1- Which article in the section did you react to the most

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1- Which article in the section did you react to the most? Which did you agree with the most? Which did you disagree with the most? If you were to join the conversation that the authors are having, what points would you want to bring up? 2-Thesis statement Your thesis statement is your paper's main claim. Let's develop your main claim. Creating a strong thesis statement. Afterwards, describe which claim you think is the strongest and express any concerns you have about your claim. 3-Introduction Paragraph Your assignment is to write a draft introduction paragraph of your final paper. The introduction paragraph is the first section of an essay (Introduction, Body Paragraphs, Conclusion). The introduction paragraph should succinctly introduce the debate you are entering from the readings and should also contain your thesis or main claim. For additional information, see "Directions for Assignment" below the lecture. ...

1-
Which article in the section did you react to the most?
Which did you agree with the most?
Which did you disagree with the most?
If you were to join the conversation that the authors are having,
what points would you want to bring up?
2-Thesis statement
Your thesis statement is your paper's main claim. Let's
develop your main claim. Creating a strong thesis statement.
Afterwards, describe which claim you think is the strongest
and express any concerns you have about your claim.
3-Introduction Paragraph
Your assignment is to write a draft introduction paragraph of
your final paper. The introduction paragraph is the first section
of an essay (Introduction, Body Paragraphs, Conclusion). The
introduction paragraph should succinctly introduce the debate
you are entering from the readings and should also contain your
thesis or main claim.
For additional information, see "Directions for Assignment"
below the lecture.

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Final Research Paper Assignment: Detailed Guidelines : You are asked to write a paper of 1700-words (minimum word count—any paper more than 150 words short of this minimum will not be accepted as a complete paper) to 2000-words (maximum word count—you may exceed this without penalty only if it essential to attaining the purpose of your paper). Your paper must cite the work of at least four philosophers studied during the course; there is no upper limit on the number of sources you may use. You have the option of writing a position paper or a comparison essay, depending on whether your plan is to argue in favor of an original position regarding the work and thought of at least four philosophers covered in the course or to comparatively evaluate the work of four or more philosophers. The topics below may be approached using either strategy; you may find that some will better lend themselves to a position paper (also known as an argumentative essay) and some will work better as a comparison essay. Choose the topic that most interests you and the strategy that works best for you. Topic Areas 1) Plato, Hume, Kant, and Russell: What is human knowledge? 2) Kant, Mill, Aristotle, and Kierkegaard: What is the ethical life? 3) Sartre, James, Kierkegaard, and Nietzsche: What is an authentic, autonomous individual? 4) Descartes, Hume, Searle, and James: What is consciousness? 5) Plato, Kant, Kierkegaard, and Nietzsche: What is truth? 6) Plato, Descartes, Hume, and Nietzsche: What is the soul or self (conceived as an entity that is purely mental, spiritual, or nonphysical)? 7) Sartre, James, Kierkegaard, and Nietzsche: What is the role and value of religious faith? 8) Descartes, Kant, Sartre, and Nietzsche: What is free will and why does it matter? 9) Socrates/Plato, Russell, Sartre, and Nietzsche: What is the role and value of philosophy? This assignment is broken into two parts: Part I includes the following elements : - Title of the paper (please do not create a separate title page). Special note: DO NOT title your paper, "Final Paper." Your title is important; it should give the reader an immediate snapshot of what the paper will say and attempt to draw the reader in. - Introductory paragraph (including your thesis). This is a very important part of the paper--it should not be too short or too long (but probably at least five sentences). Begin by introducing the general topic and providing the reader with some rationale for why this topic, and what you will say about it, is worth thinking and reading about. Good writers usually begin with a "hook" in the first line to draw the reader in. You might pose an interesting or intriguing question, bring in an apposite quote, or make a controversial or surprising claim—even one that seems to go against your thesis. You will soon bring the reader around to what your position is when you state your thesis, which is usually very near the end of the first paragraph. The introductory p ...

