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Muslims Vs. Christians

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The personality of Jesus has been the subject of controversy between Muslims and Christians. Both groups believe that Jesus was born in a divine manner. In Q 19.20-1, the Quran says that Jesus was born in a miraculous manner and that he had no human father. However, on the issue of crucifixion, Muslims believe that the Jews did not kill the real Jesus and that they killed someone else. Muslims believe the real Jesus was taken to heaven alive by God. Christians, on the other hand, believe that Jesus was resurrected by God. Both groups claim that God maintained his honor by not allowing the Jews to get rid of Jesus. Everyone is aware of the personality of Jesus worldwide. He is extensively mentioned in the Quran. He is one of the few people in the Quran who are claimed to be both a messenger and as a prophet q 2.136; 3.84; 33.7. His works are mentioned in the Quran together with his divine teachings. Even his disciples and the miracles he performed are mentioned Q 3.49; 5.110. One Muslim scholar claimed that Jesus plays a huge part regarding human prophets. The Muslim scholar claimed that Jesus represents god’s divine creation and how God tries to integrate his teachings to the human life. He claims that Jesus is the mediator between god and man and that he acts as the template that Christians ought to be in living their own lives.

Muslims disagree strongly with Christians on two issues. They claim that the belief that Jesus was the son of god is false, and that Christians make false claims regarding that. They claim that Jesus was a messenger of God who was delivered by the holy spirit to Mary to be born as a human being. Muslims applaud Christians for their good deeds and that they are God’s people since they abide by the teachings of God. They claim that even the Christians were sent Gods word through the bible. Christians defend themselves on this issue by saying that god manifested himself in human form.

The end of Jesus’s mission

Muslims believe that God from the Jews saved Jesus and that he was never crucified. Christians claim that Jesus died on the cross and was resurrected by God. It is clear that Muslims believe that Jesus will return at the end of time. His mission at this time will be to establish the pure religion of Islam. Islam has a few of substitution theories that they use to claim that Jesus was not crucified and that he was rescued by God. They think that there is the simple divine substitution where someone else who looked identical to Jesus was crucified. Then there is the voluntary substitution where one of the disciples volunteered to be crucified in place of Jesus. There is punishment substitution where the most deserving man to die was placed in the cross in the place of Jesus. The substitution without divine intervention suggests that someone else was crucified, but God had nothing to do with it.

What is important is that both Muslims and Christians try to maintain God’s honor. Muslims say that God did not allow Jews to crucify Jesus, and he was taken away to heaven in order to embarrass the Jews. Additionally, God together with Jesus plotted against the Jews so that they did not crucify him. Muslims claim that God made Jesus with all those powers for reasons that human beings can never know. He made Jesus to be one with him, and there is no way that God can abandon one of his own. By Muslims accepting that Jesus died on the cross, it would imply that God abandoned one of his own ads this is simply not acceptable to them. Christians maintain that God knew what he was doing and that he had planned for the crucifixion of Jesus throughout the whole New Testament. He wanted the Jews to see that he had greater powers than them and that whatever they did could not stop any of his works. In conclusion, Christians and Muslims only agree at the point where God intervened. They, however, on the point exactly when he intervened. Christians and Muslims will probably never agree on the issue, but at least they agree that God was divine.

Works cited

BIBLIOGRAPHY Jr, F. Peter Ford. “Islam and Christian–Muslim Relations.” 5 October 2012. The End of Jesus’ Mission and the Honor of God in the Quran: The search for Common Ground Between Christians and Muslims. 6 June 2014 < http://dx.doi.org/10.1080/09596410.2013.720869>.

Chief Information Officer

DIABETES MELLITUS

Student’s Name

Institution

Date

Introduction

Diabetes mellitus is a metabolic disease that causes high blood sugar. Diabetes is considered a chronic illness in that when one has the disease, the body either doesn’t make enough insulin or cannot use the insulin it makes effectively. The general symptoms of diabetes include weight loss, extreme fatigue, blurry vision, sores that hardly heal, frequent urination, increased thirst, hunger, etc. It is crucial to understand that there are symptoms that affect women and those that affect men. Symptoms in men with diabetes are erectile dysfunction, decreased sex drive, and poor muscle strength. For women include yeast infections, urinary tract infections, and dry, itchy skin. Therefore, untreated high blood sugar from diabetes may damage organs in the body such as the kidneys and tissues throughout the body. It is crucial to understand that even though diabetes can lead to serious medical complications, there are ways to manage the condition with medications and lifestyle changes. Healthy eating is a central part of managing the disease. Additionally, insulin can also help manage diabetes since it replaces the hormone the body is not able to produce.

Impact of Stigma on Health Outcomes

There have been a lot of people with diabetes mellitus that face stigmatization in society. Many diabetes patients claim that people say that they brought the disease to themselves. In contrast to other diseases, the public is less accepting and encouraging people living with diabetes. Since diabetes is believed to be associated with obesity, these patients are presented as overweight, lazy, and guilty of bringing the disease upon themselves. Even though being overweight is a risk factor for diabetes, there are other factors such as family history, socioeconomic factors, and environmental factors that cause the disease (Patra et al., 2021). Therefore, such misconceptions and misplaced judgments may bring these patients down and this may result in some negative effects.

Some of the impacts of stigma on the health outcomes for the vulnerable population with diabetes include: First, stigma can lead to worse health outcomes. It is essential to understand that diabetes patients have reported feelings of fear, blame, guilt, low self-esteem, and anxiety due to stigmatization. Such negative emotions mainly result in depression and higher levels of stress. When diabetes patient experiences this kind of stress, they increase their chances of developing health complications like macrovascular problems, sexual dysfunction, and retinopathy.

Secondly, stigmatization among these vulnerable populations may contribute to having poor self-care and diabetes management. Since people with diabetes are always made to feel entirely responsible for managing their health by ensuring their glucose level is normal, when they feel stigmatized, they may stop taking care of themselves as expected. Therefore, it is quite evident that harsh judgments made to people with this chronic disease can prompt efforts to conceal basic diabetes management. An example is patients with diabetes who have reported avoiding injecting themselves with insulin, eating unhealthy meals, manipulating glucose diaries and data to avoid being judged by healthcare professionals, among others.

Thirdly, stigma may also prevent patients from seeking the necessary care especially when healthcare professionals stigmatize them. According to the study, many patients who are mentally ill anticipated stigma from their healthcare professionals, and this contributed to them not seeking care since their patient-provider relationship was compromised. An example is individuals who were blamed for bringing diabetes to themselves reported to reduce their frequency of eye health checks and AIC testing. These are just but a few negative impacts of stigmatization faced by individuals with diabetes. There could be others not mentioned here that are equally important.

Barriers Faced

Stigmatization is one barrier that diabetes patients face, there are other barriers they come across that affect them negatively. One barrier is a lack of knowledge about diabetes self-management practices. Self-management of diabetes individuals entails controlling their glucose levels, adhering to healthy lifestyle practices, and ensuring they adhere to their medication. Quite a number of people diagnosed with diabetes lack the knowledge of diabetes self-management practices. This means that they are not aware of what kind of diet they should eat and what they should do to ensure their glucose levels remains normal. This makes many of these patients diagnosed with the disease follow the wrong ways to manage their disease. However, a way to avoid this barrier is by ensuring when a patient is diagnosed with diabetes, they should be taught ways they should manage their illness by healthcare practitioners (Reddy et al., 2021). This can be done through counseling and the practitioner demonstrating how insulin should be injected into the body. Healthcare practitioners can also develop a timetable to show what kinds of foods diabetes patients should eat and drink.

The second barrier is financial constraints. Diabetes does not affect individuals equally not in terms of its severity but in terms of financial stress, it places on patients. There are many individuals living with diabetes that are unable to cope with the disease due to financial constraints. It is evident that many diagnosed with diabetes are low and middle-class families. This makes them less likely to afford cost-related medication, good housing, and foods required to ensure they manage the chronic illness. Difficulties in maintaining this costly lifestyle in order to manage diabetes have affected patients globally. A way to prevent financial constraints among diabetes patients is by seeking help from medicine-assistance programs and acquiring government health insurance. Also, hospitals should be able to provide free insulin bags and injections for people with diabetes as it is costly to buy them.

The third barrier is insufficient counseling. Many are times people living with diabetes suffer from stigmatization which later causes them to be depressed since they do not receive appropriate counseling that will help them overcome the stigma. Also, with less counseling, these individuals may experience eating disorders and anxiety. Therefore, after a patient has been diagnosed, it is crucial for healthcare practitioners to guide and counsel them on how they should avoid feeling stigmatized, self-care management, and social activities they should undertake to help manage the chronic disease. Frequent counseling is essential as it helps to keep the patient on track.

The fourth barrier is a lack of support from family members and friends. This is a major problem for diabetes patients and it may result in stress which later derails treatment. According to a study, those who do not acquire any strong social support report cases of health complications and poor eating habits causing high health risks. Therefore, social support is essential in that it helps them to manage their disease and in turn reduces the risk of diabetes-related hospitalization or even death, fewer psychological issues, and speedy recoveries (Thompson et al., 2015).

Impact on Family Members

Family members mainly take part in caring for and supporting their loved ones with diabetes. This may cause physical and emotional stress for the entire family including stress, exhaustion, and irritability. However, many changes take place for the family as well as individuals caring for people with chronic illnesses. Some major adjustments that family caregivers make when a loved one is diagnosed with diabetes mellitus include: First is how to manage financial resources. Financial resources have had a major impact on family members since they have to put some finances aside for medical treatment and healthy and nutritious foodstuff for the diabetic family member. Also, money is needed for frequent checkups and doctor’s appointments. This can be quite challenging and overwhelming for the family.

Second is the disruption of leisure activities and social exclusion. With a family member that is diagnosed with diabetes, then a lot of time is needed to care for the patient. This makes it difficult for the family caregiver to have time for themselves hence no leisure time or lack of engagement in social activities (Schiel et al., 2018). Social exclusion is often a part of having a chronic illness patient since family members will want to keep their loved ones close to ensure they are well cared for.

The third is increased role strains. It is crucial to understand that having chronically ill patients in the family means that more roles and responsibilities are required of them. Family members are often required to ensure their loved ones eat a healthy balanced diet, their glucose level is normal, and that they are mentally healthy. This mainly causes some levels of anxiety regarding the well-being of their loved ones. In addition, exhaustion is also caused since the family members are doing their level best to ensure the patient is doing well.

Things that can be done to assist family caregivers to provide care for their loved ones with diabetes include Emotional and mental support. It is vital to note that most family members often experience anxiety, depression, exhaustion, and stress as they care for their sick loved ones. All they need is mental and emotional support as they go through a lot of caring for their loved ones. This will help prevent them from being stressed or depressed.

