Discussion Personality/Attitudes In Aviation Safety

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Review Article

Personality studies in aircrew: An overview

Dr. Ganesh A*, Dr Catherine Joseph+

ABSTRACT

Personality traits determine how an individual reacts to different events and situations. The pilot’s personality and its influence on flying performance have an important bearing on flight safety. The study of personality in pilots began to fulfil the demands of the World Wars and concentrated on issues related to selection and training. Present day criteria comprise of “select in” and “select out” tests. The right people who have desirable personality traits for the job are selected and those individuals with abnormal behaviour and mental disorders are disqualified. If required, later evaluation needs to address not aeronautically adaptable traits and failing aviator syndrome traits. Personality studies in trying to provide a “typical” pilot profile have portrayed a number of different facets, which shows, there is no single personality type, which can be considered successful. The determination of personality comparison of female versus male pilots indicates differences. More recent studies suggest that personality interacts with flying performance and could be one of the many factors, which contribute to accidents or incidents. Interpersonal relationships and individual contribution to teamwork are important aspects of personality manifested in crew resource management. Crew interaction styles are related to stress coping strategies, which are found to be more action oriented in pilots. Future research needs to substantiate the possible interactive effects of training, operational stressors and personality as determinants of operational performance.

IJASM 2005; 49(1) : 54-62

Keywords: Personality, aviator characteristics, selection, performance

The word personality originated fromthe Latin word “persona”, meaning“mask”. In ancient Greek and Roman plays, masks were used to distinguish one character from the other. Similarly, personality distinguishes one person from the other. Personality is defined by Cattell as “that which permits a prediction of what a person will do in a given situation. Personality traits are mechanisms within the individual that shape how he/she reacts to classes of events and occasions” [1]. Personality traits are a set of categories that are used for describing, remembering and communicating characteristics of people. Trait characteristics lead people to behave in more or less distinctive and consistent ways across situations. The aviation scenario encompasses

many demanding and challenging situations in the air and/or the ground. The personality of the aviator is likely to have its own impact on tackling or approaching those demanding situations. Hence, knowledge about the pilot’s personality and its influence on flying performance has an important bearing on flight safety.

This review explains the historical background of personality studies on pilots and the study of typical aviator characteristics. With the increasing number of female aviators, studies on them and their concerns are also important. * Resident, Aerospace Medicine

Institute of Aerospace Medicine, IAF, Bangalore +Sc‘E’, Professor & Head Dept. of Aviation Psychology Institute of Aerospace Medicine, IAF, Bangalore

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The role of personality on selection and prediction of future flying performance, crew resource management, accident proneness and stress coping are discussed.

Historical Background

The birth of Aviation Psychology dates back to World War I, when there was a demand for a continuous stream of new pilots and effective methods for selecting pilot candidates [2]. Since then a number of studies were conducted to find the aircrew personality characteristics and to devise scientifically based selection methods, so that the attrition due to failure or dropout during training could be minimized.

One of the initial studies described successful pilots as “high-spirited, happy-go-lucky sportsmen”. Within a few years another study stated “quiet and methodical men” as the best flyers [2]. Though a number of studies were conducted before World War II, they did not contribute much in emphasizing the relationship between the personality characteristics of pilots and their performance. In the ensuing years more rigorous research work was carried out.

In the early endeavour to assess personality characteristics of pilots, traditional personality tests such as Rorschach Test and Thematic Apperception Test were used. But the results had little correlation with the outcome of flight training. Hence the researchers started using tests designed for use in occupational testing. Some of the tests used were Millon Clinical Multiaxial Inventory, Personality Research Form, Minnesota Multiphasic Personality Inventory (MMPI), Eysenck Personality Inventory (EPI) and Edwards Personal Preference Schedule (EPPS). These tests portrayed the aviator as dominant, confident, competitive, achievement oriented,

unanxious and socially outgoing [3].

Typical Aviator Characteristics

Although various studies conducted on pilots reported that aviators do not form a homogenous population, a descriptive study on “ the outstanding jet pilot” found that majority of them were first born children or functional equivalent of first born with a more close relationship with their father, reinforcing “positive male identification”. One interesting finding from the study was that 21 of the first 23 astronauts who went on space flights were first born. The pilots were self-confident, showed a great desire for challenge and success and were non-introspective [4]. Most of them shared the following traits of being intelligent, emotionally mature and stable, action oriented and reasonably adaptable.

A follow up study of 350 US Air Force pilot trainees for 10 year period found three types of aviators among the subject pool [5]. The first type, which comprised 58% of their sample, also labelled as ‘typical’ military pilots were described as achievement oriented, dominant, affable and stable. The second type, which accounted for 21% of the sample, had similar characteristics like the first type but also were unusually aggressive, dominant, self-aggrandizing and exhibitionistic. They were described as the ‘right-stuff’ group. The final 21% described as the ‘wrong stuff’ for military aviation had traits like being cautious, compulsive and socially retiring.

A similar study conducted on experienced military pilots using “Occupational Personality Questionnaire”(OPQ), which was specifically designed for use in work settings, revealed three distinct personality types [6]. The pilots in the largest cluster (48%) were labelled as ‘methodical extroverts’ and had strong needs to master their

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environment and strong desire for novelty and change. The second group, which comprised 36% of the total sample, was described as apprehensive, emotionally controlled, inhibited and socially retiring. They were labelled as ‘introverted worriers’. Finally a third type, which comprised 16% of the sample and labelled as ‘competitive individualists’, was described as competitive, highly independent and decisive. These types were similar to the ‘typical’, the ‘wrong stuff’ and the ‘right stuff’ of the previous study. These different clusters also existed in a recently conducted analysis on final stage selection of an astronaut population [7].

The fact that these subtypes were found among experienced military pilots suggests that there is no one stereotype of pilot personality, which is suitable for aviation. From both studies, it is evident that mere labelling as ‘right stuff’ or ‘wrong stuff’ did not help in predicting success or failure in military aviation.

The study done in India to find the “personality profile of a highly rated IAF pilot” described them as “above average in abstract thinking and high in stress tolerance, resilient, decisive, practical, sober and dependable”. In a comparison of fighter and transport pilots, no statistical difference was found between the two groups. However, in absolute scores, fighter pilots were found higher on intelligence, self-sufficiency and emotional stability scores [8].

