This presentation provides an overview of the subjects, facilities, teachers, and grading at All Saints school. It discusses the various units taught in the IT course, including Communication & Employability, Computer Systems, E-commerce, Computer Networks, Information Systems, and Multimedia Design. For each unit, it outlines what is covered and how students will be assessed. It also shares positive feedback from an Ofsted report about the school's community and commitment to student welfare.
This document provides information on the BTEC Business and ICT course offered at All Saints School. It includes sections on the school itself, the sixth form program, an overview of the business and ICT components of the BTEC course, how assessments are carried out, entry requirements, future career opportunities, and sample content from some of the business units that will be covered. The goal is to give potential students a clear understanding of all aspects of the BTEC Business and ICT course offered at All Saints School.
This document provides information about the BTEC Level 3 ICT course, including an overview of what students will learn and career opportunities after completion. There are two mandatory units (Unit 1 on communication skills and Unit 2 on computer systems) and four optional units that can be chosen from topics like e-commerce, computer networks, animation, and multimedia design. The course is taught by two teachers who guide students through independent study of the various units. Overall, the course provides students with skills to pursue higher education in ICT fields or related jobs and apprenticeships.
This document provides information on the Management Information and Control System (MICS) course offered by the Department of Business Administration at Metropolitan University, Sylhet. The course is a 3-credit, level 3.2 course with no prerequisites. The objectives of the course are to develop understanding of management information systems and their role in organizations. The course learning outcomes include being able to use and administer information systems, apply analytical skills to solve business problems using available information, and communicate to business and IT professionals. The course contributes to the program learning outcomes of developing technical and problem solving skills using information technology. The course will be taught through lectures, discussions, assignments, and presentations and assessed through class participation, exams, and projects.
The Role of The McDonaldโs IT Project Management Pilot in Developing a Model ...Rob Wilson
ย
The Role of The McDonaldโs IT Project Management Pilot in Developing a Model for 21st Century Apprenticeship Alice Rowland Information Services Organization Development Manager McDonaldโs Corporation-- Oak Brook, Illinois Abstract Throughout 2003 the Information Services organization of McDonaldโs Corporation will deliver an IT Project Management Apprenticeship pilot program. The program is in association with CompTIAโs National IT Apprenticeship System (NITAS) as part of the grant from the U.S. Department of Labor. The McDonaldโs pilot will demonstrate how a large scale IT organization can use registered apprenticeship as a vehicle to achieve rapid and uniform competency attainment as well as productivity improvement in its IT workforce. The pilot will show the criticality of producing measurable business results from apprenticeship. The McDonaldโs pilot has and will continue to help the CompTIA team develop and refine its design for IT apprenticeship. This paper describes how McDonaldโs is handling several key design and operational questions affecting the implementation of apprenticeship in a large scale IT organization. Components of The McDonaldโs Apprenticeship Model summarizes the components of the IT Project Management Apprenticeship that are being used in the Information Services Organization of McDonaldโs Corporation. The primary objective of the apprenticeship is to achieve measurable improvements in the productivity of project managers as evidenced by: ---more projects achieving their stated business objectives ---more projects being under measured business control ---project managers coming up to speed more quickly than using traditional training methods Additional benefits expected from the apprenticeship include reduced portfolio risk, decreased project costs and enhanced managerial skills on the part of mentors (journey workers).
The author wishes to thank the following individuals for their contributions to this paper and to the Voyager Program: 1) The Workforce Development staff at the Computing Technology Industry Association (CompTIA) for their support of the project and use of the NITAS infrastructure 2) The Information Resources Group at the Naval Undersea Warfare Center in Keyport, WA for sharing their Rodin process and other innovative ideas on 21st Century Apprenticeship 3) The ATELS staff in the U.S. Department of Labor for their support and assistance with the registration of the apprenticeship 4) The staff at DeVry Universityโs Center for Corporate Education for providing the classroom instruction, for assisting with registration, and for creating the Qualification cards. 5) Laura Antos for her logistical support within McDonaldโs 6) The McDonaldโs I/S apprentices, mentors and coaches 7) John Aaron for his input to and review of this paper
This document provides an executive summary for a classroom management simulation called "Verhalten" being developed by Requine Technologies. It describes Verhalten as an interactive 3D virtual classroom simulation that allows pre-service teachers to practice classroom management techniques. It identifies teacher education programs and professional development organizations as the primary markets. The management team is presented, which includes experts in education and technology. Financial projections estimate over $1.4 million in revenue for Canada and $20.7 million for the US in the first year. Strengths include being the first product to offer this type of risk-free practice environment for teachers.
This document summarizes a student's research report on introducing software-focused classes into Boise State University's technical communication curriculum. The student conducted surveys of students, faculty and employers to evaluate their attitudes. The research found that while students, faculty and employers agree software training is important, there are differing views on how it should be implemented. Popular software platforms identified included markup languages, page layout, graphics, video recording, help authoring and social media tools. The student recommends BSU consider the results and implementing some form of software training.