Policy Support

A major national policy that supports persons living with diabetes mellitus is having private and public insurance coverage. The government has been able to provide insurance coverage for diabetes patients. This has helped individuals with diabetes both rich and poor to have access to medical facilities and medicine such as insulin that will assist in improving their health outcomes. The main goal of this policy is to provide care to patients with both high, medium, and low incomes and ensure better health outcomes.

Conclusion and Recommendations

Strategies that will help improve health outcomes for people living with diabetes mellitus include: One is closing gaps in preventive care. Diabetes is a chronic disease that primarily gives rise to other health complications such as cardiovascular disease, eye and hearing impairment, neuropathy, among others. Diabetes patients should be able to address these problems even before they arise to avoid further complications and costly when treating. This can be done by eating healthy, having blood pressure and cholesterol-lowering medication, etc. Therefore, closing this care gap is a vital step as it creates an effective care program for diabetes individuals.

The second strategy is having healthy lifestyle choices. People living with diabetes require some lifestyle changes that will keep them in good health. Living active lifestyles by doing physical exercises and eating a healthy nutritious diet is essential as it regulates blood sugar levels (Whittemore and Roy, 2002). It is essential to understand that lifestyle changes can also be extended to substance-related habits such as no cigarette smoking and alcohol consumption. Adhering to all these choices will help in the management of weight.

The third strategy is adhering to medication. For people living with diabetes, adhering to medication is a critical aspect in managing their condition and living a healthier life. Medical adherence is mainly linked to positive clinical outcomes. Therefore, when one does not adhere to their medication, there are increased chances of morbidity and mortality, with a great risk of cardiovascular issues.

References

Patra, S., Patro, B. K., Padhy, S. K., & Mantri, J. (2021). Prevalence of diabetes distress and its relationship with self-management in patients with type 2 diabetes mellitus. Industrial Psychiatry Journal, 30(2), 234.

Reddy, P. A., Saravanan, K., & Madhukar, A. (2021). A Study on Assessment of Attitude and its Impact on Practice in Patients with Diabetes Mellitus. Journal of Young Pharmacists, 13(4), 396.

Schiel, R., Bambauer, R., & Steveling, A. (2018). Technology in Diabetes Treatment: update and future. Artificial organs, 42(11), 1017-1027.

Thompson, V. L. S., Johnson-Jennings, M., Baumann, A. A., & Proctor, E. (2015). Peer-Reviewed: Use of Culturally Focused Theoretical Frameworks for Adapting Diabetes Prevention Programs: A Qualitative Review. Preventing chronic disease, 12.

Whittemore, R., & Roy, S. C. (2002). Adapting to diabetes mellitus: a theory synthesis. Nursing Science Quarterly, 15(4), 311-317.

Chief Information Security Officer Summary of the Answers

Chief Information Security Officer

Student’s Name

Institutional Affiliation

Chief Information Security Officer

Summary of the Answers

Information security job descriptions have common aspects that are relatable to each of the organizations that have job openings looking forward to hiring chief information security officers (CISO), ISSO, or Cybersecurity officers. As such, the three companies in Australia have been able to identify the respective roles, once hired; the chief information officers will perform according to the identities job descriptions. Similarly, their similar patterns of the jobs identified in each organization. Though the job position is classified differently, they share similarities, in terms of how they coordinate with management of the organization. There is a need to improve and enhance the current systems of information security in the jobs they are applying for in the potential organization.

The AS/ISO27000 regulations provide a standardized procedure of roles and positions the information security experts ought to play in an organization. Similarly, neutralization techniques used by employees when they violate information security can be curbed using the principles of deterrence theory of punishment for crime. As such, the application of sanctions has been one of the viable forms of punishment to prevent employees who breach organization policy. Also, businesses should allow and improve user participation as a measure for limiting violation of security codes on the safety of information. Instead of depending on an individual expert to manage and implement information security systems, there is a need to involve more of members of the organization in solving security issues of information.

Q1.1

Summary of the Key Aspects of the Job

Perspecta Company has a job opening for Information system security officer (ISSO). The company is located in Larrakeyah Darwin’s city found in the Northern Territory of Australia (Careerone,2020). Also, there are pertinent requirement and responsibility for the position that an applicant ought to have. These requirements are not only in terms of credentials but also in experience and technical know-how. The company is looking for an applicant with the following set of skills: malicious code eradication, authorization and assessment of the company’s information system, and the configuration of the management in line with the security system. Also, the ISSOs should have the know-how of implementing common features of information security practices.

Apart from the ISSO position in Perspecta Company, the Melbourne CBD VIC located in the state of the Victoria is looking for the Chief Information Security Officer (CISO). The person should be able to implement and monitor the enterprise information by ensuring that it is secure. Also, the applicant should be in a position to work with the management to reduce and assess any risk related to data. The CISO should be a leader to guide the implementation team on better ways of enhancing cybersecurity. The salary for this job position is $25,000 for fulltime basis Adzuna(2020).

Also, Peoplebank located in Sydney is looking for Cyber/Information Security officer to take the position with the following job description: implementation of business information and cybersecurity programs (Careerone,2020). Similarly, a person should be able to perform cybersecurity risks. The daily work routine includes performing a daily cyber risk assessment for the company and to ensure that the management information system is protected from the cyber-attacks. Also, the personnel should be in a position to advise the management on the necessary control and improvement of the current system information programs of the company. The estimated salary for the position is $ 1000.

Q1.2

There are recurrent patterns and aspects in the three job listings, which include the responsibilities and the job qualification that are required from the applicants. As such, the positing of the chief information security officer (CISO) and information system security officer are related in the sense that responsibilities and job descriptions are similar if not the same. For instance, the CISO is supposed to conduct a routine check on the organization’s information security system. The two positions have similar roles when it comes to implementation of the cybersecurity measures. As such, there potential applicant for this position ought to have a level of competency on cybersecurity and means of enhancing data of the company.

Similarly, cybersecurity officer/ information security officer ought to have similar knowledge when it comes to the assessment of the cyber-attacks risks that a company might be facing. It is for this reason that the recurrent knowledge and technical know-how of the three job listings are applicable in the organizations that are hiring their services. The issues covered this semester are relatable to the job aspects in a way that the departments hiring the applicants have similar structure and organization in the security officer roles are linked to the management and other departments in the company. For this reason, CIO or the CISO ought to have leadership skills to help in the implementation of the security measures and data handling processes. Thus, information security is an integral part of the responsibility given to all the three job listings.

The AS/ISO27000 series standards are applicable to the job listings in the sense that it provides a guide for management standards and systems for information security. Similarly, the ISO 27000 series have provisions for the control of the information system in organizations.

The job listing listed when I used the keyword information security was not much different when I used cybersecurity. The search result had jobs with titles that are indicated information security in the job description. As such, cybersecurity was entailed in the information security job searches. Similarly, a chief security officer ought to have knowledge of cybersecurity since it is part and parcel of securing an organization’s data.

Question 2.1

The neutralization techniques used by the employee in violation of the information security entail fault-finding in the systems weak links. As such, the system under the control of the information security personnel is susceptible to such officer. As such, the employees use the weak links of the systems as neutralization technique of violating the information security codes of an organization (Siponen& Vance,2010). User participation is a threat to information security in instances where they fail to meet the required standards for maintenance of the security systems. Blame is usually attributable to the systems instead of the employee responsible for breaching the system.

Question 2.2

Businesses should put a stringent policy on security information for any employee who violates the information security codes designed by the company. Similarly, sanctions are applicable as a measure for using in curbing violations for information security. Siponen& Vance (2010), contend that sanctions are an apt technique that organizations can use, which resonates with the deterrence theory for the punishing people who commit crimes. User participation is has been regarded as a source of the employee neutralization techniques. However, it can as well serve a measure for reducing violation of the information security in instances where the uses are made aware of the consequence of violating the system. Most importantly, creating awareness among the employees will develop a sense of prioritizing to secure the information of the organization. Unlike an instance where the employee use system’s weak links to violate the policies and use them as neutralization, increased user participation will further involve more employees (Spears &Barki, 2010). I think with the most of the employees working together with chief information security officer there will be shared responsibility whereby each of the staff is equipped with the right information on how to handle the security issues that may arise. Also, in the absentia, if the chief information officer, other employees are able to coordinate with another department on the best approach to increase the security of the information.

Additionally, increased user participation translates to the involvement of the employees at the stages of planning and implementing the systems information security. As such, more stakeholders will have the technical know-how to safeguard the information rather than depending and entrust one person with all the information of the organization who might use for personal interest and gains. Thus, it is imperative to have increased user participation as a measure of ensuring information safety not only with the top company’s officials in charge of such positions and responsibilities but also the rest of the staffs within such an organization.

References

Adzuna(2020). Information system security officer (ISSO). Adzuna. Retrieved from https://www.adzuna.com.au/details/1465615842?se=LCsLghmO6hGVUhrHGWZC8A&v=E26B3E0994F43BAB24418B71607C3874037CDF96

Careerone.(2020). Chief information security officer. Careerone. Retrieved from https://www.careerone.com.au/chief-information-security-officer-jobs?jobview=db56a586-41a7-4418-bd8b-f208905c4c34

Siponen, M & Vance A9. (2010). Neutralization: New insights into the problem of employee information systems security policy violations.MIS Quarterly, 34(3), 487-502, A1-A12.

Spears, L &Barki, H. (2010).User participation in information systems security risk management.MIS Quarterly, 34(3), 503-522.

Mustafa Kemal Ataturks Reforms

Mustafa Kemal Ataturk’s Reforms

Contents

TOC o “1-3” h z u Mustafa kemal Ataturk reforms after the independence war of Turkey PAGEREF _Toc381074707 h 2Social Reforms PAGEREF _Toc381074708 h 3Economic Reforms PAGEREF _Toc381074709 h 4Legal Reforms PAGEREF _Toc381074710 h 5How Mustafa kemal Ataturk made a modern country from the Islamic PAGEREF _Toc381074711 h 6

Mustafa Kemal Ataturk was the founder of the First President of the Republic of Turkey. Mustafa was born in 1881 in Salonica (Selanik). During his military term, he served as a successful commander in 1912-1914, and further took part in the First World War in 1914-1918. In 1920, Mustafa opened a Turkish Grand National Assembly which allowed him to establish a new Turkish State, what was to be the center of Ankara. The Turkish forces under Ataturk were able to carry out an independence war against the allied powers where they won victories all over the country (Landau, 2009). In 1923, the independence of the new Turkish State became recognized by all the states after signing the Treaty of Lausanne. On October 29, 1923, Ataturk built a new vigorous state making him declare the new Turkish State to become a republic. However, as a result of declaration of the Republic, the caliphate was then abolished (Walker, Erol & Erol, 2006). In summary, the paper will discuss how Mustafa Kemal Ataturk built the Republic, his reforms after independence war of Turkey and how he made a modern country from the Islam.

