Office 2013 – myitlabgrader – InstructionsA_MIS_301MIS 301.docx

Office 2013 – myitlab:grader – Instructions A_MIS_301
MIS 301 - Access Test
Project Description:
Flyer University (FlyerU) uses a MS Access database (that you
will download) to track first-year students and to manage their
course offerings. You are asked to complete the below-
mentioned tasks to help FlyerU with their operating processes.
To begin, download, i.e., Save (do NOT Open), the test database
file named MIS 301_Access_Test.accdb from the course
MyITLab site, if you have not done so already. Logout of
MyITLab and close the browser window. Other than at the start
and end of the test as specified, do not open any windows
except ACCESS.
Instructions:
For the purpose of grading the project you are required to
perform the following tasks:
Step Instructions Points Possible
1 Start Access. Open the downloaded Access file named MIS
301_Access_Test.accdb. 0
2 FlyerU wants to keep data about course sections to be
offered in the upcoming term. Classrooms cannot seat more than
35 students. Create a table named SECTION to store the fields
with the properties as specified below:
Field NameData TypePropertiesRecIDNumberDescription:
Primary keyCourseIDShort TextField size of 6; Description:
Foreign keySectionShort TextField size of
2HonorsYes/NoDefault value: NoInstructorShort TextField size
of 20CapacityNumberMust only allow a value <36

Set RecID as the Primary key field, save the table, and close the
table. 16
3 Create a one-to-many relationship between the CourseID
fields in the COURSE (primary) and SECTION (related) tables.
(Requirement: This relationship must be set up such that it is
not possible to enter a CourseID in the SECTION table that
does not already exist in the COURSE table.) Save the changes
and close the Relationships window. 5
4 Create one record in the SECTION table as follows with
the Instructor field value as your actual name:
Field
NameValueRecID1CourseIDBUS201Section01HonorsYesInstru
ctorStudent NameCapacity30
Close the table.
5
5 Advisors need to review information about students and
courses they have taken. Create a form named StudentRecord to
display the StudentID, Name, Major, and Balance (in that order,
from STUDENT) for each student and the CourseID, Title,
Credits (in that order, from COURSE), and Grade (from
TRANSCRIPT) for all courses he or she has taken (in a
subform). The format should facilitate looking at all the
information (as specified) for a student on one screen, i.e.,
without tabs or multiple pages. The boxes/columns should be
wide enough to display the data. Save and close the form. 15
6 Skip. 0
7 FlyerU needs a catalog of courses (suitable for printing)
that shows the CourseID, Title, and Credits (from COURSE) for
courses it offers. Use the Report Wizard to create the report
with the name Catalog. The list should be grouped by the
Category of the school (Arts, Professional, and Sciences) that
offers the courses and sorted by CourseID. It should also show
the total number (i.e., count) of courses within each category as

well as the total count across all categories (Hint: modify the
report as necessary to count the values in the Credits column).
In the Category Footer, to the left of the count, enter the label
Sum for Category. In the Report Footer, to the left of the total
count, enter the label Grand Total. Also, the report must contain
the date and page number (in N of M format) at the bottom of
each page and the preparer’s name (type Prepared By: Student)
to the right of the report title on the first page only. Save the
report as Catalog and close the report. 13
8 Skip. 0
9 FlyerU is interested in reviewing courses offered that are
worth only a small number of credits, i.e., fewer than the typical
number of 3. Create a query named Query1
• to display the Credits, CourseID, and Title fields (in that
order, from COURSE)
• sorted in descending order by Credits and within that in
ascending order by Title
• for all courses where Credits is less than 3.
Run and then save the query. Close the query. 10
10 The Accounting department needs to review the account
balance for its majors. Do not display the major itself in the
results, since they are all ACC. Create a query named Query2a
• to display only the Name and Balance (in that order, from
STUDENT)
• sorted in ascending order by Name
• for all students whose major is ACC.
11 Skip. 0
12 Skip. 0
13 The Provost is concerned that students are slacking off in
Arts courses or those that are only 1 credit. She needs a list of
such courses that students have failed. Create a query named
Query3b
• to display the Category, Title, Credits, and Grade (in that

