database culture

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Submit your .ppt(about 8 slides) and a word document with thousand word summary on creating a Database Culture environment. Your references should be academically appropriate not from commercial sources.

business letter help

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Please see attached. ORiginal work only. Please cite all sources in apa format. 

OBJECT MODELING – FLOWCHART DIAGRAMS1

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please see the attched file(CASE study IS IN AN ATTACHED FILE)

 

ANSWERS OR DESCRIPTION MUST BE IN DETAIL NOT JUST 5-6 LINES..previous assignment on the same case study for a referen ce

Task

Please read this case study carefully. You are required to answer the following questions based on the Case Study. It is expected that answers to the assignment questions be succinct and MUST be written in your own words.

 

Question 1. Prepare a sequence diagram for the booking confirmation use case. Must include a detailed description. (6 marks)

 

Question 2. Create a communication diagram for the booking confirmation use case. Provide a detailed description of the communication diagram. (6 marks)

 

Question 3. Create a design class diagram for Vehicle booking confirmation System. Provide a detailed description of your diagram. (6 marks)

 

Question 4. Discuss the following Grasp pattern

• Expert

• Creator

• Controller

• Low Coupling

• High Cohesion

• Singleton (6x2marks = 12 marks)

 

Rationale

This assessment tasks assesses your object modeling concept and understanding of the design techniques and processes contained in this subject. It has been designed to ensure that you are engaging with the subject content on a regular basis. More specifically it assess your ability to

• Create class diagrams and dynamic models with UML notations (Learning outcome 4);

• Compare the syntax, semantics and pragmatics of UML (Learning outcome 5);

• Perform modeling of various aspects of systems from a case study (Learning outcome 6);

• Develop knowledge, skills and competence in the use of object-oriented computer system.

 

Marking criteria
Criteria HD DI CR PS FL
Question 1 Clear and complete description of SD with correct notation. Complete description with minor errors in SD. Clear description with incomplete SD. Incomplete description and incomplete SD. Incorrect SD description and diagram.
Question 1 possible marks 6 5 4 3 0-2.5
Question 2 Clear and complete description of CD, with correct notation. Complete description with minor errors in CD. Clear description with incomplete CD. Incomplete description and incomplete CD. Incorrect description and incorrect CD.
Question 2 possible marks 6 5 4 3 0-2.5
Question 3 Clear and complete description class diagrams, with correct notation. Complete descriptions with minor errors in class diagrams. Clear description with incomplete class diagrams. Incomplete description and incomplete class diagrams. Incorrect description and incorrect class diagrams.
Question 3 possible marks 6 5 4 3 0-2.5
Question 4 Clear and complete explanation of all patterns. Use of correct references. Clear and complete explanation for up to 5 patterns. Use of correct references. Clear and complete explanation for up to 4 patterns. Use of correct references. Clear and complete explanation for up to 3 patterns. Use of correct references. ncorrect explanation for all patterns with no references. Or complete explanation for up to 2 patterns.
Question 4 possible marks 6 10 8 6 0-2.5

 

Presentation

Reports should be submitted is MS Word format, using the CSU referencing style of APA.

Diagrams can be created using any available tools.

Attachments: 

excel vba programming 1

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Hello

I have an assignment it should be done using excel

I will upload the files below take a deep look at it and solve the answer accurately, correctly, and with full steps.

This assignment worth a lot of grade so please the work should be done correctly and on time.

Discuss what is meant by the term “language variety” and show how one variety of English may differ

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Discuss what is meant by the term “language variety” and show how one variety of English may differ from Standard British English in a number of ways. Should non-native speakers be taught Standard British English and RP?

Introduction

The influence of the Americans across the world has led to the spread of English in most parts opt the world. The spread of English across the globe has led to emergence of English varieties. (Crystal and Yule 203) call these language varieties language dialect or regional dialect this paper will majorly tackle the Irish English. This is the English spoken in Ireland. English majorly came from Britain and America. It later spread to various parts of the world. Countries that were colonized by the Great Britain use the standard British English version whereas those that were colonized by America use the standard America version. These regions later adapted English as either their national or as the official language. Various factor led to variations in the English language leading to what is termed as regional dialect.

This essay will argue that non native speakers of English should be taught British Standard English and not Received Pronunciation. In my own opinion it’s important because the British standard version in recognized internationally when it comes to the written form but it’s very difficult to teach the Received Pronunciation unless one is the native speaker of the language.

