How do cognitive changes contribute to decision-making during adoles.pdf
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How do cognitive changes contribute to decision-making during adolescence according to Steinberg Write 150 words explaining Solution Adolescence is a distinct, yet transient, period of development between childhood and adulthood characterized by increased experimentation and risk taking, heightened sensitivity to peers and other social influences, and the formation of personal identity. These alterations make this period a time of vulnerability and adjustment. Major changes in the structure and functioning of the brain occur at this period and result in cognitive and behavioral development. It contributes to autonomous decision making and critical thinking contribute to healthy development. Schools, extracurricular activities, and work settings can provide opportunities for adolescents to learn to think for themselves, develop self-reliance and self-efficacy, and improve reasoning skills. The absence of these opportunities in these settings will undermine developmental progress.
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1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docx
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
Recommended
1Introduction to Child DevelopmentCharlie EdwardsPhotodis.docx
1Introduction to Child Development
Charlie Edwards/Photodisc/Getty Images
Learning Objectives
After completing this module, you should be able to:
ሁ Identify and distinguish between developmental domains.
ሁ Define and describe the five periods of child and adolescent development.
ሁ Trace the historical changes in the field of child development.
ሁ Identify and describe major developmental theories.
ሁ Differentiate among psychological theories of development and summarize major views.
Prologue
Prologue
About the time I started teaching child development, I was also a consultant at The Children’s
Corner, a “playcare” facility that my two young children attended. We employed certified child-
care professionals and a number of teaching assistants from a local university. Together they
cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted
in and out of the facility on any particular day. Within a climate that increasingly emphasized
the importance of giving children an intellectual head start, our school remained an unstruc-
tured, open environment. It was child centered and focused on creativity and socialization.
Before leaving for work, I would go to different areas of the school and interact with the chil-
dren. Sometimes I would read to them; other times I would assist with art. I played on the
climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and
fun. It was a terrific way to start my day.
The children from The Children’s Corner have since grown up and undoubtedly have pursued
a variety of interests. Most of them are attending college or have begun to work. Some have
pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor-
ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the
odds are good that some of those cute toddlers have been addicted to drugs or have engaged
in more maladaptive behaviors, like committing criminal acts.
Individual and group factors have steered the children from that facility into widely diver-
gent paths. For many of us observers, these differences lead to perhaps the most fascinating
question in psychology: What makes us all so distinct? Even children raised in the same envi-
ronment often lead lives that are different in so many ways. Siblings are often motivated by
different ideals and hold opposing positions on social issues, personal principles, or politics.
They have different personalities, physical abilities, and intellectual pursuits.
My own children, though raised in similar environments, are both alike and different. My
son, Max, was an early talker and used words to learn about the world; during infancy and
early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say
much during her first 2 years. She was content to take in the world silently through her eyes
and ears, which many obser ...
CHFD215 LESSON 7Social Understanding, Peers, Media, and Sc.docx
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
Stages in Social Understanding.
Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
NEWBORNS
INFANTS
TODDLERS
You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their hands, they are able to visually distinguish it from other objects.
Theory of Mind Development
You may recall that, as children think about themselves and others, they form a naïve theory of mind, which is a coherent understanding of their own and others’ vivid mental lives. In other words, they are aware that people have personal thoughts. This contributes to their ability to consider the perspective of others, as they understand that someone else may not be thinking the same thoughts as them.
By the time children have reached the age of three, children begin to realize the connections among perceiving, feeling, and desiring.
Factors influencing theory of mind include language and verbal reasoning, executive function, parent-child conversations about mental states, make-believe play, and social interaction wit ...
STAGES OF DEVELOPMENT
For B.Ed. 1st yr paper childhood and growing up of MDU,ROHTAK.
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Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth.
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n the symphony of life, maturity plays a resounding note, weaving through the rhythm of our existence, guiding us from the innocence of childhood to the wisdom of adulthood. It is the beacon that illuminates our path, shaping our decisions, and molding our character. From the tender age of curiosity to the seasoned years of experience, the value of maturity is unparalleled, for it is the cornerstone upon which our growth and fulfillment rest.
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How does the development of self-awareness and self-esteem factor into the development of social problem solving skills? Based on what you’ve learned, does the media (social, video games, music, movies, etc.) help or hurt the development of social problem solving skills? Please give examples to support your claim.
I have a challenge for you. Can you find an example, online, of a child, (any stage of development), showing positive social problem solving skills and an example with poor or no social problem solving skills? Start your search locally. If you can't find anything, broaden your search to state and national news. If you still can't find anything you may use social media. Please post the results of your search. If you found something, post the link/s, a summary of what you found, and your thoughts about it.
READING
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
· Stages in Social Understanding.
· Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
· NEWBORNS
· INFANTS
· TODDLERS
You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their ...
Tips for Supporting Social Emotional Development in Adolescence
Social-Emotional Development is a critical part of every child’s growth and development. By providing children with opportunities to practice and build their social emotional skills, parents, caregivers, and educators can help ensure that children have the tools they need to succeed in school and life.
