focus on functional capability development | My Assignment Tutor

focus on functional capability development | My Assignment Tutor thumbnail

Assignment 2 has focus on functional capability development, function design verification.All assignments must be submitted via Canvas assignment submission link for checking by Turnitin system.  All submissions must obtain a similarity index of 20% or below in order to be qualified for assessment.  In that case, zero mark is recorded as default.  Submitted assignments with similarity index higher than 20% will be requested to revise and re-submit until the similarity index is 20% or below. Theme: In Assignment 1, you were asked to be innovative and propose high level conceptual blocks that can make up the integrated “100% Renewable Victoria 2030” system to satisfy user needs, i.e. concepts of operation. This situation is similar to the customer asking as many vendors as possible ideas of designing and implementing the system. Any company can propose new ideas to attract attention and opportunities. However, once the ideas are filtered, it is common practice that some companies enter a joint venture so that they can combine expertise and capacity of several companies to build a better engineering system for the customer. In this case, the partner companies will need to discuss the best selection in the interest of the customer. You will need to discuss the best option for the “customer” and consolidate to a single “100% Renewable Victoria 2030” proposal. From individuals’ perspective, there will be “give-and-take” on system functions. However, if everyone in the group has the same aim, i.e. develop a system that has high integrity, this discussion should be rather straight forward. Once the group reaches consensus of what to produce, the system will enter into detail design stage of the systems engineering V lifecycle. You should provide a professional overview of the system, concepts of operation, user requirements, system requirements as the basis for understanding how the system will be put together. Based on the professional overview, a functional hierarchy of the new system should be introduced, providing a bird’s eye view of the system to be proposed.  With the functional hierarchy in place, expanding a high level design into detail design requires modelling tools. The modelling tools are most appropriate for this work. You are expected to decompose your high level functions to lower levels so that the functions can be implemented more readily, or suitable commercial-off-the-shelf components can be sourced quickly. The “Renewable Victoria 2030” system can be a complex system. It is natural that you will find many high level functions. In order to balance your workload, you are not expected to expand every function but a reasonable number of functions should be elaborated adequately so that the overall system can be demonstrated to satisfy all the key user requirements. Once the detail designs are created, synthesising these designs into a physical architecture can be challenging. The process of system synthesis depends largely on the experience of the system design team, however, some heuristic rules are provided in this course to help you make the right decisions. In particular, you should pay attention to the maturity measures of the technologies that you are going to adapt in the system. Any technology that is at a level lower than technology readiness level 9 are likely to require further researches and will be costly and delay the project due to immaturity of the technology in mission situation. The purpose of systems engineering is to develop the best system for the client. A large scale complex system must have a lot of different design options that can fulfil the basic user requirements. However, the systems engineer should strive to deliver an optimum solution. Techniques for considering different options by trading off some less important features help the design team to find an optimum solution so the client can feel they are receiving the best value for their money. In arriving at your answer to Assignment 2, you should include a trade-offs process for one of your key components/subsystems. Like Assignment 1, to practice the essence of Systems Engineering, for each of the functions that you have expanded into subsystems, you need to develop the subsystem verification plan. All subsystems must be tested before assembling into the final system.  The number of subsystem test plans would be equivalent to the number of functions that you have expanded in this assignment.  This means when you test the subsystems, they are not working together in the total system setting. They have to be tested separately. Your subsystem test plans are expected to show that the subsystem performance can be measured independently. Please note that system validation plan in Assignment 1 is to test the system as an integrated whole of all subsystems and should demonstrate satisfaction of user requirements, hence you have one system validation plan but you will have as many (sub)system verification plans as the number of function. This level of testing is usually done in a laboratory or tightly controlled environment with only that subsystem under test, i.e. the other parts of the overall “Renewable Victoria 2030” system are still being manufactured and not ready to be assembled. Given the complexity of this proposal, there is NO WORD OR PAGE LIMIT to this document.  However, the formatting, i.e. A4 size, 12 font Times New Roman, single line spacing still apply.