The “modal” or “typical” aviator as observed in many studies is nothing but the most frequently occurring type. But no two pilots can ever be the replica of the other and the above studies reveal that there is no one single type which can be labelled as successful. The “modal” aviator is a controller, who wants to control everything in

his/her life. They hate surprises and hence practice as much as possible to avoid them. They maintain emotional distance from others and hence find difficulty with intimacy in their marriages. On psychometric evaluation, they usually get high scores in gregariousness but are low in warmth. They are mission-oriented compartmentalizers, systematic and methodical, rely on checklists and feedback and have the ability to separate flying from non-flying-related issues [9].

Some contradictions reported to above mentioned psychological make-up of pilots include “high intelligence, but not intellectually oriented; team player but have anxiety in close relationships and appear easy- going despite driven quality” [9]. Though the characteristic traits of the typical aviator have been described, it has to be kept in mind that there is no single personality type, which can be considered successful. The role of self- selection to this career is downplayed in many of the studies and to what extent the self-selection has influenced this “typical” aviator portrait is difficult to comment.

The major limitations of many personality studies that were conducted are that, they concentrated mainly on male subjects, the subject pools were often from fighter pilots or astronauts at the expense of other aircrew like transport or helicopter pilots and navigators. Extrapolating findings from one group to other is highly complicated and may not be reliable.

Personality Studies on Female Aviators

As the strength of female aviators is increasing, it is important to understand the gender differences in the personality characteristics of pilots. Only a few studies have been conducted on female pilots. One such study reported that

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EPPS personality profile of female pilots was more similar to the male general aviation pilot profile than to the norms established for US adult male or female [10]. All aviators have a unique psychological profile and female pilot candidates are not a representative sample of the general population [11]. Hence determination of female psychological fitness to fly is complicated.

One study found men scored higher than women on competitiveness, but lower on expressivity and achievement striving [7]. Another study suggested greater female extraversion, agreeableness and conscientiousness. Females scored high on these scales and lower on neuroticism and openness than the male comparison group. These personality traits are highly adaptive for military pilots. Of particular interest is the fact that there were relatively large differences between female pilots and non-pilot females, whereas there were small differences between male and female pilot [7, 12, 13]. A study conducted at US Air Force School of Aerospace Medicine brought out the particular challenge for flight surgeons; the male aviators may cast female counterparts into inappropriate roles. The majority of male pilots interviewed voiced concern about their proclivity to protect women in combat. Female pilots were concerned about potentially being used to exploit men in prisoner of war camps [14].

Personality in Pilot Selection

Personality assessment plays a vital role in pilot selection. Since the cost of training pilots is high, the dropout or failures are a big loss for the organization. Hence a selection system that is cost effective and decreases attrition is required [15].

Initial aeromedical assessment of many national Air Forces uses “select-in” and “select-

out” criteria at entry-level pilot selection. The select-in process was introduced in 1988 by a panel comprising aeromedical specialists. They gave the concept that mental health comprises three factors namely motivation, aptitude for the job (ability) and sensitivity to others (stability) [16]. “Select-out” is basically psychiatric criteria by which people with mental disorders will be disqualified during selection. However this eliminates only a very small unhealthy subset of total applicants. On the other hand “select-in” is a psychological criterion and not based on the presence or absence of mental illness, but forms the basis for identifying the right person with desirable personality traits for a particular job. Criteria must be validated before being used for selection. More over the psychometric tests used for selection must be culture and language specific because though everyone comprehends the language, some of the questions might not be applicable to everyone [17].

US Navy uses the concept of ‘Aeronautical Adaptability’ (AA) for assessing the psychological fitness of aviation personnel. In early 1920’s and 30’s the assessment of AA was simply what the flight surgeon felt about the candidates personality. But later a standardized approach was made. By definition, “all aviation personnel with a diagnosed personality disorder or those with maladaptive personality traits that have a documented effect on safety of flight, crew coordination or mission completion, are determined to be not aeronautically adapted (NAA)” [18]. One recent study suggests that the NEO-PI-R, which is based on the Five Factor theory of “normal” personality, is relevant in assessing AA. This study describes NAA individual as “inefficient, undependable, self-effacing, pessimistic, easily-overwhelmed, sober and sedentary relative to AA individuals” [19].

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Personality traits that are important to be considered during the selection are achievement- oriented traits like motivation, rigidity, mobility and vitality. Interpersonal behavioural traits like extraversion, empathy, aggressiveness and dominance, emotional stability and positive coping skills are also pertinent. Candidates with traits like high anxiety and impulsiveness should be excluded [1]. Dependent and avoidant personality traits are incompatible with aviation. These individuals have the tendency to belittle their own accomplishments and may choose flying for wrong reasons [18].

The identification of desirable personality traits among successful pilots might, at first glance, provide a convenient and useful way for evaluation of psychological suitability of an individual for military aeronautics. However, there are difficulties with this approach. First, psychometric studies of pilot personality have relied on “mean” comparisons among the groups using the scale averages for the samples. This approach empirically emphasizes homogeneity and obscures variability or heterogeneity within the sample. Secondly, such studies imply that the nature and degree of the characteristics identified constitute the “right stuff” for military aviation and anything less is not adaptive. The right stuff is not the “only stuff” when it comes to personality types likely to be successful in military aviation [6]. Thirdly, there are many different motivations to fly. What is not known is whether particular characteristics are required for the job or if the job attracts people with these traits, or if both factors are operative. Therefore, attempting to understand the individual aviator is very important. Such findings warn against relying on pilot personality stereotypes and preconceived notions for determining suitability for military aviation. These, especially if they are personalized, need to be avoided.

Personality in Relation to Flying Performance

Though there are a number of studies on pilot personality, the debate on whether personality predicts flying performance still exist. One of the shortcomings of pilot selection batteries is that most of the selection batteries predict training performance but not the operational performance and hence, have a low correlation between the tests and performance [5]. Moreover, the short- term research on training performance can be affected by the “honeymoon effect”. So the student pilots who try to do their best can perform well for a short-run. Data obtained from large sample analysis and using the Big Five taxonomy suggest that personality measures contribute significantly in predicting the post training performance [2]. A study on US student Naval aviators and student Naval flight officers using “Tridimensional Personality Questionnaire” and the “Hand Test” depicted the prototypical naval aviation candidate as having high goals and engaging in constructive activity to achieve those goals. The results also suggested that personality interacts with performance [15]. Conscientiousness was considered the most important dimension and predictor of performance among the Big Five personality traits, viz. neuroticism, extraversion, openness to experience, agreeableness and conscientiousness [20]. A recent study was done to determine whether significant personality differences exist between pilots flying different types of aircraft. On the Big Five traits the fighter pilots (FP) scored lower on agreeableness and higher on conscientiousness than the airlift/tanker (AP) pilots. On the facet scores the FP scored higher on assertiveness, activity, competence and achievement striving. They were lower on anxiety, self-consciousness, vulnerability, warmth and tender mindedness, as

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compared to the AP group [21]. Future research needs to substantiate the possible interactive effects of training, operational stressors and personality as determinants of operational performance.