Visit : https://mgiep.unesco.org/sel-for-everyone
Components of Human Development
For Miss Joy Lim’s General Psychology class
DGE2
First Term | SY 2010-2011
De La Salle-College of Saint Benilde
Part A - Lymph Node Structure and FunctionUsing no more than 14 pr.pdf
Part A - Lymph Node Structure and Function
Using no more than 14 propositions, create a Concept Map to determine the structure and
function of lymph nodes.
Part B - Spleen Structure and Function
Using no more than 14 propositions, create a Concept Map to determine the structure and
function of the spleen. Concept Map: Lymphatic Circulation lymphatic capillaries contain (s)
structures that prevent backflow, called valves conduct(s) lymph toward the skeletal muscle
allow(s) for the movement of blood heart plasma and interstitial fluid into the blood capillaries
include(s) the lacteals that transport a white, lymphatic vessels and fatty fluid called trunks
transport (s) lymph due to the pumping action of the chyle
Solution
Blood capillaries allow(s) for the movement of blood plasma and interstitial fluid into the
lymphatic vessels and trunks. Lymphatic capillaries contain structures that prevent backflow,
called valves. Lymphatic capillaries conduct lymph towards the heart. They transport lymph due
to the pumping action of the skeletal muscle. The lymphatic vessels and trunks include(s) the
lacteals that transport a white, fatty fluid called chyle.
Lymph nodes filter debris and foreign matter from the lymphatic fluid. A lymph node is
surrounded by the fibrous capsule. Beneath the capsule, the node contains specific tissues called
cortex and medulla. It contains fluid filled spaces called the sinuses. It also contains
macrophages suspended on a network of reticular fibers. The lymph nodes are served by fluid-
conducting vessels at the hilum called the afferent lymph vessels..
JAVA.Q4 Create a Time class. This class will represent a point in.pdf
JAVA.
Q4: Create a Time class. This class will represent a point in time, such as a departure time. It
should contain 2 constructors, 2 instance variables (hour and minute), and 10 methods (see
below). All methods but toString should be in terms of the 24 hour format. [30 points]
default constructor: Creates a Time object for 12:00AM.
overloaded constructor: Creates a Time object at a specific hour and minute.
getHour(): Returns an integer representing the hour of the Time object.
getMinute(): Returns an integer representing the minute of the Time object.
addHours(...): Updates the object by moving it forward a number of hours.
addMinute(...): Updates the object by moving it forward a number of minutes. (Hint: Be careful
that you don\'t allow minutes to be more than 59.)
addTime(...): Updates the object by moving it forward by the hour and minute from another
Time object.
getCopy(...): Returns a new Time object that has the same hour and minute of the existing Time
object.
isEarlierThan(...): Returns true if this Time object is earlier than another Time object.
isSameTime(...): Returns true if this Time object is the same as another Time object.
isLaterThan(...): Returns true if this Time object is later than another Time object.
toString(): Returns a string representing the Time object. Uses 12 hour AM/PM format and pads
minutes to be two digits. See the sample output for an example.
Q5: Create a Flight class that uses the Plane and Time class. This class will represent a flight
between two airports, using a specific Plane, and departing at a specific Time. It should contain a
constructor, 7 instance variables (plane, flight number, cost, departure, duration, source,
destination), and 9 methods (see below). [25 points]
overloaded constructor: Creates a Flight object that is setup up with a Plane, a flight number, a
cost, a departure Time, a duration time, a source Airport, and a destination Airport.
getPlane(): Returns the Plane that operates this flight.
getNumber(): Returns the flight number.
getCost(): Returns the flight cost.
getDestination(): Returns the destination Airport.
getDeparture(): Returns the departure Time.
getArrival(): Returns a Time object with the arrival time (computed from the departure time and
duration).
getSource(): Returns a Airport object for the departure location.
toOverviewString(): Returns a String representing an overview of the flight. Use NumberFormat
to display the price. See the sample output for an example.
toDetailedString(): Returns a String representing the flight\'s detail information. See the sample
output for an example.
Included below is an overall UML diagram that describes the three classes you will be
constructing. It provides a useful summary of all of the methods you are expected to implement,
and their corresponding types and visibility. Notice that one private method is listed here
(formatDigits in Time) that isn\'t mentioned above. This is a method that was in our solution, you
may not need.
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CHFD215 LESSON 7Social Understanding, Peers, Media, and Sc.docx
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
Stages in Social Understanding.
Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
NEWBORNS
INFANTS
TODDLERS
You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their hands, they are able to visually distinguish it from other objects.
Theory of Mind Development
You may recall that, as children think about themselves and others, they form a naïve theory of mind, which is a coherent understanding of their own and others’ vivid mental lives. In other words, they are aware that people have personal thoughts. This contributes to their ability to consider the perspective of others, as they understand that someone else may not be thinking the same thoughts as them.
By the time children have reached the age of three, children begin to realize the connections among perceiving, feeling, and desiring.
Factors influencing theory of mind include language and verbal reasoning, executive function, parent-child conversations about mental states, make-believe play, and social interaction wit ...
STAGES OF DEVELOPMENT
For B.Ed. 1st yr paper childhood and growing up of MDU,ROHTAK.