Leveraging technology for skill buildingRituraj Sar
ย
The document discusses leveraging technology for skill building and personalized learning. It proposes using innovative training methods through technology-bound learning like machine learning, artificial intelligence, virtual reality and augmented reality to boost experiential learning. It suggests that leveraging technology in the right way can help improve employee performance by solving problems rather than just sharing concepts. It recommends promoting peer learning as part of the culture and tracking learning from input to practice to impact.
IRJET- Android Application for Training and Placement Cell using Machine ...IRJET Journal
ย
This document describes an Android application that was developed to automate the activities of a university's training and placement cell. The application aims to better manage and support the placement process through coordination between students, alumni, recruiters, and the training and placement officer (TPO). It allows users to register profiles, view job postings and workshops, apply for opportunities, and communicate via a chat forum. The application is intended to address issues with the existing manual system by reducing errors, improving data access and updating, and facilitating improved communication across user types. A prototype of the application demonstrates login and registration screens as well as the intended user interfaces and flow between modules.
This document provides information on the BTEC Business and ICT course offered at All Saints School. It includes sections on the school itself, the sixth form program, an overview of the business and ICT components of the BTEC course, how assessments are carried out, entry requirements, future career opportunities, and sample content from some of the business units that will be covered. The goal is to give potential students a clear understanding of all aspects of the BTEC Business and ICT course offered at All Saints School.
This document provides information about the BTEC Level 3 ICT course, including an overview of what students will learn and career opportunities after completion. There are two mandatory units (Unit 1 on communication skills and Unit 2 on computer systems) and four optional units that can be chosen from topics like e-commerce, computer networks, animation, and multimedia design. The course is taught by two teachers who guide students through independent study of the various units. Overall, the course provides students with skills to pursue higher education in ICT fields or related jobs and apprenticeships.
This document provides information on the Management Information and Control System (MICS) course offered by the Department of Business Administration at Metropolitan University, Sylhet. The course is a 3-credit, level 3.2 course with no prerequisites. The objectives of the course are to develop understanding of management information systems and their role in organizations. The course learning outcomes include being able to use and administer information systems, apply analytical skills to solve business problems using available information, and communicate to business and IT professionals. The course contributes to the program learning outcomes of developing technical and problem solving skills using information technology. The course will be taught through lectures, discussions, assignments, and presentations and assessed through class participation, exams, and projects.
The Role of The McDonaldโs IT Project Management Pilot in Developing a Model ...Rob Wilson
ย
The Role of The McDonaldโs IT Project Management Pilot in Developing a Model for 21st Century Apprenticeship Alice Rowland Information Services Organization Development Manager McDonaldโs Corporation-- Oak Brook, Illinois Abstract Throughout 2003 the Information Services organization of McDonaldโs Corporation will deliver an IT Project Management Apprenticeship pilot program. The program is in association with CompTIAโs National IT Apprenticeship System (NITAS) as part of the grant from the U.S. Department of Labor. The McDonaldโs pilot will demonstrate how a large scale IT organization can use registered apprenticeship as a vehicle to achieve rapid and uniform competency attainment as well as productivity improvement in its IT workforce. The pilot will show the criticality of producing measurable business results from apprenticeship. The McDonaldโs pilot has and will continue to help the CompTIA team develop and refine its design for IT apprenticeship. This paper describes how McDonaldโs is handling several key design and operational questions affecting the implementation of apprenticeship in a large scale IT organization. Components of The McDonaldโs Apprenticeship Model summarizes the components of the IT Project Management Apprenticeship that are being used in the Information Services Organization of McDonaldโs Corporation. The primary objective of the apprenticeship is to achieve measurable improvements in the productivity of project managers as evidenced by: ---more projects achieving their stated business objectives ---more projects being under measured business control ---project managers coming up to speed more quickly than using traditional training methods Additional benefits expected from the apprenticeship include reduced portfolio risk, decreased project costs and enhanced managerial skills on the part of mentors (journey workers).
The author wishes to thank the following individuals for their contributions to this paper and to the Voyager Program: 1) The Workforce Development staff at the Computing Technology Industry Association (CompTIA) for their support of the project and use of the NITAS infrastructure 2) The Information Resources Group at the Naval Undersea Warfare Center in Keyport, WA for sharing their Rodin process and other innovative ideas on 21st Century Apprenticeship 3) The ATELS staff in the U.S. Department of Labor for their support and assistance with the registration of the apprenticeship 4) The staff at DeVry Universityโs Center for Corporate Education for providing the classroom instruction, for assisting with registration, and for creating the Qualification cards. 5) Laura Antos for her logistical support within McDonaldโs 6) The McDonaldโs I/S apprentices, mentors and coaches 7) John Aaron for his input to and review of this paper
This document provides an executive summary for a classroom management simulation called "Verhalten" being developed by Requine Technologies. It describes Verhalten as an interactive 3D virtual classroom simulation that allows pre-service teachers to practice classroom management techniques. It identifies teacher education programs and professional development organizations as the primary markets. The management team is presented, which includes experts in education and technology. Financial projections estimate over $1.4 million in revenue for Canada and $20.7 million for the US in the first year. Strengths include being the first product to offer this type of risk-free practice environment for teachers.
