Develop an essay comparing one of the following groupings  Islam a.docx

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Develop an essay comparing one of the following groupings:  Islam and Christianity  Islam and Judaism OR  Christianity and Judaism In your essay: 1. Analyze the similiarities and differences of the history, basic beliefs, and influence on law and social justice. 2. Summarize and analyze 1 specific example of a conflict between the two religions. After careful analysis of this conflict, explain why you believe the conflict existed. Your paper should be 2-3 pages in length in proper APA format while citing a minimum of 3 sources. Ensure you properly organize your essay including an introduction with thesis statement and a conclusion. .

and Judaism In your essay: 1. Analyze the similiarities and
differences of the history, basic beliefs, and influence on law
and social justice. 2. Summarize and analyze 1 specific example
of a conflict between the two religions. After careful analysis of
this conflict, explain why you believe the conflict existed. Your
paper should be 2-3 pages in length in proper APA format while
citing a minimum of 3 sources. Ensure you properly organize
your essay including an introduction with thesis statement and a
conclusion.

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Develop a Resource Audit and a Value System for Tesco. For the Resource Audit: What are the resources that Tesco would need to analyse? What questions should the company be asking? Once completed, consider Tesco's Value System, specifically: The activities that add or detract value Linkages between activities External links that are important to achieving value For reaching information about Tesco, you may either have a direct search to Tesco's website or look for industry related information such as Tesco's press releases. .

Develop a Resource Audit and a Value System for Tesco. For the.docx

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Develop a research paper on the project charter process. PART 1: PROJECT CHARTER LITERATURE REVIEW a. stakeholder list, b. team operating principals, c. milestones, d. communication plan e. project risk planning, f. assumptions, g. constraints h. organization and implementation plan. PART 2: CONCLUSION 1.) What critical take-aways in the development process of a project charter would you incorporate into the role of a Project Manager? 2.) Highlight specific components of the project charter that may be most critical to the overall success of the entire project plan. 3.) Discuss preferred methods for stakeholder engagement throughout the project charter process and into project planning. ASSIGNMENT DETAILS: Please attend to the following guidelines: 1) Prepare your report in APA format. 2) Literature Review should utilize outside sources substantially. A literature review is a comprehensive narrative on the most recent scholarly work on a certain subject. Therefore, a minimum of eight (8) scholarly or professional journal articles must be substantially utilized for this section. Other sources (websites, blogs, dictionaries, etc.) may be used in support but do not count toward this total. Also, the sources need to be current research which means contemporary sources (no more than ten years old). 3) Properly cite throughout the paper all sources referenced and include a reference section. .

Develop a research paper on the project charter process. PAR.docx

Develop a research paper on the project charter process. PAR.docx

Develop a research paper on the project charter process. PAR.docx

Develop a water sustainability plan for your city, hometown, or neighborhood. The plan should include sources of pollution and ways in which you plan on addressing these sources. Present your plan to the local city council. Develop a 7-10 slide PowerPoint Presentation to present the sustainability plan. Include the following in your presentation: An introduction that identifies the main challenges of managing a fresh water resource in your home town or city. State the activities that have impacted this local fresh water supply. Include the name of the lake or river, the specific pollution sources, and the pollutants in your presentation. Descirbe how these pollutants have impacted (or could impact) human health, plants, and wildlife. Present a plan to clean up this pollution source, prevent future pollution, and to ensure that the water source is not overdrawn enabling long-tem use. Include specific methods from your research. Identify at least three stakeholders in your plan ( community residents, local government, businesses, non-profit organizations, etc.) Describe the local government policy that you will need in order to carry out your plan. And the role of each of the three stakeholders in ensuring that the water is used sustainably. Use your textbook, and three additional sources. One of these sources should be an academic journal found at the University's library. If you need assistance with identifying a academic journal article (also known as peer-reviewed articles), review the Finding Peer-Reviewed Articles document. Include an introductory slide, a summary slide, and a reference slide. Include 300 to 750 words in your speaker notes. Include supporting visuals, such as photos, diagrams, and/or graphs. .

