Applicability of Extreme Programming In Educational EnvironmentCSCJournals
In order to validate the results of any XP study, the experiment's environment has to be in line with XP principles and values. XP practices must fit with the environment sitting to accomplish accurate finds and observations. This paper searches the applicability of using the Extreme Programming method in the educational environments specifically in the post-secondary school. After digging in 14 XP experiments were done in different universities and institutions, we figured out that XP is applicable in the educational environment with challenges attached. In this paper, we go deeply in investigating the difficulties that students face when adopting XP in class. Also, we highlight the important factors that affect the XP adoption in education.
Pursue M.Tech in Computer Science with specialization in Data Science and Mac...MamathaSharma4
Industry oriented Masters degree program with specialization in data science and machine learning, for working professionals- https://www.greatlearning.in/mtech-computer-science-data-science-srm
Staying competitive in the IT field
is a challenge. The use of IT certification programs
involves a number of critical issues and implications
for higher educational institutions (HEIs), educators,
administrators, students, and the IT industry. Hence,
there is a compelling need to gather and share IT
certification program data to chart a comparative
analysis across HEIs that are using certification
programs. This study presents a summary of key
findings among the Bachelor of Science in Computer
Science (BSCS) students in the Lyceum of the
Philippines University Batangas’ performance and
satisfaction level in Computer Networking 1, the
first course in the four-course certification program.It
used the descriptive method of research. Respondents
of the study were the 71 BSCS second year students
who took the course during the Second Semester
of SY 2009-2010. Frequency distribution, Pearson R
and weighted mean were used for data analysis. The
performance and satisfactory level the students gave to learning performance in Computer Networking
1 addresses their learning experiences and was an
evidence of the pedagogical richness of the program
and the contribution of the Computer Networking 1
teacher. In conclusion, the course actively engaged the
students and a clear understanding of the subject were
achieved.
Applicability of Extreme Programming In Educational EnvironmentCSCJournals
In order to validate the results of any XP study, the experiment's environment has to be in line with XP principles and values. XP practices must fit with the environment sitting to accomplish accurate finds and observations. This paper searches the applicability of using the Extreme Programming method in the educational environments specifically in the post-secondary school. After digging in 14 XP experiments were done in different universities and institutions, we figured out that XP is applicable in the educational environment with challenges attached. In this paper, we go deeply in investigating the difficulties that students face when adopting XP in class. Also, we highlight the important factors that affect the XP adoption in education.
Pursue M.Tech in Computer Science with specialization in Data Science and Mac...MamathaSharma4
Industry oriented Masters degree program with specialization in data science and machine learning, for working professionals- https://www.greatlearning.in/mtech-computer-science-data-science-srm
Staying competitive in the IT field
is a challenge. The use of IT certification programs
involves a number of critical issues and implications
for higher educational institutions (HEIs), educators,
administrators, students, and the IT industry. Hence,
there is a compelling need to gather and share IT
certification program data to chart a comparative
analysis across HEIs that are using certification
programs. This study presents a summary of key
findings among the Bachelor of Science in Computer
Science (BSCS) students in the Lyceum of the
Philippines University Batangas’ performance and
satisfaction level in Computer Networking 1, the
first course in the four-course certification program.It
used the descriptive method of research. Respondents
of the study were the 71 BSCS second year students
who took the course during the Second Semester
of SY 2009-2010. Frequency distribution, Pearson R
and weighted mean were used for data analysis. The
performance and satisfactory level the students gave to learning performance in Computer Networking
1 addresses their learning experiences and was an
evidence of the pedagogical richness of the program
and the contribution of the Computer Networking 1
teacher. In conclusion, the course actively engaged the
students and a clear understanding of the subject were
achieved.
HND Assignment Brief Session: September 2015
Programme title
BTEC HND in Computing and Systems Development
Unit number and title
41
Programming in Java (L5)
Assignment number & title
1 of 1
Programming in Java (L5)
Unit Leader
DR Gebremichael
Assessor (s)
Yonas Gebremichael and Hassan Baajour
Issue Date
30 Sept 2015
Final assignment submission deadline
28 May 2015 – 09 Sept 2015
Late submission deadline
11 – 16 September 2015
The learners are required to follow the strict deadline set by the
College for submissions of assignments in accordance with the BTEC level 4 – 7 submission guidelines and College policy on submissions. They should also refer to Merit and Distinction criteria that require evidence of meeting agreed timelines and ability to plan and organise time effectively without which the learner may not expect to receive a higher grade.
