This document describes a routine management system project for a college. It was submitted by 5 students to fulfill the requirements for a Bachelor of Technology degree. The project involved developing a system to manage student and faculty timetables and schedules. It provides an overview of the system, outlines the activities for administrators, faculty and students. It also describes the software quality assurance plan, system analysis, requirements specification, architectural design, implementation, and maintenance of the system. The overall goal was to create a secure and flexible environment for managing academic records at the college.
IFSM 461 Effective Communication - tutorialrank.comBartholomew43
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Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
Purpose of this Assignment
This assignment gives you the opportunity to use in
For more course tutorials visit
www.tutorialrank.com
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
Purpose of this Assignment
Software Engineering Important Short Question for ExamsMuhammadTalha436
The document discusses various topics related to software engineering including:
1. The software development life cycle (SDLC) and its phases like requirements, design, implementation, testing, etc.
2. The waterfall model and its phases from modeling to maintenance.
3. The purpose of feasibility studies, data flow diagrams, and entity relationship diagrams.
4. Different types of testing done during the testing phase like unit, integration, system, black box and white box testing.
CIS 321 Case Study ‘Equipment Check-Out System’MILESTONE 3 – PRO.docxclarebernice
CIS 321 Case Study ‘Equipment Check-Out System’MILESTONE 3 – PROCESS MODELING- Part I
______________________________________________________________________________________________________
Synopsis
The requirements analysis phase answers the question, "What does the user need and want from a new system?" The requirements analysis phase is critical to the success of any new information system! In this milestone we need to identify what information systems requirements need to be defined from the system users’ perspectives.
The Data flow diagram (DFD) has gained popularity as a technique for expressing system requirements for two reasons:
• It facilitates development, which often leads to building systems that better
satisfy user needs
• Data flow diagrams and narratives are easy for users to understand.
In this milestone you will first uncover external agents, processes and data flows that define the requirements for the proposed system and document that information. You will use that to build the Context Data Flow Diagrams.
Objectives
After completing this milestone, you should be able to:
• Understand and perform the techniques for requirements discovery.
• Determine external agents (external entities) and their relationship with the
System, identify data flows.
• Construct the Context DFD using VISIO.
Prerequisites
Before starting this milestone, the following topics should be covered:
• The problem analysis phase — Chapters 3 and 5
• PIECES framework — Chapters 3 and 5
• Problem analysis techniques — Chapter 6
• Process modeling techniques — Chapter 9
Assignment
Now that we have studied the current system and analyzed some of its problems and opportunities, plus gained approval to proceed, we can now start to identify the business requirements for the system and model them. In this assignment we will use our results of the previous Milestone and transcripts of an interview with the Equipment Depot staff. The results of this activity will identify the system requirements for the proposed system.
Exhibit 3.1 is a copy of the transcript of the interview. Refer to the transcript, sample forms, and results from Milestones 1 and 2 for the information necessary to complete the activities.
Activities
1. Identify External entities and relationship with system
2. Identify data flows
3. Prepare Context level Data FlowDiagram
Deliverable format and software to be used are according to your instructor’s specifications. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 3”.
References
• Transcripts of Interview - Exhibit 3.1 (see below)
Deliverables:
Context level DFD:
Due: __/__/__
Time: _______
ADVANCED OPTIONFor the advanced option, compile the process description to note processes’ input and output.
Due: __/__/__
Time: _______
Milestone’s Poin ...
The document discusses the system development life cycle (SDLC), which includes various phases for developing and maintaining systems. The key phases are: system investigation, feasibility study, system analysis, system design, coding, testing, implementation, and maintenance. The feasibility study phase evaluates the technical, operational, economic, motivational, and schedule feasibility of a proposed system. The system analysis phase involves studying user requirements and the current system. System design then specifies how the new system will meet requirements through elements like data design, user interface design, and process design. This produces specifications for the system.
GG Freightways (GGFRT) IT Decision Paper AssignmentBefore you be.docxshericehewat
GG Freightways (GGFRT) IT Decision Paper Assignment
Before you begin this assignment, be sure you have read the “GG Freightways Case Study,” any feedback on your proposed IT project from your ITSP Part 2 assignment, and the previously assigned course materials.
Purpose of this Assignment
This assignment gives you the opportunity to apply the course concepts to develop an IT Decision Paper to explain and defend an IT project at GG Freightways (GGFRT). This assignment specifically addresses the following course outcomes to enable you to:
· Apply best practices in information technology management and governance to make, defend, and justify an IT decision.
IT Decision Paper for Your Proposed IT Project
For your ITSP, Part 2, you proposed an IT project for GGFRT. Lance, the CIO at GGFRT, has asked you to write an IT Decision Paper to explain your proposed project. He wants to use the Paper to gain approval from the Governance Board to move forward with the project. This assignment uses a format for a Decision Paper that has been tailored to the course material covered in this class. You may work for an organization that has a format for IT decision papers, and it would be a good idea for you to look at it, but it will likely be structured a little differently from this one. Each organization develops tools and techniques that will work for them.
Assignment
You will develop an IT Decision Paper, using the outline below. Each of the topics to be included in your outline is covered in the course content readings assigned thus far. In addition to the course materials, at least one external resource (resource other than those provided in the class) must be used. Two or more cited references will earn top credit. Use a separate References page to list just the references you have cited. Remember to use the APA formatting rules and correctly cite and reference your sources with APA format. Use the Grading Rubric to be sure you have covered everything.
Please use this outline to build your IT Decision Paper. Use the numbering and headings shown below.
1. Project Description – In two or three sentences:
(1) describe the IT project you proposed for GGFRT in Part 2 of your ITSP.
(2) Describe what major function(s) the system would perform and who would use it. (Do not provide a technical description with hardware, software, etc.)
2. Strategic Alignment – In a short paragraph:
(1) explain how the proposed project aligns to the business strategic objectives in Part 1 of your ITSP, and,
(2) how the proposed project aligns to the IT strategies in Part 2 of your ITSP.
Your proposed project must be aligned directly with at least one business strategic objective and one IT strategy shown in your ITSP.
3. IT Portfolio Roadmap Alignment – In a short paragraph:
(1) Briefly explain where this project fits into the IT Portfolio Roadmap you included in Part 2 of your ITSP.
(2) What functional area does it support?
(3) W ...
The document provides an overview of the Software Development Life Cycle (SDLC), which is a process used to develop software in a logical, structured manner. It consists of six phases - system planning, system analysis, system design, system coding, system testing, and deployment and maintenance. The goal of the SDLC is to produce high-quality software that meets customer expectations with the highest quality, lowest cost, and shortest time. Each phase results in deliverables for the next phase and aims to gradually develop the system from inception of an idea through implementation and delivery.
This document describes a routine management system project for a college. It was submitted by 5 students to fulfill the requirements for a Bachelor of Technology degree. The project involved developing a system to manage student and faculty timetables and schedules. It provides an overview of the system, outlines the activities for administrators, faculty and students. It also describes the software quality assurance plan, system analysis, requirements specification, architectural design, implementation, and maintenance of the system. The overall goal was to create a secure and flexible environment for managing academic records at the college.
IFSM 461 Effective Communication - tutorialrank.comBartholomew43
For more course tutorials visit
www.tutorialrank.com
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
Purpose of this Assignment
This assignment gives you the opportunity to use in
For more course tutorials visit
www.tutorialrank.com
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
Purpose of this Assignment
Software Engineering Important Short Question for ExamsMuhammadTalha436
The document discusses various topics related to software engineering including:
1. The software development life cycle (SDLC) and its phases like requirements, design, implementation, testing, etc.
2. The waterfall model and its phases from modeling to maintenance.
3. The purpose of feasibility studies, data flow diagrams, and entity relationship diagrams.
4. Different types of testing done during the testing phase like unit, integration, system, black box and white box testing.
CIS 321 Case Study ‘Equipment Check-Out System’MILESTONE 3 – PRO.docxclarebernice
CIS 321 Case Study ‘Equipment Check-Out System’MILESTONE 3 – PROCESS MODELING- Part I
______________________________________________________________________________________________________
Synopsis
The requirements analysis phase answers the question, "What does the user need and want from a new system?" The requirements analysis phase is critical to the success of any new information system! In this milestone we need to identify what information systems requirements need to be defined from the system users’ perspectives.
The Data flow diagram (DFD) has gained popularity as a technique for expressing system requirements for two reasons:
• It facilitates development, which often leads to building systems that better
satisfy user needs
• Data flow diagrams and narratives are easy for users to understand.
In this milestone you will first uncover external agents, processes and data flows that define the requirements for the proposed system and document that information. You will use that to build the Context Data Flow Diagrams.
Objectives
After completing this milestone, you should be able to:
• Understand and perform the techniques for requirements discovery.
• Determine external agents (external entities) and their relationship with the
System, identify data flows.
• Construct the Context DFD using VISIO.
Prerequisites
Before starting this milestone, the following topics should be covered:
• The problem analysis phase — Chapters 3 and 5
• PIECES framework — Chapters 3 and 5
• Problem analysis techniques — Chapter 6
• Process modeling techniques — Chapter 9
Assignment
Now that we have studied the current system and analyzed some of its problems and opportunities, plus gained approval to proceed, we can now start to identify the business requirements for the system and model them. In this assignment we will use our results of the previous Milestone and transcripts of an interview with the Equipment Depot staff. The results of this activity will identify the system requirements for the proposed system.
Exhibit 3.1 is a copy of the transcript of the interview. Refer to the transcript, sample forms, and results from Milestones 1 and 2 for the information necessary to complete the activities.
Activities
1. Identify External entities and relationship with system
2. Identify data flows
3. Prepare Context level Data FlowDiagram
Deliverable format and software to be used are according to your instructor’s specifications. Deliverables should be neatly packaged in a binder, separated with a tab divider labeled “Milestone 3”.
References
• Transcripts of Interview - Exhibit 3.1 (see below)
Deliverables:
Context level DFD:
Due: __/__/__
Time: _______
ADVANCED OPTIONFor the advanced option, compile the process description to note processes’ input and output.
Due: __/__/__
Time: _______
Milestone’s Poin ...
The document discusses the system development life cycle (SDLC), which includes various phases for developing and maintaining systems. The key phases are: system investigation, feasibility study, system analysis, system design, coding, testing, implementation, and maintenance. The feasibility study phase evaluates the technical, operational, economic, motivational, and schedule feasibility of a proposed system. The system analysis phase involves studying user requirements and the current system. System design then specifies how the new system will meet requirements through elements like data design, user interface design, and process design. This produces specifications for the system.