Develop a water sustainability plan for your city, hometown, or ne.docx

Develop a water sustainability plan for your city, hometown, or ne.docx

Develop a water sustainability plan for your city, hometown, or ne.docx

Develop an 8- to 12-slide Microsoft ® PowerPoint ® presentation with detailed speaker notes describing the following: The main influences involved in the development of psychology Early research on the function of the brain. How the research influenced the study of the mind-body interaction. The major developments that led to experimental psychology A description for each influence or development and how they contributed to the field of psychology .

Develop an 8- to 12-slide Microsoft® PowerPoint® presentat.docx

Develop an 8- to 12-slide Microsoft® PowerPoint® presentat.docx

Develop an 8- to 12-slide Microsoft® PowerPoint® presentat.docx

Developmental Review 32 (2012) 224–267 Contents lists available at SciVerse ScienceDirect Developmental Review j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / d r Reliability of children’s testimony in the era of developmental reversals C.J. Brainerd ⇑, V.F. Reyna Department of Human Development, Cornell University, United States a r t i c l e i n f o Article history: Available online 2 August 2012 Keywords: Children’s testimony False memory Fuzzy-trace theory Developmental reversals 0273-2297/$ - see front matter � 2012 Elsevier In http://dx.doi.org/10.1016/j.dr.2012.06.008 ⇑ Corresponding author. Address: Department of United States. Fax: +1 607 255 9856. E-mail address: [email protected] (C.J. Brainer a b s t r a c t A hoary assumption of the law is that children are more prone to false-memory reports than adults, and hence, their testimony is less reliable than adults’. Since the 1980s, that assumption has been buttressed by numerous studies that detected declines in false memory between early childhood and young adulthood under con- trolled conditions. Fuzzy-trace theory predicted reversals of this standard developmental pattern in circumstances that are directly relevant to testimony because they involve using the gist of experi- ence to remember events. That prediction has been investigated during the past decade, and a large number of experiments have been published in which false memories have indeed been found to increase between early childhood and young adulthood. Further, experimentation has tied age increases in false memory to improvements in children’s memory for semantic gist. According to current scientific evidence, the principle that children’s testimony is necessarily more infected with false memories than adults’ and that, other things being equal, juries should regard adults’ testimony as necessarily more faithful to actual events is untenable. � 2012 Elsevier Inc. All rights reserved. Introduction To say that the reliability of child witnesses’ memories has been a controversial topic is an understatement of rather large proportions. Along with recovery of repressed memories (e.g., Loftus & Ketcham, 1994), false eyewitness identifications (e.g., Wells et al., 1998), and false confessions (e.g., Kassin & Kiechel, 1996), it has been one of the most contentious areas of psycho-legal research c. All rights reserved. Human Development, Cornell University, B-43 MVR Hall, Ithaca, NY 14853, d). http://dx.doi.org/10.1016/j.dr.2012.06.008 mailto:[email protected] http://dx.doi.org/10.1016/j.dr.2012.06.008 http://www.sciencedirect.com/science/journal/02732297 http://www.elsevier.com/locate/dr C.J. Brainerd, V.F. Reyna / Developmental Review 32 (2012) 224–267 225 during the past quarter-century (Ceci & Bruck, 1995). To understand why, it is necessary to turn back the clock to the 1980s and consider two developments that first focused attention squarely on the memories of child witn.