HUMAN BEING PASSES VARIOUS STAGES OF DEVELOPMENT FROM INFANCY TO ADULTHOOD HAVING PHYSICAL, COGNITIVE, EMOTIONAL, SOCIAL AND MORAL DEVELOPMENT.
c
7K Principles of Child Development.ppt
Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth.
backyard article 3.docx
"The Backyard Academy stands out as a premier institution dedicated to fostering optimal behavior development in children. With a unique blend of experiential learning and tailored guidance, it has earned a reputation for nurturing well-rounded individuals. The academy's innovative approach recognizes the significance of the environment in shaping behavior. By utilizing outdoor spaces, they provide children with opportunities to explore, interact, and learn through hands-on experiences.
Embracing Maturity: A Journey from Childhood to Adulthood
n the symphony of life, maturity plays a resounding note, weaving through the rhythm of our existence, guiding us from the innocence of childhood to the wisdom of adulthood. It is the beacon that illuminates our path, shaping our decisions, and molding our character. From the tender age of curiosity to the seasoned years of experience, the value of maturity is unparalleled, for it is the cornerstone upon which our growth and fulfillment rest.
How does the development of self-awareness and self-esteem factor .docx
How does the development of self-awareness and self-esteem factor into the development of social problem solving skills? Based on what you’ve learned, does the media (social, video games, music, movies, etc.) help or hurt the development of social problem solving skills? Please give examples to support your claim.
I have a challenge for you. Can you find an example, online, of a child, (any stage of development), showing positive social problem solving skills and an example with poor or no social problem solving skills? Start your search locally. If you can't find anything, broaden your search to state and national news. If you still can't find anything you may use social media. Please post the results of your search. If you found something, post the link/s, a summary of what you found, and your thoughts about it.
READING
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or how children come to understand their multifaceted social world. We will also learn about the importance of peer relations, television, computers, and schooling in child development.
Topics to be covered include:
· Stages in Social Understanding.
· Impact of Peer Relations, Media, and Schooling in Child Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional social world? How do they think about and interpret their experiences with others? These questions address the concept of social cognition, thinking about characteristics of the self and other people. The first step in this development is self-awareness.
You may wonder when babies begin to recognize the concept of self. The development of self-awareness occurs in stages, with the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions, self-awareness increases, as the toddler is now able to express the self in a more defined manner. Between 18 and 30 months, children begin to classify themselves and others on the basis of perceptually distinct attributes and behaviors, such as age, gender, size, and temperament. This is known as the categorical self. The remembered self encompasses a bigger picture as children rely on autobiographical memories to view themselves as continuously existing individuals. This type of awareness grows out of conversations and interactions with adults who can elaborate on past experiences. Finally, the concept of the enduring self is developed as preschoolers begin to discuss future events and begin to view themselves as persisting over time.
SELF-AWARENESS
· NEWBORNS
· INFANTS
· TODDLERS
You may recall that newborns have the capacity for intermodal perception, or making sense of light, sound, tactile, odor, and taste information. As babies touch their toes, watch their arms move, and hear themselves cry, they begin to differentiate their own bodies from their surroundings. After feeling a particular object with their ...
Tips for Supporting Social Emotional Development in Adolescence
Social-Emotional Development is a critical part of every child’s growth and development. By providing children with opportunities to practice and build their social emotional skills, parents, caregivers, and educators can help ensure that children have the tools they need to succeed in school and life.
Visit : https://mgiep.unesco.org/sel-for-everyone
Components of Human Development
For Miss Joy Lim’s General Psychology class
DGE2
First Term | SY 2010-2011
De La Salle-College of Saint Benilde
Similar to How do cognitive changes contribute to decision-making during adoles.pdf (20)
CHFD215 LESSON 7Social Understanding, Peers, Media, and Sc.docx
CHFD215 LESSON 7Social Understanding, Peers, Media, and Sc.docx
Embracing Maturity: A Journey from Childhood to Adulthood
Embracing Maturity: A Journey from Childhood to Adulthood
How does the development of self-awareness and self-esteem factor .docx
How does the development of self-awareness and self-esteem factor .docx
Tips for Supporting Social Emotional Development in Adolescence
Tips for Supporting Social Emotional Development in Adolescence
More from karymadelaneyrenne19
Part A - Lymph Node Structure and FunctionUsing no more than 14 pr.pdf
Part A - Lymph Node Structure and Function
Using no more than 14 propositions, create a Concept Map to determine the structure and
function of lymph nodes.
Part B - Spleen Structure and Function
Using no more than 14 propositions, create a Concept Map to determine the structure and
function of the spleen. Concept Map: Lymphatic Circulation lymphatic capillaries contain (s)
structures that prevent backflow, called valves conduct(s) lymph toward the skeletal muscle
allow(s) for the movement of blood heart plasma and interstitial fluid into the blood capillaries
include(s) the lacteals that transport a white, lymphatic vessels and fatty fluid called trunks
transport (s) lymph due to the pumping action of the chyle
Solution
Blood capillaries allow(s) for the movement of blood plasma and interstitial fluid into the
lymphatic vessels and trunks. Lymphatic capillaries contain structures that prevent backflow,
called valves. Lymphatic capillaries conduct lymph towards the heart. They transport lymph due
to the pumping action of the skeletal muscle. The lymphatic vessels and trunks include(s) the
lacteals that transport a white, fatty fluid called chyle.
