BBA 3551, Information Systems Management 1 Course Lea.docx

BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Analyze the key differences between data, information,
information technology (IT), and information
systems (IS).
1.1 Define data, information, IT, and IS.
1.2 Discuss the difference between IT and IS.
1.3 Illustrate the difference between information and data.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Unit I Scholarly Activity
1.2
Unit Lesson
Chapter 1

1.3
Unit Lesson
Chapter 1
Reading Assignment
Chapter 1: The Importance of MIS
Unit Lesson
In this unit, we explore the importance of management
information systems (MIS). MIS have several
components such as data, information, hardware, software,
processes, and human elements that provide
organizations with the tools for decision-making (Kroenke &
Boyle, 2017).
Before we start a discussion about information systems (IS),
let’s first examine what a computer system is.
Computers perform a number of tasks (e.g., calculations, word
processing, programming, application
development). A computer consists of some basic components
such as hardware-like memory chips; a hard
drive and motherboard, which contain the central processing
unit; and software, which tells the computer what
to do. There are other hardware components such as a monitor,
which helps us to see what the computer is
doing, and a keyboard and a mouse, which help us to input data
or tell the computer what we want to do. We
can apply all of this to better understand an IS. An IS contains
five important components: hardware,

software, data, procedures, and people (Figure1) (Kroenke &
Boyle, 2017).
UNIT I STUDY GUIDE
Why MIS?
UNIT x STUDY GUIDE
Title
An IS contains hardware such as personal computers, tablets,
servers, and server farms. It also includes
software such as operating systems and applications, which tell
the hardware what to do. An IS uses data
that can be organized into useful information, such as reports,
and the IS uses procedures, such as
instructions, to help users understand how to complete tasks
(e.g., saving a file, printing a report). Lastly, an
IS is used by people who input data and evaluate that data. Let’s
use a database as an example. The
database is stored using hardware, and the interface for the
database is the software. A database contains
data that can be organized in some way (e.g., queries, reports),
and there are procedures that instruct the
users of the system on how to use the database (Kroenke &

Boyle, 2017).
Compared to IS, information technology (IT) contains four
components, and these four components are used
for the purpose of producing information (Figure 2) (Kroenke &
Boyle, 2017).
Products are the goods or commodities that support technology.
Methods are guiding objectives, procedures,
or processes that evaluate a product. Inventions are new ideas or
innovations that provide the foundation for
technological revolution. Standards can be thought of as the
criteria for which something is evaluated. These
are the four components of IT (Kroenke & Boyle, 2017).
So, in short, IS and IT are closely related, but they do not mean
the same thing. One way to remember this is
that you can buy IT, but you cannot purchase an IS. Let’s take,
for example, a system that an organization
uses to monitor inventory. You can purchase cloud services to
provide the technology (hardware and
software, the database structure, and procedures for the
operation of the system). Then, you have users who
will provide the data to input into the system so that inventory
can be monitored. Lastly, you have the
procedures that tell your users (people) how to keep the system
current. Managing this inventory system is an
example of an IS (Kroenke & Boyle, 2017).
Overall, in order to maintain and manage the usage of IS, we
use the term management information systems
(MIS).

Hardware Software Data Procedures People
Figure 1: Five-component framework for IS
(Kroenke & Boyle, 2017)
Products Methods Inventions Standards
Figure 2: Four-component framework for IT
UNIT x STUDY GUIDE
Title
Nonroutine Skills and the Value of IS
This unit discusses some cost-effective business applications of
Facebook and Twitter. These applications
did not exist 10 years ago, but in recent years, they have moved
to the forefront as a communication medium.
In turn, businesses recognized their potential and adopted the
technology in order to gain a competitive
advantage. Employees that can assess and evaluate emerging
technologies will be valuable to organizations
that must adapt to new technology. Facebook and Twitter are
examples of reasons why business
professionals should be able to recognize emerging technologies
and find ways to apply them to their
businesses (Kroenke & Boyle, 2017).