Developmental Review 32 (2012) 224–267Contents lists availab.docx

Developmental Review 32 (2012) 224–267Contents lists availab.docx

Developmental Review 32 (2012) 224–267Contents lists availab.docx

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Developmental Review 32 (2012) 205–223 Contents lists available at SciVerse ScienceDirect Developmental Review journal homepage: www.elsevier .com/locate/dr Natural conversations as a source of false memories in children: Implications for the testimony of young witnesses Gabrielle F. Principe ⇑, Erica Schindewolf Department of Psychology, Ursinus College, United States a r t i c l e i n f o a b s t r a c t Article history: Available online 25 July 2012 Keywords: Memory Suggestibility Children Social interaction Rumor Eyewitness testimony 0273-2297/$ - see front matter � 2012 Elsevier In http://dx.doi.org/10.1016/j.dr.2012.06.003 ⇑ Corresponding author. Address: Department o United States. Fax: +1 610 409 3633. E-mail address: [email protected] (G.F. Pri Research on factors that can affect the accuracy of children’s autobiographical remembering has important implications for understanding the abilities of young witnesses to provide legal testimony. In this article, we review our own recent research on one factor that has much potential to induce errors in children’s event recall, namely natural memory sharing conversations with peers and parents. Our studies provide compelling evidence that not only can the content of conversations about the past intrude into later memory but that such exchanges can prompt the gener- ation of entirely false narratives that are more detailed than true accounts of experienced events. Further, our work show that dee- per and more creative participation in memory sharing dialogues can boost the damaging effects of conversationally conveyed mis- information. Implications of this collection of findings for children’s testimony are discussed. � 2012 Elsevier Inc. All rights reserved. Introduction Perhaps only one simple and straightforward claim can be made about the accuracy of children’s testimony: not all statements made by children are true. Admittedly, exact accuracy is not the usual goal of memory in everyday life. Most autobiographical remembering is carried out for social purposes, such as to build bonds and foster connectedness with friends and family (see e.g., Nelson, 1993), and can serve these functions even when recollections do not precisely represent the past. In c. All rights reserved. f Psychology, Ursinus College, PO Box 1000, Collegeville, PA 19426-1000, ncipe). http://dx.doi.org/10.1016/j.dr.2012.06.003 mailto:[email protected] http://dx.doi.org/10.1016/j.dr.2012.06.003 http://www.sciencedirect.com/science/journal/02732297 http://www.elsevier.com/locate/dr 206 G.F. Principe, E. Schindewolf / Developmental Review 32 (2012) 205–223 fact, many everyday situations encourage some degree of unfaithfulness. Exaggerated, improvised, or even fabricated stories can be more engaging or more amusing to conversational partners than verid- ical reports. These tendencies to embellish personal experiences may be especially pronounced at young ages given children’s proclivity for pretense and.

Developmental Review 32 (2012) 205–223Contents lists availab.docx

Developmental Review 32 (2012) 205–223Contents lists availab.docx

Developmental Review 32 (2012) 205–223Contents lists availab.docx

Develop a 6- to 7-page manual using the Security Standards, Policies, and Procedures Template with recommendations to management of security standards, polices, and procedures which should be implemented in your chosen organization. Research and include the following: REFER TO ADDITIONAL RESOURCES BELOW and the grading rubric. Explain the importance to your organization of implementing security policies, plans, and procedures. Discuss how security policies, plans, and procedures will improve the overall security of the organization. Recommend appropriate policies and procedures for: Data classification policies and procedures (data isolation) Non-disclosure Agreement policies and procedures Strong authentication (password policies and procedures... and multi factor authentication) Acceptable use of organizational assets and data Employee policies (separation of duties/training) Risk Management Avoidance Transference Mitigation Acceptance Compliance examples that might affect your organization or others [Regulatory, Advisory, Informative] HIPAA NIST Cybersecurity Framework Sarbanes/Oxley GLBA PCI DSS Incident response (How should we prepare, and what should happen in each phase) Preparation Identification Containment Eradication Recovery Lessons learned (root cause analysis and action plan) Auditing Environmental/Physical Administrative From the text: "Controls are implemented as administrative, logical, and physical. Administrative controls are also known as management controls and include policies and procedures. Logical controls are also known as technical controls and are implemented through technology. Physical controls use physical means to protect objects." Configuration (change management and system hardening) .

Develop a 6- to 7-page manual using the Security Standards, Po.docx

Develop a 6- to 7-page manual using the Security Standards, Po.docx

Develop a 6- to 7-page manual using the Security Standards, Po.docx

Developmental and Communication Milestones One of the first tasks infants and children must master is communication. The ability to communicate is an important skill. Infants communicate primarily through crying. Parents and caregivers can become quite adept at interpreting a child’s cry so that they can respond to his or her needs quickly and appropriately. While nature predisposes humans to language, it is nurture that determines language development. Language development can be facilitated a number of ways: Adults can modify their speech (i.e., child-directed speech, simplified speech) to help young children attend to and learn the important parts of speech and appropriate syntax; play simple games with children that encourage turn-taking (a characteristic of good communication); and use of scaffolding (e.g., repetition) to help children learn the basics of language and communication (Pinker, 2004). The milestones of language development range from pre-language babbling to multi-word phrases and sentences. Individual and cultural differences can affect the rate and form of language within these milestones. To prepare for this Discussion , select one developmental or communication milestone in infancy and/or toddlerhood. With these thoughts in mind: a brief description of the developmental or communication milestone you selected. Then explain the implications of missing or meeting the milestone in terms of normal, advanced, and delayed development. Be sure to include any multicultural and/or diversity considerations. Support your Discussion assignment with specific resources used in its preparation. You are asked to provide a reference for all resources, including those in the Learning Resources for this course . .