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Critical Thinking Fall 2016 Essay Assignment Argue one of the following: 1. Drug legalization is morally acceptable. 2. Drug legalization is not morally acceptable. 3. Prostitution is morally acceptable. 4. Prostitution is not morally acceptable. 5. Abortion is morally acceptable. 6. Abortion is not morally acceptable. 7. Euthanasia is morally acceptable. 8. Euthanasia is not morally acceptable. 9. Capital punishment is morally acceptable. 10. Capital punishment is not morally acceptable. 11. Corporate social responsibility is a moral obligation. 12. Corporate social responsibility is not a moral obligation. 13. We are obligated to protect animal welfare. 14. We are not obligated to protect animal welfare. 15. Affirmative action is a moral obligation. 16. Affirmative action is not a moral obligation. In making your argument, you are required to: A. Include the following: I. An introduction that includes your thesis statement a. for example, say I’m writing an essay on the value of reading books and my thesis statement is about the value of reading books over watching movies. My introduction could simply be “In this essay, I argue that it is better to read a book than to watch a movie.” II. Reason(s) that support your thesis statement (In other words, what are the reasons why should we agree with your thesis statement?) a. for example: “Reading books gives the reader an advantage of having more detail in exposition that simply watching a movie cannot. For example, a five-second pan of the camera in a movie scene loses all of the important detail—even occasionally the narrator’s inner monologue—that can be expounded on for several pages in a novel. All of this information can make a difference in both one’s understanding and one’s appreciation of the story being told. Movies all too often are incapable of capturing fully that information the way the artfully-crafted written word can.” NOTE: The above is simply a brief example of what supporting reasons for a thesis might look like. This is not, however, an example of an appropriate or recommended length for this particular section of your essay. You want your essay to be as strong as possible—after all, you are trying to convince us of your position, right? Therefore, you should spend an ample amount of room explaining exactly why it is we should agree with you. III. A strong objection to your thesis a. for example: “Some may argue that watching a movie is better than reading a book because movies can present a story in around two hours, while reading a book usually takes much more time.” IV. A response to that objection a. For example: “Especially when so many of us have busy lives and are pressed for time, the idea of watching a two-hour movie may seem more appealing than taking the time to read a 450-page book. However, I will argue that the benefits of taking the time to read a book far outweigh any benefit gained from lazily watching a two-hour flick. For example, .

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ENG102 Essay One: The Position Paper The first assignment in ENG102 is the argumentative position paper; this paper should be four to six pages in length, not including a Title and References pages. To successfully complete this assignment, you will: 1. Identify a current issue that is debatable. 2. Take a position/side on that issue. 3. Research the issue and find appropriate resources and support to develop your position. 4. Address the opposing side’s views and refute those with logic and reason. 5. Demonstrate an awareness of your target audience and appropriately use appeals for that audience to persuade them of your position. Prewriting: You will begin this assignment by first doing some exploratory research to find out what people are discussing in relation to your topic. In most cases, you will need to narrow your topic selection to a specific issue. For instance, immigration is a broad topic. In the early stages of my project, I would need to do some research to find out what specific issue within immigration is under debate right now. To do this, I might search for things like “immigration reform” or “immigration amnesty. Research: The first step in research should happen in the pre-writing stage, as mentioned above. Note that you will want to make use of the Baker College Library databases to find current articles on your issue. In this paper at least three different sources must be used with not more than one deriving from the Internet. Reference sources, such as an encyclopedia, (e.g. Wikepedia.org) or a dictionary will not count as legitimate sources. This includes reference sites like WebMD.org and About.com. In addition, personal blogs or essays posted on personal websites or self-published on sites like Associatedcontent.com and Helium.com are not acceptable. Note that by “make use” we mean the essay should incorporate quotations, summaries, and paraphrases using introductory phrasing and document sources in the text according to APA: The Easy Way! Basic Organizational Pattern: There are multiple ways to organize argumentative position essays, but most follow a basic pattern like the sample outline below: 1. Introduction. Setting up some context for the issue is a great way to open a position paper, as it allows you to show the issue is current. End this introduction paragraph with your thesis statement. 2. Claim 1: Set up the first reason/claim for the position in a topic sentence. Develop a paragraph on that one claim, using supporting evidence to develop that point. 3. Claim 2: See #2 4. Claim 3: See #3 5. Refutation of the Opposition’s claims: This may take a couple of paragraphs. This section of the paper requires you directly address the main claims made by the opposition and refute those, showing why those are not strong or valid claims. 6. Conclusion: Think about how you can lead the reader back out of the paper. Total Possible Score: 4.00 General Content/Subject Knowledge Total: 2.00 Dis ...

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ENG102 Essay One The Position PaperThe first assignment in ENG.docx

