Slidedeck for session given at UNC CAUSE 2010, November 9, 2010.
http://www.unccause.org/cause10/sessions/unc-ch-poll-everywhere-pilot-clickers-without-the-clickers/
Project Name: Versa Slate Improving the learning environment of the visually impaired in Cambodia by developing and distributing a paperless, portable, and erasable braille slate without any environmental constraint.
Project Location: Cambodia
Project Period: 7th, June 2019 ~ 6th, September 2020 (15months)
Funder: Korea International Cooperation Agency (KOICA)
CIB W78 2007 - Comparison of distance learning coursesRobert Klinc
Even though advances in information and communication technologies (ICT) significantly changed the way professionals in building and construction (BC) industry work, the dominant training method is still the traditional classroom lecture with all its drawbacks.
In response to the demands from the AEC sector to improve and broaden the competence of engineering students in using new technologies while solving specific problems, in 1993 University of Stanford (USA) started an ICT supported distance learning course named Architecture/Engineering/Construction Computer Integrated Global Teamwork Course (AEC Global Teamwork). The mission of the program is to educate the next generation of professionals to be able to work in multi discipline collaborative environments and to take advantage of information technologies to produce high quality products in faster and more economic way.
Positive feedback of the AEC Global Teamwork encouraged other institutions to introduce their own BC oriented distance learning courses, one of them being ITC Euromaster. In autumn 2001, nine European universities started the project in order to develop an inter university postgraduate programme in information technology in construction (ITC).
This paper describes similarities and differences of both approaches, presents results of the survey carried out among participants of both courses, and compares both of them from the students’ point of view.
MoLE was based on a need to provide training and education where the challenge is the inability to train and communicate due to long-standing challenges of low-bandwidth and limited internet connectivity and infrastructure. Even though the participating organizations JKO and Telemedicine and Advanced Technology Research Center (TATRC), viewed the project from different perspectives, they believed research was needed to show that under unpredictable situations (i.e., full connectivity, low connectivity and no connectivity), m-Learning could address the connectivity challenge.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
Slidedeck for session given at UNC CAUSE 2010, November 9, 2010.
http://www.unccause.org/cause10/sessions/unc-ch-poll-everywhere-pilot-clickers-without-the-clickers/
Project Name: Versa Slate Improving the learning environment of the visually impaired in Cambodia by developing and distributing a paperless, portable, and erasable braille slate without any environmental constraint.
Project Location: Cambodia
Project Period: 7th, June 2019 ~ 6th, September 2020 (15months)
Funder: Korea International Cooperation Agency (KOICA)
CIB W78 2007 - Comparison of distance learning coursesRobert Klinc
Even though advances in information and communication technologies (ICT) significantly changed the way professionals in building and construction (BC) industry work, the dominant training method is still the traditional classroom lecture with all its drawbacks.
In response to the demands from the AEC sector to improve and broaden the competence of engineering students in using new technologies while solving specific problems, in 1993 University of Stanford (USA) started an ICT supported distance learning course named Architecture/Engineering/Construction Computer Integrated Global Teamwork Course (AEC Global Teamwork). The mission of the program is to educate the next generation of professionals to be able to work in multi discipline collaborative environments and to take advantage of information technologies to produce high quality products in faster and more economic way.
Positive feedback of the AEC Global Teamwork encouraged other institutions to introduce their own BC oriented distance learning courses, one of them being ITC Euromaster. In autumn 2001, nine European universities started the project in order to develop an inter university postgraduate programme in information technology in construction (ITC).
This paper describes similarities and differences of both approaches, presents results of the survey carried out among participants of both courses, and compares both of them from the students’ point of view.
MoLE was based on a need to provide training and education where the challenge is the inability to train and communicate due to long-standing challenges of low-bandwidth and limited internet connectivity and infrastructure. Even though the participating organizations JKO and Telemedicine and Advanced Technology Research Center (TATRC), viewed the project from different perspectives, they believed research was needed to show that under unpredictable situations (i.e., full connectivity, low connectivity and no connectivity), m-Learning could address the connectivity challenge.