This document summarizes a student's research report on introducing software-focused classes into Boise State University's technical communication curriculum. The student conducted surveys of students, faculty and employers to evaluate their attitudes. The research found that while students, faculty and employers agree software training is important, there are differing views on how it should be implemented. Popular software platforms identified included markup languages, page layout, graphics, video recording, help authoring and social media tools. The student recommends BSU consider the results and implementing some form of software training.
Leveraging technology for skill buildingRituraj Sar
ย
The document discusses leveraging technology for skill building and personalized learning. It proposes using innovative training methods through technology-bound learning like machine learning, artificial intelligence, virtual reality and augmented reality to boost experiential learning. It suggests that leveraging technology in the right way can help improve employee performance by solving problems rather than just sharing concepts. It recommends promoting peer learning as part of the culture and tracking learning from input to practice to impact.
IRJET- Android Application for Training and Placement Cell using Machine ...IRJET Journal
ย
This document describes an Android application that was developed to automate the activities of a university's training and placement cell. The application aims to better manage and support the placement process through coordination between students, alumni, recruiters, and the training and placement officer (TPO). It allows users to register profiles, view job postings and workshops, apply for opportunities, and communicate via a chat forum. The application is intended to address issues with the existing manual system by reducing errors, improving data access and updating, and facilitating improved communication across user types. A prototype of the application demonstrates login and registration screens as well as the intended user interfaces and flow between modules.
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing, while second year units focus on starting a small business, product promotion, business ethics, and accounting. ICT units range from communication skills and computer systems to computer animation, e-commerce, and computer networks. The course aims to
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing. ICT units cover communication skills, computer systems, and animation. The course aims to provide skills equivalent to three A-Levels and allows for further education or apprenticeship opportunities.
This document provides module descriptions for courses in the CTI Bachelor of Science in Information Technology degree program. It describes 15 modules that are part of the 3-year degree program, including introductory modules in the first year covering topics like business communication, computer skills, and programming. More advanced second year modules focus on areas such as data analysis and design, data structures and algorithms, and database design concepts. The module descriptions provide learning objectives and overview of topics covered in each module to give students information on the program curriculum.
Evaluating Technology Use in the Classroom.pdfChloe Cheney
ย
Wondering which EdTech tools to use to make learning more fun and engaging? This article will be your ultimate guide to evaluating technology use in the classroom.
The document provides an overview of the BTEC Core Business and ICT course. It discusses the course structure and units covered in years 12 and 13 for both the Business and ICT pathways. Key points include:
- The course is equivalent to 3 A-Levels and prepares students for university degrees or apprenticeships.
- Units cover topics like communication skills, computer systems, networks, e-commerce, multimedia design, and databases.
- Assessment is 100% coursework based with no exams. Students must meet deadlines and complete all units.
- The course provides skills relevant to a variety of business and IT careers like management, finance, and computer science.
This document provides an overview and summary of several units that would be covered in a BTEC Core Business and ICT course, including:
- Unit 1 focuses on communication and employability skills for IT careers, including soft skills, different communication methods, and personal development plans.
- Unit 2 explores computer systems, including hardware components, operating systems, utility software, and installing/configuring computer systems.
- Unit 5 examines network management principles, tools, emerging technologies, and keeping records of network maintenance and configuration.
- Unit 8 discusses e-commerce technologies, categories of online businesses, issues like legislation/security, and payment systems.
Km assignment knowledge engineer vs knowledg worker slightly editedfikir getachew
ย
1) Knowledge workers include professionals like scientists, educators, designers, and others who work primarily with information and ideas rather than physical objects.
2) A knowledge worker is defined as someone whose main capital is knowledge and who must employ convergent, divergent, and creative thinking in their work solving non-routine problems.
3) Knowledge workers bring benefits to organizations like analyzing data, assessing priorities, identifying trends, making connections, and understanding cause and effect.
This document provides an introduction to system analysis. It defines a system as a group of interrelated components that function together to achieve a desired result. An information system captures and manages data to produce useful information for an organization. The roles of a system analyst are discussed, including examining existing systems, analyzing requirements, and implementing solutions. Business drivers that influence information system development include globalization, electronic commerce, security, collaboration, and knowledge management. System analysis is necessary to investigate systems and find more efficient ways of processing information.
This seminar discussed the characteristics of IT graduate programs. The objectives were to explore IT programs and raise appreciation for IT's role in industry. IT programs aim to produce graduates who can select, apply, integrate and administer technologies to meet user needs. Key pillars of IT include abilities in areas like problem solving, teamwork, communication, and continuing professional development. The presentation recommended experiential learning like projects and internships to ease students' transition to industry. It concluded by referencing guidelines for IT undergraduate programs.
