P a g e | 1 INF 308: Programming for Informatics
Professor Nim Dvir
INF 308: Programming for Informatics (3 Credits)
Semester: Fall 2019
Day/Time/Location: Fully online (BlackBoard)
Pre-requisites/Co-requisites: CINF 100 and CINF108 or I CSI/I ECE 201
Instructor: Nim Dvir
Read more about me on my university web page -- albany.edu/~nd115232/
Contact: [email protected]
Important -- When emailing, please add [INF496] at the beginning of the subject line
Office Location and Hours: Thursday, 3 pm - 5 pm, or by appointment
Last update date: August 8, 2019
Course Description, Purpose and Goals
This course focuses on computer programming in the Informatics environment. During the course, students will
learn the fundamentals of programming, including an introduction to algorithms, object-oriented design, and data
structures. Additional topics include basic interface design, security, networking, use of databases, and mobile and
other non-traditional computing platforms.
Upon completion of the course, students should be able to accomplish the following outcomes:
• Create, modify, and explain complex computer programs
• Analyze real-world problems and then design and implement computational solutions for them
• Use and apply appropriate data structures in a computer program
• Construct and implement complex computational algorithms
• Explain and identify a suitable programming paradigm to build the structure and elements of a computer
program
• Design and implement computer programs that interact with networks and databases
The Course Environment
This course is offered in a fully online learning format. The instructor will be available on Thursdays, 3 pm - 5 pm,
and by appointment. Students will complete classwork and assignments independently using the Blackboard
Learning System (BLS). If they are not familiar with Blackboard, they may please visit the Blackboard help pages
for students: http://ondemand.blackboard.com/students.htm and https://help.blackboard.com/en-
us/Learn/9.1_SP_12_and_SP_13/Student
Required Readings
The course is based on free/open-source materials, which mean that students are not required to purchase anything.
During the course we will use two open-source textbooks:
• Programming for Problem Solving / Lenore G. Horowitz
o https://courses.lumenlearning.com/suny-albany-programmingforproblemsolving-v2/
• Python for Everybody - Exploring Data In Python 3 / Charles R. Severance
o https://www.py4e.com/book.php
http://www.albany.edu/~nd115232/
http://www.albany.edu/~nd115232/
mailto:[email protected]%20?subject=[INF308]
mailto:[email protected]%20?subject=[INF308]
http://ondemand.blackboard.com/students.htm
http://ondemand.blackboard.com/students.htm
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Student
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_13/Student
https://help.blackboard.com/en-us/Learn/9.1_SP_12_and_SP_1 ...
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 document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
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This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
to engage more aggressively in the class and rise up to the challenge of writing an original research paper. Obstacles, benefits and successes of this endeavor will be addressed.
Advanced Web Design and Development - Spring 2005.docbutest
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Flash cs4 intoduction class lecture notesFred Carbine
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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 document provides information about a coding course taught by Mr. Joslin at New Hampton School during the 2016-2017 school year. The course is an introductory semester-long class focused on fundamental computational practices and programming concepts. It aims to introduce students to computer science through engaging topics rather than focusing on specific languages. The course will assess students on their content knowledge, programming techniques, skills, and communication. Students will complete various assignments, exercises, and projects throughout the semester at their own pace. They will also complete an independent final project in which they choose a topic to further develop their skills in areas like web development, Arduino, or game development.
This document provides information for students taking the Computer Applications - MIS 213 course at Alabama A&M University in Fall 2013. It outlines the course prerequisites, schedule, instructor contact information, technical support contacts, required and recommended course materials, teaching methods, expectations, policies, grading breakdown, and course outline/schedule. The course covers Microsoft Office 2010 applications including Word, PowerPoint, Excel, Access, and Outlook as well as the open-source LibreOffice suite. Students will complete weekly assignments, quizzes, a midterm exam, and a final exam.
This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
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Advanced Web Design and Development - Spring 2005.docbutest
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Flash cs4 intoduction class lecture notesFred Carbine
This document provides information about an introductory Adobe Flash CS4 course. It introduces the instructor, Fred Carbine, and lists his qualifications. It outlines the course objectives, which include learning the Flash interface, animation concepts, and ActionScript. The document discusses the teaching methods, which involve lectures, assignments, quizzes, and a final project. It also covers the required textbooks, materials, and the attendance and grading policies.
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Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
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2. The questions ask how a project manager would respond to issues, what mistakes were made, and lessons learned from the case study related to project management concepts. The assignment is due by a specified date and guidelines are provided on formatting, references, and plagiarism.
3. Additional details are given on assignment requirements and objectives to understand project management concepts, monitor and control projects, and work effectively in a team.
Syllabus Course BA602 Page 1 of 15 BA 602 Management.docxrudybinks
Syllabus Course BA602 Page 1 of 15
BA 602 Management Information Systems (BA602-72-H3-19)
Hybrid Course (October 14, 2019 thru February 29, 2020)
RESIDENCY Oct. 18-20, 2019 – Louisville, KY – 2300 Greene Way (LEC EAST Campus)
Instructor Information
Name: Dr. Rick Livingood, PhD, MCSE, CISSP, CSSLP
Email: [email protected]
Office Location: Remote (Tucson, Arizona)
Telephone: 520-296-4695 (Remember, I am on California time!)
Required Residency: October 18-20, 2019 at Louisville East 2400 Greene Way, Louisville, KY
Please review and make appropriate arrangements to attend.
Course Information
Course Number: BA 602
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered as a hybrid using the Moodle Platform and a residency.
Class sessions will consist of discussions, assignments, and quizzes. Discussions,
assignments, cases and exam will focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management, as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Techn ...
The document provides an overview of the key features and functions available to students once logged into the online learning portal. It summarizes:
1) Students can view report cards, attendance records, announcements on the notice board, social learning posts, and access learning modules on their dashboard.
2) Learning modules contain lecture materials, discussion forums, assignments, quizzes, additional resources, and options for live online lectures.
3) Students can also update their profile information, contact support for help, and access basic documentation about using the portal.
Cbu online and professional studies syllabusSania Baker
CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule.
This document discusses an introduction to electronic submission of student coursework at the University. It provides an overview of the policy context and drivers for moving to e-submission, including reducing student printing costs. The workshop covers benefits and opportunities of e-submission for staff and students, as well as considerations for software selection and implementation planning. Blackboard and Turnitin are compared for various submission and marking features. Other issues discussed include accessibility, service disruptions, and using e-submission as an opportunity to review feedback and marking processes.
Syllabus Course # Page 1 of 15 BA 602 Management Info.docxmabelf3
Syllabus Course # Page 1 of 15
BA 602 Management Information Systems
Hybrid Course
SPRING 2019
1/7/2019 – 5/5/2019
SPRING BREAK 3/4/2019 – 3/10/2019
Instructor Information
Name: Professor Fred Rose
Email: [email protected]
Office Location: On-line
Course Information
Course Number: BA 60280 H4 18/19
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Technology for Management, Turban/Volonino/Wood, 10th Edition, John Wiley &
Sons, Inc., 2015; ISBN: 978-1-118-89778-2 (hard cover) or 978-1-118-99429-0 (looseleaf).
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13:
9781433805615)
Internet Access: Some of the course materials and problems w.