Developmental and Communication MilestonesOne of the first tas.docx

Developmental and Communication MilestonesOne of the first tas.docx

Developmental and Communication MilestonesOne of the first tas.docx

Developments New technology that affects policy process • Social media • Blogs • Open data • Freedom of information • Wisdom of the crowds • Open collaboration • Transparency in policy simulation • Agent-based simulation and hybrid modeling techniques There were several important themes in chapter 1. Here are a few quotes: 1. “Policy-making and its subsequent implementation are necessary to deal with societal problems.” (Janssen, 2015) 2. “Policy-making is driven by the need to solve societal problems and should result in interventions to solve these societal problems.” (Janssen, 2015) 3. “Examples of societal problems are unemployment, pollution, water quality, safety, criminality, well-being, health, and immigration.” (Janssen, 2015) The author of chapter 1 discusses several information and communication developments that influence policy-making. Select two of the developments in chapter 1 and describe how that development can influence policy to solve a specific problem. You have to research and identify a specific problem in society. You must do the following: 1)Provide a thoughtful research-based analysis and include at least three references to support your thoughts 2) ALL original posts ( two paragraphs supported by resources) and comments must be substantive. (I'm looking for about a paragraph - not just "I agree.") 6) Paraphrase text from resources used and cite. If quoting text, use double-quotes and cite. Reference Janssen, M., Wimmer, M. A., & Deljoo, A. (Eds.). (2015). Policy practice and digital science: Integrating complex systems, social simulation and public administration in policy research (Vol. 10). Springer. .

Developments New technology that affects policy process • So.docx

Developments New technology that affects policy process • So.docx

Developments New technology that affects policy process • So.docx

Developmental Stages Week 7 Christina Sierra 1 Subjects Developmental Management in Pediatric Primary Care Developmental Management of Infants Developmental Management of Early Childhood Developmental Management of School Age Children Developmental Management of Adolescents 2 Developmental Management in Pediatric Primary Care Assessing development Height weight head circumference Interviewing parents Knowing appropriate milestones Educating families on normal vs abnormal Educating on developmental expectations We all grow at different rates so never compare yourself to someone else’s situation, doing so, can only bring disappointment. - Massy Arias 3 Growth Chart In child development nothing is set in stone. There is a grey area in timing. Development has a variation in time- it maybe a few weeks or months. Developmental Management of Infants Birth to one month: Babies lose 5-8% of body weight in their first few days and then regain within 10-14 days They should gain about 2 lbs per month Nutritional needs should meet 110 kcal/kg/day Sleep about 16 hours Sucking, rooting, tonic neck, moro, grasp- present and symmetric Moving hand to mouth, sucking, or grasp clothing- self console May turn to parents voice Visual space is about 8 -12 in from face, vision is foggy Hearing and smell is developed- but especially smell Four ways of being awake: 1. Drowsy 2. Quiet but alert 3. Crying 4. Alert and active What does a baby’s cry mean? Normal Hunger- rhythmic intense They want to be cuddled-slow, low tone Pain- high pitch screetchy Tired- slow rhythmic, intensifies Cries should be distinctive and vary on needs or feels. This begins articulation What does a baby’s cry mean? Usually colics Crying for over 30 minutes even after being fed, cleaned, consoled. High-pitched, shrieking Abnormal central nervous system Cornelia de Lange syndrome – like a bleating lamb Cri-du-chat syndrome- like a cat Cerebral irritability (i.e. meningitis, hydrocephalus, kernicterus) Malnutrition especially marasmus Grunting Pneumonia Sepsis Hoarseness Hypothyroidism Trauma to the hypopharynx Vocal cord paralysis Muffled Epiglottis Stridorous Foreign body Infection – abscesses, croup, epiglottitis Laryngeal abnormalities Oropharynx abnormalities Tracheal abnormalities Neoplasm Weak or whimperyMuscle weakness Muscular dystrophy Myasthenia gravis Infection 1 month to 3 months Growth in height is approximately 1.4in per month Growth in head circumference is approximately 0.8 in Weight gain is approximately 420 g= about 1 lb a month Growth spurts are expected and baby will eat more in a quicker time frame Baby becomes more routined with sleeping, passing stool and eating schedule Body movement is symmetric Attempts to grasp objects Cooing and babbling should be expected Response to conversations- acknowledgment, turning head, focused with communication with body language They may show smiles, imitation, tracking objects.