This seminar discussed the characteristics of IT graduate programs. The objectives were to explore IT programs and raise appreciation for IT's role in industry. IT programs aim to produce graduates who can select, apply, integrate and administer technologies to meet user needs. Key pillars of IT include abilities in areas like problem solving, teamwork, communication, and continuing professional development. The presentation recommended experiential learning like projects and internships to ease students' transition to industry. It concluded by referencing guidelines for IT undergraduate programs.
Working With NYC Schools: Insights for EdTech Start-Ups V1.0iZone
ย
The NYC Department of Education's iZone developed this guide to help edtech startups and entrepreneurs consider the challenges and needs of school communities in order to design and develop smarter technology solutions.
The document provides an overview of the system architecture project for an education information systems company. It includes 10 sections that cover: an overview of the company and client case, requirements elicitation strategy, system components and design requirements, application development methodology, features and tradeoff analysis, milestones and deliverables, system architecture aligned with requirements, technical design document, design review checklist, and testing and deployment. The project aims to develop an information system for a higher education institution to allow secure sharing and storage of student and faculty data through a web-based interface.
The strategic plan outlines 3 strategic directions for the Division of Information Technology at Western Carolina University: 1) Enable and support the academic mission of the institution, 2) Enhance university business processes, and 3) Improve the university's technology foundation. The plan details goals and initiatives under each strategic direction to provide a secure, reliable infrastructure that supports the university's mission of engaged teaching and learning. Key initiatives include developing sustainable classroom technologies, providing continuous access to IT resources for teaching/learning, and being proactive in supporting research and evolving academic needs.
This document provides information about the Btec Core Business and ICT 90 credit diploma course offered at All Saints School to current year 11 students. It includes details about the course structure and content over the two years, including the units covered in each subject area. Information is also provided about career paths, university degrees, and grades for the course. The presentation aims to introduce students to the course and its benefits in providing a foundation for further education and careers in business and ICT fields.
This document provides an overview and introduction to the BTEC Level 3 Diploma in IT course. The summary includes:
- The course is equivalent to 2 A-Levels and is suitable for those wishing to study IT for employment purposes. It has a practical focus.
- Students must have achieved a grade C or higher in Maths and English as well as studied IT at GCSE level to be eligible.
- The course covers 6 units over 2 years that are selected by teachers from a total of 43 possible units. Example units mentioned include Communication & Employability Skills for IT, Computer Systems, Computer Animation, E-Commerce, Computer Networks, and Multimedia Design.
This internship report summarizes Swachanda Chandrakant Londhe's 8 week internship at Revolution IT Solutions. The report includes an introduction to internships, the company profile of Revolution IT Solutions, descriptions of the various departments' activities including website development, software development and graphic design. It also provides details of the work done during the internship, which involved developing a website for "Vita Ladies Business Association" using HTML, CSS and Bootstrap, focusing on creating the homepage and business module pages. The report concludes that the internship provided valuable experience in web development technologies.
Running Header 1APPLICATION DEVELOPMENT METHODS2.docxrtodd599
ย
Running Header: 1
APPLICATION DEVELOPMENT METHODS 2
Unit 1 Group Project
Application Development Methods
Group 4
John Holmberg, Sean Austin, Christian Dillon, Charles Williams, Matthew Serdy, Frank Opoku
April 10, 2019
IT487 โ IT Capstone 1
Nolyn Johnson
Table of Contents
Section 1 - Overview of Company and Client Business Case 3
Section 2 - Application Requirement Elicitation Strategy 5
Section 3 - System Components and Design Requirements 7
Section 4 - Methodology for Application Development Process 8
Section 5 - Complete Features and Trade-off Analysis 10
Section 6 - Milestones and Deliverables Based on Date and Dependencies 11
Section 7 - System Architecture Aligned with System Requirements 12
Section 8 - Technical Design Document 13
Section 9 - Design Review Checklist 14
Section 10 - Testing and Deployment 15
References 16
Section 1 - Overview of Company and Client Business Case
The company Education Information Systems. (EiS) is an information and management company that specializes in the creation and care of large-scale educational information and technology systems. EiS has implemented and managed systems ranging from the pre-K to 12th year primary school systems, and is developing larger scale systems to facilitate collegiate, graduate and post graduate educational institutions. EiS is a privately held organization that has the primary focus of providing the best possible systems to help grow the educational sector. Previous clients have implemented system wide software replacement and upgrades. With a stellar track record of previous educational institutions, and references, EiS has completed all the projects on time, and within budgetary guidelines. All problem issues or negative feedback from clients were handled in professional and timely manner that resulted in a completely satisfied client.
Moving toward post high school educational institutions, EiS is working with an extremely talented development team to move into the graduate and post graduate sector with ease. With new projects being developed, and more clients, EiS also works to recruit the best talent in the development, and technical aspects of information technology.
