ECE-206 - sec 02 Spring 2016 Friday Page 1 of 2
HW-03A: Elevator Flowchart
A two-story building uses a simple elevator to carry its tenants. A switch is located on each floor
to call the elevator: ↑ switch on the first floor and ↓ switch on the second floor. Two switches
are available inside the elevator; one to go to the first floor ( button) and the other to go to the
second floor ( button). No other facilities such as emergency stop, “open door”, “close door”,
etc. are supported by the elevator.
A flowchart for the control of the elevator is attached.
Work to do and document to submit:
1. Verify that the flowchart is unstructured by identifying the parts of the flowchart that cannot
be reduced to a rectangle.
2. Transform the flowchart so that it is structured and maintains the same flow of logic as the
unstructured flowchart. (Use Visio to draw the transformed flowchart)
3. Translate the structured flowchart into pseudocodes.
Legends for the flowchart:
1. Safely close door: A set of instructions (not shown) to close the door safely. It will check to
see if there is an obstruction (people, luggage, etc.) at the door way before closing the door.
The door will remain open if there is an obstruction. Similar set of instructions for the sliding
door have been discussed in class
2. Floor 1 calls: Someone on the first floor calls the elevator; that is, someone pushes the ↑
button on the first floor.
3. Floor 2 calls: Someone on the second floor calls the elevator; that is, someone pushes the ↓
button on the second floor.
4. 1st button pressed: Someone inside the elevator wants to go to the first floor; that is,
someone pushes the button inside the elevator.
5. 2nd button pressed: Someone inside the elevator wants to go to the second floor; that is,
someone pushes the button inside the elevator.
ECE-206 - sec 02 Spring 2016 Friday Page 2 of 2
Title
ABC/123 Version X
1
Research Analysis
PSYCH/650 Version 2
1
University of Phoenix MaterialResearch Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or ...
ECE-206 - sec 02 Spring 2016 Friday Page 1 of 2 HW-03A.docx
1. ECE-206 - sec 02 Spring 2016 Friday Page 1 of 2
HW-03A: Elevator Flowchart
A two-story building uses a simple elevator to carry its tenants.
A switch is located on each floor
to call the elevator: ↑ switch on the first floor and ↓ switch on
the second floor. Two switches
button) and the other to go to the
mergency
stop, “open door”, “close door”,
etc. are supported by the elevator.
A flowchart for the control of the elevator is attached.
Work to do and document to submit:
1. Verify that the flowchart is unstructured by identifying the
parts of the flowchart that cannot
be reduced to a rectangle.
2. Transform the flowchart so that it is structured and
maintains the same flow of logic as the
2. unstructured flowchart. (Use Visio to draw the transformed
flowchart)
3. Translate the structured flowchart into pseudocodes.
Legends for the flowchart:
1. Safely close door: A set of instructions (not shown) to close
the door safely. It will check to
see if there is an obstruction (people, luggage, etc.) at the door
way before closing the door.
The door will remain open if there is an obstruction. Similar set
of instructions for the sliding
door have been discussed in class
2. Floor 1 calls: Someone on the first floor calls the elevator;
that is, someone pushes the ↑
button on the first floor.
3. Floor 2 calls: Someone on the second floor calls the
elevator; that is, someone pushes the ↓
button on the second floor.
4. 1st button pressed: Someone inside the elevator wants to go
to the first floor; that is,
tton inside the elevator.
5. 2nd button pressed: Someone inside the elevator wants to go
to the second floor; that is,
3. ECE-206 - sec 02 Spring 2016 Friday Page 2 of 2
Title
ABC/123 Version X
1
Research Analysis
PSYCH/650 Version 2
1
University of Phoenix MaterialResearch Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a
standard journal using blind review by peers in the field. This
means that every study should have a fair access to publication
based upon quality of the study.
Type of study
Types of studies can include experimental, case study,
longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
4. A measurement tool is a means that the researchers used to
measure or assess the variables under study. Did the study
develop assessment tools? Did the study use objective
measurement tools? Can the measurement tools be found and
used by another researcher? Are the instruments valid and
reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of
participants; what was the sampling method or strategy?
Describe the population. This could be clients or college
students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive
the treatment. Do these participants have the same
characteristics and diagnosis as the experimental group
participants?
How they were assigned
Were they matched or randomly assigned to one the conditions,
or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that
occurred.
How the intervention was delivered
8. Toys that may Encourage Violence and Aggression
Studies about toys causing aggression in children show that
boy’s toys are more aggressive than girl’s toys (Klinger,
Hamilton, & Cantrell, 2001). The results also reveal that
companies target boys using aggression (Klinger, Hamilton, &
Cantrell, 2001). Aggression in commercial does attract both
boys and girls (Klinger, Hamilton, & Cantrell, 2001). The most
persuasive components of toy commercials and advertisements
are aggression and sexual stereotyping. Children watch many
hours of television (Klinger, Hamilton, & Cantrell, 2001). In
1988 67% of company’s advertisements were modeling
children’s programs (Klinger, Hamilton, & Cantrell, 2001).
Today every child’s program has merchandise such as
Wrestling, Bat-man, and Yo Gaba Gaba. The product
representing the television can have a social impact on children
(Klinger, Hamilton, & Cantrell, 2001). For example in cartoons,
such as Batman there is violence and capturing criminals.
Children playing with a Batman action figure will imitate the
violence that occurs as Batman is apprehending the bad guy
(Klinger, Hamilton, & Cantrell, 2001). Children learn by
repeating what they see (Klinger, Hamilton, & Cantrell, 2001).