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Paper 2 Assignment POT 2002 . Assignment: Write a 1000 word paper (= 3-4 pages, double-spaced) on one of the following topics: 1.) In The Prince, Machiavelli writes: “And let no one resist my opinion on this with that trite proverb, that whoever founds on the people founds on mud.” According to Machiavelli, how should a prince “found on the people”? How does his advice ultimately benefit the people? 2.) Take a look of the foundations of the social contract in both Hobbes and Locke. How do their different assumptions about human nature and the state of nature inform their theories? How does this result in their different conceptions of civil society/government? Identify and analyze at least two different assumptions and speak about the implications for their theories. Papers cannot be submitted by email under any circumstances Guidelines for Papers 1. Your paper is supposed to be an interpretation of some aspect of the work(s): in other words, an argument concerning some aspect of the work based on analysis of relevant textual evidence. Your paper is not supposed to be a summary of the work, a statement of your opinion about the work, or a discussion of its historical significance or relevance. Frame your paper as an investigation of why and how the author makes the argument he or she does rather than simply saying what is said. Turn your topic into an argument. 2. Give a clear statement of your argument at the beginning of your paper. 3. Unify your paper with a single argument with a logical development from one step of the argument to the next. Do not make your paper a collection of separate points or examples. 4. Every time you state that the author states or argues something you should have evidence to support your statement, either in the form of a quotation or a specific textual reference. Only quote what you need for your purposes. Try to look at your quotations as something more than mere evidence, and instead as material that you can analyze (break down into its parts in order to interpret it) in order to make your argument. 5. Use clear and simple language, but a formal style. Obscurity is not profundity. Make sure that you know the meaning of the words you use. You are writing a formal paper, not an email message. Avoid colloquial or chatty language. Do not use contractions: not using them reminds you of the appropriate level of discourse for your paper. Criteria for assessing your work: 1. Do you have a clear statement of your argument? 2. Do you provide relevant evidence? 3. Are your reasoning and writing clear and effective? 4. Do you demonstrate understanding of the work(s) you are analyzing? 5. To what degree do you address the most important questions and problems posed by the work(s) you are interpreting? Warning: If your paper is effectively a summary of the work rather than an interpretation of it, then the best grade you can possibly receive .

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Length: No fewer than 6 pages or 2100 words (whichever is more); no more than 8 pages or 2800 words (whichever is less). The paper should be double spaced with 11-pt or 12-pt font and 1-inch margins. Font should be Times or Palatino only. Do not include a title page. Other requirements: Paper must be carefully edited using grammar/spell-check, and also proofread by a human brain other than your own. Your submission should be written in a formal tone, without making use of conversational or colloquial English. This paper satisfies part of the disciplinary communication (DC) requirement, so it must be written with serious care. It needs a clear introduction with thesis statement, logically developed body paragraphs, and a conclusion. No citations or direct quotes are necessary, although you are welcome to include a quote from the original theory if it was one of the ones that we read. If you do use any direct quotes, please include a “Works Cited” list at the end of your paper. This page is not part of your page or word count. TOPIC DESCRIPTION At the beginning of the quarter, I introduced the idea of a metaphorical “dinner party with social theorists.” In this paper, you will demonstrate your ability to apply concepts from classical social theory to the contemporary social world by putting several different theories into conversation with one another. Your goal is to show how classical theory helps to explain and/or fails to explain the origin/operation of your social problem or feature of the social world (as you understand it). Here’s how to proceed: 1. Choose either (A) a social problem that you feel passionate about or (B) a feature of the social world that you find fascinating. Examples of social problems could include things like racial tracking in education or the conservative attack on labor unions; examples of features of the social world could include behavior like internet trolling or trends in romantic relationships among college-age people. The possibilities are quite endless. The easiest topic to work with will be specific and narrow, and also something that you are personally invested in (we will take Weber’s advice about value-relevance here ☺ ). 2. Analyze your topic through the lens of three different theorists that we have covered this quarter. Most of you will find it easiest to use Marx/Weber/Durkheim, but you are welcome to use others we have covered as well if you feel inclined to do so. HOW TO ORGANIZE YOUR THOUGHTS BEFORE WRITING 1. Once you’ve chosen your area of focus, write down some general ideas for yourself about how you understand it. For example, if you’ve picked the school-to-prison pipeline, you can sketch out a general statement of what you already know about it, where you learned what you know, and what questions you still have. 2. Pick which three theorists you are going to use. 3. From each theorist, choose three concepts, terms, or theories. Since we talked about ...

