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Comparison of Database Management System and Information...

1.A) Differentiate between database management system and information retrieval system by focusing on their functionalities. Database Management System or DBMS or short, is a set of computer programs that are responsible for creating, editing, deleting and generally maintain a database or a collection of data records. database management system is determined by the database system. The database model is how the method of collecting the data is stored, managed and administered. Among them are: ï  ± catalogs, books or other types of documents ï  ± computerized bibliographic ï  ± address directory ï  ± newspapers, magazines, journals ï  ± collection ï  ± intranet search engines Advantages of DBMS are : ï  ¶ increase unavailable: One of the principle advantages of DBMS is the same information can be provided to different users. ï  ¶ surplus Scale : Data in a DBMS is easier because , as a general rule , information appears only once . This can reduce data redundancy, or in other words , constantly repeating the same data . Lose excess because it can reduce the cost of storing data on disks and other storage devices . ï  ¶ Accuracy : Accurate , consistent, and regularly update the date data is a sign of data integrity. The opportunity to make mistakes is higher if you need to change the same data to several different places where you need to make changes in one place. ï  ¶ consistent programs and files : Using database management systems , file formats and programs of the system are standard. ThisShow MoreRelatedDigital Images Requires Improved Methods For Sorting, Browsing And Searching Through Ever Growing Image Database1474 Words   |  6 Pagesdigital images requires improved methods for sorting, browsing and searching through ever-growing image databases. CBIR systems are search engines for image databases, which index images according to their content. 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Supporting Young Children through Family Loss Free Essays

Because she was the primary caregiver hile you were at work, the baby may feel a bit disconnected or vulnerable. Possible ways that an infant may respond to a family death. You may notice a bit of a change in the babys personality while she adjusts to the change, but maintaining consistency is going to help her immensely. We will write a custom essay sample on Supporting Young Children through Family Loss or any similar topic only for you Order Now We want her to feel safe and secure. Specific advice from experts on how to help an infant through a family loss. Because children of this age do not understand the concept of death, you may not have to get into much detail. The most crucial thing is going to be to make sure that the baby keeps a constant routine. Keeping ner routine as normal as possible will help get back that feeling of being safe and connected. Part II: Supporting a Toddler Developmental information about what a toddler may feel, believe, or understand about a family death. A lot like the baby, Toddler may not understand the concept of death but will undoubtedly experience a sense of loss from his life. He knows that grandma was a constant, daily fixture. Normally at this age, there is a large component of â€Å"out of sight, out of mind† however once Toddler realizes that there is a prolonged and consistent absence, he will experience grief. Also be aware that he ay be sensing and picking up your feelings and reacting to them, or become irritable, this is quite normal. There are also some other signs of grief that Toddler might experience. Possible ways that a toddler may respond to a family death. Some toddlers do experience a shift in personality or are irritable. Most of the time this is temporary, however some personality changes may happen and this is part of the coping process. Sometimes a child’s view of the world is altered by trauma and causes the changes to be permanent. You may also notice that there is a loss of appetite or he may even select only certain types of food. He should work his way back to normal eating again. If it persists for more than a couple of weeks, see your doctor. Sleep might be affected, either not sleeping or being afraid of falling asleep alone. This problem should diminish over time. Specific advice from experts on how to help a toddler through a family loss. The best advice for helping Toddler is going to be to maintain his sleep, feeding and activities routine as much as possible. This will help him regain his sense of connection and balance. If you do notice a decrease in activity and see him Just lying limply be aware that this is a normal part of the process. Try to offer opportunities for activity and play every day until he responds. Be patient with him. You may also see him regressing to previous activities. Being patient is going to be crucial for him. Part Ill: Supporting a Preschooler Developmental information about what a preschooler may feel, believe, or understand about a family death. Preschooler may experience a couple of things to be on the look-out for. Letting Preschooler know that she didn’t do anything to cause grandma’s death and that there is nothing that you can do to bring her back. Sometimes children develop something called â€Å"magical thinking† where they think hat they either caused the death, could have prevented it or that the person who will come back like a cartoon character. It is not uncommon for a child to continue to believe that the family member is still alive. It is absolutely 0k for you and your family to show emotion around her. This is healthy for her to see. I know how hard this time is for