Assessment 3: Reflective Essay | My Assignment Tutor

Assessment 3: Reflective Essay | My Assignment Tutor thumbnail

CNnectCNnectAustralian College of Nursing Student PortalHome > My courses > Tertiary Education > Tertiary Education / July 18 •> (249 1807) Introduction to leadership and management > Assessments > Assessment 3: Reflective Essay – Due 9th September…Assessment 3: Reflective Essay – Due 9th September 2018 AEST Return to menu +D2500 words (+ 10%) Weighting 50% The purpose of this assessment is to reflect on personal and organisational leadership. Part A.Reflect on leadership at your workplace. Critically analyse leadership styles. Compare with current ideas and theories from current literature about effective leadership (2000 words).Include the following topics as you reflect on leadership at your workplace:• Current Leadership and management styles • Mentorship, preceptorship and coaching in your workplace • Motivating individuals and teams • Workplace culture • Achieving organisational goals and planning • Managing power and politicsPart B.Assess your own leadership skills and devise an action plan for any improvements

Assignment: Perform Technology Research | My Assignment Tutor

Assignment: Perform Technology Research | My Assignment Tutor thumbnail

8/29/2018 Week 1 – Assignment: Perform Technology Research – TIM-7001 V3: Changing Times: Managing Technology & Innovation in the 21st Ce…= TIM-7001 V3: Changing Times: Managing Technolog…is?) rr31< > Week 1 – Assignment: Perform Technology ResearchinstructionsUsing the NCU library, do some research in technology and in the area of your specialization. Find 10 articles that involve some form of empirical research from the past 5 years. This could involve quantitative or qualitative methods. If your specialization is in computer science, research methods could include algorithms, simulations, etc. The key is that there is some sort of problem, some sort of testing or data collected, and results that are analyzed and presented. In addition, find 10 more articles that involve business journals and practical application of technology (Hint: Harvard Business Review is one example) also from the past 5 years.Write a report synthesizing your findings. Be sure to address the following: • identify the type of research is out there. Address this question from both an pcadernic (theory) and business (practice) viewpoint. 2. Identify 3 areas of interest to you from a theoretical standpoint. 3. Describe the key constructs or variables are used in these articles 4. Identify how the business articles demonstrate visionary leadership. 5. Discuss any theories or application for the integration of new technologies.Length: 5-7 pages not including title page or referencesYour paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.

Body Sensors information and Communication | My Assignment Tutor

Body Sensors information and Communication | My Assignment Tutor thumbnail

bst-e515/PicdeisS /reek- oues: -rime He M oottoY►rifj rems f3Yoblerr7 Patient r7 10 -tecdil-r serv■6es Causes foY Jr1►s PrOWeirlo ” B 00-Aa-t ci Gil 01 cc: sci —r(N0A-ckvo Pcute.n13 acwts■cte)yec “Bij DcilctJournal of Medical Systems (2018) 42: 30 QUALITY IMPROVEMENTBased Real Time Remote Health Monitoring Systems: A Review on Patients PriationianctiRelated “Biq Data” Using Body Sensors information and Communication TechnologyNaser Kalid 12 • A. A. Zaidan’ • B. B. Zaidan’ • Omar H. Salman 3 • M. Hashim 1 • H. Muzammil4Received: 23 October 2017 /Accepted: 13 December 2017 /Published online: 29 December 2017 CO Springer Science+Business Media, LLC, part of Springer Nature 201741) CrossMarkLoA e,kbstract tl > (.1..) ( 3 ) Dac yf , p The growing worldwide population has increased the need for technologies, computerised software algorithms and smart devices that can monitor and assist patients anytime and anywhere and thus enable them to lead independent lives. The real-timeernote c:‘,„ t monitciringA’eatients is an important issue in telemedicine. In the provision of healthcare services, went prioritisatiosles a .N.—f- ‘..,‘,z,vivo 1 Ls, Alk JA-significant challenge because of the cornekx decision-making process it involves when patients are considered ‘big data’. To our ,J or [knowledge, [knowledge, no study has highlighted theirtlIbetween :biadata’ characteristics and real-time remote healthcare monitoring in the ‘ 6StA patient prioritisation process, as well as the inherent challenges involved, Thus, we present comprehensive insights into the’l ” ?iia 0A elements of big data characteristics according to the six Ns’: volume, velocity, vari, veracity, value and variability. Each ofi sA ihn 1)9 these elements is presented and connected to a related part in the study of the connection between patient prioritisation and real:J(14e – — d 4) .# time remote healthcare monitoring systems. Then, we determine the weak points and recommend solutions as potential future — _Co 41Y, b ntort work. This study makes the following contributions. (1.2The link between big data characteristics and real-time remote healthcarel, ( Covt 10S, ou monitoring in the patient prioritisation process is described. ca The open issues and challenges for big data used in the patient prioritisation process arc emphasised. (3) As a recommended solution, decision making using multiple criteria, such as vital signs Pa/ and chief complaints, is utilised to prioritise the big data of patients with chronic diseases on the basis of the most urgent cases. it)Keywords Real-time remote monitoring • Telemedicine • Patient prioritisation • Big data • Multi-criterion decision makingIntroduction turtle c-tb ca. (Real-time remote healt) monitoring systems (RTRHMSs) in ktive i•-• telemedicine usually transmit real-time patient data from a M’f.51 po t of who desit- do th %This article is part of the Topical Collection on Systems-Level Quality (Of.,ftooilinpmvarteni. SS)t-Y11 RI A. A. Zaidan [email protected]Computing Department, Universiti Pendidikan Sultan Idris, Tg Malim 35900, Perak, Malaysia 2 Department of Computer Engineering Techniques, Al-Nisour University, Al Adhmia – Haiba Khaton, Baghdad, Iraq 3 Networking Department, Engineering College, Al Iraqia university Baghdad, Iraq 4 Department of Computer Science, University of Management and Technology, Lahore, PakistanNAu V.) remote location to doctors using advaned information and [29, 91, 1351 Remote monitoring communication technology ng 1 in primary care shows great promise as it is easy to perform, especially for cases involving frail, elderly and housebound patients [81, 144]. Furthermore, remote monitoring systems can be used not only for vital sign monitoring but also for the deter on of abnormalities and real-time data transmission to healthcare providers [29]. RTRHMSs are associated with soft-/ ware algorithms, wearable monitoring sensor technologic and communication systems.Nemedicte)is a novel wa for managing patients with chronic diseases; it ensures th continuity of healthcare in remote areas and iltyrovcs th integration between patients and hospitals [109, 188]. Remote monitoring is particularly efficient in them ,.. j;ra repent of chronic diseases for the elderly [33, 214, 225]. Furthermore, the remote monitoring of patients with chronic conditions offers numerous clinical benefits [26]. Nevertheless, several issues and challenges confront telemonitoring systems [213]. One of these issues isikt-,,swe-s WIZ) CArc:Ack)VCe__e,x•re_v;T1 SpringerA dvo 4-103ts i4 “reCi6141/ $jAe.,NAAsfidikostcil e c4- Vat„ -yeckAvILN w taro vvtaNtA