Resubmission deadline
TBA
Feedback
In-class feedback will be available from draft submissions on a taskby-task basis as a formative feedback and also for initial submission. Final feedback will be available within 2 – 3 weeks of the assignment submission date.
General
Guidelines
1. The work you submit must be in your own words. If you use a quote or an illustration from somewhere you must give the source.
2. Include a list of references at the end of your document. You must give all your sources of information.
3. Make sure your work is clearly presented and that you use readily understandable English.
4. Wherever possible use a word processor and its “spell-checker”.
Internal verifier
Dr. Hasan
Signature (IV of the brief) *
Dr. Hasan
Date
06/05/15
ICON College of Technology and Management
BTEC HND in Computing and Systems Development
(CSD)
Unit41: Programming in Java (L5)
Session: May\Sept 2015
Coursework
Recommended maximum words: 4,000
This Unit will be assessed by assignment and Presentation.
You are strongly recommended to read “Preparation guidelines of the Coursework Document” before answering/solving your assignment.
Scenario:
White Chapel Academy has asked you to develop a Student Information Management System (SIMS). The system shall hold the details of every student and tutor and admin staff in the school as well as storing information about the courses that are available at the school. It shall enable the school staff to enrol students to the school and manage student’s fee payments.
Once the students are enrolled, a system administrator will create classes in the system and allocate date, time and tutor for each class to enrol students to. The system shall also be used for managing students’ class attendance as well as track their progress in the course. The system shall have a facility for registered parents to login and check their sons’ or daughters’ attendance, academic progress, behaviour at school.
When a student first enrols at the school, he or she will receive a timetable with a list of classe ...
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
Follow all directions below using original work with full detail. .docxbryanwest16882
Follow all directions below using original work with full detail. This assignment should have 1750 word or more. Please be sure to cite all sources and respond with knowledge.
This assignment will consist of two parts: an executive summary of the completed capstone project, as well as a leadership portfolio.
Executive Summary
Write a 500 word executive summary of the capstone project. Include your approach to the capstone project, including design, purpose, goals, and results of your pre- and post-assessment evaluations. The executive summary should be the first entry in your Leadership Portfolio.
Leadership Portfolio
The portfolio should contain components from at least four previous courses in the Master of Science in Leadership program, such as MGT-605, LDR-600, LDR-630, LDR-640, LDR-612, or LDR-615. Each of the four components should include a 250 word summary of how you approached the assignment, the lessons you learned from completing your work, and how these lessons helped shape you as a leader.
Please note that it is not required to submit the four course artifacts you are referencing; a well-written synopsis that clearly identifies the course and includes the required elements will be sufficient for the purposes of this portfolio. You may also include an artifact that is not course-related, but may be an additional level of support for the portfolio.
Conclude the portfolio with a brief personal call to action. In 250 words, describe your professional development plan after you graduate. How will you continue to grow as a leader? Also, identify specific resources, such as professional organizations, mentors, and professional development opportunities that will help you accomplish your plan.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
Assignment 2 and Submission Guidelines
School School of Information Technology and Engineering
Course Name Master of Engineering (Telecommunications)
Unit Code ME606
Unit Title Digital Signal Processing
Assessment Author Dr. Reza Berangi
Assessment Type Assignment 2 (Individual)
Assessment Title Review and experimenting some popular signal-processing tasks
Unit Learning
Outcomes covered
in this assessment
a. Development and implementation of signal processing algorithms in MATLAB or
Scilab
b. In-depth design of digital filters
c. Understand the design of multirate signal processing and their applications
d. Implementation and applications of FFT
e. Develop skills in spectral estimation for deterministic and non-deterministic signals
Weight 25%
Total Marks 100
Word/page limit N/A
Release Date Week 7
Due Date Week 11 (Sat. 6 June. 2020, 11:55 pm)
Submission
Guidelines
• Submit on Moodle by the due date along with a completed Assignment Cover
Page.
.
Follow all directions below using original work with full detail. .docxkeugene1
Follow all directions below using original work with full detail. This assignment should have 1750 word or more. Please be sure to cite all sources and respond with knowledge.
This assignment will consist of two parts: an executive summary of the completed capstone project, as well as a leadership portfolio.
Executive Summary
Write a 500 word executive summary of the capstone project. Include your approach to the capstone project, including design, purpose, goals, and results of your pre- and post-assessment evaluations. The executive summary should be the first entry in your Leadership Portfolio.