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SOFTWARE ENGINEERING Ninth Edition Ian Sommerville Addison-Wesley Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo IS B N 0 -5 58 -5 55 19 -5 Software Engineering, Ninth Edition, by Ian Sommerville. Published by Addison-Wesley. Copyright © 2011 by Pearson Education, Inc. Editorial Director: Marcia Horton Editor in Chief: Michael Hirsch Acquisitions Editor: Matt Goldstein Editorial Assistant: Chelsea Bell Managing Editor: Jeff Holcomb Senior Production Project Manager: Marilyn Lloyd Director of Marketing: Margaret Waples Marketing Coordinator: Kathryn Ferranti Senior Manufacturing Buyer: Carol Melville Text Designer: Susan Raymond Cover Art Director: Elena Sidorova Front Cover Photograph: © Jacques Pavlovsky/Sygma/Corbis Interior Chapter Opener: © graficart.net/Alamy Full-Service Project Management: Andrea Stefanowicz, GGS Higher Education Resources, a Division of PreMedia Global, Inc. Composition and Illustrations: GGS Higher Education Resources, a Division of PreMedia Global, Inc. Printer/Binder: Edwards Brothers Cover Printer: Lehigh-Phoenix Color/Hagerstown Copyright © 2011, 2006, 2005, 2001, 1996 Pearson Education, Inc., publishing as Addison-Wesley. All rights reserved. Manufactured in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 501 Boylston Street, Suite 900, Boston, Massachusetts 02116. Many of the designations by manufacturers and seller to distinguish their products are claimed as trade- marks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Sommerville, Ian Software engineering / Ian Sommerville. — 9th ed. p. cm. Includes index. ISBN-13: 978-0-13-703515-1 ISBN-10: 0-13-703515-2 1. Software engineering. I. Title. QA76.758.S657 2011 005.1—dc22 2009053058 10 9 8 7 6 5 4 3 2 1–EB–14 13 12 11 10 ISBN 10: 0-13-703515-2 ISBN 13: 978-0-13-703515-1 IS B N 0-558-55519-5 Software Engineering, Ninth Edition, by Ian Sommerville. Published by Addison-Wesley. Copyright © 2011 by Pearson Education, Inc. Introduction 1 Objectives The objectives of this chapter are to introduce software engineering and to provide a framework for understanding the rest of the book. When you have read this chapter you will: ■ understand what software engineering is and why it is important; ■ understand that the .

SOFTWARE ENGINEERINGNinth EditionIan SommervilleAddi.docx

SOFTWARE ENGINEERINGNinth EditionIan SommervilleAddi.docx

SOFTWARE ENGINEERINGNinth EditionIan SommervilleAddi.docx

Structured Debate Based on the required readings, lecture materials, scenario, and video for Week 4, you will turn in a word processing document with the following elements: Lectures: The Landscape of Intelligence / Interagency Interest / Doing Structured Debate/ Challenge Analysis 1.A cover sheet. 2. A well-structured, written argument of no less than three full pages explicitly presenting: a. Your key assumptions, b. Your key pieces of evidence c. And a careful articulation of the logic behind your methods. APA Format and 2 References needed .

Structured DebateBased on the required readings, lecture mater.docx

Structured DebateBased on the required readings, lecture mater.docx

Structured DebateBased on the required readings, lecture mater.docx

Software Test Document Card Czar Android App CMSC 495 Group 2 Final Project Kenneth Mikkalson Alton Hinton Shawn Henson Sarah Holley Tara Lawson Richard Wysong Table of Contents 1.0 Test plan identifier 4 2.0 Introduction 4 2.1 Objectives 4 2.2 Background 4 2.3 Scope 4 2.3.1 In Scope 4 2.3.2 Out of Scope 6 2.4 References 6 2.5 Roles and Responsibilities 6 2.5.1 Developer 6 2.5.2 Test Team Member 6 2.5.3 Test Lead 6 2.6 Definitions 7 2.7 Suspension Criteria and Resumption 7 2.8 Pass/Fail criteria 7 2.9 Testing Resources 7 3.0 Methodology 8 3.1 Overview 8 3.2 Unit Testing 8 3.3 Integration Testing 8 3.4 Final Delivery Testing 9 3.5 Bug Regression 9 3.6 Test Complete Criteria 9 3.7 Test Deliverables 9 4.0 Bug Tracking & Reporting 10 4.1 Bug Reporting 10 4.2Assigning Labels 10 5. Approvals 11 List of Figures Figure 1: GitHub Issue Form10 List of Appendix Appendix A Appendix B 1.0 Test plan identifier CMS-02142.0 Introduction2.1 Objectives The system test plan for the Card Czar Android Application will support the following objectives: 1. Identify responsible persons for quality assurance, test management and testing tasks 2. Define the test plan and testing methods involved 3. Identify resource information for test plan development 2.2 Background The Card Czar Android application is a spin-off of the popular board game Apples to Apples. The purpose of the software test plan is to identify key aspects of software verification and requirements validation. Comment by Admin: Based on project plan comments maybe we should provide a short synopsis of how the game/app will work? The Card Czar is an android application multiplayer card game that can deliver hours of fun. It allows a user to create a new game room and invite friends to play with them. For a game to begin there must be at least 3 players. Once a game is started each player is dealt at random a hand of response cards that will contain a noun (or response) on them. After all players are given the response cards a dealer will be randomly chosen to start the game. The dealer (card baron) will draw a bait card that consists of an adjective (or other text to be responded to). Each player then selects from their cards a noun that they think the dealer will choose as the best response to the question. Once all responses are received the dealer (Card Baron) then picks the answer they like the best and the player whose response it was gets a point and becomes the dealer (Card Baron) for the next round. This continues until a player has reached 5 points and becomes the winner (the Card Czar). Maximum players: 6 Minimum players: 3 Bait cards: (Adjective/Question Options) Response cards: (Noun/Answer Options)2.3 Scope 2.3.1 In Scope The Card Czar Test Plan defines the unit, integration and acceptance testing. The test plan will include the following: 1. Testing of all interfaces between Android application modules 2. Testing of all quality requirements 3. Security test.

