This document provides information about the ITC561 - Cloud Computing subject including:
- The subject coordinator and lecturer contact details
- An overview of what the subject covers including cloud computing technologies, architectures, delivery models, migration planning, governance and security
- The learning outcomes which focus on evaluating cloud solutions, risk management strategies, and analyzing requirements for cloud migration
- Assessment details including three assignments and exam requirements
- An outline of the topics to be covered across 12 weeks
- Information about resources available for study including the prescribed text, library services, and support structures.
This document outlines information for the subject ITC544 - Computer Organisation and Architecture at Charles Sturt University:
- It provides an overview of the subject content which covers topics such as data representation, digital logic, computer memory, and trends in computing technologies.
- The learning outcomes, assessment items, and schedule are described. Students will complete two assignments and an online quiz.
- Resources for study include online modules, lecture notes, tutorials, and the prescribed textbook. Support services from the university such as the library and learning skills support are also mentioned.
This document summarizes a thesis that studied sixth grade teachers' perspectives on how online grading systems affect parent participation. The thesis reviewed literature showing that parent participation positively impacts student outcomes but is often lower for minority and low-income families due to barriers like work schedules, transportation, and feeling unwelcome at school. The study aimed to understand if online grading systems could help by making grades more accessible from home. Five sixth grade teachers were surveyed about the functions and effects of their school's new online grading system. Key findings were that the system provided useful features but was underutilized because many parents lacked computer/internet access or skills to use the system. The study concluded that schools must provide parent training on online systems and make systems more user
This document provides an analysis and design plan for an online professional development course for PreK-4 teachers. The goals are to (1) prepare teachers for effective science lab instruction and (2) provide strategies for hands-on, inquiry-based science and technology integration. Baseline data will be collected on current resources, teacher skills and comfort levels, and student performance. The self-paced online course will allow teachers flexibility to learn independently or collaboratively. Potential challenges include teacher resistance to change and lack of experience with online learning. Close collaboration with the school administrator will be needed to understand teacher needs and gather demographic data to ensure course success.
This document provides information about an Information Systems in Management course at the University of Michigan-Dearborn College of Business. Specifically:
- The course is ITM 310, which is 3 credits and taught by Peter Filias on Thursdays from 6-8:45PM in room 182 FCS.
- The course provides an overview of information systems in business, covering topics like hardware, software, databases, security and ethics. The goal is to understand how IS are used in organizations.
- Students will be graded based on 3 exams (75% of grade), group quizzes (11%), assignments (9%), and participation (5%). The required textbook is listed.
- A tentative course
Recap of business plan development; Detail your e-learning project goals; Describe critical competencies; Outline your project; Validate with major stakeholders
Information behavior or learning behavior? Empirical experience with web anal...Michal Černý
Information behavior or learning behavior? Empirical experience with web analytics - presentation from Information interactions 2019.
Information interaction 2019
Computerized grading system chapter 1-3 ( summarization )Chriselle24
1. The document discusses developing a computerized grading system for Metropolitan Academy School to make recording and computing student grades easier for teachers.
2. Currently, the school uses a manual grading system that is time-consuming and prone to errors, causing delays in submission of reports.
3. The proposed computerized system would improve accuracy, reduce workload, and allow timely submission of reports and determination of student academic progress.
This document outlines information for the subject ITC544 - Computer Organisation and Architecture at Charles Sturt University:
- It provides an overview of the subject content which covers topics such as data representation, digital logic, computer memory, and trends in computing technologies.
- The learning outcomes, assessment items, and schedule are described. Students will complete two assignments and an online quiz.
- Resources for study include online modules, lecture notes, tutorials, and the prescribed textbook. Support services from the university such as the library and learning skills support are also mentioned.
This document summarizes a thesis that studied sixth grade teachers' perspectives on how online grading systems affect parent participation. The thesis reviewed literature showing that parent participation positively impacts student outcomes but is often lower for minority and low-income families due to barriers like work schedules, transportation, and feeling unwelcome at school. The study aimed to understand if online grading systems could help by making grades more accessible from home. Five sixth grade teachers were surveyed about the functions and effects of their school's new online grading system. Key findings were that the system provided useful features but was underutilized because many parents lacked computer/internet access or skills to use the system. The study concluded that schools must provide parent training on online systems and make systems more user
This document provides an analysis and design plan for an online professional development course for PreK-4 teachers. The goals are to (1) prepare teachers for effective science lab instruction and (2) provide strategies for hands-on, inquiry-based science and technology integration. Baseline data will be collected on current resources, teacher skills and comfort levels, and student performance. The self-paced online course will allow teachers flexibility to learn independently or collaboratively. Potential challenges include teacher resistance to change and lack of experience with online learning. Close collaboration with the school administrator will be needed to understand teacher needs and gather demographic data to ensure course success.
This document provides information about an Information Systems in Management course at the University of Michigan-Dearborn College of Business. Specifically:
- The course is ITM 310, which is 3 credits and taught by Peter Filias on Thursdays from 6-8:45PM in room 182 FCS.
- The course provides an overview of information systems in business, covering topics like hardware, software, databases, security and ethics. The goal is to understand how IS are used in organizations.
- Students will be graded based on 3 exams (75% of grade), group quizzes (11%), assignments (9%), and participation (5%). The required textbook is listed.
- A tentative course
Recap of business plan development; Detail your e-learning project goals; Describe critical competencies; Outline your project; Validate with major stakeholders
Information behavior or learning behavior? Empirical experience with web anal...Michal Černý
Information behavior or learning behavior? Empirical experience with web analytics - presentation from Information interactions 2019.
Information interaction 2019
Computerized grading system chapter 1-3 ( summarization )Chriselle24
1. The document discusses developing a computerized grading system for Metropolitan Academy School to make recording and computing student grades easier for teachers.
2. Currently, the school uses a manual grading system that is time-consuming and prone to errors, causing delays in submission of reports.
3. The proposed computerized system would improve accuracy, reduce workload, and allow timely submission of reports and determination of student academic progress.
Feasibility study on an answer grading system based on keyword scanningHossain Mohammad Samrat
This document summarizes a final presentation for a feasibility study on developing an answer grading system based on keyword scanning. The presentation covers the objectives, procedures, survey results, software development process, interface design, and limitations of the project. The project aimed to develop a system that can grade student answers based on keyword matching to help teachers grade assignments more efficiently. It conducted surveys of university teachers, developed software in C#.NET, and tested the system. The results showed most teachers supported using keyword scanning to quickly grade assignments, and the software provided a faster grading method compared to manual grading. However, the system had limitations such as only supporting American English and not accounting for synonyms.
The WeTeach_CS Program at UT Austin’s Center for STEM Education will be accepting applications for Computer Science Collaboratives in Texas beginning December 7, 2016. Proposals are due January 9, 2017. This presentation gives potential applicants information about WeTeach_CS, the Collaborative program, and RFA process.
Use of Texting in Teaching and Its Effect on On-Time Homework Submission Rate...inventionjournals
In the present times, students are more comfortable with texting than checking their email. This is because texting is more immediate then the emailing. In this paper, I will examine the use of texting for homework submission and the features that were effective. The experiment on the effects of ―texting‖ was conducted in the spring and fall of 2014 in two courses on Mathematics –one was on Elementary Algebra and other on Calculus I. Throughout the semester, students were constantly reminded about the homework they were required to submit using the texting technology. A separate contact group was created in Microsoft Outlook for each class and the student used their cellphones to send text messages in the form of emails. One section of Elementary Algebra and one section of Calculus I were experiment groups and another section of Elementary Algebra and Calculus I were the control groups. The results showed that the rate of on-time homework submission in the Elementary Algebra class for the experimental group is thrice as that of the control group. In the case of experimental group of Calculus I, it is twice the rate of the control group
Matthew Taylor completed an internship where he used computer simulation to model a Mathematics Support Centre and measure its efficiency. He found that increasing tutors from 3 to 4 improved queuing times but increased average time in the system. Providing separate support for statistics or other topics also showed benefits. The simulations are available online and could help universities evaluate their centres. Ollie Bond created an online resource collating over 200 mathematics resources for first year students and implemented a wiki for student contributions. Both students felt their projects provided valuable experiences in mathematical research.