Developmental Stages Week 7Christina Sierra 1Sub.docx

Developmental Stages Week 7Christina Sierra 1Sub.docx

Developmental Stages Week 7Christina Sierra 1Sub.docx

Develop a presentation on the cultural identity with which you align yourself. Consider the following: Describe the culture you identify with. Explain the major components of your culture. Explain the various symbols associated with your culture including their meanings. Describe the other cultures you are integrated with besides your own. What are the similarities and differences between these cultures with which you are connected? Evaluate the roles that race, class, age, and gender play in your culture. Support your statements with examples and scholarly references. You may use images and other media to present your perspective. Use the speakers’ notes to explain your statements in further detail. Develop a 10-slide presentation in PowerPoint format. Apply APA standards to citation of sources. .

Develop a presentation on the cultural identity with which you align.docx

Develop a presentation on the cultural identity with which you align.docx

Develop a presentation on the cultural identity with which you align.docx

Developmental Science. 2018;21:e12610. wileyonlinelibrary.com/journal/desc | 1 of 9 https://doi.org/10.1111/desc.12610 © 2017 John Wiley & Sons Ltd Received: 17 December 2016 | Accepted: 18 July 2017 DOI: 10.1111/desc.12610 S H O R T R E P O R T Digital disruption? Maternal mobile device use is related to infant social- emotional functioning Sarah Myruski1,2 | Olga Gulyayeva2,4 | Samantha Birk2 | Koraly Pérez-Edgar3 | Kristin A. Buss3 | Tracy A. Dennis-Tiwary1,2 1Department of Psychology, The Graduate Center, The City University of New York, NY, USA 2Department of Psychology, Hunter College, The City University of New York, NY, USA 3Department of Psychology, The Pennsylvania State University, University Park, PA, USA 4Department of Psychology, St John’s University, Queens, NY, USA Correspondence Tracy Dennis-Tiwary, 695 Park Avenue, Department of Psychology, Hunter College, The City University of New York, New York, NY 10065, USA. Email: [email protected] Funding Information This research was made possible by grant R21 MH103627 from the US Department of Health and Human Services of the National Institute of Mental Health Abstract Mobile device use has become increasingly prevalent, yet its impact on infant development remains largely unknown. When parents use mobile devices in front of infants, the parent is physically present but most likely distracted and unresponsive. Research using the classic Still Face Paradigm (SFP) suggests that parental withdrawal and unre- sponsiveness may have negative consequences for children’s social- emotional development. In the present study, 50 infants aged 7.20 to 23.60 months (M = 15.40, SD = 4.74) and their mothers completed a modified SFP. The SFP consisted of three phases: free play (FP; parent and infant play and interact), still face (SF; parent withdraws attention and becomes unresponsive), and reunion (RU; parent resumes normal interaction). The modified SFP incorporated mobile device use in the SF phase. Parents reported on their typical mobile device use and infant temperament. Consistent with the standard SFP, infants showed more negative affect and less positive affect during SF versus FP. Infants also showed more toy engagement and more engagement with mother during FP versus SF and RU. Infants showed the most social bids during SF and more room exploration in SF than RU. More frequent reported mobile device use was associated with less room exploration and positive affect during SF, and less recovery (i.e., engagement with mother, room exploration positive affect) during RU, even when controlling for individual differences in temperament. Findings suggest that the SFP represents a promising theoretical framework for understanding the impact of parent’s mobile device use on infant social- emotional functioning and parent–infant interactions. R E S E A R C H H I G H L I G H T S • The traditional Still Face Paradigm (SFP) was mod.