Software Test DocumentCard Czar Android AppCMSC .docx

Software Test DocumentCard Czar Android AppCMSC .docx

Software Test DocumentCard Czar Android AppCMSC .docx

Software Training Program ABC Company has 50,000 employees and wants to increase employee productivity by setting up an internal software applications training program. The training program will teach employees how to use Microsoft software programs such as Vista, Word 2010, Excel 2010, PowerPoint 2010, Access 2010, and Project 2010. Courses will be offered in the evenings and on Saturdays and taught by qualified volunteer employees. Instructors will be paid $40 per hour. In the past, employees were sent to courses offered by local vendors during company time. In contrast, this internal training program should save the company money on training as well as make people more productive. The Human Resources department will manage the program, and any employee can take the courses. Employees will receive a certificate for completing courses, and a copy will be put in their personnel files. The company is not sure which vendor's off-the-shelf training materials to use. The company needs to set up a training classroom, survey employees on desired courses, find qualified volunteer instructors, and start offering courses. The company wants to offer the first courses within six months. One person from Human Resources is assigned full time to manage this project, and top management has pledged its support. 1. Project Scope Management Create a WBS for this project and enter the tasks in Project 201 0. Create milestones and summary tasks. Assume that some of the project management tasks you need to do are similar to tasks from the Project Tracking Database example. Some of the tasks specific to this project will be to: a. Review off-the-shelf training materials from three major vendors and decide which materials to use. b. Negotiate a contract with the selected vendor for its materials. c. Develop communications information about this new training program. Disseminate the information via department meetings, e-mail, the company's intranet, and flyers to all employees. d. Create a survey to determine the number and type of courses needed and employees' preferred times for taking courses. e. Administer the survey. f. Solicit qualified volunteers to teach the courses. g. h. Review resumes, interview candidates for teaching the courses, and develop a list of preferred instructors. Coordinate with the Facilities department to build two classrooms with 20 personal computers each, a teacher station, and an overhead projection system (assume that Facilities will manage this part of the project). i. Schedule courses. j. Develop a fair system for signing up for classes. k. Develop a course evaluation form to assess the usefulness of each course and the instructor's teaching ability. I. Offer classes. 2. Project Time Management a. Enter realistic durations for each task and then link appropriate tasks. Be sure that all tasks are linked in some fashion to the start and end of the project. Use the Project Tracking Database as an example. Assume that you have six mont.

Software Training ProgramABC Company has 50,000 employees and wa.docx

Software Training ProgramABC Company has 50,000 employees and wa.docx

Software Training ProgramABC Company has 50,000 employees and wa.docx

Soft skills are most often characterized as the personal attributes that make up the interpersonal and intrapersonal aspects of an individual. Soft skills can include attitude, manners, social skills, the ability to communicate, listen, delegate, resolve conflicts, work as a team player, adapt to change, and work hard. The term “soft skills” is not an indication on their importance; in fact, it can be argued that soft skills are more important to character and success you might achieve. Soft skills are compared to, and more specifically complement, a person’s “hard skills” which are the specific skills required for a job. For example, the soft skills necessary for a leader in an organization would be vision, social skills, emotional intelligence, empathy, work ethic, communication, and flexibility while the hard skills would be execution, organization, knowledge of computer programs, a second language, planning, coordinating and a thorough understanding of the organization’s policies and procedures. In the previous section, many soft skills have already been discussed. You practice a variety of soft skills every day as a matter of fact. They occur so naturally you may not even notice them or have never spent time to realize strengths that you regularly exhibit. Identifying your soft skills will give you talking point in interviews and in promotion discussions, as well as give you new goals and areas to improve upon. Critical Soft Skills The following is a list of primary soft skills that just about every employer is looking for from their staff. It is no means inclusive as soft skills refer to an often intangible set of abilities that to some degree are engrained in everyone. While the primary soft skills are generally agreed upon as important in any job capacity, there are countless others that are deemed imperative as well (See Module 3: Personal and Career Evaluation). Depending on the job or function you are performing, these may be just as imperative as the ones listed below but not as universal. Review the following and determine which areas are personal strengths and which are areas in need of improvement. · Communication. Communication permeates just about every aspect of both personal and professional endeavors. It is associated with active listening, comprehension, and clear expression of thoughts and ideas. It includes oral, written, and non-verbal types. To improve your communication skills, focus on both what you are saying and how you are saying it, and always remember that receiving information is just as crucial as providing it so practice active listening instead of just thinking of what to say next. · A Good Work Ethic. Your work ethic is the sum of your attitude, actions, and guiding values. It is how company leadership knows that you are trustworthy and have the best interests of the organization at heart. A good work ethic is demonstrated through your decisive behavior, motivation, and dedication. You cannot .