Presentation by Jean-Claude Callens, Vives University at the 2018 European Distance Learning Week's third day webinar on "Innovative Education – Case Studies" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pynq0w4ku2b1/
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Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
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The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
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I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
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Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
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Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
zkStudyClub - Reef: Fast Succinct Non-Interactive Zero-Knowledge Regex ProofsAlex Pruden
This paper presents Reef, a system for generating publicly verifiable succinct non-interactive zero-knowledge proofs that a committed document matches or does not match a regular expression. We describe applications such as proving the strength of passwords, the provenance of email despite redactions, the validity of oblivious DNS queries, and the existence of mutations in DNA. Reef supports the Perl Compatible Regular Expression syntax, including wildcards, alternation, ranges, capture groups, Kleene star, negations, and lookarounds. Reef introduces a new type of automata, Skipping Alternating Finite Automata (SAFA), that skips irrelevant parts of a document when producing proofs without undermining soundness, and instantiates SAFA with a lookup argument. Our experimental evaluation confirms that Reef can generate proofs for documents with 32M characters; the proofs are small and cheap to verify (under a second).
Paper: https://eprint.iacr.org/2023/1886
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Assure Contact Center Experiences for Your Customers With ThousandEyes
Math survey final report
1. Mathematics Final Assignment
Statistic
Mathematics [MATH 0103]
Group Assignment
Yap Zhi Jun (0310738)
TohChee Cheng (0311122)
Yap Zhong Lin (0310557)
Wong Li Hui Amy (0312406)
Ian See TzeOnn (0311883)
Zachery Sebastian (0311079)
2. Introduction
With the vast change in technology in the present day, carrying out our daily
activities is made easier and more efficient. Majority of the students in universities today
are in need of a laptop to carry out their assignments and organize their documents.
That is why Taylor‟s University wants to design a laptop that suits the requirements and
expectations of a university and college student. With the personalized laptop designed
by Taylor‟s University, students can further enhance and improve their education aspect.
However, it is important to design a laptop that is ideal for a university student. That is
why a survey is conducted to obtain further information of the aspects and
considerations of a student when purchasing a laptop.
3. Question 1
Do you have a personal laptop/computer at home with access to the internet?
A. Yes, my own device
B. Yes, a shared family device
C. No
Frequency Table (Ungrouped Data)
Response
Number of
Students
Cumulative
frequency
Percentage, %
Yes, my own
device
110 110 72%
Yes, a shared
family device
33 143 22%
No 9 152 6%
Calculations:
1. Modal class = 110 (yes, my own device)
Conclusion
As a conclusion, this question is to survey the number of people with their personal
laptop, shared family laptop or no laptop at all. There are total of 152 students
completed this survey. There are 110 students who own a personal laptop, 33 students
having a shared family device.
6%
72%
22%
0
Responses
No
Own Device
Shared Family Device
4. Question 2- Which brand(s) of laptop do you have?
A - Apple F - Lenovo
B - BenQ G - Samsung
C - Dell H - Sony
D - Asus I - Toshiba
E - HP J - Others
Frequency Table (Ungrouped Data)
Laptop Brand Number of
students
Cumulative
Frequency
Percentage, %
Apple 17 17 13
BenQ 8 25 6
Dell 17 42 13
Asus 28 70 21
HP 16 86 12
Lenovo 8 94 6
Samsung 7 101 5
Sony 13 114 10
Toshiba 10 124 7
Others 11 135 8
Calculations:
1. Modal Class = 28 (Asus Laptop)
Conclusion
As a conclusion, this question is to survey the types of laptop that students are using. There are
a total of 152 students that answered this survey forms. The most used laptop brand among the
students is the Asus laptop and the least used laptop is Samsung laptop.
17
8
17
28
16
8 7
13
10 11
0
5
10
15
20
25
30
Laptop Brands
Number of Students
5. Question 3
Why will you choose the laptop brand you have chosen above?
A - Design F - Installed Memory
B - Price G - Screen Size
C - Audio H - Battery Life
D - Graphic I - Weight
E - Processor Type and Speed J - Others
Frequency Table (Ungrouped Data)
Reasons Number of
students
Cumulative
Frequency
Percentage, %
Design 60 60 14
Price 67 127 16
Audio 28 155 7
Graphic 62 217 15
Processor type and
speed
75 292 18
Installed Memory 42 334 10
Screen Size 25 359 6
Battery Life 29 388 7
Weight 30 418 7
Other 7 425 2
Calculation
Modal Class = 75 (Processor type and speed)
60
67
28
62
75
42
25
29 30
7
0
10
20
30
40
50
60
70
80
Reasons of choosing the laptop
Number of students
6. Conclusion
This question is to survey the reason why students actually bought the laptop that they
are currently using. There are a total of 152 students that answered this survey forms.