The information system to be developed by EiS for the institution will allow for all student, and faculty to store, share, and secure data. Utilizing a web-based UI, the information will be easily accessed, with the proper credentials. Data can be shared among staff, and students with preferences designed to mitigate corruption of data, loss of information, especially personal and financial information. All faculty and staff can be added to the application via an admin portal and all security is designated there. All remote access to the application will require a 2 factor
authentication system for another level of security to ensure that the proper access protocols are being followed. All information that is stored will be designed to the student or faculty member, and kept throughout the .
The Buyer's Guide to Technical Training: Optimizing Work Instructions for Job...angelameek4
ย
The Buyerโs Guide to Technical Training provides a comprehensive overview for organizations navigating the complexities of technical training.
Discover how to best align training goals with organizational objectives and learn the key considerations for creating an effective training program.
Here's what you can expect to learn:
-An overview of training program basics and success measures to make sure you've thought of everything
-Insight into language and communication best practices to optimize job training and enablement accessibility
-A deep dive into technology options and considerations for extended reality, virtual reality, augmented reality, spatial computing, interactive instruction platforms, and much more.
The guide encourages organizations to adopt a holistic and learner-centric approach to technical training, leveraging a mix of traditional and advanced technologies while prioritizing safety, competency, and efficiency.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing, while second year units focus on starting a small business, product promotion, business ethics, and accounting. ICT units range from communication skills and computer systems to computer animation, e-commerce, and computer networks. The course aims to
This document provides an overview of the BTEC Business and ICT course available at All Saints Comprehensive Sixth Form. It describes the course structure, units studied in each year, entry requirements, grading system, qualifications obtained, possible career paths, and includes a student sample work and feedback. The course is a two-year, full-time BTEC 90 Credit Diploma split between Business and ICT units. Business units in the first year cover the business environment, resources, and marketing. ICT units cover communication skills, computer systems, and animation. The course aims to provide skills equivalent to three A-Levels and allows for further education or apprenticeship opportunities.
This document provides module descriptions for courses in the CTI Bachelor of Science in Information Technology degree program. It describes 15 modules that are part of the 3-year degree program, including introductory modules in the first year covering topics like business communication, computer skills, and programming. More advanced second year modules focus on areas such as data analysis and design, data structures and algorithms, and database design concepts. The module descriptions provide learning objectives and overview of topics covered in each module to give students information on the program curriculum.
Evaluating Technology Use in the Classroom.pdfChloe Cheney
ย
Wondering which EdTech tools to use to make learning more fun and engaging? This article will be your ultimate guide to evaluating technology use in the classroom.
The document provides an overview of the BTEC Core Business and ICT course. It discusses the course structure and units covered in years 12 and 13 for both the Business and ICT pathways. Key points include:
- The course is equivalent to 3 A-Levels and prepares students for university degrees or apprenticeships.
- Units cover topics like communication skills, computer systems, networks, e-commerce, multimedia design, and databases.
- Assessment is 100% coursework based with no exams. Students must meet deadlines and complete all units.
- The course provides skills relevant to a variety of business and IT careers like management, finance, and computer science.
This document provides an overview and summary of several units that would be covered in a BTEC Core Business and ICT course, including:
- Unit 1 focuses on communication and employability skills for IT careers, including soft skills, different communication methods, and personal development plans.
- Unit 2 explores computer systems, including hardware components, operating systems, utility software, and installing/configuring computer systems.
- Unit 5 examines network management principles, tools, emerging technologies, and keeping records of network maintenance and configuration.
- Unit 8 discusses e-commerce technologies, categories of online businesses, issues like legislation/security, and payment systems.
Km assignment knowledge engineer vs knowledg worker slightly editedfikir getachew
ย
1) Knowledge workers include professionals like scientists, educators, designers, and others who work primarily with information and ideas rather than physical objects.
2) A knowledge worker is defined as someone whose main capital is knowledge and who must employ convergent, divergent, and creative thinking in their work solving non-routine problems.
3) Knowledge workers bring benefits to organizations like analyzing data, assessing priorities, identifying trends, making connections, and understanding cause and effect.
This document provides an introduction to system analysis. It defines a system as a group of interrelated components that function together to achieve a desired result. An information system captures and manages data to produce useful information for an organization. The roles of a system analyst are discussed, including examining existing systems, analyzing requirements, and implementing solutions. Business drivers that influence information system development include globalization, electronic commerce, security, collaboration, and knowledge management. System analysis is necessary to investigate systems and find more efficient ways of processing information.
This seminar discussed the characteristics of IT graduate programs. The objectives were to explore IT programs and raise appreciation for IT's role in industry. IT programs aim to produce graduates who can select, apply, integrate and administer technologies to meet user needs. Key pillars of IT include abilities in areas like problem solving, teamwork, communication, and continuing professional development. The presentation recommended experiential learning like projects and internships to ease students' transition to industry. It concluded by referencing guidelines for IT undergraduate programs.