Soft skills are most often characterized as the personal attribu.docx

Soft skills are most often characterized as the personal attribu.docx

Soft skills are most often characterized as the personal attribu.docx

Software Design Specification Document (SDD) By David M. Jones November 16, 2014 Table of Contents 1. Introduction ……………………………………………………………………………………………… 1 1.1 Purpose ……………………………………………………………………………………… 1 1.2 Scope …………………………………………………………………………………………. 1 1.3 Definitions and acronyms …………………………………………………………… 1 2. References ……………………………………………………………………………………………….. 1 3. Decomposition description ………………………………………………………………………. 2 3.1 Module decomposition ……………………………………………………………… 3 3.2 Concurrent process decomposition ………………….………………………. 9 3.3 Data decomposition ………………………………………………………………… 10 4 Dependency description …………………………………………………………………………. 11 4.1 Intermodule dependencies ……………………………………………………… 13 4.2 Interprocess dependencies ……………………………………………………… 14 4.3 Data dependencies ………………………………………………………………….. 15 5. Interface description …………………………………………………………………….………… 16 5.1 Module description …………………………………………………………….……. 16 5.2 Process description ………………………………………………………………….. 24 6. Detailed design ……………………………………………………………………………….….….. 25 6.1 Module detailed design ………………………………………………….………. 25 6.2 Data detailed design ……………………………………………………….….…… 30 1. Introduction 1.1 Purpose This document’s purpose is to document the set of requirements for the development of a software management system for a bed and breakfast operation. It describes how reservations and financial transactions are made. It also specifies the human to computer graphical user interface screens. 1.2 Scope This Bed and Breakfast Management System enables a the automated operation of a 3 bedroom bed and breakfast business. Customers can call the Bed and Breakfast reservation phone number and give desired reservation dates. A staff member can check the available and give the daily price rate for each room. The customer can provide a reservation guarantee date. The guest reservation information will be entered by the staff member while the customer is on the phone. After the stay, there is a check out process. Additionally the owner can generate a profit report to monitor the financial status of the operation. 1.3 Definitions a. BBMS – Bed and Breakfast Management System b. Reservation – A room assigned to a guest stay for a specific date range c. Guarantee – Financial contract between the management of the bed and breakfast and a guest that a room reservation will be available to the guest d. Workflow – Sequential steps needed to accomplish a task e. Domain Object – A computer entity that holds information for a given function f. User interface – A computer graphical element that enables the user to interact with the software g. GUI – Graphical User Interface which the method by which the user interacts with the BBMS 2. References IEEE. Std 1016-1998 IEEE Recommended Practice for Software Design Descriptions. IEEE Computer Society, 1998. 3. Decomposition description Entity Rel.

Software Design Specification Document (SDD) By Da.docx

Software Design Specification Document (SDD) By Da.docx

Software Design Specification Document (SDD) By Da.docx

Software Engineering Capstone 1 SWE481: Software Engineering Capstone Phase 2 IP Software Engineering Methodologies July 21, 2014 Contents 3Phase 1 Project Outline 3Development Methodology 4Phase 2 Software Production 4Requirements 5Design 6Application Architecture 7Music Player Main Screen 8Class Diagram 9Use Case Diagram 10Phase 3 Rapid Development (TBD) 11Phase 4 Project Scheduling (TBD) 12Phase 5 Project Risks (TBD) 13References Phase 1 Project Outline The project that our team is proposing is that of a mobile music application. This application will be a front end application that uses already in place internet services. The project involves. The mobile will contain free listening for radio and a paid listening subscription for user selected content. The application will be multiplatform based and be useable on iOS, Android, Windows 8.x. The application will also be integrated with social media sites such as Facebook and Google +, to name a few. There will be 6 phases for this project to include the following; 1. Pilot Application 2. Radio module 3. Subscription module 4. Social Media Module 5. Project CloseDevelopment Methodology The development methodology will be that of Iterative/Incremental that allows for breaking up the project into small digestible chunks and is easy to understand. This method is similar to making small waterfalls out of each iteration of the software. This method allows for quick testing and customer feedback. This is best suited for small teams that support parallel coding and testing which will be used in this project. The ability to release the product in 90 to 120 days below budget is planned.Phase 2 Software Production Requirements The requirements gathering sessions will be completed by formal meetings, chat and email interaction. This will be done due to the various locations of the stakeholders and team members in this project. The original project inception and the requirements for the agreed upon project were gathered by email correspondence between the team members. The group leaded compiled a list of the initial requirements and this was discussed during a live chat meeting. The requirements are as follows; · Initial pilot app (includes account creation) · Player Module to include equalizer module ( Includes 5 bans of equalization) · Radio module (search for music interest) · Subscription module (create playlists, add music to library) · Social media module · Project close · Application will operate across multiple platforms (Supports iOS, Android, Windows 8.x) · Paid subscription for direct listening · Free listening for radio playlists · App will use backend services already exist from current website · App will integrate into existing backend services The first 5 requirements are functional requirements and the remaining 7 requirements are non functional requirements. The functional re.

