LEADER 02956nam 2200469 450 001 996278281303316 005 20231208101919.0 010 $a0-7381-6251-5 035 $a(CKB)3780000000092778 035 $a(NjHacI)993780000000092778 035 $a(EXLCZ)993780000000092778 100 $a20231208d2010 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIEEE Std 1516-2010 (Revision of IEEE Std 1516-2000) $eIEEE Standard for Modeling and Simulation (M&S) High Level Architecture (HLA) : Framework and Rules /$fInstitute of Electrical and Electronics Engineers, IEEE-SA Standards Board 210 1$aNew York :$cIEEE,$d2010. 215 $a1 online resource (ix, 26 pages) 225 1 $aIEEE Std ;$v1516-2010 330 $aThis standard, describing the framework and rules of the High Level Architecture (HLA), is the capstone document for a family of related HLA standards. It defines the HLA, its components, and the rules that outline the responsibilities of HLA federates and federations to ensure a consistent implementation. Simulations are abstractions of the real world, and no one simulation can solve all of the functional needs for the modeling and simulation community. It is anticipated that technology advances will allow for new and different modeling and simulation (M & S) implementations within the framework of the HLA. The standards contained in this architecture are interrelated and need to be considred as a product set, as a change in one is likely to have an impact on the others. As such, the HLA is an integrated approach that has been developed to provide a common architecture for simulation. Keywords: architecture, class attribute, federate, federation, federation execution, federation object model, framework, High Level Architecture, instance attribute, interaction class, joined federate, object class, object model template, rules, runtime infrastructure, simulation object model. 410 0$aIEEE Std ;$v1516-2010. 517 $a1516-2010 - IEEE Standard for Modeling and Simulation 517 $aIEEE Std 1516-2010 (Revision of IEEE Std 1516-2000): IEEE Standard for Modeling and Simulation (M&S) High Level Architecture (HLA)-- Framework and Rules 517 $aIEEE Std 1516-2010 606 $aComputer architecture 606 $aComputer simulation$xStandards 606 $aMathematical models$xStandards 606 $aSimulation methods$xStandards 615 0$aComputer architecture. 615 0$aComputer simulation$xStandards. 615 0$aMathematical models$xStandards. 615 0$aSimulation methods$xStandards. 676 $a004.22 712 02$aIEEE-SA Standards Board, 801 0$bNjHacI 801 1$bNjHacl 906 $aDOCUMENT 912 $a996278281303316 996 $aIEEE Std 1516-2010 (Revision of IEEE Std 1516-2000)$92575768 997 $aUNISA LEADER 09669nam 2200673 a 450 001 9910822624103321 005 20251116164715.0 010 $a9781118323373 010 $a1118323378 010 $a9781118323328 010 $a1118323327 010 $a9781299159396 010 $a1299159397 035 $a(CKB)2550000001005241 035 $a(EBL)1124434 035 $a(OCoLC)828299343 035 $a(OCoLC)844350678 035 $a(MiAaPQ)EBC1124434 035 $a(Au-PeEL)EBL1124434 035 $a(CaPaEBR)ebr10658464 035 $a(CaONFJC)MIL447189 035 $a(MiFhGG)9781118323335 035 $a(Perlego)2783931 035 $a(EXLCZ)992550000001005241 100 $a20121212d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe dyslexic adult $einterventions and outcomes : an evidence based approach /$fDavid McLoughlin, Carol Leather 205 $aSecond edition. 210 $aHoboken $cBPS Blackwell$d2013 215 $a1 online resource (338 pages) 300 $aDescription based upon print version of record. 311 08$a9781119973942 311 08$a1119973945 311 08$a9781119973935 311 08$a1119973937 320 $aIncludes bibliographical references and index. 