Definition and background information

According to crystal language variety is the variation that people have in their spoken and written language as influenced by the regions they come from. (Yule 195) simple describes language variation as the regional dialects of a language. Yule defines standard language as the variety of language that is considered the most correct and preferred way of writing and speaking. According to him the standard language is not a language but the preferred variety among the many regional dialects.

Irish English is the English spoken in Ireland, a country located north western of the European. The native language in Ireland was basically Greek and Latin. The English spoken by Irish was greatly influenced by the Gaelic language.

Interview structure, place and length

To understand the English dialect in Ireland simply known as the Irish English, 100 English speakers in Ireland were interviewed on the basis of grammar, spelling, vocabulary and pronunciation. To eliminate biasness the selection was done randomly. The interview took place in the small town called Dublin. The interviewed were asked to spell different English words. They were also tested on grammar, vocabulary and pronunciation. Whereby, in grammar and vocabulary testing, they wer

sexual orientation gender identity and gender expression response

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Respond by Day 5 to a colleague’s post by offering additional insight about how social workers can work toward assuring the best outcomes for adolescents questioning their sexual orientation or gender identity. Please use the Learning Resources to support your answer.

Colleague: Annette

Sexual Orientation, Gender Identity, and Gender Expression

As an adolescent, you are going through many transitions to include puberty and developing your own identity. During this time, adolescents have mixed emotions about their friends, family, what they want to be, where they want to go, and the list goes on. Adolescents may also go through a period called gender intensification, which is when they feel increasing pressure from their peers or family members to conform to the stereotype painted by our society (Zastrow & Kirst-Ashman, 2019). There are several potential reactions to an adolescent questioning his or her sexual identity. These reactions can be harmful and or positive. These reactions may come from their peers, their parents, their siblings, and other relatives, their teachers, and other services providers. How these individuals react to the adolescent possible questioning of their identity could affect them in so many ways.

If a male or female adolescent questions his or her identity and discloses it to a friend who is not open to the perspective of the LBGT community, he/she could lose a friend. Also, the alleged friend could begin rumors or even ostracize the adolescent. Adolescents who question their identity are more prone to scrutiny and bullying among their peers. If an adolescent, who is questioning their identity, parents are strictly religious, and he/she discloses their likes for the same-sex, it could cause a strain on the parent-child relationship. Which could also cause a strain on other familial relationships. These adverse reactions could negatively impact the adolescent’s self-esteem and self-worth. I believe our society is more open to the differences of others; however, because of gender-based stereotypes it does “limit people’s alternatives” (Zastrow & Kirst-Ashman, 2019).

As social workers, I believe we must continue to educate our communities. Besides, we must provide individualized counseling for our youth, also providing education for them as well. Showing them empathy, warmth, understanding, and being genuine will help rebuild any loss of self-esteem, self-worth, etc. which could also prevent any self-harming behaviors from occurring due to the pressures to conform from others. Our first goals should be to assess the adolescent and the environments that are affecting them and build a plan from their continuing to assess for any other concerns. We should make sure we build a strong, trusting rapport with the adolescent because that will be crucial to the success of treatment.

References

Zastrow, C. H., & Kirst-Ashman, K. K. (2019). Understanding human behavior and the social environment (11th ed.). Boston, MA: Cengage Learning.

wal_solution

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Hello!!

Done

For Ashley Claire Only

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You have been asked to deliver a presentation on sexual violence to community activists who are determined to understand the causes and effects of such violence. You have also been asked to provide an executive summary outlining your ideas and recommendations for a prevention program to end family violence.

Create a 10- to 15-slide Microsoft PowerPoint® presentation, with substantial speaker notes, describing the following:

  • The issues affecting victims and their families of sexual violence
  • The process a sexual violence victim goes through when seeking compensation and restitution from his or her assailant
    • Factors that may prevent individuals from reporting and prosecuting sexual violence
  • The primary elements and myths associated with sexual violence

Write a 500- to 750-word executive summary presenting your ideas and recommendations for the prevention program. Include the following:

  • As a human services professional, describe your personal and professional responsibilities toward the movement to end family violence.
  • Present your recommendations for possible prevention programs:
    • Ending family violence
    • Ways in minimize or eliminate sexual violence

Format your presentation and paper consistent with APA guidelines.

esl 223n discussion questions

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Requirements

Both quantity and quality are important considerations when posting substantive messages. For example, “I agree” or “I see your point” are not considered quality participation because neither add substance to the discussion. Effective responses might share personal experience, ask for clarification, or add additional information, so feel free to analyze, interpret, critique, and suggest. At least 150 words. Be sure to include cited works.