order)
• sorted in ascending order by Title
• for all cases with a Grade of F and either Category is Arts or
Credits is 1.
Hint: Note that you may have the same course appear multiple
times in the output.
Run and then save the query. Close the query.
5
14 Periodically the Dean of Students meets with groups of
students by major. She wants to see a list of students by any
major she may specify. Create a query named Query4a
• to display the StudentID, Name, Major, and Balance fields (in
that order, from STUDENT)
• sorted in ascending order by StudentID
• for all students based on a Major supplied by the Dean when
the query is run; Create the prompt as [Enter Desired Major].
Run (enter BIO) and then save the query. Close the query. 5
15 Skip. 0
16 FlyerU wants to estimate the amount paid by each student
for each course he or she failed assuming a per credit fee of
$250. Create a query named Query5a
• to display the StudentID (from STUDENT), Name, CourseID
(from COURSE), Grade, and Credits (in that order)
• a calculated field named WastedFee that displays the result of
multiplying Credits by 250
• sorted in ascending order by CourseID
• where the Grade is F.
5
17 Skip. 0
18 For allocating resources to academic departments, FlyerU
needs to calculate the sum of credit hours taken by students in

each major. Create a query named Query6a
• to display the Major and a field named TotalCredits that shows
the sum of Credits
• for all students within each Major.
19 Skip. 0
20 In an increasingly technological world, FlyerU wants to
ensure that it offers some courses that involve computers.
Create a query named Query7a
• to display the CourseID, Title, Credits, and Category fields (in
that order, from COURSE)
• sorted in ascending order by CourseID
• for all courses where the Title field has some reference to
computer (or some variation of that word such as computing or
computation – basically comput) anywhere in the Title.
Hint: Note that you may need to view the Title field in the
relevant table to decide how to write this query.
5
21 Skip/ 0
22 The Dean needs to check if there are any students who
have not attempted any courses. Create a query named Query8a
• to display the StudentID, Name, Major, and Balance (in that
order, from STUDENT)
• for all students (StudentID, from TRANSCRIPT) who have not
taken any courses, i.e., have no transcript entries.
3
23 Skip. 0
24 At the end, make sure you do the following in sequence:
1. Before you close the ACCESS window, make sure that the
database is still on your desktop (saved).

2. Close the database and then close Access.
3. Launch the MyITLab application and Log-in.
4. Return to the MyITLab Assignment and complete Step 3 by
Submitting/Uploading your completed database. NOTE: This is
the .accdb file and NOT the .laccdb file) Don’t forget to
submit/upload!
5. Log out of MyITLab after successfully submitting the
assignment.
6. Do NOT delete the database from your desktop until the test
is graded or you receive confirmation from the instructor.
0
Total Points 100
Updated: 05/18/2015 2 A_MIS_301_Instructions.docx
1. Abstract
Researchers function in a complex environment and carry
multiple role responsibilities. This environment is prone to
various distractions that can derail productivity and decrease
efficiency. Effective time management allows researchers to
maintain focus on their work, contributing to research
productivity. Thus, improving time management skills is
essential to developing and sustaining a successful program of
research. This article presents time management strategies
addressing behaviors surrounding time assessment, planning,
and monitoring. Herein, the Western Journal of Nursing
Research editorial board recommends strategies to enhance time
management, including setting realistic goals, prioritizing, and
optimizing planning. Involving a team, problem-solving
barriers, and early management of potential distractions can
facilitate maintaining focus on a research program. Continually

evaluating the effectiveness of time management strategies
allows researchers to identify areas of improvement and
recognize progress.
Citation
Time Management Strategies for Research Productivity
Jo-Ana D. Chase, Robert Topp, Carol E. Smith, Marlene Z.
Cohen, Nancy Fahrenwald, Julie J. Zerwic, Lazelle E.
Benefield, Cindy M. Anderson, Vicki S. Conn
Western Journal of Nursing Research
Vol 35, Issue 2, pp. 155 - 176
First published date: August-06-2012
2. This study describes the process of constructing proxy
variables from recorded log data within a Learning Management
System (LMS), which represents adult learners' time
management strategies in an online course. Based on previous
research, three variables of total login time, login frequency,
and regularity of login interval were selected as candidates from
the data set, along with a guideline for manipulating the log
data. According to the results of multiple regression analysis,
which was conducted to determine whether the suggested
variables actually predict learning performance, (ir)regularity of
the login interval was correlative with and predictive of
learning performance. As indicated in the previous research, the
regularity of learning is a strong indicator for explaining
learners' consistent endeavors and awareness of learning. This
study, which was primarily based on theoretical evidence,
demonstrated the possibility of using learning analytics to
address a learner's specific competence in an online learning
environment. Implications for the learning analytics field
seeking a pedagogical theory-driven approach are discussed.
[ABSTRACT FROM AUTHOR] . Copyright of Journal of
Educational Technology & Society is the property of
International Forum of Educational Technology & Society
(IFETS) and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright
holder's express written permission. However, users may print,