This document provides course information for CS 478 Machine Learning offered in the spring of 2003, including:
- An overview of machine learning techniques covered such as decision trees, Bayesian learning, neural networks, and clustering.
- Contact information for the instructor and teaching assistants.
- Details on evaluation including homework, a project, and exam worth 40%, 40%, and 20% respectively.
- Links to the course webpage and newsgroup for additional resources.
MS Excel for Business and Management Elective Course Syllabus ay 2020 2021MarkFreudBolima
This course syllabus provides details about a Microsoft Excel for Business and Management elective course, including:
- The course aims to teach students basic to advanced Excel skills that can be applied to business and management operations.
- Over 12 weeks, topics will range from the basic Excel interface to functions, formulas, charts, macros and best practices.
- Assessments include weekly quizzes, progress reports on integrative outputs, and discourse activities during synchronous online classes.
- Students must complete gateway assessments to unlock subsequent lessons and are evaluated based on a grading system that includes assessments, outputs, and class participation.
This study examined engineering students' perceptions of online learning through their university's learning
management system (LMS) compared to free online LMS and web tools allowing blended learning. A survey of 21
students found that they preferred free tools over the university's LMS, accessing resources on Blendspace more than
80% of the time. Interviews with instructors also revealed a preference for more interactive free tools over the limited
LMS. However, both students and instructors noted that slow internet connectivity hindered effective technology
use. While students felt more engaged through e-learning, most still preferred face-to-face learning.
The document discusses various topics related to grading systems, including:
1) Grading systems are designed to provide incentives for achievement and identify student problems.
2) Many papers and theses discuss developing computerized or online grading systems to automate the grading process.
3) Automating grading systems aims to reduce errors, save time, and easily track student performance records.
This document provides details about an e-learning resource locator mini project submitted for a master's degree program. It includes sections on the justification of languages and platforms used, data flow diagrams, database tables, applications, limitations, future improvements, and references. The project involves developing a system to locate e-learning resources using ASP.NET, C#, and SQL Server. Database tables are defined to store user, teacher, course, and other data. Key modules include user authentication, course management, and an online question bank. Limitations and future enhancements are also discussed.
ITHAKA The Next Wave 2016: Charles Isbell - Online MS in Computer ScienceITHAKA
Georgia Tech is leading change in higher education through its online masters program in computer science. Charles Isbell, founding team member and professor in the program, shares details on the program - why is was launched, how it is going, and what they are learning as they expand access to higher education.
The Big data concept emerged to meet the growing demands in analysing large
volumes of fast moving, heterogeneous and complex data, which traditional data
analysis systems could not manage further. The application of big data technology
across various sectors of the economy has aided better utilization of multiple data
collated and hence decision making. Organizations no longer base operations on
assumptions or constructed models solely, but can make inferences from generated
data. Educational organizations are more efficient and the pedagogical processes
more effective, when multiple streams of data can be collated from the various
personnel and facilitators involved. This data when analysed, maximizes the
performance of administrators andrecipients alike. This paper looks at the
components and techniques in bigdata technology, and how it can be implemented in
the education system for effective administration and delivery
The document discusses an institution's efforts to improve remediation for underprepared students through the use of online assessment and learning tools. It implemented a pilot program with a vendor to assess students' skills and generate individualized learning plans. Based on the success of the pilot, the institution transitioned all students to the new online platform to streamline assessment, remediation, and tracking of student progress. Support resources like tutoring services and guidance documents were also provided to help students navigate and make the most of the new online tools.
A Nobel Approach On Educational Data Miningijircee
This document discusses educational data mining and its applications. It begins with introducing data mining and its goal of extracting useful information from large databases. Educational data mining is then discussed as using data mining techniques to understand how students learn. The objectives of educational data mining are outlined as supporting educational research, effective learning, prediction, and feedback. Common data mining techniques discussed include summarization, cluster analysis, classification and prediction, decision trees, and association. The document concludes with how these techniques can be applied in education for knowledge discovery and improving student success.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
This document is a thesis proposal for a web-based academic advising tool called IU Advise. The proposal includes an introduction outlining problems with the current advising system and how IU Advise aims to address them. It then reviews similar existing advising tools. The proposed solution describes the data model, process model and functionalities. Requirements for implementation are provided, along with mockups of the expected advisor and student user interfaces. The conclusion restates that IU Advise aims to assist advisors and improve the advising process.
Computerized grading system chapter 4 5Chriselle24
The existing grading system at Metropolitan Academy of Manila is entirely manual, involving paper records and calculations done by hand. This is time-consuming and prone to errors. The proposed computerized grading system would automate the entire process through a user-friendly interface. It consists of modules for student registration, entering grades, and automated grade calculation. This would streamline the process and improve accuracy by eliminating redundant data entry and manual calculations.
Leelitthum, C., Sintanakul, K., and Nilsook, P.(2015)Competency Assessment System in
accordance with the Occupational Standards of the Business Computer Course on cloud computing.
The sixth International e-Learning Conference 2015 (IEC2015), July 20-21, 2015,BITEC Bangna, Bangkok, Thailand.
E learning project report (Yashraj Nigam)Yashraj Nigam
This document presents a major project report on an E-Learning (Web Based Learning System) submitted in partial fulfillment of the requirements for a Bachelor of Engineering degree. The document includes a declaration signed by the three project team members confirming the originality of the work. It also includes certificates signed by the project supervisor and institute heads. The document provides an acknowledgement of the guidance and support received. It includes lists of figures and tables as well as the table of contents. It introduces the scope and objectives of the project to develop an E-Learning management system to automate processes like managing student, class, assignment, quiz and question details in order to increase efficiency and proper resource management.
This document provides information about the ITC508 - Object Modelling subject for Charles Sturt University students. It introduces the subject coordinator and lecturer, outlines the key learning outcomes which focus on object-oriented analysis and design techniques. It also details the assessment items, textbook, and weekly topics to be covered over the semester. The subject will use online resources and weekly classes to teach students how to model systems using Unified Modelling Language (UML) notation.
The document provides an overview of the ITC548 - System Analysis subject, including:
- The subject coordinator and their contact details.
- An overview of what the subject covers, including system analysis techniques, methodologies, and business modeling.
- The learning outcomes which focus on describing systems, comparing methodologies, gathering requirements, and creating models.
- Details of the assessments, including assignments, exam, and pass requirements.
- The textbook and other resources available to students.
- A schedule of the topics and key dates.
- Information on support services available to students.
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Feasibility study on an answer grading system based on keyword scanningHossain Mohammad Samrat
This document summarizes a final presentation for a feasibility study on developing an answer grading system based on keyword scanning. The presentation covers the objectives, procedures, survey results, software development process, interface design, and limitations of the project. The project aimed to develop a system that can grade student answers based on keyword matching to help teachers grade assignments more efficiently. It conducted surveys of university teachers, developed software in C#.NET, and tested the system. The results showed most teachers supported using keyword scanning to quickly grade assignments, and the software provided a faster grading method compared to manual grading. However, the system had limitations such as only supporting American English and not accounting for synonyms.
The WeTeach_CS Program at UT Austin’s Center for STEM Education will be accepting applications for Computer Science Collaboratives in Texas beginning December 7, 2016. Proposals are due January 9, 2017. This presentation gives potential applicants information about WeTeach_CS, the Collaborative program, and RFA process.