you. Do not add on the extra burden of trying to hide your feelings around the children. Possible ways that a preschooler may respond to a family death. Using the proper term for death is appropriate for Preschooler, so that she can understand and begin get on the road to acceptance. Take cues about attending the funeral from Preschooler. She will let you know. If she is frightened of going, do not force her. Grief is often cyclical and Preschooler may show grief now, and as she enters into her teenage years, she may grieve again. That is perfectly normal when a child loses a loved one in their early years. Three specific ideas or activities the family can do at home to help a preschooler through a family loss. You can offer her an alternative way to remember her like a memorial in grandma’s house, releasing balloons with messages or writing a letter. She will show you how she can best grieve right now. Let Preschooler talk as little or as much about grandma as possible, keep in mind that she may be non-verbally communicating her feelings about the death through play. Acknowledge her and let her communicate in the way that she knows how. References: KidsAid. (n. d. ). Young children and grief. Retrieved February 13, 2009, from http:// kidsaid. com/dougypage. html Hecker, B. (2005). Magical thinking: Children may blame themselves for a parent’s illness and death. Retrieved from http:// medicalcenter. osu. edu/viewer/Pages/index. aspx? p=413 The National Institute for Trauma and Loss in Children. (n. d. ). Infant and toddler grief. Retrieved February 13, 2009, from http://www. tlcinst. org/toddlergrief. html EDUC 1006 Application Assignment Evaluation Criteria Application Assignments are worth a maximum of 400 points for the entire course. Note: For privacy purposes, you may not include the actual name of any student, parent, or professional referenced in the assignment. In this course there are five graded Application Assignments. Each is worth a maximum of 80 points, which will be awarded as follows: 64-80 points Response demonstrates a full understanding and correct use of the concepts and/or strategies as presented in the Learning Resources. Response follows directions and includes all components indicated in the instructions. If requested, references are included and properly cited. Writing demonstrates mastery of all criteria for high academic literacy standards as indicated in â€Å"Writing Across the Curriculum† (see below). 41-63 points Response demonstrates a general understanding and correct use ot the concepts and/or strategies as presented in the Learning Resources. Response follows directions and includes most components indicated in the instructions. If requested, references are included and properly cited. Writing demonstrates mastery of most riteria for high academic literacy standards as indicated in â€Å"Writing Across the Curriculum† (see below). 0 or fewer points Response demonstrates a minimal understanding and correct use of the concepts and/or strategies as presented in the Learning Resources. Response does not follow all directions and is missing components indicated in the instructions. If requested, references are not included and properly cited. Writing is unclear and/or disorganized. Thoughts are not expressed in a logical manner. Few criteria for high below) are followed. Writing Across the Curriculum Walden University is committed to high academic literacy standards. To develop these skills in students, this course has a strong emphasis on written assignments which may include content review questions, application assignments, case study analyses, observations, and online discussions. All assignments are expected to meet the following standards: 1 . Clear central idea carefully and coherently developed and with intended emphasis 2. Correct grammar; no persistent mechanical errors 3. Neat appearance with evidence of having been carefully proofread 4. Academic integrity and honesty 5. Full documentation of research work 6. References cited using APA style (except in discussion postings) How to cite Supporting Young Children through Family Loss, Essays

Reflective Business Management and Excercise

Question: Describe about the Reflective Business Management and Excercise. Answer: Introduction In this task, I intend to present an individual reflection on the learning that I have experienced during this course. It will be based on a critical reflection on my personal thoughts, actions as well as experience which relate to the course content I have learned this term touching specifically on my development as a trainer or facilitator (Clark, 2011). The reflection is framed to showcase the effect of the course content to me including my thoughts and feelings as I learn and teach. It will further incorporate other things I have discovered during the term. Growth and Challenges related to learning in class I must start this reflection by acknowledging that throughout the entire course, I have grown effectively despite a few challenges linked to learning in class. Even though it is known theoretically that effective education should balance theoretical and practical experience to assist myself become competitive and competent in health care profession, I must say this act of balancing became on the most hurdle I faced throughout my study in class (Malinen, 2000). Despite being aware that educational training indicates that learners need an enabling environment and learning activities, I have to be cognizant of the fact that it was not as easy as one would think. I realized that the enabling goes beyond a mere existence of facilities and teachers in school but an internal environment of the learner. Another limitation that I acknowledged