Pilot Personality and Accident Proneness

Many studies were carried out to find whether there is any relation between personality and performance in terms of accident rates. Accident proneness starts from birth or at a young age. Accident-prone aircrew share certain personality traits, which make them vulnerable to accidents. They fail at stress coping, may internalise their feelings and become self- destructive or externalise their feelings and blame others. These traits may cause personality conflicts [22,23]. If a pilot is highly accident prone, he or she may commit errors either by an act of commission or omission [24].

The five hazardous thought patterns namely Anti-authority, Impulsivity, Invulnerability, Macho attitudes and Resignation which increases the accident risk have been identified to have correlation with certain personality dimensions [3]. But there are dividing opinions on whether these thought patterns are modifiable or enduring personality traits that resist changes.

Initial studies using the standard personality tests identified the pilots previously involved in accidents in which pilot error was cited as the cause [3,25]. One study found that three of Cattell’s sixteen personality factors correlated highly with accident history. The investigators were able to determine with 86% accuracy whether a pilot had previously been involved in a pilot error. As defined by these three factors, pilots in this accident group were more group dependent,

practical and shrewd [25]. But a cross validation study made on another group of pilots failed to replicate these findings [26]. Personality may thus be one of the many factors, in the chain of events and situations, which may cascade to ultimately precipitate an accident or incident.

Crew Resource Management (CRM)

Due to the changing trend in mission, fighter flying is no longer just an individual performance. It is teamwork and has changed from dog fighting to multi-crew mission. CRM plays a vital role in mission accomplishment and flight safety. Hence it is not only the individual personality per se that is important during selection but due consideration should be paid to interpersonal relationships and the individual contribution to teamwork [1].

The two important dimensions of personality, that are important for CRM, are instrumentality and expressivity. Instrumentality traits are goal seeking and achievement motivation. The achievement motivation has three aspects namely the work, mastery and competitiveness. Expressive traits are interpersonal communication and sensitivity. Three categories of aviators were identified in a study on CRM. The first group was found to have both positive instrumentality and positive expressivity; the positive expressivity being low competitiveness and low verbal aggression. This group is the best for multi-crew cockpit. They are hard working to achieve their goals and at the same time give respect to other’s desires and needs. The second group had high instrumentality and low expressivity (the negative component of expressivity is verbal aggression) but poor communication skill. The third and final group was low in both expressivity and instrumentality. The negative instrumentality being negative communion (subordinating oneself to others and gullible) and

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had negative goal seeking behaviour like arrogance and dictatorship [27,28].

All these groups were assessed on three attitudes relevant to CRM using the ‘Cockpit Management Attitudes Questionnaire’ (CMAQ). The results revealed that ‘communication and coordination’ was highest in the first group and lowest in the third group. The other attitude dimension ‘command responsibility’ did not correlate well with personality before training. However after training the first group showed marked improvement. The second and third groups showed little change and deterioration of responsibility respectively. In the last dimension, ‘recognition of stressor effects’, the first group initially had the lowest score. But after training they scored the highest, which denotes the marked attitude change with training when compared with the other two groups [3].

Stress Coping

Typical pilots are seen to have effective psychological resources for managing life styles. Stress coping strategies are related to personality predisposition of the pilots and crew interaction styles [29]. Pilots use less of defence-oriented strategies like arguing, denial and withdrawing and they tend to use more of action-oriented strategies to cope up with stress. Pilots who fail to cope up may internalize their feelings and become depressed or externalize them by denying or projecting them on others. These personality traits were identified to interfere with CRM and could lead to personality conflicts [30].

Personality Characteristics of Failing Aviator

It is important to understand the personality characteristics of the failing aviator, so that he/ she can be recognized in advance by the observer

before any mishap. Some factors found in this syndrome were excessive aggressiveness, impulsivity, decreased tolerance for tension/stress, resentful of authority, less in harmony with environment, being ego involved and hence overtly sensitive to criticism of flying abilities, strict moral and/or religious upbringing, financial problems, recent major career decision and difficulty with interpersonal relationships [31].

Conclusion

It is evident that the personality of the aviator plays an important role especially in certain situations like the pilot selection process, interpersonal ability of relevance to CRM and gender differences in aviators. Personality may be one of a multitude of factors, which contribute to aircraft incidents or accidents. However it is difficult to comment on which personality profile is more suitable for aviation as measured by select-in tests. There are certainly some incompatible traits, such as the dependent and avoidant personality traits, which are not aeronautically adaptable. These assume importance in pilots who may choose flying for the wrong reasons and in those who exhibit the failing aviator syndrome. Such aircrew should be recognised in advance and taken out of risky flying if required, as they are likely to pose a threat to flight safety. In conclusion, personality is a pertinent issue as and when related to flying performance.

References

1. Goeters KM. Aviation Psychology: a science and a profession. 1st ed. Hants: Ashgate Publishing Ltd, 1998.

2. Hunter DR, Burke EF. Handbook of pilot selection. 1st ed. Hants: Avebury Aviation, 1995.

3. Stokes A, Kite K. Flight Stress: stress, fatigue, and performance in aviation. 1st ed. Hants: Avebury Aviation, 1994.

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4. Christy RL. Personality factors in selection and flight proficiency. Aviat Space Environ Med 1975; 46 (3): 309- 11.

5. Berg JS, Moore JL, Retzlaff PD, King RE. Assessment of personality and crew interaction skills in successful naval aviators. Aviat Space Environ Med 2002; 73 (6): 575-59.