Lymph nodes filter debris and foreign matter from the lymphatic fluid. A lymph node is
surrounded by the fibrous capsule. Beneath the capsule, the node contains specific tissues called
cortex and medulla. It contains fluid filled spaces called the sinuses. It also contains
macrophages suspended on a network of reticular fibers. The lymph nodes are served by fluid-
conducting vessels at the hilum called the afferent lymph vessels..
JAVA.Q4 Create a Time class. This class will represent a point in.pdf
JAVA.
Q4: Create a Time class. This class will represent a point in time, such as a departure time. It
should contain 2 constructors, 2 instance variables (hour and minute), and 10 methods (see
below). All methods but toString should be in terms of the 24 hour format. [30 points]
default constructor: Creates a Time object for 12:00AM.
overloaded constructor: Creates a Time object at a specific hour and minute.
getHour(): Returns an integer representing the hour of the Time object.
getMinute(): Returns an integer representing the minute of the Time object.
addHours(...): Updates the object by moving it forward a number of hours.
addMinute(...): Updates the object by moving it forward a number of minutes. (Hint: Be careful
that you don\'t allow minutes to be more than 59.)
addTime(...): Updates the object by moving it forward by the hour and minute from another
Time object.
getCopy(...): Returns a new Time object that has the same hour and minute of the existing Time
object.
isEarlierThan(...): Returns true if this Time object is earlier than another Time object.
isSameTime(...): Returns true if this Time object is the same as another Time object.
isLaterThan(...): Returns true if this Time object is later than another Time object.
toString(): Returns a string representing the Time object. Uses 12 hour AM/PM format and pads
minutes to be two digits. See the sample output for an example.
Q5: Create a Flight class that uses the Plane and Time class. This class will represent a flight
between two airports, using a specific Plane, and departing at a specific Time. It should contain a
constructor, 7 instance variables (plane, flight number, cost, departure, duration, source,
destination), and 9 methods (see below). [25 points]
overloaded constructor: Creates a Flight object that is setup up with a Plane, a flight number, a
cost, a departure Time, a duration time, a source Airport, and a destination Airport.
getPlane(): Returns the Plane that operates this flight.
getNumber(): Returns the flight number.
getCost(): Returns the flight cost.
getDestination(): Returns the destination Airport.
getDeparture(): Returns the departure Time.
getArrival(): Returns a Time object with the arrival time (computed from the departure time and
duration).
getSource(): Returns a Airport object for the departure location.
toOverviewString(): Returns a String representing an overview of the flight. Use NumberFormat
to display the price. See the sample output for an example.
toDetailedString(): Returns a String representing the flight\'s detail information. See the sample
output for an example.
Included below is an overall UML diagram that describes the three classes you will be
constructing. It provides a useful summary of all of the methods you are expected to implement,
and their corresponding types and visibility. Notice that one private method is listed here
(formatDigits in Time) that isn\'t mentioned above. This is a method that was in our solution, you
may not need.
Is this a binomial probability experiment Please give a reason for .pdf
Is this a binomial probability experiment? Please give a reason for your answer in a complete
sentence. (4 points)
Parents in one district are surveyed and ask whether they are in favor or not in favor of the
Common Core.
Solution
It is given that there are only two answers are possible : in favor or not in favor
Each parent is independent from other. So it is a binomial probability experiment..
in the case of the Bacillis strain, why would a young culture be use.pdf
in the case of the Bacillis strain, why would a young culture be used for gram staining while an
old culture is used when spore staining?
Solution
Older clustures donot retain the staining due to weak cell walls hence for old bacillus cultures
endospore staining is done as endospores are more stable structures. The young cultures wil
retain the stain so gram negative staining is done..
In HTTP response headers, what is the syntax of most lines (which ar.pdf
In HTTP response headers, what is the syntax of most lines (which are header fields)?
Solution
Accept: Content-Types that be good enough for the response.
Accept-Charset: Character sets thatare acceptable.
Authorization: Authentication credentials for HTTP authentication.
Connection: Control options for the current connection..
How is the mouth of planaria similar to the proboscis of Nemertean.pdf
How is the mouth of planaria similar to the proboscis of Nemertean worms?
How is the mouth of planaria similar to the proboscis of Nemertean worms?
Solution
Both nemerteans and planarians are invertebrates. Planarians are tubellarian flat worms and
nemerteans have been called ribbon worms. Both nemerteans and planarians are acoelomates.
Nemerteans have complete digestive tract and circulatory system like coelomates, but some
similarities exist with planarians. Planarians have been mostly carnivorous and they do not have
digestive tract and circulatory system like nemerteans and other coelomates. Eventhough
nemerteans are the primitive organisms with closed circulatory system with blood vessels
structurally but functionally it looks like planarians. Planarians and nemerteans both have
ciliated epidermis, sense organs such as light sensitive pigment cups. Planarians have single
opening digestive tract with mouth and blind ended flame bulbs for excretion through diffusion.
