What is the developmental mechanism that Piaget proposed to account .pdf
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What is the developmental mechanism that Piaget proposed to account for movement to higher stages of cognitive development? In other words, why do children begin to construct a different type of cognitive structure at different stages? Solution The following are the assumptions of piaget’s about the children. The first important assumption is that the children usually construct their own knowledge .This knowledge is usually In response to their experiences in life.Another important fact is that the children have the power to learn various things on their own without the intervention of older children or adults..It has the following stages Piaget’s Stages: 1)The first one is Sensorimotor stage (birth to 2 years) in which the child grows. 2)The second one the Preoperational stage(2 to 7 years).In this stage the knowledge which is gained by the child is represented by language, mental imagery,and symbolic thought. 3)The third one is the Concrete operational stage(7 to 12 years).In this stage the Children are able to reason logically about concrete objects and events. 4)Finally we have the Formal operational stage(12 years and up)-In this stage the Children have the ability to think deeply about concrete events .They can also reason abstractly and hypothetically at the same time..
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Individual Constructivism (Piagetian constructivism)
Individual Constructivism (Piagetian constructivism)
Piaget was a Swiss.
Psychologist who was grately interested in the cognitive development of children.
He was the first to develop a cognitive theory of four stages describing how children think from infancy to adulthood.
Piaget believed that children move from one stage to the next, sequentially, but at various rates.
Compare the views of Piaget and Vygotsky on school instruction in ab.pdf
Compare the views of Piaget and Vygotsky on school instruction in abstract concepts.
Solution
Psychologist Vygotsky have illustrated that the prominent cultural mediation and child
development and children deal with interpersonal communication. Vygotsky has described that
how these psychological interactions are interacted to develop higher mental functions, and he
explained the phenomenon a called internalization.
In the early stages of child cognitive development Vygotsky observed a wide range of tasks with
which a child used to do process of learning and how it will be completed. This zone was
described by Vygotsky as “zone of proximal development” in children, a major part of school
instruction in abstract concepts different from Piaget theory of instruction & development, in
which not “inner speech or egocentric speech” has explained.
Total three predominant phases were explained by Vygotsky to elucidate the child cognitive
perspectives and also the relation between child learning and cognitive development
3 predominant positions: 1) Constructivism: Vygotsky defined this phenomenon as development
always come first learning. This term illustrates that child must get a particular stage of
maturation to go further with learning process.
2) Behaviorism: Cognitive development and learning need not be isolated but as a substitute,
they can occur concurrently. Thereby he concluded that learning is nothing but development;
3) Gestaltism: Cognitive development and learning are both considered as interactive
phenomenons.
Piaget\'s theory of cognitive development:
According to Piaget, cognitive reversibility is a tangible operation state in which children
initially habituate and gain knowledge to understand the things how it works and alter they gain
knowledge to return to their original state.
Paiget illustrated children’s cognitive development in four stages
They are 1. Sensory motor stage
2. Pre-operational stage (2 to7 years of old)
3. Concrete operational (children of 7 to 11 years old)
4. Formal operations (11 to 16 years adolescence stage)
Preoperational stage defined as the stage at which children mainly habituate and gain knowledge
to speak at the age of 2 to 7 years on school instruction in abstract concepts. In this stage child
develops to use symbols initially and finally form enduring and manipulating symbols. In this
stage, children do not develop logical thinking or reasoning. In concrete operational stage,
children often develop logical thinking and efficient cognitive abilities.
Preoperational stage includes the following stages of features on school instruction in abstract
concepts with no \"inner speech or egocentric zone of proximal development\" but possess
features such as such as a. animism; b. artificialism c. transductive reasoning.
According Piaget conservation has illustrated as the process in which children at the age of 2 to
seven are unable to think logically. But their logical thinking starts at the age of seven to el.
Cognitive Theories of Learning
Topic: Cognitive Theories of Learning
Student Name: Shazia
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, PakistanTopic:
Student Name:
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Discussion 1Developmental process of a child to adulthoodCOLLA.docx
Discussion 1
Developmental process of a child to adulthood
COLLAPSE
Top of Form
Development is the series of age-related changes that happen over the course of a lifespan (sparknotes.com). Several famous psychologists, including Sigmund Freud, Erik Erikson, Jean Piaget, and Lawrence Kohlberg, describe development as a series of stages (sparknotes.com). A stage is a period in development in which people exhibit typical behavior patterns and establish particular capacities (sparknotes.com). People pass through different stages and different orders of how it works with them, and the people who are teaching.
When children are born the development of their brain grow more and more each and every day. when learning the brain processes the material in which it is taught. Human brains will develop from birth to older ages then it has explained the reasons for different options and options and objects to understand things. There are keys to understanding what a child thinks and how they do things with their mind. No matter what we say or do, children from childbirth to young adults will make the decision where they do not know if it is right or wrong.
That is the reason why we have to understand of child development is essential because it allows us to fully appreciate the cognitive, emotional, physical, social, and educational growth that children go through from birth and into early adulthood (verywell.com). Children want to be a part of the cool crowd, want to be a part of them and want to have the knowledge for school. People strive to be the best they can be even in their childhood. But the developmental psychologists strive to answer such questions as well as to understand, explain, and predict behaviors that occur throughout the lifespan (verywell.com). In order to understand human development, a number of different theories of child development have arisen to explain various aspects of human growth (verywell.com).
The theory is quite exciting and understands with details and studies. The brain works in many different ways, learning and decision making is the biggest qualities and or studies being made. One developmental theory that caught my eye was the Freud's Psychosexual Developmental Theory. it gives more details on what the theory is about. Freud's developmental theory is when child development occurs in a series of stages focused on different pleasure areas of the body and during each stage, the child encounters conflicts that play a significant role in the course of development (verywell.com).