This document provides information about the INTC 3610: Technology for Educators course offered in Spring 2011. The course is designed to teach prospective teachers how to effectively integrate a variety of technologies into their curriculum. Over the course of the semester, students will complete a series of mini-projects demonstrating their understanding of technology tools and how to apply them in lesson planning. Projects include maintaining an educational blog, creating a web quest for students, using data visualization tools, and developing interactive whiteboard lessons. Students will compile their projects into an electronic portfolio showing their technology skills. The goal is for students to be able to apply what they learn to their own future classrooms.
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 document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
This document provides an overview and syllabus for the Digital Media 2 course (ATLS 3020) taught in Spring 2015. The key points are:
- The course introduces basic programming concepts and methodologies that will be applied to creating digital media applications.
- Students will complete projects to gain proficiency in developing interactive web applications, culminating in a team project.
- Topics covered include HTML5, CSS3, JavaScript, jQuery, PHP, and responsive web design.
- Grading will be based on attendance, quizzes, labs, individual projects, and a team project. Students are expected to complete readings, assignments on time, and adhere to academic honesty and computing policies.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
Resources Assigned readings, ERRs, the Internet,and other resources.docxkarlhennesey
Resources: Assigned readings, ERRs, the Internet,and other resources
Write
a no more than 3 page paper, in which you identify a total compensation plan for an organization focused on internal equity, and a total compensation plan for an organization focused on external equity.
Identify
advantages and disadvantages of internal and external equity for the organizations.
Explain
how each plan supports that organization's total compensation objective and the relationship of the organization's financial situation to its plan.
Draw conclusions based upon Electronic Reserve Readings in eCampus
, Martocchio (2009) and/or Milkovich and Newman (2008),
personal experience, and data collected from organizations.
Integrate Week 2 readings
,
Martocchio (2009) and/or Milkovich and Newman (2008),
throughout paper.
Direct quotations should be avoided.
Research should be summarized and synthesized using your own words
; be certain to cite sources of knowledge.
Format
your paper consistent with
APA 6
th
Edition
guidelines.
.
Resource Review Documenting the Face of America Roy Stryker and.docxkarlhennesey
Resource:
Review "Documenting the Face of America: Roy Stryker and the FSA/OWI Photographers," and Ch. 5 of
Oxford History of Art: Twentieth-Century American Art
.
Write
a 200- to 350-word summary responding to the following:
How was photography used as an instrument for social reform? What photograph do you think makes the most powerful social commentary? Why?
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
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Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
This document outlines the syllabus for CIS 170-01: Introduction to Computer Information Systems, a course offered in the spring 2015 semester. The course will introduce students to Microsoft Office programs, operating systems, and basic programming concepts. It will be taught on Mondays, Wednesdays, and Fridays from 11:00-11:50am in room McF-124. Grading will be based on assignments, quizzes, and a final exam. The goal is for students to learn responsible technology use and increase productivity.
This course provides an introduction to learning analytics through four units focused on common techniques in the field. Students will gain hands-on experience using various analytics tools like Tableau, NodeXL, Topic Modeling Tool, and RapidMiner. The course aims to help students better understand how to leverage educational data to improve online and blended learning environments. Students will complete small data analysis projects corresponding to each unit to develop skills in collecting, analyzing, and reporting education data.
This course covers biometric usability testing with a focus on border control and mobile devices. The course objectives are to understand biometric systems, how people use them, testing methodologies, limitations, and research methods. Topics include genuine users, usability, attacks, border security, tokens, qualitative/quantitative research, and focus groups. Students will complete a research-based group project, assignments, and quizzes. The course uses lectures, discussions, guest speakers and students are expected to regularly attend and complete all work.
This document is a course syllabus for TECH 4240, a 3 credit hour online course on media usability studies. The course will examine usability of computer interfaces and how information is presented through hardware and software. Students will learn user-centered evaluation processes and apply usability testing strategies. The syllabus outlines course objectives, topics, assignments, grading scale, policies and expectations for online participation and interaction.
This document provides information about an online graduate course called "Theoretical Foundations of Educational Technology" taught in the fall of 2009. It includes the instructor's contact information, a course description, objectives, required textbooks, software and equipment needs, policies, and a student code of conduct. The course explores classic and contemporary learning theories and their application to educational technology. Students will learn to compare and apply different theoretical approaches and think critically about the field. Assignments are due weekly and original work is expected, following Boise State University's academic integrity policy.
This one-credit course provides an introduction to spreadsheets using Microsoft Excel. The course will focus on basic spreadsheet skills like performing calculations, formatting cells, using functions, creating charts, filtering and sorting data, and conditional formatting. Students will complete assignments, projects, and assessments in SimNet to demonstrate proficiency in spreadsheet applications. A passing grade requires a score of at least 70% on each assessment and an average score of at least 70% on all assignments and projects.
SEU Management the Blue Sky Project Case Questions.docxwrite5
1. The document provides instructions for an assignment on project management for a college course. It includes a case study from the textbook on a project called the Blue Sky Project and asks students to answer 3 questions about the case study.
2. The questions ask how a project manager would respond to issues, what mistakes were made, and lessons learned from the case study related to project management concepts. The assignment is due by a specified date and guidelines are provided on formatting, references, and plagiarism.
3. Additional details are given on assignment requirements and objectives to understand project management concepts, monitor and control projects, and work effectively in a team.
Syllabus Course BA602 Page 1 of 15 BA 602 Management.docxrudybinks
Syllabus Course BA602 Page 1 of 15
BA 602 Management Information Systems (BA602-72-H3-19)
Hybrid Course (October 14, 2019 thru February 29, 2020)
RESIDENCY Oct. 18-20, 2019 – Louisville, KY – 2300 Greene Way (LEC EAST Campus)
Instructor Information
Name: Dr. Rick Livingood, PhD, MCSE, CISSP, CSSLP
Email: [email protected]
Office Location: Remote (Tucson, Arizona)
Telephone: 520-296-4695 (Remember, I am on California time!)
Required Residency: October 18-20, 2019 at Louisville East 2400 Greene Way, Louisville, KY
Please review and make appropriate arrangements to attend.
Course Information
Course Number: BA 602
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered as a hybrid using the Moodle Platform and a residency.
Class sessions will consist of discussions, assignments, and quizzes. Discussions,
assignments, cases and exam will focus on readings, and other
professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management, as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Techn ...
The document provides an overview of the key features and functions available to students once logged into the online learning portal. It summarizes:
1) Students can view report cards, attendance records, announcements on the notice board, social learning posts, and access learning modules on their dashboard.
2) Learning modules contain lecture materials, discussion forums, assignments, quizzes, additional resources, and options for live online lectures.
3) Students can also update their profile information, contact support for help, and access basic documentation about using the portal.
Cbu online and professional studies syllabusSania Baker
CBU’s Division of Online and Professional Studies (OPS) specializes in “distance education” for working adults and others who need a flexible learning schedule.
This document discusses an introduction to electronic submission of student coursework at the University. It provides an overview of the policy context and drivers for moving to e-submission, including reducing student printing costs. The workshop covers benefits and opportunities of e-submission for staff and students, as well as considerations for software selection and implementation planning. Blackboard and Turnitin are compared for various submission and marking features. Other issues discussed include accessibility, service disruptions, and using e-submission as an opportunity to review feedback and marking processes.
