CIS 256 Lab 2 Getting Started --------------- The files in the lab2 directory contain classes for two different types of doubly-linked list. The DList1 class does not use a sentinel, whereas the DList2 class does. The DList1 class is not circularly linked, but the DList2 class is (through the sentinel). Compile DList1.java and DList2.java (using "javac -g DList1.java DList2.java".) Your task is to implement two insertFront() and two removeFront() methods--one of each for each list class. insertFront() and removeFront() insert or remove an item at the beginning of a list. Make sure your implementations work for empty lists, one-node lists, and larger lists. The main() methods of DList1 and DList2 include test code, which you can run with "java DList1" and "java DList2". Part I: insertFront in DList1 (1 point) ---------------------------------------- Write a method called DList1.insertFront() that inserts an int at the front of "this" DList1. Part II: removeFront in DList1 (1 point) ----------------------------------------- Write a method called DList1.removeFront() that removes the first item (and node) from "this" DList1. Part III: insertFront in DList2 (1 point) ------------------------------------------ Write a method called DList2.insertFront() that inserts an int at the front of "this" DList2. Your code should NOT use any "if" statements or conditionals. Part IV: removeFront in DList2 (2 points) ------------------------------------------ Write a method called DList2.removeFront() that removes the first item (and non-sentinel node) from "this" DList2. Your code should not require separate branches for the one-node case and the more-than-one-node case. (You will need one "if", to handle the zero-node case.) Check-off --------- Run the DList1 and DList2 test code. 1 point: DList1.insertFront(). 1 point: DList1.removeFront(). 1 point: DList2.insertFront(). 1 point: DList2.removeFront(). Page 1 of 2 Child, Family, and Community Relationships ©2013 Argosy University Case Studies for LASA1 and LASA2 Pick one case study and use it for completing both assignments: Case study 1: Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at school. Last week she disrupted class and threw her pencil across the room. The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her mom wondered if it was because she has recently transitioned from graduate school to a new job that keeps her away from home a bit more than before. Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of class, but when she reported she was getting picked on at school by some .

1. CIS 256 Lab 2
Getting Started
---------------
The files in the lab2 directory contain classes for two different
types of
doubly-linked list. The DList1 class does not use a sentinel,
whereas the
DList2 class does. The DList1 class is not circularly linked, but
the DList2
class is (through the sentinel). Compile DList1.java and
DList2.java (using
"javac -g DList1.java DList2.java".)
Your task is to implement two insertFront() and two
removeFront() methods--one
of each for each list class. insertFront() and removeFront()
insert or remove
an item at the beginning of a list. Make sure your
implementations work for
empty lists, one-node lists, and larger lists.
The main() methods of DList1 and DList2 include test code,
which you can run
with "java DList1" and "java DList2".
Part I: insertFront in DList1 (1 point)
----------------------------------------
Write a method called DList1.insertFront() that inserts an int at
the front of
"this" DList1.
Part II: removeFront in DList1 (1 point)

2. -----------------------------------------
Write a method called DList1.removeFront() that removes the
first item (and
node) from "this" DList1.
Part III: insertFront in DList2 (1 point)
------------------------------------------
Write a method called DList2.insertFront() that inserts an int at
the front of
"this" DList2. Your code should NOT use any "if" statements
or conditionals.
Part IV: removeFront in DList2 (2 points)
------------------------------------------
Write a method called DList2.removeFront() that removes the
first item (and
non-sentinel node) from "this" DList2. Your code should not
require separate
branches for the one-node case and the more-than-one-node
case. (You will
need one "if", to handle the zero-node case.)
Check-off
---------
Run the DList1 and DList2 test code.
1 point: DList1.insertFront().
1 point: DList1.removeFront().
1 point: DList2.insertFront().
1 point: DList2.removeFront().
Page 1 of 2
Child, Family, and Community Relationships

3. ©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth
birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well,
but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil
across the room.
The teacher explained to the parents that she has been a bit
“emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned
from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice
a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were
hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school
by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and

4. older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often
feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and
she and her siblings attend an after-school
daycare program for a couple hours. She plays with the
neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due
to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next
week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third
grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate
in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks
around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to
the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and
gives him snacks (as he always complains
about being hungry). Often the principal compliments him on
his artwork.
When his parents were told about his behavior, they were
exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things
and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the
doctor has ruled out physical problems as a
reason for these).

5. His mother works a part-time job at a local gas station when the
kids are in school. His father used to come
home around dinnertime and was often tired; but he was
recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his
senior year in high school. He is taking
several classes at the local community college as part of an
accelerated honors program. He never really
wanted to take these college classes, but was pressured by his
extremely domineering father, who is a
professor of physics at one of the local universities.
Page 2 of 2
Child, Family, and Community Relationships
©2013 Argosy University
2 Case Studies for LASA1 and LASA2
Johnny is falling behind with all his courses, particularly his
psychology coursework. He says it is because
he keeps relating what he reads to his own life situation and
problems. He tends to be alone most of the
time, although he is very curious about people and watches
others interact. Jay has a social immaturity
about him that prevents him from making many friends. If he
complains about not getting along with others,
his father reminds him he is not in school to socialize but to

6. succeed in life.
He feels like he does not fit in anywhere at the school because
his few acquaintances are not in the
accelerated honors program. This adds to the stress at home
because he has no outlets from the constant
pressure and criticism from his father. He is often reminded that
if his mother were still alive, she’d be a
resource and a buffer from his father.
Recently, he had to volunteer at a local community center as
part of a course assignment, and chose to
work with the local Boys and Girls Club. He enjoyed this so
much that he has decided to continue
volunteering even when the class ends.
Case study 4:
Soo-Kyung (or “Sue”) is a sixteen-year-old Korean student,
with a history of self-harm, drug abuse, and
theft. She has to go to counseling at the school as a condition of
her probation, and to have any chance of
having her record expunged when she is an adult.
Sue is usually shabbily dressed, has bad body odor, is hostile
and refuses to open up or discuss anything
at length with her counselor. She has been seen around school
with one kid and was seen talking to that
kid in the hall before she came into your office. You have found
some information in her school file that
apprises you of some pertinent details of her past experiences:
You learn that she had an alcoholic mother,
who was in and out of a series of relationships when Sue was a
child, resulting in frequent moves and a
string of different schools. A period of sexual abuse by one of

7. her mother’s boyfriends at the age of 14 led
Sue to attempt suicide. Subsequently, she has frequently
inflicted injuries on herself.
She finally moved out of her mother’s house and is living with
an aunt, who although she does not have a
drug problem, works three jobs to provide for Sue and her five
nieces and nephews, and is rarely home.
Sue loves helping out with the kids and likes her aunt. Her aunt
comes to the school occasionally for
parent-teacher conferences, and will ask for suggestions or help,
stating that she is trying to help Sue, but
has limited resources in terms of time and money.
Some ideas were used from Psychology Applied Learning
Scenarios (PALS): A practical introduction to
problem-based learning using vignettes for psychology lecturers
by Lin Norton funded by LTSN
Psychology. “All the materials provided in this pack are free to
use in their original format or can be
adapted, giving acknowledgment to LTSN Psychology.”