The fundamental truth of any child's years and also the general aspect of the learning capabilities of a child or an adult, also providing the study abilities and fundamental learning capabilities for people throughout their whole life. But yet did we know the brain is growing from birth and time goes by, it will decay and die. The developmental theory is a very well thought to how children and adults learn. when we use.
Cognitive development
Cognitive development;
1) Sensorimotor stage
2) Pre-operational stage
3) Concrete operational stage
4) Formal operational stage
Developmental theory.pptx
Developmental theory
According to Earnest Jones 4 Human development stages are-
Infancy(birth to 5 yr)
Childhood (5 to 12)
Adolescence (12-18)
Maturity/ Adulthood (18 To Next Yr)
Piaget theory of cognitive/Intellectual development: He suggested four developmental stages-
Sensory Motor stage (from birth to 2 yr)
Pre-operational stage (2 to 7 yr)
Concrete-operational stage ( 7 to 11)
Formal operational stage ( 11 to above)
Others developmental theory: Freud Psycho-analysis theory, Eriction’s theory of psychosocial development, kholberg Moral Development theory.
Piaget theory of cognitive/Intellectual development: first try to understand the major theoretical premises on which the theory stand-
Piaget theoretical notions: Piaget design a proper framework to understand the structure and functioning and development of the cognitive network of the human mind. He postulated that like physical organs of the human body there are two aspect of the human mind: one is referred to as cognitive structure and the other as cognitive functioning.
Cognitive structure: unlike other creatures, the human baby is born with a few practical instincts and reflexes such as looking, racing and grasping. Therefore the initial cognitive structure of Infant is supposed to incorporate only those cognitive abilities or potential which help them to do such acts such as look, reach out or grasp. Piagets named these abilities or potentials as schemas.
Cognitive functioning: The structure of an organism is said to play a decisive role in its functioning. Therefore, what is available to an individual in terms of his schemas decides how he is going to respond to the stimuli present in his physical or social environment. On the other hand the individual has to adapt to his environment for survival as well as proper growth and development. The key to his cognitive development thus lies in his constant interaction with an adaptation to his physical and social environment. The tasks of such adaptation is carried out through the process of assimilation and accommodation
In this way piaget highlighted the role of the following factors in one's cognitive make up and its functioning:
The biologically inherited reflexes and mental dispositions as the fundamental cognitive structure.
The changes and development brought about in the cognitive structure through maturation (i.e the process of natural growth)
The changes and development in the cognitive structure brought about through experiences (interaction with the physical and social environment) involving the process of assimilation, accommodation and equilibration.
4 Stages of intellectual Development:
Sensory Motor stage (from birth to 2 yr): Piaget called the first stage of intellectual development the sensori-motor stage because it is characterized by the absence of language and it is limited to direct sensory and motor interaction with the environment.
Characteristics of Sensory Motor Stage:
Reflex action ( grasping, Sucking)
Part C AssessmentsAs you examined each specific connective tissue,.pdf
Part C Assessments
As you examined each specific connective tissue, you should have noted some general
characteristics that they possess as described in the laboratory exercise. List any of these you
were able to observe.
describe them from the photos in your manual and textbook. How does the Matrix of these
tissues differ?
Solution
Different kinds of connective tissues:
Connective tissue represents the binding tissue which helps in holding and keeping the
tissues/cells at their right places. The connective tissue can be of atleast three types:
1. Blood/fluid connective tissue
2. Bones/cartilage or the solid connective tissue
3. Organ specific soft connective tissue such as in myocardium, epididymis etc.
The basic features of the connective tissues shared by all types are discussed below:
1. MATRIX: A matrix or medium is always present in the connective tissue. This matrix
represents the ground matter in which all the cell types/tissue types are actually embedded. The
matrix can be solid or liquid in nature depending upon the nature of host tissue.
2. GROUND MATTER: The ground matter is a characteristic of each type of tissue. It is mainly
composed or organic and inorganic matter and helps in providing shape and support to the
organ/tissue. This matrix is resistant to many infections and also provides immune support to the
host tissue/organ.
3. CELLS: Most of the times, the matrix is also accompanied by particular types of immune-
responsive cells which help in preventing infections in the host tissue/organ. Depending upon the
nature of host tissue/organ, the types and number of these cells can vary.
How does the Matrix of these tissues differ?
The matrix is a highly flexible part of the connective tissue. Depending upon the nature of host
tissue, the matrix can be solid or liquid in nature. For example, the matrix of blood is plasma
which is a liquid in nature. However, it also contains all the characteristics of a basic matrix i.e.
possession of different types of cells and helps in preventing infections. Similarly, the matrix of
bones is solid in nature which comprises of not only ground matter (both organic and inorganic),
but also contains different types of cells which help in maintaining structure and function of
bones.
Thus, different types of tissues/organs carry different types of matrices which help in
maintenance of their functionality..
please answer in details12 A communication system consists of 13 a.pdf
please answer in details
12 A communication system consists of 13 antennas arranged in a line. The system functions as
long as no two functioning antennas are next to each other. Suppose five antennas stop
functioning. How many different arrangements of the five nonfunctioning antennas result in the
system being functional?
Solution.
More Related Content
Similar to What is the developmental mechanism that Piaget proposed to account .pdf
Individual Constructivism (Piagetian constructivism)
Individual Constructivism (Piagetian constructivism)
Piaget was a Swiss.
Psychologist who was grately interested in the cognitive development of children.
He was the first to develop a cognitive theory of four stages describing how children think from infancy to adulthood.
Piaget believed that children move from one stage to the next, sequentially, but at various rates.