Leadership Portfolio
The portfolio should contain components from at least four previous courses in the Master of Science in Leadership program, such as MGT-605, LDR-600, LDR-630, LDR-640, LDR-612, or LDR-615. Each of the four components should include a 250 word summary of how you approached the assignment, the lessons you learned from completing your work, and how these lessons helped shape you as a leader.
Please note that it is not required to submit the four course artifacts you are referencing; a well-written synopsis that clearly identifies the course and includes the required elements will be sufficient for the purposes of this portfolio. You may also include an artifact that is not course-related, but may be an additional level of support for the portfolio.
Conclude the portfolio with a brief personal call to action. In 250 words, describe your professional development plan after you graduate. How will you continue to grow as a leader? Also, identify specific resources, such as professional organizations, mentors, and professional development opportunities that will help you accomplish your plan.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
Assignment 2 and Submission Guidelines
School School of Information Technology and Engineering
Course Name Master of Engineering (Telecommunications)
Unit Code ME606
Unit Title Digital Signal Processing
Assessment Author Dr. Reza Berangi
Assessment Type Assignment 2 (Individual)
Assessment Title Review and experimenting some popular signal-processing tasks
Unit Learning
Outcomes covered
in this assessment
a. Development and implementation of signal processing algorithms in MATLAB or
Scilab
b. In-depth design of digital filters
c. Understand the design of multirate signal processing and their applications
d. Implementation and applications of FFT
e. Develop skills in spectral estimation for deterministic and non-deterministic signals
Weight 25%
Total Marks 100
Word/page limit N/A
Release Date Week 7
Due Date Week 11 (Sat. 6 June. 2020, 11:55 pm)
Submission
Guidelines
• Submit on Moodle by the due date along with a completed Assignment Cover
Page.
.
Cbu online and professional studies syllabusSania Baker
CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule.
MNG81001 2017 Session 3 MARKING RUBRIC: ASSESSMENT 4
MNG81001 MANAGEMENT COMMUNICATION
Assessment 4
GROUP REPORT
Document design
Report
Due Date
Friday 2nd February 9.00am(QLD time)
Length
1500 words (+/- 10%) per individual group member + group contribution + 3-minute individual presentation
Weight
35%
Effective communication throughout a workplace is an essential ingredient to align people’s efforts towards achieving goals. Yet it seems that ‘communication problems’ are continually mentioned as one of the main difficulties for most organisations.
Your boss, the CEO of ABC Company, has asked you to investigate the issues associated with each of the following four workplace communication strategies:
1. Social media to improve internal and external communication.
2. Communicating to customers.
3. Connecting with employees.
4. Crisis communication developing strategies to protect the reputation of the organisation in a crisis.
Working in groups of four, each student will write on one of the workplace communication strategies.
Please follow these guidelines to complete the assessment:
1. This assessment comprises two parts: a. group-assigned written report b. three-minute individual oral presentation.
2. You will be assigned to a group of four students. Internal students will be given their group in the tutorial; external students will be notified via email.
3. The purpose of this assessment is for you to engage in web-based research. Each student in your group needs to select ONE of the four workplace communication strategies.
4. Start your web-based research with a search of popular business publications, even trade journals, professional journals and current affairs journals, for any information about workplace communication strategies. Finally, use academic research to support your findings in relation to your selected theme.
5. Each student needs to find 8-10 secondary sources for his/her section. Please note you are expected to use a minimum of four (4) refereed academic journals. You will be shown how to tell if a journal is peer reviewed/refereed. Do not include more than 10 references per student.
6. Document using SCU Harvard format.
7. You are encouraged to write a first draft of this report at least one week prior to the due date to ensure adequate time for revision. Please be aware that the writing quality and appropriate referencing will be marked as well as the content.
8. Submit the report Turnitin via the Blackboard site no later than the due date: Friday 2nd February 2018, 9.00am (QLD time). Please note: only one student submits on behalf of their group.
9. In addition to the report each student will be required to give a three minute oral presentation on their respective report section.
10. Refer to the Marking Criteria Guide and Marking Rubric located under Assessment Details on the Blackboard.
PRIOS/CDT brief (covered in lecture and tutorials) for Assessment 4:
a. Purpose: To conduct web-based res ...