Business professionals should acquire job skills that are
marketable (i.e., nonroutine cognitive skills) such as
abstract reasoning, systems thinking, collaboration, and the
ability to experiment (Kroenke & Boyle, 2017).
Abstract reasoning is the ability to have flexible thinking skills,
be creative, use proper judgment, and be able
to solve problems logically. In IS, abstract reasoning is the
ability to construct and use a model or
representation. Being able to construct a model or
representation of a complex situation through abstract
reasoning is an important skill for business professionals who
frequently must make decisions in uncertain
and highly complex situations (Kroenke & Boyle, 2017). This is
a highly marketable skill. Some examples
include projects plans, budgets, and business process models.
For example, you would use a systems
development model before deploying or installing a system
(Figure 3).
After reviewing the Unit I Reading Assignment, think back to
the Falcon Security scenario at the beginning of
Chapter 1. Jennifer was unable to develop ideas for a process
that would identify potential drones. She
developed a model that made no sense and needed essential
skills to be successful. She also claimed that
she had some drone part ideas, but those ideas were not suitable
for 3D printing.
Systems thinking is the ability to identify and understand how
components connect and interact with one
another (Kroenke & Boyle, 2017). This is an important skill
because business professionals must be able to

identify and understand the relationships among the elements
involved in a complex situation. For example,
suppose a database system was taking too long to generate
reports. You could then ask questions to help
isolate the problem (Kroenke & Boyle, 2017). Another way to
use systems thinking is to illustrate the concept
using flows and charts (Figure 4).
Figure 3: Systems modeling
UNIT x STUDY GUIDE
Title
In the Falcon Security scenario, Jennifer
was unable to understand and model the
correct components and relationships
between components in the firm’s
innovative prototype of a new platform
using a 3D printer. Jennifer needed to
understand the model, but she also
needed to understand its components
and how they interacted with one
another. Systems thinking skills are often
learned through practice.
Collaboration involves working with

others to produce ideas such as working
with a team of people to resolve a
problem or to create a new product
(Kroenke & Boyle, 2017). A good
collaboration results in a final work
product that is superior to one that would
be developed by a person working alone.
Collaboration is more than just dividing
up the work between group members
and assembling the individual
contributions into a whole (a typical
student approach to a group project
assignment). Good collaboration involves
several iterations in which ideas are
contributed, reviewed, critiqued, and
refined. All members contribute to the
development and refinement of ideas (Kroenke & Boyle, 2017).
In the Falcon Security scenario, Jennifer failed to demonstrate
effective collaboration skills because she was
unwilling to share her ideas and work-in-progress with others
because she wanted to wait until she felt that
she was “done.” She failed to seek out the benefit of having
others review her ideas as they were developing
and help her improve upon them. Collaboration skills can be
improved with practice. It may be hard for some
people to offer half-formed ideas to others and to subject
themselves to criticism, but the benefits will help
them overcome this reluctance.
Ability to experiment involves creating and testing promising
new alternatives, consistent with available
resources. In today’s demanding business environment, new
ideas will be essential to success, and
businesspeople have to overcome their fear of failure and

pursue new approaches rationally. When someone
says, “That will never work,” he or she may be reflecting his or
her fear of failure. Being unwilling to try a new
way of doing things may be an accurate assessment that the
approach is unworkable, but it could also be an
unwillingness to work in a new way (Kroenke & Boyle, 2017).
Providing employees with the freedom to experiment will foster
an environment that encourages innovation.
This means the company should allow its employees to take
risks and experiment with modern ideas and
theories. This is especially true when a problem requires an
innovative solution. This type of situation will
push employees beyond what they are capable of so that they
can become pioneers by thinking outside the
box. Unfortunately, for employees who are not able to do this,
their employment with the organization will be
relatively short (Kroenke & Boyle, 2017).
In the Falcon Security scenario, Jennifer failed to demonstrate
the ability to experiment because she was
unable to share new ideas with others. She was willing to do
what she was told, but she did not have the
confidence to discuss any new ideas that she had with others in
case the ideas did not work out. It is hard for
some people to change their innate willingness to take risks.
The best way to overcome this is to work with a
group that accepts new ideas with enthusiasm and does not
ridicule a member for suggesting a new
approach. Once some success is gained, it will be easier to take
risks in the future.
Figure 4: Systems thinking process

