What’s in a Theory?
What’s in a Theory?
The readings and media from Bredekamp Chapter 4 and The Center on The Developing Child, illustrated the intersection between neuroscience, research, theories about development and learning, and teaching practices; and how each informs the other. Science provides a window for viewing early brain development, the theory provides the guideposts for understanding development and learning. Research demonstrates whether or not a theory holds up under closer examination. The practice is the action of implementing the beliefs and paradigms derived from theory and research – and show us if they work in the “real world”.
You have likely come across discussions about the merit or value of one theory over another as being the “ONE” theory that explains it all. Or an individual might say, “_______ theorist is my favorite, and therefore, I base my teaching activities on him or her”. “I am a Piagetian based teacher” or “I only use Vygotsky in my teaching”. While these statements are simplified, they illustrate the point that sometimes we fall into the trap of either-or thinking vs the both and thinking described in your text.
In the discussion question this week, I would like you to reflect on the following question and post your thoughts.
Why is it impossible to argue that one theorist’s explanation of development and learning is more valuable or relevant than another? Think about how each of the theorists emphasizes different aspects of development. (All theorists not just Piaget and Vygotsky). Why is it important for early childhood educators, school counselors, therapists, or anyone who works with children and families to understand the effects of trauma on early brain development?
Summarize Short Story
Summarize Short story attached “Me talk pretty one day” 1999. APA style. Please include everything in the rubric. Thank you
“complete and sufficient”, two important characteristics of a good class design, when a class is “incomplete”, or “insufficient”, how can that effect dependency relations of the class?
“complete and sufficient”, two important characteristics of a good class design, when a class is “incomplete”, or “insufficient”, how can that effect dependency relations of the class?
For example, I argue that an incomplete class becomes highly dependent on other classes (but these classes might not depend on the class in the same way). What do you think? why are these characteristics important?
A good discussion can benefit from examples, please provide some.
Discuss how epidemiologic methods are used to evaluate
Visit the Healthy People 2030 website, Topics and Objectives page (Links to an external site.) (Links to an external site.) and explore some topics of interest to you. Discuss how epidemiologic methods are used to evaluate Healthy People 2020 objectives. Give an example. The example can be one you created or one from an actual study. Include the primary goal/purpose of the descriptive or analytical study, design type in the category chosen, uses of analytic or descriptive type, at least one advantage and disadvantage of the design type.
Consider the curve C1 consisting of the straight line from (1, 0) to (−1, 0), and the curve C2 consisting of the arc of circle from (1, 0) to (−1, 0), in the counterclockwise direction.
Consider the curve C1 consisting of the straight line from (1, 0) to (−1, 0), and the curve
C2 consisting of the arc of circle from (1, 0) to (−1, 0), in the counterclockwise direction.
- Compute
Z
C1
e
x
dx + x dy, Z
C2
e
x
dx + x dy. - Compute
Z
C1
(1 + y) dx + (x + 2y) dy, Z
C2
(1 + y) dx + (x + 2y) dy. - What do you notice?
Consider the curve C consisting of the graph of y = e
Consider the curve C consisting of the graph of y = e
x
for x ∈ [0, 3]. Compute
Z
C
e
2x
ds
and
Z
C
xy dx + e
−x
dy.
- Consider the curve C consisting of the straight line from (0, 0) to (1, 0), then from
(1, 0) to (0, 1) along the circle of radius 1 around the origin (in the counterclockwise
direction), and finally the straight line from (0, 1) to (1, 0). Compute
Z
C
x
2
dx + x dy.
Consider the curve with parametric equation
Consider the curve with parametric equation
x(t) = t + sin t, y(t) = t + 2e
−t
,
where t ∈ [−2, 10].
(a) Find the equation of the tangent at the point (0, 2). Give your result in the
form y = mx + p.
(b) Find the coordinates of the points where the is a vertical tangent, and the
points where there is a horizontal tangent.
- Find the length of the curve with parametric equation
x(t) = t
2
cost, y(t) = t
2
sin t, t ∈ [0, 1].
Describe one more relevant article/s on the same topic in the news that focus on a recent aging-related policy (within the past 30 days) from local, state, national, or international news sources.
To complete this assignment, students will either post on something in the news one time or critique the news that’s presented.
1) Listen to the podcast: https://www.npr.org/2019/10/29/774541010/fake-news…
2) Check out the following resources: https://newslit.org/ & https://get.checkology.org/what-is-checkology/
3)
The summary can describe one more relevant article/s on the same topic in the news that focus on a recent aging-related policy (within the past 30 days) from local, state, national, or international news sources. A “current event” is an important topic that is covered/discussed by the news media. Three additional students will critique the sourcing, content, and contribution of the article using criteria provided in class.
Deterministic methods in operation research- industrial engineering
Question 1 [20 points]
Read the description of the following optimization problem. Consider then the components of these problems that are itemized. For each of these components, identify whether it belongs to the data, the variables, the constraints or the objectives. Explain why?
United flies over 2500 domestic flight legs each day. To this end, it uses about 500 aircrafts for 10 different
fleets. United must therefore decides how to assign aircrafts and crews to flight legs in the best way possible.
The aim is to produce such an assignment that will then be repeated identically each week day (weekend
schedules are treated differently). Two opposing considerations come into play when evaluating a flight leg
to aircraft assignment. If the aircraft assigned to a flight leg is too small, it will not be able to accommodate
all of the customers’ demand, which will result in revenue loss for United. If the aircraft assigned to a flight
leg is too large, then United will lose the revenue that could have been obtained from the unoccupied
seats. Further, it will also incur loss from using a larger than necessary aircraft, which is more expensive to
operate. Meanwhile, United needs to assign a group of crew members to a set of scheduled flights such that
all the scheduled flights are covered. The max crew duty is 14 hours out of a 24-hour day. United’s primary
objective in this problem is therefore to maximize profit, which is computed as the difference between ticket
sales revenue and the sum of operating costs (including crew cost, fuel cost and landing fees).
- The number of customers traveling on a flight leg (e.g., flight leg from IAH to ORD in the slides).
- The group of crew members assigned to a specific flight leg from MCO to IAH.
- If the first flight leg assigned to aircraft 1 lands in Houston, the next flight leg assigned to aircraft 1
must take off from Detroit. - The max crew duty is 14 hours out of a 24-hour day.
- United tries to maximize profit.
- The operating cost of a plane includes crew cost, fuel costs and landing fees.
- Is Houston assigned as the Hub for all fleets?
1 - Each pilot could not fly five consecutive days.
- Is it needed to purchase additional aircrafts to meet customer demands?
- Airline ticket price for the Origin-Destination pair MCO to ATL.
Question 2 [20 points]
A landscaping supply company produces decorative stones. A ton of coarse stones requires 2 hours of
crushing, 5 hours of sifting, and 8 hours of drying. A ton of fine stones requires 6 hours of crushing, 3
hours of sifting, and 2 hours of drying. The coarse stones sell for $400 per ton. The fine stones sell for $500
per ton. In a work week, the plant is capable of 36 hours of crushing, 30 hours of sifting, and 40 hours of
drying. Based on the demand forecast, the quantity of coarse stones produced should be at least twice the
quantity of fine stones produced.
First - Formulate an optimization model to decide how much of each kind of stones to produce to maximize
total revenue. - Solve your model using the Excel solver.
- Using a two-dimensional plot, solve your model graphically.
Then, by modifying your two-dimensional plot, answer the following questions: - How much would it be worth to get another hour of crushing time?
- How much would it be worth to get another hour of sifting time?
- Could you find the range of the prices for the fine stones such that in the optimal solution, the
quantity of coarse stones produced is exactly twice the quantity of fine stones produced.
Question 3 [20 points]
Consider the following optimization model where the decision variables are x1 and x2 and where α is a
parameter (fixed value) of the problem. , i.e., it is not a decision variable:
max x1 + 2×2 (1)
s.t. x1 + αx2 ≤ 2 (2)
(P) x2 ≥ x1 − 5 (3)
x2 ≥ 0 (4) - Is this optimization model linear or nonlinear, continuous or mixed integer?
- Plot the feasible region of this problem when α = 1 and the objective function.
- For what value of α does (P) have multiple optimal solutions? Explain.
- For what value of α does (P) have a unique solution? Explain.
- For what value of α when (P) is unbounded? Explain.
- If constraint x
2
1 + x
2
2 ≤ 1 is added, could you find the range of α values such that the problem is still
feasible?
2
Question 4 [20 points]
Find the local/global minima and maxima for the following function. You are expected to draw an approximate function curve and point out the local/global minima and maxima in the graph. You do not need to
provide the exact solution for each local/global minima or maxima.
f(x) = 3x + 2(x + 2)2 + 3(x − 3)3 − (x − 4)4
, where − 5 ≤ x ≤ 1 or 0 ≤ x ≤ 6.
Question 5 [20 points]
Write each of the following as compactly as possible using summation and enumeration symbols.
3 - min(x − 1)2 + (x − 2)2 + (x − 3)2 + (x − 4)2 + (x − 5)2 + (x − 6)2 + (x − 7)2
- (x1 − 1)2 + (x1 + x2 − 2)2 + (x1 + x2 + x3 − 3)2 + (x1 + x2 + x3 + x4 − 4)2 ≥ 1
-
y1
(1+y2+y3+y4+y5) +
y2
(1+y3+y4+y5) +
y3
(1+y4+y5) +
y4
(1+y5) ≤ 1
(1+y3+y4+y5)
y1+y2 +
y2+y3
(1+y4+y5) +
y3+y4
(1+y5) ≤ 1
y1+y2+y3
(1+y4+y5) +
y2+y3+y4 ≤ 1
y1+y2+y3+y4
(1+y5)
(1+y5)
≤ 1
4.
x1 + y1 + z1 ≤ 3, x1 + y1 + z2 ≤ 4, x1 + y2 + z1 ≤ 4, x1 + y2 + z2 ≤ 5
x2 + y1 + z1 ≤ 4, x2 + y1 + z2 ≤ 5, x2 + y2 + z1 ≤ 5, x2 + y2 + z2 ≤ 6
5.
max
z1,1 + z2,1 + z3,1 + z4,1
z1,1 ≤ 2
z1,1 + z1,2 + z2,1 ≤ 3
z1,1 + z1,2 + z2,1 + z1,3 + z2,2 + z3,1 ≤ 4
z1,1 + z1,2 + z2,1 + z1,3 + z2,2 + z3,1 + z1,4 + z2,3 + z3,2 + z4,1 ≤ 5
z1,1 ≥ 0, z1,2 ≥ 0, z2,1 ≥ 0, z1,3 ≥ 0, z2,2 ≥ 0,
z3,1 ≥ 0, z1,4 ≥ 0, z2,3 ≥ 0, z3,2 ≥ 0, z4,1 ≥ 0
Specify the requirements for a software system.
For this assignment you will specify the requirements for a software system. Software systems are assigned during in-class interviews, and your information about your application to specify will come from in-class client interviews. In these interviews, you will ask your “client” (other students) about the application you are expected to specify.
The purpose of this assignment is to learn how to write a fairly complete and precise requirements specification, which is a critical step in developing a large software system. You will utilize all of the methods discussed to elicit requirements, including from the client directly. Client interviews will be held during lecture.
The deliverable is a single electronic document that contains your software requirement specification. There is no explicit requirements for the format, but as a minimum we have provided a simple example here Feel free to expand, improve, or find examples elsewhere (like the IEEE guidelines