Compare the views of Piaget and Vygotsky on school instruction in ab.pdf
Compare the views of Piaget and Vygotsky on school instruction in abstract concepts.
Solution
Psychologist Vygotsky have illustrated that the prominent cultural mediation and child
development and children deal with interpersonal communication. Vygotsky has described that
how these psychological interactions are interacted to develop higher mental functions, and he
explained the phenomenon a called internalization.
In the early stages of child cognitive development Vygotsky observed a wide range of tasks with
which a child used to do process of learning and how it will be completed. This zone was
described by Vygotsky as “zone of proximal development” in children, a major part of school
instruction in abstract concepts different from Piaget theory of instruction & development, in
which not “inner speech or egocentric speech” has explained.
Total three predominant phases were explained by Vygotsky to elucidate the child cognitive
perspectives and also the relation between child learning and cognitive development
3 predominant positions: 1) Constructivism: Vygotsky defined this phenomenon as development
always come first learning. This term illustrates that child must get a particular stage of
maturation to go further with learning process.
2) Behaviorism: Cognitive development and learning need not be isolated but as a substitute,
they can occur concurrently. Thereby he concluded that learning is nothing but development;
3) Gestaltism: Cognitive development and learning are both considered as interactive
phenomenons.
Piaget\'s theory of cognitive development:
According to Piaget, cognitive reversibility is a tangible operation state in which children
initially habituate and gain knowledge to understand the things how it works and alter they gain
knowledge to return to their original state.
Paiget illustrated children’s cognitive development in four stages
They are 1. Sensory motor stage
2. Pre-operational stage (2 to7 years of old)
3. Concrete operational (children of 7 to 11 years old)
4. Formal operations (11 to 16 years adolescence stage)
Preoperational stage defined as the stage at which children mainly habituate and gain knowledge
to speak at the age of 2 to 7 years on school instruction in abstract concepts. In this stage child
develops to use symbols initially and finally form enduring and manipulating symbols. In this
stage, children do not develop logical thinking or reasoning. In concrete operational stage,
children often develop logical thinking and efficient cognitive abilities.
Preoperational stage includes the following stages of features on school instruction in abstract
concepts with no \"inner speech or egocentric zone of proximal development\" but possess
features such as such as a. animism; b. artificialism c. transductive reasoning.
According Piaget conservation has illustrated as the process in which children at the age of 2 to
seven are unable to think logically. But their logical thinking starts at the age of seven to el.
Cognitive Theories of Learning
Topic: Cognitive Theories of Learning
Student Name: Shazia
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, PakistanTopic:
Student Name:
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Discussion 1Developmental process of a child to adulthoodCOLLA.docx
Discussion 1
Developmental process of a child to adulthood
COLLAPSE
Top of Form
Development is the series of age-related changes that happen over the course of a lifespan (sparknotes.com). Several famous psychologists, including Sigmund Freud, Erik Erikson, Jean Piaget, and Lawrence Kohlberg, describe development as a series of stages (sparknotes.com). A stage is a period in development in which people exhibit typical behavior patterns and establish particular capacities (sparknotes.com). People pass through different stages and different orders of how it works with them, and the people who are teaching.
When children are born the development of their brain grow more and more each and every day. when learning the brain processes the material in which it is taught. Human brains will develop from birth to older ages then it has explained the reasons for different options and options and objects to understand things. There are keys to understanding what a child thinks and how they do things with their mind. No matter what we say or do, children from childbirth to young adults will make the decision where they do not know if it is right or wrong.
That is the reason why we have to understand of child development is essential because it allows us to fully appreciate the cognitive, emotional, physical, social, and educational growth that children go through from birth and into early adulthood (verywell.com). Children want to be a part of the cool crowd, want to be a part of them and want to have the knowledge for school. People strive to be the best they can be even in their childhood. But the developmental psychologists strive to answer such questions as well as to understand, explain, and predict behaviors that occur throughout the lifespan (verywell.com). In order to understand human development, a number of different theories of child development have arisen to explain various aspects of human growth (verywell.com).
The theory is quite exciting and understands with details and studies. The brain works in many different ways, learning and decision making is the biggest qualities and or studies being made. One developmental theory that caught my eye was the Freud's Psychosexual Developmental Theory. it gives more details on what the theory is about. Freud's developmental theory is when child development occurs in a series of stages focused on different pleasure areas of the body and during each stage, the child encounters conflicts that play a significant role in the course of development (verywell.com).
The fundamental truth of any child's years and also the general aspect of the learning capabilities of a child or an adult, also providing the study abilities and fundamental learning capabilities for people throughout their whole life. But yet did we know the brain is growing from birth and time goes by, it will decay and die. The developmental theory is a very well thought to how children and adults learn. when we use.
Cognitive development
Cognitive development;
1) Sensorimotor stage
2) Pre-operational stage
3) Concrete operational stage
4) Formal operational stage
Developmental theory.pptx
Developmental theory
According to Earnest Jones 4 Human development stages are-
Infancy(birth to 5 yr)
Childhood (5 to 12)
Adolescence (12-18)
Maturity/ Adulthood (18 To Next Yr)
Piaget theory of cognitive/Intellectual development: He suggested four developmental stages-
Sensory Motor stage (from birth to 2 yr)
Pre-operational stage (2 to 7 yr)
Concrete-operational stage ( 7 to 11)
Formal operational stage ( 11 to above)
Others developmental theory: Freud Psycho-analysis theory, Eriction’s theory of psychosocial development, kholberg Moral Development theory.