GG Freightways (GGFRT) IT Decision Paper AssignmentBefore you be.docxshericehewat
GG Freightways (GGFRT) IT Decision Paper Assignment
Before you begin this assignment, be sure you have read the “GG Freightways Case Study,” any feedback on your proposed IT project from your ITSP Part 2 assignment, and the previously assigned course materials.
Purpose of this Assignment
This assignment gives you the opportunity to apply the course concepts to develop an IT Decision Paper to explain and defend an IT project at GG Freightways (GGFRT). This assignment specifically addresses the following course outcomes to enable you to:
· Apply best practices in information technology management and governance to make, defend, and justify an IT decision.
IT Decision Paper for Your Proposed IT Project
For your ITSP, Part 2, you proposed an IT project for GGFRT. Lance, the CIO at GGFRT, has asked you to write an IT Decision Paper to explain your proposed project. He wants to use the Paper to gain approval from the Governance Board to move forward with the project. This assignment uses a format for a Decision Paper that has been tailored to the course material covered in this class. You may work for an organization that has a format for IT decision papers, and it would be a good idea for you to look at it, but it will likely be structured a little differently from this one. Each organization develops tools and techniques that will work for them.
Assignment
You will develop an IT Decision Paper, using the outline below. Each of the topics to be included in your outline is covered in the course content readings assigned thus far. In addition to the course materials, at least one external resource (resource other than those provided in the class) must be used. Two or more cited references will earn top credit. Use a separate References page to list just the references you have cited. Remember to use the APA formatting rules and correctly cite and reference your sources with APA format. Use the Grading Rubric to be sure you have covered everything.
Please use this outline to build your IT Decision Paper. Use the numbering and headings shown below.
1. Project Description – In two or three sentences:
(1) describe the IT project you proposed for GGFRT in Part 2 of your ITSP.
(2) Describe what major function(s) the system would perform and who would use it. (Do not provide a technical description with hardware, software, etc.)
2. Strategic Alignment – In a short paragraph:
(1) explain how the proposed project aligns to the business strategic objectives in Part 1 of your ITSP, and,
(2) how the proposed project aligns to the IT strategies in Part 2 of your ITSP.
Your proposed project must be aligned directly with at least one business strategic objective and one IT strategy shown in your ITSP.
3. IT Portfolio Roadmap Alignment – In a short paragraph:
(1) Briefly explain where this project fits into the IT Portfolio Roadmap you included in Part 2 of your ITSP.
(2) What functional area does it support?
(3) W ...
The document provides an overview of the Software Development Life Cycle (SDLC), which is a process used to develop software in a logical, structured manner. It consists of six phases - system planning, system analysis, system design, system coding, system testing, and deployment and maintenance. The goal of the SDLC is to produce high-quality software that meets customer expectations with the highest quality, lowest cost, and shortest time. Each phase results in deliverables for the next phase and aims to gradually develop the system from inception of an idea through implementation and delivery.
This document provides instructions for students to complete a multi-stage systems analysis and design project for a case study on Precision Electronic Parts. It outlines the requirements for a Preliminary Investigation Report in Stage 1 to analyze the current system and feasibility of implementing a new IT system. Stage 2 involves specifying requirements through models. Stage 3 is to design system specifications based on the requirements. Stage 4 combines all prior stages into a Final System Report to propose the system solution to management.
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Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
System Proposal TemplateCSC 545 System Design When preparing a.docxssuserf9c51d
System Proposal Template
CSC 545 System Design
When preparing a systems proposal, systems analysts should arrange the following items in order:
Ten Main Section of your System Proposal
1. Cover Letter
List of people who did the study and summarize the objectives of the study are provided in your cover letter. Also, prearranged time and place for oral presentation of the system proposal can be included. Keep your cover letter concise (one page maximum) and friendly.
2. Title Page of project
Include the name of the project, the names of the systems analysis team members, and the date the proposal is submitted.
3. Table of Contents
If the proposal is very short (less than ten pages), you can omit the table of contents since it is unnecessary on such a short document. The purpose of your table of contents is to indicate the contents of your proposal.
4. Executive Summary (including recommendations)
Usually, the executive summary is 250 to 375 words and can answer the questions such as who, what, when, where, why and how of the proposal. It should also include recommendation of the system analysts since some people will only have time to read the summary.
5. Outline of system study with appropriate documentation
Provides information about all the methods used in the study, and who or what was studied.
6. Detailed results of systems study
The details what the system analyst has found out about the system through all of the methods described are included in this section. It also presents problems with the system
7. Systems alternatives (3 or 4 possible solutions)
The analyst will present two or three alternative solutions that directly address the aforementioned problems. Each alternative should be explored separately. Describe the costs and benefits of each situation.
8. System’s analysts’ recommendations
After the systems analysis team has weighed the alternatives, it will have a definite professional opinion about which solution is most workable and best to solve the problem. It expresses the recommended solution.
9. Summary
It is brief statement that mirrors the content of your executive summary. It gives the objectives of the study and the recommended solution. Also, it allows the analyst one more chance to stress the project’s importance and feasibility along with the value of the recommendations.
10. Appendices
It might include pertinent correspondence, a summary of phases completed in the study, detailed graph for analyses purposes, or even previously done systems studies.
Source: http://sampleproposal.net
Project Design Document Template
CSC 845
Project Title
[Give your project a short but meaningful title]
Problem Definition
[In one or two paragraphs, describe the problem that you are trying to solve. For some projects in business this may be something that needs to be fixed but for the class project, you will be describing a brand new mobile application here. Mention what you application is, why your application will he ...
For more classes visit
www.snaptutorial.com
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System
The document provides an overview of a college website management system. It discusses the purpose and scope of the system, which is to automate college operations and provide services to members. It outlines the key functionality including online membership, tracking admissions and activities. The objectives are to make information retrieval and maintenance easy while adopting security measures. The proposed system would use ASP.NET for the front-end and be suitable for any education institute.
Systems Analysis, Design & IntegrationPage 1 Cover Page.docxssuserf9c51d
Systems Analysis, Design & Integration
Page 1: Cover Page
Page 2: Executive Summary
Page 3: Table of Contents
Pages 4-5: Section 1:
System and Application Overview
· Systems Capabilities
· Users
· Stakeholders
· Sponsors
Pages 5-7: Section 1B:
Requirements Specification
· Goals & Objectives
· Elicitation Methods
· Functional Requirements
· Non-Functional Requirements
· Assumptions & Constraints
Pages 7-11: Section 2:
System & Application Design
· Use Case Diagram
· Functional Decomposition Diagram
· Entity-Relationship Diagram (ERD)
· Sequence Diagram
· Mock-Up Diagram
Pages 11-16: Section 3:
Test & Quality Assurance Plan
· User Testing
· System Testing
· User Acceptance Testing
· Quality Assurance Plan
Pages 17-TBD: Section 4: (To Be Completed)
Development Strategies & Acquisition
· Insourcing
· Outsourcing
· Insourcing & Outsourcing Combination
· Recommendation
Pages TBD: Section 5: (To Be Completed)
Integration & Deployment Plan
· Preliminary Analysis
· System Analysis & Requirements Definition
· System Design
· Development
· Integration & Testing
· Acceptance, Installation, & Deployment
· Operation Support & Maintenance
Pages TBD: References (To Be Completed)
Key Assignment Outline
Title page
Table of Contents (TOC)
Week 1: System or Application Overview
Peak AV needs a new payroll system application. Peak AV is a low volt service company based out of Colorado Springs, Colorado serving 8 new construction builders from Colorado Springs to Windsor, CO. They have a South team with 12 employees, and a newly expanded North team that has 2 full-time employees. S ervices Peak AV is able to provide include: home automation, monitor and install home security, surround sound/ zone sound, central vacuum, as well as standard network and cable installation, termination, and troubleshooting. These services are primarily done with new construction homes that have the studs (framing) exposed. Peak AV uses Apple products such as IPhones and IPads for communication between the builders and employees, for clocking in/ out for the day, as well as employee’s personal Android mobile devices, and PCs when needed.
Week 1: Requirements Specification
Week 2: System or Application Design
Use Case Diagram
Functional Decomposition Diagram
E-R Diagram
Sequence Diagram
Mock-up
Week 3: Test and Quality Assurance Plan
Unit Testing
Verify users are able to sign-in/ out
Verify biometrics are able to be turned on/ off, and login with them
Verify t ...
Workshop BI/DWH AGILE TESTING SNS Bank EnglishMarcus Drost
The workshop focused on improving testing processes for data intensive environments like business intelligence and data warehousing systems. Participants discussed challenges with the traditional waterfall model and benefits of agile/Scrum approaches. Common problems identified included unstable test data, long test runtimes, lack of automation, and pressure on testers. Potential solutions proposed applying agile practices like continuous integration and regression testing, automating test data generation, deployments, and output validation to make testing more efficient and independent of production systems. The workshop aimed to provide insights into both problems with current testing approaches and actions that could be taken to address them.
CIS 500 – Information Systems for Decision-Making CIS 5.docxaryan532920
CIS 500 – Information Systems for Decision-Making
CIS 500 – Information Systems for Decision-Making
Assignment 2: The Presentation
Due Week 10 and worth 200 points
Congratulations. Your proposal for implementing a new IT project for your organization has been staffed and you are about to meet with your team for the first time.
Initial impressions are important and you’ll need visuals for your presentation. Create a slide show (in PowerPoint or similar software) in which you address the following, in this order:
1. Goals: What is the project and what is the intent of implementing (what do you hope to accomplish by implementing the project?).
2. Critical Success Factors: Identify at least 4 different stakeholders; for each, list at least 2 things that the stakeholder requires in order to deem the project successful.
3. Acquisition strategy: Should the system be built in-house, created by a contractor, purchased offthe-shelf and customized, or leased as a service? Explain your rationale.
Points: 200
Assignment 2: The Presentation
Criteria
UnacceptableBelow 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Goals: What the project hopes to accomplish.
Weight: 10%
(20 points)
Did not communicate what the project hopes to
accomplish
Did not list project goals
Communicated
what the project hopes to accomplish
Did not list project goals
Communicated
what the project hopes to accomplish
Listed the project
goals
Communicated importance of project reaching its
goals
Connected project goals to the organizational strategy
2. Critical Success
Did not identify 4
Identified 4
Identified 4
Identified and
4. Resources: For in-house development, what people/skills are required and what development lifecycle do you recommend? Otherwise, identify 3 candidate organizations that can deliver the system.