Use of Texting in Teaching and Its Effect on On-Time Homework Submission Rate...inventionjournals
In the present times, students are more comfortable with texting than checking their email. This is because texting is more immediate then the emailing. In this paper, I will examine the use of texting for homework submission and the features that were effective. The experiment on the effects of ―texting‖ was conducted in the spring and fall of 2014 in two courses on Mathematics –one was on Elementary Algebra and other on Calculus I. Throughout the semester, students were constantly reminded about the homework they were required to submit using the texting technology. A separate contact group was created in Microsoft Outlook for each class and the student used their cellphones to send text messages in the form of emails. One section of Elementary Algebra and one section of Calculus I were experiment groups and another section of Elementary Algebra and Calculus I were the control groups. The results showed that the rate of on-time homework submission in the Elementary Algebra class for the experimental group is thrice as that of the control group. In the case of experimental group of Calculus I, it is twice the rate of the control group
Matthew Taylor completed an internship where he used computer simulation to model a Mathematics Support Centre and measure its efficiency. He found that increasing tutors from 3 to 4 improved queuing times but increased average time in the system. Providing separate support for statistics or other topics also showed benefits. The simulations are available online and could help universities evaluate their centres. Ollie Bond created an online resource collating over 200 mathematics resources for first year students and implemented a wiki for student contributions. Both students felt their projects provided valuable experiences in mathematical research.
This document provides course information for CS 478 Machine Learning offered in the spring of 2003, including:
- An overview of machine learning techniques covered such as decision trees, Bayesian learning, neural networks, and clustering.
- Contact information for the instructor and teaching assistants.
- Details on evaluation including homework, a project, and exam worth 40%, 40%, and 20% respectively.
- Links to the course webpage and newsgroup for additional resources.
MS Excel for Business and Management Elective Course Syllabus ay 2020 2021MarkFreudBolima
This course syllabus provides details about a Microsoft Excel for Business and Management elective course, including:
- The course aims to teach students basic to advanced Excel skills that can be applied to business and management operations.
- Over 12 weeks, topics will range from the basic Excel interface to functions, formulas, charts, macros and best practices.
- Assessments include weekly quizzes, progress reports on integrative outputs, and discourse activities during synchronous online classes.
- Students must complete gateway assessments to unlock subsequent lessons and are evaluated based on a grading system that includes assessments, outputs, and class participation.
This study examined engineering students' perceptions of online learning through their university's learning
management system (LMS) compared to free online LMS and web tools allowing blended learning. A survey of 21
students found that they preferred free tools over the university's LMS, accessing resources on Blendspace more than
80% of the time. Interviews with instructors also revealed a preference for more interactive free tools over the limited
LMS. However, both students and instructors noted that slow internet connectivity hindered effective technology
use. While students felt more engaged through e-learning, most still preferred face-to-face learning.
The document discusses various topics related to grading systems, including:
1) Grading systems are designed to provide incentives for achievement and identify student problems.
2) Many papers and theses discuss developing computerized or online grading systems to automate the grading process.
3) Automating grading systems aims to reduce errors, save time, and easily track student performance records.
This document provides details about an e-learning resource locator mini project submitted for a master's degree program. It includes sections on the justification of languages and platforms used, data flow diagrams, database tables, applications, limitations, future improvements, and references. The project involves developing a system to locate e-learning resources using ASP.NET, C#, and SQL Server. Database tables are defined to store user, teacher, course, and other data. Key modules include user authentication, course management, and an online question bank. Limitations and future enhancements are also discussed.
ITHAKA The Next Wave 2016: Charles Isbell - Online MS in Computer ScienceITHAKA
Georgia Tech is leading change in higher education through its online masters program in computer science. Charles Isbell, founding team member and professor in the program, shares details on the program - why is was launched, how it is going, and what they are learning as they expand access to higher education.
The Big data concept emerged to meet the growing demands in analysing large
volumes of fast moving, heterogeneous and complex data, which traditional data
analysis systems could not manage further. The application of big data technology
across various sectors of the economy has aided better utilization of multiple data
collated and hence decision making. Organizations no longer base operations on
assumptions or constructed models solely, but can make inferences from generated
data. Educational organizations are more efficient and the pedagogical processes
more effective, when multiple streams of data can be collated from the various
personnel and facilitators involved. This data when analysed, maximizes the
performance of administrators andrecipients alike. This paper looks at the
components and techniques in bigdata technology, and how it can be implemented in
the education system for effective administration and delivery
The document discusses an institution's efforts to improve remediation for underprepared students through the use of online assessment and learning tools. It implemented a pilot program with a vendor to assess students' skills and generate individualized learning plans. Based on the success of the pilot, the institution transitioned all students to the new online platform to streamline assessment, remediation, and tracking of student progress. Support resources like tutoring services and guidance documents were also provided to help students navigate and make the most of the new online tools.
A Nobel Approach On Educational Data Miningijircee
This document discusses educational data mining and its applications. It begins with introducing data mining and its goal of extracting useful information from large databases. Educational data mining is then discussed as using data mining techniques to understand how students learn. The objectives of educational data mining are outlined as supporting educational research, effective learning, prediction, and feedback. Common data mining techniques discussed include summarization, cluster analysis, classification and prediction, decision trees, and association. The document concludes with how these techniques can be applied in education for knowledge discovery and improving student success.
Presented at the CS4TX Statewide Meeting, October 19, 2016, in Houston, TX.
Presented by:
Carol Fletcher, Ph.D.
Deputy Director
Center for STEM Education
The University of Texas at Austin
This document is a thesis proposal for a web-based academic advising tool called IU Advise. The proposal includes an introduction outlining problems with the current advising system and how IU Advise aims to address them. It then reviews similar existing advising tools. The proposed solution describes the data model, process model and functionalities. Requirements for implementation are provided, along with mockups of the expected advisor and student user interfaces. The conclusion restates that IU Advise aims to assist advisors and improve the advising process.
Computerized grading system chapter 4 5Chriselle24
The existing grading system at Metropolitan Academy of Manila is entirely manual, involving paper records and calculations done by hand. This is time-consuming and prone to errors. The proposed computerized grading system would automate the entire process through a user-friendly interface. It consists of modules for student registration, entering grades, and automated grade calculation. This would streamline the process and improve accuracy by eliminating redundant data entry and manual calculations.
Leelitthum, C., Sintanakul, K., and Nilsook, P.(2015)Competency Assessment System in
accordance with the Occupational Standards of the Business Computer Course on cloud computing.
The sixth International e-Learning Conference 2015 (IEC2015), July 20-21, 2015,BITEC Bangna, Bangkok, Thailand.
E learning project report (Yashraj Nigam)Yashraj Nigam
This document presents a major project report on an E-Learning (Web Based Learning System) submitted in partial fulfillment of the requirements for a Bachelor of Engineering degree. The document includes a declaration signed by the three project team members confirming the originality of the work. It also includes certificates signed by the project supervisor and institute heads. The document provides an acknowledgement of the guidance and support received. It includes lists of figures and tables as well as the table of contents. It introduces the scope and objectives of the project to develop an E-Learning management system to automate processes like managing student, class, assignment, quiz and question details in order to increase efficiency and proper resource management.
This document provides information about the ITC508 - Object Modelling subject for Charles Sturt University students. It introduces the subject coordinator and lecturer, outlines the key learning outcomes which focus on object-oriented analysis and design techniques. It also details the assessment items, textbook, and weekly topics to be covered over the semester. The subject will use online resources and weekly classes to teach students how to model systems using Unified Modelling Language (UML) notation.
The document provides an overview of the ITC548 - System Analysis subject, including:
- The subject coordinator and their contact details.
- An overview of what the subject covers, including system analysis techniques, methodologies, and business modeling.
- The learning outcomes which focus on describing systems, comparing methodologies, gathering requirements, and creating models.
- Details of the assessments, including assignments, exam, and pass requirements.
- The textbook and other resources available to students.
- A schedule of the topics and key dates.
- Information on support services available to students.
Hello Guys
I will complete your assignments any of subjects for cheap Price
with quality work
Provide you complete solutions..with turnitin Report
0% Plagiarism Guarantee..