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Page of1Durham College Course Outline - CWMD 2601 - 2019-2020 17
Corequisite: CWD 2100
SemesterYear
2
2
1
1
Course Code:
56Course Hours:
N/ACourse Equiv. Code(s):
Laptop Course:
Prepared by
Delivery Mode(s):
2601
Nick Ferrari nick.ferrari@durhamcollege.ca
First Name Last Name Email
CWMD
Prerequisite: CWMD 1100
School of Media, Art & Design
Scripting for Design
2019-20 Academic Year
Greg MurphyAuthorized by (Dean or Director): September 2019Date:
Program
MAD-Contemporary Web Design Diploma
MAD-Interactive Media Design Diploma
Yes No
In class Online Hybrid
X
X
4Course GPA Weighting:
Correspondence
2. Page of2Durham College Course Outline - CWMD 2601 - 2019-2020 17
Subject Eligibility for Prior Learning Assessment & Recognition
(PLAR):
Course Description:
This course introduces students to the JavaScript programming language and how it can enhance the design and
presentation of Web pages. Using an example centered approach, the course demonstrates how to use JavaScript to
add a variety of effects and interactions to Web pages. As code examples are explained fundamental programming
concepts are identified and discussed. An understanding of and ability to code HTML and CSS markup is a
prerequisite, but no other programming experience is assumed. The only tools required in the course are a basic text
editor and a modern browser.
Candidates will be expected to demonstrate that they have met the learning outcomes in this subject by:
- meeting with the instructor to describe their JavaScript programming experience and demonstrate an
understanding of programming through examples of their work (1 hour)
- coding a fully functioning and error free JavaScript program that meets all of the specifications provided by the
instructor (3 hours)
- presenting their solution to the instructor and other interested faculty (1 hour)
The coding examination will be written on College premises and will be open book. As part of the assessment, the
candidate must present and explain their code to the instructor and other faculty (at a time convenient to all).
A grade of at least 70% in the coding project is required to obtain the PLAR exemption.
X Assignment
Exam
X Portfolio
X Other
Prior Learning Assessment and Recognition (PLAR) is a process a student can use to gain college credit(s) for
learning and skills acquired through previous life and work experiences. Candidates who successfully meet the
course learning outcomes of a specific course may be granted credit based on the successful assessment of their
prior learning. The type of assessment method (s) used will be determined by subject matter experts. Grades
received for the PLAR challenge will be included in the calculation of a student’s grade point average.
The PLAR application process is outlined in http://www.durhamcollege.ca/plar. Full-time and part-time students must
adhere to all deadline dates. Please email: PLAR@durhamcollege.ca for details.
XYes No
PLAR Eligibility
PLAR Assessment (if eligible):
3. Page of3Durham College Course Outline - CWMD 2601 - 2019-2020 17
Student receiving a credit for this course will have
reliably demonstrated their ability to:
Essential Employability Skill Outcomes (ESSO)
Course Learning Outcomes
Course Specific Learning Outcomes (CLO)
Course Learning Outcomes contribute to the achievement of Program Learning Outcomes for courses that lead to a
credential (e.g. diploma). A complete list of Vocational/Program Learning Outcomes and Essential Employability
Skill Outcomes are located in each Program Guide.
This course will contribute to the achievement of
the following Essential Employability Skills:
Describe the fundamental ideas and
components of computer programming.
Explain and apply techniques that allow
JavaScript code to interact with HTML
elements and CSS styles.
Write and run browser based JavaScript
programs that utilize variables, expressions,
arrays, objects, decisions, loops, functions,
and events.
List and apply the elements of good
programming style.
Identify and correct simple programming
errors.
EES 1. Communicate clearly, concisely and
correctly in the written, spoken, and visual form
that fulfills the purpose and meets the needs of
the audience.
EES 2. Respond to written, spoken, or visual
messages in a manner that ensures effective
communication.
EES 3. Execute mathematical operations
accurately.
EES 4. Apply a systematic approach to solve
problems.
EES 5. Use a variety of thinking skills to
anticipate and solve problems.
EES 6. Locate, select, organize, and document
information using appropriate technology and
information systems.
EES 7. Analyze, evaluate, and apply relevant
information from a variety of sources.
EES 8. Show respect for the diverse opinions,
values, belief systems, and contribution of
others.
EES 9. Interact with others in groups or teams
in ways that contribute to effective working
relationships and the achievement of goals.
EES 10. Manage the use of time and other
resources to complete projects.
EES 11. Take responsibility for one's own
actions, decisions, and consequences.