5. System functions: In a table format, summarize the types of users for the system; the business reason(s) each would use the system; the ways that the system supports each of these needs; and how this support differs from the current system.
6. Connectivity: Provide a diagram that shows how the system will connect to the other information systems and what data flows among them.
7. Security: List the most serious cybersecurity threats and vulnerabilities of the new system. Suggest strategies to address them.
8. Mobility: Identify the system’s capabilities for mobile use.
Include a title and summary slide. Use one slide for each of the 8 points above. Include speaker notes or audio narration that explains each slide more fully.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Factors: Identify at least 4 different stakeholders; for each, list at least 2 things that stakeholder requires in order to deem the project successful.
Weight: 10%
(20 points)
stakeholders
Listed th ...
The document describes the six phases of the systems development life cycle: 1) preliminary investigation, 2) systems analysis, 3) systems design, 4) systems development, 5) systems implementation, and 6) systems maintenance. Each phase involves specific activities like gathering requirements, designing system components, developing and acquiring software/hardware, testing, training users, and ongoing maintenance. Traceability matrices are used to map requirements to designs and validate that the life cycle process is followed.
This document discusses a feasibility study for developing a web application to help assess and support early speech, language, and hearing development in children. It analyzes the economic, technical, social, time and resource, operational, behavioral, and schedule feasibility of the proposed system. The study finds that developing the system is feasible within budget constraints and has technical requirements that can be met. Users would likely accept the system with proper training. It could increase efficiency and customer satisfaction while being simple to use and maintain. Some changes may be needed within the organization but the project schedule is reasonable.
Criteria for Research AssignmentPSCI 1010· The paper is due on.docxwillcoxjanay
Criteria for Research Assignment
PSCI 1010
· The paper is due on Apr. 29 before 11:59pm.
· For your final paper, you might want to follow the suggested guideline/rubric below:
1) Introduction
a) Thesis: “The primary purpose of this paper is to...”, Or “Terrorist attacks influence public support for civil liberties” The thesis of the research should be stated early in the paper—the first few paragraphs. http://writingcenter.unc.edu/handouts/thesis-statements/
b) Include in your introduction a brief statement describing the importance of the topic and the thesis. What is new here? What are the political, theoretical, and normative implications of your research? How does your research improve upon the existing literature? What contribution will the proposed research make to the literature? What new, exciting directions will you take the literature? Like a journalist, you need to convince the reader that the paper is worthy of careful consideration.
c) Be sure to discuss the political implications of your research.
d) Plan of the paper: In a brief paragraph (usually placed at the end of your introduction), give an overview of your arguments and how the paper will be organized. This should be short.
e) Think about the Reader when writing your paper. You must convince the Reader (me or anonymous reviewers) in the first few sentences to keep reading. You need to engage the Reader, tell her/him what your research is about, convince her of the importance of your study and its contribution to the literature. The Reader is busy and has volunteered a few hours of their day to read your study. -Narrative Hook-
2) Past Research (review of the literature—collect qualitative/quantitative data to support your thesis). Please be especially vigilant about keeping the review relevant to the central thesis of the paper, which should be the central organizing theme of your paper. I don’t want a bibliographic essay, but an evaluation of relevant prior research on the topic that will prove or disprove your thesis statement (three concise but informative paragraphs).
a) Strengths and weaknesses of prior research; you might discuss one or more of the
following:
i) How existing research has overlooked or given inadequate attention to your topic,
for whatever reason.
ii) You might critique existing studies on a number of grounds, including inadequate measures, inappropriate design, fuzzy concepts, lack of theory, contradictory findings, puzzles in the literature that need to be solved, and so on.
b) Don’t call it a “Literature Review” and don’t say you are filling a gap in the literature.
3) Conclusions: Reflect back on your thesis and the contribution of your research.
It’s that simple! Something else you might do is take a close look at an article you really like and see how the authors introduce the topic, make transitions, and all the other things listed above. Use that.
Fina Assessment Project The objective of this project is for stude.docxcharlottej5
Fina Assessment Project
The objective of this project is for students to apply the database design principles to a real-life scenario. This is a practical design project – students must create and submit the database, as well as documentation for the items below. The students will review database requirements and produce the following:
Part One: Database in Access and Rationale Document (0-60 points) Database Design and Rationale (0-30 points)
Access database with normalized tables: A set of tables in at least third-normal form is required for completion of this project. Complete table structures are required; students must also determine if primary or any other keys are required for each table. The student must also describe, in detail, and in a separate document, the rationale he/she used in developing the specified set of tables, as well as the specific fields in the tables.
· Rationale used in developing the specified set of tables, as well as the specific fields in the tables, is provided (Separate file for upload to Blackboard).
· Fieldnames are all single-valued; each column has a distinct name; all the values in a column are values of the attribute that is identified by the column name; the order of columns and rows is immaterial; each row is distinct.
· Database and tables are created in Access.
· Correct table relationships are established in Access.
· Referential integrity, cascade update and cascade delete are used appropriately
Keys (0-10 points)
· All appropriate keys have been identified and their functions described in the rationale document
· Primary key is a minimal collection of columns on which all columns are functionally dependent.
Report Rationale (0-10 points)
Three potential reports described in the rationale document that could be generated in response to user requests; supporting queries and reports must be included (ex.: report of number viewers that viewed each movie each year; correct sorting and grouping) in the Access database. Rationale required in the rationale document for why each report could provide important information for decision-making; queries must specify criteria for record selection, as well as grouping, sorting and any other requirements for the specific report (included in Rationale file described in Database/Tables above.)
· Three reports that could be used in response to user requests are identified.
· Rationale for why each report could provide important information for decisionmaking is provided.
· Reports must be created in Access and use the correct queries as the source.
Supporting Queries (0-10 points)
· Three queries are provided, and specify criteria for record selection, as well as grouping, sorting and any other requirements for the specific report.
· Queries are not simple listings with simple criteria, but must use more advanced functions, such as sorting, grouping and aggregate functions (counts, averages, etc).
Part Two: E-R Diagram (0-10 points)
E-R diagram: An E-.
Hospitals currently use a manual system for visiting Doctor Slip as a token. The current system
requires numerous paper forms, with data stores spread throughout the hospital management infrastructure.
Often information (on forms) is incomplete, or does not follow management standards. Forms are often lost
in transit between departments requiring a comprehensive auditing process to ensure that no vital
information is lost. Multiple copies of the same information exist in the hospital and may lead to
inconsistencies in data in various data stores.
A significant part of the operation of any hospital involves the acquisition, management and timely
retrieval of great volumes of information. This information typically involves; Doctor, Room, Department
and Patient personal Information. All of this information must be managed in an efficient and cost wise
fashion so that an institution's resources may be effectively utilized Hospital E-Token management will
automate the management of the hospital making it more efficient and error free for outdoor patient. It aims
at standardizing data, consolidating data ensuring data integrity and reducing inconsistencies.
75629 Topic prevention measures for vulneranbilitiesNumber of.docxsleeperharwell
75629 Topic: prevention measures for vulneranbilities
Number of Pages: 2 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Editing
Academic Level:Undergraduate
Category: Computer Science
Language Style: English (U.S.)
Order Instructions: Attached
After identifying your organizations' vulnerabilities through previous weekly assignments, you now need to develop security measures to protect those vulnerabilities.
Create a spreadsheet of vulnerabilities and prevention measures for your organization.
Categorize by people, process, or technology.
Provide 350- to 700-word paper onnext steps for each prevention measure based on the vulnerability, potential incident, environmental and security controls in SDLC.
Submit your spreadsheet and paper using the Assignment Files tab.
Data Flow Diagram (DFD) Tips
Processes: Verbs
Dataflows: Nouns
Data Stores: Nouns
External Entities: Nouns
1) Process’s input & output are different
2) Each data store should have at least
one data flow in and one data flow out
3) Each process should have at least one
data flow in and one data flow out
4) All inputs and outputs should be
labeled
5) Processes should have an identifier
(Ex., 1.0, 2.0, etc.)
Process Process
Process-to-Process
Process Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
External
Entity
External Entity-to-External Entity
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Entity
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Entity
Data S tore
Data Store-to-Data Store
Data S toreData S tore
Data Store-to-Data Store
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External Entity-to-Data StoreExternal Entity-to-Data Store
External
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Data S tore
External
Entity
Data S tore
External
Entity
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External Entity-to-Data Store
External
Entity
Data S toreProcess Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
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Entity
Data S tore
Data Store-to-Data Store
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External Entity-to-Data Store
External
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DFD_Rules.vsdxTop Process
Stage 2: Requirements Specification
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report. The feedback you received on your Stage 1 assignment should be reviewed and used as you proceed with Stage 2.
Purpose of this Assignment
This assignment gives you the opportunity to specify clear and concise requirements, including the use of data and process models, for a system that enables a productive change in a way the business is conducted. This assignment specifically addresses the following course outcomes to enable you to:
· apply a systematic approach to .
The document discusses architectural documentation. It covers views, which divide an architecture into manageable representations. Relevant views depend on usage and include module, component-and-connector, and allocation views. Each view has a template for documentation, including a primary presentation, element catalog, context diagram, variability guide, and rationale. Cross-view documentation explains the organization, what the architecture contains through a system overview and element list, and the rationale for design decisions. Architectural documentation aims to educate users, enable communication, and provide a basis for construction and analysis.
Data Flow Diagram (DFD) TipsProcesses VerbsDataflows N.docxwhittemorelucilla
Data Flow Diagram (DFD) Tips
Processes: Verbs
Dataflows: Nouns
Data Stores: Nouns
External Entities: Nouns
1) Process’s input & output are different
2) Each data store should have at least
one data flow in and one data flow out
3) Each process should have at least one
data flow in and one data flow out
4) All inputs and outputs should be
labeled
5) Processes should have an identifier
(Ex., 1.0, 2.0, etc.)
Process Process
Process-to-Process
Process Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
External
Entity
External Entity-to-External Entity
External
Entity
External
Entity
Data S tore
Data Store-to-Data Store
Data S toreData S tore
Data Store-to-Data Store
Data S tore
External Entity-to-Data StoreExternal Entity-to-Data Store
External
Entity
Data S tore
External
Entity
Data S tore
External
Entity
Data S tore
External Entity-to-Data Store
External
Entity
Data S toreProcess Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process
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External
Entity
External
Entity
Data S tore
Data Store-to-Data Store
Data S tore
External Entity-to-Data Store
External
Entity
Data S tore
DFD_Rules.vsdxTop Process
Stage 2: Requirements Specification
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report. The feedback you received on your Stage 1 assignment should be reviewed and used as you proceed with Stage 2.