Unlimited Revision Free Of Cost
100% Live Support
Cheap Price Grauntee
High Quality Guarantee to Other
100% Passed Grauntee
Before Deadline Delivery Guarantee
Regards & Thanks
Keith
WhatsApp:+61-451059254,+44-7958580065
Email:cheaponlineassignmenthelp@gmail.com
http://btechndassignment.cheapassignmenthelp.co.uk/
www.onlineassignmenthelp.com.au
www.cheapassignmenthelp.co.uk
www.freeassignmenthelp.acom
This document outlines the key details of the ITC597 - Digital Forensics subject, including:
- The subject coordinator and their contact details.
- An overview of what the subject covers, including digital forensics processes, data acquisition, e-evidence collection and mobile device forensics.
- The learning outcomes which focus on understanding legal and ethical issues, analyzing data and evidence, and preparing investigation reports.
- The assessment schedule and topics to be covered over the semester.
This document outlines the details of the ITC504 - Interface Usability subject, including:
- The subject coordinator and contact details
- An overview of what the subject covers, including interface design, evaluation, and usability principles
- The 6 learning outcomes students should achieve upon completion
- Assessment details including 4 assignments and pass requirements
- Required software and textbook
- A schedule of the 15 topics to be covered across the semester
- Expectations around student engagement with online materials and weekly classes
This document provides information about the ITC560 - Internet Technologies subject for Charles Sturt University's 201730 session. It outlines the subject coordinator and lecturer contact details, class times and location, learning outcomes, assessment details, and weekly topics and readings. The subject provides an in-depth study of various internet technologies, from web applications to underlying communication protocols. Topics include network models, the Internet of Everything, data communication, next generation IP, application layer protocols, web page design using HTML5 and CSS, and peer-to-peer networking. Students will complete online quizzes, assignments, and a final exam.
This document provides information about a Consumer Behavior course offered at the University of Dayton in Spring 2017. The key details are:
- The class is online with assignments due on Thursdays by 11:59 pm.
- The instructor is Mr. Wasyl Terlecky and the course focuses on understanding consumer behavior and how it relates to marketing strategy.
- Grades are based on chapter simulations, weekly discussions, homework, and two exams. Students must participate in the discussions and all due dates are fixed.
This document provides information about an introductory management information systems course taught in the fall of 2016. It includes the course description, objectives, instructor information, required materials, important dates, policies, and a weekly course outline. The course introduces students to management issues related to contemporary technology-mediated business environments and assists in developing management skills. It covers topics such as IT in business, management, leadership, ethics, and global issues.
This subject outline provides information about the ACC501 - Business Accounting & Finance course offered at Charles Sturt University. The course is designed to introduce students to financial accounting, management accounting, and finance. It will help students understand accounting principles, financial statements, and their uses and limitations. The course will also address management accounting issues and decision-making techniques. The subject outline provides learning outcomes, contact details for the lecturer, information about assessments, required textbooks and resources, and a weekly course schedule.
This document provides an overview of the APSC 3115: Engineering Analysis III course for Spring 2016. It includes information about the instructor, reference materials, course description, instruction methods, prerequisites, software, grading policy, exams, homework, academic integrity, emergency procedures, course objectives, disability support, counseling services, and the contribution of the course to engineering education. The course covers topics in probability and statistics through lectures, homework assignments, a midterm exam, and a final exam.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
This document provides the course syllabus for an online college success strategies course. The syllabus outlines the instructor contact information, course description and competencies, student learning outcomes, required materials, assignments and activities, technology needs, academic integrity policy, attendance policy, grading scale, and tentative course calendar. The course aims to help students develop strategies for academic and career success through assignments such as creating a Starfish profile, completing library and campus activities, participating in online discussions, and meeting with an advisor. Students will earn points toward their final grade by completing pre-tests, weekly attendance checks, assignments related to time management, test anxiety, and diversity awareness.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
This document provides a course outline for Database Programming II (Distributed Databases), a course offered through the School of Engineering Technology and Applied Science at Centennial College. The 60-hour course covers topics such as distributed database architecture, query processing, transaction management, concurrency control, reliability, parallel databases, distributed object databases, and database interoperability. Student evaluation includes labs, assignments, a midterm test, projects, and a final exam. The course aims to build upon concepts from Database Programming I and prepare students to work with distributed and parallel database systems.
-There is no limits for the number of sources but for a project li.docxmercysuttle
This document provides information about a program evaluation course, including instructor details, course description, objectives, requirements, and schedule. The instructor is Dr. Doug Hall and the course will use Blackboard for online instruction. Students must complete 3 written assignments, weekly discussion board participation, and a proctored final exam. The final exam must be proctored according to Troy University's policy using a remote proctor device, testing center, or approved proctor. The syllabus outlines technology requirements, textbooks, weekly topics, assignment due dates, communication policies, and grading criteria.
This document provides information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
This 3-sentence summary provides the essential information about the document:
This document outlines the syllabus for an instructional technology course, including course objectives, requirements, policies, and schedule. Students will learn how to use various technologies and digital tools to enhance learning, and will be assessed through assignments submitted on the LiveText online platform. The course meets 3 times per week online and requires 9 additional hours of work offline each week to successfully complete assignments and explore the various modules covering topics like desktop publishing, unit planning, social media, and web technologies.
This document provides the syllabus for an introductory course on architectural building technologies. The course will introduce students to building structure, enclosures, and interior environments. Students will learn about factors influencing building systems, codes and standards, structural and thermal impacts on interiors, principles of lighting and acoustics design, and integrating building systems evaluations. The course will include assignments, projects, quizzes, and discussions assessed on an 1000 point scale. The instructor's contact information and policies on submissions, late work, communication, and academic integrity are also outlined.
EBTM 350 Business AnalyticsSemester TermCourse-SectionI.docxbudabrooks46239
EBTM 350: Business Analytics
Semester / Term
Course-Section
Instructor
Email
Phone
Course Description
This course addresses the contemporary business issues of using data to support decision-making and implement change. The course focuses on using standard business analytic models to summarize and analyze data, build models, and drive impact through quantitative decision-making. Innovative trends in business will be explored, through methods to create and frame problems. Descriptive, predictive, and prescriptive analytics will be discussed, illustrating the transformation from knowledge gained through problem formation into practice. Creative solutions to open-ended analytics problems will be explored, using data to discover patterns and trends.
Pre-Requisites: EBTM 251; Major in ACCT, BUAD, or EBUS-BSAP; Junior/Senior standing
Text
Evans, James, Business Analytics, 3rd edition, 2020, Pearson Education. TU Direct Access to the etext and Pearson’s MyLab online assignments is required. Students may also upgrade their digital access and add a paper copy as an option. Direct Access will billed to the student individual accounts. eText is accessible via Pearson MyLab with hard copy purchase options.
Learning Outcomes
After completing this course, students will be able to:
· Analyze data
· Build and use models for common decision scenarios
· Analyze support for decisions involving uncertainty and risk
· Manipulate data and perform quantitative analyses
· Develop optimization models and understand their implementation
· Discover patterns in data through data mining
· Apply the three main types of analytics: descriptive, predictive, and prescriptive
Content objectives assessed in the comprehensive exam (in MNGT 481) are:
· Analyze patterns and trends in data to create predictive analytics
· Develop prescriptive analytics to identify optimal solutions
· Quantitatively evaluate alternatives to a decision problem
· Understand nuances in single-period demand and predict profit for demand
Learning Assessment
The academic programs at Towson University College of Business and Economics are internationally accredited by the Association for the Advancement of Collegiate Schools of Business (AACSB). Each semester, as an ongoing part of this exclusive certification, the Business Analytics and Technology Management Department conducts routine assessment of students’ proficiency in selected dimensions of knowledge, skills, and attitudes (KSAs), as well as content mastery of selected business topics and students’ satisfaction with the learning experiences provided by the department. The methods of such assessment will be communicated by the instructor. Student participation in these assessments, as part of the overall departmental learning program, is mandatory.