download, or email articles for individual use. This abstract
may be abridged. No warranty is given about the accuracy of the
copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all
Abstracts.).
References
Il-Hyun, J., Dongho, K., & Meehyun, Y. (2015). Constructing
Proxy Variables to Measure Adult Learners' Time Management
Strategies in LMS. Journal Of Educational Technology &
Society, 18(3), 214-225.
3. Abstract
This paper examines relationships between the Big Five
personality factors, time management, and grade-point-average
in 556 community colleges students. A path model controlling
for vocabulary, gender, and demographic covariates
demonstrated that time management mediates the relationship
between conscientiousness and students' academic achievement
at community college. Separate modeling for part-time (n =
147) and full-time students (n = 409) showed that this mediation
was moderated by enrollment status. Thus, time management
was a significant mediator for part-time students but not for
full-time students. The greater importance of time management
for part- versus full-time students suggests that noncognitive
constructs such as time management may be more critical for
non-traditional students. These findings gather fresh currency as
ever increasing numbers of students are enrolling part-time in
post-secondary education across the globe.
Citation
MacCann, C., Fogarty, G. J., & Roberts, R. D. (2012).
Strategies for success in education: Time management is more
important for part-time than full-time community college
students. Learning And Individual Differences, 22(5), 618-623.
doi:10.1016/j.lindif.2011.09.015e.
4. Abstract
Save time on the small things that otherwise take up lots of time
just when you don't have it. Keep gifts on hand for those

birthday parties that come up at the last minute along with the
gifts for the couple that invites you over to dinner and a few
extras of those bar and bat mitzva gifts that you liked. Lay out
your child's clothing for school the next day the night before
after serious consultation with them to ensure that there won't
be last minute changes. Prepare much of the breakfast and
aruchat esser after supper the previous night so that you clean
up dishes only once. In this way, morning does not have to be
rushed and people can leave the house smiling and on time.
Cook double portions of food so that one can be frozen away for
a later meal. Save energy by keeping a running list of groceries
needed so that you don't have to re-create the list in your mind.
This may enable you to pick up those items that you need rather
than the ones that look tempting as you make it down the aisles
of the grocery store. Keep on hand more than one roll of toilet
paper, paper towel, or other items that might be kept in storage
in a less accessible place.
14Make lists for yourself if it will help keep you organized,
save time and enable you to enjoy that moment when you cross
out a task that got accomplished. Schedule in the important
things for yourself or else they will not happen. If you view
exercise as essential and your personal long-term insurance
package, then plan your exercise routine with this in mind.
Frequently, we drop those things we do for ourselves when we
find we are short on time. Sometimes, those are the very things
that should be kept in our schedule. Eat right and look after
your health now so that maybe you'll need fewer visits to the
doctor as the aging process takes its toll.
Citation
Dr Batya, L. L. (2001, Sep 28). Time management strategies for
fall. Jerusalem Post Retrieved from http://0-
search.proquest.com.leopac.ulv.edu/docview/319335429?accoun
tid=25355
5. Acknowledgement:
The purpose of this correction note is to report an error of data

scoring in Freund and Baltes (1998). The error, however, does
not affect the main findings reported in the original study.
Specifically, when performing standard checks of the scoring
routines of the selection, optimization, and compensation (SOC)
questionnaire against the raw data in the context of a new
research study, we detected an error of scoring. Although this
error resulted in multiple changes at the numeric level, there
were no major alterations to the overall pattern of results
reported in Freund and Baltes (1998) and summarized in the
abstract to the original article.
There is one exception to the general pattern of equivalence of
outcomes, however. This exception does not refer to predictive
outcomes but to the internal correlational structure of the three
SOC components themselves. Because of the ipsative nature of
the scoring error, the correlations among elective selection
(ES), loss-based selection (LBS), optimization (O), and
compensation (C) turned out to be lower than reported in Table
3 of Freund and Baltes (1998, p. 535).
Reference
Freund, A. M., & Baltes, P. B. (1998). Selection,
optimization, and compensation as strategies of life
management: Correlations with subjective indicators of
successful aging. Psychology and Aging, 13, 531–543.
6. Abstract:The usefulness of self-reported processes of
selection, optimization, and compensation (SOC) for predicting
on a correlational level the subjective indicators of successful
aging was examined. The sample of Berlin residents was a
subset of the participants of the Berlin Aging Study. Three
domains (marked by 6 variables) served as outcome measures of
successful aging: subjective well-being, positive emotions, and
absence of feelings of loneliness. Results confirm the central
hypothesis of the SOC model: People who reported using SOC-
related life-management behaviors (which were unrelated in
content to the outcome measures) had higher scores on the 3
indicators of successful aging. The relationships obtained were
robust even after controlling for other measures of successful