But in nemerteans, this digestive tube have both ends possessing openings, with mouth for food
taking and blind ended tube develops into end for excretion. Reproduction through fragmentation
could be seen both in planarians and nemerteans. Nemerteans also have the name proboscis
worms because of distinctive feature of proboscis. Nemerteans use the proboscis to capture the
prey, immobilize the prey. Proboscis is a long, hollow, sticky, muscular tube which can be
moved inside out. The proboscis produces toxic chemical to kill the prey. Like the nemerteans
have proboscis to capture the prey, the planarians also have tube like muscular pharynx, which is
the first part of digestive tube of planarians. The planarians like the proboscis of nemerteans can
push its pharynx outward to catch the prey and can take back its pharynx inside once it catches
its prey through the mouth. Thus the pharynx of planarians and proboscis of nemerteans have
similar features..
How do you define a species for asexually reproducing organisms; orga.pdf
How do you define a species for asexually reproducing organisms; organisms that do not
interbreed? Since the offspring of these organisms are identical to their parents - is each
individual and its offspring a species?
Solution
Asexually reproducing organisms like bacteria which reproduce by binary fission and do not
inter breed cannot be considered as a separate species. Each individual and its offspring can be
considered as a member of the same species but not a new species..
Describe the various types of computer-based information systems in .pdf
Describe the various types of computer-based information systems in an organization
Solution
Major Capabilities of Information Systems:
Breadth of Support of IS’s:
In this two information systems are supported: Enterprise Resource Planning (ERP) Systems:
Provide communication between functional area IS, Transaction Processing Systems support the
“real time” monitoring, gathering, storage, and processing of data from the organization’s day to
day operations.
Support for Organizational Employees:.
Day care centers expose children to a wider variety of germs than th.pdf
Day care centers expose children to a wider variety of germs than the children would be exposed
to if they stayed at home more often. This has the obvious downside of more frequent colds and
other illnesses, but it also serves to challenge the immune system of children at a critical stage in
their development. A study by Gilham et al. (2005) tested whether social activity outside the
house in young children affected their probabilty of later developing the white blood cell disease
acute lymphoblastic leukemia (ALL), the most common cancer of children. They compared 1272
children with acute lymphoblastic leukemia to 6238 children without acute lymphoblastic
leukemia. Of the acute lymphoblastic leukemia kids, 1020 had significant social activity outside
the home (including day care) when younger. Of the kids without acute lymphoblastic leukemia,
5343 had significant social activity outside the home. The rest of the children in both groups
lacked regular contact with children who were not in their immediate surroundings.
a.) Is this an experimental or observational study?
b.) What are the proportions of children with significant social activity in children with and
without acute lymphoblastic leukemia?
c.) What is the odds ratio for acute lymphoblastic leukemia, comparing the groups with and
without significant social activity?
d.) What is the 95% confidence interval for this odds ratio?
e.) Does this confidence interval indicate that the amount of social activity is associated with
acute lymphoblastic leukemia? If so, did the children with more social activity have a higher or
lower occurence of acute lymphoblastic leukemia?
f.) The researchers interpreted their study results in terms of the differing immune system
exposure of the children, but gave several alternative explanations for the pattern. Can you think
of any possible cofounding variables?
Solution.
Consider a two-state paramagnet with a very large number N of elemen.pdf
Consider a two-state paramagnet with a very large number N of elementary dipoles (N>>1) with
the total energy fixed at zero so that exactly half of the dipoles point up and half point down.
How many microstates are accessible to the system?
Solution
no of available microstates of the system in (N)C(N/2).
An administrator wishes to force remote access users to connect usin.pdf
An administrator wishes to force remote access users to connect using SSH. Which command
must be entered to disable Telnet access and force SSH use?
A. The no telnet Global Configuration command
B. no telnet in vty Line Configuration mode
C. The transport input ssh Global Configuration command
D. transport input ssh in vty Line Configuration mode
Solution
D is correct. This is the correct command, and must be entered in Line Configuration mode.
A, B, and C are incorrect. A and B are incorrect because no telnet is not a valid IOS command. C
is incorrect because it is the correct command, but it’s in the wrong configuration mode..
Below is a quote from Bobby Kennedy on what the Gross National Produ.pdf
Below is a quote from Bobby Kennedy on what the Gross National Product means and more
importantly what it does not mean.
Too much and too long, we seem to have surrendered community excellence and community
values in the mere accumulation of material things. Our gross national product ... if we should
judge America by that - counts air pollution and cigarette advertising, and ambulances to clear
our highways of carnage. It counts special locks for our doors and the jails for those who break
them. It counts the destruction of our redwoods and the loss of our natural wonder in chaotic
sprawl. It counts napalm and the cost of a nuclear warhead, and armored cars for police who
fight riots in our streets. It counts Whitman\'s rifle and Speck\'s knife, and the television
programs which glorify violence in order to sell toys to our children.