This seminar discussed the characteristics of IT graduate programs. The objectives were to explore IT programs and raise appreciation for IT's role in industry. IT programs aim to produce graduates who can select, apply, integrate and administer technologies to meet user needs. Key pillars of IT include abilities in areas like problem solving, teamwork, communication, and continuing professional development. The presentation recommended experiential learning like projects and internships to ease students' transition to industry. It concluded by referencing guidelines for IT undergraduate programs.
Working With NYC Schools: Insights for EdTech Start-Ups V1.0iZone
ย
The NYC Department of Education's iZone developed this guide to help edtech startups and entrepreneurs consider the challenges and needs of school communities in order to design and develop smarter technology solutions.
The document provides an overview of the system architecture project for an education information systems company. It includes 10 sections that cover: an overview of the company and client case, requirements elicitation strategy, system components and design requirements, application development methodology, features and tradeoff analysis, milestones and deliverables, system architecture aligned with requirements, technical design document, design review checklist, and testing and deployment. The project aims to develop an information system for a higher education institution to allow secure sharing and storage of student and faculty data through a web-based interface.
The strategic plan outlines 3 strategic directions for the Division of Information Technology at Western Carolina University: 1) Enable and support the academic mission of the institution, 2) Enhance university business processes, and 3) Improve the university's technology foundation. The plan details goals and initiatives under each strategic direction to provide a secure, reliable infrastructure that supports the university's mission of engaged teaching and learning. Key initiatives include developing sustainable classroom technologies, providing continuous access to IT resources for teaching/learning, and being proactive in supporting research and evolving academic needs.
This document provides information about the Btec Core Business and ICT 90 credit diploma course offered at All Saints School to current year 11 students. It includes details about the course structure and content over the two years, including the units covered in each subject area. Information is also provided about career paths, university degrees, and grades for the course. The presentation aims to introduce students to the course and its benefits in providing a foundation for further education and careers in business and ICT fields.
This document provides an overview and introduction to the BTEC Level 3 Diploma in IT course. The summary includes:
- The course is equivalent to 2 A-Levels and is suitable for those wishing to study IT for employment purposes. It has a practical focus.
- Students must have achieved a grade C or higher in Maths and English as well as studied IT at GCSE level to be eligible.
- The course covers 6 units over 2 years that are selected by teachers from a total of 43 possible units. Example units mentioned include Communication & Employability Skills for IT, Computer Systems, Computer Animation, E-Commerce, Computer Networks, and Multimedia Design.
This internship report summarizes Swachanda Chandrakant Londhe's 8 week internship at Revolution IT Solutions. The report includes an introduction to internships, the company profile of Revolution IT Solutions, descriptions of the various departments' activities including website development, software development and graphic design. It also provides details of the work done during the internship, which involved developing a website for "Vita Ladies Business Association" using HTML, CSS and Bootstrap, focusing on creating the homepage and business module pages. The report concludes that the internship provided valuable experience in web development technologies.
Running Header 1APPLICATION DEVELOPMENT METHODS2.docxrtodd599
ย
Running Header: 1
APPLICATION DEVELOPMENT METHODS 2
Unit 1 Group Project
Application Development Methods
Group 4
John Holmberg, Sean Austin, Christian Dillon, Charles Williams, Matthew Serdy, Frank Opoku
April 10, 2019
IT487 โ IT Capstone 1
Nolyn Johnson
Table of Contents
Section 1 - Overview of Company and Client Business Case 3
Section 2 - Application Requirement Elicitation Strategy 5
Section 3 - System Components and Design Requirements 7
Section 4 - Methodology for Application Development Process 8
Section 5 - Complete Features and Trade-off Analysis 10
Section 6 - Milestones and Deliverables Based on Date and Dependencies 11
Section 7 - System Architecture Aligned with System Requirements 12
Section 8 - Technical Design Document 13
Section 9 - Design Review Checklist 14
Section 10 - Testing and Deployment 15
References 16
Section 1 - Overview of Company and Client Business Case
The company Education Information Systems. (EiS) is an information and management company that specializes in the creation and care of large-scale educational information and technology systems. EiS has implemented and managed systems ranging from the pre-K to 12th year primary school systems, and is developing larger scale systems to facilitate collegiate, graduate and post graduate educational institutions. EiS is a privately held organization that has the primary focus of providing the best possible systems to help grow the educational sector. Previous clients have implemented system wide software replacement and upgrades. With a stellar track record of previous educational institutions, and references, EiS has completed all the projects on time, and within budgetary guidelines. All problem issues or negative feedback from clients were handled in professional and timely manner that resulted in a completely satisfied client.
Moving toward post high school educational institutions, EiS is working with an extremely talented development team to move into the graduate and post graduate sector with ease. With new projects being developed, and more clients, EiS also works to recruit the best talent in the development, and technical aspects of information technology.
The information system to be developed by EiS for the institution will allow for all student, and faculty to store, share, and secure data. Utilizing a web-based UI, the information will be easily accessed, with the proper credentials. Data can be shared among staff, and students with preferences designed to mitigate corruption of data, loss of information, especially personal and financial information. All faculty and staff can be added to the application via an admin portal and all security is designated there. All remote access to the application will require a 2 factor
authentication system for another level of security to ensure that the proper access protocols are being followed. All information that is stored will be designed to the student or faculty member, and kept throughout the .