Syllabus Course # Page 1 of 15 BA 602 Management Info.docxmabelf3
Syllabus Course # Page 1 of 15
BA 602 Management Information Systems
Hybrid Course
SPRING 2019
1/7/2019 – 5/5/2019
SPRING BREAK 3/4/2019 – 3/10/2019
Instructor Information
Name: Professor Fred Rose
Email: [email protected]
Office Location: On-line
Course Information
Course Number: BA 60280 H4 18/19
Course Name: Management Information Systems
Credits: 3
Format: This class will be delivered online using Moodle Platform. Class sessions will consist of
discussions, assignments, and exam. Discussions, assignments, cases and exam will
focus on readings, and other professionally/academically reviewed journals.
Course Description:
Course Description: The design of computer-based information systems to increase
organizational effectiveness and efficiency in the development and implementation of
organizational strategy and the control and evaluation of organizational activities. Attention is
devoted to decision support systems that support empowerment of individuals in agile
organizations.
Course Objectives & Learning Outcomes
Upon completion of the course, students should be able to:
1. Analyze the roles of information systems in an organization.
2. Analyze different types of information systems and how they process data.
3. Analyze data, text, and document management as well as their impacts on performance.
4. Analyze the impact of business networks and wireless broadband networks on businesses
and organizations.
5. Analyze the functions and financial values of IT security.
6. Discuss e-business strategies and e-commerce operations.
7. Analyze the growing role of mobile computing technologies in the business world.
8. Analyze how businesses are using online communities and social networking services.
9. Analyze companies’ need for enterprise resource planning (ERP) systems.
Syllabus Course # Page 2 of 15
10. Analyze how companies use data mining, predictive analytics, dashboards, scorecards, and
other reporting and visualization tools in the management of information.
11. Analyze major types of outsourcing, reasons for outsourcing, and the risks and benefits.
Course Requirements
Computer Literacy
Students are expected to be able to use word processing and presentation software, as well as
access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google
Docs and other technological tools that may enhance the content of this course. Please refer to
the CU Distance Education Help Desk for instructions, when necessary.
Required Materials
Required Materials:
Information Technology for Management, Turban/Volonino/Wood, 10th Edition, John Wiley &
Sons, Inc., 2015; ISBN: 978-1-118-89778-2 (hard cover) or 978-1-118-99429-0 (looseleaf).
Recommended:
Publication Manual of the American Psychological Association (6th Edition) (ISBN-13:
9781433805615)
Internet Access: Some of the course materials and problems w.
This document provides information about the INTC 3610: Technology for Educators course offered in Spring 2011. The course is designed to teach prospective teachers how to effectively integrate a variety of technologies into their curriculum. Over the course of the semester, students will complete a series of mini-projects demonstrating their understanding of technology tools and how to apply them in lesson planning. Projects include maintaining an educational blog, creating a web quest for students, using data visualization tools, and developing interactive whiteboard lessons. Students will compile their projects into an electronic portfolio showing their technology skills. The goal is for students to be able to apply what they learn to their own future classrooms.
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 document outlines a lesson plan for teaching 6th grade English language arts concepts using the ADDIE instructional design model. The lesson focuses on identifying subjects and predicates in sentences. It will be conducted as a blended learning lesson using an online blog and PowerPoint presentation. Students will work independently on computers to learn about sentence structure, complete an exercise identifying subjects and predicates, and submit their work via email to be assessed. The lesson plan walks through each step of the ADDIE model - analyze, design, develop, implement, and evaluate - providing details about standards, objectives, content, assessment, and evaluating the effectiveness of the lesson.
This document provides an overview and syllabus for the Digital Media 2 course (ATLS 3020) taught in Spring 2015. The key points are:
- The course introduces basic programming concepts and methodologies that will be applied to creating digital media applications.
- Students will complete projects to gain proficiency in developing interactive web applications, culminating in a team project.
- Topics covered include HTML5, CSS3, JavaScript, jQuery, PHP, and responsive web design.
- Grading will be based on attendance, quizzes, labs, individual projects, and a team project. Students are expected to complete readings, assignments on time, and adhere to academic honesty and computing policies.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
Similar to P a g e 1 INF 308 Programming for Informatics Prof.docx (20)
Resources Assigned readings, ERRs, the Internet,and other resources.docxkarlhennesey
Resources: Assigned readings, ERRs, the Internet,and other resources
Write
a no more than 3 page paper, in which you identify a total compensation plan for an organization focused on internal equity, and a total compensation plan for an organization focused on external equity.
Identify
advantages and disadvantages of internal and external equity for the organizations.
Explain
how each plan supports that organization's total compensation objective and the relationship of the organization's financial situation to its plan.
Draw conclusions based upon Electronic Reserve Readings in eCampus
, Martocchio (2009) and/or Milkovich and Newman (2008),
personal experience, and data collected from organizations.
Integrate Week 2 readings
,
Martocchio (2009) and/or Milkovich and Newman (2008),
throughout paper.
Direct quotations should be avoided.
Research should be summarized and synthesized using your own words
; be certain to cite sources of knowledge.
Format
your paper consistent with
APA 6
th
Edition
guidelines.
.
Resource Review Documenting the Face of America Roy Stryker and.docxkarlhennesey
Resource:
Review "Documenting the Face of America: Roy Stryker and the FSA/OWI Photographers," and Ch. 5 of
Oxford History of Art: Twentieth-Century American Art
.
Write
a 200- to 350-word summary responding to the following:
How was photography used as an instrument for social reform? What photograph do you think makes the most powerful social commentary? Why?
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
Resource Review Thelma Golden--How Art Gives Shape to Cultural C.docxkarlhennesey
Resource:
Review "Thelma Golden--How Art Gives Shape to Cultural Change," Ch. 9 and 11 of
Oxford History of Art: Twentieth-Century American Art
, and the Week Five Electronic Reserve Readings.
Write
a 200- to 350-word summary responding to the following:
How has art, in the context of the social justice movements of the twentieth century, challenged, and shaped American society?
Submit
in a Microsoft
®
Word document using the Assignment Files tab above
.
Resource Review Representational Cityscape, and Ch. 3 of Oxfo.docxkarlhennesey
Resource:
Review "Representational Cityscape," and Ch. 3 of
Oxford History of Art: Twentieth-Century American Art
Write
a 200- to 350-word summary responding to and discussing the following:
The work of Joseph Stella and other early American modernists, such as Marsden Hartley, Max Weber, and Georgia O'Keeffe and how they differed greatly in subject and style to the work of the Ashcan School, and include the following:
Where did this abstract style originate? Describe at least one art work in your summary.
Choose one art form or cultural development that originated elsewhere but which is currently a part of American culture.
Describe how this art form has directly affected you.
Submit
your assignment in a Microsoft
®
Word document using the Assignment Files tab above.
.
Resource Part 2 of Terrorism TodayYou work on a national se.docxkarlhennesey
Resource
: Part 2 of
Terrorism Today
You work on a national security team of intelligence analysts and you have been asked to give a threat analysis presentation to intelligence agents who are assigned to work in various regions around the world. Your small team is assigned to present on one region specifically.