Purpose of this Assignment
This assignment gives you the opportunity to specify clear and concise requirements, including the use of data and process models, for a system that enables a productive change in a way the business is conducted. This assignment specifically addresses the following course outcomes to enable you to:
· apply a systematic approach to translate requirements into an executable systems design
· effectively communicate with stakeholders to determine, manage, and document business requirements throughout the SDLC
· perform modeling to assist with analysis and decision making
Assignment
The results of your systems analysis and design work in this class will be documented in a Final System Report. The purpose of the Report is to inform management of your system proposal and gain approval to proceed with the project. The Report will be developed and submitted in stages, which will be compiled at the end of class into the Final System Report. Review the outline of the Final System Report in the Stage 4 Assignment description. Note that it contains the analysis of the problem(s) and requirements, and proposes what kind of a system solution is neede.
The document discusses the Software Development Life Cycle (SDLC), which is a process used in software engineering to design, develop, and test high-quality software. It describes the main phases of SDLC as planning, defining, designing, building, and testing. Key activities in each phase like feasibility study, requirement analysis, prototyping are explained. Various tools used for system analysis and design such as data flow diagrams, flow charts are also outlined.
Stage 1 Preliminary Investigation ReportBefore you begin th.docxwhitneyleman54422
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
Purpose of this Assignment
This assignment gives you the opportunity to use industry-standard methodologies for analyzing a business situation, initiating a project, and determining various aspects of feasibility of an IT project. This assignment specifically addresses the following course outcomes to enable you to:
· plan, build, and maintain systems that meet organizational strategic goals by demonstrating the use of enterprise architecture and applying enterprise governance principles and practices
· effectively communicate with stakeholders to determine, manage, and document business requirements throughout the SDLC
Assignment
The results of your systems analysis and design work in this class will be documented in a Final System Report. The purpose of the Report is to inform management of your system proposal and gain approval to proceed with the project. The Report will be developed and submitted in stages, which will be compiled at the end of class into the Final System Report. Review the outline of the Final System Report in the Stage 4 Assignment description. Note that it contains the analysis of the problem(s) and requirements, and proposes what kind of a system solution is needed. It does not propose a specific solution, but it does recommend why and how the organization should acquire the solution.
The first step in the analysis process is to create a Preliminary Investigation Report (PIR). The PIR documents the system planning phase of the System Development Life Cycle (SDLC). During the planning phase, the opportunities presented or problem(s) to be solved with an information technology system are identified, investigation into the current situation occurs, and various feasibility aspects of implementing a system are analyzed. This results in a recommendation for further action with estimated costs and schedule, and a list of benefits. Once it is completed and approved, the PIR becomes the major source document for use to begin the systems analysis phase.
To start, read the case study carefully. The case study tells you that the executives at Precision Electronics Parts, Inc., have identified a need to replace the current customer billing and payment system and re-engineer the associated processes. As you review the case study, list the most important relevant business problems and identify the information presented that you will need to complete the sections of the Preliminary Investigation Report shown below. All of the information you need to complete the projects in this class is not provided in the case study. In the discussion area of the classroom, there is a discussion titled "Case Study Interview Questions" where you can pose questions about the case study, as if you were interviewing the people in the case study.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
More Related Content
Similar to Project Proposal Template(81418)Title PageDocument Title.docx
This document provides instructions for students to complete a multi-stage systems analysis and design project for a case study on Precision Electronic Parts. It outlines the requirements for a Preliminary Investigation Report in Stage 1 to analyze the current system and feasibility of implementing a new IT system. Stage 2 involves specifying requirements through models. Stage 3 is to design system specifications based on the requirements. Stage 4 combines all prior stages into a Final System Report to propose the system solution to management.
For more classes visit
www.snaptutorial.com
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
System Proposal TemplateCSC 545 System Design When preparing a.docxssuserf9c51d
System Proposal Template
CSC 545 System Design
When preparing a systems proposal, systems analysts should arrange the following items in order:
Ten Main Section of your System Proposal
1. Cover Letter
List of people who did the study and summarize the objectives of the study are provided in your cover letter. Also, prearranged time and place for oral presentation of the system proposal can be included. Keep your cover letter concise (one page maximum) and friendly.
2. Title Page of project
Include the name of the project, the names of the systems analysis team members, and the date the proposal is submitted.
3. Table of Contents
If the proposal is very short (less than ten pages), you can omit the table of contents since it is unnecessary on such a short document. The purpose of your table of contents is to indicate the contents of your proposal.
4. Executive Summary (including recommendations)
Usually, the executive summary is 250 to 375 words and can answer the questions such as who, what, when, where, why and how of the proposal. It should also include recommendation of the system analysts since some people will only have time to read the summary.
5. Outline of system study with appropriate documentation
Provides information about all the methods used in the study, and who or what was studied.
6. Detailed results of systems study
The details what the system analyst has found out about the system through all of the methods described are included in this section. It also presents problems with the system
7. Systems alternatives (3 or 4 possible solutions)
The analyst will present two or three alternative solutions that directly address the aforementioned problems. Each alternative should be explored separately. Describe the costs and benefits of each situation.
8. System’s analysts’ recommendations
After the systems analysis team has weighed the alternatives, it will have a definite professional opinion about which solution is most workable and best to solve the problem. It expresses the recommended solution.
9. Summary
It is brief statement that mirrors the content of your executive summary. It gives the objectives of the study and the recommended solution. Also, it allows the analyst one more chance to stress the project’s importance and feasibility along with the value of the recommendations.
10. Appendices
It might include pertinent correspondence, a summary of phases completed in the study, detailed graph for analyses purposes, or even previously done systems studies.
Source: http://sampleproposal.net
Project Design Document Template
CSC 845
Project Title
[Give your project a short but meaningful title]
Problem Definition
[In one or two paragraphs, describe the problem that you are trying to solve. For some projects in business this may be something that needs to be fixed but for the class project, you will be describing a brand new mobile application here. Mention what you application is, why your application will he ...
For more classes visit
www.snaptutorial.com
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System
The document provides an overview of a college website management system. It discusses the purpose and scope of the system, which is to automate college operations and provide services to members. It outlines the key functionality including online membership, tracking admissions and activities. The objectives are to make information retrieval and maintenance easy while adopting security measures. The proposed system would use ASP.NET for the front-end and be suitable for any education institute.
Systems Analysis, Design & IntegrationPage 1 Cover Page.docxssuserf9c51d
Systems Analysis, Design & Integration
Page 1: Cover Page
Page 2: Executive Summary
Page 3: Table of Contents
Pages 4-5: Section 1:
System and Application Overview
· Systems Capabilities
· Users
· Stakeholders
· Sponsors
Pages 5-7: Section 1B:
Requirements Specification
· Goals & Objectives
· Elicitation Methods
· Functional Requirements
· Non-Functional Requirements
· Assumptions & Constraints
Pages 7-11: Section 2:
System & Application Design
· Use Case Diagram
· Functional Decomposition Diagram
· Entity-Relationship Diagram (ERD)
· Sequence Diagram
· Mock-Up Diagram
Pages 11-16: Section 3:
Test & Quality Assurance Plan
· User Testing
· System Testing
· User Acceptance Testing
· Quality Assurance Plan
Pages 17-TBD: Section 4: (To Be Completed)
Development Strategies & Acquisition
· Insourcing
· Outsourcing
· Insourcing & Outsourcing Combination
· Recommendation
Pages TBD: Section 5: (To Be Completed)
Integration & Deployment Plan
· Preliminary Analysis
· System Analysis & Requirements Definition
· System Design
· Development
· Integration & Testing
· Acceptance, Installation, & Deployment
· Operation Support & Maintenance
Pages TBD: References (To Be Completed)
Key Assignment Outline
Title page
Table of Contents (TOC)
Week 1: System or Application Overview
Peak AV needs a new payroll system application. Peak AV is a low volt service company based out of Colorado Springs, Colorado serving 8 new construction builders from Colorado Springs to Windsor, CO. They have a South team with 12 employees, and a newly expanded North team that has 2 full-time employees. S ervices Peak AV is able to provide include: home automation, monitor and install home security, surround sound/ zone sound, central vacuum, as well as standard network and cable installation, termination, and troubleshooting. These services are primarily done with new construction homes that have the studs (framing) exposed. Peak AV uses Apple products such as IPhones and IPads for communication between the builders and employees, for clocking in/ out for the day, as well as employee’s personal Android mobile devices, and PCs when needed.
Week 1: Requirements Specification
Week 2: System or Application Design
Use Case Diagram
Functional Decomposition Diagram
E-R Diagram
Sequence Diagram
Mock-up
Week 3: Test and Quality Assurance Plan
Unit Testing
Verify users are able to sign-in/ out
Verify biometrics are able to be turned on/ off, and login with them
Verify t ...
Workshop BI/DWH AGILE TESTING SNS Bank EnglishMarcus Drost
The workshop focused on improving testing processes for data intensive environments like business intelligence and data warehousing systems. Participants discussed challenges with the traditional waterfall model and benefits of agile/Scrum approaches. Common problems identified included unstable test data, long test runtimes, lack of automation, and pressure on testers. Potential solutions proposed applying agile practices like continuous integration and regression testing, automating test data generation, deployments, and output validation to make testing more efficient and independent of production systems. The workshop aimed to provide insights into both problems with current testing approaches and actions that could be taken to address them.
CIS 500 – Information Systems for Decision-Making CIS 5.docxaryan532920
CIS 500 – Information Systems for Decision-Making
CIS 500 – Information Systems for Decision-Making
Assignment 2: The Presentation
Due Week 10 and worth 200 points
Congratulations. Your proposal for implementing a new IT project for your organization has been staffed and you are about to meet with your team for the first time.
Initial impressions are important and you’ll need visuals for your presentation. Create a slide show (in PowerPoint or similar software) in which you address the following, in this order:
1. Goals: What is the project and what is the intent of implementing (what do you hope to accomplish by implementing the project?).
2. Critical Success Factors: Identify at least 4 different stakeholders; for each, list at least 2 things that the stakeholder requires in order to deem the project successful.
3. Acquisition strategy: Should the system be built in-house, created by a contractor, purchased offthe-shelf and customized, or leased as a service? Explain your rationale.
Points: 200
Assignment 2: The Presentation
Criteria
UnacceptableBelow 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Goals: What the project hopes to accomplish.