mastery such as personal life investment, neuroticism,
extraversion, openness, control beliefs, intelligence, subjective
health, or age. (PsycINFO Database Record (c) 2013 APA, all
rights reserved.
References
Freund, A. M., & Baltes, P. B. (1998). Selection, optimization,
and compensation as strategies of life management: Correlations
with subjective indicators of successful aging. Psychology And
Aging, 13(4), 531-543. doi:10.1037/0882-7974.13.4.531
7.
Abstract:We investigated the benefits of strategy-adaptation
training for promoting transfer effects. This learner-oriented
approach—which directly encourages the learner to generalize
strategic behavior to new tasks—helps older adults appraise new
tasks and adapt trained strategies to them. In Experiment 1,
older adults in a strategy-adaptation training group used 2
strategies (imagery and sentence generation) while practicing 2
tasks (list and associative learning); they were then instructed
on how to do a simple task analysis to help them adapt the
trained strategies for 2 different unpracticed tasks (place
learning and text learning) that were discussed during training.
Two additional criterion tasks (name-face associative learning
and grocery-list learning) were never mentioned during training.
Two other groups were included: A strategy training group (who
received strategy training and transfer instructions but not
strategy-adaptation training) and a waiting-list control group.
Both training procedures enhanced older adults’ performance on
the trained tasks and those tasks that were discussed during
training, but transfer was greatest after strategy-adaptation
training. Experiment 2 found that strategy-adaptation training
conducted via a manual that older adults used at home also
promoted transfer. These findings demonstrate the importance
of adopting a learner-oriented approach to promote transfer of
strategy training. (PsycINFO Database Record (c) 2013 APA,
all rights reserved).
References

Bottiroli, S., Cavallini, E., Dunlosky, J., Vecchi, T., & Hertzog,
C. (2013). The importance of training strategy adaptation: A
learner-oriented approach for improving older adults’ memory
and transfer. Journal Of Experimental Psychology: Applied,
19(3), 205-218. doi:10.1037/a0034078.
8. Abstract:People of all ages are more likely to choose to
restudy items (or allocate more study time to items) that are
perceived as more difficult to learn than as less difficult to
learn. Existing models of self-regulated study adequately
account for this inverse relation between perceived difficulty of
learning and these 2 measures of self-regulated study (item
selection and self-paced study). However, these models cannot
account for positive relations between perceived difficulty of
learning and item selection, which are demonstrated in the
present investigation. Namely, in Experiments 1 and 2, the
authors described conditions in which people more often
selected to study items judged as less difficult than as more
difficult to learn. This positive relation was not demonstrated
for self-paced study, which was always negatively correlated
with judged difficulty to learn. In Experiments 3 through 6, the
authors explored explanations for this dissociation between item
selection and self-paced study. Discussion focuses on a general
model of self-regulated study that includes planning,
discrepancy reduction, and working-memory constraints.
(PsycINFO Database Record (c) 2013 APA, all rights reserved
References
Thiede, K. W., & Dunlosky, J. (1999). Toward a general model
of self-regulated study: An analysis of selection of items for
study and self-paced study time. Journal Of Experimental
Psychology: Learning, Memory, And Cognition, 25(4), 1024-
1037. doi:10.1037/0278-7393.25.4.1024.
9. Abstract:Many college students may find the academic
experience very stressful (K. J. Swick, 1987). One potential
coping strategy frequently offered by university counseling
services is time management. 165 students completed a
questionnaire assessing their time management behaviors and