Select
one of the following eleven regions:
The Persian Gulf
Create
a 2 slide Microsoft® PowerPoint® presentation with
detailed speaker notes
. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.
Address
the following in your presentation:
Explain the purpose of counterterrorism analysis
Format
your presentation following APA guidelines.
.
Resources Appendix A, The Home Depot, Inc. Annual Report in Fun.docxkarlhennesey
Resources:
Appendix A, The Home Depot, Inc. Annual Report in
Fundamentals of Financial Accounting
Write
a 1,050- word paper in which you address the following:
Does management’s assessment of the financial condition agree with your assessment from the Financial Statements Paper Part I? Explain your response. Support your answer using trend analysis, vertical analysis, or ratio analysis.
In the Annual Report, there are several concerns from management. Discuss these concerns, and identify other weaknesses not discussed by management. Then, recommend a course of action addressing these concerns.
Format
your paper consistent with APA guidelines
.
Resources Annotated Bibliography document. Research five websites t.docxkarlhennesey
This annotated bibliography document asks the researcher to find 5 websites containing math activities, manipulatives, and lesson plans on topics like fractions, decimals, or percentages. The researcher must then prepare an annotated bibliography of the 5 websites including a brief explanation for why each site is a valuable classroom resource and how it could be used.
Resources American History, Primary Source Investigator;Cente.docxkarlhennesey
Resources: American History, Primary Source Investigator;
Center for Writing Excellence (CWE) Microsoft® PowerPoint® tutorial
Create a Microsoft® PowerPoint® or another multimedia tool presentation of at least 8 slides on the presidencies of Kennedy and Johnson.
Include the following:
•A title slide
•An introduction slide ◦At least 2 slides on Kennedy's domestic and international policies
◦At least 2 slides on Johnson's domestic and international policies
◦A conclusion slide
◦A reference slide
Include detailed speaker's notes.
Incorporate maps, images, and video from the Primary Source Investigator and from outside sources.
Create a visual template to use on each slide throughout the presentation. Use color.
Format your presentation consistent with APA guidelines
.
Resource University of Phoenix Material Data SetDownload the.docxkarlhennesey
Resource:
University of Phoenix Material: Data Set
Download
the data set.
Review
the age and gender data in the data set.
Display
gender information in a chart and plot age data in a box plot.
Calculate
the appropriate measure of central tendency and variability for the age and gender. What conclusion can you draw from the data?
.
Resource Ch. 6 & 7 of Financial AccountingComplete Brief Ex.docxkarlhennesey
Resource:
Ch. 6 & 7 of
Financial Accounting
Complete
Brief Exercises BE6-2, BE6-3, BE6-4, BE7-3, BE7-8 & BE7-9.
Complete
Exercise E7-8.
Submit
as either a Microsoft
®
Excel
®
or a Microsoft
®
Word document.
*Due on 06/10/2015
.
Resource Films on DemandCrime and Punishment”Experiment Res.docxkarlhennesey
Resource:
Films on Demand
“Crime and Punishment”
“Experiment Research and Design”
“Selecting a Sample”
Resource: Types of Crime video in CJ Criminology
“Introduction to Crimes Kiosk”
Resource:
Criminology in the 21st Century
How Crimes are Measured
Utilize
FBI Uniform Crime Report data and select one offense, such as burglary, in two metropolitan areas.
Choose
metropolitan areas with different data.
Write
a 700- to 1,050-word paper comparing the occurrence of the offense in the selected areas. Identify the number of occurrences reported to the police for each area, and address the following questions:
Which area had more reported incidents?
What were the rates of the crime for each area?
Did the rates change over time in either area?
What factors might explain the differences in the rates?
Include
at least two peer reviewed references. I have attached the references that need to be used.
Format
your paper consistent with APA guidelines
.
Resource Managing Environmental Issues Simulation(or research a.docxkarlhennesey
Resource:
Managing Environmental Issues Simulation
(or research an instance where a city council may need to consider all angles for a local community and its surrounding natural environment.)
Write
a 1,050- to 1,400-word proposal to a local city council in which you propose deciding how to use money to best serve the environment within a community.
Address
the following:
Take the role of one of these stakeholders listed in the simulation
You have investments that total $250,000.
Decide how you would spend this money to improve the status of the environment in this community.
Explain how environmental justice plays a part in your proposal.
Explain to the council why they should choose your proposal.
.
Resource Ch. 9 of Introduction to Business Create a 5-to-7 slide .docxkarlhennesey
Resource: Ch. 9 of Introduction to Business
Create a 5-to-7 slide Microsoft PowerPoint presentation to teach your fellow students about the following IT applications:
Transaction processing systems
Knowledge management systems
Expert system and artificial intelligence
Enterprise resource planning systems
E-commerce systems
Include detailed speaker notes and examples.
Use images as well.
.
Resource Ch. 9 of Introduction to Business Complete the table in .docxkarlhennesey
Resource: Ch. 9 of Introduction to Business
Complete the table in Appendix E by describing the uses of following hardware and software components:
Legacy systems
Mainframe computers
Microprocessors
PCs
Network computers
World Wide Web and the Internet
Wired and wireless broadband technology
PC software
Networking software
Computer security software
.
Resource Ch. 3 of ManagementIdentify a time in your life wh.docxkarlhennesey
Resource:
Ch. 3 of
Management
Identify
a time in your life when you had to make a personal or professional decision, such as buying a home, changing jobs, enrolling in school, or relocating to another state or region.
Write
a 200- to 350-word description in which you discuss your decision-making process. Support your ideas with academic research. Include the following:
Describe each step of your process.
How similar was your decision-making process to the one described in the text?
How might your decision be different if you had used the same steps included in the text?
Format
your paper consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment.
.
Resource Significant Health Care Event Paper Grading Criteria.docxkarlhennesey
Resource:
Significant Health Care Event Paper Grading Criteria
Select
,from your Week One readings, a significant event or aspect that has changed or affected health care today. Examples include, but are not limited to, managed care, capitation, the multiple-payer system, excessive litigation, and so forth.
Write
a 700- to 1,050-word paper and discuss the following:
How does this significant event relate to the changes on health care?
In your opinion, has this event impacted the historical evolution of health care? If so, how? If not, could it?
Do you personally agree with the event’s significance, based on your beliefs and values? How so?
Format
your paper consistent with APA guidelines
.
Resource Ch. 3 of Financial AccountingComplete Exercises E3.docxkarlhennesey
Resource:
Ch. 3 of
Financial Accounting
Complete
Exercises E3-9 & E3-13.
Submit
as either a Microsoft
®
Excel
®
or Microsoft
®
Word document.
Click
the Assignment Files tab to submit your assignment.
A
Template
is provided for this weeks' assignment; please see materials.
****Due today before 8 pm central time
.
Resource University of Phoenix Material Appendix AIdentify.docxkarlhennesey
Resource:
University of Phoenix Material: Appendix A
Identify
a critical asset in your city or state that may be vulnerable to domestic terrorism.
Use
University of Phoenix Material: Appendix A to identify five threats against your critical asset. Consider both terrorist and non-terrorist threats and include at least one weapon of mass destruction.