6. Picano JJ. Personality types among experienced military pilots. Avait Space Environ Med 1991; 62 (6): 517-20.

7. Musson DM, Sandal GM, Helmreich RL. Personality characteristics and trait clusters in final stage astronaut selection. Aviat Space Environ Med 2004; 75 (4): 342- 49.

8. Ramachandran N, Wadhawan JM, Kumar V, Chandramohan V, Rao PLN. Personality profile of an IAF pilot: its usefulness in pilot selection. Av Med 1983; 21 (2): 131-39.

9. King RE. Aerospace clinical psychology. 1st ed. Hants: Ashgate Publishing Ltd, 1999.

10. Novello JR, Youssef ZI. Psycho-social studies in general aviation: II. Personality profile of female pilots. Aerospace Med 1974; 45(6): 630-33.

11. Lyons TJ. Women in the military cockpit. Washington DC: US Government Printing Office; 1991 Report No AL-TR-1991-0068.

12. King RE, Mc Glohn SE, Retzlaff PD. Female USAF pilot personality: The new right stuff. Mil Med 1997; 162(10): 695-97.

13. King RE, Rowe PS, Breeck KJ. Female pilot personality and motivation to fly. AsMA 2005 Meeting Abstracts 317, Aviat Space Environ Med 2005; 76 (3): 280.

14. McGlohn SE, King RE, Butler JW, Retlaff PD. Female USAF pilots: Themes, challenges, and possible solutions. Aviat Space Environ Med 1997; 68 (2): 132- 36.

15. Lambirth TT, Dolgin DDL, Rentmeister-Bryant HK, Moore JL. Selected personality characteristics of student naval aviators and student naval flight officers.

Int J Aviat Psychol 2003; 13 (4): 415-27.

16. Jones DR, Marsh RW. Psychiatric considerations in military aerospace medicine. Aviat Space Environ Med 2001; 72 (2):129-35.

17. Santy PA, Jones DR. An overview of international issues in astronaut psychological selection. Aviat Space Environ Med 1994; 65 (10):900-3.

18. Christen BR, Moore JL. A descriptive analysis of “not aeronautically adaptable” dispositions in the US Navy. Aviat Space Environ Med 1998; 69 (11): 1071-75.

19. Ellis S, Moore J, Dolgin D. Aviator personality assessment: Part I- Aeronautical adaptability. AsMA 2001 Meeting Abstracts 118, Aviat Space Environ Med 2001; 72 (3): 254.

20. Siem FM, Murray MW. Personality factors affecting pilot combat performance: a preliminary investigation. Aviat Space Environ Med 1994; 65 (5, Suppl.) A45-48.

21. Boyd JE, Patterson JE, Thompson BT. Psychological test profiles before training vs type aircraft flown. Aviat Space Environ Med 2005; 76(5): 463-68.

22. Alkov RA, Giaynor JA, Borowsky MS. Pilot error as a symptom of inadequate stress coping. Aviat Space Environ Med 1985; 56 (3): 244-47.

23. Frank LH. The myth of the accident prone. Flying Safety 1981; Feb:26-27.

24. Cooper CL. The stress of work: an overview. Aviat Space Environ Med 1985; 56 (7): 627-32.

25. Sanders MG, Hoffman MA. Personality aspects of involvement in pilot-error accidents. Aviat Space Environ Med 1975; 46 (2): 186-90.

26. Sanders MG, Hoffman MA, Neese TA. Cross validation of personality aspects of involvement in pilot-error accidents. Aviat Space Environ Med 1976; 47 (2):177-79.

27. McFadden TJ, Helmreich RL, Rose RM, Fogg LF. Predicting astronaut effectiveness: a multivariate approach. Aviat Space Environ Med 1994; 65 (10): 904-09.

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28. Jones DR. Aerospace Psychiatry. In: De Hart RL, Davis JR, editors. Fundamentals of Aerospace Medicine. 3rd ed. Philadelphia: Lippincott Williams & Wilkins, 2002; 405-6.

29. Berg JS, Moore J. Relationship of personality and stress coping styles in experienced Naval aviators. AsMA 2001 Meeting Abstracts 121, Aviat Space Environ Med 2001; 72 (3): 255.

30. Raymond MW, Moser R. Aviators at risk. Aviat Space Environ Med 1995; 66 (1): 35-39.

31. Voge VM. Failing aviator syndrome: a case history. Aviat Space Environ Med 1989; 60 (7,Suppl.): A89-91.

Electrical

Graded Project

National Electrical Code

 

 

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INTRODUCTION 1

PART 1: LOAD CALCULATION, SINGLE-FAMILY DWELLING 3

PART 2: RESIDENTIAL ROOM WIRING 6

PART 3: BRANCH CIRCUIT SIZING 12

PART 4: DETERMINING RECEPTACLE LOCATIONS 16

PART 5: NEC CODE VIOLATIONS 17

SUBMITTING YOUR WORK 22

 

 

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National Electrical Code

INTRODUCTION This next portion of your program is a project-based assign- ment designed for you to demonstrate your understanding of the National Electrical Code and your ability to apply the requirements and their interpretations to some typical resi- dential building applications and one industrial application. As you have learned, the National Electrical Code (NEC) is a reference manual that outlines requirements for the instal- lation of electrical equipment. The NEC is published by the National Fire Protection Association (NFPA) and is updated every three years to reflect changes in the industry.

The exact requirements for the installation of electrical equip- ment in your area will vary depending on local regulations. You learned in your studies that the application of the Code is rarely an exact science and that the Authority Having Jurisdiction (AHJ) is often the final determination of local code compliance. However, almost all electrical requirements are based on the National Electrical Code. Therefore, it’s very important to understand the NEC thoroughly and be able to apply it to your work.

One objective of this project is to help you appreciate that you don’t to have to memorize the various NEC codes. You’ll be asked to use the NEC in the way that it was designed, as a rule book of sorts, that you will apply, step-by-step, through some interesting and challenging problems. All of the submis- sions for this assignment are open-book, so you can relax and focus on developing your skills in using the NEC.

 

 

National Electrical Code2

Before you begin, this is a good time to simply review the NEC and to locate the articles that you would expect to apply to common building projects. Familiarize yourself with the loca- tions of common applications in the codes, as you’ll need this information to complete this project. In this project, you’ll also be looking at electrical wiring diagrams. Therefore, you may also want to review the material on how to read these dia- grams before you begin this project.

