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Assignment· using the instructional task created earliergradual

Please answer the following questions to identify what you have

Composition ii syllabus dallas college north lake campus

Order #172228247 (status writer assigned)review evaluation (2 pag

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Assessment brief – component 1 academic year 2021 2022semeste

Teaching analysis assignment100 points objectives and alignment

Cyb207 v2 wk 5 – assignment template poamcyb205 v2page 2 of

The paper is a book review & must include all of the following

Part 1 review the essay criteria, and then draft a plan for co

The art and science of holistic nursing – nurs 3371 holistic

Task explain how the process of completing your research pr

Course code bco121 bcn1962 course name ethics in business ta

Due date by 1159 p.m. est, wednesday, of unit 6 points

Criteria exemplary20 pointsaccomplished17 pointsdevelopin

Name coursedateinstructornavigating the online enviro

Learning resources required readingsbirkenmaier, j., & be

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a able about accomplish accomplishment achieve achieving action affect affects against all always and any are around as backs be because become becoming being believe big bring broke by can challenges chance change choice come consistent could day deal desperate desperation. determination did didn’t disciplining do does doesn’t don’t dreams each easy end enough even every everyone everything fail failing failure far feel financial first fitness from fulfilled full get go goal goals had have help how hundreds if importantly in inspiration. inspire into is it’s just kind knees learn Learning life lives living lucky many massive matter may miss more most motivated No not Now of one or other others our over own people people’s possibility possibly poverty power problem pursue putting quitting realize reason regret regrets said same second see setbacks should sick small so someone something spring start stories success successful take taking than that The their themselves there these they things think thought to too towards trouble trying two up wall wanted was we Well went what when Whether who Why will with with won’t words you your yourself Code of Ethics: This is a synopsis of some of the most important ethical considerations you need to be aware of as a professional in the real estate industry. Terminology: Agency: The fiduciary relationship created between a principal and an agent whereby the agent can act on behalf of the principle for certain transactions. Agency is usually created when the principal signs a listing agreement to list their property for sale or a management contract to rent a property for instance. Agent: The broker or sales associate acting on behalf of the principal (see Agency) Client: The person with whom the broker or sales associate has a legal contract to represent. Customer: Is not contractually bound to the industry professional Principal: Person who hires an agent to act on his or behalf. Code of Ethics: #1: The agent has a responsibility to promote the interests of their client(s) and treat all involved in any real estate transaction in an honest and fair manner. They must disclose if they are a dual agent (representing both buyer and seller in a transaction) or a designated agent (represent either the buyer or seller depending on state law), or they are a limited representative (will provide only certain duties in the transaction per state law). #2: Agents must openly acknowledge to clients any personal interest they might have in any transaction prior to showing a property; they must acknowledge any personal relationships involved. Ex: Agent says, “I want to disclose to you before we look at it, that this property belongs to is my brother and my sister in-law is his agent.” #3: The Agent will not allow anyone that is not pre-authorized by the owner, to access the property of the client. #4: Never overstate benefits or attributes of a property or opportun.

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92 S C I E N T I F I C A M E R I C A N R e p r i n t e d f r o m t h e O c t o b e r 1 9 9 4 i s s u e ome creators announce their inventions with grand éclat. God proclaimed, “Fiat lux,” and then flooded his new universe with brightness. Others bring forth great discoveries in a modest guise, as did Charles Darwin in defining his new mechanism of evolu- tionary causality in 1859: “I have called this principle, by which each slight variation, if useful, is preserved, by the term Natur- al Selection.” Natural selection is an immensely powerful yet beautifully simple theory that has held up remarkably well, under intense and unrelenting scrutiny and testing, for 135 years. In essence, natural selection locates the mechanism of evolutionary change in a “struggle” among organisms for reproductive success, lead- ing to improved fit of populations to changing environments. (Struggle is often a metaphorical description and need not be viewed as overt combat, guns blazing. Tactics for reproductive success include a variety of nonmartial activities such as earlier and more frequent mating or better cooperation with partners in raising offspring.) Natural selection is therefore a principle of local adaptation, not of general advance or progress. Yet powerful though the principle may be, natural selection is not the only cause of evolutionary change (and may, in many cases, be overshadowed by other forces). This point needs em- phasis because the standard misapplication of evolutionary the- ory assumes that biological explanation may be equated with devising accounts, often speculative and conjectural in practice, about the adaptive value of any given feature in its original en- vironment (human aggression as good for hunting, music and religion as good for tribal cohesion, for example). Darwin him- self strongly emphasized the multifactorial nature of evolu- tionary change and warned against too exclusive a reliance on natural selection, by placing the following statement in a max- imally conspicuous place at the very end of his introduction: “I am convinced that Natural Selection has been the most impor- tant, but not the exclusive, means of modification.” Reality versus Conceit N A T U R A L S E L E C T I O N is not fully sufficient to explain evo- lutionary change for two major reasons. First, many other caus- es are powerful, particularly at levels of biological organization both above and below the traditional Darwinian focus on or- ganisms and their struggles for reproductive success. At the low- est level of substitution in individual base pairs of DNA, change is often effectively neutral and therefore random. At higher lev- els, involving entire species or faunas, punctuated equilibrium can produce evolutionary trends by selection of species based on their rates of origin and extirpation, whereas mass extinc- tions wipe out substantial parts of biotas for reasons unrelat- ed to adaptive struggles of constituent species in “normal” t.