As a young man, Mustafa was recognized as one of the members of the Young Turks that is a revolutionary movement of intellectuals. Mustafa was able to participate in the Young Turk Revolution, which successfully deposed Sultan Abdülhamid II in 1908 (Landau, 2009). During this period, he held a member of posts within the Ottoman Army, and from 1911 to 1912, he was involved in a fight against Italy in the Balkan Wars. In the second Balkan war, Mustafa Kemal was elected the chief of the staff after which he was posted at the Turkish embassy in Bulgaria. While in Bulgaria, Mustafa made a name for himself as the commander and in 1915, his bravery as well as, strategic powers allowed him to thwart the Allied invasion of the Dardanelles. In addition, Mustafa received several and repeated promotions until the when Armistice of Mudros ended the fighting in 1918. However, the battle came to an end, the treaty on the other hand, managed to give the Allies the right of occupying forts which controlled the major waterways and territory that seemed to have posed a threat to security. This forced Mustafa to organize a resistance to the forces in 1919, and when the Treaty of Servers was signed at the end of the World War 1, divvying up the Ottoman Empire, Mustafa demanded complete independence for Turkey; that is the new Turkish parliament and the Great National Assembly which was to engage in series of battles with the American forces and Greek. In 1923, Mustafa Kemal signed the Treaty of Lousanne. The signing of Treaty of Lousanne was important because it led to the establishment of the Republic of Turkey, and Mustafa Kemal appointed the First President of the Republic of Turkey.

Mustafa kemal Ataturk reforms after the independence war of TurkeyAs the President of the Republic of Turkey for 15 years, until his death in 1934, Mustafa Kemal Ataturk was able to introduce a broad range of swift as well as sweeping reforms such as political, legal, economic, social, and cultural spheres which were virtually unparallel in any other country (Atatürk & Aksan, 2008). Mustafa achievements in Turkey were an enduring monument to him. This is because various emerging nations admired him as a pioneer of the national liberation. As a result, the world honored his memory as the foremost peacemaker who upheld the principles of the humanism as well as, the vision of a united humanity. In addition, Mustafa launched a programme of revolutionary political and social reform to modernize Turkey. The reforms included the abolition of all the Islamic institutions along with the introduction of Western legal dress, codes, calendar and alphabet. Other reforms included the emancipation of women and replacing the Arabic script with a Latin one (Atatürk & Aksan, 2008).

Social ReformsIn his quote; “The major challenge facing us is to elevate our national life to the highest level of civilization and prosperity,” Mustafa Kemals’ aim was to ensure that he modernized the Turkish life so as to give his nation a new sense of equality, dignity as well as, happiness (Atatürk & Aksan, 2008). After about three centuries of Mustafas’ achievement, the Ottoman Empire declined in early 17th and 20th Century. With many Sultans presiding over economic and social system, the Ottoman Empire State became hopelessly outmoded for the modern times. However, Mustafa managed to resolve the issues and led his country out of the crumbling into a brave new future (Walker, Erol & Erol, 2006). In his program to modernize Turkey, education and secular government played a significant role. He made religious faith be matter of individual conscience where he managed to create a truly secular system in Turkey, a place where the vast Moslem were majority while small Christians and Jewish minorities were allowed to practice their faith. As a result of Mustafa’s’ reforms, Turkey had full secular institutions (Atatürk & Aksan, 2008). This allowed the leader of modern Turkey aspired freedom as well as, equality for all. When Mustafa proclaimed the Republic, he said, “the new Turkish State is a state of the people and a state by the people.” However, after he had established an egalitarian and populist system, Kemal later observed; “We are a nation without classes or special privileges,” where he stressed the paramount significance of the peasants who were neglected during the Ottoman times, he quoted; “The true owner and master of Turkey is the peasant who is the real producer” (Atatürk & Aksan, 2008). Mustafa Kemal gave his nation a modern outlook by introducing many reforms. For instance, many women stopped wearing the veil and the calendar gave way to the Western calendar. Other social reforms included allowing all the citizens to take surnames. Conversely, there was a vast transformation which took place in rural and urban life (Landau, 2009).

Economic ReformsWhen Turkey became Republic in 1923, the state lacked industry, capital and know-how this is because successive wars had fully decimated manpower in the nation causing the agricultural production to stand at a low level, while the huge foreign debts of Ottoman state confronted the new Republic. Mustafa swiftly initiated a dynamic program of economic development in Turkey; he said “Our nation has crushed the enemy forces. But to achieve independence we must observe the following rule: National sovereignty should be supported by financial independence. The only power that will propel us to this goal is the economy. No matter how mighty they are, political and military victories cannot endure unless they are crowned by economic triumphs (Atatürk & Aksan, 2008). ” Kemal was so determined of doing whatever that will make his nation to be a better one; he undertook agricultural expansion, technological advancement as well as industrial growth to improve production in the economy. Various activities such as banking, manufacturing, housing, communication, mechanization and other mining activities were carried out. This caused the gross national product to increase in Turkey. It is also reported that the economic development of Turkey during Mustafa’s presidency was very impressive in absolute figures as compared to other countries. The synthesis which evolved during that time allowed the state enterprises as well as, the private initiatives to become active both in agricultural and industrial growth. These economic growths served as the basis of economic structure not only in Turkey, but also in other dozen of developing countries (Atatürk & Aksan, 2008).

Legal ReformsBetween 1926 and 1930, the Republic of Turkey managed to achieve legal transformation which could have required years in some other countries. For instance, the religious laws were abolished during Mustafa’s presidency where a secular system of jurisprudence was introduced (Atatürk & Aksan, 2008). In addition, the concepts, texts as well as, contexts of the laws were also made harmonious with the progressive thrust of Kamel’s Turkey. Among the far-reaching legal transformation were the new Civil Code based on Swiss, Business law based on Italian along with Penal Code based on German models. The legal reforms were significant because it made the citizens such as men and women, rich and poor to be all equal before the law (Landau, 2009). This therefore gave Turkey a firm foundation for the society of justice and equal rights.

Conversely, with regard to the women’s Rights, Kamel believed that everything seen in the world was creative work of women. Therefore, with the abiding faith in importance of women in the society, Kamel managed to launch reforms that gave the Turkish Women opportunities and equal rights. The new Civil Code which was adopted in 1926 was significant in that it abolished polygamy as well as recognizing the equal rights of women in divorce, inheritance and custody (Atatürk & Aksan, 2008). The other reform included change in educational system; that is from grade school to university level which became coeducational. Women were given the same opportunity as men recognizing the country as the world’s first women Supreme Court Justice. It is evident that in all walks of life, Mustafas’ Turkeys produced thousands of well-educated women who participated in the national life as doctors, engineers, teachers, administrators and lawyers (Landau, 2009).

How Mustafa kemal Ataturk made a modern country from the IslamicHowever the Turkey seldom figured in Islamic or Muslim disclosure, the nation remained five centuries as the center of the Muslim world until Mustafa abolished the Caliphate-office of the successors to Prophet Mohammed, the supreme politico-religious office of Islam, and symbol of the Turkey sultan’s claim to world leadership of all Muslims was abolished. Despite the fact that 98% of the Turkey’s populations were officially Muslim, only 20% of the population practiced Muslim (Walker, Erol & Erol, 2006). The Turkish government on the other hand, had more freedom to pursue policies which attacked Islamic Institutions. Under the guise of “cleaning Islam of political interference”, the educational system was finally overhauled. As, a result, Islamic education was banned in favor of secular and non-dogmatic schools. It is also evident that other aspects of religious infrastructure were as well torn down (Atatürk & Aksan, 2008).

References

Atatürk, K., & Aksan, A. (2008). Quotations from Mustafa Kemal Atatürk. London: Ministry of Foreign Affairs, Republic of Turkey.

Clifford, M. (2002). The impact of Atatürk’s reforms abroad. İstanbul: Boğaziçi University.

Kinross, P. B. (2006). Ataturk: a biography of Mustafa Kemal father of modern Turkey. New York: W. Morrow.

Landau, J. M. (2009). Atatürk and the modernization of Turkey. London: Westview Press ;.

Sarıalp, A. (2006). Mustafa Kemal Atatürk: an outstanding universal advocate and promoter of human rights and world peace. London: aksu basim-yayin dağitim.

Walker, B. K., Erol, F., & Erol, M. (2006). To set them free: the early years of Mustafa Kemal Atatürk. New York: Tompson & Rutter.

MY ACADEMIC JOURNEY

Name:

Course:

Tutor:

Date:

Introduction.

College life can be a daunting affair if approached in a reckless manner, much in the same way life becomes difficult the moment you start being irresponsible. That period of four or so calendar years, during which you are expected to assimilate a large quantity of information and knowledge passes by quickly as I have come to realize over the course of my life in college. New challenges emerge almost every day, as the existent ones shift. However, being the resilient student, I have been able to overcome most of what has been thrown at me.

My academic journey.

Being a student has its fair share of hardships as any person who went through this stage in life will admit. There are many things to like and dislike while one goes through their academic journey, and my dislikes mainly revolve around public speaking. Every student has to master this skill as it prepares them for one of the most critical parts of human life-that of communication. Worth (2004) reports, “the ability to deliver an effective talk is one of the most valuable skills you can possess” (p. 46). I have always found it hard to do this since fear usually overcomes me leading to reactions such as trembling and stuttering.

College life for me presents an opportunity to cultivate responsibility, which should be done if one is to become a productive member of society. I like the way we are left to our devices when it comes to decisions relating to leisure, relationships and entertainment. These being important parts of a student’s life, the ability to effectively manage them in relation to academics cannot be over emphasized. During weekends when I find myself with a lot of free time, polishing up my writing skills has become a norm. Even while I partake in another of my favorite hobbies, which is hiking, I find myself having carried my notepad or I pad just in case I come across an event worth recording. I have recently realized that my dislike for the controlled set up we find ourselves in while in college is growing. That might be attributed to an ever growing workload coupled with the general dislike for conformity in young people. In addition, striking a balance between personal life and academics can be an arduous affair, but with the use of daily planners and a generous dose of compromise, I have done it.

Originally, writing was an intimidating activity for me as the fear of lack of talent as well as inability to efficiently communicate on paper posed as great problems. The ability to transfer thoughts and/or experiences from my mind to those of potential readers was nonexistent, according to me. I had a fear that most readers would fail to make sense of my words leading to my failure as a writer. However, Hamton & Resnick (2008) report that “most strong readers make these parenthetical inferences about words and sentences almost unconsciously” (p. 25). This ability to create relationships between words really excites me. It leaves me with the duty of providing material and starting off the process. Once I write something down, the reader has the ability to establish his/her rhythm-something which elates many writers.