Developmental Science. 2018;21e12610. wileyonlinelibrary.com.docx

Developmental Science. 2018;21e12610. wileyonlinelibrary.com.docx

Developmental Science. 2018;21e12610. wileyonlinelibrary.com.docx

Developmental Journey Reflection With this assignment, you will look back on your developmental journey and reflect on the major stepping-stones in your life path. Please respond to the following questions What are significant turning points in your life history? How have these turning points influenced your world-view and life decisions? As you review your developmental process, what milestones were important or significant and what would you have done differently? Where have you felt aligned and where have you felt alienated within your sociocultural identity? .

Developmental Journey Reflection With this assignment, you will .docx

Developmental Journey Reflection With this assignment, you will .docx

Developmental Journey Reflection With this assignment, you will .docx

Development, Individual Differences, and Classroom Eric's Last Stand Linda K. Elksnin, Linda Hardin, and Susan P. Gurganus The call came over the loud speaker for me to go immediately to Mrs. Lang's trailer. I could tell by the sound of the secretary's voice that something was terribly wrong. I dismissed my older resource students and asked my teaching assistant to watch my two remaining students, who were from Mrs. Lang's second grade class. The look in these students' eyes told me they were frightened because they knew something was happening in their classroom. I ran over to Mrs. Lang's trailer and saw her standing outside with her students. I could see our assistant principal Mrs. Lunsford, standing in the doorway of the trailer. When she looked at me, her eyes warned me to proceed with caution. I could hear the banging sound of desks hitting desks and the wailing of an upset little boy. When I reached the trailer, Mrs. Lunsford moved and allowed me to peek inside. There he was, just a mite of a boy. Tears were streaming down his face like rain running down a window pane. I saw him kick a stuffed animal across the room like it was a kickball. He clenched his little fists by the sides of his head and brought them down in a quick jerk to his hips. He crossed his arms and pushed against his stomach as a loud groan filled the disarrayed classroom. He remained in that position for a few seconds and then very slowly and quietly raised his head. He seemed to be in a state of utter exhaustion. He just stood there, as if suspended in time. I walked very slowly toward him and softly called his name. "Eric," I said, "let me sit on the rug and talk to you." He backed away from me like a suspicious animal. I thought for a moment and slowly got down on my knees. We were eye-to-eye. I could feel that he was uncomfortable with that so I scrunched up my body a little bit and made myself shorter than Eric. I wasn't sure if he was going to lose it again and start whirling chairs around. I did know that I couldn't get up as fast as I used to and that maybe I had not made such a wise choice of seating positions. However, Eric began to show signs of feeling more at ease and so did I. My knees were starting to burn like fire so I sat down and stretched out my legs. Eric was still standing. I looked at him and very calmly said, "Eric, please bring me the stuffed bear that looks so lonely just sitting by himself. (This bear was the stuffed animal that Eric had kicked across the room.) He brought the bear to me. I examined it and asked Eric, "Do you see any places where he might be hurt?" Eric reached, for the bear, looked it over, and said, "I think he has a headache because he hit his head on the wall." Mrs. Lunsford entered the classroom and told Eric that his mother was here to pick him up. Eric threw down the stuffed bear and ran out the door to find his mother. We followed and.