UNIT x STUDY GUIDE
Title
The textbook in uCertify defines job security as possessing a
useful skill and not being afraid to use it
(Kroenke & Boyle, 2017). The textbook also argues that
marketable skills are no longer specific, task-related
skills; rather, marketable skills can be strong cognitive and
thinking skills (Kroenke & Boyle, 2017).
Unfortunately, the more traditional task-oriented skills you
learn (e.g., computer programming, accounting) will
not provide you with job security. Technical skills are not
irrelevant to job security, but they are not sufficient to
guarantee job security. This circumstance is very different than
in the 1990s when technical skills probably
were sufficient to get and keep a decent job.
In conclusion, MIS is the maintenance and management of IS.
Information is a term we use to describe data
that has been transformed into useful information. For example,
after we enter data, such as inventory
numbers into a database, we can then run a report to better
understand what items need to be reordered in
order to keep the product in stock.
IS and IT are closely related to one another, but they do not
mean the same thing. An IS is a collection of
components such as hardware, software, data, procedures, and
people. Examples of IS include enterprise

resource planning (ERP) systems and customer relationship
management (CRM) systems. IT is about using
computers or computer systems to store, retrieve, manipulate,
and send information.
Reference
Kroenke, D. M., & Boyle, R. J. (2017). Using MIS (10th ed.).
New York, NY: Pearson.
Suggested Reading
In order to access the following resources, click the links
below.
In this unit, you learned about how innovation can provide
businesses with a competitive advantage. This
video explores that topic by examining a video game developer
and a t-shirt company that are using this
tactic. If needed, a transcript is provided once the video is
accessed.
McAuliffe, M. (Executive Producer). (2004). Innovation for
competitive advantage (Segment 2 of 10) [Video
file]. Retrieved from
https://libraryresources.columbiasouthern.edu/login?auth=CAS
&url=http://fod.infobase.com/PortalPla
ylists.aspx?wID=273866&xtid=34476&loid=26299
Graphic information systems (GIS) are another interesting type

of information system. This video shows how
one emergency response team uses GIS. If needed, a transcript
is provided once the video is accessed.
Video Education America. (2008). Power of graphic information
systems (Segment 13 of 13) [Video file].
Retrieved from
&url=http://fod.infobase.com/PortalPla
ylists.aspx?wID=273866&xtid=40312&loid=72957
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
To test your knowledge of the material covered in this unit,
complete the activities listed below.
1 Review Questions

&url=http://fod.infobase.com/PortalPlaylists.aspx?wID=273866
&xtid=34476&loid=26299
&xtid=34476&loid=26299
&xtid=40312&loid=72957
&xtid=40312&loid=72957
UNIT x STUDY GUIDE
Title
The activities are located within the chapter readings in
uCertify. The Chapter 1 Active Review, Using Your
Knowledge, Collaboration Exercise, and Review Questions are
located at the end of the chapter. The cards
can be accessed by clicking on the Cards icon within uCertify,
which is located to the right of the chapter title,
and the icon in uCertify resembles the image shown below.

PSY 1010, General Psychology 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Trace the historical development of the psychology field.
1.1 Recall the history of the early pioneers in psychology.
1.2 Identify the basic ideas behind early approaches in
psychology.
2. Recall research methodologies used in the field of
psychology.
2.1 Define research methods used to describe behavior.
2.2 Indicate ethical guidelines for doing research with people.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 1
Unit I Quiz
Unit I Essay
1.2

Unit Lesson
Chapter 1
Video: The Basics: Diverse Perspectives
Unit I Essay
2.1
Unit Lesson
Chapter 1
Video: Experiments: Independent vs. Dependent Variables
Unit I Essay
2.2
Unit Lesson
Chapter 1
Unit I Essay
Reading Assignment
Chapter 1: The Science of Psychology
A link to Chapter 1 of the eTextbook is provided in the
Required Reading area of Unit I in Blackboard.
View the following two videos in MyPsychLab. You can access
the videos by clicking the link provided in the
Required Reading area of Unit I in Blackboard. (You must be
logged into Blackboard in order to access any
MyPsychLab features.)