Most of them bought the laptop because of the processor type and the speed of the
laptop. The second reason is because of the price of the laptop.
7. Question 4
If you are going to buy a new laptop, what will be your consideration?
A - Design F - Installed Memory
B - Price G - Screen Size
C - Audio H - Battery Life
D - Graphic I - Weight
E - Processor Type and Speed J - Others
Frequency Table (Ungrouped Data)
Criteria Number of
students
Cumulative
Frequency
Percentage, %
Design 54 54 11%
Price 75 129 15%
Audio 33 162 7%
Graphic 71 233 15%
Processor type and
speed
86 319 18%
Installed Memory 53 372 11%
Screen Size 28 400 6%
Battery Life 48 448 10%
Weight 40 488 8%
Other 1 489 0%
Calculations
54
75
33
71
86
53
28
48
40
1
0
10
20
30
40
50
60
70
80
90
100
Consideration of Criteria
Number of
students
8. 1. Modal class = 86 (Processor type and speed)
Conclusion
This question is to survey the aspect and criteria of choosing a laptop upon purchasing
one. There are a total of 152 students that answered this survey forms. Most of them
made the processor type and the speed of the laptop as their first consideration. The
second consideration is the price of the laptop.
9. Question 5:
What is your prefer screen size?
a. 11-12 inch
b. 12-13 inch
c. 13-14 inch
d. 14-15 inch
e. 15-16 inch
f. 16-17 inch
Frequency Table (grouped data)
Length(inch)
Number of
student, f
Cumulative
Frequency
Midpoint Fxx
11-12 10 10 (11+12)/2=11.5 10 x 11.5 = 115
12-13 14 24 (12+13)/2=12.5 14 x 12.5 = 175
13-14 40 64 (13+14)/2=13.5 40 x 13.5 = 540
14-15 34 98 (14+15)/2=14.5 34 x 14.5 = 493
15-16 30 128 (15+16)/2=15.5 30 x 15.5 = 465
16-17 26 154 (16+17)/2=16.5 26 x 16.5 = 429
Total 152 2217
10
14
40
34
30
26
0 5 10 15 20 25 30 35 40 45
11.-12
12.-13
13.-14
14.-15
15.-16
16.-17
Students' prefer screen size (inch)
no of students
10. 3. Median class = 0 to 2 kg (76th
term)
4. Median value
= Lm + c
= -0.95 + 3
= -0.95 + 2.533
= 1.583kg
5. Mean
=
=
= 1.882 kg
Calculations:
1. Modal length =13kg to 14kg
2. Mode value
= Lm + c
= -0.95 + 3
= -0.95 + 3
= -0.95 + 2.195
= 1.245 kg
Conclusion
This question is to survey the sizes of screen size that students prefer. There are
total of 152 students completed this survey. 10 students chose screen size of 11-
12 inches, 14 students chose screen size of 12-13 inches, 40 students chose
screen size of 13-14 inches,34 students chose screen size of 14-15 inches,30
students chose screen size of 15-16 inches,26 students chose screen size of 16-
17 inches. In this question, the modal class is screen size of 13-14 inches, the
median value is 76.5, which is located at the screen size of 13-14. Finally, the
mean is 25.33.
11. Question 6
Are you a heavy task user?
A – Yes B – No
Frequency Table ( Ungrouped Data)
Type of User Number of student, f Cumulative Frequency
Heavy 82 82
Light 70 152
Total 152
Calculations
1. Modal class = Heavy Task User
It has the highest number of voting.
Conclusion
This question is to survey the types of task user of students. There are total of 152
students answered this survey forms. 82 students chose Heavy Task User, while 70
students chose Light Task user. From this question, we can conclude that majority of
the students are Heavy Task User.