Conclusion.

As an ardent reader, my bag never misses a book or two. I have a somewhat strong attraction towards inspirational books as well as true stories as these have a significant bearing to my life as an aspiring writer. Having the aspiration to grow in these respects means I have to keep learning everything there is about becoming an excellent writer, hopeful that I become one myself.

References.

Hampton, S., & Resnick, L. (2008). Reading Comprehension. Reading and Writing With Understanding: Comprehension in Fourth and Fifth Grades (p. 25). Pittsburg: Reading and Writing With Understanding: Comprehension in Fourth and Fifth Grades.

Worth, R. (2004). Speaking with Confidence. Communication Skills Career Skills Library Ferguson career skills library (p. 46). New York: Infobase Publishing.

Chemistry Lab Report

Student’s Name

University

Instructor

Date

Chemistry Lab Report

Introduction

In this lab report, the aim is to discuss about the density of the mystery liquid and solid. Density of any given substance can easily be obtained provided that there are masses and volumes given because Density is given by mass divide volume (D=M/V). Density is measured using grams per cubic cm (g/cm3). Depending on the density of a substance, it can float on liquids provided that their density is less. Therefore, this report explains some of the procedures used to measure masses and volumes, observation, discussion, and conclusion.

Safety

Before the start of the experiment, safety needs to be observed because most substances provided in the laboratory are poisonous and some are corrosive. To avoid dangers, I labeled all the reagents on the bench and the substances to be used during the experiment. The mystery solid and liquid were labeled and I used gloves to avoid touching them directly. I also covered my nose and face to avoid inhaling the substances directly and avoid any spill as it can be corrosive to my skin.

Procedure

The first part of the report required that I make a claim about the identity of the substance and to ascertain that, I had to measure the density of the liquid to have an overview of the possible identity of the liquid. For accuracy, three trials each done different was conducted and average value obtained to use the averaged value that is more accurate in making inference of the substance.

Trial Density (g/cm3)

1 0.733

2 0.759

3 0.775

Average density = (0.733+0.759+0.775)/3

= 0.754g/ml

Since the density of alcohol is 0.758g/ml, the inferences that I made was that the claim of the mystery liquid is alcohol.

Part B of the question required me to make a claim of the identity of the mystery solid. Achieving this requires comprehensive measures of the solid in about three trials and getting the average density to make a claim of the probable solid. The table below was filled before calculating the average density.

Trial Density (g/cm3)

1 8,88

2 9.01

3 9.12

The average density = (8.88+9.01+9.12)/3

= 9.01g/cm3

With the margin error of about 0.05, the density ranges within the accepted density of copper which is usually 8.89g/cm3.

Many ways can be used when identifying liquids and one way is through the use of their densities. First, it was observed that the mystery liquid was clear. Obtaining the density of the liquid requires various steps that include getting the mass of the liquid and volume to determine the density. After measuring the mass of the liquid in the first step, the second step involved getting the mass of the flask used where I used three trials to confirm the accuracy.

Trial Mass (g)

1 42.66

2 42.41

3 42.43

Step three involved calculating the volume of the mystery liquid and three trials were done too as shown.

Trial Volume (ml)

1 2.85

2 4.90

3 9.29

Step 4 involved mass of the flask and the mystery liquid

Trial Mass (g)

1 44.75

2 47.85

3 49.83

Step 5 involved calculating the mass of the mystery liquid and it involved getting the differences of step 4 and step 2 to have (44.75-42.66) = 2.09g, (47.85-42.41) =5.24g, and (49.83-42.43) = 7.2g

Using the formular D=M/V

The average density of the liquid would be 0.756g/ml and it is proposed to be alcohol as per my calculations.

In part B, similar procedures as in A were done and to get the volume of the solid, volume displacement method was used. Mass of the solid was first considered

Trial Mass

1 57.70

2 57.68

3 57.46

Step 3 involved finding the initial volume of water before displacing with the mass of the solid

Trial Initial volume (ml)

1 21.0

2 23.6

3 24.7

Step 4 was finding the volume after displacement by the mass and the results obtained were as follow.

Trial Final volume (ml)

1 27.5

2 30.0

3 33.0

Step 5 involves getting the differences of step 3 and 4 to get 4.5ml, 4.4ml, and 4.3ml

Step 6 involves density of the mystery solid using the formula of D=M/V

That gives average density of 9.01g/ml and it is predicted that the density is of copper metal and the method used to obtain is by volume displacement.

Discussions

Just like when one measures density of solids, getting density of liquids requires one to have mass and volumes of the liquid. Mass is obtained by measuring the empty graduated flask and recording the mass of the flask then add specific volume of the liquid before measuring the mass of flask+ the liquid. Getting the difference between step one and two enables one to get the mass of the liquid. For accuracy purpose, three trials can be done and getting the average is encouraged. Getting the density is the done using the formula Density = Mass/Volume.

Similarly, the mass of the solid can be measured using weighing machine and for accuracy purpose, three trials need to be conducted. The averaged results are obtained before using volume displacement method to determine the volume of water the solid displaces. Using eureka can and a graduated flask is the best strategy because it ensures accurate volume is collected. Alternatively, measuring cylinder can be used where one records initial volume and final to get the volume of the solid based on the differences.

One condition that enables accurate results is that the solid to be measured need not to float in water because it means its density is less than 1g/ml of water and any solid with less than density of 1 float on water. The claimed solid above had a density of 9.01g/cm3 that is higher than water. Also, the other feature of the solid used need not to absorb water because false results will be recorded and the claim will be obviously wrong. Therefore, the solid in the discussion above met all these conditions and it an indication that the results obtained must be correct.

Conclusion

From the experiment, it is possible to calculate the density of the mystery solid by first getting the volume using displacement method and also the mass using the weigh balance. Density is calculated by dividing the mass by the volume and it was achievable. Sometimes, getting into the laboratory requires one to handle apparatus and substances provided with care because some are poisonous and therefore, using gloves and wearing other protective gears is always advised. From the observations made and drawn from the experiment, I claimed that the solid is copper based on the density obtained and the liquid was alcohol. Density is best in identifying substances because different substances can have same masses or volumes but densities are unique because 2 substances cannot have same volume and masses to give similar density.

Chief Information Security Officer

Student’s Name

Institutional Affiliation

Chief Information Security Officer

Summary of the Key Aspects of the Chief Information Security Officer

Perspecta company has a job opening for Information system security officer (ISSO). The company is located in Larrakeyah Darwin’s city found in the Northern Territory of Australia (Careerone, 2020). Also, there are pertinent requirement and responsibility for the position that an applicant ought to have. These requirements are not only in terms of credentials but also in experience and technical know-how. The company is looking for an applicant with the following set of skills: malicious code eradication, authorization and assessment of the company’s information system, and the configuration of the management in line with the security system. Also, the ISSOs should have the know-how of implementing common features of information security practices.

Also, Peoplebank located in Sydney is looking for Cyber/Information Security officer to take the position with the following job description: implementation of business information and cybersecurity programs (Careerone, 2020). Similarly, a person should be able to perform cybersecurity risks. The daily work routine includes performing a daily cyber risk assessment for the company and to ensure that the management information system is protected from the cyber-attacks. Also, the personnel should be in a position to advise the management on the necessary control and improvement of the current system information programs of the company. The estimated salary for the position is $ 1000.

Q1.2

Question 2.1

The neutralization techniques used by the employee in violation of the information security entail fault-finding in the systems weak links. As such, the system under the control of the information security personnel is susceptible to such officer. As such, the employees use the weak links of the systems as neutralization technique of violating the information security codes of an organization (Siponen & Vance, 2010). User participation is a threat to information security in instances where they fail to meet the required standards for maintenance of the security systems. Blame is usually attributable to the systems instead of the employee responsible for breaching the system.

Question 2.2

Businesses should put a stringent policy on security information for any employee who violates the information security codes designed by the company. Similarly, sanctions are applicable as a measure for using in curbing violations for information security. Siponen & Vance (2010), contend that sanctions are an apt technique that organizations can use, which resonates with the deterrence theory for the punishing people who commit crimes. User participation is has been regarded as a source of the employee neutralization techniques. However, it can as well serve a measure for reducing violation of the information security in instances where the uses are made aware of the consequence of violating the system. Most importantly, creating awareness among the employees will develop a sense of prioritizing to secure the information of the organization. Unlike an instance where the employee use system’s weak links to violate the policies and use them as neutralization, increased user participation will further involve more employees (Spears & Barki, 2010). I think with the most of the employees working together with chief information security officer there will be shared responsibility whereby each of the staff is equipped with the right information on how to handle the security issues that may arise. Also, in the absentia, if the chief information officer, other employees are able to coordinate with another department on the best approach to increase the security of the information.

References

Adzuna (2020). Information system security officer (ISSO). Adzuna. Retrieved from https://www.adzuna.com.au/details/1465615842?se=LCsLghmO6hGVUhrHGWZC8A&v=E26B3E0994F43BAB24418B71607C3874037CDF96

Careerone. (2020). Chief information security officer. Careerone. Retrieved from https://www.careerone.com.au/chief-information-security-officer-jobs?jobview=db56a586-41a7-4418-bd8b-f208905c4c34

Siponen, M & Vance A9. (2010). Neutralization: New insights into the problem of employee information systems security policy violations. MIS Quarterly, 34(3), 487-502, A1-A12.

Spears, L & Barki, H. (2010). User participation in information systems security risk management. MIS Quarterly, 34(3), 503-522.

CHEN CHEN PROJECT MANAGEMENT ASS 1 REPORT REVIEWD(1)

962025154305

AM804001: Project Management

Assessment 1: Case Study

Study block Date issued Due date Time Delivery: Submit to Turnitin via Moodle before deadline

Weighting 30%

Marks out of 20

Instructions Complete this cover sheet and attach to you your assignment.

This assignment must be your own work.

Collusion, copying or plagiarism may result in disciplinary action.

We advise that you keep a copy of this assignment.

Word limit is 2000

Refer to following website for reference related resources: http://www.cite.auckland.ac.nz/index.php?p=quickciteWe confirm that:

This is an original assessment and is entirely my own work.

Where ideas, tables, diagrams etc. of other writers have been used, we have acknowledged the source in every case.

This assignment has not been, nor will be, submitted as assessed work for any other academic course.