\"Yet the gross national product does not allow for the (1) health of our children, (2) the quality
of their education, or the joy of their play. It does not include the (3) beauty of our poetry or the
strength of our marriages; (4) the intelligence of our public debate or (5) the integrity of our
public officials. It measures neither our (6) wit nor our (7) courage; neither our (8) wisdom nor
our learning; neither our (9) compassion nor our (10) devotion to our country; it measures
everything, in short, except that which makes life worthwhile. And it tells us everything about
America except why we are proud that we are Americans.\"
Kennedy mentions at least 10 things that aren\'t measured by GDP. YOUR task is to argue that
he is wrong. Find a way to prove that we can somewhat account for the factors he mentions in
our GDP.
Solution
As long as these points is not subject to any productive work he is right but if these lap with
productive goods and service programmes they can be included in GDP. For example, if
devotion is spread through tv channels then, people get benefit and trp, satelight rights etc. yield
a return. Hence, it can be possible to include in GDP. Similarly on several grounds we can do
that too for the other items to recorded in the ten points..
Abstract Data Types (a) Explain briefly what is meant by the ter.pdf
Abstract Data Types
(a) Explain briefly what is meant by the term abstract data type (ADT). Give two
reasons why use of ADTs is good programming practice.
(b) Write out a signature, or interface, that defines the operations of a stack ADT.
(c) Consider a string of characters of the form
... (.( ... ).) ...
where ... indicates an arbitrary sequence of characters (except for parentheses),
(.( indicates an arbitrary number (one or more) of opening parentheses, and
similarly ).) indicates an arbitrary number of closing parentheses.
Using only the stack abstraction operations defined above, write pseudocode for
an algorithm that determines, using a stack, whether or not the number of closing
parentheses is the same as the number of opening parentheses.
You may assume the existence of a function read(str,ch) that reads the next character
of string str into ch.
You may also assume that you can invoke a function reportFail, that will cause
termination with failure, and similarly, reportSuccess causes termination with a
success indication.
Further, you may also assume that you can call a function newStack(S) to create
a new empty stack S, and eos(str) that returns false when you reach the end of
the string.
Solution
(a) Explain briefly what is meant by the term abstract data type (ADT). Give two
reasons why use of ADTs is good programming practice.
A data type is a collection of values and a set of operations on those values. That collection and
these operations form a mathematical construct that may be implemented with the use of a
particular hardware or software data structure. The term abstract data type (ADT) refers to the
basic mathematical concept that defines the data type. We have discussed four different
implementations of the list data structure.
In case of implementation of the list with the use of an array, the size of the array gives difficulty
if increased.
To avoid this, we allocate memory dynamically for nodes before connecting these nodes with the
help of pointers.
For this purpose, we made a singly linked list and connected it with the next pointer to make a
chain.
Moving forward is easy but going back is a difficult task.
To overcome this problem, we made a doubly linked list using prev andnext pointers. With the
help of these pointers, we can move forward and backward very easily. Now we face another
problem that the prev pointer of first node and the next pointer of the last node are NULL.
Therefore, we have to be careful in case of NULL pointers. To remove the NULL pointers, we
made the circular link list by connecting the first and last node.
The program employing the list data structure is not concerned with its implementation.
We do not care how the list is being implemented whether through an array, singly linked list,
doubly linked list or circular linked list. It has been witnessed that in these four implementations
of the list, the interface remained the same i.e. it implements the same methods like add, get,
next, start a.
Across the field of human development, “development” is defined as .pdf
Across the field of human development, “development” is defined as: Question 1 options:
Change across the lifespan. Universal and sequential. There are multiple definitions of
development. Gains and losses. Save Question 2 (3 points) Question 2 Saved The traditional
view of human development states that development is: Question 2 options: The biological
unfolding of genetic potential. Any physical changes that occur between birth and maturity.
Positive, normative, universal growth that occurs from conception to maturity. Gains, losses, and
just plain changes that occur at each stage of the life cycle. all of the above. Save Question 3 (3
points) Question 3 Saved What is the biggest drawback of the life-span perspective of human
development? Question 3 options: It overemphasizes positive development in old age. It is too
different from the way that non-scientists think about development It relies too much on
universal stages of adult development. It is difficult to figure out what should (or should not) be
considered “development”. All of the above. Save Question 4 (3 points) Question 4 Saved There
are several big picture meta-theoretical themes used in this class—as presented in the syllabus
and textbook, and as explained by the instructor. Find the theme that is NOT part of the
assumptions from the meta-theory used in this class. Question 4 options: Development is
promoted by person-centered contexts and interactions. People carry the past forward into a
dynamic present. Genetics are at the root of behavioral development. Development is influenced
by an active changing context and an active developing person. All people face fundamental
developmental tasks, although there are many healthy pathways through them. Save Question 5
(3 points) Question 5 Saved All psychological theories of human development deal with certain
key developmental issues. These key issues include \"nature vs. nurture,\" and \"human nature as
good vs. bad,\" as well as: Question 5 options: Cross-cultural universality versus context
specificity; the continuity of development versus the discontinuity of stages. Infant as a blank
slate versus the infant coming with stuff; adult as good due to social constraints or evil due to
selifsh instincts. The nature of environmental stimulus versus an organism\'s responses;
conditioned versus unconditioned responses. Individual existence versus personal stages of
growth; collective everyday life versus historic ages of cultural evolution. Save Question 6 (3
points) Question 6 Saved What does it mean to say that \"development is contextually and
historically embedded\"? Question 6 options: An individual\'s development takes place within a
specific historical time. Development may differ for different generations. Societal context
shapes people\'s development. As people live through history, these events change their
pathways. All of the above. Save Question 7 (3 points) Question 7 Saved Some people have a
mechanistic world view. They .
