...procedures. * Identify three domains of development. * Illustrate the benefit of life experiences for the adult learner. * Discuss the role of negative and positive influences in creating a successful life stage. Overview Assignment | Due Date | Format | Grading Percent | Post Your Introduction | Day 1 | Discussion | 2 | Domains of Development | Day 3 (1st post) | Discussion | 3 | Past and Present Experience | Day 3 (1st post) | Discussion | 3 | Week One Quiz | Day 6 | Quiz | 5 | Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it. Reading 1. Read everything located under the Course Home link in the left navigation of the online course. 2. In order to successfully complete this week’s assignments, read the following chapter from the text, Adult Development and Lifetime Assessment: * Chapter 1: Introduction and Overview of Adult Development PDF Discussions To participate in the following Discussion Forums, go to this week’s Discussion link in the left navigation: 1. Domains of Development Identify the three domains of development, as described in Chapter 1 of the course text. Why is it essential to consider each domain when studying and discussing the theories of adult development? Provide an example of how one domain of development impacts the...
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...Chapter One 1.1 With what other terminology is systems analysis and design synonymous? Systems analysis and design is also known as information systems engineering, software engineering, systems engineering, software development, and systems development. 1.2 What activities and deliverables are included in analysis? Activities: systems planning, feasibility study (optional), requirements determination, user acceptance,and prototyping (optional). Deliverables: Requirements specification and prototype (optional). 1.3 What activities and deliverables are included in design and implementation? Activities: Physical design, prototyping (optional), software construction/purchase, user documentation, testing, training, user acceptance, conversion, and implementing the system. Deliverable: Information system. 1.4 Describe a system and the components of a systems model. A generic systems model consists of six components- inputs, processes, outputs, controls, feedback, and boundary. Using predetermined controls, a system accepts inputs at its boundary, processes them into outputs, and provides a feedback mechanism for taking any necessary corrective action. 1.5 What two key components distinguish an information system from an automated information system? Software and hardware. 1.6 How are data incorporated into an automated information system and what role does it play? Data are either input, stored, or output. As part of the information system,...
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...Mentor’s Name | | Supervising Mentor’s Name | | Date Commenced | | Date Completed | | Overall Portfolio Result | Pass Fail | This portfolio is the compulsory part of your module and must be submitted alongside your final written summative assignment Please refer to your module handbook for details of where to submit this portfolio with your final assignment. Contents Overall Assessment of Achievement 3 Portfolio Instructions & Your Responsibility 4 Guidance for the Supervising Mentor 6 Who can be your learner during the mentorship course? 7 Key meetings and activities with your Learner 8 Record of your initial meeting with Supervising Mentor 9 Learning Contract 10 Assessment of the eight domains of mentorship 11 1 - Establish effective working relationships 12 2 - Facilitation of learning 13 3 - Assessment and accountability 14 4 - Evaluation of learning 16 5 - Creating an environment for learning 17 6 - Context of practice 19 7 - Evidence-based practice 20 8 - Leadership 21 Record of progress meetings 23 Record of final meeting 24 Future developmental Action Plan 25 Acknowledgements This portfolio was developed by the Supporting and Assessing Learning in Practice Settings module team at City University London, with the kind help of practice facilitators who are the members of the Mentorship Programme Board. The table of key meetings and activities (page 7) is adapted from ‘A guide for mentors when using the record...
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...in IT Security Domains and Auditing Compliance Learning Objectives and Outcomes * Identify the role of frameworks in IT security domains and auditing compliance. To bring about a set of rules and standards to give purpose to a intricate circumstance. It supplies IT departments with something to follow and gives them a constant system of controls. These controls are either prescriptive which help standardize IT operations and tasks but still allowing flexibility. Descriptive provides for governance at a higher level and helps to align IT with business goals. Assignment Requirements You have been designated as the Strategy Development Officer and have been asked to meet the Defense Spectrum Organization (DSO) Director to help him identify the frameworks required to develop the long-term strategies to address the current and future needs for Department of Defense (DoD) spectrum access. This is necessary because the DSO is the center of excellence for electromagnetic spectrum analysis and the development of integrated spectrum plans. It provides direct operational support to the Chairman of the Joint Chiefs of Staff (JCS), Combatant Commanders, Secretaries of Military Departments, and Directors of Defense Agencies to achieve national security and military objectives, and your analysis will be the first step in helping to develop long-term strategies for the organization. Draft a complete report addressing the following tasks: 1. Identify three frameworks that...
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...Robert Sternberg’s Triarchic Theory of Intelligence Sternberg described three different kinds of intelligence in his model: * Analytical Intelligence (Componential) * Creative Intelligence (Experiential) * Practical Intelligence (Contextual) Applications of the Concept of Successful Intelligence: Triarchic Teaching For Analytical Thinkers… * Analyze (a literary plot, a theory in the sciences, a mathematical problem) * Compare and Contrast (two characters in a novel, two systems of government, the styles of two artists) * Evaluate (a poem, a cultural custom, a strategy in tennis) * Explain (the use of grammar in a sentence, your interpretation of an historical event, the solution to a scientific problem) Analytical Thinkers: “I like…” * Analyzing characters when I’m reading or listening to a story * Comparing and contrasting points of view * Criticizing my own and others’ work * Thinking clearly and analytically * Evaluating my and others’ points of view * Appealing to logic * Judging my and others’ behavior * Explaining difficult problems to others * Solving Logical problems * Making inferences and deriving conclusions * Sorting and classifying * Thinking about things Outcomes of Teaching for Analytical Intelligence Analytical instruction and assessment should enable students to: * Identify the existence of problems * Define the problems * Allocate resources...