UNIT I STUDY GUIDE
The Science of Psychology
UNIT x STUDY GUIDE
Title
Unit Lesson
Have you ever pondered these questions or similar ones? Quite
possibly have you longed to better
understand why you or others behave in a certain manner and
why your friends seem to be in direct conflict
with your beliefs? Do you ever long to train your pet to obey
certain commands? Rest assured, you are
not alone.
In this course, you will learn that the science of psychology has
deeply seated roots. Mankind has longed to
answer questions about the mind and behavior since the
beginning of time, but the science of psychology as
we know it, grounded in empirical research, has only been

around for a little over a century. Yet still,
developments in this complex field are constantly evolving. The
study of psychology has vast importance. Not
only are the findings from psychological research critically
important to psychologists, but the implications are
inherently paramount in a plethora of fields including health
sciences, cancer research, education, and
environmental studies, just to name a few.
What Do You Already Know About Psychology?
Take a few minutes for reflection on your personal thoughts,
experiences, and understanding of psychological
concepts before we delve into the history of psychology. People
often opine that psychology is just all about
common sense principles, but this is a fallacy. For example,
many people are easily swayed by some popular
talk show hosts that give wide-sweeping advice to individuals in
a short, 45-minute television segment. Yes, it
is important to examine what people do, but the science of
psychology helps us to better ascertain the why as
well. There is a survey on page 4 of your eTextbook to get you
started with assessing what you already know
about psychology. Regardless of your current foundation in or
experience with psychology, this course will
provide you with a fresh look at the basic concepts and
foundations. It will provide you with a good starting
point no matter how you will apply the science of psychology in
your life or career.
Why does my friend
behave like that when
he is angry?
What is wrong with me?

Why do I want to cry when I
think of certain memories?
Why does Fido bark
at the door when he
needs to go potty?
My parents were
callous and
reserved. Does that
mean I will have a
hard time showing
love to my own
kids?
UNIT x STUDY GUIDE
Title
Course Navigation
Throughout this course, in addition to the required activities in
the MyPsychLab, you will also have access to
various videos and simulations in the lab that will enrich your
psychology knowledge and course experience.
These additional resources are designed to help you further
examine the intricate science of psychology. It is
highly recommended that you take the time to embrace the

suggested reading material as well as the
nongraded learning activities, as they will give you additional
insight throughout this course.
The Roots of the Science of Psychology
As you read Chapter 1 in the eTextbook, you will learn that the
basic tenets of psychology as a science can
be traced back to a German researcher named Wilhelm Wundt
(Ciccarelli & White, 2017). As you read about
Wundt and his history with objective introspection—the task of
examining one’s mental processes and
thoughts—keep in mind that Wundt was not your typical
researcher. Yes, the father of psychology originally
struggled with academics, and he actually dropped out of high
school at one point. However, his scholastic
aptitude and accomplishments eventually evolved for the better,
and he ended up as a top graduate in his
medical school class. He went on to establish the Institute for
Experimental Psychology at the University of
Leipzig. One of his famous students, Edward Titchener, would
later bring many of Wundt’s research principles
to America and further expound upon them by forging a new
view. He called it structuralism, or examining the
structure of one’s mind. Pay close attention to the information
from this section. You will learn more about
Margaret Washburn, the first woman recipient of a Ph.D. in
psychology.
Another important figure that you will examine in this unit is
William James. Ciccarelli and White (2017) reveal
that while Wundt is considered the father of psychology, James
is known as the father of American
psychology. In fact, William James had a very culturally rich
and diverse childhood as he was educated in
numerous private schools, but his fascination for areas such as