FAQ This is a growing collection of knowledge | My Assignment Tutor

FAQ This is a growing collection of knowledge | My Assignment Tutor thumbnail

Assessment Task 1 – FAQ This is a growing collection of knowledge with respect to the requirements for the Home Automation Simulator. Remember, for a developer to make a set of useful user stories that get better through time, they must ask the “Customer” for clarification.LQuestionAnswerWhat are the rooms in the house and are there duplicate rooms (like multiple bedrooms) since different houses have a different number of rooms or even stories?Excellent question! There are only rooms – no variations, so no “multi-rooms”. The house is not multi-level.What appliances/fixtures are in each room since a tv in some households could be in the living room and/or the bedroom or even garage?The config file should define the fixtures and appliances for each room – so it’s supposed to be customizable. So when the simulator starts up it loads the config file to populate the rooms.A “typical” configuration might be: Motion sensor, Light, Aircond, Fan, TV in the Living room Motion sensor, Light, Aircond, Fan in the main Bed room Motion sensor, Light, Fan in second Bed room Motion sensor, Light, Microwave, Hot water jug, Coffee machine in the Kitchen Motion sensor, Light, Car in the Garage Motion sensor, Light, Sprinklers in the GardenWhat options are there to be in the initial menu? Run simulation, quit and list rooms or list appliances/fixtures or something else altogether?The main menu needs a run option, a quit option, a list house contents option. Note that the config loading should be automatic.



128 PART 2 DEVELOPING SUCCESSFUL BUSINESS IDEAS Low Potential (-1) Moderate Potential (0) High Potential (+1) 3. Extent of the founder’s or founders’ professional None Moderate Extensive and social networks in the relevant industry 4. Extent to which the proposed new venture meets Weak Moderate Strong the founder’s or founders’ personal goals and aspirations 5. Likelihood that a team can be put together to Unlikely Moderately likely Very likely launch and grow the new venturePart 5: Financial IssuesLow Potential (-1) Moderate Potential (0) High Potential (+1) 1. Initial capital investment High Moderate Low 2. Number of revenue drivers (ways in which the One Two to three More than three company makes money) 3. Time to break even More than two years One to two years Less than one year 4. Financial performance of similar businesses Weak Modest Strong 5. Ability to fund initial product (or service) Low Moderate High development and/or initial start-up expenses from personal funds or via bootstrappingOverall PotentialEach part has five items. Scores will range from -5 to +5 for each part. The score is a guide—there is no estE,blished rule of thumb for the numerical score that equates to high potential, moderate potential, or low potential for each part. The ranking is a judgment call.Score (-5 to +5)Overall Potential of the Business Suggestions for Improving Idea Based on Each Part the PotentialPart 1: Strength of Business IdeaPart 2: Industry-Related IssuesPart 3: Target Market and Customer Related IssuesPart 4: Founder- (or Founders-) Related IssuesPart 5: Financial IssuesOverall AssessmentHigh potential Moderate potential Low potential High potential Moderate potential Low potential High potential Moderate potential Low potential High potential Moderate potential Low potential High potential Moderate potential Low potential High potential Moderate potential Low potentialSummary Briefly summarize your justification for your overall assessment:

119 Human rights defenders | My Assignment Tutor

119 Human rights defenders | My Assignment Tutor thumbnail

118 Human rights in practice 119 Human rights defendersinternational NGO members, human rights activists and UN staff members whose presence has attracted unwelcome attention to their human rights record.74 Human rights defenders are also increasingly at risk of reprisals from non-state actors, such as the so-called Islamic State.75 The UN has responded to these developments by establishing the position of Special Representative of the UN Secretary-General on Human Rights Defend-ers in 2000, which was later replaced by the UN Special Rapporteur on human, rights defenders in 2008.76 The Special Rapporteur has identified a number of developments of concern and exercises an important protective ftmction where human rights defenders are at risk. Dialogue with governments and others is critical to prevent violations but may often not be sufficient, in which case it becomes crucial to react promptly to serious threats. The UN and others have advocated putting in place mechanisms to help in a quick and infornial way where human rights defenders face adverse repercussions, such as by granting visa exemptions. These efforts have been complemented by European Union (EU}/Council of Europe (CoE) initiatives to support human ri ts defenders in the region and beyond.77 However, there are limits to the level of protection various official actors can provide in practice and human rights defenders themselves are increasingly using innovative strategies and are taking precautionary measures to minimise the risk.78 There are now an increasing number of NGOs and networks, such as Protection International, whose principal mandate is to provide protection to human rights defenders.874Beyond the issue of protection, human rights defenders, particularly NGOs, continue to be subjected to a barrage of restrictive practices aimed at control-ling their work. In early 2010, several NGOs expressed their concerns at attempts made by several states in the UN Human Rights Council (HRC) to narrow the definition of human rights defenders and ‘better’ regulate their work so as to avoid the ‘political abuse’ of NGO status and ‘evasion of national laws’.81 These attempts, which were ultimately unsuccessful, illustrate the atmosphere of distrust and hostility in which many human rights defenders have to operate. While some human rights defenders are reported to have engaged in questionable practices, including corruption, the thrust of the latest debate is clearly directed against the right to challenge state practices recog-nised in the UN Declaration on Human Rights Defenders, which is still anathema to many governments. None the less, some states have adopted laws for the protection of human rights defenders, and the UN Human Rights Committee (HRCtee) and the UNGA have responded by reiterating the need for protection, including of women human rights defenders.82See e.g., the measures taken against NGOs in Sudan, Report of the Special Rapporteur on the situation of human rights defenders, Addendum: Summary of Cases Transmitted to Governments and Replies Received, UN Doc. A/IIRC/13/22JAdd.1 (24 February 2010), paras 2114-18. 75 See e.g., FrontLineDefenders, ‘Iraq-Human rights lawyer Samira Saleh Al-Nairni abducted and killed by ISIS’ (26 September 2014), www.frontlinedefenders.orginode/27353. 76 See www.ohchnorgjEN/Issues/SRHRDefenders/Pages/SRIIRDefendersIndex.aspx. See also TACHR, Rapporteurship on Human Rights Defenders, http://oas.orgieniiachridefenders/ default.asp, and ACraHPR, Special Rapporteur on human rights defenders, mechanisms/human-rights-defenders. “, See EU Delegation to the UN, EU Council Conclusions on the 10th Anniversary of EU Guidelines on Human Rights Defenders (23 June 2014), lattp://eu-ina.europa.euJa.rticlesieni article_15216en.htm. 78 See E. Nesossi, ‘Political Opportunities in Non-democracies: The Case of Chinese weiquan lawyers’, (2015) 19 The International Journal of Human Rights 961, and F. Van der Vet and L Lyytikainen, ‘Violence and Human Rights in Russia: How Human Rights Defenders Develop their Tactics in the Face of Danger, 2005-2013’, (2015) 19 The International Journal of Human Rights 979. 79 See www.protectioninternation.aLorg. See also and, for a regional initiative, the East and Horn of Africa Human Rights Defenders Project, 80 See on the issue of protection more broadly, REDRESS, Ending Threats and Reprisals against Victims of Torture and Related International Crimes: A Call to Action (2009).After its military cotjpAI • 1989, the Sudanese regime embarked on a crackdown against civil society activists and political opposition characterised by serious human rights violations, including a wave of bans, arbitrary arrests and detention, unfair trials, torture and extrajudicial killings.’ Throughout the 1990s any work related to human rights inside Sudan was extremely difficult due to the prevailing repressive atmosphere. Later, in 2001 and 2002, lawyers, doctors and journalists were able to establish two human rights organisations in Sudan, the Khartoum Centre for Human Rights and Environmental Development and the Amal (Hope)See Amnesty International and Others v. Sudan, (ACrnHPR) (1999).91 On 23 March 2010, a joint NOD statement expressed alarm at attempts during the negotiations to selectively quote from, rewrite, or restrict the clear provisions of the Declaration on Human Rights Defenders in order to regulate the work of NGOs and restrict protection only to those working on issues that governments had accepted or agreed with. See 0/100323-HRC13-FA,Joint-Item8-GD-reo/o2OHRDWo20draft0/0 20resolution-FENAL.pdf 82 Human Rights Council, Protecting Human Rights Defenders, UN Doc. Aft-WC/22/1_13 (15 March 2013), and UN General Assembly, Protecting Women Human Rights Defenders (30 January 2014). See also the list of measures that the IACtIEZ set out for the respondent state to implement an effective policy for the protection of human rights defenders, Human Rights Defender et al. v. Guatemala, paras. 263-4.