Piaget theory of cognitive/Intellectual development: first try to understand the major theoretical premises on which the theory stand-
Piaget theoretical notions: Piaget design a proper framework to understand the structure and functioning and development of the cognitive network of the human mind. He postulated that like physical organs of the human body there are two aspect of the human mind: one is referred to as cognitive structure and the other as cognitive functioning.
Cognitive structure: unlike other creatures, the human baby is born with a few practical instincts and reflexes such as looking, racing and grasping. Therefore the initial cognitive structure of Infant is supposed to incorporate only those cognitive abilities or potential which help them to do such acts such as look, reach out or grasp. Piagets named these abilities or potentials as schemas.
Cognitive functioning: The structure of an organism is said to play a decisive role in its functioning. Therefore, what is available to an individual in terms of his schemas decides how he is going to respond to the stimuli present in his physical or social environment. On the other hand the individual has to adapt to his environment for survival as well as proper growth and development. The key to his cognitive development thus lies in his constant interaction with an adaptation to his physical and social environment. The tasks of such adaptation is carried out through the process of assimilation and accommodation
In this way piaget highlighted the role of the following factors in one's cognitive make up and its functioning:
The biologically inherited reflexes and mental dispositions as the fundamental cognitive structure.
The changes and development brought about in the cognitive structure through maturation (i.e the process of natural growth)
The changes and development in the cognitive structure brought about through experiences (interaction with the physical and social environment) involving the process of assimilation, accommodation and equilibration.
4 Stages of intellectual Development:
Sensory Motor stage (from birth to 2 yr): Piaget called the first stage of intellectual development the sensori-motor stage because it is characterized by the absence of language and it is limited to direct sensory and motor interaction with the environment.
Characteristics of Sensory Motor Stage:
Reflex action ( grasping, Sucking)
Similar to What is the developmental mechanism that Piaget proposed to account .pdf (20)
Individual Constructivism (Piagetian constructivism)
Individual Constructivism (Piagetian constructivism)
Compare the views of Piaget and Vygotsky on school instruction in ab.pdf
Compare the views of Piaget and Vygotsky on school instruction in ab.pdf
Discussion 1Developmental process of a child to adulthoodCOLLA.docx
Discussion 1Developmental process of a child to adulthoodCOLLA.docx
More from funkybabyindia
Part C AssessmentsAs you examined each specific connective tissue,.pdf
Part C Assessments
As you examined each specific connective tissue, you should have noted some general
characteristics that they possess as described in the laboratory exercise. List any of these you
were able to observe.
describe them from the photos in your manual and textbook. How does the Matrix of these
tissues differ?
Solution
Different kinds of connective tissues:
Connective tissue represents the binding tissue which helps in holding and keeping the
tissues/cells at their right places. The connective tissue can be of atleast three types:
1. Blood/fluid connective tissue
2. Bones/cartilage or the solid connective tissue
3. Organ specific soft connective tissue such as in myocardium, epididymis etc.
The basic features of the connective tissues shared by all types are discussed below:
1. MATRIX: A matrix or medium is always present in the connective tissue. This matrix
represents the ground matter in which all the cell types/tissue types are actually embedded. The
matrix can be solid or liquid in nature depending upon the nature of host tissue.
2. GROUND MATTER: The ground matter is a characteristic of each type of tissue. It is mainly
composed or organic and inorganic matter and helps in providing shape and support to the
organ/tissue. This matrix is resistant to many infections and also provides immune support to the
host tissue/organ.
3. CELLS: Most of the times, the matrix is also accompanied by particular types of immune-
responsive cells which help in preventing infections in the host tissue/organ. Depending upon the
nature of host tissue/organ, the types and number of these cells can vary.
How does the Matrix of these tissues differ?
The matrix is a highly flexible part of the connective tissue. Depending upon the nature of host
tissue, the matrix can be solid or liquid in nature. For example, the matrix of blood is plasma
which is a liquid in nature. However, it also contains all the characteristics of a basic matrix i.e.
possession of different types of cells and helps in preventing infections. Similarly, the matrix of
bones is solid in nature which comprises of not only ground matter (both organic and inorganic),
but also contains different types of cells which help in maintaining structure and function of
bones.
Thus, different types of tissues/organs carry different types of matrices which help in
maintenance of their functionality..
please answer in details12 A communication system consists of 13 a.pdf
please answer in details
12 A communication system consists of 13 antennas arranged in a line. The system functions as
long as no two functioning antennas are next to each other. Suppose five antennas stop
functioning. How many different arrangements of the five nonfunctioning antennas result in the
system being functional?
Solution.
Name the plant phylum that exhibit the follow characteristics Co.pdf
Name the plant phylum that exhibit the follow characteristics Complete the following table
highlighting the major differences between monocots and dicots
Solution
1)1.dominant phase of life cycle: phylum Bryophyta
2.vascular tissue:Phyllum Pteridophytae
3.Reproduction:Phyllum Angiosperms
4.Seeds:Phyllum Gymnosperms here
2) monocots dicots
type of root system fibrous roots taproot system
Distribution of Bundles of vascular tissue Bundles of vascular tissue
arranged in a ring
vascular bundles scattered throughout the stem
with no particular arrangement
vein pattern Leaf veins are parallel Leaf veins are reticulated
number of one two
cotyledons
examples: daffodils mint.
Individuals that express the disease sickle cell anemia are homozygo.pdf
Individuals that express the disease sickle cell anemia are homozygous for a recessive allele for a
hemoglobin gene. The frequency of individuals expressing the disease in a particular population
is 0.0025.
If we assume that the population is at HWE, what is the frequency of the recessive sickle cell
allele?
If the population is at HWE, what is the expected frequency of carriers of the disease
(heterozygotes)?
If mating is random, what is the probability that two carriers will mate?
