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Many of these requirements and how to achieve them will be discussed in this book. Obviously, we need a good technique or language to define the architecture of a business. Although there are several reference architectures (ISO Reference Model, CIMOSA, PERA, etc.) that use different techniques to describe a business, a common factor runs through all of them: the use of models. If the models are to be effective, they must be expressed in a common language. This book uses process and object-oriented modeling with the Unified Modeling Language (UML) to build business architectures. As stated, UML has already been established as the standard modeling language for modeling information systems. This book shows that it also has the capabilities to express business models. With the techniques presented in the book, a business architecture is based on four views of the business, each of which consists of a number of diagrams that contain the common elements and concepts (e.g., objects) of the business. The views and diagram types show the structure of and interactions between the different aspects of the business. The contents of the views and their internal relationships are defined in 4, Business Views.

Speci cally, Hector demonstrated mildly de cient ability to learn and remember organized/meaningful information such as stories that were read to him in contrast to low-average recall of rote verbal material (a list of 14 word pairs) presented over three highly structured learning trials Within the visual modality, Hector exhibited de cient recall capability when asked to remember pictures of human faces (what) in contrast to borderline to low-average learning and recall of dot locations presented on a page (where) Academically, Hector continues to demonstrate word recognition/spelling, oral reading uency, reading comprehension, and numerical reasoning/calculation skills in the mildly de cient range consistent with his verbal conceptual abilities In contrast, written expression skills are now a relative area of weakness Adaptive functioning is also within the mildly de cient range.

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In this stage, structured interviews take place between the analyst and the specialist/generalist assessors This involves the analyst reviewing de nitions of events or uncertain quantities to be elicited, discussing the specialist s approach to the issue including approaches to a decomposition into component issues, eliciting probabilities, and checking judgements for consistency Conscious bias may be present for a variety of reasons, such as the following: 1 An assessor may want to in uence a decision by playing down the possibility of cost escalation or by presenting an optimistic view of possible future revenues 2 People who think they are likely to be assessed on a given performance measure are unlikely to provide an unbiased assessment of uncertainty about the performance measure Estimates of the time or the budget needed to complete a task are likely to be overestimated to provide a degree of slack 3.

Behaviorally, analysis of rating scales completed by Hector s mother and special education teacher indicates that, at the present time, he continues to exhibit social-emotional immaturity, both at home as well as in the classroom Hector s mother also endorsed signi cant concern with regard to inattention and his level of anxiety in the home..

The Woodcock-Johnson Tests of Achievement, Third Edition (WJ III) was administered as a measure of academic achievement. Based on her performance, she obtained scores in the average range with regard to basic academic skills; Lania performed in the lowaverage range on applied academic tasks. With regard to reading skills, Lania performed in the average range on tasks measuring her ability to read single words and understand simple sentences; her ability to complete reading uency tasks also fell in the average range. On measures of writing, Lania performed in the average range on tasks of spelling and written expression. With regard to mathematics ability, Lania performed in the average range on basic paper-and-pencil numerical operations. Her ability to complete applied math (i.e., word) problems fell in the low-average range. Notably, her speeded math ability fell in the borderline range. Compared to her average general intellectual ability, her academic performance is commensurate with where she would be expected to perform. However, the signi cant weakness in math uency and greater than expected weakness in applied mathematics is a concern and certainly can impact her academic performance. Lania s standard scores on the WJ III subtests are listed in Table 11.3.

A person may understate uncertainty about a variable lest they appear incompetent 4 For political reasons a person may be unwilling to specify uncertainty that undermines the views or position of other parties Where such biases are suspected, it may be possible to in uence the incentive structure faced by the assessor and to modify the variable structure to obscure or weaken the incentive for bias It can also be important to stress that the encoding exercise is not a method for testing performance or measuring expertise Spetzler and Stael von Holstein (1975) distinguish three aspects of the elicitation process: conditioning, encoding, and veri cation Conditioning involves trying to head off biases during the encoding process by conditioning assessors to think fundamentally about their judgements The analyst should ask the assessor to explain the bases for any judgements and what information is being taken into account.

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