A linked list is a linear data structure consisting of a set of nodes.pdf
A linked list is a linear data structure consisting of a set of nodes, where each one except the last
one points to the next node in the list. (Appendix A provides more information about linked
lists.) Suppose we have the set of 5 nodes shown in the illustration below. These nodes have
been scrambled up and placed in a MARIE program as shown below. Write a MARIE program
to traverse the list and print the data in order as stored in each node.
Solution
Address Label
(hex) JUMP start
00D Addr, Hex 0006 //Top of list pointer, address of node 1
00E Node2, Hex 0032 //Node data is the character 2.
00F Hex 0008 //address of node 3.
010 Node4, Hex 0034 //character \"4\".
011 Hex 000A //address of node 5
012 Node1, Hex 0031 //Character 1
013 Hex 0002 //address of node2
014 Node3 Hex 0033 //Character 3
015 Hex 0004 // addresss of node 4
016 Node5 Hex 0035 //Character 5
017 Hex 0000 //end of the list
Next Hex 0000 //pointer to next element
ONE Hex 0001 //one
Start LOAD Addr //LOAD LINK HEAD
STORE Next //
LOAD Next
Loop SKIPCOND 400 //if AC==0 - end of list reached
JUMP NextElem
JUMP End
NextElem CLEAR //Next is not null
ADDI Next // Load data value from current pointter to AC
OUTPUT // Display it
LOAD ONE // AC <-- 1
ADD Next // AC <--- Next+1 (pointer field address)
STORE Next // AC ---> Next
CLEAR // AC <---- 0
ADDI Next // AC <--[Next] (load next address from pointer field)
STORE Next // AC--> Next (Next loop)
JUMP Loop
End HALT.
12. The white “Spirit” black bear, Ursys anerucabys kermodei, differ.pdf
12. The white “Spirit” black bear, Ursys anerucabys kermodei, differs from the ordinary black
bear by a single amino acid change in the melanocortin 1 receptor gene. In this population, the
gene has two forms (or alleles): the “white: allele b and the “black” allele B. The trait is
recessive: white bears have two copies of the while allele of this gene (bb), whereas a bear is
black if it has one ore two copies of the black allele (Bb or BB). Both colors morphs and all three
genotypes are found together in the bear population of the northwest coast of British Columbia.
If processing the white allele has no effect on growth, survival, reproductive success, or mating
patterns of individual bears, then the frequency of individuals with 0, 1, or 2 copies of the white
allele (b) in the population will follow a binomial distribution. To investigate, Hendrick and
Ritland sampled and genotyped 87 bears from the northwest coast: 42 were BB, 24 were Bb, and
21 were bb. Assume that this is a random sampled of bears.
a. Calculate the fraction of b alleles in the population (remember, each bear has two copies of the
gene).
proportion from the data
b. With your estimate of the fraction of b alleles, and assuming a binomial distribution, calculate
the expected frequency of bears with 0, 1, and 2 copies.
c. Compare the observed and expected frequencies in a graph. Describe how they differ.
Solution.
With respect to the study of lawWhat is the purpose of discovery.pdf
With respect to the study of law
What is the purpose of discovery?
Who can be deposed? Who must answer interrogatories?
Solution
discovery is the civil process where both parties to a case to be interogated and find collect the
facts or relevant information to the case. it is a civil process where the authorities will personally
interact with both the parties individually and collects the relevant information relates to the
issue. both the parties will rise their voices and they explained their views and perceptions
towards the issue.
the purpose is to konw and identify the truths with pleas and perceptions of the individual related
to the case. here just hearings will happens.
the police parties or official parties will participate in the interogation and questions the victims
and accused people in the case. they will express their views and the reality to the officials..
Why do you need proteins to allow ions to cross the cell membrane an.pdf
Why do you need proteins to allow ions to cross the cell membrane and enter the muscle cell?
Solution
The transfer of ions are required for the conductance of muscle impulse. The proteins are
attached to, or associated with the membrane of a cell or an organelle. Facilitated diffusion is the
spontaneous passage of molecules or ions across a biological membrane passing through specific
transmembrane integral proteins. The use of proteins along with different proteins used in the
transport of ions are listed below:.
When you digest a sample of your protein with Chymotrypsin you get a.pdf
When you digest a sample of your protein with Chymotrypsin you get a different set of
fragments:
MNY
LMRNF
CDEKICY
LVSKMQL
IGRASTF
HPPRGATW
a) How does the Edman Degradation method work?
b) What is the correct sequence of your protein?
c) What are alternate ways you could have determined the sequence of your protein?
Solution
Edman degradation is a chemical method used for the sequencing of amino acids in a peptide.