religion and science were actually
encouraged within his childhood home alongside his famous
sibling, Henry James. Within this section, you
will learn about William James’ influences from Charles
Darwin. In essence, James’ work focused on how
one’s mind functions in his or her everyday life while adapting
to the environment, also known as
functionalism. One of his famous students was Mary Whiton
Calkins. Although she completed all of the
requirements for a Ph.D. from Harvard University, she was
denied such because she was not a man.
The field of psychology has evolved over the years, much like
the rest of history, but numerous important
contributors have not always taken an easy path to gain respect.
You will learn more about various minority
researchers as well including Francis Cecil Sumner, Kenneth
and Mamie Clark, and Jorge Sanchez, just to
name a few.
Do you think minority
researchers have gained their
equal time in the spotlight?
(Iqoncept, n.d.)

UNIT x STUDY GUIDE
Title
Influential Approaches
Further examination of the eTextbook by Ciccarelli and
White (2017) will reveal foundational information
related to Gestalt psychology, psychoanalysis,
conditioning, and behaviorism. What do you think
about each approach? Do you agree with Gestalt’s
psychology proponents who purported that we do not
break things down into parts, but rather perceive
elements as a whole? In Figure 1, Gestalt’s closure
principle suggests we will perceive a circle and a
rectangle rather than a series of line segments.
On the other hand, you could possibly agree with
whom Ciccarelli and White (2017) call the most
famous individual associated with psychology—
Sigmund Freud. In his theory of psychoanalysis,
Freud argued that we often push certain thoughts,
such as threatening desires, into our unconscious
mind. As a neurologist, he believed the act of
repressing these urges eventually manifested into
nervous disorders as seen with his patients. You will
learn more about many of his famous supporters
including Alfred Adler and Carl Jung. Consequently,
his daughter, Anna Freud, would also follow in his
footsteps by doing research on the ego. What are
your views about Freud’s theory of psychoanalysis?
Do you think an individual can assist you in

examining insight into your personal behaviors?
An additional approach to psychology as a
science is related to Ivan Pavlov and is known
as classical conditioning. Pavlov was a
physiologist who postulated that a reflex could
be generated by an unrelated stimulus, as seen
in the illustration to the right. Read more about
his research and reflect upon your own
thoughts and experiences. Could these
principles help you to garner better behaviors
with your pets? Would they work on your
children or spouse?
John B. Watson’s behaviorism is another
approach that you will examine. In essence,
Watson argued that psychology, as a science,
should center upon observable behaviors—
what one can see and measure. Many of his
beliefs were based on Pavlov’s work. Watson argued that one
could use conditioning to shape behaviors. He
and his colleague, Rosalie Rayner, conducted what is now
known as the famous Little Albert experiment.
What are your thoughts about their work? Were they justified in
the name of science for conditioning Little
Albert to fear rats, rabbits, and dogs?
Pavlov’s Classical Conditioning
(Lacroix, n.d.)
Figure 1
Gestalt Perception

(Golan, n.d.)
UNIT x STUDY GUIDE
Title
Perspectives in Psychology
No one perspective can fully explain all of our behaviors and
processes. In fact, there are seven basic
perspectives in psychology that relate to several areas including
thought processing, cultural factors,
biological aspects, and one’s goals, just to name a few. For
instance, you will learn that the psychodynamic
perspective is embraced by many therapists today. In essence,
the focus is on the unconscious mind and
how this influences our conscious behaviors. Furthermore, the
behavioral perspective is still quite influential
as well. B. F. Skinner actually extended the work of John B.
Watson, and he is credited with coining the
theory of operant conditioning, in which he purported that one’s
voluntary behaviors could be learned or
reinforced when associated with pleasurable circumstances.
As part of this unit’s reading assignment, you will view the
video Diverse Perspectives, in MyPsychLab. You
can access the video directly from the link provided in the Unit
I Required Reading area in Blackboard. This

