Student 1

The children seem to enjoy being outdoors the child in the green shirt walks over to the cat and pets it and says the cat was underneath Sherry’s car as he walked by the he touches the cat then goes up the stairs, as the children climbing the stair the child with the green shirt seem to walk up the stairs with ease, as they enter the room toys are already out they come up to get the toy that they are interested in the child with green shirt get an airplane, he see the other child with the helicopter he says helicopter as the  other child hold the helicopter he says helicopter, helicopter flies he used his words to describe the helicopter and what it does the child in the green shirt finds a truck he says big truck this is a big truck a few second he finds a train he says Cho-Cho train, he puts down the train and picks up a green car he asked what’s this call and the lady says it a lifter the child said the lifter picks up wood he puts the car down and picks up a Lego/ Lego people he sat down to put the Lego people toy inside the Lego toy after put the toy inside of the Lego he puts it down and get another toy then the truck again and two cars, he says two cars has too many wheels The child seem to pick up toys playing with them but not with each other the child in the green shirt  is very vocal he his speech is clear I am able to understand what he is saying, children language skills every day through listening to other people talk, by introducing several language development activities into their daily play can help them practice the skills that they are learning and language will grow into sentences and conversation.

Toddler Language Development Activities

Reading is a fun activity that they enjoy, to build toddlers interest, use reading time as an opportunity to build language skills. Choose books that have with big bold pictures age appropriate. (Examples The very hungry Caterpillar) After you read several pages, ask a question about the story, such as “What do you think will happen next? At the end of the book, ask to tell the story again, but this time, pause to allow the child to supply details from the story. The activities can help to promote a toddler’s language development. Assessment of young children is to collect information necessary to make important decisions about their developmental and educational needs, assessment enhance opportunities for growth, development.

Advantages- Reading is a rewarding activities for children, there are many benefits to reading vocabulary development, language cognition, voice recognition and image recognition. CD’s tend to embellish the storytelling with silly voices they emphasize reading as a source of pleasure this make children eager to learn how to read.

Disadvantages- children from economically disadvantaged homes receive less language input from their parents and are therefore less prepared from school than their peers from financially stable homes.

It has been suggested that the use of staffing technology and software is wrong because it dehumanizes the staffing experience, making it nothing but a mechanical process that treats applicants like digital widgets. Evaluate this assertion.

Since there are no standard ways of creating staffing process results and cost metrics, is there a need for some sort of oversight of how these data are calculated, reported, and used within an organization? Explain.

1.         What are the advantages of having a centralized staffing function, as opposed to letting each manager be totally responsible for all staffing activities in his or her unit?

2.         What are examples of staffing tasks and activities that cannot or should not be simply delegated to a staffing information system for their conduct?

3.           What would be the advantages and disadvantages of outsourcing the entire staffing system to a vendor?

4.         In developing a report on the effectiveness of the staffing process being conducted for entry-level jobs, what factors would you address in such a report and why?

5.           How would you try to get individual managers to be more aware of the legal requirements of staffing systems and to take steps to ensure that they themselves engage in legal staffing actions?

1. Determine the yield ratios (offer receivers/applicants, new hires/applicants), time lapse or cycle times (days-to-offer, days-to-start), and retention rates associated with each recruitment source.

2. What is the relative effectiveness of the three sources in terms of yield ratios, cycle times, and retention rates?

3. What are possible reasons for the fact that the three sources differ in their relative effectiveness?

4.         What would you recommend that Dexter do differently in the future to improve his evaluation of the staffing process?

Identify which of the management accounting guidelines applies

·         Analyzing whether to keep the billing function within an organization or outsource it

·         Deciding to give bonuses for superior performance to the employees in a Japanese subsidiary and extra vacation time to the employees in a Swedish subsidiary

·         Including costs of all the value chain functions before deciding to launch a new product but including only its manufacturing costs in determining its inventory valuation

·         Considering the desirability of hiring one more salesperson

·         Giving each salesperson the compensation option of choosing either a low salary and a high percentage sales commission or a high salary and a low percentage sales

·         Selecting the costlier computer system after considering two systems

·         Installing a participatory budgeting system in which managers set their own performance targets, instead of top management imposing performance targets on managers  

·         Recording research costs as an expense for financial reporting purposes (as required by U.S. GAAP) but capitalizing and expensing them over a longer period for management performance evaluation purposes

·         Introducing a profit sharing plan for employees 

Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:

The clarity and completeness of your peer’s post.

The demonstrated ability to apply theory to practice.

The credibility of the references.

The structure and style of the written post.

Brain and Cognitive Changes in Late Adulthood-Tequilla DeVaughn

COLLAPSE

According to Broderick and Blewitt (2015), “One way to make sense of the mixed pattern of improvement and decline through adulthood is to categorize cognitive skills with regard to how heavily they depend on two kinds of underlying intellectual resources: fluid and crystallized intelligence” (489). Fluid intelligence has been described as being the mechanics of intelligence, a measurement of how well hardware is operating, including functions like speed process (Broderick and Blewitt, 2015) in addition to reasoning and problem-solving abilities (Manard, Carabin, Jaspar, & Collette, 2014). Thus, it seems relevant to assume that individuals with high fluid intelligence should be more disposed to use proactive control to maintain task-goals in an active state in order to more efficiently manage declining effect (Manard, Carabin, Jaspar, & Collette, 2014). This is sufficient information to consider when it has been noted previously that after age 40 declines become more rapid (Broderick& Blewitt, 2015). Moreover, one must note that executive functions are closely linked to fluid intelligence and include working memory, self-regulation, and cognitive flexibility (Broderick & Blewitt, 2015).