327 $aIntro -- The Dyslexic Adult -- Contents -- Preface to the Second Edition -- Preface to the First Edition -- Acknowledgements -- Prologue -- 1. Dyslexia in the Adult Years -- Introduction -- History -- Terminology -- Defining Dyslexia -- Evidence-based Practice -- The Nature of Dyslexia: Behavioural Characteristics -- Observable Behavioural Characteristics -- Affective Characteristics -- Positive Characteristics -- Behavioural Characteristics: Empirical Evidence -- Explaining Characteristics -- Biology and Neurology -- Cognition -- Dyslexia: AWorking Memory Model -- Explaining Positive Characteristics -- Explaining Affective Characteristics -- A Working Definition -- Dyslexia and Other Syndromes -- Dyspraxia -- Dyscalculia -- Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder -- Asperger's Syndrome -- Visual Stress -- Degrees of Dyslexia -- The Prevalence of Dyslexia -- Summary -- 2. Interventions -- Introduction -- Psychological Development in the Adult Years -- Transitions -- Successful Adjustment -- Risk and Resilience -- Learning in Adulthood -- Types of Intervention -- The Role of the Tutor/Coach -- Key Skills -- The Development of Metacognitive Skills -- Skill Development, Compensation and Accommodation: An Integrated Framework for Development -- Alternative Interventions -- Summary -- 3. Identification and Assessment -- Introduction -- Information Gathering -- Interviews -- Screening -- Checklists -- Computer-based Tests -- LADS - Plus Version -- StudyScan and QuickScan -- Individually Administered Tests -- York Adult Assessment Battery -- Dyslexia Adult Screening Test (DAST) -- Scholastic Abilities Test for Adults (SATA) -- Formal Diagnosis -- Testing Intelligence -- WAIS-IV -- Verbal Tests -- Working Memory Tests -- Perceptual Reasoning Tests -- Processing Speed -- The Global Composite - Full Scale IQ. 327 $aThe Specific Composite - Index Scores -- The Sub-test - Level WAIS-IV as an Ipsative Test -- The Item Level and Task Cognitive Capacities -- Abbreviated Scales -- Tests for Teachers -- Further Psychological Testing -- Phonological Processing and Naming Speed -- Memory Ability -- Executive Functioning -- Achievements in Literacy and Numeracy -- Reading -- Reading Levels -- The Components of a Reading Assessment -- Decoding -- Comprehension -- Listening Comprehension -- Speed of Reading -- The Assessment of Metacognition in Reading -- The Assessment of Reading Skills and Information Technology -- Writing and Spelling -- Numeracy -- Measuring Affective Characteristics -- Self-Esteem -- Anxiety -- Re-assessment -- Diagnosis and English as an Additional Language -- Diagnosis and Other Syndromes -- Dyspraxia/DCD -- Dyscalculia -- ADD/ADHD -- Asperger's Syndrome -- Visual Stress -- Pretending to Have a Learning Difficulty -- Feedback to Client -- Report Writing -- Summary -- Appendix A: Sample Report -- Appendix B: A Guide through the Maze of Assessments -- 4. Counselling -- Introduction -- Aims of Counselling -- Issues in Counselling Dyslexic People -- Approaches to Counselling -- Couple Counselling -- Referring On -- Summary -- 5. Personal Development -- Introduction -- Self-understanding -- The Nature of the Difficulty -- Interpreting Dyslexia -- Abilities and Strengths -- Metacognition -- The Importance of Metacognition to Learning and Working -- A Metacognitive Technique -- Issues in Personal Development -- Self Advocacy -- Personal Organisation -- Goal Setting -- Prioritisation -- Memory Skills -- Social Skills -- A Dyslexic Person's Perspective -- A Case History - C -- Summary -- 6. Literacy for Living -- Introduction -- Prose Literacy -- Document Literacy -- Quantitative Literacy -- Lifelong Learning -- Planning a Programme. 