*University of Washington
Solution
q2 = .0025
q=.0025=0.05
(p+q=1)
(q=1-0.05=0.95)
If we assume that the population is at HWE, what is the frequency of the recessive sickle cell
allele?
The frequency of the recessive sickle cell allele, q=0.05
If the population is at HWE, what is the expected frequency of carriers of the disease
(heterozygotes)?
Expected frequency of carriers of the disease=2pq= 2*0.05*0.95=0.095
If mating is random, what is the probability that two carriers will mate?
The probability that two carriers will mate =0.095*0.095=9.025x10-3 or 9.025x10-3
x100=0.9025%.
I will provide my LinkedList from my last lab.LinkedList.cpp~~~~.pdf
I will provide my LinkedList from my last lab.
LinkedList.cpp
~~~~~~~~~~~~~~
#include \"LinkedList.h\"
LinkedList::LinkedList()
{
first = last = NULL;
}
LinkedList::~LinkedList()
{
while (first != NULL)
{
Node *temp;
temp = first;
first = first->next;
free(temp);
}
last = NULL;
}
void LinkedList::insertAtBack(int valueToInsert)
{
Node *temp = (Node *)malloc(sizeof(Node));
temp->val = valueToInsert;
temp->next = NULL;
if (last == NULL)
first = last = temp;
else
{
last->next = temp;
last = temp;
}
}
bool LinkedList::removeFromBack()
{
if (first == NULL)
return false;
else if (first == last)
{
free(first);
first = last = NULL;
}
else
{
Node *temp;
temp = first;
while (temp->next != last)
temp = temp->next;
last = temp;
temp = temp->next;
free(temp);
last->next = NULL;
}
return true;
}
void LinkedList::print()
{
Node *temp = first;
while (temp != last)
{
cout << temp->val << \" \";
temp = temp->next;
}
if (temp != NULL)
cout << temp->val;
}
bool LinkedList::isEmpty()
{
if (first == last)
return true;
return false;
}
int LinkedList::size()
{
int count = 0;
Node *temp = first;
if (temp == NULL)
return count;
while (temp != last)
{
count++;
temp = temp->next;
}
return count + 1;
}
void LinkedList::clear()
{
while (first != NULL)
{
Node *temp;
temp = first;
first = first->next;
free(temp);
}
last = NULL;
}
/*Exercise2 */
void LinkedList::insertAtFront(int valueToInsert)
{
Node *temp = (Node *)malloc(sizeof(Node));
temp->val = valueToInsert;
if (last == NULL)
first = last = temp;
else
{
temp->next = first;
first = temp;
}
}
bool LinkedList::removeFromFront()
{
if (first == NULL)
return false;
Node *temp = first;
first = first->next;
free(temp);
if (first == NULL)
last = NULL;
return true;
}
LinkedList.h
~~~~~~~~~~~
#include \"LinkedList.h\"
LinkedList::LinkedList()
{
first = last = NULL;
}
LinkedList::~LinkedList()
{
while (first != NULL)
{
Node *temp;
temp = first;
first = first->next;
free(temp);
}
last = NULL;
}
void LinkedList::insertAtBack(int valueToInsert)
{
Node *temp = (Node *)malloc(sizeof(Node));
temp->val = valueToInsert;
temp->next = NULL;
if (last == NULL)
first = last = temp;
else
{
last->next = temp;
last = temp;
}
}
bool LinkedList::removeFromBack()
{
if (first == NULL)
return false;
else if (first == last)
{
free(first);
first = last = NULL;
}
else
{
Node *temp;
temp = first;
while (temp->next != last)
temp = temp->next;
last = temp;
temp = temp->next;
free(temp);
last->next = NULL;
}
return true;
}
void LinkedList::print()
{
Node *temp = first;
while (temp != last)
{
cout << temp->val << \" \";
temp = temp->next;
}
if (temp != NULL)
cout << temp->val;
}
bool LinkedList::isEmpty()
{
if (first == last)
return true;
return false;
}
int LinkedList::size()
{
int count = 0;
Node *temp = first;
if (temp == NULL)
return count;
while (temp != last)
{
count++;
temp = temp->next;
}
return count + 1;
}
void LinkedList::clear()
{
while (first != NULL)
{
Node *temp;
temp = first;
first = first->next;
free(temp);
}
last = NULL;
}
/*Exercise2 */
vo.
Implementing a basic directory-tree structure that is derived from a.pdf
Implementing a basic directory-tree structure that is derived from a base tree structure.
#ifndef SRC_TREENODE_HPP_
#define SRC_TREENODE_HPP_
#include
#include
//#define USE_OSS
#ifndef USE_OSS
#define OUT std::cout
#else
#include
extern std::ostringstream oss;
#define OUT oss
#endif
namespace ensc251 {
static unsigned count = 0;
class TreeNode;
typedef TreeNode* (TreeNode::*action_func)(void);
typedef void (TreeNode::*traverse_func)(const TreeNode*);
class TreeNode
{
typedef std::vector TreeNodePVect;
protected:
TreeNodePVect childPVector;
public:
TreeNode() {};
TreeNode(const TreeNode& nodeToCopy) {
// ***** this needs work *****
if (nodeToCopy.childPVector.size())
add_childP(nodeToCopy.childPVector[0]->clone());
}
virtual TreeNode* clone() const { return new TreeNode(*this); };
virtual ~TreeNode() {
// do not modify this insertion on OUT
OUT << \"Destroying TreeNode with \" << childPVector.size() << \" children.\"<< std::endl;
// ***** Complete this member function *****
}
void swap(TreeNode & other) // the swap member function (should never fail!)
{
// ***** fill this in if desired *****
}
TreeNode & operator = (TreeNode other) // note: argument passed by value, copy made!