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A 12,000 word final dissertation for Master's in Education project. A UK L7 writing. Submitting the dissertation The dissertation will be submitted online via blackboard. Presentation Style Your research project needs to be clearly presented: · The front page should include your name, project title (around 15 words), your supervisor’s name, the date it was completed; · Work should be presented single sided, in Arial, minimum font size 11 and be one and a half spaced; · A contents page detailing the section and any tables/charts should be included; · Any quotes of less than 12 words should be identified by quotation marks and kept as part of the paragraph text; · Quotes of 12 words and above should be separated out from the text, indented on the left and right and be displayed in italics (no quotation marks required); · All tables and charts should be numbered appropriately and have a title; · Each section of your project should be started on a new page; · All pages should be numbered; · Each section should be numbered (e.g. 1. Introduction) and any charts/graphs within the section should be numbered accordingly. For example if you are writing about something in section 4.1 (the first sub-section) then the first chart or graph would be 4.11. So charts and graphs (if included) are numbered according to the section/sub-section. Word limit The project should be written up in no more than 12,000 words . This includes everything except the reference list, any appendices and acknowledgements. A final checklist: 1. Does your abstract say succinctly what the project set out to do and what has been found? 2. Does your contents page signpost chapter subheadings as well as chapter headings? 3. Has your introduction made clear the sub questions/objectives you are addressing in this enquiry 4. Is a framework presented in your lit review chapter and a methodological approach presented in your methodology chapter, and is it clear how this framework and methodology inform your data collection, presentation of findings and discussion and reflections? Have you discussed your positionality? 5. Does your discussion chapter relate closely to the data in your results chapter and tie back to the literature in your literature review? 6. Have you answered your research questions? 7. Have you carefully considered any ethical implications of your research? 8. Have you included a signed, anonymised ethics form in the appendix? 9. Does your conclusion summarise what has been found out about the questions you set yourself in your introduction? 10. Have you kept to the 12,000 word limit? 11. Have you met all the assessment criteria? M odule Bibliogr a p h y Compulsory reading: B r y m an , A . ( 20 1 6 ) . S o ci a l r e s ea r ch m e t h o d s ( 5 t h e d . ) .O x f o rd : O x f o r d U n i v e r sity P r e ss. Further optional reading : A l de r s o n , P . & M o rr o w , V . (2 011 ) . T h .

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9/18/19 1 ISMM1-UC 752: SYSTEMS ANALYSIS Fall 2019 – Lecture 3 Instructor: Dr. Antonios Saravanos Incremental Model • Development and delivery of functionality occurs in increments • Works well when requirements are known beforehand • Projects are broken down into sub- projects Source: Project Management for IT-Related Projects (p. 18) 2 9/18/19 2 Incremental Cycle Incremental Model 9/18/19 3 Iterative Model • Ideal for situations where not all requirements are known up front • Need for development to begin as soon as possible Source: Project Management for IT-Related Projects (p. 19) 5 Iterative Cycle 9/18/19 4 Iterative Model Incremental vs. Iterative • Incremental fundamentally means add onto. Incremental development helps you improve your process. • Iterative fundamentally means re- do. Iterative development helps you improve your product. 9/18/19 5 • Is iterative and incremental the same thing? Incremental vs. Iterative Source: http://www.applitude.se/images/inc_vs_ite.png 10 9/18/19 6 Iterative and Incremental Combined A Simple Software Development Method • Initial Planning • Design • Implementation • Testing Source: Making Things Happen: Mastering Project Management (p. 30) 12 n 9/18/19 7 Alistair Cockburn • What’s Alistair’s take on Iterative vs. Incremental? Incremental vs. Iterative • in incremental development, you do each of those activities multiple times … that is, you go around the requirements – design – programming – testing – integration – delivery cycle multiple times. You “iterate” through that cycle multiple times. (“iterate” – get it? sigh…) • in iterative development, you also do each of those activities multiple times … you go around the requirements – design – programming – testing – integration – delivery cycle multiple times. You “iterate” through that cycle multiple times. By Gummy! Both of those are “iterative” development! WOW! 9/18/19 8 Incremental vs. Iterative (cont’d) • Of course, the $200,000 question is, do you repeat the cycle “on the same part of the system you just got done with” or “on a new part of the system”? How you answer that question yields very different results on what happens next on your project. Roles • Product Owner (Business) – Represents the customer – Controls the product backlog – Signs off on deliverables • The Scrum Master – Ensures scrum values are understood and kept – Tracks progress and finds ways to overcome obstacles • The Development Team – The people actually responsible for delivering the system – Self-organizing unit – Members of the team are generalists not specialists • Cross functional (Each member of the team knows all aspects of the product that is being developed) 16 9/18/19 9 The Agile System Development Methodology 17 Manifesto for Agile Software Development 18 9/18/19 10 Manifesto for Agile Software Development Source: http://www.applitude.se/images/inc_vs_i.