Student’s Name ID No Signature

Date Cohort Number 1

1.Introduction PAGEREF _Toc96447850 h 32.Project Management Methodologies32.1 WATERFALL32.2 EXTREME PROGRAMMING METHODOLOGY (XP)42.3 RAPID APPLICATION DEVELOPMENT (RAD)53.Critical evaluation of Waterfall64. MAORI INCLUSION IN THE PROJECT74.References9

IntroductionFor the purpose of this report, the case study chosen is the planned OPAIC management retreat for the management staff from the three campuses in Queens town. This project requires a run sheet for the three days and a high-quality conference to facilitate the meeting. These are essential to enable all management areas to discuss a strategic plan for the next 5 years, hold sessional talks, and incorporate best practice in Iwi/Maori. In the current COVID-19 situation, meetings and discussions will have to adhere to the strict health and safety protocols, ensuring safe distancing, hand washing centers, and continuous monitoring of the whole process. In order to carry out this project, three methodologies have been suggested including the waterfall, the extreme programming methodology, and the rapid application development. Out of these, Waterfall’s EMBOK is considered the most appropriate methodology to undertake the project because it is regarded as being considerate of all areas of an event.

Project Management Methodologies2.1 WATERFALLFor the development of a retreat for management employees at OPAIC, a waterfall approach would offer critical insight. In managing projects, the Waterfall approach divides a project into separate, sequential steps, with every new chapter starting only after the preceding one has been finished (McCormick, 2012). The Waterfall approach is the most common method for project management. It requires that members of a team work in a linear fashion towards a common objective. None of the stages or objectives are supposed to change, and every contributor has a well-defined function. When using the waterfall system, careful planning is essential. The criteria for a project must be clearly defined up front, and everyone working in the project must be fully informed of those needs (Chari & Agrawal, 2018). Every member of a team should also be aware of their specific position throughout the project and the responsibilities that come with that job.

The Waterfall technique is a sequential model that, among other things, operates on the basis of predefined dates, set requirements and objectives, and deliverables in order to finish a project. It is also known as the waterfall model. The nature of this method is that separate execution groups are not necessary to keep regular communication with each other and are typically self-contained, until specific integrations are required (Mitchell & Seaman, 2009). The rest of the time, team members are often free to work on their own initiative and are not required to report on their progress. Therefore, the sequential system of the waterfall approach is an advantage for the management at OPAIC.

The Waterfall technique is predicated on the premise that all project needs can be identified and comprehended ahead of starting the project. The project manager goes to great lengths to completely know the requirements of the project sponsor and his or her team (Kisling, 2019). In order to describe each phase of the project, written requirements are employed. Written requirements often consist of a single document that contains information on expenditures, hypotheses, risks, relationships, key milestones, and delivery timelines (Andrei et al. 2019). It is during the design phase that a technological solution is developed to answer the difficulties generated by the product specifications. This includes scenarios, structures, and statistical models, among other things. It is necessary to first define the project’s aim and range, as well as the general traffic flow for every element and its connectivity points. After that, a logical structure may be created. Following that, the design is transformed into a physical model (Peterson, Wohlin, & Baca, 2009). Immediately following completion of the design phase, the technical execution phase begins. The current project by OPAIC will be time consuming. It will require research and a lot of design to ensure that the project is a success. This phase entails programmers designing applications that are tailored to the needs and specifications of the project, as well as testing and implementing the applications. Depending on whether considerable alterations are needed during this phase, it may be essential to revert to the design stage for further consideration. Before it is handed over to the organization for implementation, the project is thoroughly examined for errors. After that, it’s time to set it up and start monitoring it.

In addition to the above, a combination of the Waterfall approach and the EMBOK methodology would best fit the event. EMBOK is a three-dimensional representation of the skills and knowledge required to plan, produce, and execute a function. Conferences, exhibits, celebrations, special events, public events, sporting events, and other similar activities are all included under the word “event”. Event planners may utilize the EMBOK as a planning tool to identify activities for inclusion in a work breakdown structure (WBS), and also the documentation for continual development. Geambasu et al. (2011) calls for a thorough review of all possible problems before choosing the approach to use in the development of a project. Combining these two would greatly benefit OPAIC as it will create a hybrid structure that includes a planning tool (EMBOK) and a framework that identifies objectives and the plans towards accomplishing them.

2.2 EXTREME PROGRAMMING METHODOLOGY (XP)Being an agile methodology, the extreme programming approach primarily works for software development. Project management and software development are among the key elements covered, as well as how to increase developer productivity and the most effective manner of working together using extreme programming (Erickson, Lyytinen, & Siau, 2005). Extreme Programming (XP) is an agile development methodology that fosters quick releases, iterative development, and a high level of customer input and involvement. The Extreme Programming project lifecycle is built on the developers’ frequent iteration while executing user stories (Hazzan & Dubinsky, 2003; Salo & Abrahamsson, (2008). Customer user stories are brief, informal statements made by consumers regarding the qualities they require in order to complete a purchase. A user narrative is a standard description of a feature of a necessary system provided by the user themselves (Layman et al., 2006). More specific aspects of the subject matter are not covered, such as the numerous circumstances that may arise. The Metaphors are provided by the project team and are based on User stories. In the case of metaphors, Newkirk and Martin (2000) see them as common views of how a system may work. A spike may be created by the development team for the purpose of implementing a certain feature (Lindstrom & Jeffries, 2004). A Spike is a very simple piece of software that is designed to evaluate the feasibility of a particular solution before implementing it. A few aspects of the design are reminiscent of a prototype.

The purpose of XP is to enable small to mid-sized groups to generate high-quality software while adapting to changing and developing demands. According to Hazzan & Dubinsky (2003), XP is based on principles, philosophies, and methods. XP distinguishes itself from other agile approaches by emphasizing the technical components of software development. The six phases of the Extreme Programming project lifecycle are exploration, planning, iterations to release, production, maintenance, and death. In the exploration, the client has a critical role of writing the user story cards (Newkirk and Martin, 2000). These cards are then used in the second phase, planning, to prioritize the user stories and then schedule first release in the third phase. In production, testing and validation of a system are conducted. More ideas and useful suggestions are performed in the fifth phase, maintenance. In the last phase, the final product is transitioned where no additional stories are taken from the end user (Erickson, Lyytinen, & Siau, 2005). This approach could help the IPAC project in creating a timeline and including user stories for better brainstorming and creation of solutions.

2.3 RAPID APPLICATION DEVELOPMENT (RAD)Rapid application development (RAD) is a project management strategy that is commonly employed in the software development business today (Agarwal et al., 2000). It is also known as agile project management. The key advantage of using a RAD technique, according to Berger and Beynon-Davies (2009), is the ability to complete projects rapidly, which makes it an enticing solution for professionals that operate in a fast-paced environment such as software development or other similar industries. Further, Beynon-Davies et al. (1999) found that this rapid pace is made possible by RAD’s emphasis on shortening the planning phase and increasing the amount of time spent generating prototypes during the development process. The rapid iteration of prototypes (RAD) technique assists project managers and stakeholders in accurately monitoring progress and communicating in real time about developing challenges or adjustments. This is because planning time is decreased and prototype iterations are prioritized (Coleman & Verbruggen, 1998). As a result of this, efficiency is boosted, development is accelerated, and communication is more effective. RAD allows the breaking down of the process in four main phases: requirements planning, user design, rapid construction, and cutover.

Throughout the requirement planning phase, developers, customers (system users), and team members will be able to communicate to establish the project’s objectives and aspirations, as well as any current or projected challenges that will need to be addressed during development. A scoping meeting for a project is the inverse of this process (Hirschberg, 1998). While the planning phase is quick in compared to other project management techniques, it is critical to the project’s final success. The research phase comprises identifying the current issue, creating the project’s requirements, and finalizing them with the approval of all stakeholders. Throughout the user design phase, clients and developers work to ensure that their needs are met at every level of the design process. It’s like bespoke software development in that users may assess every prototype design at each stage to ensure that it meets their requirements. This method enables developers to iteratively modify the model until they arrive at a design they like. Rapid construction is the third step, in which mockups and beta structures are transformed from the design stage into a functioning model (Berger and Beynon-Davies, 2009). Because the majority of issues and modifications were addressed throughout the stringent iterative design phase, developers may complete the final operating model quicker than they would with a conventional project management method. Finally, the cutover phase is the launching phase, during which the completed product is made available. Conversion of data, validation, and handover to the new regime are all covered, as is user training. While engineers and consumers continue to look for system issues, all final upgrades have been completed.

In the present OPAIC project, the RAD approach would significantly influence positive communication among key stakeholders in every step of the planning process. Throughout the project, developers, customers (system users), and team members will be able to communicate to establish the project’s objectives and aspirations, as well as any current or projected challenges that will need to be addressed during development.

Critical evaluation of WaterfallThe most suitable methodology for the five-year management planning project will consider the advantages and disadvantages for each of the three approaches (RAD, XP, and Waterfall). Farrell (2008) suggested that project managers must first check how well an approach aligns to the goals and objectives of a project and the overall advantages and disadvantages created. A combined hybrid approach between Waterfall and EMBOK best fits the event for OPAIC’s management employees and their objectives.

Waterfall approach works by having teams work through a sequence of phases, each one based on the success and demands of the previous. This structure works well for smaller projects with well-defined objectives from the start, for example the proposed 3-day event to focus on management planning for OPAIC. In terms of cost, schedule, and scope, a Waterfall strategy can actually result in a more predictable final product than alternative methods. When compared to other techniques, the Waterfall methodology demonstrates the importance of a well-defined set of stages. Each project is managed according to a defined framework, including phases such as requirement gathering and documentation, systems formulation and construction, validation, dispatch, and support. Each phase must be completed before proceeding to the next, which implies that any impediments to completion must be identified as soon as feasible. Half-completed initiatives are less likely to be abandoned, resulting in a more polished end product. One of Waterfall’s unique traits is that it needs teams to commit from the start to an end result, a target, or a delivery. Teams should avoid deviating from this commitment. This stage is critical for small projects with well-defined objectives because it ensures that your team understands the overarching aim from the start, minimizing the risk of being mired down in minutiae as the project progresses. Given Waterfall’s systematic nature, it’s unsurprising that it promotes explicit communication at each level of the project’s growth. Human resource transitions are complicated by the meticulous documenting of each step of development, which enables new management to quickly obtain all relevant information upon taking over. By merging the EMBOK and Waterfall techniques, a hybrid methodology is formed that enables exact design of the project development structure, resulting in a reduction in the number of troublesome issues. A well-defined reporting structure would enable the proposed solution to provide simple administration and transparency to all stakeholders engaged in the event or project. The emergent hybrid design will work in favor of the project by ensuring that the benefits of EMBOK and Waterfall are merged in order to provide an edge in the entire project and ensure efficiency and overall success.