Interpreting the floor plan wiring diagram for a typical res- idence, then carrying out the required wiring, is no simple matter. To remind you of the details which must often be addressed in a typical residential project, a wiring diagram was included with this portion of your program. The stand- alone drawing shows a complete wiring diagram for one floor of a typical residence. As you can see, this typical residence contains many electrical outlets and devices. All of these devices must be installed to satisfy NEC requirements. You should note that the stand-alone drawing isn’t a part of the actual assignments that you’ll complete; it’s simply a good practice tool to brush-up on your print-reading skills.

In this project, you’ll use your knowledge of the NEC to answer a variety of questions about electrical circuits. Because this is an application-type project that involves real- life scenarios, the project will take some time to complete. Using the NEC can be time consuming when you’re first learn- ing, so don’t become frustrated if this project takes a little longer to complete than you expected.

You can submit this project in one of two ways: (1) Print this project booklet, write your answers to the exercises inside the printout, and mail the booklet to the school along with the answer sheet found in the back. (2) Create a Word document of your answers, scan your marked up Figure 7, and upload your project on the student portal.

 

 

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Throughout this project, you’ll be required to answer questions. In fact, there are a total of 40 questions (or combi- nations of questions) for you to answer, including two tables to be filled in, as well as an additional figure to be marked up. Grading of this project will be as follows:

• Questions 1 through 40 (except Question 11 and Question 40): 2 points each

• Question 11 (requires completion of Table 1): 5 points

• Markup of Figure 7: 10 points

• Question 40 (requires completion of Table 2): 5 points

Total Possible Score: 100 points

Now that you understand the basic goals of your project, let’s get started.

PART 1: LOAD CALCULATION, SINGLE-FAMILY DWELLING When an electrician installs the wiring in a new building, he or she often needs to determine the service amperage. To accurately determine the service amperage, the electrician must be able to calculate all of the various loads associated with general lighting circuits, small-appliance branch circuits, and fixed-appliance circuits that supply ranges, dryers, and HVAC systems. The NEC has specific guidelines for perform- ing these calculations.

In this exercise, you’ll use the Standard Method to perform the load calculations for a one-family residence. As you work through this exercise, please write out all of your calculations. To receive credit for the questions, you must show exactly how you arrived at each solution. (Use scrap paper for preliminary calculations, if you need to.)

 

 

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Building Electrical Specifications:

You’ll be required to determine specific circuit loads, the min- imum service, and related conductor sizes for a single-family home with the following electrical specifications:

• Building Size: 3,800 square feet (exclusive of an unfin- ished basement, not adaptable for future use, an unfinished attic, and open porches)

• Small Appliance Branch Circuits: 3

• Laundry Branch Circuits: 1

• Fastened-in-Place Appliances: Water heater (28 kVA), Dishwasher (1,200 VA), Food Disposal (1,200 VA), Attic Fans (2) @ 750 VA (1,500 VA total)

• Clothes Dryer: 5 kW

• Ranges, Ovens, Cooktops: Range 12 kW

• HVAC System: 3.5 Ton AC system 240 V, 17.9 A, Air handler 3.3 A

Question 1: Total General Lighting and Receptacle Load

Determine the total general lighting and receptacle load by calculating the general lighting load, the small-appliance branch circuit load, and the laundry branch circuit load. Apply any demand factor as applicable. Show your calcula- tions on the lines provided for Question 1 at the end of Part 1 of your project.

Question 2: Fixed-in-Place Appliance Load

Determine the total fixed-in-place appliance load. Show your calculations on the lines provided for Question 2 at the end of Part 1 of your project.

Question 3: Dryer Load

Determine the line and the neutral load for the dryer circuit in this residence. Show your calculations on the lines provided for Question 3 at the end of Part 1 of your project.

 

 

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Question 4: Cooking Equipment Demand Load

Determine the line and the neutral load for the range in this residence. Show your calculations on the lines provided for Question 4 at the end of Part 1 of your project.

Question 5: HVAC Load

Determine the total AC load for the HVAC system in this residence. Show your calculations on the lines provided for Question 5 at the end of Part 1 of your project.

Question 6: Largest Motor Load

Determine the largest motor load for this residence. Do not consider the AC unit as a motor load. Show your calculations on the lines provided for Question 6 at the end of Part 1 of your project.

Question 7: Total Demand, Service Size and Service Conductors

Based on your calculations for questions 1–6, determine the total demand in VA for this residence, the minimum ser- vice size, and the minimum conductor sizes (THW) for the ungrounded and grounding electrode conductors (assume the neutral conductor to be the same as the ungrounded conductor). Show your calculations on the lines provided for Question 7 at the end of Part 1 of your project.

ANSWERS AND CALCULATIONS FOR PART 1 Answer to Question 1:

General Lighting and Receptacle Load: _______________________

Small-Appliance Branch Circuit Load: _______________________

Laundry Branch Circuit Load: _______________________________

Total General Lighting and Receptacle Load: _________________ _____________________________________________________________

Answer to Question 2:

Total Fixed-in-Place-Appliance Load: ________________________ _____________________________________________________________

 

 

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Answer to Question 3:

Dryer Demand Load: Line _____________ Neutral _____________

_____________________________________________________________

Answer to Question 4:

Cooking Equipment Demand Load: Line ______ Neutral ______

Answer to Question 5:

HVAC Demand Load ________________________________________

Answer to Question 6:

Largest Motor Demand Load ________________________________

Answer to Question 7:

Total Demand ______________________________________________

Minimum Service Size ______________________________________

Minimum Size Ungrounded Conductor ______________________

Minimum Size Grounding Electrode Conductor ______________ _____________________________________________________________

PART 2: RESIDENTIAL ROOM WIRING Now that you’ve completed your load calculations and deter- mined service size for a single-family dwelling, you’ll move to Part 2 of this project, which will examine the wiring require- ments for 3 basic residential room types: general living space (living rooms, dens, family rooms), a kitchen, and a bathroom.

General Living Space To begin Part 2 of your project, you’ll examine some general living space, one of the most basic wiring assignments in a home. Figure 1 illustrates some wiring that’s found in a typ- ical living room. Study this diagram carefully and review the NEC codes that apply to this type of room. Note that several outlets are shown in Figure 1. These outlets are typically used

 

 

700685300 7

for lighting and simple appliances, such as entertainment sys- tems and personal computers. The placement of the outlets in the room is important. Once you’ve reviewed the NEC articles that apply to this room, answer the following questions.