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91 5 Rising Up from a Sea of Discontent The 1970 Koza Uprising in U.S.-Occupied Okinawa Wesley Iwao Ueunten Burn, burn, let the whole world burn! —Overheard by journalists during the Koza Uprising (Takamine, Shirarezaru Okinawa no beihei) I came across an account of a riot that occurred in Okinawa on December 20, 1970, that made its way to the front page of many major American newspapers but then suddenly disappeared from news coverage the next day. In the aft ermath of the “Koza Riot,” or what I choose to call the “Koza Uprising” because it was not merely a chaotic and mindless fracas (a point about which I will address later; see Figure 5.1), over seventy cars owned by Americans and a few buildings on the huge Kadena Air Force Base, for which the town of Koza served as an entertainment district, were burned by Okinawans. No such violent protest by Okinawans toward U.S. military occupation can be remembered before or since then. Th is chapter seeks to examine critically the historical and social context of the Koza Uprising; in doing so, it aims to reveal the nature of a tripartite relationship between Okinawa, the United States, and Japan. Th at is, the Koza Uprising took place against the backdrop of U.S. imperialism in Asia and its colonial rule over Okinawa. Japan had previously been the colo- nial ruler of Okinawa aft er forcibly annexing the former Ryûkyûan King- dom in 1879. Consequently, the U.S. takeover of Okinawa in 1945 was the transfer of control from one colonial ruler to another. However, Japan has benefi ted from U.S. colonial rule over Okinawa, as its postwar “economic miracle” was made possible by the U.S. military umbrella concentrated in Okinawa. In the postwar period, then, Japan became a “junior partner” to Militarized Currents : Toward a Decolonized Future in Asia and the Pacific, edited by Setsu Shigematsu, and Keith L. Camacho, University of Minnesota Press, 2010. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ucsc/detail.action?docID=548047. Created from ucsc on 2019-12-21 09:09:27. C op yr ig ht © 2 01 0. U ni ve rs ity o f M in ne so ta P re ss . A ll rig ht s re se rv ed . 92 · WESLEY IWAO UEUNTEN the United States’ hegemonic infl uence in Asia; Japan’s defeat meant that it was forced to acquiesce to a subordinate status under the United States, but it did not mean giving up dominant status over other Asian countries. Okinawa became the “keystone” in this unholy alliance by allowing Japan to contain the most blatant aspects of U.S. domination in a place far enough away to remain out of the consciousness of the general American and Japanese populations but near enough to off er the benefi ts of U.S. mil- itary presence. Even now, about 20 percent of Okinawa, the main island in the Ryûkyû Archipelago, is occupied by U.S. military bases. About 75 per- cent of all U.S. military facilities in Japan are located in Okinawa, despite t.

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96 | Young Scholars in Writing Feminist Figures or Damsels in Distress? The Media’s Gendered Misrepresentation of Disney Princesses Isabelle Gill | University of Central Florida A gender bias seems to exist when discussing Disney princesses in entertainment media that could have significant consequences for girls who admire these heroines. Prior research and my own extensions have shown that modern princesses display almost equal amounts of masculine and feminine qualities; how- ever, my research on film reviews shows an inaccurate representation of these qualities. These media perpetuate sexist ideals for women in society by including traditionally feminine vocabulary, degrading physical descriptions, and inaccuracies about the films, as well as syntax and critiques that trivialize the heroines’ accomplishments and suggest the characters are not empowered enough. The reviews also encourage unhealthy competition between the princesses and devote significantly more words to these negative trends than to positive discussions. These patterns result in the depiction of the princesses as more stereotypically feminine and weak than is indicated by the films themselves, which hinders the cre- ation of role models for girls. Despite significant strides women have made toward combatting sexism in American society, news and entertainment media rep- resentations of women continue to be one of the many obstacles left before reaching equality. Numerous studies have identified gender bias in the ways media represent women (Fink and Kensicki; Niven and Zilber; Shacar; Wood). Media tend to favor representations of women who are “tradi- tionally feminine” as well as not “too able, too powerful, or too confident,” over more complex representations (Wood 33). For example, research by Janet Fink and Linda Jean Kensicki shows that when media aimed at both men and women discuss female ath- letes, their focus is on sex appeal, fashion, and family rather than athletic accomplish- ment. Female scientists as well as female members of Congress also fall victim to this trend. Interviews with male scientists often portray them as primarily professionals while interviews with female scientists tend to reference their professionalism while high- lighting domesticity and family life (Shacar). Similarly, media descriptions of the female members of Congress focus on domestic issues even though the congresswomen por- tray themselves as having diverse interests (Niven and Zilber). In sum, biased, gendered representations of women are common in various forms of media. Media misrepresentation of women in these ways can lead to significant social consequences, such as reinforcing anti- quated gender roles and diminishing the perception of women’s impact on society (England, Descartes, and Collier-Meek; Fink and Kensicki; Graves; Niven and Zilber; Shacar; Wood). Since media are Gill | 97 Gill | 97 likely one of the most p.

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