4. MAORI INCLUSION IN THE PROJECTMaori practice refers to the manner under which the Maori institutions like as whānau, hapū and iwi were controlled by the Maori people themselves. The heart of planning is establishing objectives and determining how to accomplish them. It lays the groundwork for the subsequent development of all other aspects of management. Future generations’ demands, the pursuit of several objectives, and the incorporation of ancestral legacies, identities, and values throughout daily operations are just a few of the imperatives that guide Maori management’ planning. Maori culture is prevalent in New Zealand’s Aotearoa region. As a result, the Maori have long been considered to be part of Aotearoa’s tangata whenua, or indigenous peoples. Manaakitanga is all about making people feel welcome and giving great service, both of which are highly valued by New Zealanders. Individuals can take part in guided tours that connect the past, present, and future. This practice will be used in the project in line with the traditions of the land.

Practice use of Māori means using Māori procedures, practices, beliefs, and structures in event management, ensuring traditional plans and practices are adhered to in line with the wishes of the people. For this specific event, the Pōwhiri practice is highly recommended. From the first karanga (calling) from the tangata whenua (the hosts) through the giving of kai, a pōwhiri incorporates the official welcome ritual out on to the marae (Maori, 1994). This technique also takes the tapu (sanctity) from the manuhiri (guests), who are known as waewae tapu (the sacred feet) if it is their first visit to that marae (Robb, Harmsworth, & Awatere, 2015). This will be relevant in ensuring that the event is recognized vis-à-vis the welcoming of all guests, the recognition of past, current, and future generations, and ensuring that utmost respect is paid to the land and its owners. The protocols include how people can manage projects. Here, Kaupapa is recommended. Prepare for an engagement process by first ensuring that there is clear identification of the intended purpose of the engagement and what is required to be achieved as a consequence of the participation. Specifically, the term “kaupapa” refers to the policy, objective, or subject matter that the organization intends to pursue in this context (Robb, Harmsworth, & Awatere, 2015). Making the incorporation of kaupapa into the overall goals of the event and project will inspire the event and project management to analyze the whole spectrum of interests and intersections in order to ensure that all significant interests are taken into consideration.

With deep roots in Mori cultural history, there is a great emphasis on the values-based belief that connections between individuals grow and depend on kanohi-ki-te kanohi exchanges in both significant and everyday circumstances (Robb, Harmsworth, & Awatere, 2015). Communication between people in person, often known as face-to-face communication, is an aspect of human behavior. It is, in fact, a fundamental premise of becoming and acting as the Māori. It enables one to not only see who or what one is interacting with, but also to hear, feel, and smell the other person or thing with whom one is communicating. When living in an era of rapidly evolving digital technology, increasing detachment, and immediate reconnection, it is critical that people discover new and creative methods to reconnect with the concept of communication and oneness created and envisioned through the kanohi ki te kanohi.

ReferencesAgarwal, R., Prasad, J., Tanniru, M., & Lynch, J. (2000). Risks of rapid application development. Communications of the ACM.Andrei, B. A., Casu-Pop, A. C., Gheorghe, S. C., & Boiangiu, C. A. (2019). A study on using waterfall and agile methods in software project management. Journal Of Information Systems & Operations Management, 125-135.

Berger, H., & Beynon-Davies, P. (2009). The utility of rapid application development in large-scale, complex projects. Information Systems Journal, 19(6), 549-570.

Beynon-Davies, P., Canre, C., Mackay, H., & Tudhope, D. (1999). Rapid application development (RAD): an empirical review. European Journal of Information Systems, 8(3), 211-223.

Chari, K., & Agrawal, M. (2018). Impact of incorrect and new requirements on waterfall software project outcomes. Empirical Software Engineering, 23(1), 165-185.

Coleman, G., & Verbruggen, R. (1998). A quality software process for rapid application development. Software Quality Journal, 7(2), 107-122.

EMBOK. The EMBOK Model. https://www.embok.org/index.php/embok-model

Erickson, J., Lyytinen, K., & Siau, K. (2005). Agile modeling, agile software development, and extreme programming: the state of research. Journal of Database Management (JDM), 16(4), 88-100.

Farrell, A. (2008). Selecting a software development methodology based on organizational characteristics.

Geambasu, C. V., Jianu, I., Jianu, I., & Gavrila, A. (2011). Influence factors for the choice of a software development methodology. Accounting and Management Information Systems, 10(4), 479-494.

Hazzan, O., & Dubinsky, Y. (2003). Teaching a software development methodology: the case of extreme programming. In Proceedings 16th Conference on Software Engineering Education and Training, (pp. 176-184).

Hirschberg, M. A. (1998). Rapid application development (rad): a brief overview. Software Tech News, 2(1), 1-7.

Kisling, E. (2019). Transitioning from Waterfall to Agile: Shifting Student Thinking and Doing from Milestones to Sprints. Proceedings of Southern Association for Information Systems, 14, 1-2.

Layman, L., Williams, L., Damian, D., & Bures, H. (2006). Essential communication practices for Extreme Programming in a global software development team. Information and software technology, 48(9), 781-794.

Lindstrom, L., & Jeffries, R. (2004). Extreme programming and agile software development methodologies. Information systems management, 21(3), 41-52.

Maori, D. M. (1994). Maori health perspectives. Social science & medicine (1982), 20(5), 483–486. https://doi.org/10.1016/0277-9536(85)90363-6.

McCormick, M. (2012). Waterfall vs. Agile methodology. http://mccormickpcs.com/images/Waterfall_vs_Agile_Methodology.pdf

Mitchell, S. M., & Seaman, C. B. (2009). A comparison of software cost, duration, and quality for waterfall vs. iterative and incremental development: A systematic review. In 2009 3rd International Symposium on Empirical Software Engineering and Measurement, (pp. 511-515).

Newkirk, J., & Martin, R. C. (2000). Extreme programming in practice. In Addendum to the 2000 proceedings of the conference on Object-oriented programming, systems, languages, and applications (Addendum), (pp. 25-26).

Peterson, K., Wohlin, C., & Baca, D. (2009). The waterfall model in large-scale development. In International Conference on Product-Focused Software Process Improvement, (pp. 386-400). Berlin.

Robb, M., Harmsworth, G. R., & Awatere, S. (2015). Māori values and perspectives to inform collaborative processes and planning for freshwater management. Landcare Research.

Salo, O., & Abrahamsson, P. (2008). Agile methods in European embedded software development organisations: a survey on the actual use and usefulness of Extreme Programming and Scrum. IET software, 2(1), 58-64.

CHILD CASE STUDY

Student’s Name

Course + Code

Professor’s Name

Date

Child Case Study

Introduction

The case study is based on a 4”6 guy, ZN, who lives at home with his parents and sister. Because ZN’s parents work full-time, he sees his maternal grandparents on a regular basis. Since the age of seven months, ZN has attended nursery three days a week. Next month, ZN will begin attending a local elementary school. Due to intrauterine growth limitation, he was delivered via caesarean section at 36 weeks (IUGR). ZN was placed under special care while an infant for 9 days suffering from jaundice and needing oxygen support. He has several food allergies and is suspected of having asthma but has no other medical issues. ZN is monolingual, and his weight is currently in the 25th percentile having crawled while 14 months and begun to walk at 18 months.

ZN’s speech and language were studied using a recording of a spontaneous speech sample made in an unfamiliar clinic environment. Because of the data, this may have an impact on dependability. A CDI report was also used to assess language development; however, there are two concerns with this method’s reliability. It should also be remembered that no established standards can measure ZN’s age, and the accuracy of the parental measurements of the report may not be reliable. The child’s case history was the most important tool utilised in data collecting for ZN. Finally, naturalistic observation, informal probing, informal observation a family approach to obtain access and consent for ZN were used.

A case study was used to collect data, which included in-depth descriptive information on specific aspects and situations. The information is subsequently compiled, processed, and presented to the appropriate authorities, usually in the form of a tale. In this situation, the child was closely monitored in order to ascertain the outcomes. The casual observation approach was the second way of data collecting. The objective is to monitor and observe the youngster in order to spot themes, trends, and patterns that may be used to make deductions. This is generally the case when the research team already knows something about the individual or group being studied. Even the tiniest of things may have a big impact. As a result, when taking notes, vigilance and subtle distinctions are crucial. When it comes to informal observation, people are always on the lookout for that one bit of information that may make all the difference. This was used when monitoring the youngster when he was playing and engaging with other children his age.

The naturalistic observation was the other method of data collecting. It is mostly used by psychologists and, to a lesser extent, other social sciences. The majority of this approach entails observing subjects in their native settings or habitats. This is done in the event that lab observation is considered ineffective. In our example, a speech and language therapist observed ZN who was our subject, in a clinical environment. These were the child’s two most common environments; thus, they were most adapted to produce the desired effects. In contrast to the lab, test subjects provide more accurate findings in their natural settings. Finally, we used a family method to gather data. Data gathering entailed questioning and engaging with family members in order to obtain the necessary information.

Child Development Section

Motor skills are essential in the day to day lives of most children. Santrock (2014) explains that the average child gains between 5 and 7 pounds a year and grows around 2.5 inches. However, there are variations in growth patterns for each individual child. Santrock (2014) also explains that a child’s gross and motor skills dramatically increase during childhood. Therefore, activity rather than meals should be the centre of a child’s life. I noticed that Z was capable of running, walking, kicking around, lifting and throwing objects easily using the naturalistic observation method. Furthermore, Z could easily tie his own shoelaces, alluding to the existence of self-help skills even at that tender age. Sheridan (2007) asserts that the development of awareness in a child is directly linked to the child’s ability to feel a variety of emotions. It should be noted that, akin to adults, children are subjected to a range of emotions, and they experience these throughout the day. Notably, it is such emotions that aid their emotional development and also help them to make sense of the emotions of others around them. Sheridan (2007) also explains that such emotional experiences allow children to control their emotions. Through informal observations of ZN, I discovered that the child does not perform well in the domain of accepting opinions different from his own. I also noticed that ZN’s language skills were developed because of the capacity to pass the intended message and maintain simple conversations through constructing simple two-word sentences.

1. Posture and Large Movements

I analysed Z’s posture and large movements based on the child’s capacity to display gross motor skills. For the most part, these skills involve the movement of larger muscles in the body. Sheridan (2007) explains that a child should have developed discernible gross motor skills by the age of two. In most cases, these gross motor skills are determined by the body awareness of a child, their balance, strength and reactions. For the most part, lifting, throwing, kicking, walking and running are characterised as gross motor skills. Using informal observation, I noticed that ZN’s posture and large movements were normal. ZN could run, walk, kick around, lift and throw objects effectively.