Question 8: Which article of the NEC describes the proper placement of outlets in this type of room?

________________________________________________________

Question 9: Part 1: According to the NEC, what is the maxi- mum wall space that’s allowed between two adjacent outlets? ____________ Part 2: How large must a wall space be to require an outlet? ____________ Part 3: Should an outlet located at 7-feet up the wall from the floor, used to power a light fixture, be included in wall space requirement _____________________________________________________________

Question 10: If the outlets in this room are supplied by a sin- gle 15A or 20A circuit, what is the maximum current that can be supplied (in amps) to a cord-and plug connected load?

________________________________________________________

S

LIVING ROOM

L

C LO

S E

T

FIGURE 1—Refer to this diagram while you’re working on questions related to the general living space

 

 

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Question 11: Look at the items listed in Table 1. Indicate which items are considered to be wall space by the NEC, and which items aren’t considered to be wall space. (Place an “X” in the appropriate column next to each item.)

Table 1

Item Considered to Be

Wall Space

Not Considered to

Be Wall Space Fireplace Fixed glass panel Sliding segment of glass door Door opening Bar-type counter Wall space less than 1 foot wide Wall space 3 feet wide Doorway Fixed cabinet

Question 12: Part 1: In Figure 1, note that a switch is located close to the door. This switch operates an overhead light fix- ture. This arrangement is a requirement of the NEC. Which article of the NEC covers this regulation for a room of this type? ____________ Part 2: Other than the switch shown in Figure 1, what alternative way can be used to meet the NEC requirement? ____________

Question 13: If the branch circuits supplying the receptacles in the figure are rated at 20 A, what is the minimum ampacity rating of the conductors in the branch circuit?

_____________________________________________________________

Question 14: How many branch circuits that supply the room shown in Figure 1 are required to be GFCI protected accord- ing to the NEC?

________________________________________________________

 

 

900685300 9

Kitchen Now, you’ll apply your knowledge of the NEC to a simple kitchen layout. Figure 2 shows some wiring in a typical kitchen found in a single-family dwelling. Electrical circuits in kitchens supply current to small appliances, electric ranges, dishwashers, and refrigerators; as well as lighting and general branch-circuit outlets.

The NEC is very specific about the installation of wiring in kitchen areas. Study the wiring carefully in Figure 2 and look up the codes that apply to this situation in your NEC code- book. Then, answer the following questions.

ISLAND

KITCHEN

S4

S 4

S3

TL L

S3

REF

FIGURE 2—Refer to this diagram when you’re working on questions related to the kitchen.

Question 15: What section of the NEC covers the use of GFCI- protected outlets in a residential kitchen?

_____________________________________________________________

Question 16: How many of the outlets shown in Figure 2 are required to be GFCI protected by the NEC? Identify the loca- tion of the outlets you selected on the figure.

_____________________________________________________________

Question 17: What is the maximum distance that can separate the two outlets located to the right of the sink in the figure?

_____________________________________________________________

 

 

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Question 18: The outlets along the countertop are to be used for small appliances. What is the minimum number of branch circuits that would be needed to supply just these small-appliance outlets?

_____________________________________________________________

Question 19: Part 1: What is the maximum distance (in feet) that the receptacle intended for the refrigerator can be from that appliance? ____________ Part 2: Name two common kitchen appliances that may require receptacle locations to be closer than required by 210.50 due to restrictions on cord lengths? ____________

Question 20: What is the minimum circuit protection (in amps) and wire size needed for each of the required small-appliance circuits?

_____________________________________________________________

Question 21: In Figure 2, note that an electrical outlet is shown on the island in the kitchen area. Is this outlet required by the NEC, or does it represent an NEC violation? Briefly explain your answer.

_____________________________________________________________

Question 22: Looking again at the island counter in the kitchen. If the countertop above the outlet was extended 12 inches beyond the base of the cabinet to allow bar-stool seat- ing at the counter, would that change the NEC status of the outlet? Briefly explain your answer.

_____________________________________________________________

Question 23: Suppose that a built-in dishwasher is to be installed in this kitchen. Does the NEC allow the dishwasher to be connected to the existing small-appliance circuits?

_____________________________________________________________

Question 24: Can any of the receptacles required for the coun- tertop space be mounted in the actual countertop? Cite an NEC section and condition to support your answer.

_____________________________________________________________

Question 25: Does the NEC allow the lighting circuit for a kitchen to be attached to the small-appliance circuits?

_____________________________________________________________

 

 

1100685300 11

Question 26: What is the maximum height that the outlets on either side of the sink can be installed above the countertop surface?

_____________________________________________________________

Question 27: If the distance between the outlets on either side of the range in Figure 2 is less than 4 feet, are both outlets required per the NEC? Briefly explain your answer.

_____________________________________________________________

Bathroom You’ve worked through the general living area and the kitchen, and next you’ll look at the electrical wiring of a small residential bathroom. Figure 3 shows some wiring that’s to be installed in a bathroom. Study the wiring shown in the figure carefully, and review the NEC articles that apply in these situ- ations. Once you’ve reviewed the appropriate articles, answer the following questions about this wiring diagram.

S S

L

FIGURE 3—Refer to this diagram while you’re working on questions related to the bathroom.

 

 

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Question 28: What section of the NEC covers the use of GFCI- protected outlets in a residential bathroom?

_____________________________________________________________

Question 29: How many of the outlets shown are required to be GFCI protected by the NEC? Circle your selections (if any) on Figure 3.

_____________________________________________________________

Question 30: In what situation would the NEC allow any one of the outlets in this bathroom to supply power to an outlet in another room?

_____________________________________________________________

Question 31: The receptacle near the basin in figure can be mounted on the countertop and, if a listed assembly, in the countertop. In what position may the receptacle not be mounted?

_____________________________________________________________

Question 32: Looking again at the receptacle near the basin. What is the maximum distance the outlet can be away from the outside edge of the basin?

_____________________________________________________________

Question 33: You’re rewiring the bathroom in Figure 3 as part of a remodeling project. The customer requests a GFCI receptacle on the back wall of the bathtub area, 5-feet from the top edge of the tub. Should you comply with the customer request? Site an NEC section to support your answer.

_____________________________________________________________

Question 34: Does the NEC allow the lighting circuit in the bathroom area to be connected to the same circuit as the out- let receptacles?