Calculate
the risk for each threat and identify existing countermeasures.
Write
a 1,400- to 2,100-word proposal that assesses the current vulnerability of the critical asset. Consider the threats identified, the calculated risk, and existing countermeasures. Determine if the vulnerability is reasonable and offer additional countermeasures to mitigate the risk of attack.
Use
at least two sources for support.
Format
your paper consistent with APA guidelines, and include the University of Phoenix Material: Appendix A as an appendix.
University of Phoenix Material
Appendix A
Security Assessment
THREAT
Examples
RISK
COUNTERMEASURE
Probability
Criticality
Total
Bomb
3/10
8/10
11/20
Bomb dogs
Sniper attack
4/10
6/10
10/20
Spot scopes and increase officer presence
Biological weapon
1/10
9/10
10/20
Contamination equipment
Cyber virus
8/10
3/10
11/20
Enhanced virus protection and biometric access
.
Resource The Threat of Bioterrorism VideoWrite a 700 to 850-w.docxkarlhennesey
Resource:
The Threat of Bioterrorism Video
Write
a 700 to 850-word paper discussing the goals of biological terrorism and how the potential threat of terrorist activity effects the public’s perception of risk.
Include
the following information in your paper:
Provide at least two examples of potential and past biological threats.
Describe how the potential threat of bioterrorism affects society
Discuss ways to mitigate the public’s perception of risk of biological threats.
Format
your paper consistent with APA guidelines.
.
Resource Ch. 14 of Introduction to Psychology Create an 8 to 12 s.docxkarlhennesey
Psychological disorders are classified into major categories in the DSM-IV-TR including anxiety disorders, dissociative disorders, somatoform disorders, mood disorders, schizophrenia, personality disorders, and substance abuse disorders. The presentation should have a slide for each category describing the main characteristics and listing 3 examples of disorders that fall under each one. The DSM-IV-TR provides the standard framework for classifying psychological disorders.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
P a g e 1 INF 308 Programming for Informatics Prof.docx
1. P a g e | 1 INF 308: Programming for Informatics
Professor Nim Dvir
INF 308: Programming for Informatics (3 Credits)
Semester: Fall 2019
Day/Time/Location: Fully online (BlackBoard)
Pre-requisites/Co-requisites: CINF 100 and CINF108 or I CSI/I
ECE 201
Instructor: Nim Dvir
Read more about me on my university web page --
albany.edu/~nd115232/
Contact: [email protected]
Important -- When emailing, please add [INF496] at the
beginning of the subject line
Office Location and Hours: Thursday, 3 pm - 5 pm, or by
appointment
Last update date: August 8, 2019
2. Course Description, Purpose and Goals
This course focuses on computer programming in the
Informatics environment. During the course, students will
learn the fundamentals of programming, including an
introduction to algorithms, object-oriented design, and data
structures. Additional topics include basic interface design,
security, networking, use of databases, and mobile and
other non-traditional computing platforms.
Upon completion of the course, students should be able to
accomplish the following outcomes:
• Create, modify, and explain complex computer programs
• Analyze real-world problems and then design and implement
computational solutions for them
• Use and apply appropriate data structures in a computer
program
• Construct and implement complex computational algorithms
• Explain and identify a suitable programming paradigm to build
the structure and elements of a computer
program
• Design and implement computer programs that interact with
networks and databases
3. The Course Environment
This course is offered in a fully online learning format. The
instructor will be available on Thursdays, 3 pm - 5 pm,
and by appointment. Students will complete classwork and
assignments independently using the Blackboard
Learning System (BLS). If they are not familiar with
Blackboard, they may please visit the Blackboard help pages
for students: http://ondemand.blackboard.com/students.htm and
https://help.blackboard.com/en-
us/Learn/9.1_SP_12_and_SP_13/Student
Required Readings
The course is based on free/open-source materials, which mean
that students are not required to purchase anything.
During the course we will use two open-source textbooks:
• Programming for Problem Solving / Lenore G. Horowitz
o https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/
• Python for Everybody - Exploring Data In Python 3 / Charles
R. Severance
o https://www.py4e.com/book.php
5. Software Packages
This course is based on Python-based technology and its
supporting libraries. Python is recognized as a leading
open-source environment for manipulating and visualizing data.
We will be using Python 3 (and not 2!). Make sure
you install the right version!
• Installing Python - This lesson will walk you through the
installation steps, including installing Python and
text editor. You can use whichever editor is most convenient for
you; Just make sure you are able to submit
Python files (.py).
Recommended / Additional Readings
The Python community has developed a large set of materials
for self- study and shared ideation, available at
https://www.python.org . Links to other helpful readings will be
posted on BlackBoard
Deliverables & Grading
This course is A-E graded. The final grade will be determined
based on the following:
6. • Weekly assignments (WA) - 60% (about 5% each)
Each module/week includes assignment(s) in which the students
are asked to write a program or an
algorithm that solves a specific problem. Instructions will be
provided in the course content.
• Mid-course project and final project - 40% (20% each)
In the mid-course and final projects students will apply the
topics learned to solve various problems.
Originality and individual work are key.
• Bonus - 10%
I will offer up to 10 bonus points for students who wish to
improve their final grade. Some ways to earn
bonus points: participation in the weekly discussion board (for
example, correcting errors in classmates’
programs or submitting work early), answering classmates'
questions, creating programs that stand out in
their originality, efficiency or attention to details; And anything
else that exceeds the scope of the course
(original ideas are very welcome).
Your final grade will be based on a scale of 100 points:
A A- B+ B B- C+ C C- D+ D D- E
100-94 93-89 88-85 84-82 81-79 78-76 75-73 72-70 69-67 66-63
7. 63-60 60-0
https://www.py4e.com/lessons/install
https://www.py4e.com/lessons/install
https://www.python.org/
https://www.python.org/
P a g e | 3 INF 308: Programming for Informatics
Professor Nim Dvir
Submissions
Submissions should be made through BlackBoard only and are
due before the next week starts (by EOD) or as
instructed. Submissions are in the following forms:
• Program file
Each program should be submitted as a .py file which should
include comments that explain the different steps
taken. Students should submit their work even if their program
does not execute flawlessly. Partial credit will be
given to programs with issues, in particular, if the comments
recognize and explain areas that need more work.
• Discussion posts
Some week submissions are in the form of posts to a discussion
8. board. These often include a program file, a
screenshot of the output and whatever else asked in the
assignment Instructions. By using a discussion board,
students have access to their classmates' work, as well as
examples provided by the instructor. Therefore, students
are exposed to various programming applications and different
ways of thinking. Bonus points will be given to
students who use this platform to give helpful feedback to their
peers.
Missed Exams and Assignments: The course missed assignment
policy follows the University’s Medical Excuse
Policy:
https://www.albany.edu/health_center/medicalexcuse.shtml.
Withdrawal from the Course: The drop date for the fall 2019
semester is 11/4 for undergraduate students. That is
the last date you can drop a course and receive a 'W'. It is your
responsibility to take action by this date if you wish
to drop the course. In particular, grades of "incomplete" will not
be awarded to students because they missed the
drop deadline.
Course Structure & Schedule
9. Week Date Class topics Readings Deliverables
1 8/26 Introduction
to the course
Why
Program?