X
X
X
CLO1
CLO2
CLO3
CLO4
CLO5
4. Page of4Durham College Course Outline - CWMD 2601 - 2019-2020 17
In-class coding reviews are used to check that students are keeping up with recently covered material. Students
will be given up to 60 minutes to complete each. These assessments are completed in class and cannot be
made up after the class. The nature of the assessments is at the instructor's discretion and may include coding,
quizzes, presentations, and blog posts.
Two in-class tests are used to more thoroughly assess a student's understanding, comprehension, and
integration of essential programming and JavaScript concepts and constructs.
Tests will include both a theory component covering programming and JavaScript terminology, concepts, and
syntax and a practical component where a student will be required to write HTML, CSS, and JavaScript code
meeting giving requirements. The theory portion will be closed book while the practical component will be open
book.
Students will generally be given at least 120 minutes to complete each test and the tests are completed in class
i.e. they cannot be made up after the class in which it was scheduled.
Both tests must be written. Policies for making up a test that is missed due to legitimate (e.g. legal or medical)
reasons is at the discretion of the instructor and may include writing a comprehensive test in the week after the
completion of classes.
Code submitted for assessment will be awarded marks based on the following scheme:
Function 80%
Documentation 10%
Style 10%
Function refers to how a program behaves when it is executed. To be awarded full marks for function, a program
must run without errors and must meet all specifications.
Documentation refers to annotating a program with comments and identifying files in order to explain the origins,
purpose, and operation of the program.
Style refers to properly aligning code and using white space, indentation, and appropriate naming conventions in
order to enhance the readability of a program.
Documentation and style marks are pro-rated to the marks awarded for function. That is, a program that is given
half the available mark for how it functions can only be given (a maximum of) half of the available mark for
documentation and style.
All assignment files will be submitted in DC Connect.
All assessments are to be completed individually. Under no circumstances are assessments to be completed
as a group and submitted as a student's own. Consequences for violating this policy will be at the discretion of
the professor, including escalation to the Dean.
Evaluation Description Course Learning Outcomes EESOs Weighting
In class coding reviews
(6 @ 5%)
Assignments
(2 @ 10%, 1 @ 15%)
Test I (mid term)
Test II (final)
CLO1, CLO2, CLO3, CLO4, CLO5
CLO3, CLO4, CLO5
CLO1, CLO2, CLO3, CLO4, CLO5
CLO1, CLO2, CLO3, CLO4, CLO5
EES1, EES4, EES10
EES1, EES4, EES10
EES1, EES4, EES10
EES1, EES4, EES10
30
35
15
20
Evaluation Criteria:
Notes:
1.
2.
3.
4.
5.
6.
Total 100%
The Course Learning Outcomes and Essential Employability Skills Outcomes are evaluated by the following evaluation
criterion.
5. Page of5Durham College Course Outline - CWMD 2601 - 2019-2020 17
Required Text(s) and Supplies:
Recommended Resources (purchase is optional):
1. NONE
1.
2.
Mozilla Developer Network - https://developer.mozilla.org/en-US/
Any other recommended or supplementary resources will be described in class.
6. Page of6Durham College Course Outline - CWMD 2601 - 2019-2020 17
Policies and Expectations for the Learning Environment:
General Policies and Expectations:
General College policies related to
attendance
absence related to tests or assignment due
dates
excused absences
writing tests and assignments
classroom management can be found in the
Program Guide (full time programs only) in
MyCampus
http://www.durhamcollege.ca/mycampus/
General policies related to
Acceptable Use of Information Technology
Academic Policies
Academic Honesty
Student Code of Conduct
Students’ Rights and Responsibilities
can be found on-line at
http://www.durhamcollege.ca/academicpolicies
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7. Page of7Durham College Course Outline - CWMD 2601 - 2019-2020 17
Course Specific Policies and Expectations:
COURSE CONTENT AND STUDENT/PROFESSOR COMMUNICATION
In addition to the in-class learning environment, access to most electronic instructor-provided notes, links and
materials will be done through DC Connect, the college's Learning Management System (LMS). Exceptions may be
made on a course by course basis.
Information provided through DC Connect is not intended to replace what is covered, in person or in the classroom. All
outside course communication via email must be done through a Durham College provided email account.
It is the responsibility of the student to review announcements posted in the LMS as well as email on a daily basis.
ATTENDANCE
We cannot teach you if you don't come to class. The assignments and/or tests will be based on the lectures and
demonstrations given in class. Experience has shown that there is a strong correlation between good attendance and
good grades. For this reason, if a student misses a significant amount of class time, including consistently arriving late
and/or leaving early, their success in the course may be at risk.
