoughtful transitions. Your essay should be at least four pages in length, not counting the references page; a title page is optional.

Support your essay with at least two peer-reviewed articles from the CSU Online Library. The articles should be no more than 20 years old. Feel free to use the textbook and other sources as references in addition to your two CSU Online Library sources. Be sure to properly cite and reference all sources, and use APA format.

**## ENVUnitVIIIstudyguide.pdf**

ENV 4303, Environmental Technology 1

Course Learning Outcomes for Unit VIII

Upon completion of this unit, students should be able to:

1. Examine key principles of environmental technology.

2. Assess processes for treating water.

3. Analyze piping systems.

4. Evaluate solid waste handling methods.

5. Evaluate hazardous waste handling methods.

6. Examine air pollution.

7. Explain noise pollution.

Reading Assignment

In order to access the following resource, click the link below:

Ashley, K. (Ed.), Waits, A., Hartzell, E., & Harten, T. (Reps.). (2005). Analytical performance criteria. The U.S.

Environmental Protection Agency Environmental Technology Verification Program–An overview.
Journal of Occupational & Environmental Hygiene, 2(11), D87–D90.
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Unit Lesson

Introduction

We are now in Unit VIII. We have learned a lot about environmental technologies. We began with key
principles of technologies. Then, we learned about water treatment, piping, solid waste, hazardous waste, air
pollution, and noise pollution. This lesson will describe a case study scenario that brings together the course
learning objectives.

Scenario

A fictitious company called GoodProcesses Inc. has (fictitiously) had conversations with state and local
government officials. GoodProcesses Inc. is proposing using an existing building for its manufacturing
process. It needs to make sure the existing piping and water treatment tanks are sufficient. It also needs to
determine its classification under hazardous waste laws, treat gaseous emissions, and address noise
concerns. In addition, GoodProcesses Inc. is considering building and operating a solid waste landfill and
needs to determine if there is enough land at its selected location.

Piping system: GoodProcesses Inc. plans to purchase an old industrial facility for a manufacturing process.
The old facility has an elevated tank that is open to atmospheric pressure that delivers water through a pipe to
a process at atmospheric pressure but at a lower elevation than the tank. The existing pipe is an 8-inch
diameter iron water pipe that has an elevation drop of 1.25 feet over its 250 foot length. GoodProcesses Inc.

UNIT VIII STUDY GUIDE
Putting It All Together

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ENV 4303, Environmental Technology 2

UNIT x STUDY GUIDE
Title

needs to determine if the pipe will carry the 300 gpm of water that they need for its manufacturing process.
The flow rate is shown below (Nathanson & Schneider, 2015, p. 33).

𝑄𝑄 = 0.28 𝐶𝐶 𝐷𝐷2.63𝑆𝑆0.54

Q = Flow rate, gpm (gallons per minute)
C= Hazen-Williams Coefficient
D = Pipe inside diameter, inch
S = Slope of hydraulic grade line, dimensionless

For the plant, the following equation is relevant.

𝑆𝑆 =

Elevation Drop
Pipe Length

=
1.25 ft
250 ft

= 0.005
ft
ft

Since the pipe is old, C is approximately 100.

𝑄𝑄 = 0.28 𝐶𝐶 𝐷𝐷2.63𝑆𝑆0.54 = (0.28)(100)(8 in. )2.63 �0.005
ft
ft
�
0.54

= 380 gpm

Since the flow rate required is 300 gpm and the pipe can deliver 380 gpm, the existing pipe is adequate.

Water treatment: GoodProcesses Inc. needs to filter the suspended sediment out of the water so that the
water is clean enough to use for its manufacturing process. There is an existing rapid sand filter in the facility
that has an area (looking down on it since water flows through it vertically) of 180 ft2. Is this area sufficient to
process the desired flow rate of 300 gpm?

From Nathanson and Schneider (2015), a rapid sand filter effectively operates at 2 gpm/ft2 where the ft2
represents the cross-sectional area (looking down) on the tank holding the sand. A 180 ft2 tank can process
the flow rate of dirty water shown below.

𝑄𝑄 = 𝑅𝑅𝑅𝑅

Q = Flow rate, gpm
R = Design filtration rate = 2 gpm/ft2
A = Tank (filter) area = 180 ft2

Therefore, the equation is as shown below.

𝑄𝑄 = �2

gpm
ft2

� (180 ft2) = 360 gpm

The rapid sand filter can process 360 gpm, which shows that it is sufficiently large and will easily process the
required 300 gpm.