82
70
64
66
68
70
72
74
76
78
80
82
84
Heavy Light
Number of Heavy & Light Task User
No of student
12. Question 7
How many programs do you usually launched at one time?
A – 1 D – 4
B – 2 E - 5
C – 3 F - 6
Frequency Table ( Ungrouped Data)
Time Number of student, f Cumulative frequency Percentage,%
1 5 5 5/152 x 100%=3.29%
2 33 38
33/152 x
100%=21.711%
3 42 80
42/152 x
100%=27.632%
4 16 96
16/152 x
100%=10.53%
5 22 118
22/152 x
100%=14.474%
6 34 152
34/152 x
100%=22.37%
Total 152 100%
3%
22%
28%
11%
14%
22%
Number of programs launched at one
time
1 time
2 time
3 time
4 time
5 time
6 time
13. Calculations
1. Modal class = 3 times
It has the highest number of voting.
2. Median =
=
=76.5
The median class is 3 times
Conclusion
This question is to survey the Number of programs launched at one time .There are
total of 152 students completed this survey. 5 students launch 1 at one time, 33
students launch 2 at one time,42 students launch 3 times at one time,16 students
launch 4 times at one time, 22 students launch 5 times at one time, 34 students launch
6 times at one time.
3. Mean =
= /6
= 525.33
14. Question 8- What is your minimum requirement on RAM when choosing a laptop?
a. 2GB
b. 4GB
c. 8GB
d. 16GB
e. 32GB
Frequency Table (ungrouped data)
RAM (GB) Number of students
2 24
4 24
8 58
16 32
32 14
Total 152
Calculations
Mode = Media Capabilities (highest vote)
Conclusion
This survey is conducted to find out what is the minimum requirement on RAM when
choosing a laptop. There are 152 students participated in this survey. Students are
allowed to vote one choice for this survey question. According to the survey’s result,
we found that there are 24 students require 2GB RAM and 4 GB RAM respectively
when choosing a laptop, 58 students require 8 GB RAM, 32 students require 16GB
RAM and 14 students require 32 GB RAM.As a conclusion, most of the students
require 8 GB Ram when choosing a laptop. Which are also the mode data in this
survey.
24
24
58
32
14
0 10 20 30 40 50 60 70
2GB
4GB
8GB
16GB
32 GB
Students' prefer RAM for laptop
Number of students
15. Question 9:
Is the graphic of your laptop important to you?
A - Yes (Proceed to No.10) B - No (Proceed to No.11)
Frequency Table (Ungrouped Data)
Importance of Graphic Number of Students, f Cumulative Frequency
Yes 109 109
No 43 152
Total 152
Calculation
1. Modal Class = Yes
It has the highest number of voting.
2. Median =
=
=76.5
The median class is Yes.
3. Mean =
=
= 76
0 20 40 60 80 100 120
Yes
No
The Importance of Graphic by Students
The Importance of Graphic by
Students
Conclusion
In conclusion, 109 out of 43
students said that the graphics for
computers are important. From this
question, we can conclude that
more people agreed on the
importance of the graphic for
laptop.
16. Question 10:
If yes, why is the laptop graphic important to you?
A - Gaming
B - Design
C - Video
Frequency Table
Reasons Number of Students, f Cumulative Frequency
Gaming 51 51
Design 51 102
Video 43 145
Other 0 145
Calculation
1. Modal Class = Gaming and Design
It has the highest number of voting.
2. Median =
=
= 76.5
The median class is Gaming and Design.
3. Mean =
=
= 36.25
51 51 43
0
0
20
40
60
Gaming Design Video Other
Student's Reasons on The Importance of Graphic
Reasons
Conclusion
For this survey, only the students who chose
“yes” for the importance of graphic in question
9 are to answer this question and only 145
students answered “yes”. This question is to
see why student chose “yes” for the
importance of graphic. 51 out of 145 students
chose both gaming and design as the
importance of graphics in laptops and only 43
students chose video. From this question, we
can conclude that the number of students who
chose video & design are the same which is 51
each.
17. Question 11:
How often do you purchase laptops on an annual basis?
A - 1 to 2 B - 3 to 4
C - 5 to 6 D - When necessary
Frequency Table
Responds Number of Students, f Cumulative Frequency
1 to 2 15 15
3 to 4 12 27
5 to 6 9 36
When necessary 116 152
Total 152
Calculation
1. Modal Class = When Necessary
It has the highest number of voting.