throughout the course if the lack of motivation. This has derailed my personal and professional development. This is because I am demoralized to partake in reflection or reflective practices from the workforce (Paul Binker, 2010). This is working towards my achievements it paints a picture of me of a conservative person. Accordingly, my fellow colleagues have tended to isolate in most of their undertakings thereby contributing to my weaknesses. This is because failure to participate in the reflective process bars me from the positive packages it comes alongside. For example, through reflective practice, my fellows have continuously progressed concerning professional development thereby having a sustained competitive advantage over me. Particular they have maintained registration and have effectively build up better levels of self-awareness of the practitioners. I have been unable to measure the success of my statement actually because I have been getting it hard to partake learning reflection. This has been a great challenge to me since getting the answer to know how to measure this success is the best idea regarding education (Moon, 2006). This is because it will give the best communication plan hence enabling me to learn from the experience program. Another question that I have been facing challenges to answer is how to determine the type of information my audience need effectively. However, this issue is essential as it helps avoid giving the necessary information hence avoiding both rumors and confusion. I have significantly grown from the course. Unlike previously, I currently have a deeper understanding of teaching practices. I can analyze a problem and get a solution to it because I have mastered the problem-solving techniques. I can relate theory that I have learned throughout the course to practical situations. Moreover, I can keep track of my progress and can acknowledge what my weaknesses and design effective strategies to improve and become better both personally and professionally. I can now face any challenge that comes my way to personally and professionally develop. This can be explained by comparing my previous and current situation about how to present my assignments in a way that is accepted and understandable more quickly. Moreover, I have improved regarding audibility, visually, as well as kinesthetic besides enhancing my cognitive as well as self-confidence. By having this self-confidence, I can now design practical solutions to the problems that I face when teaching. For example, I currently have the ability to address different needs of my students. I have also gained enough information based on the mechanisms useful in understanding my future personal and professional development. I have thus self-evaluated myself to boost the understandability of myself and the people I work with including my students. In so doing, I have gained the necessary tools and technique to undertake self-review, self-awareness, self-assessment as well as self-appraisal, critical evaluation and reflective dialogue processes (Moon, 2006). This has not only benefitted me but has also helped my students. This is because they have been able to understand their identity and appreciate their abilities without feeling inferior to others. In so doing, I have been able to create an interactive class session when practicing and hence giving me the courage and confidence to address each of my students need adequately. Link between what I know and experienced to what I have learned Going through this course has added into what I thought I have known. In some areas, there was disparity while in some there was convention or uniformity. For example, I have known the needs of training within a health organization. This includes sufficient understanding of reflective journal, theoretical approaches to teaching and learning. Moreover, I have also won reflective practice as well as formative assessment. Besides, I have had some knowledge about the design as well as the development of learning alongside training in health as well as social care organization. However, I have been able to have a deeper understanding of what I have known and experienced before following this course (Moon, 2006). From this course, I have been able to close many gaps that have been problematic for me. For example, I have been able to know how to achieve constructive alignment, summative-individual teaching sessions as well as increased my ability to know my audience learning style. Moreover, the course has also improved my knowledge regarding cultural competency as well as delivery. My ability to assess training programs in health as well as social care organization has also been enhanced. I have also been able to gain from the course since it has improved my ability to identify the training needs based on the three assessment as organizational, task and individual assessment (Mezirow, 2011). However, before, I only knew of the personal evaluation. Moreover, the course has also been so close to what I thought about stakeholders analysis. Just like I have always considered stakeholders analysis as the recognition of the key interested parties in the training course design process, the same was affirmed by learning this course (Schlossberg, 2010). However, I did not know that stakeholders analysis also included the assessment of the interest and the ways in which such interests are probably to impact the process (Moon, 2006). Nevertheless, I now have this knowledge saves to the course. However, the reasons provided in the process for stakeholders analysis were things in had known and experienced. For example, I have always known that the parties concerned analysis are undertaken to identify the relations