2. Vision and Fine Movements

Fine motor abilities, which entail the coordination and movement of tiny muscles, are the other type of growth. These abilities fluctuate based on the child’s everyday activities (Sheridan, 2007). They might involve academic abilities like scribbling, writing, drawing, and colouring with a pencil, or cutting with scissors. Fine motor abilities, according to Stoppard (1991), are more difficult and complex to monitor since they develop gradually. By sketching a diagram, ZN exhibited excellent fine motor abilities.

3. Play and Cognitive Development

Play Skills

Children are able to develop their creativity levels and partake in exercise when they play. (Sheridan, 2007). Fawcett (1996) explains that playing includes associative play or even unoccupied play. I observed Z in active play, and he demonstrated that he could practice play and even practise. For instance, ZN was actively playing until the bell rang, and he immediately stopped and picked up his backpack. In doing this, ZN displayed knowledge of time because he chose to end his playing and decided to head home. As Fawcett (1996) explains, playing is akin to a rite of passage that sees children garner the skills and knowledge to guide them in their later years. Also, play is closely linked to the innate spirit of curiosity found in most children. I observed ZN’s play patterns and deduced that they followed a normal pattern as established by Sheridan (2007). Using informal observation, I watched ZN take risks, show creativity during play.

Other Cognitive Skills

On the other hand, cognitive development entails sophisticated and advanced activities like making the right choices and problem-solving. These are essential when a child is roaming freely without the help of their parent or guardian as they exercise their innate curiosity (Sheridan, 2007). In other words, they are aided by the child’s brain and are generally bran-based. In watching ZN play, I managed to make out cognitive skills like attention, long-term memory, logic and reasoning, visual processing and auditory processing. Sheridan (2007) explains that such cognitive skills work in tandem to help the child to learn, read, remember, pay attention and solve problems. As ZN played, attention as a cognitive skill was noticed when the child picked up his bag to halt play once the bell rang. ZN also showed logic and reasoning by sticking to the predetermined area of play and not letting his curiosity take over.

4. Social Skills and Behaviour

Social Dimensions of Play

People often utilise social skills and behaviour in regular discussions. They differ based on the type of communication used, both verbal and nonverbal. Speech, facial expressions, gestures and even body language are examples. In most cases, these reactions preceded stimulant-like activity. Sheridan (2007) explains that socialisation in children starts at the age of three to four. Children start to share toys, ideas and follow predetermined rules and guidelines. Their dimensions of play gradually take a social dimension because they begin to award roles among themselves in their day-to-day play. In some cases, they operate as a collective to play a simple game or to build something. Sheridan (2007) explains that social play often involves interaction and same-aged children. Because of the existence of predetermined rules, children’s play is often structured (Sheridan, 2007). In most cases, a sense of imagination and pretence characterise the games.

Behaviour and Temperament

Personality is sometimes temperament, education, culture, and even how one socialises all have a role. Temperament is, for the most part, an intrinsic quality. It is there when a child is born, and it is enhanced by the child’s interactions and experiences with others in their surroundings. (Santrock, 2014). Using informal observation, I deduced that ZN’s behaviour and temperament are normal for his age. However, it was concerning that the child seemed intolerant of others’ opinions and feelings.

Theory of Mind

Theory of mind relates to having the mental capacity to understand that other people’s behaviour, beliefs, intentions and desires and emotions may be different to one’s own. In this case, it relates to the ability of a child to appreciate and discern diversity from a tender age. In the case of Z, it was difficult to make conclusions whether the child understood the concept of the theory of mind. For instance, it appears that Z was intolerant of other people’s opinions and views. However, the sample size for the observation is based on a single video and audio transcription. Exhaustive deductions about ZN’s capacity for relating and understanding others. Given the age’s family background and age, it is arguable that the child can be guided on a course of action, or they may feel guilty about their efforts. In Erikson’s six stages of development, Initiative versus Guilt is the third stage, and it is the child Z is (Sing, 2012). As ZN begins to take the initiative to carry out plans, guidance is pertinent to ensure that frustration does not cause him an identity crisis down the road.

Use of Language Skills for Communication

For the most part, ZN tried to explain things using their hands in situations where articulation failed. ZN also attempted to mimic animal behaviours such as a purring cat. The sound was mostly inaccurate, but it did reflect ZN’s social skills and behaviour. Language has an essential influence on the development of this competence in a youngster (Santrock, 2014). Despite the fact that different animals have different ways of communicating, people have mastered the skill of communication through language. Such mastery has made it simpler to send and receive messages, as well as exchange ideas, thoughts, and feelings have made it simpler to send and receive messages, as well as exchange ideas, emotions, and thoughts.

5. Self Help Skills

Self-help skills are actions and behaviours that are a necessary step toward a child’s independence and are intended to assist a child in meeting their own needs. Clothing oneself, self-serving during eating, and even dressing oneself are examples of these skills. ZN’s self-help skills were discernible through the child’s ability to tie their own shoelaces. Lucker (2009) explains that an average child has four core self-help skills. The first skill is self-feeding, and it entails the possession of independent ability to show competence in all developmental stages of self-reading. The second self-help skill is independence in dressing and grooming. The third skill is the ability of a child to take an active role in their hygiene and toileting. The fourth and final self-help skill is the ability of a child to help with daily chores, including cleaning up after themselves by picking up toys and related activities. In the provided videos of Z, the possession of self-feeding skills cannot be exhaustively gauged because of the scarcity of data on the same. However, ZN showed the capacity to self-dress and groom by being able to tie their own shoelaces. On the other hand, Z’s toilet and hygiene self-help skills could not be discerned because of a lack of data on the child taking an active role in the same. Finally, Z showed self-help skills in the fourth category by picking up his school bag immediately after partaking in play.

Speech and Language Section

Speech development

ZN’s parents were given the Oxford CDI for completion because ZN could only complete up to 20 words. The Oxford CDI is a McArthur CDI adaption of British English that addresses word scale and gestures. Because ZN was beyond 37 months old, there were no standards with age that matched the peers for comparisons. Furthermore, the parent report that measured vocabulary was unavailable. As a result, informal observations, language samples, and the child’s case history were meant to be utilised to assess ZN’s vocabulary. Between the ages of 6 and 9 months, children commonly babble syllables and begin copying tones and various speech patterns. During the first 12 months, the child also begins to speak for the first time. Byford (2013, pp.212-241) claims that children begin to utilising utilise over 50 words and form sentences with two words by the time they are one and a half years old, or even two and a half years old. Between the ages of two and three, sentences begin to increase to four and five words (Byford 2013, pp.212-241). Transcription is the result of the listener’s perception of what was said, as well as the child’s speech and linguistic ability. To demonstrate this, two people can transcribe a sample of the same recording and compare their transcripts.

Language Development

Early production, intermediate fluency, preproduction, speech emergency, and advanced fluency are the five phases that children go through when learning a language (Buckley, 2003). Gestures and sounds are the first steps in the formation of language, followed by words and, finally, sentences. Buckley (2003) recommends that parents and guardians begin encouraging their children’s language development by speaking with them frequently and responding to their communication. Buckley (2003) also recommends exchanging stories and reading books to help children develop their linguistic skills. Language development is complex, according to Fletcher (1985), and includes cognitive, literacy, and social development. Language is an important instrument for a child’s growth. Language development benefits a child’s capacity to learn, think, solve issues, comprehend and express feelings, and maintain and create relationships, among other things. A three-month-old infant will be able to giggle and grin. As they become older, they start experimenting with new sounds and communicating with gestures such as waving and pointing.

a. Vocabulary

Between the fourth and sixth months, Buckley (2003) explains that the child starts babbling and begins to make a single syllable such as ba before repeatedly saying ba baba. Babbling is followed by the jargon phase, whereby the child will mimic actual words and conversations. For the most part, the jargon is not recognisable. According to Buckley (2003), children do not begin to speak meaningful words until they are approximately a year old. Many youngsters begin to create meaningful sentences by combining known words between the ages of 18 months and two years. Both the parent and the child can comprehend each other at this point. However, others who are inexperienced with the youngster may find it difficult to comprehend the child. Children can create complete sentences of three to four words after three years, according to Buckley (2003). Children are also more likely to pronounce the words correctly. (Buckley, 2003). At the age of three to five years, children begin to form more complex and longer sentences and conversations. Also, at this stage, they become inquisitive and ask about different places, things and people.

b. language (syntax and morphology)

(i). Quantitative analysis

Linguistics is divided into two sections: morphology and syntax. Morphology is the study of word structures, whereas syntax is the study of sentence structures. Using the same word classes, children should be able to mix word stems with grammatical morphemes (Klee, 1992a). The word clean, for example, is a verb, whereas the term cleaning is a noun. Compounding and combining distinct word stems should also be possible for children.

In order to explain behaviours, the following study employs statistical and mathematical measures and modelling.

To compare the following, a report from MIMO was used.

1. MLU: Utterance in morphemes mean length

2. HDD: a measure typically related to the Type/Token Ration which measures vocabulary diversity/richness

3. Number of utterances per speaker

4. Number of different words

I also used the results of other developing children to make comparisons to those of ZN. To discern the norms of MLU, I also used different textbooks.

The child’s score and percentile rank were revealed in the CDI report. However, from this, Butric data is not available and returned NOT APPLICABLE. Children who are learning a language must master the sounds, word forms, interpretations, and other abilities required for language use and comprehension. Estimates of effect sizes are used to develop common languages for comparing various phenomena. The use of common languages enables students to explore the connection between a variety of phenomena in the realm of language acquisition (Klee, 1992b). It is possible to comprehend the trajectories of a certain phenomenon, including word learning, through cross phenomenon comparisons and how each phenomenon’s trajectory connects to other skills, such and learning and gazes following.

The explanation of how impact sizes fluctuate as a function age can help one comprehend the elements that may influence trajectories, such as a child’s development and experience. The approaches described above are critical in giving a detailed and quantitative picture of individual developmental paths. Because language systems are interactive, it is feasible to utilise the data to create quantitative models for understanding how different parts of experiences, such as vocabulary acquisition, interact (Klee, 1992b). In this scenario, the child does not wait until the sounds of the language are learned before beginning to acquire distinct meanings of the words. Word learning issues are frequently solved in connection to other language abilities by children. There is research to show that learning a word assists the acquisition of lower-level information, including phonemes. (Buckley, 2003). Also, evidence shows that information skills in the higher-level category, like learning words, can be acquired before the mastery of lower levels.