327 $aInformation Processing and Literacy -- Improving Levels of Literacy -- Improving Reading Accuracy -- Improving Reading Comprehension -- The Pass Reading Strategy -- Improving Spelling -- Improving Writing -- Improving Quantative Literacy -- A Dyslexic Person's Perspective -- Coaches Comment -- Summary -- 7. Academic and Professional Learning Skills -- Introduction -- The Keys to Success in Higher and Professional Education -- The Importance of Metacognition -- Self-understanding and Self-reflection -- Self Reflection Attribution and Self Efficacy -- Learning and Working Styles -- Cognitive Learning Differences -- Behavioural Learning Styles -- Time Management -- Organisation of Work -- Reading -- Critical Reading Skills -- Comprehending Diagrammatic and Tabular Formats -- Essay Writing -- Understanding the Task - Question Analysis and Process Words -- Proofreading -- Grammar and Punctuation -- Spelling -- Listening Comprehension -- Note Taking -- Note Making -- Revision and Memory Skills -- Examinations -- Statistics -- Presentations -- Working in a Group -- Tutorials -- The Role of the Tutor -- The Role of the Student -- The Keys to Success -- The Responsibilities of Colleges and Universities -- Study Skills Course Outline -- A Dyslexic Person's Perspective -- Sample Assessment Report -- Summary -- 8. Career Development and Guidance -- Introduction -- Approaches to Counselling and Development -- Career Guidance: A Decision Making Model -- Career Guidance and the Dyslexic: A Model -- Case Example -- Career Development -- A Dyslexic's Perspective: Dyslexia and Journalism -- Summary -- 9. Dyslexia At Work -- Introduction -- The Whole Organisation: Awareness Training -- Disclosure: To Tell or Not To Tell -- Goodness of Fit -- Recruitment and Selection -- Recruitment -- Selection -- The Workplace Assessment/Consultation -- The Manager's Role. 327 $aChallenges Facing Dyslexic People -- Metacognitive Skills at Work -- Transfer of Skills -- Evaluation and Reflection -- Changes and Transitions at Work -- Support in the Workplace -- Tutoring Training, Coaching and Mentoring -- A Coaching Example -- Programme Length -- Mentoring -- Addressing Challenges -- Organisation -- Time Management and Work Prioritisation -- Organisation of Work and the Work Space -- Memory -- Reading at Work -- Reading for Information -- Reading Complex Material -- Specific Visual Difficulties -- Performance Issues -- Written Work in the Office -- Record Keeping -- Report Writing -- Numeracy -- Proofreading and Checking -- Listening Skills at Work -- Minute and Note Taking -- Meetings -- Working in a Team -- Interviews -- A Note on the Use of Technology -- Workplace Consultancy Report -- A Coaching Course Outline -- Summary -- 10. Advocacy -- Introduction -- The Legislative Framework -- Dyslexia as a Mental Impairment -- Adverse Effects which are Substantial -- Long-Term Substantial Effects -- Normal Day-to-Day Effects -- Reasonable Adjustments -- Individual Needs -- Integrated Experience -- Essential Requirements of the Job/Course -- An Undue Financial or Administrative Burden -- Adjustments in Recruitment, Selection and Promotion -- Types of Test Accommodations/Adjustments -- Disclosing Dyslexia -- When to Say Something -- Whom to Tell -- What to Say -- Policy and Practice in Employment -- Legislation in Education and Training -- Policy in Higher Education -- Self-Help and Self-Help Groups -- Dyslexia and Criminal Law -- Summary -- Epilogue -- Appendix A Sample Interview Schedule -- Appendix B Useful Contact Addresses -- References -- Index. 330 $aA definitive and evidence-based guide for psychologists, teachers, coaches, HR personnel and all professionals who must understand and work with dyslexic adults.The only book to look at dyslexia within the context of life span developmental psychology, including the factors that contribute to success - now fully revised and updatedCombines an accessible style with a strong focus on evidence-based practice and a sound theoretical model on which to base assessment, counselling, teaching and trainingProvides a clear guide to the kinds of assessment that can be conducted 606 $aDyslexia 606 $aDyslexics 615 0$aDyslexia. 615 0$aDyslexics. 676 $a616.85/53 700 $aMcLoughlin$b David$f1948-$0888644 702 $aLeather$b Carol 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910822624103321 996 $aThe dyslexic adult$91985149 997 $aUNINA