FACULTY OF APPLIED SCIENCES AND COMPUTING AACS1143 Principles of Information Systems [2014/2015] Written Assignment DIPLOMA IN SCIENCE COMPUTER SCIENCE AND STATISTICS, COMPUTER SCIENCE AND MANAGEMENT MATHEMATICS, COMPUTER SCIENCE AND COMPUTER MATHEMATICS, INFORMATION SYSTEMS ENGINEERING, BUSINESS INFORMATION SYSTEMS, INTERNET TECHNOLOGY [Year 1] Introduction This assignment is a partial fulfillment of the requirements leading to Diploma in Science for students taking the course in AACS1143 Principles of Information Systems. The assignment will be done by students in suitable group sizes to be approved by the tutor. Students are required to do research by using various investigation methods. Assignment Objective
I will use the software ‘Microsoft PowerPoint’ to create my product which will be around 16 slides in total. The purpose of this product is to help key stage 3 students with their geography. It will help to teach them general geographical skills and also inform them of things such as how the world’s climate is changing and also globalisation. The product will contain images and diagrams not just words to explain information, as a lot of text on one slide may lessen the student’s attention span. It will contain multimedia such as a game, quiz and word search to enable students to learn in a more exciting way.
Students learn to operate tools, test equipment, and system components; read blueprints; practice rigging techniques; and perform maintenance procedures such as packing a valve or aligning a pump coupling. ELECTRICIAN’S MATE NUCLEAR FIELD “A” SCHOOL – This course provides basic knowledge of technical mathematics and a basic understanding of power distribution. Students solve basic equations using phasors, vector notations and basic trigonometry and analyze DC and AC circuits. Students demonstrate working knowledge of DC and AC motors and generators. Students learn to operate electrical equipment using controllers, and to properly test, maintain, troubleshoot, and repair electrical circuits, motors, cables, circuit breakers, and other related electrical equipment for power distribution.
If the geography of the intersection allows, find a comfortable and safe place to sit. (bring your own folding chair or sit in a car on the corner parking lot). Observe the following and keep copious notes which will be transferred to a written report that must be handed in. This should be discussed as part of the in class program when talking about intersections. Here are the challenges: a.)
In addition, the ECO 561 final business proposal is beneficial for the students to learn the application of the numerous economic concepts framed by the constitution with the help of sufficient practical examples. It encourages the students to think critically and make appropriate decisions. Many questions are framed in such a manner that the students may consider them to be in the place of an entrepreneur, or manager to think critically regarding a critical situation in business, and thereby take appropriate decisions. How to answer? We have also worked hard upon framing the appropriate ECO 561 final exam answers for the students.
In the course, students will learn how to apply stochastic calculus and simulation techniques to solve financial problems and also how to develop and/or adapt the existing contingent claim models to support financial engineering platforms and applications. The coverage of options pricing and credit derivatives builds heavily on what you learned in Derivatives. Course topics are as follows, • MATLAB • Monte Carlo Simulations • Options Pricing • Credit
Students should complete Lab 1.2: Using Visual Basic IDE from the lab manual. Students should submit a document with the following: ▪ Code from Step 3 of the lab procedure ▪ Code from Step 8 of the lab procedure Estimated Time: 20 minutes Unit Learning Outcome attached to this activity: LO8 Course Objective supported by this activity: CO1 Lab 1.3: Design Tools In-Class Activity, Graded Description: Students will learn how to launch and save flowcharts using both Raptor and Visio. Students should complete Lab 1.3: Design Tools from the lab manual. Estimated Time: 30 minutes Unit Learning Outcome attached to this activity: LO9, LO10 Course Objective supported by this activity: CO1 Evaluation: - Quiz - Lab work UNIT 1
Sports Programs Project Description: In this project, you will create a worksheet for the Assistant Director of Athletics at Capital Cities Community College to analyze the available sports programs. To complete the project, you will sort and filter data, subtotal and group data, and apply themes to multiple worksheets. Instructions: For the purpose of grading the project you are required to perform the following tasks: Step | Instructions | Points Possible | 1 | Start Excel. Download, save, and open the Excel workbook named GO_e05_Grader_EOC.xlsx. | 0 | 2 | On the Harbor-Jefferson-Capital worksheet, sort the values in the Campus column using a custom sort order list.
CMIS102 Homework 2 Student Name: Josue A. Contreras Class/Section: CMIS102 Section 6392 Professor: Larry Voss Due Date: 01 FEB 2015 Program Description: This program will be utilized to determine the total cost of building a state of the art gaming computer by utilizing a basic model computer and upgrading three key hardware components. Analysis: Input: The program input consists of the following: base price (BasePrice) graphics card choice (GraphicsCard_Choice) Power supply choice (PowerSupply_Choice) hard drive choice (HardDrive_Choice). Once the user has made the required choices, the program will determine the appropriate cost for that option: GraphicsCard_Cost PowerSupply_Cost HardDrive_Cost Output: The program’s required output consist of the following:
Short Introduction *** Be brief – outline the purpose of the paper. Part A - Describe current teaching practice in mathematics*** Address the main points of O'Brien’s paper and provide an overview of the key principles and ideas that guide current practice in mathematics classrooms. Include justifications for your approach and practices regarding primary mathematics education (you will need to use scholarly mathematics education references here). Part B - Discussion of Activities *** Create and teach two mathematics lessons from the Geometry / Measurement strand of the Australian Curriculum, followed by a discussion about what was observed when teaching the lessons. The discussion / reflection must relate to the key points addressed in Part A.