Weight: 10%
(20 points)
Did not communicate what the project hopes to
accomplish
Did not list project goals
Communicated
what the project hopes to accomplish
Did not list project goals
Communicated
what the project hopes to accomplish
Listed the project
goals
Communicated importance of project reaching its
goals
Connected project goals to the organizational strategy
2. Critical Success
Did not identify 4
Identified 4
Identified 4
Identified and
4. Resources: For in-house development, what people/skills are required and what development lifecycle do you recommend? Otherwise, identify 3 candidate organizations that can deliver the system.
5. System functions: In a table format, summarize the types of users for the system; the business reason(s) each would use the system; the ways that the system supports each of these needs; and how this support differs from the current system.
6. Connectivity: Provide a diagram that shows how the system will connect to the other information systems and what data flows among them.
7. Security: List the most serious cybersecurity threats and vulnerabilities of the new system. Suggest strategies to address them.
8. Mobility: Identify the system’s capabilities for mobile use.
Include a title and summary slide. Use one slide for each of the 8 points above. Include speaker notes or audio narration that explains each slide more fully.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Factors: Identify at least 4 different stakeholders; for each, list at least 2 things that stakeholder requires in order to deem the project successful.
Weight: 10%
(20 points)
stakeholders
Listed th ...
The document describes the six phases of the systems development life cycle: 1) preliminary investigation, 2) systems analysis, 3) systems design, 4) systems development, 5) systems implementation, and 6) systems maintenance. Each phase involves specific activities like gathering requirements, designing system components, developing and acquiring software/hardware, testing, training users, and ongoing maintenance. Traceability matrices are used to map requirements to designs and validate that the life cycle process is followed.
This document discusses a feasibility study for developing a web application to help assess and support early speech, language, and hearing development in children. It analyzes the economic, technical, social, time and resource, operational, behavioral, and schedule feasibility of the proposed system. The study finds that developing the system is feasible within budget constraints and has technical requirements that can be met. Users would likely accept the system with proper training. It could increase efficiency and customer satisfaction while being simple to use and maintain. Some changes may be needed within the organization but the project schedule is reasonable.
Criteria for Research AssignmentPSCI 1010· The paper is due on.docxwillcoxjanay
Criteria for Research Assignment
PSCI 1010
· The paper is due on Apr. 29 before 11:59pm.
· For your final paper, you might want to follow the suggested guideline/rubric below:
1) Introduction
a) Thesis: “The primary purpose of this paper is to...”, Or “Terrorist attacks influence public support for civil liberties” The thesis of the research should be stated early in the paper—the first few paragraphs. http://writingcenter.unc.edu/handouts/thesis-statements/
b) Include in your introduction a brief statement describing the importance of the topic and the thesis. What is new here? What are the political, theoretical, and normative implications of your research? How does your research improve upon the existing literature? What contribution will the proposed research make to the literature? What new, exciting directions will you take the literature? Like a journalist, you need to convince the reader that the paper is worthy of careful consideration.
c) Be sure to discuss the political implications of your research.
d) Plan of the paper: In a brief paragraph (usually placed at the end of your introduction), give an overview of your arguments and how the paper will be organized. This should be short.
e) Think about the Reader when writing your paper. You must convince the Reader (me or anonymous reviewers) in the first few sentences to keep reading. You need to engage the Reader, tell her/him what your research is about, convince her of the importance of your study and its contribution to the literature. The Reader is busy and has volunteered a few hours of their day to read your study. -Narrative Hook-
2) Past Research (review of the literature—collect qualitative/quantitative data to support your thesis). Please be especially vigilant about keeping the review relevant to the central thesis of the paper, which should be the central organizing theme of your paper. I don’t want a bibliographic essay, but an evaluation of relevant prior research on the topic that will prove or disprove your thesis statement (three concise but informative paragraphs).
a) Strengths and weaknesses of prior research; you might discuss one or more of the
following:
i) How existing research has overlooked or given inadequate attention to your topic,
for whatever reason.
ii) You might critique existing studies on a number of grounds, including inadequate measures, inappropriate design, fuzzy concepts, lack of theory, contradictory findings, puzzles in the literature that need to be solved, and so on.
b) Don’t call it a “Literature Review” and don’t say you are filling a gap in the literature.
3) Conclusions: Reflect back on your thesis and the contribution of your research.
It’s that simple! Something else you might do is take a close look at an article you really like and see how the authors introduce the topic, make transitions, and all the other things listed above. Use that.
Fina Assessment Project The objective of this project is for stude.docxcharlottej5
Fina Assessment Project
The objective of this project is for students to apply the database design principles to a real-life scenario. This is a practical design project – students must create and submit the database, as well as documentation for the items below. The students will review database requirements and produce the following:
Part One: Database in Access and Rationale Document (0-60 points) Database Design and Rationale (0-30 points)
Access database with normalized tables: A set of tables in at least third-normal form is required for completion of this project. Complete table structures are required; students must also determine if primary or any other keys are required for each table. The student must also describe, in detail, and in a separate document, the rationale he/she used in developing the specified set of tables, as well as the specific fields in the tables.
· Rationale used in developing the specified set of tables, as well as the specific fields in the tables, is provided (Separate file for upload to Blackboard).
· Fieldnames are all single-valued; each column has a distinct name; all the values in a column are values of the attribute that is identified by the column name; the order of columns and rows is immaterial; each row is distinct.
· Database and tables are created in Access.
· Correct table relationships are established in Access.
· Referential integrity, cascade update and cascade delete are used appropriately
Keys (0-10 points)
· All appropriate keys have been identified and their functions described in the rationale document
· Primary key is a minimal collection of columns on which all columns are functionally dependent.
Report Rationale (0-10 points)
Three potential reports described in the rationale document that could be generated in response to user requests; supporting queries and reports must be included (ex.: report of number viewers that viewed each movie each year; correct sorting and grouping) in the Access database. Rationale required in the rationale document for why each report could provide important information for decision-making; queries must specify criteria for record selection, as well as grouping, sorting and any other requirements for the specific report (included in Rationale file described in Database/Tables above.)
· Three reports that could be used in response to user requests are identified.
· Rationale for why each report could provide important information for decisionmaking is provided.
· Reports must be created in Access and use the correct queries as the source.
Supporting Queries (0-10 points)
· Three queries are provided, and specify criteria for record selection, as well as grouping, sorting and any other requirements for the specific report.
· Queries are not simple listings with simple criteria, but must use more advanced functions, such as sorting, grouping and aggregate functions (counts, averages, etc).
Part Two: E-R Diagram (0-10 points)
E-R diagram: An E-.
Hospitals currently use a manual system for visiting Doctor Slip as a token. The current system
requires numerous paper forms, with data stores spread throughout the hospital management infrastructure.
Often information (on forms) is incomplete, or does not follow management standards. Forms are often lost
in transit between departments requiring a comprehensive auditing process to ensure that no vital
information is lost. Multiple copies of the same information exist in the hospital and may lead to
inconsistencies in data in various data stores.
A significant part of the operation of any hospital involves the acquisition, management and timely
retrieval of great volumes of information. This information typically involves; Doctor, Room, Department
and Patient personal Information. All of this information must be managed in an efficient and cost wise
fashion so that an institution's resources may be effectively utilized Hospital E-Token management will
automate the management of the hospital making it more efficient and error free for outdoor patient. It aims
at standardizing data, consolidating data ensuring data integrity and reducing inconsistencies.
75629 Topic prevention measures for vulneranbilitiesNumber of.docxsleeperharwell
75629 Topic: prevention measures for vulneranbilities
Number of Pages: 2 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Editing
Academic Level:Undergraduate
Category: Computer Science
Language Style: English (U.S.)
Order Instructions: Attached
After identifying your organizations' vulnerabilities through previous weekly assignments, you now need to develop security measures to protect those vulnerabilities.
Create a spreadsheet of vulnerabilities and prevention measures for your organization.
Categorize by people, process, or technology.
Provide 350- to 700-word paper onnext steps for each prevention measure based on the vulnerability, potential incident, environmental and security controls in SDLC.
Submit your spreadsheet and paper using the Assignment Files tab.
Data Flow Diagram (DFD) Tips
Processes: Verbs
Dataflows: Nouns
Data Stores: Nouns
External Entities: Nouns
1) Process’s input & output are different
2) Each data store should have at least
one data flow in and one data flow out
3) Each process should have at least one
data flow in and one data flow out
4) All inputs and outputs should be
labeled
5) Processes should have an identifier
(Ex., 1.0, 2.0, etc.)
Process Process
Process-to-Process
Process Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
External
Entity
External Entity-to-External Entity
External
Entity
External
Entity
Data S tore
Data Store-to-Data Store
Data S toreData S tore
Data Store-to-Data Store
Data S tore
External Entity-to-Data StoreExternal Entity-to-Data Store
External
Entity
Data S tore
External
Entity
Data S tore
External
Entity
Data S tore
External Entity-to-Data Store
External
Entity
Data S toreProcess Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
External
Entity
Data S tore
Data Store-to-Data Store
Data S tore
External Entity-to-Data Store
External
Entity
Data S tore
DFD_Rules.vsdxTop Process
Stage 2: Requirements Specification
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report. The feedback you received on your Stage 1 assignment should be reviewed and used as you proceed with Stage 2.
Purpose of this Assignment
This assignment gives you the opportunity to specify clear and concise requirements, including the use of data and process models, for a system that enables a productive change in a way the business is conducted. This assignment specifically addresses the following course outcomes to enable you to:
· apply a systematic approach to .
The document discusses architectural documentation. It covers views, which divide an architecture into manageable representations. Relevant views depend on usage and include module, component-and-connector, and allocation views. Each view has a template for documentation, including a primary presentation, element catalog, context diagram, variability guide, and rationale. Cross-view documentation explains the organization, what the architecture contains through a system overview and element list, and the rationale for design decisions. Architectural documentation aims to educate users, enable communication, and provide a basis for construction and analysis.
Data Flow Diagram (DFD) TipsProcesses VerbsDataflows N.docxwhittemorelucilla
Data Flow Diagram (DFD) Tips
Processes: Verbs
Dataflows: Nouns
Data Stores: Nouns
External Entities: Nouns
1) Process’s input & output are different
2) Each data store should have at least
one data flow in and one data flow out
3) Each process should have at least one
data flow in and one data flow out
4) All inputs and outputs should be
labeled
5) Processes should have an identifier
(Ex., 1.0, 2.0, etc.)