Punctuality is also considered as important as regular attendance. Arriving to class late is disruptive and distracting to
both faculty, other students and is undesirable in a professional setting. Students arriving to class late are responsible
for checking with the professor to make sure they were not marked absent. Since attendance is expected, students
are responsible for all course work and assignments missed. To help ensure the student's success in the course,
attendance will be taken on a regular basis. Each individual professor will decide upon the method of taking attendance
in their respective course.
Illness, of course, may be unavoidable and where it does not cause a student to miss essential course work, out of
class assistance may be provided. However, assistance cannot be given to students who are absent for major
portions of the course, regardless the reasons. If the student is going to be absent from class for an extended period,
they are required to give notice and contact the program's student success officer.
Throughout the semester, if you miss three or more classes, the professor has the right to issue a Student Alert for
attendance. A copy will be attached to the student's academic record. The purpose of a student alert is to foster
student success by alerting students to behaviours, which may affect their academic progress and permit them
access to support, with the intent to develop a corrective action plan.
CLASSROOM CONDUCT
The learning environment involves an exchange of ideas and an exploration of concepts between faculty and students.
To achieve this, having a certain level of respect for that learning environment is of upmost importance. In order to
create an effective learning environment, students pledge to:
* Come to class prepared. This includes careful reading of assignments, being prepared to participate in discussions
and completing all assignments that are due, on time
* Be attentive and responsive during class lectures, demonstrations and discussions
* Respect fellow students' opinions and ideas
* Contribute to the class by making topic-specific comments as appropriate
* Offer critiques and alternative ideas in a non-condescending manner
* Fully participate and complete a fair share of work per group projects and team/class activities
Examples of disruptive behaviours to avoid include:
* Talking or otherwise distracting the professor or other members of the class
* Using electronic devices in class in a manner that disrupts the class or other students
* Exhibiting argumentative or attention-seeking behaviour
* Failing to show respect or act with civility
* Playing games, watching videos or any non class-related activities
If any of the previously listed disruptive behaviours occur in the classroom, the professor has the right to insist you
leave the classroom and/or issue a Student Alert for behaviour. A copy of the Student Alert will be attached to the
student's academic record. The purpose of a student alert is to foster student success by alerting students to
behaviours, which may affect their academic progress and permit them access to support, with the intent to develop a
corrective action plan.
Students may not create video, audio or other digital recordings of lectures, class discussions or other class activities
8. Page of8Durham College Course Outline - CWMD 2601 - 2019-2020 17
without written permission of the instructor. Students creating an unauthorized recording violates an instructor's
intellectual property rights and contravenes the Canadian Copyright Act. Students can be subject to disciplinary action
under the Durham College Student Code of Conduct for making unauthorized recordings.
ASSIGNMENT DEADLINES AND TESTS
In the industry, failure to meet the client's needs, on time, may not only mean the loss of a client, but possible
termination from a full-time position. Late submissions are highly discouraged for this reason. Developing good time
management habits leading to regular on-time assignment submission is strongly encouraged.
Students must ensure prompt submission of their assignments on the due date and at the time indicated by the
professor on on DC Connect. If the student does not hand an assignment in on time, they will have a one-week period
where a 25% mark deduction will be applied to the assignment's overall mark. For example: If an assignment was due
in class at 11:10am, then the late submission deadline would be the following week, on the same day, by 11:10am.
The only exception to this rule is any final assignments or projects due on the last week of the semester.
If an assignment is handed in after the one-week period, it will not be evaluated and the student will receive a mark of
zero. There may be exceptions to this rule in some courses, per the discretion of each individual professor.
If you are not able to attend a test, you are required to contact the professor within 24 hours of the scheduled test day
and time. Once notified, the professor will decide upon a solution and future course of action. Solutions are decided
upon at the discretion of the professor. Whatever solution the professor has arrived at, does not, under any
circumstance, establish precedence. In general, accommodations are not made for absences that are not medical or
legal (eg. travel plans).
The professor will indicate the specific submission location which may include one of the following: student personal
web server, DCA web server, DC Connect or the 'Design' file server.
ACADEMIC INTEGRITY
Under no circumstance should a student copy or plagiarize work and hand it in as his/her own. The dean will be
notified, an Academic Integrity alert will be issued to the student, and a copy will be attached to the student's
academic record.
EVALUATION
Although this class requires a passing grade of 50%, in order to graduate you will require an overall GPA of 2.0 or
60%.