This method is developed by Pehr Edman in 1960. In this method, N-terminal is labeled or
cleaved form the peptide and number of residues are identified
The Edman degradation is a very important reaction for protein sequencing, because it allows the
ordered amino acid composition of a protein to be discovered.
Automated Edman sequencers are now in widespread use, and are able to sequence peptides up
to approximately 50 amino acids long. A reaction scheme for sequencing a protein by the Edman
degradation follows:
1.Break anydisulfide bridgesin the protein with areducing agentlike2-mercaptoethanol.
Aprotecting groupsuch asiodoacetic acidmay be necessary to prevent the bonds from re-forming.
2.Separate and purify the individual chains of the protein complex, if there are more than one.
3.Determine the amino acid composition of each chain.
4.Determine the terminal amino acids of each chain.
5.Break each chain into fragments under 50 amino acids long.
6.Separate and purify the fragments.
7.Determine the sequence of each fragment.
8.Repeat with a different pattern of cleavage.
9.Construct the sequence of the overall protein.
Step – 1: The phenyl isothiocyanate reagent attacks and removes the N-terminal amino acid unit
in the form of a substituted thiohydantoin heterocycle. Characteristic hydantoin derivatives of all
the amino acids have been made and catalogued, so identification of the terminal unit is
accomplished easily by comparison.
Step – 2: The terminal amino group adds to the reactive isothiocyanate function to give a
substituted thiourea. This moiety is conformationally mobile, and the sulfur atom may approach
the carboxyl carbonyl of the N-terminal amino acid.
Step – 3: Anhydrous HCl protonates the amide oxygen atom, activating it to nucleophilic attack
by sulfur. Next, a thiazolinone heterocycle incorporating the N-terminal unit is cleaved, leaving
behind a shorter peptide chain. This heterocyclic ring is unstable and undergoes acid-catalyzed
rearrangement to the isomeric thiohydantoin (in the green shaded box).
Digestion into peptide fragments
Peptides longer than about 50-70 amino acids long cannot be sequenced reliably by the Edman
degradation. Because of this, long protein chains need to be broken up into small fragments that
can then be sequenced individually. Digestion is done either by endopeptidases such as trypsin or
pepsin or by chemical reagents such as cyanogen bromide. Different enzymes give different
cleavage patterns, and the overlap between fragments can be used to construct an overall
sequence.
Reaction
The pe.
What type of rock can be dated with radiometric methodsSolution.pdf
What type of rock can be dated with radiometric methods?
Solution
the metamorphic rock and Igneous rock & melt, all are vey slowly cooling and we can measure
radioactivity decay unless or until it cool down below it’s the closure temperature.and more
frequently used radiometric dating technique are depending on breakdown of the Potassium
[40K] to -argon [40Ar]. sharp measurement of 40K to-- 40Ar amount in the igneous rock can tell
you the real amount of time has been passed since this rock crystallized.for the sedimentary
rocks we used Carbon-14 method for young rock( >50,00 years old rock) . This method is
depend upon uptake of the naturally occured radioactive isotope like carbon-14,when living
organism dead than stop accumulating carbon-14 atomes in body,over a time dead living things
incorprated into the sedimentary rock, and geo-scientist calculate radiometric dating by using
this carbon-14 atoms.this method used to measure the age of meteorites, Earth , ages of fossils,
Moon, also early man, ages of mineral deposits, timing of glaciations, recurrence the rates of
volcanic, earthquakes & eruptions Geologists scientist use this radiometric dating method to
estimate or determine that how long ago back rocks were formed, & give information of ages of
the fossils that contained within rocks.
Naturally occurring various radioactive elements in the universe, and we know that Radioactive
atoms are generally inherently unstable ,in radioactive \"large atoms\" decay into the stable small
daughter atoms.in general When the molten rock cool & forming rock are know as igneous rocks
a lot of radioactive atom were trapped inside the rock. than they starte decaying at the perticular
expected rate. By determine the number of unstable atoms are left in rock & compare to the
number of stable molecule of daughter atoms in a rock, geologist can be estimated the amount of
the time is over since the perticularly rock formed.but the Fossils are frequently found in
sedimentary rock,& not in the igneous rock. Sedimentary rocks can be use to dated a
radioactively,carbon, but the problem is carbon decays vey quickly, this method can only work
for the younger rocks age about 50 thousand years. So that in order to measure or date rock &
older fossils, geologist scientists used layer of the volcanic ash & igneous rock below and above
the fossil.geo- Scientists date the igneous rock by using elements which slow to decay, like
uranium & potassium..
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- 1. How do cognitive changes contribute to decision-making during adolescence according to Steinberg Write 150 words explaining Solution Adolescence is a distinct, yet transient, period of development between childhood and adulthood characterized by increased experimentation and risk taking, heightened sensitivity to peers and other social influences, and the formation of personal identity. These alterations make this period a time of vulnerability and adjustment. Major changes in the structure and functioning of the brain occur at this period and result in cognitive and behavioral development. It contributes to autonomous decision making and critical thinking contribute to healthy development. Schools, extracurricular activities, and work settings can provide opportunities for adolescents to learn to think for themselves, develop self-reliance and self-efficacy, and improve reasoning skills. The absence of these opportunities in these settings will undermine developmental progress