The syllabus!
Why Program?
https://www.py4e.com/lessons/intro
How to Think Like an Engineer
https://courses.lumenlearning.com/suny-
albany-programmingforproblemsolving-
v2/chapter/how-to-think-like-an-engineer/
Weekly
assignment
(WA) #1
10. 2 9/3
(Tuesday,
9/2 labor
day
break)
Programming
Revisited
Installing Python
https://www.py4e.com/lessons/install
Writing Simple Programs
https://courses.lumenlearning.com/suny-
albany-programmingforproblemsolving-
v2/chapter/writing-simple-programs/
Variables, expressions, and statements
https://www.py4e.com/lessons/memory
WA #2
https://www.albany.edu/health_center/medicalexcuse.shtml
19. Handout.txt
https://www.py4e.com/lessons/network
https://www.py4e.com/lessons/network
P a g e | 5 INF 308: Programming for Informatics
Professor Nim Dvir
12 11/11 Data
Visualization
I
Graphics: Designing and Developing
Graphics Programs
https://courses.lumenlearning.com/suny-
albany-programmingforproblemsolving-
v2/chapter/graphics-designing-and-
developing-graphics-programs/
Data Visualization
https://www.py4e.com/lessons/dataviz
WA #11
13 11/18 Data
20. Visualization
II
Graphics: Designing and Developing
Graphics Programs
https://courses.lumenlearning.com/suny-
albany-programmingforproblemsolving-
v2/chapter/graphics-designing-and-
developing-graphics-programs/
Data Visualization
https://www.py4e.com/lessons/dataviz
WA #12
14 11/25 Final projects
review
Thanksgiving
Break - 11/27-
1/12
15 12/2 Wrap-up Final project
21. (12/9)
Additional Information
Disability Policy: Reasonable accommodations will be provided
for students with documented physical, sensory,
systemic, medical, cognitive, learning and mental health
(psychiatric) disabilities. If you believe you have a
disability requiring accommodation in this class, please notify
the Disability Resource Center (518- 442-5490;
[email protected]). Upon verification and after the registration
process is complete, the DRC will provide you with a
letter that informs the course instructor that you are a student
with a disability registered with the DRC and list the
recommended reasonable accommodations.
Academic Integrity: Every student has the responsibility to
become familiar with the standards of academic
integrity at the University. Faculty members must specify in
their syllabi information about academic integrity and
may refer students to this policy for more information.
Nonetheless, student claims of ignorance, unintentional error,
or personal or academic pressures cannot be excuses for
violation of academic integrity. Students are responsible for
familiarizing themselves with the standards and behaving
22. accordingly, and UAlbany faculty are responsible for
teaching, modeling and upholding them. Anything less
undermines the worth and value of our intellectual work, and
the reputation and credibility of the University at Albany
degree.
It is every student’s responsibility to become familiar with the
standards of academic integrity at the University.
Claims of ignorance, of unintentional error, or of academic or
personal pressures are not sufficient reasons for
violations of academic integrity. See
http://www.albany.edu/undergraduate_bulletin/regulations.html
Course work and examinations are considered individual
exercises. Copying the work of others is a violation of
university rules on academic integrity. Individual course work
is also key to your being prepared and performing
well on tests and exams. Forming study groups and discussing
assignments and techniques in general terms is
encouraged, but the final work must be your own work. For
example, two or more people may not create an
assignment together and submit it for credit. If you have
specific questions about this or any other policy, please ask.
The following is a list of the types of behaviors that are defined
as examples of academic dishonesty and are
23. therefore unacceptable. Attempts to commit such acts also fall
under the term academic dishonesty and are subject
to penalty. No set of guidelines can, of course, define all
possible types or degrees of academic dishonesty; thus, the
following descriptions should be understood as examples of
infractions rather than an exhaustive list.
➢ Plagiarism
https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/chapter/graphics-designing-
and-developing-graphics-programs/
https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/chapter/graphics-designing-
and-developing-graphics-programs/
https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/chapter/graphics-designing-
and-developing-graphics-programs/
https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/chapter/graphics-designing-
and-developing-graphics-programs/
https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/chapter/graphics-designing-
and-developing-graphics-programs/
https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/chapter/graphics-designing-
and-developing-graphics-programs/
https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/chapter/graphics-designing-
and-developing-graphics-programs/
https://courses.lumenlearning.com/suny-albany-
programmingforproblemsolving-v2/chapter/graphics-designing-
and-developing-graphics-programs/
https://www.py4e.com/lessons/dataviz
25. Professor Nim Dvir
➢ Allowing other students to see or copy your assignments or
exams
➢ Examining or copying another student’s assignments or
exams
➢ Lying to the professor about issues of academic integrity
➢ Submitting the same work for multiple assignments/classes
without prior consent from the instructor(s)
➢ Getting answers or help from people, or other sources (e.g.
research papers, web sites) without acknowledging
them.
➢ Forgery
➢ Sabotage
➢ Unauthorized Collaboration (just check first!)
➢ Falsification
➢ Bribery
➢ Theft, Damage, or Misuse of Library or Computer Resources
Any incident of academic dishonesty in this course, no matter
how "minor" will result in
➢ No credit for the affected assignment.
➢ A written report will be sent to the appropriate University
authorities (e.g. the Dean of Undergraduate Studies)
➢ One of -
o A final mark reduction by at least one-half letter grade (e.g. B
→ B-, C- → D+),
o A Failing mark (E) in the course, and referral of the matter to
the University Judicial System for
disposition.
26. All course material and documents developed by the instructor
are copyrighted and may not be reproduced or
distributed without express written permission.
CEHC Grievance Policy & Procedure:
According to the CEHC Grievance Policy:
I. … a “grievance” shall include any complaint alleging
wrongdoing made by students, faculty, staff, or
administrators in the College of Emergency Preparedness,
Homeland Security and Cybersecurity (CEHC)
against other students, faculty, staff or administrators.
“Faculty” shall include any individuals with
appointments enabling them to be designated instructors of
record, and “students” shall include any
enrolled students.
A “grievance” shall include, but not be limited to, any challenge
to the resolution of a dispute over matters
of academic honesty (such as plagiarism and cheating) and
professional ethics or grades assigned for
courses. It shall also include any allegation of improper
treatment, including improper treatment on the
grounds of age, color, creed, disability, marital status, military
status, national origin, race, sex, gender
identity, or sexual orientation. In grievances concerning grades,
27. grievances may be filed only as to any final
grade or other final disposition for a course. Dropping of a
course shall constitute a final disposition for a
course so as to allow grievances over grades or other matters
occurring prior to the “drop.”
All grievances concerning grades must be adjudicated by the
CEHC grievance committee and process. All
other grievances may be referred to the University-level
community standards process (or other appropriate
processes). Nothing in this policy prohibits the aggrieved party
from pursuing university-level adjudication
at any time.
III. Any grievance must be filed within five months of the time
the complainant was informed of the
matter which is the subject of the grievance. “File” shall mean
the submission of a statement from the
complainant to either the Dean of the CEHC or the Chair of the
CEHC Grievance Committee. The
statement shall 1) detail the event or events to which the
complainant is objecting, 2) identify the person or
persons the complainant alleges is responsible, and 3) identify
the remedy or remedies sought to address the
complaint.