will provide you with a general overview of the seven modern
perspectives in psychology. As with all videos
you will watch in the MyPsychLab in this course, a closed
captioning option is available directly on the video
page.
After viewing the video, consider what perspectives you relate
to the most: psychodynamic, behavioral,
humanistic, cognitive, sociocultural, biopsychological, or
evolutionary. Which ones would you say are more
based on science? Which perspectives are more closely aligned
with human behaviors? Would you agree
that a more eclectic perspective—embracing bits and pieces of
several views—is actually more feasible?
Professions in Psychology
As you continue your exploration of this unit, you will learn
that numerous careers exist that relate to the field
of psychology. If you are fascinated by the science of
psychology, you should be pleased to know that
Ciccarelli and White (2017) stress that becoming a psychologist
is not your only career option. Would you
consider pursuing a career as a psychiatrist so that you can
diagnose and treat various disorders, or maybe
you would enjoy working as a psychiatric social worker? (One
usually only needs a master’s degree to attain
this position.) Psychology is not only about having therapy
sessions. Some individuals in this field perform
other jobs such as conducting research, teaching, designing
products, and crafting educational strategies, just
to name a few.

UNIT x STUDY GUIDE
Title
It Is All Science Based
Do you ever go to the mall and people-watch as
shoppers pass by? Have you ever attempted to
predict their relationships with the individuals
surrounding them? Quite possibly you have been
guilty of judging some of the food court customers
based on their selection of fast food? We have all
been guilty of such actions in various settings, but
true psychology centers upon uncovering facts
while attempting to reduce numerous uncertainties
and unwarranted biases.
Within this unit, you will learn that psychology is
actually grounded in the scientific approach. A
sound researcher will seek to discover what truly
exists, and he or she will not be swayed by
personal beliefs or opinions. Ciccarelli and White
(2017) shed light on the goals related to
psychology and the steps in the scientific
approach. Pay close attention to each step
described as they are all inherently important.
Once you have gleaned the information on the
scientific approach, it is imperative that you
examine the methods that are used to describe

behavior. Ciccarelli and White (2017) provide
foundational information related to the types of
methods used by researchers. For instance, have you ever gone
to the food court at the mall and watched
teens interacting with each other? (This would be considered a
form of naturalistic observation as you are
viewing people in their typical environment.) On the other hand,
it is not always possible, nor feasible, to
observe people or animals in their natural environments. This is
when laboratory observations are often
embraced. (Although an artificial environment has been created,
it does give the researcher a little bit
more control.)
In the chapter reading, you will examine the types of descriptive
methods that are used to characterize
behaviors. In research, it is inherently important that those
behaviors are examined in depth to ascertain if
patterns or relationships exist. This is what researchers refer to
as a correlation. However, if the researcher
truly seeks to determine the cause for behaviors, he or she must
design an experiment so that he or she can
manipulate the variable that is potentially changing the
behavior. This will involve an independent and
dependent variable. This will be explored in the video
Independent vs. Dependent Variables in the Required
Reading for this unit. (The video can be accessed in the
Required Reading area of Unit I in Blackboard.)
As you read more, you will learn that it is important to have two
groups in an experiment: the experimental
group (receives exposure to the independent variable) and the
control group (usually receives no treatment).
When conducting research, it is important to randomly assign
the participants to the groups. However,
problems can still occur even under the most ideal conditions.

Ciccarelli and White (2017) share important
information related to the placebo effect (expectations can
influence behavior) and the experimenter effect
(the researcher’s expectations can influence the results). As you
conclude your exploration of this section,
pay close attention to the information related to ways to avoid
these effects: single-blind studies and double-
blind studies.
(Temsakun, n.d.)
UNIT x STUDY GUIDE
Title
As you conclude your studies for this unit, you will learn more
about the ethical guidelines related to research.
Do you remember Little Albert’s experiment? Did you think the
researchers were justified in their actions in
the name of science? If you were Albert’s parent, what would be
your response? Ciccarelli and White (2017)
explain that several ethical guidelines, which must be followed
by researchers today, have been established
by the American Psychological Association (APA). For
instance, participants’ rights and safety must always
be valued. The researcher must explain the study in enough