2. Median =
=
= 76.5
The median class is When Necessary.
3. Mean =
=
= 38
15
12
6
116
Student's Responds
1 to 2
3 to 4
5 to 6
When Necessary
Conclusion
In conclusion, 116 out of 152 students
only buy the laptop when necessary.
15 students purchase laptop 1 to 2
times on an annual basis whereas 12
students purchase 3 to 4 laptops and
9 students purchase 5 to 6 laptops on
an annual basis. From this question,
we can conclude that majority of
students only buy the laptop when
necessary.
18. Question 12:
How long do you expect the battery life to last?
A - 1 year D - 4years
B - 2 years E - 5 years
C - 3 years F - 6 years
Frequency Table (Ungrouped Data)
Years, x
Number of
student, f
Cumulative
frequency, F
f(x)
1 1 1 1 x 1 = 1
2 17 18 17 x 2 = 34
3 30 48 30 x 3 = 90
4 10 58 10 x 4 = 40
5 16 74 16 x 5 = 80
6 78 152 78 x 6 = 468
Total 152 713
Calculation:
3. Modal Class = 6 years
4. Mean = Σfx/f
= (1+34+90+40+80+468)/152
= 713/152
= 4.691
1. Mode = 6 years
2. Median = (n+1)/2
= (152+1)/2
= 153/2
= 76.5th
terms (6 years)
1 17
30
10
16
78
Relationship between battery life of
laptop and students
1 year
2 years
3 years
4 years
5 years
6 years
Conclusion
There are total of 152 students in this
survey to find out the battery life of laptop
they prefer. Only one student chose 1 year,
17 students chose 2 years, 30 students
chose 3 years, 10 students chose 4 years,
16 students chose 5 years and 78 students
chose 6 years. In this question, the modal
class is class 6 years which is same as the
mode. Besides, the median class is a
76.5th term which is 6 years too. Lastly, the
mean is 4.691.
19. 23
26
40
18 7 2
Relationship between students and
price of laptop
RM1000- RM2000
RM2000 - RM 3000
RM3000 - RM4000
RM4000 - RM5000
RM5000 - RM6000
RM6000 - RM7000
Question 13:
How much are you willing to spend for buying a laptop?
A – RM1000 to RM 2000 D - RM 4000 to RM5000
B - RM 2000 to RM 3000 E - RM5000 to RM6000
C - RM 3000 to RM 4000 F - RM6000 to RM 7000
Frequency Table (Grouped Data)
Price (RM),
Number of
student, f
Cumulative
Frequency, F
Midpoint, x f(x)
1000 - 2000 23 23 3000/2 = 1500 34500
2000 - 3000 26 49 5000/2 = 2500 65000
3000 - 4000 40 89 7000/2 = 3500 140000
4000 - 5000 18 96 9000/2 = 4500 67500
5000 - 6000 7 103 11000/2 = 5500 38500
6000 - 7000 2 105 13000 = 6500 13000
Total 152 358500
Calculation:
1. Modal Class = RM 3000 to RM 4000
2. Mode
= Lm + c
= 2999+ x1000
= RM 3388
3. Median class = (n+1)/2
= 153/2
= 76.5th
terms
(RM 3000 to RM 4000)
4. Median = Lm + c
= 2999+ x1000
= RM 3674
5. Mean =
= 358500/ 152
= RM 2359
Conclusion
In this survey we want to find out how much
students are willing to pay for a laptop. 23
students prefer price range between RM1000 to
RM2000, 26 students prefer RM2000 to RM3000,
40 students prefer RM3000 to RM4000, 18
students prefer RM4000 to RM5000, 7 students
prefer RM5000 to RM6000 and only 2 students
prefer RM6000 to RM7000. The modal class is
RM3000 to RM4000 which is the same as
median class. The mode value is RM3388,
median is RM 3674 and mean is RM2359.
20. Question 14:
How concerned were you with the warrantee that came with your laptop?