Software Engineering Capstone .docx

Software Engineering Capstone .docx

Software Engineering Capstone .docx

Strength–Based Approaches Paper Covering Displaced Homemakers People over 60 · All key elements of the assignment are covered in a substantive way. o The learning team selected a special population from those listed in University of Phoenix Material: Strength-Based Approaches and included the following topics: · Problems faced by special populations in society · Strengths of these special populations and how those strengths can enhance individual and community empowerment · Combining Western healing approaches with traditional indigenous healing approaches to enhance solutions for the individual and community The content is comprehensive and accurate. .

Strength–Based Approaches PaperCovering Displaced Homemake.docx

Strength–Based Approaches PaperCovering Displaced Homemake.docx

Strength–Based Approaches PaperCovering Displaced Homemake.docx

Sociology Project CLASSROOM “COMPARATIVE CULTURE” STUDY Write an essay comparing / contrasting the classroom culture of three different teachers (Do not use actual names – substitute “Teacher A”, etc.) A. Describe the class as a culture. Include: · General atmosphere of class · Seating patterns (e.g., students sitting toward back, male/female division, etc.) · Rules – formal and informal · Teacher’s mannerisms, attitude, teaching method / style. B. Assess student comfortability and productivity in each setting. C. As you write the essay, attempt to determine whether classroom culture has an impact on students’ lives / attitudes and, if so, what that impact might be. .

Sociology Project CLASSROOM .docx

Sociology Project CLASSROOM .docx

Sociology Project CLASSROOM .docx

Socometal: Rewarding African Workers By: Evalde Mutabazi and C. Brooklyn Derr It was a most unusual meeting at a local café in Dakar. Diop, a young Senegalese engineer who was educated at one of Frances’s elite engineering grandes ‘ecoles in Lyon, was meeting with N’Diaye, a model factory worker to whom other workers from his tribe often turned when there were personal or professional difficulties. N’Diaye was a chief’s son, but he didn’t belong to the union and he was not an official representative of any group within the factory. Socometal is a metal container and can company. While multinational, this particular plant is a joint venture wherein 52 percent is owned by the French parent company and 48 percent is Senegalese. Over the last twenty years Socometal has grown in size from 150 to 800 employees and it has returns of about 400 million FCFA (African francs) or $144 million. The firm is often held up as a model in terms of its Africanization of management policies, whereby most managers are now West African with only 8-10 top managers coming from France. During the meeting N’Diaye asked Diop if he would accept an agreement to pay each worker for two extra hours in exchange for a 30 percent increase in daily production levels. If so, N’Diaye would the guarantor for this target production level that would enable the company to meet the order in the shortest time period. “If you accept my offer,” he said with a smile, “we could even produce more. We are at 12,000 (units) a day, but we’ve never been confronted with this situation. I would never have made this proposal to Mr. Bernard but, if you agree today, I will see that the 20,000 (unit) level is reached as of tomorrow evening. I’ll ask each worker to find ways of going faster, to communicate this to the others and to help each other if they have problems…” Mr. Olivier Bernard, a graduate of Ecole Centrale in Paris (one of Frances’s more prestigious engineering schools), was the French production manager, and Diop was the assistant production manager. Mr. Bernard was about 40 and had not succeeded at climbing the hierarchal ladder in the parent company. Some report that this was due to his tendency to be arrogant, uncommunicative and negative. His family lived in a very nice neighborhood in Marseille, and it was his practice to come to Dakar, precisely organize the work using various flowcharts, tell Diop exactly what was expected by a certain date and then return to France for periods of two to six weeks. This time he maintained that he had contracted a virus and needed to return for medical treatment. Shortly before Mr. Bernard fell ill, Socometal agreed to a contract requiring them to reach in short time a volume of production never before achieved. Mr. Bernard, after having done a quick calculation, declared, “We’ll never get that from our workers--- c’est impossible!” After organizing as best he could, he left for Marseille. Diop pondered what N’Diaye had propos.