Hazardous waste: GoodProcesses Inc. realizes that it will generate hazardous waste from its manufacturing
process. However, the company is hopeful that it will be classified as a conditionally exempt small-quantity
generator. A conditionally exempt small-quantity generator generates less than 100 kg of hazardous waste
per month (Nathanson & Schneider, 2015, p. 322). Though GoodProcesses Inc. knows its processes, it is not
well versed on what exactly constitutes hazardous waste. Thus, the company has hired an environmental firm
to compute its hazardous waste generation. The environmental firm computed a hazardous waste generation
rate of 0.2 kg for each hour that GoodProcesses Inc.'s manufacturing process is in operation. GoodProcesses
Inc. plans to operate the process 16 hours per 24-hour period on weekdays but not at all on weekends.

ENV 4303, Environmental Technology 3

UNIT x STUDY GUIDE
Title

The number of hours that the manufacturing process runs per week TW is shown below.

𝑇𝑇𝑊𝑊 = �16

hr
day

� �5
day
wk

� = 80
hr
wk

Since months have variable numbers of weeks, to get a monthly number of hours, it is best to use the value
52 weeks/year. Hours of operation per month TM:

𝑇𝑇𝑀𝑀 = �

80 hr
wk

� �
52 wk

yr
� �

yr
12 months

� = 346.7
hr

month

The amount of hazardous waste generated per month is shown below.

𝐻𝐻 = 𝑅𝑅 𝑇𝑇𝑀𝑀

H = Mass rate of hazardous waste generation
R = Hazardous waste generation rate = 0.2 kg/hr of operation
TM = Hours of operation per month

Therefore, the equation is as shown below.

𝐻𝐻 = 𝑅𝑅 𝑇𝑇𝑀𝑀 = �

0.2 kg
hr

� �
346.7 hr
month

� = 69.3
kg

month

Therefore, GoodProcesses Inc. is a conditionally exempt small-quantity generator since 69.3 kg/month is less
than 100 kg/month.

Air pollution control: As a part of its pollution prevention plan, GoodProcesses Inc.'s management has a
goal of removing 90% of its particulate matter from its gaseous stream that flows at 140 m3/s during process
operation. GoodProcesses Inc. has hired an engineering firm to determine how best to achieve the 90% goal.
The engineering firm determined that an electrostatic precipitator would be the most cost-effective option for
the company’s process. To size the electrostatic precipitator's plate, the following equation is used
(Nathanson & Schneider, 2015, p. 380).

𝐸𝐸 = 100 �1 − 𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 �

E = Percent removal efficiency = 90%
w = Effective drift velocity
A = Total collector plate area
Q = Gas flow rate of gas through the electrostatic precipitator = 140 m3/s

The effective drift velocity is a design value set by the manufacturer of the electrostatic precipitator. The
manufacturer indicates a value of w=0.1 m/s.

The above equation is algebraically rearranged to solve for A.

𝐸𝐸

100
= 1 − 𝑒𝑒

−𝑤𝑤𝑤𝑤
𝑄𝑄

Then, the equation would be represented as shown below.

𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 = 1 −

𝐸𝐸
100

ENV 4303, Environmental Technology 4

UNIT x STUDY GUIDE
Title

Take the natural logarithm of both sides.

ln�𝑒𝑒
−𝑤𝑤𝑤𝑤
𝑄𝑄 � = ln �1 −

𝐸𝐸
100

�

Thus, the following equation must be resolved.

−

𝑤𝑤𝑅𝑅
𝑄𝑄

= ln �1 −
𝐸𝐸

100
�

So, the following equation would be the result.

𝑅𝑅 = −

𝑄𝑄
𝑤𝑤

ln �1 −
𝐸𝐸

100
�

Compute area A.

𝑅𝑅 = −
𝑄𝑄
𝑤𝑤

ln �1 −
𝐸𝐸

100
� = −

�140 m3

s �

�0.1 m
s �

ln �1 −
90

100
� = 3223 m2

The engineering firm suggests that GoodProcesses Inc. should purchase an electrostatic precipitator that has
an area of at least 3223 m2 in order to achieve 90% removal of particulate matter.

Production of noise: GoodProcesses, Inc. realizes that it must also address potential noise issues. The
company wants to make sure that it does not exceed 80 dB (decibels) for its loudest process after using
cushioning, mufflers, and enclosures to reduce noise. Considering all of the equipment in the building and the
noise protection measures, the loudest process is rated to put out 1.5 μbar of sound pressure.
GoodProcesses Inc. has staff that are able to convert the sound pressure rating to dB. The safety department
uses the equation below (Nathanson & Schneider, 2015, p. 391).