Assignments and Examinations
Assignments include a mixture of objective, computational analytical and technical questions that require thinking and applying the appropriate concepts and .
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ITC561 - Cloud Computing
Session 1 2017
Faculty of Business, Justice and Behavioural Sciences
School of Computing and Mathematics
Internal Mode
Welcome to a new session of study at Charles Sturt University. Please refer to the University’s
Acknowledgement of Country (http://student.csu.edu.au/study/acknowledgement-of-country).
This subject outline is accessible through mobile devices from http://m.csu.edu.au.
Subject Coordinator Rajasekaran Lakshmiganthan
Email rlakshmiganthan@studygroup.com
Phone 0399357900
Campus To be advised.
Building/Room number To be advised.
Consultation procedures
Any questions concerning the teaching of this subject can be made by contacting your
Subject Lecturer.
Lecturer Name : Sarwar Tapan
Lecturer Email : STapan@StudyGroup.com
Email is the best option. Please send a brief message regarding the issue and include the subject name and
subject code in your email ?it really helps to know which class you belong to, before I respond to your
query. If your query is urgent then meet with your respective Course Coordinator on Level-4.
Class times and location
General Timetable as below will be available at the following website before the start of
201730 semester, which can be accessed on any Mobile Phone or IPAD:
https://csutimetable.au.studygroup.com/Melbourne/
If you cannot contact your Subject Coordinator, please contact your teaching team using the
contact details and consultation procedures provided on your Interact2 subject site.
What is your subject about? A brief overview
This subject provides students with an in-depth study of cloud computing technologies and their use
in business. It looks into various standards based cloud systems and architectures. It further discusses
various cloud delivery models, planning for migration to a cloud model. It also discusses governance
and security issues in a cloud model and managing the cloud infrastructure.
Learning outcomes
On successful completion of this subject, you should:
2. be able to compare and evaluate the ability of different cloud computing architectures
to meet a set of given business requirements;
be able to evaluate a set of business requirements to determine suitability for a cloud
computing delivery model;
be able to identify and design an ICT Risk Management strategy for a cloud computing
Charles Sturt University Subject Outline
ITC561 201730 SM I-21 January 2017-Version 1 Page 1 of 16
3. delivery plan to meet business requirements;
be able to critically analyse business requirements to plan a migration to a cloud model;
be able to compare and critique Service Level Agreements (SLA) that meet the business
requirements for a cloud computing plan
Pass Requirements
A student must obtain at least 50% in both the examination and the total mark in order to pass
this subject.
To be eligible for the grade AA or AE you must have submitted all assessment items in the subject,
including the final exam. If you choose not to complete an assessment item or do not sit the final exam
then you will not be granted an AA or an AE grade.
Key Subjects
Passing a key subject is one of the indicators of satisfactory academic progress through your course.
You must pass the key subjects in your course at no more than two attempts. The first time you fail
a key subject you will be 'at risk' of exclusion; if you fail a second time you will be excluded from
the course.
The Academic Progress Policy (https://policy.csu.edu.au/view.current.php?id=00250) sets out the
requirements and procedures for satisfactory academic progress, for the exclusion of students who
fail to progress satisfactorily and for the termination of enrolment for students who fail to complete in
the maximum allowed time.
Assumed knowledge
Academic integrity means acting with honesty, fairness and responsibility, and involves observing and
maintaining ethical standards in all aspects of academic work. This subject assumes that you understand
what constitutes plagiarism, cheating and collusion. If you are a new student we expect you to complete the
modules called Academic Integrity at CSU
(https://interact2.csu.edu.au/webapps/blackboard/execute/courseMain?course_id=_16412_1&task=true
Prescribed Text
The prescribed text for this subject is:
Erl, T., Mahmood, Z., & Puttini, R. (2013). Cloud Computing. Concepts, Technology
& Architecture. Upper Saddle River, NJ.: Pearson Education, Inc.
The textbooks required for each of your enrolled subjects can also be found via the Student Portal
Textbooks (http://student.csu.edu.au/study/study-essentials/textbooks) page.
Subject and Assessment Schedule
Schedule
Session Week Week Commencing Topics
1 27 Feb 2017 Cloud Basics
2 06 Mar 2017 Cloud Technologies
3 13 Mar 2017
Concepts and
Models
Learning activities
Topic 1.
Topic 2.
Topic 3.
Assignment 1 due by 19
Mar 17
4 20 Mar 2017 Cloud Architectures Topic 4.
5 27 Mar 2017
Cloud Security and
Topics 5 & 6.
Risk Management
01 Apr 2017 – 16
Charles Sturt University Subject Outline
ITC561 201730 SM I-21 January 2017-Version 1 Page 2 of 16
4. Session Week Week Commencing Topics Learning activities
Apr 2017 Term Break
6 17 Apr 2017 Cloud SLAs Topic 7
Topic 8.
7 24 Apr 2017 Cloud management Assignment 2 due on 30 Apr
2017
8 01 May 2017 Migration Planning Topic 9
9 08 May 2017 Migration Planning Topic 9, 10.
Topic 10.
10 15 May 2017 Governance Assignment 3 due on 21
May 2017
11 22 May 2017
Bringing it all
Topic 11.
together
12 29 May 2017
Review & Exam
Topic 12.
Preparation
5 Jun 2017 – 16
Exam period
Jun 2017
Subject Content
There are a number of topics in this subject which you will access through Interact. These topics are:
1. Cloud Basics.
2. Cloud Technologies.
3. Cloud Concepts and Models.
4. Cloud Architectures.
5. Security in the Cloud.
6. Risk Management in the Cloud.
7. Management of services in the Cloud.
8. SLAs and their place in the Cloud.
9. Planning your Migration to the Cloud.
10. Governance in the Cloud.
11. Bringing it all together.
Subject Delivery
Class/tutorial times and location
If you are enrolled in an internal offering of this subject, your class times can be found at Timetable @
CSU (http://timetable.csu.edu.au). If you are enrolled in the online offering of the subject, this
timetable will not apply. Find out how to use Timetable @ CSU via the Student Portal Class
Timetable (http://student.csu.edu.au/study/study-essentials/timetable) page.
Learning, teaching and support strategies
In this subject there are also lots of opportunities for you to engage with me, and with your peers and
with the subject. I will be holding 12 face to face classes throughout the session where we can discuss
technical issues and assessment items.
It is helpful to have a small task to complete early in the session, so that you have a focus in the
subject from the very first day, and so I have set the first assessment for this purpose. If you don’t
attempt this assessment , I may contact you by phone or email to have a chat about study and if
there are any issue that I can help with. Don't forget I am here to help - so contact me if you have
any questions. Information on effective time management is available on the CSU Learning Support
website via the following link: student.csu.edu.au
Charles Sturt University Subject Outline
ITC561 201730 SM I-21 January 2017-Version 1 Page 3 of 16
5. You can also contact an adviser through Student Central on the following number:
1800 275 278 (or +61 2 6933 7507 from outside Australia).
Library Services
The CSU Library website provides access to online material and print, using Primo Search to find
online journal articles, eBooks, hardcopy books from CSU Library (see Library Manager for
Interlibrary Loan Requests), company & government reports, eJournals, dissertations, theses,
newspapers including Business & Financial newspapers in Factiva (See Business & IT Journal
Databases), and other reference resources (eg. Australian Bureau of Statistics, Australian standards,
online encyclopaedias & dictionaries to be read on the computer). You will also find library guides,
Subject Reserve for any readings eg. ITC100, ACC100, etc., and online assistance to help you use the
Library's resources such as Ask a Librarian – Live Chat and Ask a Librarian - Web Form.
You can find Library Services on both the SGA library online catalogue:
http://primo.unilinc.edu.au/primo_library/libweb/action/search.do?vid=SGA
The SGA library online catalogue allows students to Sign In, My Account shows student’s current
library record including all books on loan, Renew your borrowed books online before the due date,
also Search and Request all books in the SGA library, even if unavailable due to high demand from
students. Students can Request books when all books are on loan to other students. When the
requested book is returned to the SGA library, the student who requested the book receives an
email immediately to pick up the book from the SGA library. View your library record online 24/7
at the above web link for SGA library.