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...human development has stemmed from the Biblical understanding of original sin, Jean-Jacques Rousseau’s intimations of innate goodness, and John Locke’s postulation that we are born with a psychological blank slate (Boyd & Bee, 2006). However, in the 19th century the study of human development was given legs to its already well-defined frame in the form of the theory of evolution, as put forth by Charles Darwin. With the idea of evolutionary stages in place, G. Stanley Hall of Clark University was able to formulate his theory of norms, which hypothesize that human development can be segregated into identifiable phases, and Arnold Gesell was able to suggest his theory of maturation, which was largely dependent on genetic predisposition. From these beginnings the lifespan development perspective of human psychology has been largely concerned with the physiological, psychological, cultural, genetic, and environmental context of individual human development from conception to old age (Baltes & Staudinger, 1999; Boyd & Bee, 2006). Moreover, the lifespan perspective (LSP) of development can be put into context through the models of both human development domains and developmental periods, the major characteristics of LSP, and the contemporary concerns about LSP. Human Development Domains LSP is concerned with three separate, but principally overlapping, domains of human development: physical domain (ontogenesis), cognitive domain, and social domain. The physical domain of...
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...philosophy of human development has stemmed from the Biblical understanding of original sin, Jean-Jacques Rousseau’s intimations of innate goodness, and John Locke’s postulation that we are born with a psychological blank slate (Boyd & Bee, 2006). However, in the 19th century the study of human development was given legs to its already well-defined frame in the form of the theory of evolution, as put forth by Charles Darwin. With the idea of evolutionary stages in place, G. Stanley Hall of Clark University was able to formulate his theory of norms, which hypothesize that human development can be segregated into identifiable phases, and Arnold Gesell was able to suggest his theory of maturation, which was largely dependent on genetic predisposition. From these beginnings the lifespan development perspective of human psychology has been largely concerned with the physiological, psychological, cultural, genetic, and environmental context of individual human development from conception to old age (Baltes & Staudinger, 1999; Boyd & Bee, 2006). Moreover, the lifespan perspective (LSP) of development can be put into context through the models of both human development domains and developmental periods, the major characteristics of LSP, and the contemporary concerns about LSP. Human Development Domains LSP is concerned with three separate, but principally overlapping, domains of human development: physical domain (ontogenesis), cognitive domain, and social domain. The physical...
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...Eminent Domain Under the Fifth Amendment of United States Constitution, the government is provided the power to enforce eminent domain and take private property for public use. This provision allows this provision as long as adequate compensation is being made for the property. Article 1, Section Seventeen under the Texas Constitution prohibits the taking, damaging or destruction of property for public use without adequate compensation. Generally, there are four elements of eminent domain but ultimately the actor must be the state or a private party authorized by the state to condemn the property. The power to condemn must be conferred by the legislature and only upon a two-thirds vote of both houses will it be granted. The primary private parties that are empowered to perform eminent domain are gas or electric corporations, groundwater conservation districts and common carrier pipelines. Once the property has been identified, the Condemner must provide plans for the public project and indicate the exact location of the private land needed for the project. Once this information is acquired, a declaration must be made that certain property rights must be obtained to complete the project and that all property owners involved must be notified. Element one consists of the property taken must be for public use and in 2009, voters approved a constitutional amendment further clarifying public use. To understand the purpose of public use, it is necessary to note it is statutorily...
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...Process © Richard Bender Bender RBT Inc. 17 Cardinale Lane Queensbury, NY 12804 518-743-8755 rbender@BenderRBT.com The Ambiguity Review Process Purpose: An Ambiguity Review improves the quality of requirements by making them deterministic, unambiguous, correct and complete. An Ambiguity Review is a testing technique that eliminates defects in the requirements phase of the software development lifecycle, thereby avoiding those defects from propagating to the remaining phases of the software development lifecycle. Description: Someone trained in the Ambiguity Review Process performs the Ambiguity Review. The Ambiguity Reviewer is not a domain expert, and is not reading the requirements for content, but only to identify ambiguities in the logic and structure of the wording. The Ambiguity Review takes place after the requirements (or a section of the requirements) reach first draft, and prior to them being reviewed for content, i.e., correctness and completeness by domain experts. The Ambiguity Reviewer identifies all ambiguous words and phrases on a copy of the requirements. If CaliberRM is used to capture requirements, then the ambiguities are documented directly in CaliberRM. A summary of the findings is presented to the requirements author. Deliverables: The Ambiguity Review deliverables include the following: • If the requirements are in a document, then the ambiguities are documented...