Process Process
Process-to-Process
Process Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
External
Entity
External Entity-to-External Entity
External
Entity
External
Entity
Data S tore
Data Store-to-Data Store
Data S toreData S tore
Data Store-to-Data Store
Data S tore
External Entity-to-Data StoreExternal Entity-to-Data Store
External
Entity
Data S tore
External
Entity
Data S tore
External
Entity
Data S tore
External Entity-to-Data Store
External
Entity
Data S toreProcess Process
Process-to-Process
Process-to-External Entity
Process
External
Entity
Data S tore
Process-to-Data Store
Process
External Entity-to-External Entity
External
Entity
External
Entity
Data S tore
Data Store-to-Data Store
Data S tore
External Entity-to-Data Store
External
Entity
Data S tore
DFD_Rules.vsdxTop Process
Stage 2: Requirements Specification
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report. The feedback you received on your Stage 1 assignment should be reviewed and used as you proceed with Stage 2.
Purpose of this Assignment
This assignment gives you the opportunity to specify clear and concise requirements, including the use of data and process models, for a system that enables a productive change in a way the business is conducted. This assignment specifically addresses the following course outcomes to enable you to:
· apply a systematic approach to translate requirements into an executable systems design
· effectively communicate with stakeholders to determine, manage, and document business requirements throughout the SDLC
· perform modeling to assist with analysis and decision making
Assignment
The results of your systems analysis and design work in this class will be documented in a Final System Report. The purpose of the Report is to inform management of your system proposal and gain approval to proceed with the project. The Report will be developed and submitted in stages, which will be compiled at the end of class into the Final System Report. Review the outline of the Final System Report in the Stage 4 Assignment description. Note that it contains the analysis of the problem(s) and requirements, and proposes what kind of a system solution is neede.
The document discusses the Software Development Life Cycle (SDLC), which is a process used in software engineering to design, develop, and test high-quality software. It describes the main phases of SDLC as planning, defining, designing, building, and testing. Key activities in each phase like feasibility study, requirement analysis, prototyping are explained. Various tools used for system analysis and design such as data flow diagrams, flow charts are also outlined.
Stage 1 Preliminary Investigation ReportBefore you begin th.docxwhitneyleman54422
Stage 1: Preliminary Investigation Report
Before you begin this assignment, be sure you have read the Case Study and all assignments for this class, especially Stage 4: Final System Report.
Purpose of this Assignment
This assignment gives you the opportunity to use industry-standard methodologies for analyzing a business situation, initiating a project, and determining various aspects of feasibility of an IT project. This assignment specifically addresses the following course outcomes to enable you to:
· plan, build, and maintain systems that meet organizational strategic goals by demonstrating the use of enterprise architecture and applying enterprise governance principles and practices
· effectively communicate with stakeholders to determine, manage, and document business requirements throughout the SDLC
Assignment
The results of your systems analysis and design work in this class will be documented in a Final System Report. The purpose of the Report is to inform management of your system proposal and gain approval to proceed with the project. The Report will be developed and submitted in stages, which will be compiled at the end of class into the Final System Report. Review the outline of the Final System Report in the Stage 4 Assignment description. Note that it contains the analysis of the problem(s) and requirements, and proposes what kind of a system solution is needed. It does not propose a specific solution, but it does recommend why and how the organization should acquire the solution.
The first step in the analysis process is to create a Preliminary Investigation Report (PIR). The PIR documents the system planning phase of the System Development Life Cycle (SDLC). During the planning phase, the opportunities presented or problem(s) to be solved with an information technology system are identified, investigation into the current situation occurs, and various feasibility aspects of implementing a system are analyzed. This results in a recommendation for further action with estimated costs and schedule, and a list of benefits. Once it is completed and approved, the PIR becomes the major source document for use to begin the systems analysis phase.
To start, read the case study carefully. The case study tells you that the executives at Precision Electronics Parts, Inc., have identified a need to replace the current customer billing and payment system and re-engineer the associated processes. As you review the case study, list the most important relevant business problems and identify the information presented that you will need to complete the sections of the Preliminary Investigation Report shown below. All of the information you need to complete the projects in this class is not provided in the case study. In the discussion area of the classroom, there is a discussion titled "Case Study Interview Questions" where you can pose questions about the case study, as if you were interviewing the people in the case study.
Similar to Project Proposal Template(81418)Title PageDocument Title.docx (20)
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
This document summarizes Jean Anyon's observations of 5 elementary schools that served different socioeconomic classes. In working-class schools, classroom activities focused on rote memorization and following procedures without explanation of underlying concepts. Work involved copying steps and notes from the board. In contrast, more affluent schools emphasized conceptual learning, creativity, and preparing students for professional careers through activities like experiments and projects. Anyon concluded schools were preparing students for different roles in the economy and society based on their social class.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
Quantum cryptography eliminates eavesdropping by using the principles of quantum mechanics, where any interception of encrypted information can be detected. However, quantum cryptography has limitations in the distance over which it can be effectively implemented and requires specialized equipment. Developments in both theoretical and applied cryptography will be influenced by advances in computing power, communication technologies, user needs for security and privacy, and socioeconomic or geopolitical factors.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
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10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. Project Proposal Template
(8/14/18)
Title Page:
Document Title:
CLIN:
Version Number:
Version Date:
Team Name:
Lead Author:
Contributing Author(s):
1. Introduction
1.1. Document Purpose ( 1 paragraph)
This section indicates the purpose of the document and
identifies the name of the system you propose to develop or
upgrade.
1.2. Team Members (<0.5 page)
This section provides the names of the people on your team.
1.3. References (<0.5 page)
This section lists the references relevant to this document. At a
minimum is should indicate this template.
2. Project Scope (1 paragraph)
This section indicates that you will be developing a context-
level architecture, stakeholder requirements, system
architecture, and system requirements for your system of
interest.
3. Stakeholders and Statement of Need (<0.5 pages)
This section identifies the customer for the system and the
principal system users. It also provides a one or two sentence
“statement of need.”
3. Type your name where indicated
1
Overview of Training (Process Map)
Use the drawing and text tools to create a process map that
provides an overview of how staff training is linked to any
update in healthcare technology for Best Hospital staff
Use the drawing and text tools to create a process map that
provides an overview of how staff training is linked to any
update in healthcare technology for Best Hospital staff
2
Staff Training Computerized Tools
[Identify computerized learning tools typically used in staff
training]
Describe how you determine which tools to use (rationale)
Describe how each tool is used within the training process –
i.e., part of training process, on-going support, reference, etc.
Note: add additional slides as needed
Identify computerized learning tools typically used in staff
training
Describe how you determine which tools to use (rationale)
Describe how each tool is used within the training process –
i.e., part of training process, on-going support, reference, etc.
Note: add additional slides as needed
3
4. Support of Continuous Staff Learning
[Describe the support mechanisms and processes at Best
Hospital that support continuous staff learning and
development]
Use bullet points for the main points;
Use the notes section to expand on each bullet point
Describe the support mechanisms and processes at Best
Hospital that support continuous staff learning and
development]
Use bullet points for the main points;
Use the notes section to expand on each bullet point
4
Support of Continuous Staff Learning (con’t)
[Describe how continuous learning is linked to professional
development]
Use bullet points for the main points;
Use the notes section to expand on each bullet point
Describe how continuous learning is linked to professional
development
Use bullet points for the main points;
Use the notes section to expand on each bullet point
5
5. Support of Continuous Staff Learning (con’t)
[Provide examples of how offered learning meets the diverse
learning styles of clinic staff]
Use bullet points for the main points;
Use the notes section to expand on each bullet point
Provide examples of how offered learning meets the diverse
learning styles of clinic staff
Use bullet points for the main points;
Use the notes section to expand on each bullet point
6
Project Proposal
Grading Rubrics
(– Draft – jem)
· See “HW General HW Grading Rubrics."
· Maximum point losses per section are inclusive of General
Grading Rubrics (exclusive of Plagiarism, Late Homework, and
General Format).
· Failure to include information requested for Section 1: up to -
15 points
· Failure to include information requested for Section 2: up to -
10 points
7. Release State Additional Restrictions
X Public
Internal Confidential
Controlled ITAR
Work in Progress
Inactive
Revision Date Authored by Notes
8.1 05/26/04 Amy Hutputtanasin
9 5/15/05 Armen Toorian Updated specification.
8. Last printed 3 June 2004
2
Overview
The CubeSat Project is a international collaboration of over 40
universities, high schools,
and private firms developing picosatellites containing scientific,
private, and government
payloads. A CubeSat is a 10 cm cube with a mass of up to 1 kg.
Developers benefit from
the sharing of information within the community. If you are
planning to start a CubeSat
project, please contact California Polytechnic State University
(Cal Poly). Visit the
CubeSat website at http://cubesat.calpoly.edu for more
information.
Figure 1: Six CubeSats and their deployment systems.
The primary mission of the CubeSat Program is to provide
access to space for small
9. payloads. The primary responsibility of Cal Poly as a launch
coordinator is to ensure the
safety of the CubeSats and protect the launch vehicle (LV),
primary payload, and other
CubeSats. CubeSat developers should play an active role in
ensuring the safety and
success of CubeSat missions by implementing good engineering
practice, testing, and
verification of their systems. Failures of CubeSats, the P-POD,
or interface hardware can
damage the LV or a primary payload and put the entire CubeSat
Program in jeopardy. As
part of the CubeSat Community, all participants have an
obligation to ensure safe
operation of their systems and to meet the design and testing
requirements outlined in this
document.
3
Figure 1: Cross section of the P-POD.
Figure 1: Poly Picosatellite Orbital Deployer
(P-POD)
10. P-POD Interface
The Poly Picosatellite Orbital Deployer (P-POD) is Cal Poly’s
standardized CubeSat deployment system. It is capable of
carrying three
standard CubeSats and serves as the interface between the
CubeSats and
LV. The P-POD is an aluminum, rectangular box with a door
and a
spring mechanism. CubeSats slide along a series of rails during
ejection
into orbit. CubeSats must be compatible with the P-POD to
ensure safety
and success of the mission, by meeting the requirements
outlined in
this document. Additional unforeseen compatibility issues will
be
addressed as they arise.
General Responsibilities
1. CubeSats must not present any danger to neighboring
CubeSats in the P-POD, the LV, or primary payloads:
• All parts must remain attached to the CubeSats during
launch, ejection and operation. No additional space
debris may be created.
11. • CubeSats must be designed to minimize jamming in the
P-POD.