And also CSU Library online:
http://student.csu.edu.au/library - CSU Library Services including Primo Search & Subject
Reserve online with 24/7 access, online and video tutorials in research skills, finding journal
articles for assignments, topic analysis, download Endnote referencing program and many other
online library services to help you successfully complete your assignments for all CSU courses.
http://trove.nla.gov.au/ - Powerful search engine from National Library of Australia to access
many different online resources on any subject from one search.
Contact Details for renewing loans, locating books and other information:
SGA Melbourne Library:
Marian Lees - Director, Library Services
Ph: (03) 9935 7921
Email: MLees@studygroup.com
Library Help
http://student.csu.edu.au/library/help-contacts Friendly and quick assistance is available. Ask for
help finding information and navigating the library's extensive eResources.
Online Tutorials
http://student.csu.edu.au/library/study-research/training-tutorials-videos
Learn how to:
• use Primo Search to find eReserve material and journal articles
• search journal databases and web resources for information for your assessments
• identify appropriate sources of information and peer reviewed material, and evaluate resources.
Bookmark your Subject Library Resource Guide
Subject Library Guides are a great way to get started with research. Each online guide is tailored to
a specific area of study, including Accounting, Business & Information Technology outlining how
to research in your area and where to look for information.
http://libguides.csu.edu.au/
Charles Sturt University Subject Outline
ITC561 201730 SM I-21 January 2017-Version 1 Page 4 of 16
6. Academic Learning Support Assistance
Visit the learning support website for advice about assignment preparation, academic reading and
note-taking, referencing, and preparing for exams at: http://student.csu.edu.au/study
You may also contact:
Name: Monique Moloney
Email: MMoloney@studygroup.com
Phone: (03) 9935 7919
Name: Bethany Winkler
Email: BWinkler@studygroup.com
Phone: (03) 9935 7953
Name: Gail Ekici
Email: GEkici@studygroup.com
Phone: (03) 9935 7965
For appointments, please see Reception at Level 1.
Queries regarding the content of this subject should be directed to your subject lecturer.
Residential school
You are not required to attend a residential school for this subject.
Your workload in this subject
This subject code is an 8 point subject. The CSU Subject Policy states that a standard 8 point subject
should require you to spend up to 160 hours engaged in the learning and teaching activities. These
activities include the time spent in preparation for assessment, including study for examinations, tests,
and assignment preparation.
The following is a recommended breakdown of the hours allocated for successful completion of this:
Each week you should spend around 9 - 11 hours studying this subject – obviously some
weeks may require more time than other depending on how you work – but the following is a
guide for your information.
Supporting readings 3 - 4 hours
Weekly lectures and tutorials - 3 hours
Assignment preparation, including team discussion and writing - 3 hours
Assessment Items
Item number Title Type Value Due date* Return date**
1 Cloud Basics and Technology Assignment 5% 19-Mar-2017 10-Apr-2017
2 Concepts and Models Assignment 20% 30-Apr-2017 22-May-2017
3 Security Management and Migration Assignment 25% 21-May-2017 13-Jun-2017
4 Final Exam Exam 50% To be Advised. -
* due date is the last date for assessment items to be received at the University
* applies only to assessment items submitted by the due date
Assessment item 1
Cloud Basics and Technology
Charles Sturt University Subject Outline
ITC561 201730 SM I-21 January 2017-Version 1 Page 5 of 16
7. Value: 5%
Due date: 19-Mar-2017
Return date: 10-Apr-2017
Submission method options
Interact2 Test
Task
Complete the online quiz on Topics 1 and 2 in the Interact Test Centre
Rationale
This assessment covers the following objectives for this subject:
Be able to compare and evaluate the ability of different Cloud Computing Architectures to
meet a set of given business requirements;
Marking criteria
The Online MCQ Quiz will be marked by the Interact2 test centre system and students will receive
feedback after the due date. Marks will be awarded based on your ability to select the best option
from the available choices to demonstrate your understanding of the different architectures, delivery
systems and basic concepts associatde with Cloud Computing.
Marks will be allocated according to the following scale:
HD - At least 85% answers are correct
DI - At least 75% answers are correct
CR - At least 65% answers are correct
PS - At least 50% answers are correct
FL – less than 50% answers are correct
Assessment item 2
Concepts and Models
Value: 20%
Due date: 30-Apr-2017
Return date: 22-May-2017
Submission method options
Alternative submission method
Task
SoftArc Engineering Ltd is a civil engineering company which works across Australia as well as in
Indonesia, Timor Leste and Papua New Guinea. The company is considering moving some of its
computer infrastructure into the Cloud. The SoftArc Engineering Board is contemplating this move as
a way to increase the company’s flexibility and responsiveness, as well as to achieve some savings on
the cost of maintaining their ICT infrastructure.
SoftArc Engineering has engaged you as a consultant to advise them on the use of Cloud Computing
Charles Sturt University Subject Outline
ITC561 201730 SM I-21 January 2017-Version 1 Page 6 of 16
8. in their daily operations. They have some 200 engineering and support staff that work on different
civil engineering projects in different parts of the Australia and neighbouring countries. They have
been advised that a move to using a Cloud based infrastructure would be an advantage to them.
Your task is to:
1. Prepare a PowerPoint briefing for the SoftArc Engineering board. Your briefing should:
a. Explain the main concepts of Cloud Computing and why you think that a move to
the Cloud could be good for SoftArc Engineering;
b. Explain some of the Cloud Architectures that you think would be useful for
SoftArc Engineering to use as part of their Cloud infrastructure.
c. Each slide in the briefing must also include speaking notes in the notes section to
explain the slide, and all images used in the briefing should be referenced. (20 marks)
2. One of SoftArc Engineering’s first undertakings is to provide all their civil engineering staff
with the ability to access office automation, such as email, word processing and spreadsheet
capabilities, as well as online storage for their files, whether they are in the office, at home,
or deployed on site in the field. The SoftArc Engineering board is very concerned to learn
about the critical issues, other than cost, that may affect the supply of Cloud based office
automation to their staff. You will need to prepare a report on the best way to provide office
automation for SoftArc Engineering. Your report should:
a. Provide SoftArc Engineering with TWO different approaches to providing
office automation to their civil engineering staff;
b. Outline the major benefits and issues for each approach;
c. Provide a summary of your advice to this company along with your recommendation
about which option to choose. This part of your report should be no longer than 2
pages. (20 marks)
3. SoftArc Engineering has a number of data centres in Sydney, Melbourne and Brisbane.
These data centres are linked by a fibre based WAN and data is replicated between the data
centres daily. The 3 data centres each run x86 based servers attached to a HPE 3PAR SAN
with 1PB of storage. They also have a series of RHEL 6 servers (Red Hat Enterprise Linux
v6.0) that are used to host Web pages and various Web services. These are located only in
the Sydney data centre. SoftArc Engineering is considering initially moving its Web
infrastructure to an IaaS instance in a public Cloud, but they are unsure of the issues that are
involved with this migration. You are to write a report for the SoftArc Engineering board
that:
a. Describes the difference between locally hosted infrastructure (ie. in an enterprise
data centre) and infrastructure provided using an IaaS provider in a public Cloud.
b. You will need to discuss the critical issues and factors, other than cost, that SoftArc
Engineering will have to consider in choosing to migrate their Web infrastructure to an
IaaS service provider. This part of your report should take no more than two pages.