_____________________________________________________________

PART 3: BRANCH CIRCUIT SIZING You’ve had a chance to test your skills at load calculations and service sizing, as you’ve just completed your evaluation of some basic room wiring. The next important skill you’ll

 

 

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practice is the proper sizing of the various branch circuits that feed specialized equipment such as ranges, and water heaters.

In Part 3 of your project, you’ll determine the proper size of the branch circuits for three wiring scenarios involving cook- ing equipment.

As you work through this exercise, please show all of your calculations on the calculation sheet at the end of Part 3. To receive credit for the questions, you must show exactly how you arrived at each solution. (Use scrap paper for preliminary calculations, if you need to, before you transfer your final cal- culations to the calculation sheet at the end of Part 3.)

Example 1: Suppose that you’re working in a home that has a 15 kW oven that operates on 240 V. The oven is on a branch circuit by itself, as shown in Figure 4.

15 kW OVEN

PANEL BOX

FIGURE 4—Diagram for Example 1

Question 35: What is the demand load for this circuit? (Show all of your calculations on the calculation sheet at the end of Part 3.)

Question 36: What size TW copper conductor should be used for the branch circuit? (Show all of your calculations on the calculation sheet at the end of Part 3.)

Example 2: Suppose that you’re working in a kitchen that contains one 8 kW counter-mounted cooking unit and two 6 kW wall-mounted ovens. All three appliances are served by the same 240 V branch circuit. This situation is illustrated in Figure 5.

 

 

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8 kW COOKTOP

6 kW OVEN

6 kW OVEN

BRANCH CIRCUIT

FIGURE 5—Diagram for Example 2

Question 37: What would be the demand load for this branch circuit? (Show all of your calculations on the calculation sheet at the end of Part 3.)

Question 38: What is the minimum-size TW copper conductor that should be used for this branch circuit? (Show all of your calculations on the calculation sheet at the end of Part 3.)

Example 3: Suppose that you’re working in a building that contains commercial kitchen equipment. The kitchen contains three 3 kW ovens, a 20 kW water heater, and a 3 kW deep fryer, as shown in Figure 6.

WATER HEATER

20 kW OVEN 3 kW

OVEN 3 kW

OVEN 3 kW DEEP FRYER

3 kW

FIGURE 6—Diagram for Example 3

 

 

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Question 39: What would be the demand load for all of these items? (Show all of your calculations on the calculation sheet at the end of Part 3.)

ANSWERS AND CALCULATIONS FOR PART 3 Show all work for Part 3 here.

Answer to Question 35: _____________________________________

Show all calculations to determine the demand load for Question 35:

_____________________________________________________________

_____________________________________________________________

Answer to Question 36:

Show all calculations to determine the wire size for Question 36:

_____________________________________________________________

_____________________________________________________________

Answer to Question 37:

Show all calculations to determine the demand load for Question 37:

_____________________________________________________________

_____________________________________________________________

Answer to Question 38:

Show all calculations to determine the wire size for Question 38:

_____________________________________________________________

_____________________________________________________________

Answer to Question 39:

Show all calculations to determine the demand load for Question 39:

_____________________________________________________________

_____________________________________________________________

 

 

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PART 4: DETERMINING RECEPTACLE LOCATIONS In this exercise, you’ll evaluate the floor plan for general living space in a typical home and determine the proper locations for the electrical outlets in the room. The NEC covers not only the electrical wiring of devices, but also (in many cases) the proper location for each device.

Look at the living room shown in Figure 7. Imagine that you want to install in this room the minimum number of outlets required by the NEC. To complete the exercise, you’ll need to determine the minimum number of outlets needed for this room, and indicate the correct location where they should be installed in the room. You’ll mark the location of the outlets directly on Figure 7 in your project booklet.

To receive full credit for this exercise, you’ll need to do the fol- lowing four things:

1. Indicate the location of each outlet in the figure by using the appropriate symbol

2. Indicate the distance that the outlet should be placed along the adjoining wall

3. Show how the branch circuit(s) would be connected

4. Indicate the proper spacing between outlets to meet NEC code requirements

 

 

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3 ft 3 ft

7 ft

5 ft

4 ft

16 ft

FI R

E P

LA C

E

4 ft

8 ft

4 ft

DOORWAY

 

GLASS SLIDER GLASS FIXED

5 ft5 ft

FIGURE 7—Mark this diagram with receptacle locations and symbols.

Keep in mind that there are several different ways that this job can be done correctly. However, remember that you’re try- ing to install the minimum number of outlets. Therefore, you may have to try several different patterns to determine which configuration uses the minimum number of outlets. (Try sketching your ideas on scrap paper first; then, mark your final answers directly on Figure 7.)

PART 5: NEC CODE VIOLATIONS Part 5 of your NEC project will be similar to previous exercises in that you’ll be asked to evaluate simple electrical wiring dia- grams. However, these diagrams will contain NEC violations. It will be your job to locate and identify the code violations.

For example, suppose that you’re looking at a kitchen wiring diagram and notice that GFCI outlets weren’t placed near the sink. Well, the NEC requires that any outlet near water must be fitted with a GFCI outlet for protection from electrical

 

 

National Electrical Code18

shock. For the exercise, you would recognize that this instal- lation violates the NEC; you would then describe the violation and reference the article or section of the NEC that supports your answer.

The best approach to completing this exercise is to look over the illustrations in the project very carefully, paying attention to each and every detail. Then, use your knowledge of the NEC to check each circuit shown. Checking each circuit in an organized manner is the fastest and easiest way to complete the project.

Now, you’re ready to begin this part of your project. Carefully study the wiring diagrams shown in Figures 8 through 12.

At least one NEC violation is shown in each diagram. Identify each violation, and then describe the violation in Table 2. You’ll also need to indicate which article of the NEC is involved in the violation.

To be sure that you understand how this exercise works, one example has been completed for you in the table. Figure 8 shows a typical residential bathroom. As you can see in the figure, the outlet receptacle next to the basin isn’t GFCI protected. This is a violation of the NEC. (Article 210.8(A) (1) indicates that all electrical outlets in bathroom areas must have GFCI protection.) So, you would describe the problem as shown in the first line of Table 2.

Question 40: Review the figures, note all NEC violations

in each one, and determine which NEC article has been violated. Use this information to complete the remainder of Table 2.