• Absolutely no pyrotechnics are allowed inside the
CubeSat.
2. NASA approved materials should be used whenever possible
to prevent contamination of other spacecraft during
integration, testing, and launch.
3. The newest revision of the CubeSat Specification is always
the
official version
• Developers are responsible for being aware of changes.
• Changes will be made as infrequently as possible bearing
launch provider
requirements or widespread safety concerns within the
community.
• Cal Poly will send an update to the CubeSat mailing list upon
any changes to
the specification.
• CubeSats using an older version of the specification may be
exempt from
implementing changes to the specification on a case-by-case
basis.
Cal Poly holds final approval of all CubeSat designs. Any
deviations from the
specification must be approved by Cal Poly launch personnel.
Any CubeSat deemed a
12. safety hazard by Cal Poly launch personnel may be pulled from
the launch.
Dimensional and Mass Requirements
CubeSats are cube shaped picosatellites with a nominal length
of 100 mm per side.
Dimensions and features are outlined in the CubeSat
Specification Drawing (Attachment
1). General features of all CubeSats are:
• Each single CubeSat may not exceed 1 kg mass.
• Center of mass must be within 2 cm of its geometric center.
• Double and triple configurations are possible. In this case
allowable mass 2 kg or
3 kg respectively. Only the dimensions in the Z axis change
(227 mm for doubles
and 340.5 mm for triples). X and Y dimensions remain the
same.
4
Figure 2: CubeSat isometric drawing.
Structural Requirements
13. The structure of the CubeSat must be strong enough to survive
maximum loading defined
in the testing requirements and cumulative loading of all
required tests and launch. The
CubeSat structure must be compatible with the P-POD.
• Rails must be smooth and edges must be rounded to a
minimum radius of 1 mm.
• At least 75% (85.125 mm of a possible 113.5mm) of the rail
must be in contact
with the P-POD rails. 25% of the rails may be recessed and NO
part of the rails
may exceed the specification.
• All rails must be hard anodized to prevent cold-welding,
reduce wear, and provide
electrical isolation between the CubeSats and the P-POD.
• Separation springs must be included at designated contact
points (Attachment 1).
Spring plungers are recommended (McMaster-Carr P/N:
84985A76 available at
http://www.mcmaster.com). A custom separation system may
be used, but must
be approved by Cal Poly launch personnel.
• The use of Aluminum 7075 or 6061-T6 is suggested for the
main structure. If
other materials are used, the thermal expansion must be similar
to that of
Aluminum 7075-T73 (P-POD material) and approved by Cal
Poly launch
personnel.
14. • Deployables must be constrained by the CubeSat. The P-POD
rails and walls are
NOT to be used to constrain delpolyables.
Figure 3: Spring plunger.
5
Electrical Requirements
Electronic systems must be designed with the following safety
features.
• No electronics may be active during launch to prevent any
electrical or RF
interference with the launch vehicle and primary payloads.
CubeSats with
rechargeable batteries must be fully deactivated during launch
or launch with
discharged batteries.
• One deployment switch is required (two are recommended) for
each CubeSat.
The deployment switch should be located at designated points
(Attachment 1).
• Developers who wish to perform testing and battery charging
after integration
must provide ground support equipment (GSE) that connects to
the CubeSat
15. through designated data ports (Attachment 1).
• A remove before flight (RBF) pin is required to deactivate the
CubeSats during
integration outside the P-POD. The pin will be removed once
the CubeSats are
placed inside the P-POD. RBF pins must fit within the
designated data ports
(Attachment 1). RBF pins should not protrude more than 6.5
mm from the rails
when fully inserted.
Operational Requirements
CubeSats must meet certain requirements pertaining to
integration and operation to meet
legal obligations and ensure safety of other CubeSats.
• CubeSats with rechargeable batteries must have the capability
to receive a
transmitter shutdown command, as per FCC regulation.
• To allow adequate separation of CubeSats, antennas may be
deployed 15 minutes
after ejection from the P-POD (as detected by CubeSat
deployment switches).
Larger deployables such as booms and solar panels may be
deployed 30 minutes
after ejection from the P-POD.
• CubeSats may enter low power transmit mode (LPTM) 15
minutes after ejection
from the P-POD. LPTM is defined as short, periodic beacons
from the CubeSat.
16. CubeSats may activate all primary transmitters, or enter high
power transmit
mode (HPTM) 30 minutes after ejection from the P-POD.
• Operators must obtain and provide documentation of proper
licenses for use of
frequencies. For amateur frequency use, this requires proof of
frequency
coordination by the International Amateur Radio Union (IARU).
Applications
can be found at www.iaru.org.
• Developers must obtain and provide documentation of
approval of an orbital
debris mitigation plan from the Federal Communications
Commission (FCC).
Contact Robert Nelson at [email protected]
• Cal Poly will conduct a minimum of one fit check in which
developer hardware
will be inspected and integrated into the P-POD. A final fit
check will be
conducted prior to launch. The CubeSat Acceptance Checklist
(CAC) will be
used to verify compliance of the specification (Attachment 2).
Additionally,
periodic teleconferences, videoconferences, and progress
reports may be required.
6
17. Testing Requirements
Testing must be performed to meet all launch provider
requirements as well as any
additional testing requirements deemed necessary to ensure the
safety of the CubeSats
and the P-POD. All flight hardware will undergo qualification
and acceptance testing.
The P-PODs will be tested in a similar fashion to ensure the
safety and workmanship
before integration with CubeSats. At the very minimum, all
CubeSats will undergo the
following tests.
• Random vibration testing at a level higher than the published
launch vehicle
envelope outlined in the MTP.
• Thermal vacuum bakeout to ensure proper outgassing of
components. The test
cycle and duration will be outlined in the MTP.
• Visual inspection of the CubeSat and measurement of critical
areas as per the
CubeSat Acceptance Checklist (CAC).
Qualification
All CubeSats must survive qualification testing as outlined in
the Mission Test Plan
18. (MTP) for their specific launch. The MTP can be found on the
CubeSat website.
Qualification testing will be performed at above launch levels at
developer facilities. In
some circumstances, Cal Poly can assist developers in finding
testing facilities or provide
testing for the developers. A fee may be associated with any
tests performed by Cal Poly.
CubeSats must NOT be disassembled or modified after
qualification testing. Additional
testing will be required if modifications or changes are made to
the CubeSats after
qualification.
Acceptance
After delivery and integration of the CubeSats, additional
testing will be performed with
the integrated system. This test assures proper integration of
the CubeSats into the P-
POD. Additionally, any unknown, harmful interactions between
CubeSats may be
discovered during acceptance testing. Cal Poly will coordinate
and perform acceptance
testing. No additional cost is associated with acceptance
testing. After acceptance
19. testing, developers may perform diagnostics through the
designated P-POD diagnostic
ports, and visual inspection of the system will be performed by
Cal Poly launch
personnel. The P-PODs WILL NOT be deintegrated at this
point. If a CubeSat failure is
discovered, a decision to deintegrate the P-POD will be made by
the developers in that P-
POD and Cal Poly based on safety concerns. The developer is
responsible for any
additional testing required due to corrective modifications to
deintegrated CubeSats.
Contacts
Cal Poly, San Luis Obispo Stanford University
Prof. Jordi Puig-Suari Prof. Bob Twiggs, Director
Aerospace Engineering Dept. Space Systems Development Lab.
(SSDL)
(805) 756-5087 Dept. of Aeronautics and Astronautics
(805) 756-2376 fax (650) 723-8651
[email protected] (650) 723-1685 fax
[email protected]
Student Contacts:
Simon Lee
[email protected]
Armen Toorian
20. [email protected]
- No external components other than the rails
may touch the inside of the P-POD.
- Must incorporate a Remove Before Flight pin
OR launch with batteries fully discharged.
- Components on shaded sides may not extend
more than 6.5 mm normal to the surface.
- Rails must be either hard anodized OR made
of a material other than aluminum.
- Separation Springs can be found at
McMaster Carr (P/N: 84985A76)
- At least one (1) deployment switch must be
incorporated on all CubeSats.
- CubeSats cannot weigh more than 1 kg.
- Center of gravity must be less than 2 cm
from the geometric center.
Cubesat Acceptance
Checklist
Revision Date: April 4, 2004
Author: Armen Toorian
21. This document is intended to be
used concurrently with the
Cubesat Integration Procedure (CIP)
List Item Actual Required
Mass g1000!
Remove Before Flight Protrudes
Spring Plungers Functional
Rails Anodized
Deployment Switches Functional
Width [x-y]
Side 1 mm1.00.100 "
Side 2 mm1.00.100 "
Side 3 mm1.00.100 "
Side 4 mm1.00.100 "
Height [z]
Rail 1 mm1.05.113 "
Rail 2 mm1.05.113 "
Rail 3 mm1.05.113 "
Rail 4 mm1.05.113 "
22. Diagonal [x-y]
Top 1&3 mm
0
5.12.141
#
$
Top 2&4 mm
0
5.12.141
#
$
Bottom 1&3 mm
0
5.12.141
#
$
Bottom 2&4 mm
0
5.12.141
#
$
Authorized By:
IT #1: _____________________
23. IT #2: _____________________
Testing Info:
Date: ______________________
Passed: Y / N
CDS.pdfcubesat_spec.pdfcubesat_checklist.pdf
1
CubeSat Design Specification
(CDS)
Revision 9
Release State Additional Restrictions
X Public
Internal Confidential
24. Controlled ITAR
Work in Progress
Inactive
Revision Date Authored by Notes
8.1 05/26/04 Amy Hutputtanasin
9 5/15/05 Armen Toorian Updated specification.
Last printed 3 June 2004
2
Overview
The CubeSat Project is a international collaboration of over 40
universities, high schools,
and private firms developing picosatellites containing scientific,
private, and government
25. payloads. A CubeSat is a 10 cm cube with a mass of up to 1 kg.
Developers benefit from
the sharing of information within the community. If you are
planning to start a CubeSat
project, please contact California Polytechnic State University
(Cal Poly). Visit the
CubeSat website at http://cubesat.calpoly.edu for more
information.
Figure 1: Six CubeSats and their deployment systems.
The primary mission of the CubeSat Program is to provide
access to space for small
payloads. The primary responsibility of Cal Poly as a launch
coordinator is to ensure the
safety of the CubeSats and protect the launch vehicle (LV),
primary payload, and other
CubeSats. CubeSat developers should play an active role in
ensuring the safety and
success of CubeSat missions by implementing good engineering
practice, testing, and
verification of their systems. Failures of CubeSats, the P-POD,
or interface hardware can
26. damage the LV or a primary payload and put the entire CubeSat
Program in jeopardy. As
part of the CubeSat Community, all participants have an
obligation to ensure safe
operation of their systems and to meet the design and testing
requirements outlined in this
document.