(ii). Qualitative analysis

English is the most widely spoken language in Europe and its surroundings. With a surge in research across Europe, fuelled by national governments and European organisations, linguistic variety has remained a key component of research in general. Certain discrepancies across languages may have unintended repercussions, such as misunderstanding of information in other languages (Klee & Stokes, 2007). This is especially true in qualitative research since it primarily acts and based research on language. Every step of the process, from gathering data to analysing it and eventually presenting the results, requires the use of language. Language barriers may emerge as early as the initial stage of qualitative research when material must be translated into the researcher’s native tongue. This may be tainted by hyperbole or even hatred in order to meet their underlying desires or demands. Although linguistic variations are significant on all fronts, they are essential in the later phases when data needs to be presented. Validity is very important in the later phases of qualitative research, as well as any other relevant study. In qualitative research, language and subjective abilities are nearly inextricably linked. While language is employed to convey meaning, it also has an impact on the meaning’s consequence. The focus here is on your own power of observation, not on a collection of pre-packaged assessments.

MiMo can be used when grammatical morphemes are used by the child as listed in the handbook. MiMo can also help an individual to describe whether verb occurrences “be” is used as copulas or auxiliaries. One can also learn whether “s” has been used in the third person or singular, plural, auxiliary or genitive. These findings can be related to the MLU of the child and the child’s expected morphemes. One should identify if and when questions and negatives are being used by the child. The examiner can relate these findings to the acquisition pattern of the question and any negative constructions. It is important to note any other patterns so that the findings can be related to typical; acquisition patterns. Caution should also be taken to note any uses of the irregular past tense of complex sentences and plurals. At this stage, one may choose an aspect that interests them, for instance, the child’s use of pronouns, lexicon, use of deictic forms, turn-taking abilities and the like. Such information can be used to analyse and describe this area with certain references to typical language acquisition forms.

Child Early Stages Language Development Encouragement

One approach to encourage a child’s language development is to converse with them about things that interest them. Parents and guardians can achieve this by mimicking what the children do, whether it’s chattering, gesturing, or even speaking words. Buckley (2003) recommends that parents and guardians treat their children as talkers and communicate with them from the beginning. The essential aspect is to use various terms in different situations. For example, engaging the child in a conversation about an orange knife and asking them to use the knife to cut an orange helps them the functionality and application of the words. It is critical to respond to the children’s attempts at communication as soon as they begin to wave, gurgle, point, or coo. When they begin to gurgle and coo, for example, the parent might coo and gurgle in return (Buckley, 2003). When a youngster asks for an apple, the guardian might react by elaborating on what the child says and reiterating it. Also, as they begin to form sentences, one may support and reply to them in order to help them broaden their words. For instance, if a child says they went to a store, the guardian may answer by asking the child what they did at the store. It is important for parents to encourage and pay attention when responding to their children to develop their communication and language skills.

3. Reflection on reliability: Comparison of Transcripts

One of the aims of the child case research is to master the concept of measuring reliability and validity problems. Quantifying these characteristics is imperative when delivering tests, as well as other types of measures like language analysis and sample (MacWhinney, 2015). Transcription is the outcome of the listener’s perception of what was said, as well as the child’s own speech and language ability. The easiest and most reliable means of transcription is having two people transcribe a similar recorded sample and then comparing their transcripts after the exercise. In most cases, errors, themes and trends emerge in the transcription because of the duality of input and output.

I, therefore, solicited the help of one of the students in transcribing 5 minutes of the recording. Thereafter I concurrently ran my own transcription and that of my colleague and compared the two. I gauged the transcriptions qualitatively to discern the location of the actual words and noted the segmentation of the utterances. I then scanned for differences and similarities in both transcripts. As expected, the transcripts were not identical because of differences in language development and speech patterns in children. Notably, the mean length of the utterance of morphemes between both transcripts was different. I noticed that ZN’s utterances per speaker were lower than those of other students. I also closely measured the token ratio and type to gauge the richness of ZN’s vocabulary and how diverse it was. I used MiMo to compute these measures, although there was an issue with their reliability.

Reference List

Buckley, B. (2003). Children’s communication skills from birth to five years. New York: Routledge.

Fletcher, P. (1985). A child’s learning of English. Oxford: Blackwell. (a detailed case study of one child; now out-of-print, but Robinson Library has a copy)

Klee, T. (1992a). Measuring children’s conversational language. In S.F. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 315330). Baltimore: Brookes (issues in language sample analysis; summary of utterance-segmentation procedure)

Klee, T. (1992b). Developmental and diagnostic characteristics of quantitative measures of children’s language production. Topics in Language Disorders, 12, 2841. (Psychometric study of various quantitative language sample measures)

Lucker, K.D. (2009). A Review of Self-Help Skills for People with Autism: A Systematic Teaching Approach. Behaviour Analysis in Practice, [online] 2(1), pp.65–67. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2854062/ [Accessed 26 Jul. 2019].

MacWhinney, B. (2015). The CHILDES project: Tools for analysing talk. (3rd ed. Vol. 2: The Database). Mahwah, NJ: Lawrence Erlbaum Associates. (Downloadable from the CHILDES website; http://childes.psy.cmu.edu/

Santrock, J.W. (2014). Child development. New York, NY: Mcgraw-Hill Humanities.

Sing, P. (2012). Child development theories including ecological systems theory, Piaget’s theory of cognitive development, cultural-historical psychology, attachment theory, and Erikson’s stages of psychosocial development. United States: Webster’s Digital Services.‌

Musical Theatre Film

Now that we have gone over the 6 elements of theatre as defined by Greek philosopher Aristotle, let’s watch how these six elements come together to create one big piece of performance art.

West Side Story 1961 or the 2022 version HBO Max; Hulu

Chorus Line 1985 Youtube; Amazon Prime

Hairspray Netflix

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu

You will be asked to write a 2 page paper/speech on one of these musicals. You may want to read the suggested speech topics on the next page, and the speech paper directions on the page after that before watching the film. That way you know what to pay attention for. You may want to watch your selected musical film more than once.

Musical Theatre Speech Topics

Suggested Topics for Musical Theatre Speeches

Write a speech on just one of the theatrical elements listed below. Use the questions listed under the themes to help you form your paper. You only need to submit your paper.

Purpose: To present your analysis of the specific area of the play. What was distinctive about it as theatre? How was it dramatically effective?

1-2 pages

Organization (Intro, Conclusion, Transitions); Clarity of speech (articulation, volume, and pace); Focus on topic; Analysis (Use of examples); Perceptiveness (original insights); Thoroughness (e.g. staying focused on the question)

Write your paper on one of the following musicals :West Side Story 1961 or the 2022 version HBO Max; Hulu

Chorus Line 1985 Youtube; Amazon Prime

Hairspray Netflix

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu

Choose just one of these topics listed in bold. Use the questions provided under them to help you formulate your paper.

THEMES

What is this show about? Can you list at least five single words that represent ideas in the play?

Does the musical have a goal, a purpose? What was the intention in writing the show?

Was the creative team making a thematic statement? About Government? Racism? Body Image? Acceptance? Others? Is this statement evidenced in examples from the play?

Is there a song that represents a theme? What lyrics in the song highlight the theme, and what do the lyrics suggest?

MUSIC AND DANCE

What is the general quality or tone of the music? What adjectives can describe it?

What does the quality of the music contribute to the story? What emotions does the music bring up?

Where do the songs support the plot or character of the story in Hairspray? Point out examples where Music, Theatre and Dance are integrated to reveal character or plot.

How would you describe the style of dancing? Does it add to the story line or themes? What does the style of movement communicate?

SPECTACLE

Is this musical theatrical in any way? What draws our interest in a visual way to an important moment? Does it work?

What moments give the play a theatrical lift?

What is the most theatrical moment of spectacle in the musical and why?

CHARACTER

Describe one of the characters using adjectives. Show evidence from the musical to support each attribute. Also describe them based on what they actually do in the musical.

Formatting your paper

You will notice that each Topic has several questions underneath it. You should use those questions to help guide your paper. You do not have to answer all of the questions in your paper but you should consider addressing 2 or 3* of them. For example, your paper might look like:

Paragraph 1: Introduction

Paragraph 2: Answer to one of the topic questions with examples from the show

Paragraph 3: Answer to another topic question with examples from the show

Paragraph 4: Answer to one last topic question with examples from the show

Paragraph 5: Conclusion.

*if your analysis in paragraphs 2 and 3 end up being long, you don’t need to include a third question. Not sure how to judge? Your paper should be around 1-2 pages. If it’s longer than that, then you can cut one of the topic questions.

There is a sample speech paper in the next Module that covers Themes for in the musical Zoot Suit to give you an example of what we are looking for.

Please let me know if you have any questions or concerns regarding the film, the speech topics, or any of the topic questions. You may want to watch the film again.

Directions

After you watch the assigned Musical Theatre film, you are ready to start your Musical Theatre speech assignment.

Write your speech paper on one of the following musicals :West Side Story 1961 or the 2022 version HBO Max; Hulu

Chorus Line 1985 Youtube; Amazon Prime

Hairspray Netflix

Cabaret 1971 Amazon Prime, Paramount +

Chicago 2002 Hulu

Take a look at the Module titled “Suggested Speech Topics for Musical Theatre.” You will see topics like Theme, Music, Dance and Character. You need to choose ONE topic and write a paper on how that one element contributes to the play and it’s intended messages.

Paragraph 1: Introduction

Paragraph 2: Answer to one of the topic questions with examples from the show

Paragraph 3: Answer to another topic question with examples from the show

Paragraph 4: Answer to one last topic question with examples from the show

Paragraph 5: Conclusion.

Please let me know if you have any questions or concerns regarding the film, the speech topics, or any of the topic questions. You may want to watch the film again.

To submit your paper click “submit assignment” in the upper right-hand corner of this page. Upload your paper and click “submit.”

Do you feel you might need Tutoring for this assignment? Here’s a link to our amazing Online Tutors at Compton College INCLUDEPICTURE “data:image/svg+xml;base64,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” * MERGEFORMATINET Links to an external site..

I understand that as students we have diverse needs when it comes to learning. Our DSPS (Disabled Student Programs and Services) office is amazing. “Fairness does not mean that everyone gets the same. Fairness means everyone gets what they need.” Here’s their link: http://www.compton.edu/studentservices/supportservices/specialresourcecenter/ INCLUDEPICTURE “data:image/svg+xml;base64,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” * MERGEFORMATINET Links to an external site.Rubric

Speech Paper Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeDescription of criterion 60 pts

Full Marks; meets and exceeds criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. Topic is focused on one element of theatre. Paper mentions and explores several examples from the assigned film. 55 pts

meets and possibly exceeds some criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. Topic is focused on one element of theatre. 50 pts

meets minimum criteria

Speech paper is 1-2 pages. The topic is on one of the assigned films. Includes an Introduction, body, and conclusion. 35 pts

Does not meet criteria

Paper does not have a clear introduction, body, and conclusion. Paper lacks focus on one element of theatre. Paper does not explore examples from the assigned film.

60 pts

Total Points: 60

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