28. For the full CEHC Grievance Policy, please contact
[email protected]
Responsible Use of Information Technology:
https://wiki.albany.edu/display/public/askit/Responsible+Use+o
f+Information+Technology+Policy
https://wiki.albany.edu/display/public/askit/Responsible+Use+o
f+Information+Technology+Policy
https://wiki.albany.edu/display/public/askit/Responsible+Use+o
f+Information+Technology+Policy
P a g e | 7 INF 308: Programming for Informatics
Professor Nim Dvir
Respect for Diversity
It is my intent that students from all diverse backgrounds and
perspectives be well served by this course, that
students’ learning needs be addressed both in and out of class,
and that the diversity that students bring to this class
be viewed as a resource, strength, and benefit. It is my intent to
present materials and activities that are respectful of
diversity: gender, sexuality, disability, age, socioeconomic
status, ethnicity, race, and culture. Your suggestions are
encouraged and appreciated. Please let me know ways to
improve the effectiveness of the course for you personally
29. or for other students or student groups. In addition, if any of our
class meetings conflict with your religious events,
please let me know so that we can make arrangements for you.1
Absence due to religious observance: New York State Education
Law (Section 224-a) - Campuses are required to
excuse, without penalty, individual students absent because of
religious beliefs, and to provide equivalent
opportunities for make-up examinations, study, or work
requirements missed because of such absences. Faculty
should work directly with students to accommodate religious
observances. Students should notify the instructor of
record in a timely manner.
Time Management
For every credit hour that a course meets, students should
expect to work 3 additional hours outside of class every
week (3 x 3= 9). For a fully online three-credit course, you
should expect to work 12 hours every week! Manage
your time effectively to complete readings, assignments, and
projects.
1 Respect for Diversity statement from
https://www.brown.edu/sheridan/teaching-learning-
30. resources/inclusive-teaching/statements
https://www.brown.edu/sheridan/teaching-learning-
resources/inclusive-teaching/statements
https://www.brown.edu/sheridan/teaching-learning-
resources/inclusive-teaching/statementsCourse Description,
Purpose and GoalsCourse Description, Purpose and GoalsThe
Course EnvironmentThe Course EnvironmentRequired
ReadingsRequired ReadingsSoftware PackagesSoftware
PackagesRecommended / Additional ReadingsRecommended /
Additional ReadingsDeliverables & GradingDeliverables &
GradingSubmissions Submissions Submissions Course Structure
& ScheduleCourse Structure & ScheduleAdditional
InformationAdditional InformationRespect for DiversityRespect
for DiversityRespect for DiversityTime ManagementTime
Management
Accounting Principles:
A Business Perspective,
Financial Accounting (Chapters 9 – 18)
A Textbook Equity Open College Textbook
originally by
Hermanson, Edwards, and Maher
Fearless copy, print, remix(tm)
www.textbookequity.com
www.opencollegetextbooks.org
License: CC-BY-NC-SA
ISBN-13: 978-1461160861
31. ISBN-10: 1461160863
1
About This Publication
Simply put, you may copy, print, redistribute, and re-purpose
this textbook or parts of this
textbook provided that you give attribution (credit) to Textbook
Equity, and provided
that any derivative work has the same Creative Commons
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it.
Textbook Equity, in turn, provides attribution, with thanks, to
the Global Text Project,
who provided the source textbook.
Consistent with it’s strategic mission to provide free and low-
cost textbooks, this is
Textbook Equity’s derivative work based on “Accounting
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Perspective, First Global Text Edition, Volume 1, Financial
Accounting”, utilizing the
permissions granted by it’s Creative Commons license. Global
Text Project nor the original
authors endorse or are responsible in any way for this printing
or it’s contents.
Textbook Provenance (1998 - 2011)
1998 Edition
Accounting: A Business Perspective (Irwin/Mcgraw-Hill Series
in Principles of
Accounting) [Hardcover] Roger H. Hermanson (Author), James
32. Don Edwards (Author),
Michael W. Maher (Author) Eighth Edition
Hardcover: 944 pages
Publisher: Richard D Irwin; 7 Sub edition (April 1998)
Language: English
ISBN-10: 0075615851
ISBN-13: 978-0075615859
Product Dimensions: 11.1 x 8.7 x 1.8 inches
Current Hardbound Price $140.00 (Amazon.com)
2010 Editions (http://globaltext.terry.uga.edu/books/)
Global Text Project Conversion to Creative Commons License
CC-BY
“Accounting Principles: A Business Perspective First Global
Text Edition, Volume 1
Financial Accounting”, Revision Editor: Donald J. McCubbrey,
PhD.
PDF Version, 817 pages, Free Download
“Accounting Principles: A Business Perspective First Global
Text Edition, Volume 2
Managerial Accounting”, Revision Editor: Donald J.
McCubbrey, PhD.
PDF Version Volume 2, 262 pages, Free Download
2011 Editions (http://opencollegetextbooks.org)
Textbook Equity publishes this soft cover version using a the
33. CC-BY-NC-SA license. They
divided Volume 1 into two sections to fit paperback publishing
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other formatting changes. No content changes were made to
Global Text’s version.
Versions available at the Open College Textbook repository:
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• PDF Version, Section 1 of Volume 1 (Chapters 1 – 8), 436
pages, Free Download
• Textbook Equity Paperback, Volume 1 Financial Accounting
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pages, List Price $24.95
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18), Free Download
• Textbook Equity Paperback, Volume 1 Financial Accounting
(Chapters 9 – 18), List Price
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• PDF Version Volume 2, (Chapters 19 – 26), Free Download
• Textbook Equity Paperback, Volume 2 Managerial
Accounting (Chapters 19 – 24), List
Price $24.95
For original author information and acknowledgments see
opencollegetextbooks.org
34. 3
Table of Contents
9 Receivables and
payables............................................................................. 11
9.1 Learning
objectives................................................................................
.......................... 11
9.2 A career in litigation
support....................................................................................
....... 11
9.3 Accounts
receivable...............................................................................
.......................... 13
9.4 Current
liabilities................................................................................
............................ 26
9.5 Notes receivable and notes
payable................................................................................
35
9.6 Short-term financing through notes
payable................................................................. 42
9.7 Analyzing and using the financial results—Accounts
receivable turnover....................45
35. 9.8 Key
terms......................................................................................
.................................. 50
9.9 Self
test.........................................................................................
................................... 52
9.10
Questions................................................................................
....................................... 54
9.11
Exercises.................................................................................
....................................... 56
9.12
Problems.................................................................................
....................................... 58
9.13 Alternate
problems.................................................................................
....................... 61
9.14 Beyond the numbers—Critical
thinking........................................................................ 63
9.15 Using the Internet—A view of the real
world................................................................ 65
9.16 Answers to self
test.........................................................................................
............... 66
10 Property, plant, and
equipment.................................................................68
36. 10.1 Learning
objectives................................................................................
........................ 68
10.2 A company accountant's role in managing plant
assets...............................................68
10.3 Nature of plant
assets......................................................................................
............. 69
10.4 Initial recording of plant
assets.................................................................................. ...