Development, Individual Differences, and Classroom Erics.docx

Development, Individual Differences, and Classroom Erics.docx

Development, Individual Differences, and Classroom Erics.docx

Development, Individual Differences, and Classroom Eric's Last Stand Linda K. Elksnin, Linda Hardin, and Susan P. Gurganus The call came over the loud speaker for me to go immediately to Mrs. Lang's trailer. I could tell by the sound of the secretary's voice that something was terribly wrong. I dismissed my older resource students and asked my teaching assistant to watch my two remaining students, who were from Mrs. Lang's second grade class. The look in these students' eyes told me they were frightened because they knew something was happening in their classroom. I ran over to Mrs. Lang's trailer and saw her standing outside with her students. I could see our assistant principal Mrs. Lunsford, standing in the doorway of the trailer. When she looked at me, her eyes warned me to proceed with caution. I could hear the banging sound of desks hitting desks and the wailing of an upset little boy. When I reached the trailer, Mrs. Lunsford moved and allowed me to peek inside. There he was, just a mite of a boy. Tears were streaming down his face like rain running down a window pane. I saw him kick a stuffed animal across the room like it was a kickball. He clenched his little fists by the sides of his head and brought them down in a quick jerk to his hips. He crossed his arms and pushed against his stomach as a loud groan filled the disarrayed classroom. He remained in that position for a few seconds and then very slowly and quietly raised his head. He seemed to be in a state of utter exhaustion. He just stood there, as if suspended in time. I walked very slowly toward him and softly called his name. "Eric," I said, "let me sit on the rug and talk to you." He backed away from me like a suspicious animal. I thought for a moment and slowly got down on my knees. We were eye-to-eye. I could feel that he was uncomfortable with that so I scrunched up my body a little bit and made myself shorter than Eric. I wasn't sure if he was going to lose it again and start whirling chairs around. I did know that I couldn't get up as fast as I used to and that maybe I had not made such a wise choice of seating positions. However, Eric began to show signs of feeling more at ease and so did I. My knees were starting to burn like fire so I sat down and stretched out my legs. Eric was still standing. I looked at him and very calmly said, "Eric, please bring me the stuffed bear that looks so lonely just sitting by himself. (This bear was the stuffed animal that Eric had kicked across the room.) He brought the bear to me. I examined it and asked Eric, "Do you see any places where he might be hurt?" Eric reached, for the bear, looked it over, and said, "I think he has a headache because he hit his head on the wall." Mrs. Lunsford entered the classroom and told Eric that his mother was here to pick him up. Eric threw down the stuffed bear and ran out the door to find his mother. We followed and watched as a stout woman bent down and picked the little boy up. A.

Development, Individual Differences, and Classroom Erics Last S.docx

Development, Individual Differences, and Classroom Erics Last S.docx

Development, Individual Differences, and Classroom Erics Last S.docx

Developing Policies For an active policy in an organization, the following tools should be used while formulating policies; Opinion mining and Big data analytics. To be able to make effective policies that will be used to optimize train and bus schedules, energy consumption and the reduction of the time used by the passengers in a Smart City area. Opinion mining would help in finding out what kind of challenges that passengers face while boarding trains and buses (Charalabidis, Maragoudakis, & Loukis, 2015); Some of the problems could be on the arrival of buses and trains, congestions at the stations. The policymaker would consider such factors while making a policy that will make sure that, all the trains and buses arrive on time and that all the booking booths at the station have enough workers to serve the customers well with less waste of time. The policy that would be made from the public through opinion mining will be widely accepted, as the policymakers would make policies following the matters on the ground (bus and train station). Most of the government policies are made by relying on Big Data (Kim, Trimi, & Chung, 2014). Since the information that is obtained from the big data analysis would assist in making quality decisions, the use of Big data analytics will help in the making of policies, as the compiled data from past would be analyzed and the challenges that were faced, are facing or will be facing the bus and railway transport can be established. Some of the policies that would be made as a result of using the Big data analytics would be; every train or a bus should follow its schedule failure to what it be charged in the court of law since it has been discovered that most of the congestion has been as a result of rains and buses failing to stick and follow their schedules. 2 The resulting analysis of policymakers in designing a good, active policy, and providing the rationale for implementing it. Their presentation of tools and insights on the most effective tools can be crucial, and will also help strengthen the relationship between government and civil society, and between government and civil society experts in the field as diverse as political science, philosophy, and economics. In policy-making these two tools as follows Visualization Tools: Visualisation tools are ideal mainly for information provision, namely for presenting data in a user-friendly, easy-to-grasp representation. These tools can be used in any stage of the policy cycle, wherever the need for demographic, social, or spatial data representation emerges. For example, they can be used during the decision-making stage in order to fine-tune new policies, during the implementation and evaluation stage in order to understand whether the application of a particular policy brought any changes or even during the agenda-setting stage in order to identify problems that should be addressed with policies. All types of stakeholders may be potential users of v.