(30 marks)
4. SoftArc Engineering is also considering whether to use PaaS or SaaS to provide services to
its employees. SoftArc Engineering has deployed Microsoft SharePoint 2013 from its data
centre as a collaboration and document management tool for its 250 employees. The
SharePoint 2013 instance has been extensively customised to suit SoftArc Engineering’s
needs and also runs Project Central, their Project Management tool as a separate application
from within SharePoint. All employees have the Microsoft Office 2013 suite of office
automation products installed on their respective desktops or laptops. SoftArc Engineering
would like to move its SharePoint 2013 instance to the cloud to make it more accessible,
particularly to its users in remote or overseas locations. SoftArc Engineering want you to
report on:
a. What are the major differences between the models IaaS, PaaS and SaaS? (5 marks)
b. Recommend the model that you consider most appropriate for this service and
discuss why this model is the most appropriate for the SharePoint service. (10 marks)
c. What are the most likely problems that SoftArc Engineering will encounter with the
model that you recommend? How would you advise SoftArc Engineering to deal
with these issues? (15 marks)
d. This part of your report should be no more than 3 pages.
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9. Rationale
This assessment will cover the following objectives:
Be able to compare and evaluate the ability of different Cloud Computing Architectures to
meet a set of given business requirements;
Be able to evaluate a set of business requirements to determine suitability for a
Cloud Computing delivery model;
Marking criteria
Presentation
Your report MUST be presented in MS Word format. Your report should:
Use Calibri, or a similar font, in 11 or 12 point type.
All diagrams and images are to be embedded in the document. Diagrams and images that are
suppliued separately will not be marked.
All text should be left-justified.
Each page must have a header or footer with your name and student number.
Page numbers must be shown in the footer of each page, except on the title page.
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10. Reports are marked and feedback attached using a MS Word based tool. Reports that are submitted
in PDF format will be re-formatted to Word format in order to be marked. Allowances will not be
made for any loss of information, diagrams or images as a result of the re-formatting.
Assessment item 3
Security Management and Migration
Value: 25%
Due date: 21-May-2017
Return date: 13-Jun-2017
Submission method options
Alternative submission method
Task
SoftArc Engineering Ltd is a civil engineering company which works across Australia as well as in
Indonesia, Timor-Leste and Papua New Guinea. The company is considering the following strategic
proposal:
They plan to close down the Brisbane data centre rather than update or replace the older
infrastructure. The existing data and services in that data centre would be moved to the
Sydney data centre, which has the most up to date infrastructure, as well as capacity to
expand.
They plan to move all their Web Services into the Cloud in order to provide an increased
level of HA (High Availability) as well as a better degree of flexibility in supplying data
to their customers and employees.
They also plan to use the Cloud Infrastructure to increase flexibility and availability for some
of the LoB (Line of Business) applications that will continue to run on their own internal
infrastructure. However, they are hoping to take advantage of the Cloud infrastructure to
help manage and balance demand on internal resource use.
The Board of SoftArc Engineering is contemplating this strategy as a way to increase the company’s
flexibility and responsiveness, particularly for its remote area and overseas operations. The Board also
expects to achieve significant savings on the cost of maintaining their ICT infrastructure by closing the
oldest existing data centre. This would entail retiring the infrastructure in that data centre rather than
having to update it.
SoftArc Engineering has again approached you to advise them on this strategy. You have already
advised SoftArc Engineering that this strategic approach will mean that they will need to design
and operate a “Hybrid Cloud” methodology, where part of their data centre is “on premise” and
another part in a Cloud.
SoftArc Engineering also plan to run a Risk and Security Workshop to assess the risks, security
issues and possible methods of control that will be required with this “Hybrid Cloud” approach. You
will be required to organise, run and facilitate this workshop.
The Board is also concerned about how this strategy will affect their BCP (Business Continuity
Plan) and their backup and disaster recovery strategies.
Your task is to prepare a report for SoftArc Engineering that discusses the following:
1. Describe which Cloud architectures you would employ to assist SoftArc Engineering meet
the Board’s strategy?
a. Describe each of the architectures that you would use, along with your reasons
for deploying it. (10 marks)
b. Describe the benefits and issues that would be the result of your deployment of
these architectures. (10 marks)
2. Describe the risks that you see associated with this new Hybrid Cloud strategy. You should
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ITC561 201730 SM I-21 January 2017-Version 1 Page 9 of 16
11. name and describe each risk that you identify, and then describe a possible control for the
risk. This may be presented in a tabular form. (20 marks)
3. Describe the general Information Security steps and controls that you would recommend to
the Board to secure the Hybrid Cloud. You will need to explain to the Board your reasons for
recommending these particular security steps. (20 marks)
4. Discuss briefly what you would recommend should be included in SoftArc Engineering’s
BCP as a result of their adoption of a Hybrid Cloud approach. You will need to consider, as
a minimum, the issues of application resilience, backup and disaster recovery in a Hybrid
Cloud environment. This section should be no more than 2 pages. (10 marks)
5. Discuss the requirements that SoftArc Engineering will need to consider in order to conduct
remote server administration, resource management and SLA management for it’s proposed
IaaS and PaaS instances.(it may be useful to consider Morad and Dalbhanjan’s operational
checklists for this section). This section should be no more than two to three pages in length.
(10 marks)
6. The SoftArc Engineering board has decided, as an initial step, to move their SharePoint
instance and their SQL Server 2012 Database servers to the AWS cloud in order to begin the
migration process, and test their strategy.
a. Describe the steps that you would include in the plan to migrate these services.
(10 marks)
b. What are the critical points and issues that you see occurring at each of these
steps? Explain why you see these points or issues as critical. (10 marks)
Rationale
This assessment will cover the following objectives:
Be able to compare and evaluate the ability of different Cloud Computing Architectures to
meet a set of given business requirements;
Be able to evaluate a set of business requirements to determine suitability for a
Cloud Computing delivery model;
Be able to evaluate and design an ICT Risk Management strategy for a Cloud Computing
Delivery plan to meet business requirements;
Be able to interpret, evaluate and plan the Governance and Security requirements for a
Cloud Computing delivery plan;
Be able to analyse and evaluate business requirements to plan a migration to a Cloud model;
Marking criteria
Marking Criteria
Assessment Rubric
Charles Sturt University Subject Outline
ITC561 201730 SM I-21 January 2017-Version 1 Page 10 of 16
12. Presentation
Your report MUST be presented in MS Word format. Your report should:
Use Calibri, or a similar font, in 11 or 12 point type.
All diagrams and images are to be embedded in the document. Diagrams and images that are
suppliued separately will not be marked.
All text should be left-justified.
Each page must have a header or footer with your name and student number. Page numbers
must be shown in the footer of each page, except on the title page.
Reports are marked and feedback attached using a MS Word based tool. Reports that are submitted
in PDF format will be re-formatted to Word format in order to be marked. Allowances will not be
made for any loss of information, diagrams or images as a result of the re-formatting.
Assessment item 4
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13. Final Exam
Value: 50%
Date: To be advised
Duration: 2 hours
Submission method options
N/A - submission not required/applicable
Rationale
The final exam covers the following objectives:
Be able to compare and evaluate the ability of different Cloud Computing Architectures to
meet a set of given business requirements;
Be able to evaluate a set of business requirements to determine suitability for a
Cloud Computing delivery model;
Be able to evaluate and design an ICT Risk Management strategy for a Cloud Computing
Delivery plan to meet business requirements;
Be able to interpret, evaluate and plan the Governance and Security requirements for a
Cloud Computing delivery plan;
Be able to analyse and evaluate business requirements to plan a migration to a Cloud model;
Requirements
The final examination is worth 50% of the total course grade. It will be of two (2) hours duration
and is a closed book examination. Please note that no electronic dictionaries will be permitted to be
brought into the exam.
The basic format of the exam is:
A series of multiple choice questions;
Five (5) short answer questions;
A case study that sets out a scenario for an Cloud Services problem, justifying your decisions
according to the principles of Cloud Computing that have been studied.
It is your responsibility to ensure that you are aware of the requirements for completing the exam and
that you attend the exam site on the correct date and at the correct time. The School of Computing
and Mathematics will not accept misreading the exam time as misadventure.