Socometal Rewarding African WorkersBy Evalde Mutabazi and C. B.docx

Socometal Rewarding African WorkersBy Evalde Mutabazi and C. B.docx

Socometal Rewarding African WorkersBy Evalde Mutabazi and C. B.docx

Sociology and General Education: [1964] By Robert Bierstedt Sociology has many uses that are alike unsung and unappreciated. Some of these uses pertain not to its function as an instrument in the acquisition of knowledge but to a rather different kind of function—its function in the course and process of education. I am inclined to think in fact, as I hope the following remarks will show, that sociology is one of the most valuable of all of the disciplines in the university curriculum and that one of its most distinctive virtues lies precisely and centrally in the realm of general education. Those of us who are engaged in the sociological enterprise ourselves tend to think—perhaps inevitably—that sociology is for sociologists, or at least for those who want to become sociologists. In our colleges and universities, however, we teach sociology to many more than these. It has been estimated that only two per cent of undergraduate students major in sociology and that only three per cent of this statistically small figure go on to do graduate work in sociology. The vast majority, in short, study sociology with no vocational or professional purpose. They appear in our undergraduate classes and study our introductory texts either because sociology is required as a supplementary subject in a closely related curriculum or because it satisfies a social science requirement in a curriculum for which another science would do equally well. There are those in addition, we may suppose and hope, who study sociology without being required to do so because it satisfies some wayward or vagrant curiosity of their own, because it stimulates an intellectual interest, because it has its own intrinsic fascination. This paper examines some of the educational and cultural advantages that sociology has to offer these other groups of students, particularly the last, comprised of those who have no intention of making a career in the field and who have no professional requirement to satisfy. I propose to show, in short, that sociology has an important role to play in general education, a role that is wholly commensurate with and sometimes even superior to the roles played by such older disciplines as history, literature, and philosophy. I shall maintain that sociology has many virtues that contribute to the cultivation of the intellect and that it merits a high rank. therefore, among the liberal arts and sciences. The Liberated Mind: The first of the educational virtues of sociology is that, like all al the liberal arts, it liberates the student from the provincialism of time, place, and circumstance. One of the great disabilities al those who have been denied the benefits of education is their parochialism, their attachment to the narrow corner of earth wherein they dwell. These are the people—and unfortunately they are the vast majority of mankind—who retain throughout their lives a primitive loyalty to their initial culture. For the uneducated t1 initial culture .

Sociology and General Education [1964]By Robert Bierstedt.docx

Sociology and General Education [1964]By Robert Bierstedt.docx

Sociology and General Education [1964]By Robert Bierstedt.docx

Sociological Observation of a Sporting Event Student Name: Connie Hutson Event: Basketball Game Date of Observation: September 09,2012 CharacteristicObservations/CommentsSetting or EnvironmentThe setting for the basketball game is at the Oklahoma arena. This indoor setting is incredibly lively, and all the components, such as the lighting, sound systems and the seating are well organized. ParticipantsThere are two teams competing for the Western Conference title. There is a great disparity in the ages of the participants, with the youngest player being 19 years of age whereas the oldest is 31 years of age. Many of the players, approximately 75%, are black whereas the rest are either White or Hispanic. I have observed that the game plays a major role in bridging the racial gap between the players, because they work harmoniously and seem to understand each other exceptionally well, regardless of their racial differences. Attendees/ FansThere are many attendees (approximately 30,000). Most of them are energetic, and the mood is exceptionally electrifying. There are various entertainers that are dancing and amusing people, before the game starts and during the short intervals, when the teams break in- between the quarters. Most of the fans are male which are from all age brackets; there is also a substantial number of females, especially young females below the age of 30. There are also some media personalities who have come to provide coverage of the event. Dress/Attire/ StyleThe players have their matching shorts and sleeveless t-shirts. Most of the fans are dressed in casual sporting attire, most notably- tracksuits and t-shirts. Behaviors ObservedThe fans are very buoyant and intermittently resort to singing and chanting to motivate their team. There is also a high level of interaction, with fans supporting the same event. Through watching this sport, I have come to the realization that basketball is a unifying sport. The fans, although they do not know each other, interact with each other as they share the proceedings of the game. Ambiance/ AtmosphereThe atmosphere is incredibly dynamic, with the fans cheering their teams, and singing songs of praise whenever their teams make a basket. Apart from the fans, there are also a number of female entertainers dancing and performing for the crowd during the intermissions. SymbolsThere are many symbols inherent in this basketball game. The referee mainly uses hand symbols, to inform the players and the fans of decisions unfolding, as the game continues. The fans have also come with many banners showing support for their teams. Other ObservationsThere is some distinctive knowledge and/or language that characterize this sport. Most of the fans, as well as all the players, are familiar with the language, which includes a number of rules that govern the game. © Colorado Technical University 2011 1 Sociological Observation of a Sporting Event Student Name: Connie Hutson Even.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

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