Developing PoliciesFor an active policy in an organization, th.docx

Developing PoliciesFor an active policy in an organization, th.docx

Developing PoliciesFor an active policy in an organization, th.docx

Development Throughout the Lifespan Erikson and Freud are two of the few theorists who have developed a lifespan approach to development. Freud’s approach to development was psychosexual while Erikson’s was psychosocial. Even though Freud’s theory is better known, Erikson’s theory remains a leading and very much applied model in personality and developmental psychology today. When considering these two stage-oriented theories, you can directly compare the majority of their stages. These are matched in the following table: Approximate Age Freud's Stages of Psychosexual Development Erikson's Stages of Psychosocial development Infancy (Birth to 1 year) Oral stage Trust versus mistrust Early childhood (1–3 years) Anal stage Autonomy versus doubt Preschool (3–6 years) Phallic stage Initiative versus guilt School age (7–11 years) Latent period Industry versus inferiority Adolescence (12–18 years) Genital stage Identity versus role confusion Young adulthood (19–40 years) Intimacy versus isolation Middle adulthood (40–65 years) Generativity versus stagnation Older adulthood (65–death) Integrity versus despair When considering Erikson's eight stages of development, the way a person moves through each stage directly affects their success in the next stage. Their personality is being built and shaped with each stage. At each stage, there is a turning point, called a crisis by Erikson, which a person must confront. In this assignment, you will observe or interview two different people, each at a different stage of development. For a third observation, take a look at yourself and the stage that you are in (this stage must be different from your other two observations). Record your three observations in a template. Include the following information: Name Age Gender Current developmental stage Status within the stage (i.e., identity achievement or role confusion) Events that have lead to this status Download a Development Template from the Doc Sharing area to record your observations. Summarize what you have learned about psychosocial development through these observations/interviews. Summarize the trends you see in your observations/interviews regarding psychosocial development. How does movement through Erikson's stages influence personality development? Again, be specific. How do Erikson's stages of development compare to Freud’s stages? How are they similar? How are they different? Between these two theories, which one do you feel best explains your own personality development? Justify your answers with specific examples. Write a 3–4-page paper in Word format. Insert your chart at the end of your paper. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc. By Wednesday, March 19, 2014 , .

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Development Partners David H. Peters, MD, MPH, DrPH, FACPM Johns Hopkins University Learning Objectives  Describe the major international agencies involved in global health, as well as their mandates, strengths, and weaknesses  Describe trends in development assistance and the implications of how development assistance is provided 2 The material in this video is subject to the copyright of the owners of the material and is being provided for educational purposes under rules of fair use for registered students in this course only. No additional copies of the copyrighted work may be made or distributed. Development Partner Mandates, Structures, and Capabilities Section A A Complex Global Architecture OECD G-20 UN agencies Bretton Woods >200 multilateral development agencies 127 bilateral development agencies ±18,000 international development nongovernmental organizations Multinational corporations and foreign direct investment 4 Types of International Health Organizations  Multilateral agencies (>200)  26 UN agencies  20 global and regional funding organizations  90 global health initiatives (McColl, 2008)  Including: • World Health Organization • World Bank • UN organizations (e.g., United Nations Children's Fund [UNICEF], United Nations Population Fund [UNFPA], Joint United Nations Programme on HIV/AIDS [UNAIDS], United Nations Development Programme [UNDP]) • Regional Development Banks (e.g., African Development Bank [AfDB], Asian Development Bank [ADB], Inter-American Development Bank [IADB], European Bank for Reconstruction and Development [ERBD], New Development Bank [NDB; Brazil, Russia, India, China, South Africa]) 5 Types of International Health Organizations  Bilateral organizations (>120)  23 high-income countries in Development Assistance Committee (DAC) of the Organisation for Economic Co-operation and Development (OECD)  Including: • United States Agency for International Development (USAID) • President's Emergency Plan for AIDS Relief (PEPFAR; United States) • Japan International Cooperation Agency (JICA) • Department for International Development (DFID; United Kingdom) • Dutch Ministry of Foreign Affairs 6 Types of International Health Organizations  Nongovernmental organizations (NGOs) (>18,000)  International Foundations: • Global Fund to Fight AIDS, TB, and Malaria • GAVI Alliance  Service and advocacy organizations:  Technical assistance organizations: – Catholic Relief Services – CARE – World Lutheran Services – Save the Children – World Vision – Oxfam – Management Sciences for Health – Family Health International – John Snow International – Jhpiego 7 Types of International Health Organizations  Philanthropies  Bill and Melinda Gates Foundation  Ford Foundation  Rockefeller Foundation  Packard Foundation  Corporate foundations: • Merck Company Foundat.

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