The Buyer's Guide to Technical Training: Optimizing Work Instructions for Job...angelameek4
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The Buyerโs Guide to Technical Training provides a comprehensive overview for organizations navigating the complexities of technical training.
Discover how to best align training goals with organizational objectives and learn the key considerations for creating an effective training program.
Here's what you can expect to learn:
-An overview of training program basics and success measures to make sure you've thought of everything
-Insight into language and communication best practices to optimize job training and enablement accessibility
-A deep dive into technology options and considerations for extended reality, virtual reality, augmented reality, spatial computing, interactive instruction platforms, and much more.
The guide encourages organizations to adopt a holistic and learner-centric approach to technical training, leveraging a mix of traditional and advanced technologies while prioritizing safety, competency, and efficiency.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin ๐๐ค๐ค๐ฅฐ
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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ICT BTEC
1. WELCOME!This presentation would give a good understating of Different subjects done at All
Saints: How they are taught and graded. This presentation would offer the student
a chance to see the facilities you would be taught in and the teachers, that
teaches it.
OFSTEDUNITSALLSAINTS TEACHERS
2. Principles & aims
all saints catholic school believes that the overriding principles that inform the work of the
whole school are to:
provide a โsetting in which the pupils can experience their dignity as persons before they know
its definitionโ.
we believe if each child is to achieve their true potential, there must be close collaboration
between home and school. above all we strive to be a happy and caring community that
strives for excellence in all areas of life.
i look forward to meeting you.
yours sincerely,
kevin wilson
alliance values:
to provide all children with the best education opportunities available.
to recognise the knowledge, skills and talents of all staff, students and associated stakeholders.
๏WHY ALL SAINTS?
OFSTEDUNITSTEACHERS
3. ๏TEACHERSAll saints teaching staff are trained and qualified3 at what they do.โ These
teachers would help you achieve an excellent grade. They would push you to
the best of your abilities to help you work to the best you can. They are qualified
in teaching ICT.
MR G.QUAICOE MRS S.GILLIAN
UNIT 1: Communication &
Employability
Unit 2: Computer systems
UNIT 8: E-commerce Unit 9: Computer networks
UNIT 43: Multimedia Unit 31: Computer animation
OFSTEDUNITSALLSAINTS
4. ๏UNITS
โข Unit 1: Communication & Employability
โข Unit 2: Computer systems
โข Unit 8: E-commerce
โข Unit 9: Computer systems
โข Unit 31: Information systems
โข Unit 43: Multimedia Design
This is a two year course that will appeal to students considering careers as it
professionals. the btec in it will help students develop the skills that employers
need, while providing a qualification that will enable progression to higher
education.
OFSTEDALLSAINTS TEACHERS
5. the employability part of the unit is all about soft skills.
these include communication skills, teamwork skills and
other positive attributes such as dependability and
conscientiousness.
why is this unit beneficial?
once you get a job, continual self-development will be
essential. the rapidly changing nature
of it makes this particularly relevant for those who work, or
aspire to work, in the it industry. to
familiarise you with the self-development process, while
working on this unit, you will produce
and follow a personal development plan (pdp) to
identify and track your training needs and the
accumulation of new skills and knowledge.
๏UNIT 1: COMMUNICATION & EMPLOYABILITY
OFSTEDALLSAINTS TEACHERS
6. How you will be assessed This unit will be assessed by
a number of internal assignments that will be
designed and
marked by the staff at your centre. The assignments
will be designed to allow you to
show your understanding of the unit outcomes. These
relate to what you should be able
to do after completing this unit.
Your tutor will tell you precisely what form your
assessment will take, but it could be in
the form of:
๔ณ๔ณ an information booklet
๔ณ๔ณ observation of your communication skills by your
tutor
๔ณ๔ณ detailed witness statements and written
explanations of your effective use of IT.
๏UNIT 1: COMMUNICATION & EMPLOYABILITY
OFSTEDALLSAINTS TEACHERS
7. ๏UNIT 2:COMPUTER SYSTEMS
At some stage most IT professionals will have to set up and customise a computer system or systems. To do
so effectively they will need to understand the components that make up computer systems. The operating
WHY IS THIS UNIT NEEDED?
IT professionals will often be asked to recommend systems for varied user needs. There are many different
manufacturers of computer systems and each manufacturer produces a wide range of models with
different specifications. IT professionals also need to develop the skills required to install and configure
computer systems. A large part
of this unit will involve practical work in installing hardware components and software, configuring systems to
meet specific requirements and testing to ensure a fully functioning system is produced.
OFSTEDALLSAINTS TEACHERS
8. How you will be assessed
This unit will be assessed by a number of internal
assignments that will be designed and
marked by the staff at your centre. It may be subject
to sampling by your centreโs External
Verifier as part of Edexcelโs ongoing quality
assurance procedures. The assignments will
be designed to allow you to show your
understanding of the unit outcomes.