{
// ***** Complete this code *****
return *this; // by convention, always return *this
}
void add_childP(TreeNode* child) { /* ***** Complete this member function ***** */ }
void add_children(const TreeNodePVect& childPV) { childPVector.insert(childPVector.end(),
childPV.begin(), childPV.end()); }
const TreeNodePVect& get_children() const { return childPVector; }
TreeNode* traverse_children_post_order(traverse_func tf, action_func af)
{
for(auto childP : childPVector) {
(childP->*tf)(this); // traverse child\'s children using tf
}
return (this->*af)();
}
TreeNode* traverse_children_pre_order(traverse_func tf, action_func af)
{
// ***** Complete this member function *****
}
TreeNode* traverse_children_in_order(traverse_func tf, action_func af)
{
// ***** Complete this member function *****
}
TreeNode* count_action()
{
count++;
return nullptr;
}
void count_traverse(const TreeNode*)
{
traverse_children_post_order(count_traverse, count_action);
}
void reset_count() { count = 0; }
unsigned get_count() const { return count; }
};
}
#endif /* SRC_TREENODE_HPP_ */
#include \"makeDirectoryTree.hpp\"
using namespace std;
int doStuff()
{
// call function to build directory tree in memory
auto root_dir1P = make_directory_tree(\".\", \"test_dir\");
if (root_dir1P) {
root_dir1P->print_traverse(nullptr);
OUT << endl;
root_dir1P->reset_count();
root_dir1P->count_traverse(nullptr);
OUT << \"Count is \" << root_dir1P->get_count() << \"\ \" << endl;
auto root_dir2 = Directory(*root_dir1P); // copy construction
root_dir2.print_traverse(nullptr);
OUT << endl;
auto root_dir3P = make_directory_tree(\"test_dir\", \"Lectures\");
if (root_dir3P) {
root_dir2 = *root_dir3P; // overloaded copy assignment operation
OUT << endl;
delete root_dir3P;
OUT << endl;
}
root_dir2.print_traverse(nullptr);
OUT.
I need help summarizing a research article!! I need to summarize an .pdf
I need help summarizing a research article!! I need to summarize an academic article in 500
words or less and the paper is confusing me. The paper is on Ctneophora and how they are
related to other animals. Can anyone help me Interrupt this article? I linked the article.
file:///C:/Users/malge/Downloads/PNAS-2015-Whelan-5773-8-1%20(1).pdf
Solution
Definition of Ctenophora:
Soft, transparent, dioplblastic, marine metazoans with out nematocysts, but with adhersive
colloblasts and eight meridional ciliated combplates called Ctenophora.
Features of Ctenophora:
Ctenephores from an animal phylum that is more complex than sponges, about as complex as
cnidarians (jellyfish, sea anemones etc.,) and less complex than bilaterians ( which includes
almost all other animals). Unlike sponges, both ctenophores and cnidarians have : cells bound by
inter- cell connection and carpet- like basement membranes; muscles; nervous systems; and
some have sensory organs. Ctenophores are distinguished from all other animals by having
colloblasts, which are sticky and adhere to prey, although a few ctenophore species lack
them.Like sponges and cnidarians, ctenophores have two main layers of cell that sandwich a
middle layer of jelly- like material, which is called the mesoglea in cnidarians are ctenophoress;
more complex animals have three main cell layers and no intermediate jelly- like layer. Hence
ctenophores have traditionally been labelled diaploblastic, along with sponges. Ctenophores have
a type of muscles that , in more complex animals, have three main cell arises from the middle
cell layer, and as a result text books classify ctenophores as triploblastic, while other still regard
them as diploblastic. Ranging from about 1 millimeter (0.039in) to 1.5 meters (4.9) in size,
ctenophores are the largest non- colonial animals that use cilia as their main method of
locomotion. Most species have eight strips, called comb rows, that run the length of their bodies
and bear comb- like bands of cilia, called ctenes, stacked aiong the comb rows so that when the
cilia beat, thosee of each comb touch below. The name ctenophores means comb- bearing from
the Greek meaning comb and the suffix meaning carrying.
Types of Ctenophores
Oceanic ctenophores:
In addition to the relative well- known coastal ctenophores, there are many species found only
far offshore near the surface, or in the mid- water or in the deep sea. Although the ocean seems
rather uniform, each species is representative of only a small portion of the water column,
defined by a combination of water temperature, light availability, depth and other factores- many
oceanic cternophores species are found under similar conditions world wide. Oceanic
ctenophores tend to be much more fragile that coastal species, because they do not need to
tolerate wave action or the turbulence and sediment load of coastal water. Some of them have
fastastic, unlikely shapes. Recognizable species include the lobe- flapping Ocyropsis, which.
For the pedigree on the right, individuals affected with the genetic.pdf
For the pedigree on the right, individuals affected with the genetic condition are indicated by the
shaded symbols. A) Based on this pedigree, what type of inheritance does this genetic condition
have (dominant, recessive, sex-linked)? Explain. B) What is the genotype of the parents? C)
What makes an allele dominant or recessive? O-TI ] 60-Do
Solution
It represents recessive genetic inheritence in which both the parents are carriers and belong to
autosomal recessive groups. If an allele, which is made of gene needs only one gene to show up
is termed as dormant and if it requires two genes to show up is termed as recessive..
How are the xylem and phloem arranged in a eudicot rootA. the xyl.pdf
How are the xylem and phloem arranged in a eudicot root?