𝑆𝑆𝑆𝑆𝑆𝑆 = 20 log �

𝑆𝑆
𝑆𝑆𝑜𝑜
�

log = Common (base 10) logarithm
SPL = Sound pressure level, dB
P = Sound pressure = 1.5 μbar
Po = Reference sound pressure = 0.0002 μbar

Therefore, the SPL from the 1.5 μbar process is as shown below.

𝑆𝑆𝑆𝑆𝑆𝑆 = 20 log �

1.5 μbar
0.0002 μbar

� = 77.5 dB

Since 77.5 dB is less than 80 dB, GoodProcesses Inc. has achieved its goal of having 80 dB or less noise for
its loudest process.

Solid waste: In addition to operating its own manufacturing facility, the management of GoodProcesses Inc.
has been in conversations with the state’s environmental protection agency about constructing a new landfill.
The site that the company would like to use has an area of 150 acres for the waste, plus additional land area
for buildings and buffer zones. If the landfill is to serve an average population of 60,000 people for 30 years
and the depth of the landfill is 25 ft, will the available land area be sufficient?

ENV 4303, Environmental Technology 5

UNIT x STUDY GUIDE
Title

From Nathanson and Schneider (2015), the following design values are helpful (p. 310).

R = Rate of waste generation per person = 5 pounds per person per day = 5 lb/person-day
U = Unit weight of refuse = 1000 pounds per cubic yard = 1000 lb/yd3
C = Percent of volume used by cover material = 25% by volume
= 0.25 ft3 cover volume/ft3 refuse volume

From GoodProcesses Inc.'s proposal, the following information is relevant.

P = Population = 60,000 people
T = Landfill lifetime = 30 years
Y = Landfill depth = 25 ft
A = Landfill area = To be computed

Compute total weight of refuse generated per year W.

𝑊𝑊 = 𝑆𝑆𝑅𝑅 = (60,000 people) �

5 lb
person − day

� �
365 day

yr
� = 1.095×108

lb
yr

Total yearly volume of refuse generated VR is as shown below.

𝑉𝑉𝑅𝑅 =
𝑊𝑊
𝑈𝑈

=
1.095×108 lb

yr
1000 lb

yd3
= 109,500

yd3 refuse
yr

Additional annual volume for cover material VC is as shown below.

𝑉𝑉𝐶𝐶 = 𝐶𝐶𝑉𝑉𝑅𝑅 = �0.25
yd3 cover
yd3 refuse

��109,500
yd3 refuse

yr
� = 27,375

yd3 cover
yr

Total annual required landfill volume VT is as shown below.

𝑉𝑉𝑇𝑇 = 𝑉𝑉𝑅𝑅 + 𝑉𝑉𝐶𝐶 =
109,500 yd3 refuse

yr
+

27,375 yd3 cover
yr

= 136,875
yd3

yr

Total lifetime required landfill volume V is as shown below.

𝑉𝑉 = 𝑇𝑇 𝑉𝑉𝑇𝑇 = (30 yr)�
136,875 yd3

yr
� = 4.106×106 yd3

Landfill area A required is as shown below.

𝑅𝑅 =
𝑉𝑉
𝑌𝑌

=
(4.106×106 yd3)

(25 ft)
�

27 ft3

yd3
� �

acre
43,560 ft2

� = 102 acres

Therefore, the available land area of 150 acres is more than enough space because only 102 acres are
required.

ENV 4303, Environmental Technology 6

UNIT x STUDY GUIDE
Title

Conclusion

This lesson has discussed a fictitious company's considerations for a manufacturing process facility and a
solid waste landfill. The lesson has brought together calculations for pipe sizing, water treatment, hazardous
waste generation, air pollution control, noise, and landfill sizing. Now, you are more versed in environmental
technology as a result of this course.

Reference

Nathanson, J. A., & Schneider, R. A. (2015). Basic environmental technology: Water supply, waste

management, and pollution control (6th ed.). Pearson.

Suggested Reading

The following chapters were required in previous units. Review the following chapters to refresh your memory
to help you with the final assignment:

Chapter 1: Basic Concepts

Chapter 2: Hydraulics

Chapter 4: Water Quality

Chapter 5: Water Pollution

Chapter 6: Drinking Water Purification

Chapter 7: Water Distribution Systems

Chapter 8: Sanitary Sewer Systems

Chapter 11: Municipal Solid Waste

Chapter 12: Hazardous Waste Management

Chapter 13: Air Pollution and Control

Chapter 14: Noise Pollution and Control

– Course Learning Outcomes for Unit VIII
– Reading Assignment
– Unit Lesson
– Suggested Reading

November 5, 2026
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