Topic 3 Discussion Question 1

Review the information found in “Key Terms” on the “ESL Database.” Choose two terms from the database to paraphrase. How are these terms used in relation to English language learners or education in general?

Topic 3 Discussion Question 2

Review the information regarding BICS and CALP from your required reading. Explain why the distinction between BICS and CALP is important. Which takes longer to develop?

Topic 3 Resources

Read “Myths and Facts Regarding Second Language Acquisition in Early Childhood: Recommendations for Policymakers, Administrators, and Teachers,” by Kim and Plotka, from Dimensions of Early Childhood (2016).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=116230310&site=eds-live&scope=site

Read “Contextual Factors in Second Language Acquisition,” by Walqui, located on the ERIC website.

http://www.cal.org/content/download/1523/16028/file/ContextualFactorsinSecondLanguageAcquisition.pdf

Read “BICS and CALP: Clarifying the Distinction,” by Cummins, located on the ERIC Digest website (1999).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED438551&site=eds-live&scope=site

View “Teaching-Learning Cycle.”

http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl433n_learningCycle.php

Familiarize yourself with the information found in “Key Terms” in the “ESL Database.”

http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.php

Topic 4 Discussion Question 1

Review the achievement mandates for ELLs in Arizona or in your state. In your opinion, are these mandates beneficial to ELLs? Explain.

Topic 4 Discussion Question 2

How can you meet the mandates of the Common Core Standards when teaching ELLs?

Topic 4 Resources

Read “Writing and Using Content and Language Objectives,” located on the Shoreline Public Schools website.

http://schools.shorelineschools.org/swstaff/files/2014/08/writing-content-and-language-objectives.pdf

Familiarize yourself with “English Language Arts Standards,” located on the Arizona Department of Education website.

http://www.azed.gov/standards-practices/k-12standards/english-language-arts-standards/

Read the “English Language Proficiency Standards Guidance Document,” located on the Arizona Department of Education website.

https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0

Review “How to Read the Standards,” located on the Common Core State Standards Initiative website.

http://www.corestandards.org/ELA-Literacy/introduction/how-to-read-the-standards

Familiarize yourself with the Common Core State Standards for Math and English Language Arts, located on the Core Standards website.

http://www.corestandards.org/the-standards

Read Chapters 1, 11, 12, and Appendix A.

http://www.gcumedia.com/digital-resources/pearson/2016/making-content-comprehensible-for-english-learners_the-siop-model_ebook_5e.php

Familiarize yourself with the resources on the Arizona Department of Education Office of English Language Acquisition Services (OELAS) website.

http://www.azed.gov/oelas/

Familiarize yourself with the English Language Proficiency (ELP) Standards, located on the Arizona Department of Education website.

http://www.azed.gov/oelas/elps

Topic 5 Discussion Question 1

Effective teachers do more than just go through the motions of writing their lesson content and language objectives on the board. Getting the students involved in thinking about the objectives is important. How would you get students involved in learning the lesson content and language objectives? List at least two ideas.

Topic 5 Discussion Question 2

The following three features or objectives are contained within the Component 2: Building Background video:

1. Teaching concepts must be bridged to students’ backgrounds.

2. The teacher should create links between the students’ past learning and new learning in the classroom.

3. Students must learn new key vocabulary words for each lesson.

How would you utilize each objective in teaching your content area? Provide one example for each objective.

Topic 5 Resources

Watch “Component 2: Building Background,” located on YouTube.

https://www.youtube.com/watch?v=ytXeEFCTMbg

Watch “Component 1: Lesson Preparation,” located on YouTube.

https://www.youtube.com/watch?v=o5xK5gP_Tbw

Read chapters 2 and 3 in Making Content Comprehensible for English Learners.

http://www.gcumedia.com/digital-resources/pearson/2016/making-content-comprehensible-for-english-learners_the-siop-model_ebook_5e.php

Explore the resources on the “SIOP Lesson Plans and Activities,” located on the Center for Applied Linguistics website. In particular, review the sample lesson plans for your grade level of interest.

http://www.cal.org/siop/lesson-plans/index.html