attitudes, stress, and self-perceptions of performance and grade
point average (GPA). The study revealed 2 major findings. The
Time Management Behavior Scale consists of 4 relatively
independent factors; the most predictive was Perceived Control
of Time. Students who perceived control of their time reported
significantly greater evaluations of their performance, greater
work and life satisfaction, less role ambiguity, less role
overload, and fewer job-induced and somatic tensions. Findings
are consistent with theory and advice on time management (e.g.,
R. S. Schuler; 1979) but also indicate that the dynamics of time
management are more complex than previously believed.
(PsycINFO Database Record (c) 2013 APA, all rights reserved).
References
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P.
(1990). College students' time management: Correlations with
academic performance and stress. Journal Of Educational
Psychology, 82(4), 760-768. doi:10.1037/0022-0663.82.4.760
10. Abstract:People of all ages are more likely to choose to
restudy items (or allocate more study time to items) that are
perceived as more difficult to learn than as less difficult to
learn. Existing models of self-regulated study adequately
account for this inverse relation between perceived difficulty of
learning and these 2 measures of self-regulated study (item
selection and self-paced study). However, these models cannot
account for positive relations between perceived difficulty of
learning and item selection, which are demonstrated in the
present investigation. Namely, in Experiments 1 and 2, the
authors described conditions in which people more often
selected to study items judged as less difficult than as more
difficult to learn. This positive relation was not demonstrated
for self-paced study, which was always negatively correlated
with judged difficulty to learn. In Experiments 3 through 6, the
authors explored explanations for this dissociation between item
selection and self-paced study. Discussion focuses on a general
model of self-regulated study that includes planning,
discrepancy reduction, and working-memory constraints.

(PsycINFO Database Record (c) 2013 APA, all rights reserved).
References
Thiede, K. W., & Dunlosky, J. (1999). Toward a general model
of self-regulated study: An analysis of selection of items for
study and self-paced study time. Journal Of Experimental
Psychology: Learning, Memory, And Cognition, 25(4), 1024-
1037. doi:10.1037/0278-7393.25.4.1024
The purpose of this paper is for students to (1) demonstrate a
thorough understanding of Erikson’s psychosocial stages and
the psychological mechanisms that are related to development
and (2) demonstrate an ability to self analyze their personal
development and the psychological processes that have
promoted their growth to the person they are today.
For this assignment you should:
· Write about all the stages that you have completed.
· Review the stages thoroughly, including crisis, central
process, adaptive ego quality, and core pathology.
· Review life experiences related to psychological processing.
These may include some, but generally not all, developmental
tasks.
· Review genetic and other biological characteristics that relate
to your personal psychological processing.
· Write a paper in which you apply the concepts of the theory
(and specifically, the stages) to your own personal development.
Successfully written papers will demonstrate an understanding
and application of Erikson’s theory using the concepts and
vocabulary of the theory, as well as display depth of emotion
and self-understanding. In other words, show a deep level of
reflection—evidence that you have thought about how Erikson’s
theory applies to your own development.

Some additional hints for writing your paper:
· Be sure to identify a resolution (either positive or negative).
All stages have a resolution which can affect future stages.
Stages are not left unresolved—you do not get stuck. It is
common for students to discuss the psychological resolution,
but this is very important.
· A summary of life events is not a thoughtful self-analysis.
You must dig deeper. Show depth of processing by specifically
drawing links between events and theory, as well as by
including thoughts and feelings about the psychological impact
of your experience.
· Remember that this paper is a combination of personal
reflection and demonstrated knowledge of theory. The
following aspects of your chosen psychosocial stage MUST be
addressed:
· Identify the stage
· Discuss the crisis
· Describe developmental tasks
· Explain the central process
· Discuss possible resolutions (the adaptive ego quality and core
pathology)
· Tip: create separate sections of your paper that address each of
these concepts. Within each section, provide detailed, well
thought-out examples from your life that illustrate how the
concept works.
· Integrate theory with personal development!!
Additional guidelines:
· Papers should be 16 pages in length, double-spaced.
· Use 12 point font with 1” margins.
· Formal APA format for a Research Paper must be used
including: Title Page, Abstract, Subject Headings, In text
Citations, Parenthetic Citations, and Formal References.
· A minimum of 12 Scholarly Peer Reviewed Journal Articles

Office 2013 – myitlabgrader – InstructionsA_MIS_301MIS 301.docx

Office 2013 – myitlabgrader – InstructionsA_MIS_301MIS 301.docx

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