71
10.5 Depreciation of plant
assets......................................................................................
.... 77
10.6 Subsequent expenditures (capital and revenue) on
assets..........................................90
10.7 Subsidiary records used to control plant
assets...........................................................94
10.8 Analyzing and using the financial results—Rate of return
on operating assets...........97
10.9 Key
terms......................................................................................
............................... 101
10.10 Self-
test.........................................................................................
............................. 102
38. 11.3 Disposal of plant
assets......................................................................................
.......... 122
11.4 Sale of plant
assets......................................................................................
................. 122
11.5 Natural
resources.................................................................................
........................ 133
11.6 Intangible
assets......................................................................................
..................... 138
11.7 Analyzing and using the financial results—Total assets
turnover...............................147
11.8 Key
terms......................................................................................
................................ 155
11.9 Self-
test.........................................................................................
................................ 156
11.10
Problems.................................................................................
.................................... 162
11.11 Alternate
problems.................................................................................
.................... 166
39. 11.12 Beyond the numbers-Critical
thinking....................................................................... 170
11.13 Using the Internet—A view of the real
world.............................................................173
11.14 Answers to self-
test.........................................................................................
............ 173
12 Stockholders' equity: Classes of capital
stock............................................175
12.1 Learning
objectives................................................................................
....................... 175
12.2 The accountant as a corporate
treasurer..................................................................... 175
12.3 The
corporation..............................................................................
.............................. 176
12.4 Analyzing and using the financial results—Return on
average common stockholders'
equity.....................................................................................
.................................................. 202
12.5 Key
Terms.....................................................................................
............................... 209
12.6 Self-
test.........................................................................................
............................... 212
41. 13.2 The accountant as a financial
analyst......................................................................... 230
13.3 Paid-in (or contributed)
capital...................................................................................
231
13.4 Paid-in capital—Stock
dividends............................................................................ ....
232
13.5 Paid-in capital—Treasury stock
transactions.............................................................233
13.6 Paid-in capital—
Donations................................................................................
......... 233
13.7 Retained
earnings..................................................................................
...................... 233
13.8 Paid-in capital and retained earnings on the balance
sheet.......................................234
13.9 Retained earnings
appropriations.........................................................................
..... 244
13.10 Statement of retained
earnings.................................................................................
246
13.11 Statement of stockholders'
equity.............................................................................. 247
42. 13.12 Treasury
stock.......................................................................................
.................... 248
13.13 Net income inclusions and
exclusions.......................................................................253
13.14 Analyzing and using the financial results—Earnings per
share and price-earnings
ratio........................................................................................
.................................................. 259
13.15 Key
terms......................................................................................
............................. 265
13.16 Self-
test.........................................................................................
............................. 267
13.17
Exercises.................................................................................
.................................... 271
13.18
Problems.................................................................................
................................... 273
13.19 Alternate
problems.................................................................................
................... 278
13.20 Beyond the numbers—Critical
thinking................................................................... 282
13.21 Using the Internet—A view of the real
43. world............................................................286
13.22 Answers to self-
test.........................................................................................
.......... 286
14 Stock
investments.............................................................................
....... 288
14.1 Learning
objectives................................................................................
...................... 288
14.2 The role of accountants in business
acquisitions.......................................................288
14.3 Cost and equity
methods..................................................................................
.......... 290
14.4 Accounting for short-term stock investments and for long-
term stock investments of
less than 20 percent
............................................................................. ..................
................. 291
6
14.5 Cost method for short-term investments and for long-term
investments of less than
20 percent
...............................................................................................
................................ 291
44. 14.6 The equity method for long-term investments of between
20 percent and 50 percent
...............................................................................................
.................................................. 297
14.7 Reporting for stock investments of more than 50 percent
........................................298
14.8 Consolidated balance sheet at time of
acquisition.....................................................302
14.9 Accounting for income, losses, and dividends of a
subsidiary...................................308
14.10 Consolidated financial statements at a date after
acquisition..................................309
14.11 Uses and limitations of consolidated
statements......................................................313
14.12 Analyzing and using the financial results—Dividend
yield on common stock and
payout
ratios......................................................................................
...................................... 314
14.13 Key
terms......................................................................................
.............................. 321
14.14 Self-
test.........................................................................................
............................. 322
14.15
45. Exercises.................................................................................
................................... 325
14.16
Problems..................................................................... ............
................................... 327
14.17 Alternate
problems.................................................................................
.................... 331
14.18 Beyond the numbers—Critical
thinking....................................................................334
14.19 Using the Internet—A view of the real
world............................................................336
14.20 Answers to self-
test.........................................................................................
.......... 336
15 Long-term financing:
Bonds.....................................................................337
15.1 Learning
objectives................................................................................
...................... 337
15.2 The accountant's role in financial
institutions...........................................................338
15.3 Bonds
payable...................................................................................
.......................... 339
15.4 Comparison with
46. stock.......................................................................................
......... 340
15.5 Selling (issuing)
bonds......................................................................................
.......... 340
15.6 Bond prices and interest
rates....................................................................................
348
15.7 Redeeming bonds
payable...................................................................................
........ 359
15.8 Analyzing and using the financial results—Times interest
earned ratio....................365
15.9 Appendix: Future value and present
value................................................................. 370
15.10 Demonstration
problem...................................................................................
......... 377
15.11
Solution
to demonstration
problem........................................................................... 377
48. thinking.................................................................... 389
15.18 Using the Internet—A view of the real
world............................................................392
15.19 Answers to self-
test.........................................................................................
........... 393
16 Analysis using the statement of cash
flows...............................................394
16.1 Learning
objectives................................................................................
...................... 394
16.2 A career in external
auditing..................................................................................
..... 394
16.3 Purposes of the statement of cash
flows.....................................................................396
16.4 Uses of the statement of cash
flows............................................................................ 397
49. 16.5 Information in the statement of cash
flows................................................................ 398
16.6 Cash flows from operating
activities.......................................................................... 400
16.7 Steps in preparing statement of cash
flows................................................................ 404
16.8 Analysis of the statement of cash
flows.......................................................................412
16.9 Liquidity and capital
resources.................................................................................
.. 412
16.10 Analyzing and using the financial results—Cash flow per
share of common stock,
cash flow margin, and cash flow liquidity
ratios..................................................................... 421
16.11 Appendix: Use of a working paper to prepare a statement
of cash flows.................424
51. Capital......................................................449
16.19 Management's discussion and analysis -
Financial*.................................................453
16.20 Beyond the numbers—Critical
thinking.................................................................... 457
16.21 Using the Internet—A view of the real
world............................................................461
16.22 Answers to self-
test.........................................................................................
.......... 462
17 Analysis and interpretation of financial
statements..................................463
17.1 Learning
objectives................................................................................
...................... 463
8
52. 17.2 Accountants as investment
analysts........................................................................... 463
17.3 Objectives of financial statement
analysis..................................................................464
17.4 Sources of
information.............................................................................
................... 467
17.5 Horizontal analysis and vertical analysis: An
illustration..........................................469
17.6 Trend
percentages.............................................................................
.......................... 473
17.7 Ratio
analysis...................................................................................
............................ 475
17.8 Understanding the learning
objectives....................................................................... 505