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... Extending UML to Support Domain Analysis SUBMITTED TO:- SUBMITTED BY:- Mr. SANDEEP SINGH AKANSHU KUMAR Reg No:-11112286 ROLL No:- A21 SECTION:- K1107 Abstract:- The process of modelling and developing commonality and variability for system families should be supported by suitable methods and notations. The object-oriented methods and their notations, which are used at present, focus on the development of a single system at a time. In this paper we analyse feature models as a representation of the common parts and variants contained in a system family, and propose using a feature diagram as a basic representation of commonality, variability and dependencies. We examine various approaches to customizing the standard modelling language UML to model system families and propose how to extend the UML for the purposes of modelling variants in object-oriented analysis and design techniques. We recommend the use of UML standard lightweight extensibility mechanisms (stereotypes combined with tagged values) without changing the UML metamodel. This enables us to join the advantages of feature models with UML and provides the traceability of a concept throughout system development. An application of lightweight...
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...curriculum issues and planning, educational objectives are a central theme; but perspectives vary on how they should be formulated. This paper seeks to examine the concept of “educational objectives”; to distinguish between two types of objectives- “instructional” and “expressive”; and to justify the use of both types of educational objectives in curriculum development, from both a theoretical and practical perspective. The formulation and use of instructional and expressive objectives have implications for the selection of learning activities and evaluation; and identifying the aims and objectives of a course of study is very important to determining how they are used in curriculum development. Many theorists have sought to clarify, classify and specify the manner in which objectives should be formulated and the characteristics they should have once developed, (Eisner, 2005). Educational objectives are based on individual values, and therefore what may seem important to some educators may not be seen as important to others (Eisner, 2005); however, it is a conclusive fact that educational objectives are important for curriculum development. Tyler (2010) states that by outlining educational objectives, “the curriculum-maker has the most useful set of criteria for selecting content, for suggesting learning activities, [and] for deciding on the kind of teaching procedures to follow” (p. 62). Gagne reiterates, “the central importance of defining educational objectives is [to make] possible...
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...Part 1: Introductory Section A.) The purpose of this study is to discover the development of identities in the late 20’s to conduct research about a phenomenon that is developing identities after identity commitments. This study is to provide an explanation as to why adults in their late twenties approach changing life conditions. B. C. c. The three related research questions mentioned in this article are 1. 1. What patterns of identity status change and stability may be seen in the late twenties? 2. 2. How do the identity narratives of individuals with established identity commitments and stable identity statues develop overtime? 3. 3. How is the identity development of individuals repeatedly assigned to identity achievement different from that of individuals repeatedly assigned to foreclosure? Part 2: Method a. a. The Gothenburg Longitudinal study of development used a population of 144 1 to 2-yearold children. 75% of the families agreed to participate. These families came from a variety of different backgrounds. As a result, there were a total of 124 participants who participated in the process of research. The participants were recruited from the waiting lists for public child care in different areas of Gothenburg. b. b. The data collected for this study was done most at the University of Gothenburg. At both age 25 to 29, participants were contacted by telephone to schedule an interview at the University. At age...
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...Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals[1] (referred to as simply "the Handbook" below). Although named for Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.[2][3] It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor (sometimes loosely described as knowing/head, feeling/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.[4] A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.[1] A revised version of the taxonomy was created in 2000.[5][6][7] Bloom's Taxonomy is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey Significant writings that have influenced the curriculum: 1906-1981, by H.G. Shane and the 1994 yearbook of the National Society for the Study of Education. A mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information. Bloom himself considered the Handbook...
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...develop in the womb? This section covered two important things: prenatal development, which includes three phases of physical growth, and the way substances affect prenatal development in all three domains. The three prenatal periods are the Germinal period, Embryonic period, and Fetal period. Human development occurs in three domains: physical, socio-emotional, and cognitive. Teratogens are substances that can cause birth defects. For example, use of drugs and alcohol during pregnancy can affect the mother and the developing human. Infections, such as German Measles and syphilis, can cause serious illness. Environmental factors also affect prenatal development. All of these substances that negatively affect prenatal development...
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...protected, helping to secure the future of the people while working within the company’s estimated budgets and timeframes. Describe the Situation Issue and Opportunity Identification M-Core is having difficult y negotiating acceptable deals with the remaining homeowners causing delays towards the development of the new research and development facility. The opportunity M-Core has is to develop creative ideas to resolve the conflict with the resistant homeowners by creating an alliance with Nature’s Gift Society through the implementation of a green plan during planning, developing, and implementing phases of their new facility. By creating the alliance, Nature’s Gift may ease the negotiations with the homeowners, minimize the need for legal actions to take the properties from the remaining homeowners, and avoid need for the Mayor’s involvement. Stakeholder Perspectives/Ethical Dilemmas M-Core desires to gain additional acreage to develop their facility to create the “chip” and a better workplace, while developing on land that displays serenity to inspire and relax employees. They face the dilemma of seeming heartless as they force homeowners from their properties. If development is delayed, they will lose their competitive edge above the others in the industry. The homeowners have a right to remain in their homes or be offered acceptable monetary settlements. M-Core has the unfair advantage over the homeowners with governmental assistance....
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