A child’s mind stores a cognitive script and recalls the
information to prompt specific behavior (Klinger, Hamilton, &
Cantrell, 2001). A child can also use these examples of play in
his or her social life (Klinger, Hamilton, & Cantrell, 2001).
How do Toys Influence Behavior, Self-Concept, and Identity?
Certain toys can prepare a child for his or her role in life
(Miller, 1987). This process is known as sex role socializing
(Miller, 1987). Sex role socializing educates children on gender,
physical identification, and gender appropriate behavior (Miller,
1987). Boys more so than girls benefit from practicing
experiences to identify his competence (Miller, 1987). Toys
influence the behavior of the child through role play (Miller,
9. 1987). For example a child pretends to be a teacher so heor she
writes letters on the board. The child is strengthening cognitive
and social development by repeating the actions of his or her
teacher in role playing. Playing with toys, role playing, and
exploration are essential to a child’s confidence and self-esteem
(Miller, 1987).
Observations Concerning Positive and Negative Gender
Stereotyping
Positive gender stereotype assist children in identifying his or
herself. Positive stereotyping highlights the differences between
individuals in a healthy way. This allows a child to acquire
knowledge, recognize, and respect differences. For example
girls who play with blocks a stereotypic boy toys develop
higher spatial abilities (Miller, 1987). Boys who play with
stereotypical girl toys develop higher visual-spatial and verbal
skills (Miller, 1987). Negative stereotyping cause children to
hate, dislike, show aggression to other individuals perceived as
different or inadequate. Negative stereotyping also limits the
cognitive and social development of the child. For example if a
child’s is lacking proper social skillshe or he will not develop
proper independent problem-solving skills (Miller, 1987).
Children will also lack cognitive understanding because the
child did not explore or play actively without restriction
(Miller, 1987).
Research about some Toys Increasing the Likelihood of
Aggressive Behavior in Children
From a review of the literature and an examination of toys on
the market it is possible that toys may increase aggression in
children. Studies show that learning processes of children takes
place after watching a violent program and acting out the
violence during fantasy or play (Klinger, Hamilton, & Cantrell,
2001). The role playing allows the information to generalize in
the mind (Klinger, Hamilton, & Cantrell, 2001). The
information is easy to access allowing the child to repeat a
fantasy or role many times (Klinger, Hamilton, & Cantrell,
2001). The child can also access the information in a concrete
10. situation retrieving the script when specific cues are present
(Klinger, Hamilton, & Cantrell, 2001). Toys can represent a cue
to provoke aggressive behavior (Klinger, Hamilton, & Cantrell,
2001). For example children playing with wrestling action
figures often try to imitate the moves the wrestler performs on
the show.
Toys that may Promote Pro-Social Behavior
A child’s fascination with toys guides him or herto social
interaction with other children and adults. According to Bradley
(1985), “emerging social structure among toddler peer groups
does not depend on peer-related skills; instead it relies on the
toddler’s attachment to toys and skill with toys.” Certain toys
aid in promoting behavior beneficial to others. Children often
come together because of their amazement for toys, such as
large floor puzzles or video games. These types of toys promote
teamwork, sharing, andpositive outcomes.
Gender Differences in Toy Selections and Preferences and
Social Encouragement of Gender-Specific Toys
Many people believe girls should play with dolls and boys
should play with blocks. According to Miller (1987), “if girls
and boys played with different types of toys, these experiences
will, in conjunction with the rest of socialization experience,
contribute to the development of differential cognitive and
social skills.” Gender specific toys can indeed promote various
social skills. When tested on both gender groups, studies show
stereotypical boy toys promote higher spatial capabilities and
stereotypical girl toys promote higher verbal abilities. These
skills can be useful into adulthood.
Cultural Influences on Toys
Culture influences are common on toys. Cultures can consist of
different beliefs, backgrounds, norms, values, religions, and
traditions. Cultures can use a variety of symbols to represent
their beliefs or perspectives about what will occur over time.
Manufactures design many toys to match certain cultures. Toys,
like other artifacts of material culture can tell individualsa great
deal about changing cultural attitudes and values, and about the
11. exercise of power in society (Nelson, 2012). By collecting many
toys, individuals would be able to gain insight about different
cultures. Toys can portray the beliefs of a culture. The creators
of the toys have to try to incorporate the diverse cultures and
make sure that they are appropriate, avoiding stereotypical
assumptions. Mass-produced toys are especially revealing
because their designers, concerned with marketability,
intentionally try to appeal to dominant attitudes and values
(Nelson, 2012). Becausetoys are capable of reflecting the
attitudes of dominant groups the toys have canbroadcast the
thoughts and experiences of groups, while also discrediting
other groups to help the dominant group define themselves for
justification (Nelson, 2012).
12. References
Bradley, Robert H. (1985). Topics in Early Childhood Special
Education. http://tec.sagepub.com
Klinger, L. J., Hamilton, J. A., & Cantrell, P. J. (2001).
CHILDREN'S PERCEPTIONS OF AGGRESSIVE AND
GENDER--SPECIFIC CONTENT IN TOY COMMERCIALS.
Social Behavior & Personality: An International Journal, 29(1),
11.
Miller, C. L. (1987). Qualitative Differences Among Gender-
Stereotyped Toys: Implications for Cognitive and Social
Development in Girls and Boys. Sex Roles, 16(9/10), 473-487.
Nelson, Pamela B. (2012). Toys as History: Ethic Images and
Cultural Change. Retrieved from
http://www.ferris.edu/jimcrow/links/toys/