9. Page of9Durham College Course Outline - CWMD 2601 - 2019-2020 17
General Course Outline Notes:
Students should use the course outline as a learning tool to guide their achievement of the learning
outcomes for this course. Specific questions should be directed to their individual professor.
The college considers the electronic communication methods (i.e. DC Mail or DC Connect) as the primary
channel of communication. Students should check the sources regularly for current course information.
Professors are responsible for following this outline and facilitating the learning as detailed in this outline.
Course outlines should be retained for future needs (i.e. university credits, transfer of credits etc.)
A full description of the Academic Appeals Process can be found at
https://durhamcollege.ca/about/governance/policies/academic-policies .
Faculty are committed to ensuring accessible learning for all students. Students who would like
assistance with academic access and accommodations in accordance with the Ontario Human Rights
Code should register with the Access and Support Centre (ASC). ASC is located in room SW116,
Oshawa Campus and in room 180 at the Whitby Campus. Contact ASC at 905-721-3123 for more
information.
Durham College is committed to the fundamental values of preserving academic integrity. Durham College
and faculty members reserve the right to use electronic means to detect and help prevent plagiarism.
Students agree that by taking this course all assignments could be subject to submission either by
themselves or by the faculty member for a review of textual similarity to Turnitin.com. Further information
about Turnitin can be found on the Turnitin.com Web site.
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10. Page of10Durham College Course Outline - CWMD 2601 - 2019-2020 17
Learning Plan
1
Delivery: In Class4
Recommended readings from the Mozilla Developer Network and/or other resources
- lecture
- discussion
- demonstrations
- exercises
Course introduction.
The Process of Programming
- algorithms
- pseudo code
- flow charts
- essential statements
Hours:
Intended Learning Objectives
Intended Learning Activities
Resources and References
Evaluation
Wk.
The Learning Plan is a planning guideline. Actual delivery of content may vary with circumstances.
Students will be notified in writing of changes that involve the addition or deletion of learning outcomes or
evaluations, prior to changes being implemented, as specified in the Course Outline Policy and Procedure at
Durham College.
Essential Employability Skills
CLO1
Course Learning Outcomes
EES1, EES4, EES10Taught: Practiced:
11. Page of11Durham College Course Outline - CWMD 2601 - 2019-2020 17
2
3
Delivery:
Delivery:
In Class
In Class
4
4
Recommended readings from the Mozilla Developer Network and/or other resources
Recommended readings from the Mozilla Developer Network and/or other resources
- lecture
- discussion
- demonstrations
- exercises
- lecture
- discussion
- demonstrations
- exercises
In class coding review 1 5
Getting Started with JavaScript
- adding JavaScript to Web pages
- writing basic code
- events and the Document Object Model (DOM)
- using Developer Tools
Variables and Expressions
- declaring variables
- data types
- arithmetic operators
- precedence
Hours:
Hours:
Intended Learning Objectives
Intended Learning Objectives
Intended Learning Activities
Intended Learning Activities
Resources and References
Resources and References
Evaluation
Evaluation
Wk.
Wk.
Weighting
Essential Employability Skills
Essential Employability Skills
CLO1, CLO2
CLO1, CLO2, CLO3, CLO4, CLO5
Course Learning Outcomes
Course Learning Outcomes
EES1, EES4, EES10
EES1, EES4, EES10
Taught:
Taught:
Practiced:
Practiced:
12. Page of12Durham College Course Outline - CWMD 2601 - 2019-2020 17
4
5
Delivery:
Delivery:
In Class
In Class
4
4
Recommended readings from the Mozilla Developer Network and/or other resources
Recommended readings from the Mozilla Developer Network and/or other resources
- lecture
- discussion
- demonstrations
- exercises
- lecture
- discussion
- demonstrations
- exercises
In class coding review 2
Assignment 1
5
10
Functions
- definition
- parameters
- return values
- application
- scope
Functions ... CONTINUED
Hours:
Hours:
Intended Learning Objectives
Intended Learning Objectives
Intended Learning Activities
Intended Learning Activities
Resources and References
Resources and References
Evaluation
Evaluation
Wk.
Wk.