3
Figure 1: Cross section of the P-POD.
Figure 1: Poly Picosatellite Orbital Deployer
(P-POD)
P-POD Interface
The Poly Picosatellite Orbital Deployer (P-POD) is Cal Poly’s
standardized CubeSat deployment system. It is capable of
carrying three
standard CubeSats and serves as the interface between the
CubeSats and
LV. The P-POD is an aluminum, rectangular box with a door
and a
spring mechanism. CubeSats slide along a series of rails during
ejection
27. into orbit. CubeSats must be compatible with the P-POD to
ensure safety
and success of the mission, by meeting the requirements
outlined in
this document. Additional unforeseen compatibility issues will
be
addressed as they arise.
General Responsibilities
1. CubeSats must not present any danger to neighboring
CubeSats in the P-POD, the LV, or primary payloads:
• All parts must remain attached to the CubeSats during
launch, ejection and operation. No additional space
debris may be created.
• CubeSats must be designed to minimize jamming in the
P-POD.
• Absolutely no pyrotechnics are allowed inside the
CubeSat.
2. NASA approved materials should be used whenever possible
to prevent contamination of other spacecraft during
integration, testing, and launch.
3. The newest revision of the CubeSat Specification is always
the
official version
28. • Developers are responsible for being aware of changes.
• Changes will be made as infrequently as possible bearing
launch provider
requirements or widespread safety concerns within the
community.
• Cal Poly will send an update to the CubeSat mailing list upon
any changes to
the specification.
• CubeSats using an older version of the specification may be
exempt from
implementing changes to the specification on a case-by-case
basis.
Cal Poly holds final approval of all CubeSat designs. Any
deviations from the
specification must be approved by Cal Poly launch personnel.
Any CubeSat deemed a
safety hazard by Cal Poly launch personnel may be pulled from
the launch.
Dimensional and Mass Requirements
CubeSats are cube shaped picosatellites with a nominal length
of 100 mm per side.
Dimensions and features are outlined in the CubeSat
Specification Drawing (Attachment
1). General features of all CubeSats are:
• Each single CubeSat may not exceed 1 kg mass.
29. • Center of mass must be within 2 cm of its geometric center.
• Double and triple configurations are possible. In this case
allowable mass 2 kg or
3 kg respectively. Only the dimensions in the Z axis change
(227 mm for doubles
and 340.5 mm for triples). X and Y dimensions remain the
same.
4
Figure 2: CubeSat isometric drawing.
Structural Requirements
The structure of the CubeSat must be strong enough to survive
maximum loading defined
in the testing requirements and cumulative loading of all
required tests and launch. The
CubeSat structure must be compatible with the P-POD.
• Rails must be smooth and edges must be rounded to a
minimum radius of 1 mm.
• At least 75% (85.125 mm of a possible 113.5mm) of the rail
must be in contact
with the P-POD rails. 25% of the rails may be recessed and NO
part of the rails
may exceed the specification.
30. • All rails must be hard anodized to prevent cold-welding,
reduce wear, and provide
electrical isolation between the CubeSats and the P-POD.
• Separation springs must be included at designated contact
points (Attachment 1).
Spring plungers are recommended (McMaster-Carr P/N:
84985A76 available at
http://www.mcmaster.com). A custom separation system may
be used, but must
be approved by Cal Poly launch personnel.
• The use of Aluminum 7075 or 6061-T6 is suggested for the
main structure. If
other materials are used, the thermal expansion must be similar
to that of
Aluminum 7075-T73 (P-POD material) and approved by Cal
Poly launch
personnel.
• Deployables must be constrained by the CubeSat. The P-POD
rails and walls are
NOT to be used to constrain delpolyables.
Figure 3: Spring plunger.
5
Electrical Requirements
Electronic systems must be designed with the following safety
31. features.
• No electronics may be active during launch to prevent any
electrical or RF
interference with the launch vehicle and primary payloads.
CubeSats with
rechargeable batteries must be fully deactivated during launch
or launch with
discharged batteries.
• One deployment switch is required (two are recommended) for
each CubeSat.
The deployment switch should be located at designated points
(Attachment 1).
• Developers who wish to perform testing and battery charging
after integration
must provide ground support equipment (GSE) that connects to
the CubeSat
through designated data ports (Attachment 1).
• A remove before flight (RBF) pin is required to deactivate the
CubeSats during
integration outside the P-POD. The pin will be removed once
the CubeSats are
placed inside the P-POD. RBF pins must fit within the
designated data ports
(Attachment 1). RBF pins should not protrude more than 6.5
mm from the rails
when fully inserted.
Operational Requirements
32. CubeSats must meet certain requirements pertaining to
integration and operation to meet
legal obligations and ensure safety of other CubeSats.
• CubeSats with rechargeable batteries must have the capability
to receive a
transmitter shutdown command, as per FCC regulation.
• To allow adequate separation of CubeSats, antennas may be
deployed 15 minutes
after ejection from the P-POD (as detected by CubeSat
deployment switches).
Larger deployables such as booms and solar panels may be
deployed 30 minutes
after ejection from the P-POD.
• CubeSats may enter low power transmit mode (LPTM) 15
minutes after ejection
from the P-POD. LPTM is defined as short, periodic beacons
from the CubeSat.
CubeSats may activate all primary transmitters, or enter high
power transmit
mode (HPTM) 30 minutes after ejection from the P-POD.
• Operators must obtain and provide documentation of proper
licenses for use of
frequencies. For amateur frequency use, this requires proof of
frequency
coordination by the International Amateur Radio Union (IARU).
Applications
can be found at www.iaru.org.
• Developers must obtain and provide documentation of
approval of an orbital
debris mitigation plan from the Federal Communications
33. Commission (FCC).
Contact Robert Nelson at [email protected]
• Cal Poly will conduct a minimum of one fit check in which
developer hardware
will be inspected and integrated into the P-POD. A final fit
check will be
conducted prior to launch. The CubeSat Acceptance Checklist
(CAC) will be
used to verify compliance of the specification (Attachment 2).
Additionally,
periodic teleconferences, videoconferences, and progress
reports may be required.
6
Testing Requirements
Testing must be performed to meet all launch provider
requirements as well as any
additional testing requirements deemed necessary to ensure the
safety of the CubeSats
and the P-POD. All flight hardware will undergo qualification
and acceptance testing.
The P-PODs will be tested in a similar fashion to ensure the
safety and workmanship
before integration with CubeSats. At the very minimum, all
34. CubeSats will undergo the
following tests.
• Random vibration testing at a level higher than the published
launch vehicle
envelope outlined in the MTP.
• Thermal vacuum bakeout to ensure proper outgassing of
components. The test
cycle and duration will be outlined in the MTP.
• Visual inspection of the CubeSat and measurement of critical
areas as per the
CubeSat Acceptance Checklist (CAC).
Qualification
All CubeSats must survive qualification testing as outlined in
the Mission Test Plan
(MTP) for their specific launch. The MTP can be found on the
CubeSat website.
Qualification testing will be performed at above launch levels at
developer facilities. In
some circumstances, Cal Poly can assist developers in finding
testing facilities or provide
testing for the developers. A fee may be associated with any
tests performed by Cal Poly.
CubeSats must NOT be disassembled or modified after
qualification testing. Additional
35. testing will be required if modifications or changes are made to
the CubeSats after
qualification.
Acceptance
After delivery and integration of the CubeSats, additional
testing will be performed with
the integrated system. This test assures proper integration of
the CubeSats into the P-
POD. Additionally, any unknown, harmful interactions between
CubeSats may be
discovered during acceptance testing. Cal Poly will coordinate
and perform acceptance
testing. No additional cost is associated with acceptance
testing. After acceptance
testing, developers may perform diagnostics through the
designated P-POD diagnostic
ports, and visual inspection of the system will be performed by
Cal Poly launch
personnel. The P-PODs WILL NOT be deintegrated at this
point. If a CubeSat failure is
discovered, a decision to deintegrate the P-POD will be made by
the developers in that P-
POD and Cal Poly based on safety concerns. The developer is
responsible for any
36. additional testing required due to corrective modifications to
deintegrated CubeSats.
Contacts
Cal Poly, San Luis Obispo Stanford University
Prof. Jordi Puig-Suari Prof. Bob Twiggs, Director
Aerospace Engineering Dept. Space Systems Development Lab.
(SSDL)
(805) 756-5087 Dept. of Aeronautics and Astronautics
(805) 756-2376 fax (650) 723-8651
[email protected] (650) 723-1685 fax
[email protected]
Student Contacts:
Simon Lee
[email protected]
Armen Toorian
[email protected]
- No external components other than the rails
may touch the inside of the P-POD.
- Must incorporate a Remove Before Flight pin
OR launch with batteries fully discharged.
- Components on shaded sides may not extend
more than 6.5 mm normal to the surface.
- Rails must be either hard anodized OR made
of a material other than aluminum.
37. - Separation Springs can be found at
McMaster Carr (P/N: 84985A76)
- At least one (1) deployment switch must be
incorporated on all CubeSats.
- CubeSats cannot weigh more than 1 kg.
- Center of gravity must be less than 2 cm
from the geometric center.
Cubesat Acceptance
Checklist
Revision Date: April 4, 2004
Author: Armen Toorian
This document is intended to be
used concurrently with the
Cubesat Integration Procedure (CIP)
List Item Actual Required
Mass g1000!
Remove Before Flight Protrudes
Spring Plungers Functional
Rails Anodized
38. Deployment Switches Functional
Width [x-y]
Side 1 mm1.00.100 "
Side 2 mm1.00.100 "
Side 3 mm1.00.100 "
Side 4 mm1.00.100 "
Height [z]
Rail 1 mm1.05.113 "
Rail 2 mm1.05.113 "
Rail 3 mm1.05.113 "
Rail 4 mm1.05.113 "
Diagonal [x-y]
Top 1&3 mm
0
5.12.141
#
$
Top 2&4 mm
0
5.12.141
#
39. $
Bottom 1&3 mm
0
5.12.141
#
$
Bottom 2&4 mm
0
5.12.141
#
$
Authorized By:
IT #1: _____________________
IT #2: _____________________
Testing Info:
Date: ______________________
Passed: Y / N