๏UNIT 2:COMPUTER SYSTEMS
OFSTEDALLSAINTS TEACHERS
9. ๏UNIT 8: E-COMMERCE
One of the most important developments in business in recent
times has been the increasing use of ecommerce.
It has revolutionised many marketplaces and opened up
opportunities never before imagined.
Businesses that are not exploring the use of e-commerce are
in danger of finding themselves being overtaken
by those who are utilising this technology. E-commerce uses
the internet to build and enhance relationships
with customers, partners and other businesses. This can
involve processing orders electronically, handling
customer service and cooperating with business partners.
OFSTEDALLSAINTS TEACHERS
10. ๏UNIT 8: E-COMMERCE
On completion of this unit a learner should:
1 Know the technologies required for an e-commerce
system
2 Understand the impact of e-commerce on organisations
3 Understand the effects of e-commerce on society
4 Be able to plan e-commerce strategies.
OFSTEDALLSAINTS TEACHERS
11. ๏UNIT 9: COMPUTER SYSTEMS
Unit introduction
This unit starts by exploring the different types of networks
and the standards relating to network systems,
including local and wide area networks. Networks can be
either wired or wireless systems and, although
much of the underpinning content is similar, this unit does
make reference to both.
The hardware and software components used in networks
and their operation are explored and learners will
develop an understanding of their functions and how they
relate to each other, particularly how connections
are made and the purpose of these connection devices.
. Learners will come to understand the risks to businesses
from insecure networks.
OFSTEDALLSAINTS TEACHERS
12. ๏UNIT 9: COMPUTER SYSTEMS
Learning outcomes
On completion of this unit a learner should:
1 Know types of network systems and protocols
2 Understand the key components used in networking
3 Know the services provided by network systems
4 Be able to make networked systems secure.
OFSTEDALLSAINTS TEACHERS
13. ๏UNIT 31:INFORMATION SYSTEMS
Unit introduction
Information systems are combinations of software, hardware and communication networks, used to collect,
organise and distribute useful information within organisations. The availability of reliable information,
presented in an appropriate format is the basis for good decision making. It can be used by organisations for
obtaining a competitive advantage and promote efficiency.
People need to become skilled manipulators and users of information to ensure that organisations become
more efficient and succeed in achieving their aims and objectives.
As IT users, we need to make judgements about sources and accuracy of information and be able to select
and manipulate information to support sound decision making. Not all information is current or accurate. In
this unit learners will find out how to select their sources and decide on how much credence can be placed in
them.
OFSTEDALLSAINTS TEACHERS
14. ๏UNIT 31:INFORMATION SYSTEMS
Learning outcomes
On completion of this unit a learner should:
1 Understand how organisations use business information
2 Understand the issues related to the use of information
3 Know the features and functions of information systems
4 Be able to use IT tools to produce management
information.
OFSTEDALLSAINTS TEACHERS
15. ๏UNIT 43: MUILTIMEDIA DESIGN
The interactive multimedia industry is one of the fastest moving sectors
in the world. Those hoping to make
a career in this sector will need to be able to produce high quality
products which requires creativity, a firm
grasp of interactive media design principles and good planning skills.
The qualities and skills developed in this
unit are applicable to all of the various strands within the interactive
media sector.
Learners will develop their understanding of the terminology, nature
and scope of the interactive media
industry and should be encouraged to investigate a range of existing
interactive media products. They
will learn how to design professional products by developing core skills
(such as how to plan for the use
of interactive features, transitions and effects) and applying established
principles. They will also have the
opportunity to develop and apply creative thinking skills. Learners learn
how to plan and manage projects.
OFSTEDALLSAINTS TEACHERS
16. ๏UNIT 43: MUILTIMEDIA DESIGN
Learning outcomes
On completion of this unit a learner should:
1 Understand how multimedia is used to meet business
objectives
2 Be able to design multimedia products to meet business
needs
3 Be able to develop multimedia products
4 Be able to present multimedia products
5 Be able to review multimedia products.
OFSTEDALLSAINTS TEACHERS
18. ๏STUDENT REVIEWS/Ofsted
These include but are not limited to the following:
The LEC โ a place where students can receive both academic and
personal support and guidance to help them overcome difficulties with
falling behind or with personal / emotional difficulties.
Academic monitoring and support โ When tracking of student progress
identifies that someone is not achieving their full potential in certain
subjects, a range of different monitoring, support and intervention
strategies can be used to ensure their progress improves.
โโAll Saints Catholic School and Technology College is an
outstanding Catholic school. The school fulfils a central role
in its community as it seeks to make all members of the
school โone in Christโ whilst recognizing the value and
uniqueness of each individual. Students are rightly proud of
their school and speak highly of the commitment made to
their welfare by all staff.โโ Ofsted report section 48.
ALLSAINTS TEACHERS