 

 

1900685300 19

L

S S

FIGURE 8—Note any NEC violations in Table 2.

Table 2 Figure Number Description of NEC

Violation

NEC Article

Violated 8 Outlet not GFCI

protected Article 210.8(A)(1)

9 10 11 12

 

 

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CLOSET

BEDROOM #3

14/2 15 A 120 V

6 ft

8 ft 8 ft

6 ft

8 ft8 ft

FIGURE 9—Note any NEC violations in Table 2.

GFCI

S

S

GFCI

12/2 20 A 120 V

L

L

BATH #1

BATH #2

FIGURE 10—Note any NEC violations in Table 2.

 

 

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BEDROOM #1

S

12/2 20 A 120 V

22 ft

8 ft

6 ft

6 ft

12 ft

12 ft

 

 

FIGURE 11—Note any NEC violations in Table 2.

LL

GFCI

GFCI GFCI

S

S

KITCHEN

3 ft 3 ft

3 ft 4 ft4 ft 4 ft

12/2 20 A 120 V 14/2

15 A 120 V

6 ft

6 ft

GFCI

FIGURE 12—Note any NEC violations in Table 2.

 

 

National Electrical Code22

SUBMITTING YOUR WORK

Mail-In To mail-in your project, once you’ve completed all parts of this project and answered all of the questions, fill out your name and student number on the Answer Sheet on the following page. Then, using the address provided on the Answer Sheet, mail the entire lesson booklet to the school.

Be sure to keep a copy of your completed assignment!

Online You can also submit your graded project online:

1. On your computer, save a revised and corrected version of your project. Be sure to include your student number and exam number on your saved documents.

2. Go to http://www.pennfoster.edu and log in.

3. Go to your student portal.

4. Click on Take Exam next to the lesson you’re working on.

5. Enter your email address in the box provided. (Note: This information is required for online submission.)

6. Attach your file as follows:

a. Click on the Browse box.

b. Locate the file you wish to attach.

c. Double-click on the file.

d. Click on Upload File.

e. Repeat these steps for all documents.

7. Click on Submit Files.

 

 

2300685300 23

Critical Thinking Reflection 350-700 Word

ou’ve identified fallacies, evaluated arguments, and learned the role of these concepts in your daily life. Now it’s time to apply the concepts. In this assignment, you will review a real-world scenario and apply the critical thinking skills you have developed.

Review the Critical Thinking Scenario Word Doc.

Write a 350- to 700-word reflection on the scenario, using the Essay Template(Word Doc). Follow the instructions within the template to complete your reflection. You will need to include an introduction paragraph to introduce your reader to the topics you will be discussing; 3 body paragraphs, each with specific questions that need to be addressed within; and a conclusion paragraph to bring your paper to a close.

Note: The Reflection Template is already formatted appropriately, and you do not need to make any changes to the format. Be sure to demonstrate your critical thinking abilities in your responses to the questions, and ensure your paper flows well from topic to topic.

Critical Thinking Scenario

HUM/115 v8

Page 2 of 2

 

 

Critical Thinking Scenario

Sally is a 34-year-old woman who works in the customer service department for a small company that sells printers. Her job involves speaking with customers and addressing their concerns for 8 hours a day. Unfortunately for Sally, customers only reach out to her department when there is an issue with their printers.

After a long day of listening to customer complaints, she felt drained and agitated. She wanted to relax, so she went to dinner with some colleagues. The colleagues began discussing an issue at work that was causing friction between departments. Sally did not agree with her colleagues’ viewpoint on the causes of that friction, but she did not want to say anything because she felt that she did not know enough about the topic. She decided that after this dinner, she would not spend time with these colleagues outside of work anymore. For the remaining part of the discussion, Sally nodded her head and appeared to agree with her colleagues in order to avoid confrontation.

The next day at work, Sally spoke with a customer who disagreed with the warranty policy of the company. The customer explained to Sally that he understood the terms of the warranty, but he described how vital his printer was to his business. He went on to share how the ability to print materials equated to his ability to put food on the table for his family. He asked if there was anything that Sally could do to help. Sally imagined herself in the customer’s position, and decided to look into additional options for the customer. In the end, Sally was able to de-escalate the situation and assist the customer.

This interaction with the customer led her to question their warranty, and she decided to speak with her manager to see if it could be changed. She stated that the current warranty policy was inadequate because it did not provide customers with enough time to determine if the product would function appropriately. She provided supporting evidence to show that many printers failed only 1 month after the 1-year warranty expired. She also calculated the number of those customers with failed printers that did buy a replacement printer from the company Sally worked for. Sally proposed that the warranty be extended to 18 months. Unfortunately her manager did not agree with her argument, and replied to her by asking: “How can you be arguing for change in policy when you are late to work most of the time?” However, the manager did not provide an argument against extending the warranty, so Sally decided she would continue to argue for changing the warranty with the company’s leadership. After several meetings with the company’s owner, Sally was able to get her proposal approved and the warranties extended.

Copyright© 2019 by University of Phoenix. All rights reserved.

Copyright© 2019 by University of Phoenix. All rights reserved.

Written Assignment :Renaissance Period

Renaissance Period

Listen perceptively to the “Kyrie” from “Missa O Magnum Mysterium” by the Renaissance Spanish composer Tomás Luis de Victoria.

play “Kyrie” from Missa O Magnum Mysterium by the Renaissance Spanish composer Tomás Luis de Victoria.

In 5 short paragraphs, describe the attributes of the musical selection, according to the following critical criteria:

1. RECOGNIZE AND DESCRIBE:

At least one example of each musical element—rhythm, tempo, melody, harmony, timbre, texture, and form—that occur in this particular composition. Use precise musical terms learned in the course and descriptive adjectives. Examples of descriptive adjectives might include: a “menacing” melody, “triumphant” dynamics, or a “racing” tempo. Use your imagination!

2. DEVELOP:

Your conclusions about what the composer was trying to represent. [Might a “racing” tempo represent an attempt to escape from danger or dancing at a celebration?]

3. INTERPRET:

The composition’s emotional value, using language that describes emotional states. Does the music express joy, fear, pleasure, optimism, sadness?

4. EVALUATE:

The composition’s creative quality: What makes this composition a valuable work of art?

5. ANALYZE:

The effect that the composition has on you. How does it express aspects of the human condition? Does the music suggest a philosophy for living?