between stakeholders that can be built upon as well as assessing the relevant kind of participation by various stakeholders at different phases of the curriculum development process (Claire Michelle, 2007). Link between my personal experiences with theoretical knowledge Kolbs theory has helped me to connect my experiences with the theoretical knowledge (Kolb, 1984). This theory holds that I cannot perform different variables on time at one axis. Therefore, through the establishment of Kolbs learning framework based on diverse forms that effect in suitable axis, any knowledge chic can denote a merger of two ideal division. This theory has been helpful to me to show the four information styles including departing, integrating, meeting as well as co-operative (Arthur Bena, 2014). The Gibss model of reflection has also been effective in understanding the learning styles. By going through the six stages outlined by Gibbs including explanation, spirits, assessment, investigation, assumptions as well as an action plan, I have realized that this model is useful (Brown, 2010). The model is illustrated below: By embracing Gibbs goal of the reflective cycle including experimenting my expectations, discovering diverse views and strategies towards doing as well as thinking about things, encouraging self-efficiency and linking practice and model, I have realized that it is effective (Moon, 2006). This is because there is always a success when this framework is implemented. My experience in practices has always followed Gibbs model whereby I have to begin by description, feelings, evaluation, analysis, conclusion and then an action plan. It has always worked positively for me when faced with any problem (Paul Binker, 2010). Journal Entries for Actual Lessons I had in class 03/12/2016 I have learned about effective stakeholders analysis and the reasons for undertaking this review. I have also learned how to identify the audience and their respective needs. Moreover, I am also able to understand Gibbs model step by step and to apply it in my practice. 04/12/2016 I have also learned about teaching as well as learning activities which support elements of the learning cycle (Moon, 1999). 05/12/2016 I learned how to link what I have learned to outside experience. In this sense, I learned how to apply whatever I have learned in Telecommuting industryy where I work. Examples of Adult Theory Example I: I know that experience is critical when we concentrate on adult leraning. One example is where Jane Vella (2002) in ther work , Learning to Listen, Learning to Teach, illustrates the praxis, action as well as reflection idea concurently. From this theory, I have learned how praxis can help in adult learning. I will, therefore, use praxis in teaching knowledge, attitudes and skills since learning involve doing something with new knowledge, practicing new skills as well as attitudes and sunbsequently reflecting on whatever I have just done. Example II: The second example is that we are aware that several adults have particular goals in their mind. Therefore, it is essentila to vary our teaching styles to enable the adults learning preferences. I will, therefore, relay on the Kerka (2002) teacher-directed method with knowledge and dictate it to the class thereby helping me create the best conduicive environmentfor my adult learnrs. Conclusion Finally, I have gained abundantly by partaking this course. I am currently more knowledgeable regarding reflective practice than I was before going through this course. My participation in this course has enhanced my ability to identify my audience and their needs. Thus, I can tailor my teaching towards their needs and hence effectiveness in my practice. References Arthur, C. Bena, K. (2014). Dispositions Reframing Teaching and Learning. Brown, A. L. (2010). Theories of memory and the problems of development: Activity, growth, and knowledge. Center for the Study of Reading Technical Report; no. 051. Claire, M. Michelle, B. (2007). "Using reflective journals to assess the research process",Reference Services Review, Vol. 35 Iss: 1, pp.21 40 Clark, R. (2011). Adult theories, child strategies and their implications for the language teacher. Edinburgh course in applied linguistics, 2. Gretebeck, K.A., Black, D.R., Blue, C.L., Glickman, L.T., Huston, S.A. Gretebeck, R.J., (2007). Physical activity and function in older adults: theory of planned behavior. American Journal of Health Behavior, 31(2), pp.203-214. Kolb, D.A. (2009). Experiential learning: experience as the source of learning and development. Englewood Cliffs. NJ: Prentice Hall. Malinen, A. (2000). Towards the Essence of Adult Experiential Learning: A Reading of the Theories of Knowles, Kolb, Mezirow, Revans and Schon. International Specialized Book Services, 5804 NE Hassalo Street, Portland OR 97213-3644. Mezirow, J. (2011). Transformative dimensions of adult learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310. Moon, J. (2006). Reflection in learning and professional development: Theory and practice. London: Kogan Norris, S. P., Ennis, R. H. (2009). Evaluating Critical Thinking. The Practitioners' Guide to Teaching Thinking Series. Critical Thinking Press and Software, Box 448, Pacific Grove, CA 93950-0448; tele. Paul, R. W., Binker, A. J. A. (2010). Critical thinking: What every person needs to survive in a rapidly changing world. Center for Critical Thinking and Moral Critique, Sonoma State University, Rohnert Park, CA 94928. Schlossberg, N. K. (2010). Counseling adults in transition: Linking practice with theory. Springer Publishing Company. Slade, A. (1999). Attachment theory and research: Implications for the theory and practice of individual psychotherapy with adults.