On the other hand, crystallized intelligence, also known as the pragmatics of intelligence, is the compilation of skills and information we have gained over a lifespan (Broderick & Blewitt, 2015). Furthermore, this category of intelligence is a little like the saying, “it’s like riding a bike” because the strategies we have learned for memorizing information or solving problems, forms of declarative and procedural knowledge, is less likely than fluid intelligence to show declines with age and, for some individuals, can increase even into old age (Broderick & Blewitt, 2015). Crystallized intelligence represents knowledge and skills acquired through education and experience in several domains (Thorsen, Gustafsson, & Cliffordson, 2014).

However, this information can be essential to professional’s aid in positive adjustment for aging adults because it provides and understanding of what may be happening on a cognitive level. Thorsen, Gustafsson, & Cliffordson expresses that an integrated model of cognitive, differential, and developmental theories notes intelligence as a function that causes development of understanding, learning, reasoning, and problem-solving.  The model also argues that development in understanding, learning, reasoning, and problem-solving is in large dependent on the increase in mental efficiency and capacity (Thorsen, Gustafsson, & Cliffordson, 2014). All in all, utilizing this information will help one identify the cognitive experiences that may be taken place and therefore aid in affective planning and interactions.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals, (4th ed.) Boston, MA: Allyn & Bacon

Manard, M., Carabin, D., Jaspar, M., & Collette, F. (2014). Age-related decline in cognitive control: the role of fluid intelligence              and processing speed. BMC Neuroscience, 15(1), 1-30. doi:10.1186/1471-2202-15-7

Thorsen, C., Gustafsson, J., & Cliffordson, C. (2014). The influence of fluid and crystallized intelligence on the development of knowledge and skills. British Journal of Educational Psychology, 84(4), 556-570. doi:10.1111/bjep.12041

According to the authors stated that for psychometricians the term bias “is a factor inherent in a test that systematically prevents accurate, impartial measurement” (Cohen & Swerdlik, 2018, p. 192). Furthermore, the authors stated that the term bias suggests systematic variation (Cohen & Swerdlik, 2018). According to the text, a test is deemed bias if a portion of its variances derives from factors that are unrelated to the performance on the criterion being measured; subsequently, a group of test takers will have performed differently than another (Cohen & Swerdlik, 2018). Thus, the others stated that some tests are found to be bias based on the design research study instead of the design of the test (Cohen & Swerdlik, 2018).

Moreover, the textbook mentioned that the best way to prevent a test from being bias is during test development one should be aware of how to prevent a test from being bias (Cohen & Swerdlik, 2018). The authors mentioned that “a procedure called estimated true score transformations represent one of many available post hoc remedies” for test bias (Cohen & Swerdlik, 2018, p. 193).

According to the textbook, a test fairness is rooted in issues involving values (Cohen & Swerdlik, 2018). The book defines fairness “in a psychometric context as the extent to which a test is used in an impartial, just, and equitable way (Cohen & Swerdlik, 2018, p. 196). The text stated that for some reasonable person judgment, a test might blatantly view as being unfair (Cohen & Swerdlik, 2018, p. 196).  A test may be deemed unfair due to the fact that they discriminate against a certain group of people (Cohen & Swerdlik, 2018). Nonetheless, the authors stated that “The test user strives for fairness in the way the test is used. Society strives for fairness in test use by means of legislation, judicial decisions, and administrative regulations” (Cohen & Swerdlik, 2018, p. 196).

According to the text, CTT is widely used and accepted as the model in the psychometric literature of today (Cohen & Swerdlik, 2018). Although CTT is said to be an easier model to understand and that it has its advantages and disadvantages, in my opinion I believe the IRT is preferential for responding to questions about a test’s fairness. The reason why is because as per the authors the assumptions may be characterized as being weak for the CTT; whereas an IRT method may be viewed as a strong, robust, rigorous and hard (Cohen & Swerdlik, 2018). Some believe that the IRT is a worthy successor to CTT (Cohen & Swerdlik, 2018).

Moreover, the IRT refers to a family of methods and theories which has a variety of models that are designed to handle certain assumptions concerning data characteristics (Cohen & Swerdlik, 2018). Furthermore, The IRT differs a lot from the CTT, and an IRT makes no assumption concerning the frequency of a test scores distribution (Cohen & Swerdlik, 2018). The text also stated that ” Some IRT models have very specific and stringent assumptions about the underlying distribution. In one group of IRT models developed by the Danish mathematician Georg Rasch, each item on the test is assumed to have an equivalent relationship with the construct being measured by the test” (Cohen & Swerdlik, 2018, P. 167). Lastly, the text states that the IRT model has some psychometric advantages especially for large-scale test publishers, academic and commercial test developers (Cohen & Swerdlik, 2018). According to the authors, this model is found to have an increase in as it pertains to the application of standardized test questionnaires used and professional licensing examinations (Cohen & Swerdlik, 2018).

References

Cohen, R. J., Swerdlik, M. (2018). Psychological Testing and Assessment. [Capella]. Retrieved from https://capella.vitalsource.com/#/books/1260303195/

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