A - Very Concerned
B - Still OK
C - Doesn‟t Matter/ Ignored
Frequency Table (Ungrouped Data)
Importance Number of student, f Cumulative Frequency
Very Concerned 76 76
Still OK 60 136
Doesn‟t Matter/Ignored 16 152
Total 152
Mode = Very Concerned
Conclusion
This question is to survey whether students are concerned on the warrantee of a laptop.
There are total of 152 students answered this survey forms. 76 students are very
concerned with the warrantee, 60 students are still ok with it and 16 students ignored
the warrantee. From this question, we can conclude that most of the students are very
concerned on the warrantee of a laptop.
0 20 40 60 80
Very concerned
Still OK
Doesn't Matter/Ignored
76
60
16
The relationship between students and importance of
warrantee
The relationship between
students and importance of
warrantee
21. Question 15:
Base on hardware features of a laptop stated below, which is the most important
for you? (Can choose more than 1 answer)
A - Screen Size D - Portability
B - Battery Life E - Wi-Fi
C - Media Capabilities F - Fill Keyboard
Frequency Data ( Ungrouped Data)
Calculations
Mode = Media Capabilities
Conclusion
This survey is conducted to find out which laptop‟s hardware features are most important for students.
There are 152 students participated in this survey. Students are allow to vote more than one choice for
this survey question. According to the survey‟s result, we found that there are 22 students think that
screen size will be the most important hardware features to them in choosing a laptop, 34 students think
that fill keyboard is the most important, 37 students think that battery life is the most important, 52
students think that portability is the most important, 53 students think that Wi-Fi feature is the most
important and 82 of the students think that media capabilities is the most important features to them. As
a conclusion, most of the students think that media capabilities are the most important features of a
laptop. Which are also the mode data in this survey.
Hardware Features Number of vote
Screen Size 22
Battery Life 37
Media Capabilities 82
Portability 52
Wi-Fi 53
Fill Keyboard 34
0 20 40 60 80 100
Screen Size
Media Capabilities
Wi-Fi
22
37
82
52
53
56
Importance of laptop features between students
No of vote
22. Question16:
What type of laptop do you prefer?
A - Hybrid Laptop
Frequency Table ( Ungrouped Data)
B - Traditional Laptop
Calculations
1. Modal class = Hybrid Laptop
It has the highest number of voting.
2. Median =
=
=76.5
The median class is Hybrid Laptop.
Type of Laptop Number of student, f Cumulative Frequency
Hybrid 85 85
Traditional 67 152
Total 152
3. Mean =
=
= 76
85
67
0
20
40
60
80
100
Hybrid Laptop Traditional Laptop
Number of Students In Choosing The Type of Laptop
Number of Students In Choosing
The Type of Laptop
Conclusion
This question is to survey the types of
laptop that students prefer. There are total
of 152 students answered this survey
forms. 85 students chose Hybrid Laptop,
while 67 students chose Traditional Laptop.
From this question, we can conclude that
more people preferred Hybrid Laptop than
Traditional Laptop. The median class is
Hybrid Laptop‟s class and the mean is 76.
23. Question 17:
Which laptop core processor do you prefer?
A - Intel core i3
B - Intel core i5
C - Intel core i7
Frequency Table ( Ungrouped Data)
Calculations
1. Modal class = Intel core i7
It has the highest number of voting.
2. Median =
=
=76.5
The median class is Intel core i7.
Core Processor
Type
Number of
student, f
Cumulative
Frequency
Percentage, %
Intel core i3 16 16 x 100% = 10.52 %
Intel core i5 44 60 x 100% = 28.95 %
Intel core i7 92 142 x 100% = 60.53 %
Total 152
3. Mean =
=
= 50.67
11%
29%
60%
Student's Preferrable Laptop's Core Processor Type
Intel core i3
Intel core i5
Intel core i7
Conclusion
This question is to survey the types of core
processor that students prefer. There are
total of 152 students completed this survey.
16 students chose Intel core i3, 44 students
chose Intel core i5, 92 students chose Intel
core i7. In this question, the modal class is
Intel core i7, the median value is 76.5,
which is located in the class of Intel core i7.
Finally, the mean is 50.67.