A. the xylem is at the center of the root, surrounded by several phloems
B. eudicots do not have xylem and phloem in the roots
C. the xylem is at the periphery of the root, whereas the phloem is in the center of the root
D. xylem and phloem are arranged in rings in the periphery of the root
Solution
Answer:
A. the xylem is at the center of the root, surrounded by several phloems
Explanation:
Monocot roots, interestingly, have their vascular bundles arranged in a ring. Dicot roots have
their xylem in the center of the root and phloem outside the xylem. A carrot is an example of a
dicot root..
Graph 1 Annual growth () of national output 25 20 15 15 10 0 So.pdf
Graph 1: Annual growth (%) of national output 25 20 15 15 10 0
Solution
Growth can be observed with the increased per-capita income. That can be improved by
encouraging investments, and production. This improves the production capacity, earnining
capability and finally improves the economy as a whole..
Explain why Drosophila are often used as model organisms in the study.pdf
Explain why Drosophila are often used as model organisms in the study of genetics:
Solution
Drosophila melanogaster or fruit flies have about 75 of the genes that causes disease in humans
so scientists are able to know about the human genetics clearly by studying the fruit fly genetics.
Fruit flies are less expensive when compared with rat and other organisms, they are small and it
is very easy to take care of it and easy to carry out the research.
Fruit fly has many characteristics to study about animal behaviour and
development,neurobiology, human genetic diseases and their conditions.
Drosophila has become an predominant model and it gives information about how the genes
direct the development of embryo from a single cell to mature multicellular cells.
Drosophila has many set of molecular tools and mutants that dissect the genetic pathway that are
important for the normal and abnormal conditions of cardiac functions. It became popular to
investigate the genes that causes cardiovascular disease.
It is easy to evolve many generations of fruit fly because of its short lifespan due to this many
experiments can be easily carried out.
By the above conditions,we can consider that the Drosophila melanogaster is often used as a
model organism in the study of genetics..
Examine the two animals in the photographs figure. Use all of the c.pdf
Examine the two animals in the photographs figure. Use all of the clues in this figure. These
two organisms belong to _____. The same genus the same species different orders different
phyla different families
Solution
These two organisms belong to same genus which is Ammospermophilus, but are different
species of the same genus..
Assess the types of stakeholders involved in the development process.pdf
Assess the types of stakeholders involved in the development process for the product/service
Evaluate the impact of key inputs from stakeholder groups on new product/service development
efforts.
Analyze the role these key stakeholder groups can play in contributing to the success of a new
product/service
Justify at least two persuasive strategies that can be used to engage stakeholders in new
product/service development projects.
Assess the key competitive advantages that utilizing the current trends in information technology
(IT) will deliver to the area of new product/service development.
Solution
Stakeholders include Shareholders ,Banks,financial institutions and Private Equity in the
Development Process for a tire company like Michelin tires
Each of Michelin businesses is encouraged to identify and engage with key stakeholders at a
national and operational level. Michelin Stakeholder Relations Guidance provides information to
help these businesses identify and engage with their stakeholders.
A stakeholder is an individual who is affected by or who can affect a project\'s outcome.
Stakeholders shape projects in the early stages, ensuring resources are available to contribute to
project success, and provide insight regarding the probable reaction to a project\'s outcome,
which facilitates project adjustments when necessary to win organizational support. The roles of
stakeholders change throughout a project life cycle. However, the willingness of stakeholders to
perform the activities assigned to them during the project planning process greatly contributes to
the success or failure of the project.
Group stakeholder engagement on sustainability is managed by the Performance and
Responsibility team at Michelin Group. Site-level stakeholder engagement is the responsibility
of site managers. Together, these provide critical input to help guide Michelin strategy and PRM
activities..
There is a well-defined classification s developed originally by Caro.pdf
There is a well-defined classification s developed originally by Carolus Linneaus in the 1800\'s.
you remember what it is? choose an organism that you\'re curious about. Next, fill in the blanks
below, and also come mnemonic (no overly explicit ones and give the correct up with your own
terms for your example organism choose something different from that in Campbell (see Fig.
1.14)
Solution
Kingdom Kid insect(animalia)
Phylum Plays fish(chordata)
Class Card pig(mammalia)
Order On dog(carnivora)
Family Flat panda(ursidae)
Genera Grey black bear(ursus)
Species Steps grizzly bear(horribillis.
Write the level of protein structure below each picture. A word bank .pdf
Write the level of protein structure below each picture. A word bank is not provided here as you
should know these vocabulary words.
Solution
21.Quaternary structure
22.Secondary structure has 2 types- alpha helix and beta sheet
23.Tertiary structure (3-Dimensional arrangement of protein)
24.Amino acids joined by peptide bond forming the primary structure of protein.
Why should assembly language be avoided for general application deve.pdf
Why should assembly language be avoided for general application development? Under what
circumstances is assembly language preferred or required?
Solution
Reasons for avoiding Assembly Language for General Application Development:
(i) It is difficult to understand the code (as Assembly Language is a low-level language).
Debugging and modification of code requires extensive work.
(ii) Application Development time will be higher than higher level languages because even the
basic operations like additions, subtractions etc needs to be implemented as part of the code.
(iii) In case of higher level languages, we can use the existing libraries to complete the
development work faster. This is not possible with the Assembly Language.
(iv) Assembly Languages are hardware specific and not portable to all machines. This is not the
case with the higher level languages.
Circumstances under which Assembly Language is preferred:
(i) Assembly Language is preferred when we have a limited availability of memory and
computational space. To maximum utilize the available memory and computational space,
Assembly Language is preferred over Higher Level languages in such cases.
Ex: chipsets
(ii) Assembly Language is also used when we need to do some hardware manipulation. This is
not possible with higher level languages.
(iii) When we need to design something specific to a computer architecture where support for
higher languages is not available yet..