Weighting
Weighting
Essential Employability Skills
Essential Employability Skills
CLO1, CLO2, CLO3, CLO4, CLO5
CLO1, CLO2, CLO3, CLO4, CLO5
Course Learning Outcomes
Course Learning Outcomes
EES1, EES4, EES10
EES1, EES4, EES10
Taught:
Taught:
Practiced:
Practiced:
13. Page of13Durham College Course Outline - CWMD 2601 - 2019-2020 17
6
7
Delivery:
Delivery:
In Class
In Class
4
4
Recommended readings from the Mozilla Developer Network and/or other resources
N/A
- lecture
- discussion
- demonstrations
- exercises
- review
In class coding review 3
TEST 1 (mid term)
5
15
Arrays
- declaring
- index
- reading and writing values
- dimension
- application
n/a
Hours:
Hours:
Intended Learning Objectives
Intended Learning Objectives
Intended Learning Activities
Intended Learning Activities
Resources and References
Resources and References
Evaluation
Evaluation
Wk.
Wk.
Weighting
Weighting
Essential Employability Skills
Essential Employability Skills
CLO1, CLO2, CLO3, CLO4, CLO5
CLO1, CLO2, CLO3, CLO4, CLO5
Course Learning Outcomes
Course Learning Outcomes
EES1, EES4, EES10
EES1, EES4, EES10
Taught:
Taught:
Practiced:
Practiced:
14. Page of14Durham College Course Outline - CWMD 2601 - 2019-2020 17
8
9
Delivery:
Delivery:
In Class
In Class
4
4
Recommended readings from the Mozilla Developer Network and/or other resources
Recommended readings from the Mozilla Developer Network and/or other resources
- lecture
- discussion
- demonstrations
- exercises
- lecture
- discussion
- demonstrations
- exercises
In class coding review 4 5
Arrays ... CONTINUED
Objects
- properties and methods
- declaring
- dot syntax
- application
Hours:
Hours:
Intended Learning Objectives
Intended Learning Objectives
Intended Learning Activities
Intended Learning Activities
Resources and References
Resources and References
Evaluation
Evaluation
Wk.
Wk.
Weighting
Essential Employability Skills
Essential Employability Skills
CLO1, CLO2, CLO3, CLO4, CLO5
CLO1, CLO2, CLO3, CLO4, CLO5
Course Learning Outcomes
Course Learning Outcomes
EES1, EES4, EES10
EES1, EES4, EES10
Taught:
Taught:
Practiced:
Practiced:
15. Page of15Durham College Course Outline - CWMD 2601 - 2019-2020 17
10
11
Delivery:
Delivery:
In Class
In Class
4
4
Recommended readings from the Mozilla Developer Network and/or other resources
Recommended readings from the Mozilla Developer Network and/or other resources
- lecture
- discussion
- demonstrations
- exercises
- lecture
- discussion
- demonstrations
- exercises
- mentor Project
In class coding review 5
Assignment 2
5
10
Decisions
- conditions
- Boolean values and operators
- precedence
- if statements
- application
Decisions ... CONTINUED
Hours:
Hours:
Intended Learning Objectives
Intended Learning Objectives
Intended Learning Activities
Intended Learning Activities
Resources and References
Resources and References
Evaluation
Evaluation
Wk.
Wk.
Weighting
Weighting
Essential Employability Skills
Essential Employability Skills
CLO1, CLO2, CLO3, CLO4, CLO5
CLO1, CLO2, CLO3, CLO4, CLO5
Course Learning Outcomes
Course Learning Outcomes
EES1, EES4, EES10
EES1, EES4, EES10
Taught:
Taught:
Practiced:
Practiced:
16. Page of16Durham College Course Outline - CWMD 2601 - 2019-2020 17
12
13
Delivery:
Delivery:
In Class
In Class
4
4
Recommended readings from the Mozilla Developer Network and/or other resources
Recommended readings from the Mozilla Developer Network and/or other resources
- lecture
- discussion
- demonstrations
- exercises
- lecture
- discussion
- demonstrations
- exercises
In class coding review 6
Assignment 3
5
15
Loops
- for statement
- while statement
- nested loops
Loops ... CONTINUED
Hours:
Hours:
Intended Learning Objectives
Intended Learning Objectives
Intended Learning Activities
Intended Learning Activities
Resources and References
Resources and References
Evaluation
Evaluation
Wk.
Wk.
Weighting
Weighting
Essential Employability Skills
Essential Employability Skills
CLO1, CLO2, CLO3, CLO4, CLO5, CLO6
CLO1, CLO2, CLO3, CLO4, CLO5
Course Learning Outcomes
Course Learning Outcomes
EES1, EES4, EES10
EES1, EES4, EES10
Taught:
Taught:
Practiced:
Practiced: