Is3350 Unit 1 Assessment

As demonstrated the children were extending their learning and development throughout the activity in all seven developmental areas. They also all demonstrated their enjoyment during the activity by smiling, laughing, talking and happily asking questions.

ID Name of asset Owner Description of Asset Asset Type Data Type Retention Risks / impact Key asset 01 Personal Computers Staffs Each particular employee used their own PC for their works. Hardware Personal 1.5 year Availability Yes 02 Laptops Head of IT The device could be handled by many peoples Hardware Personal 1.5year Availability

First World Savings and Loan is a financial institution that processes credit card transactions and loan applications online. We are currently considering implementing an open source infrastructure. This could potentially save us over $4,000,000 per year in licensing fees for the software we are currently using. However, due to our business needs; we must still comply with the Sarbanes-Oxley Act (SOX), Payment Card Industry - Data Security Standard (PCI-DSS), and the Gramm-Leach-Bliley Act (GLBA). We must comply with SOX, because we are a publicly-traded financial institution; PCI-DSS, because we process online credit card transactions; and GLBA, because we are a financial institution. All

It is the stage of expressing attention to issues and giving opinions and it is possible to perform certain actions in relation to issues that are considered important. This stage determines the management of good issues and must be proactive to monitor (scanning) the environment.

On 03/25/2015, at approximately 1214 hours, your affiant was dispatched to 209 East Centre Street for a break and enter into a structure.

He also uses the visual element of “Shape and Mass.” The trees are 3D representation of actual trees. They are over 40 foot tall and very heavy; therefore they consume a large amount of volume and mass. The trees appear to be constructed from geometric shapes but also try to follow the form of nature in a more organic way.

As an new intern, I am currently focusing on tasks to help out in our SPO department for a while. I will help you with Weekly Activities Report ("WAR") and the "Outreach" effort tasks while you are out of the office from July 9 to 22. Please let me know when you want to set up the training session. So I can request an interpreter in advanced and it will make easier for before you are leaving.

You receive an unsolicited email from a client that contains what appears to be a legitimate document to download within the text.

Tutor Marked Assignment – Spring 16-17 M257 Name: Turkiya Bint Mohammed ALArimi ID: 081051 Part 1-1 IDE- NetBeans IDE 7.0.1 JDK – Java : 1.7.0-03 Part 1.2 Public class My Date { Private int day ; Private int month; Private int year; Public My Date ( int d1 , int m1 , Int) { Day=d1; Month=m1; Year=y1; } public My Date() { day=0; month=0;

The first five weeks of this assignment nobody within my group was willing to make an actaul effort outside of class to make time to film and organise how we would approach this assignment. Leaving me to do basically all of the work from ideas, shot lists and organising everyone to meet and film, while Nick (Nicholas Aw) did some of the filming on his own I was left to do 90% of the moving camera work as Lahi and Anna disapeared for a solid hour during filming after returning the Dolly equiptment. From there I edited the assignment together as I’d originally offered to do the editing as I have the Final Cut Pro software on my Laptop. The entire group came up with the idea for the assingment and how we would approach it after we agreed on the idea. Production wise that Role went to myself as I took lead in the group and organised times and shot lists. However, after an chat and email to Louise after class, I stepped back as discussed, but still I have had to find out if anyone was doing any work and doing a small amount of editing and trying to explain that this assignment was about incorporating the moving camera technique not narrative and this has not really been done in the final assignment as the majority of the assignment footage is still shots.

This group of tests is same to last group tests, additional program need to setting 5% no response in less than 27dB and 5% response in great than 27dB.

He states that there are five levels, starting with the most basic and finishing with the most intricate ways of learning and behaving. The levels are as follows: perceiving (level one), remembering (level two), creating (level three), organizing (level four), and thinking on a higher plane (level five). At the basic level, Levine states that the child must first be able to understand the relationships and the important characteristics of a spatial or sequential pattern. Once this is accomplished they can store this information for later use (remembering), which will help the child create output that is arranged spatially or sequentially (level three). Level four is where the child is expected to be good at “time management (sequential) and materials management (spatial)” (Levine, p.152). Finally the child is able to reason, solve problems, and form concepts using their spatial and sequential ordering systems.

Daphne accepted it and added it to her tower. She put a big cylinder on top of it holding her tower to make it still. Her tower was moving and it fell down again. She gave sad expression to her face and looked to her mom. Her mom said, “keep trying, it is ok.” Then, she tried another set with different designs for her tower. Then, after a few minutes she made it and said “ I did it.” While Damien was walking around her piece, Daphne said, “ be careful.” Damien went to the container and found a dish. Daphne said to her mom, “Look Mama,” while pointing to a dish. Then, her mom said, “he found a dish.” Damien kept looking around and found an animal fence. Damien added some wooden blocks to Daphne’s tower. The wooden block stayed still and Daphne said, “Thanks.” Damien added again some wooden blocks carefully and Daphne was assisting him to put it in her tower. Daphne said to her mom, “Look we made a big tower.” Damien kept adding to their work. The tower did not fall down as he placed the last triangular wooden block. Then, Daphne got a ball to their couch and throw it to the tower they made. She said, “hoop” and then, they both laughed. Then, they said together, “again.” Their mom said, “let’s have a contest on who has a big tower will win.” Then, they were both eager to start their own tower by their own selves. At first attempt, their tower both fell down because of their fast paced and putting different shapes and sizes at their own tower. Daphne started doing her

In addition to their study of base-10 blocks, Moyer, Niezgoda, and Stanley (2005) also reported on a project in a kindergarten class of 18 students. The students were engaged in a 3-day lesson on patterns. On the first day, they used wooden pattern blocks, on the second day they used Web-based virtual pattern blocks, and on the third day they drew patterns freehand on construction paper. When using the virtual blocks, most students created more complex patterns and used more total blocks. The researchers further noted that the second graders in the base-10 block study showed more sophisticated strategies after using the virtual manipulatives. In addition, they note that the English Language Learners were able to demonstrate their understanding of place-value concepts even though they could not explain them verbally.

Problem solving in mathematics provides a window for the teacher to obtain a view of the child’s understanding of concepts within mathematics as they move through the childhood concept development sequence (Charlesworth et al, 2011). The assessment of this information can be gained through observing the child or using effective questions to draw out the child’s cognitive creative thinking as they develop the solutions for the problem. In the Foundation stage, children discover problems through play-based activities, for example, they use non-standard units of measurement such as blocks or Lego, to build a desired construct, thus they learn how to recognise and use informal measurement. As the child grows and develops they