Who was Jesus of Nazareth What was his message How did he convey t.pdf
Who was Jesus of Nazareth? What was his message? How did he convey that message? What
role did parables and miracles play in his ministry? What event convinced his followers that he
was more than an ordinary man?
Solution
Jesus Christ, best known as Jesus of Nazareth or simply Jesus, is Christianity\'s central figure,
both as Messiah and, on most Christians, as God incarnate. Muslims regard him as a general
major prophet several regard him because Messiah. Many Hindus also recognize him as a
general manifestation belonging to the divine, and some Buddhists identify him as a Bodhisattva.
Jesus was born sometime right before 4 B.C. He was raised in Nazareth, a tiny village in Galilee,
within the peasant class. Jesus\'father has been a carpenter and the man became one, too,
meaning that they had likely lost their agricultural land at some point. Jesus was raised Jewish
and the man remained deeply Jewish nearly every one of his life. His intention wasn\'t to create a
new religion. Rather, he saw himself as doing something within Judaism.
His followers experienced him after his death. It is see-through that they had visions of Jesus as
that you had known him during his historical life. Only after his death did they declare Jesus to
be \"Lord\" or \"the Son of God.\" Right away of Jesus\'life through His death and beyond, the
Herodian dynasty ruled Palestine and nearby area, the lands belonging to the eastern
Mediterranean coast. These rulers were clients of Imperial Rome, who served with all the
appointment and permission of Rome. The firstly this family turn out to be appointed as ruler in
Israel was Herod the Great. Upon his death, his kingdom was divided between three of his sons:
Herod Archelaus, Herod Antipas, and Philip the Tetrarch. The Parables of Jesus can be found in
all the canonical gospels, whereas in the a few of the non-canonical gospels, but are found
mainly while in the three synoptic gospels.They represent a vital element of the teachings of
Jesus, forming approximately 33 % of his recorded teachings. Christians place high focus on
these parables; because they are the purported words of Jesus, they can indeed be believed to be
what the Father has taught, indicated by John 8:28 and 14:10. Jesus parables are seemingly
simple and easy and memorable stories, often with imagery, and all sorts of convey messages.
Scholars have commented that although these parables seem simple, the messages they convey
are deep, and central in the teachings of Jesus. Christian authors view them not as mere
similitudes which serve the purpose of illustration, but as internal analogies in which nature
becomes a witness for the spiritual world.
why has America never been a homogenous societywhy has Amer.pdf
why has America never been a homogenous society?
why has America never been a homogenous society?
why has America never been a homogenous society?
Solution
A homogeneous society refers to that society where people share same type of values, culture,
languages and religious system.
America is a developed nations and the standard living is rich. There are different standard living
style, different culture and opinions. The citizens in US are from different nations and have
different opinions. Therefore America could not be consider a homogenous society..
Which of these statements about Java are trueA.( T F ) Using va.pdf
Which of these statements about Java are true?
A.( T / F ) Using variables for real contents is an implementation of Inheritance.
B.( T / F ) An object usually interacts with other objects through method(s).
C.( T / F ) One class can create only one object.
D.( T / F ) According to the naming convention, the names of classes and objects begin with a
upper case.
E.( T / F ) Every header (signature) for paragraphs (classes, constructors, and methods) must
have a pair of parenthesis for parameters.
F.( T / F ) Knowing and using a method by just the signature of the method, without
understanding how the method does, is an implementation of Encapsulation.
G. ( T / F ) One superclass(parent class) can have more than one of its subclasses(children
classes).
H.( T / F ) Objects have their own information and features, called parameters and methods.
I.( T / F ) Every paragraph must have both { } and its signature.
J. ( T / F ) Every declaration statement must provide at least the type and name information about
the variable.
Solution
A.
False
Inheritance is the inheriting something from parent class
B.
True
C.
False
You can create any number of objects of a class
D.
False
Class Name: begin with upper case
Object name: camel case
E.
True
F.
True
G,
False
It is not allowed in java to inherit more than one class
In java we can implement multiple interfaces
H.
True
Object have their states(instance variables) and methods(behaviours)
I.
True
J.
true.
When someone suffers from arteriosclerosis, there is a widening of th.pdf
When someone suffers from arteriosclerosis, there is a widening of the vessel\'s lumen that
ensues. True False The tunica that usually distinguishes the oxygenated vessels from one
another is: media externa depends on the location of the vessel interna Choose among the
following choices the relationship that is erroneous: continuous capillary-skin-tight junction
fenestrated capillary muscle -incomplete basement membrane sinusoidal capillary liver
discontinued basal lamina fenestrated capillary-kidney-pore with diaphragm
Solution.
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Normal Labour/ Stages of Labour/ Mechanism of Labour
What is the developmental mechanism that Piaget proposed to account .pdf
- 1. What is the developmental mechanism that Piaget proposed to account for movement to higher stages of cognitive development? In other words, why do children begin to construct a different type of cognitive structure at different stages? Solution The following are the assumptions of piaget’s about the children. The first important assumption is that the children usually construct their own knowledge .This knowledge is usually In response to their experiences in life.Another important fact is that the children have the power to learn various things on their own without the intervention of older children or adults..It has the following stages Piaget’s Stages: 1)The first one is Sensorimotor stage (birth to 2 years) in which the child grows. 2)The second one the Preoperational stage(2 to 7 years).In this stage the knowledge which is gained by the child is represented by language, mental imagery,and symbolic thought. 3)The third one is the Concrete operational stage(7 to 12 years).In this stage the Children are able to reason logically about concrete objects and events. 4)Finally we have the Formal operational stage(12 years and up)-In this stage the Children have the ability to think deeply about concrete events .They can also reason abstractly and hypothetically at the same time.