You must pass the exam in order to pass this subject
Marking criteria
Marks will be awarded on:
the accuracy, logical reasoning and completeness of the answers provided;
the correct use of terminology, and
demonstration of understanding of the key concepts in the subject.
Material provided by the University
1 x 24 page booklet
Material required by the student
Writing instruments (pens, pencils, erasers, whiteouts and rulers only).
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14. Assessment Information
Learning materials
Details of learning materials that support your success in this subject can be found in the
Interact2 Subject Site.
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The specific details of the referencing requirements are included in
each assessment task description. Get referencing style guides and help
(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.
Plagiarism
CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for
plagiarism. You can use Turnitin to check for plagiarism
(http://student.csu.edu.au/library/integrity/referencing-at-csu/checking) in your assessments before
submission.
How to apply for special consideration
Academic regulations provide for special consideration to be given if you suffer misadventure or
extenuating circumstances during the session (including the examination period) which prevents
you from meeting acceptable standards or deadlines. Find the form on the Student Portal Special
Consideration, Misadventure, Advice and Appeals (http://student.csu.edu.au/study/academic-
advice) page.
Extensions
In order to ensure that students who hand their assignments in on time are not disadvantaged, and to
enable the lecturer to comply with the requirement to return assignments to the class within 21
days, the following rules about extensions will be strictly enforced:
1. Extensions cannot be granted for online tests, as these have to be done within a specific time
frame, after which the answers are released to the class automatically.
2. Computer problems and normal work-related pressures and family commitments do not
constitute sufficient reasons for the granting of extensions.
3. If it becomes obvious that you are not going to be able to submit an assignment on time
because of an unavoidable problem, you must submit your request for an extension to the
Subject Coordinator in writing (email or post) prior to the due date.
Requests for extensions will not be granted on or after the due date so you must make sure
that any extension is requested prior to the day on which the assignment is due.
You are expected to do all you can to meet assignment deadlines. Work and family
related pressures do not normally constitute sufficient reasons for the granting of
extensions or incomplete grades.
4. If you apply for an extension, you may be asked to email your lecturer on what you
have done so far on the assignment.
5. You must be able to provide documentary evidence (such as a certificate from a doctor or
counsellor) justifying the need for an extension as soon as practicable - but please note that if
the circumstances giving rise to the request for an extension arise on a day when you cannot
get documentary evidence, you must still apply for the extension before the due date and
submit the documentary evidence afterwards.
Charles Sturt University Subject Outline
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15. 6. Given the tight deadlines involved in returning assignments to students and putting feedback
on Interact, the maximum extension granted generally will be seven (7) days from the
due date.
7. Assignments received more than 10 days after the due date or extension date will not be
marked unless the staff member decides otherwise. Items received late will be penalised
at 10% of the mark available for the assessment item per day it is late (see below).
8. Note that for purposes of measuring lateness, the 'day' begins just after 00.00 hrs AEST - so
an assignment received after midnight of the due date will be penalised 10% for lateness.
This rule will be applied to all students uniformly.
Penalties for Late Submission
The penalty for late submission of an assessment task (without obtaining the Subject
Coordinator's approval for an extension) will be:
10% deduction per day, including weekends, of the maximum marks allocated for the
assessment task, i.e. 1 day late 10% deduction, or 2 days late 20% deduction.
An example of the calculation would be:
Maximum marks allocated = 20
Penalty for one day late = 2 marks (so, a score of 18/20 becomes 16/20 and a score of 12/20
becomes 10/20).
If an assignment is due on a Friday but is not submitted until the following Tuesday, then the
penalty will be four days (40% deduction or 8 marks in the example above).
Submissions more than 10 days late will be acknowledged as received but will not be marked.
Resubmission
Under normal circumstances resubmission of assessment items will not be accepted for any of
the assessments required in this subject.
Online Submission
Assignments should be submitted through TurnItIn. Please meet with your respective lecturer to
enroll in the Turnitin (If you do not receive any email from Turnitin).
Assessments such as Blogs, Quizzes and Journals are required to submit in the Interact2.
TurnItIn does not accept Excel files and PDF files.
Assignment/s must be submitted through Turnitin by midnight (AEST) according to the
date mentioned in the subject outline.
Postal Submission
Under normal circumstances postal submissions will not be accepted for any of the
assessments required.
Hand Delivered Submission
Under normal circumstances hand delivered submissions will not be accepted for any of the
assessments required.
Feedback
Feedback for assessment items will be provided by subject lecturer/s.
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ITC561 201730 SM I-21 January 2017-Version 1 Page 14 of 16
16. Assignment Return
You should normally expect your marked assignment to be returned to you within 15 working days
of the due date, if your assignment was submitted on time. If you submitted your assignment on time
but have not returned by the return date, you should make enquiries in the first instance to the
subject lecturer. If the subject lecturer is not available, contact Level 1, Reception.
Student Feedback and Learning Analytics
Evaluation of Subjects
CSU values constructive feedback and relies on high response rates to Subject Experience Surveys
(SES) to enhance teaching. Responses are fed back anonymously to Subject Coordinators and
Heads of Schools to form the basis for subject enhancement and recognition of excellence in
teaching. Schools report on their evaluation data; highlighting good practice and documenting how
problems have been addressed. You can view a summary of survey results via the Student Portal
SES Results (https://student.csu.edu.au/study/subject-experience-survey-results) page.
We strongly encourage you to complete your online Subject Experience Surveys. You will be
provided with links to your surveys via email when they open three [3] weeks before the end of
session.
Changes and actions based on previous student feedback
This subject has been developed over several years and we have included the feedback from
students in previous years when preparing this subject. In particular, this year the subject has been
changed in response to feedback from last year?s class in the following ways:
A set of current and relevant web links and resources that can be used during the subject,
as well as at work.
More time spent discussing the planning the migration of business applications and services
to virtual infrastructure.
Learning analytics in this subject
Learning Analytics refers to the collection and analysis of student data for the purpose of improving
learning and teaching. It enables the University to personalise the support we provide our students.
All Learning Analytics activities will take place in accordance with the CSU Learning Analytics Code
of Practice. For more information, please visit CSU’s Learning Analytics
(http://www.csu.edu.au/division/student-learning/home/analytics-and-evaluations/learning-analytics)
website.
Data about your activity in the Interact2 site and other learning technologies for this subject will be
recorded and can be reviewed by teaching staff to improve their communication, support and
teaching practices.
Services and Support
Your Student Portal (http://student.csu.edu.au) tells you can how you can seek services and
support. These include study, admin, residential, library, careers, financial, and personal support.
Develop your study skills
Develop your study skills (https://student.csu.edu.au/study/skills) with our free study services.
We have services online, on campus and near you. These services can help you develop your
English language, literacy, and numeracy.
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17. Library Services
CSU Library (https://student.csu.edu.au/library) provides access to the eBooks, journal articles, books,
and multimedia resources needed for your studies and assessments. Get the most out of these
resources by contacting Library staff either online or in person, or make use of the many Library
Resource Guides, videos and online workshops available.
CSU Policies and Regulations
This subject outline should be read in conjunction with all academic policies and regulations, e.g.
Student Academic Misconduct Policy, Assessment Policy – Coursework Subjects, Assessment
Principles Policy, Special Consideration Policy, Academic Progress Policy, Academic
Communication with Students Policy, Student Charter, etc.
Please refer to the collated list of policies and regulations relevant to studying your subject(s)
(http://student.csu.edu.au/administration/policies-regulations-subjects) which includes links to the CSU
Policy Library (http://www.csu.edu.au/about/policy) – the sole authoritative source of official academic
and administrative policies, procedures, guidelines, rules and regulations of the University.
Subject Outline as a Reference Document
This Subject Outline is an accurate and historical record of the curriculum and scope of your subject.
CSU's Subject Outlines Policy (https://policy.csu.edu.au/view.current.php?id=00267) requires that you
retain a copy of the Subject Outline for future use such as for accreditation purposes.
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