24. Question 18 :
What is your prefer weight for the laptop?
a. 0kg to 2kg
b. 2kg to 4kg
c. 4kg to 6kg
d. 6kg to 8kg
Frequency Table ( Grouped Data )
Weight(kg)
Number of
student, f
Cumulative
Frequency
Midpoint x f x x
0 to 2 90 90 = 1 90 x 1 = 90
2 to 4 57 147 = 3 57 x 3 = 171
4 to 6 5 152 = 5 5 x 5 = 25
6 to 8 0 152 = 7 0
Total 152 286
3. Median class = 0 to 2 kg (76th
term)
4. Median value
= Lm + c
= -0.95 + 3
= -0.95 + 2.533
= 1.583kg
5. Mean
=
=
= 1.882 kg
Calculations:
1. Modal class = Class 0kg to 2kg
2. Mode value
= Lm + c
= -0.95 + 3
= -0.95 + 3
= -0.95 + 2.195
= 1.245 kg
Conclusion
There are total of 152 students in this survey
to find out what weight of laptop they prefer.
90 students chose 0 to 2 kg, 57 students
chose 2 to 4 kg, 5 students chose 4 to 6 kg
and no students chose 6 to 8 kg of laptop. In
this question, the modal class is class 0kg to
2kg and the mode value is 1.245kg. Besides,
the median class is 0kg to 2kg and median
value is 1.583kg. Lastly, the mean is 1.882kg.
59%
38%
3% 0%
Relationship between weight of
laptop and students
0 to 2 kg
2 to 4 kg
4 to 6 kg
6 to 8 kg
25. Question 19:
When purchasing a laptop, these are a few features that would influence your decision.
What would it be? (Can choose more than one)
a. Diagonal Screen Size
b. Weight
c. Hard Drive Capacity
d. Processor type and speed
e. Installed Memory
f. Product Design
Frequency Table (ungroup table)
Laptop Features Number of vote
Product Design 56
Installed Memory 68
Processor type and speed 105
Hard drive capacity 86
Weight 65
Diagonal screen size 39
0 20 40 60 80 100 120
Diagonal Screen Size
Weight
Hard Drive Capacity
Processor type and speed
Installed Memory
Product Design
39
65
86
105
68
56
Importance of laptop features between students
Mode = Processor type and speed (Highest vote)
Conclusion:
In this survey we want to find out which laptop features are importance for students. There are
152 students filled in this survey and we got 419 votes. From the least vote to highest vote:
diagonal screen size (39), product design (56), weight (65), Installed memory (68), hard drive
capacity (86), processor type and speed (105). The mode is processor type and speed. Through
this data we know that students more focus on hard drive capacity and processor type and speed
of a laptop than the diagonal screen size and product design of a laptop.
26. Question 20:
Finally, would u purchase a laptop designed by Taylor’s company?
a. Yes
b. No
Frequency Table (ungroup data)
Calculations
1. Modal class = No
It has the highest number of voting.
Student’s choice Number of student, f Cumulative Frequency
Yes 56 56
No 96 152
Total 152
56
96
0
20
40
60
80
100
120
Yes No
Choice of student whether want to buy laptop designed by
Taylor's company
Choice of student whether want to
buy laptop designed by Taylor's
company
Conclusion
This question is to survey whether students would buy laptop designed by Taylor‟s
company. There are total of 152 students answered this survey forms.56 students
chose to buy, while 96 students chose not to buy. From this question, we can
conclude that more people not confident with Taylor‟s company designed laptop. The
median class is „no‟ class.
27. Conclusion
Based on the survey conducted there are many information and aspects to focus on
upon designing the Taylor‟s laptop. Students today prefer hybrid laptops compared to
traditional laptops. Majority of them are also looking for a laptop with a good processor
and high speed functionality. Besides that, they prefer the screen size of a laptop to be
13 to 14 inches. Most of the students today are also heavy task users. That is why
majority of them requires a minimum of 8GB RAM when they make their consideration
on purchasing a laptop. The graphic of the laptop is also one of the concerns of the
students on the laptop. They also think that the media capabilities of a laptop are
equally important. However, majority of them are willing to spend a total amount of
RM2000 to RM3000 on a laptop. Nonetheless, they are also very concerned about the
warrantee that comes along with the laptop. Based on the information gathered,
Taylor‟s University can focus on the aspects to design a laptop that is suitable for the
students today.