detail so that the participant can embrace an
informed decision. Only in justifiable instances can deception
ever be utilized. Additionally, a participant must
be allowed to study the case at any time. All data collected
should remain confidential as well. What are your
thoughts about the remaining guidelines? Do you think the
participants are adequately protected under
these auspices?
Did you realize it is important to think critically about critical
thinking? Chapter 1 in the eTextbook briefly
discusses how psychology is applicable to our daily lives. In
fact, we embrace critical thinking and make
sound decisions on a daily basis, quite often without realizing
it. However, we sometimes consciously or
subconsciously avoid thinking critically. What about you? What
conditions could cause you to avoid
critical thinking?
References
Ciccarelli, S. K., & White, J. N. (2017). Psychology (5th ed.).
New York, NY: Pearson.
Dolmatov, M. (n.d.). Funny cartoon businessman thinking, ID
112755684 [Illustration]. Retrieved from
https://www.dreamstime.com/funny-cartoon-businessman-
thinking-person-glasses-having-gesture-
illustration-creative-man-brainstorming-manager-thinking-
image112755684
Golan, B. (n.d.). Sigmund Freud cartoon, ID 68134050

[Illustration]. Retrieved from
https://www.dreamstime.com/stock-illustration-sigmund-freud-
cartoon-sitting-his-green-couch-
analyzing-brain-glasses-eps-image68134050
Iqoncept. (n.d.). What do you think survey poll question, ID
20602105 [Illustration]. Retrieved from
https://www.dreamstime.com/royalty-free-stock-photo-what-do-
you-think-survey-poll-question-
image20602105
Lacroix, A. (n.d.). Conditioning, ID 53878514 [Illustration].
Retrieved from https://www.dreamstime.com/stock-
illustration-conditioning-classical-as-shown-pavlov-s-dog-
experiment-image53878514
Temsakun, N. (n.d.). Word cloud text background concept, ID
83162790 [Graphic]. Retrieved from
https://www.dreamstime.com/stock-photo-word-cloud-text-
background-concept-psychology-science-
wordcloud-image83162790
Could some research be considered as
necessary cruelty?
Should there be guidelines established to
prevent mistreatment of subjects, both

human and animal?
(Iqoncept, n.d.)
UNIT x STUDY GUIDE
Title
Suggested Reading
Is your cellphone always turned on and at your fingertips?
Should psychoanalysts do more to examine this
phenomenon? Read the following article in the CSU Online
Library to learn more.
Cain, W. (2018). #PsychoanalysisAndCellphones. Psycho-
Analytic Psychotherapy in South Africa, 26(1), 1–
29. Retrieved from
http://link.galegroup.com.libraryresources.columbiasouthern.ed
u/apps/doc/A541103482/AONE?u=oran9
5108&sid=AONE&xid=a7513a46
For a review of this unit’s concepts, you are encouraged to view
the PowerPoint presentation for the chapter
reading by clicking on either of the links provided below.

Click here for the Chapter 1 PowerPoint Presentation. Click
here for a PDF of the presentation.
View the videos below in MyPsychLab by clicking on the link
provided in the Suggested Reading area of Unit I
in Blackboard. They will give you further insight into the work
of a psychologist and the many areas of
specialty in the profession.
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
In the Nongraded Learning Activities area of Unit I in
Blackboard, you will find MyPsychLab links to access
the following resources. They can help you to assess your
understanding of this unit’s concepts.
-43 of the eTextbook,
there is a Test Yourself section. You can
take the quiz to assess your understanding of the chapter
material.

u/apps/doc/A541103482/AONE?u=oran95108&sid=AONE&xid=
a7513a46
u/apps/doc/A541103482/AONE?u=oran95108&sid=AONE&xid=
a7513a46
https://online.columbiasouthern.edu/bbcswebdav/xid-
111628477_1
https://online.columbiasouthern.edu/bbcswebdav/xid-
111628476_1

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