148 Human rights in practice | My Assignment Tutor

148 Human rights in practice | My Assignment Tutor thumbnail

148 Human rights in practicetransformation, 185 which may result in conflicting approaches and widely diverging outcomes depending on the approach taken, which may not produce true citizens of the world’.186 In legal education, human rights law may form part of constitutional/public law, regional systems, for example EU law, or public international law. How_ ever, the subject is often optional or confined to postgraduate studies. Many law students still leave university without having developed a clear understanding of human rights and human rights law. This is a particularly acute problem in countries where lawyers and activists are faced with human rights violations, or their legacy, but may lack the knowledge and requisite skills that would help them deal with the issues arising in such contexts. The staple response of international actors has been to provide human rights training for officials, judges and lawyers, such as in the case of Iraq following the end of the Saddam Hussein regime. Carefully designed training programmes that meet actual needs, address gaps in knowledge and enhance the skills of participants can be useful measures in such circumstances.187 However, training has often been used as a poorly designed short-cut measure where external actors with limited under-standing of the situation and needs of participants share largely theoretical knowledge. Such training is often attractive for organisers, trainers and fenders who can claim successful project implementation; meanwhile, participants enjoy the opportunity to travel and frequently receive handsome per dienas. For these reasons, there is a risk that training lacks a sense of focus, i.e. that it is not an integral part and means of a broader, organically developed long-term strategy but becomes an end in its own right. The larger impact of such training beyond evaluation by its participants is often not clear, particularly where officials receive training but the structural conditions facilitating violations remain in place.188 To be effective, developing and implementing human rights training should therefore be an integral element of a carefully designed strategy that identifies realistic objectives, including follow up and sustainability. The focus on training also risks masking deeper structural problems. Legal education in countries marked by years of dictatorship or conflict often 185 Gerber, above note 181. See for an analysis of, and case study (India) on, various models of human rights education [‘global citizenship’, ‘coexistence’ andtransformative action’], M. Bajaj, ‘Human Rights Education: Ideology, Location, and Approaches’, (2011) 33 Human Rights 481. 186 See on the potential of such education, U. Baxi, ‘Human Rights Education: The Promise of the Third Millennium?’ in G. J. Andreopoulos and R. P. Claude (eds.), Human Rights Education for the Twenty-first Century (University of Pennsylvania Press, 1997), 142-54. 187 See www.Imiamightseducation.infoi, and ww-w.ohchnorgienfpublicationsresourcesipages/ trainingeducation.aspx for the main UN websites. See also International Human Rights Network, ‘What is effective training?’, online at www.ihrnetwork.orgifiles/7.0/020Whato/o2Ois %20Effectiveo/o20Training.PDF. 188 See for an interesting case study on the political question of whether to conduct human rights training in repressive systems, D. Kinley and T. Wilson, ‘Engaging a Pariah: Human Rights Training in l3urma/Myanmar’, (2007) 29 Human Rights Quarterly 368. 149Strategies declines markedly, resulting in a noticeable gap in knowledge and skills between the older and younger generations. Training is a means to narrow this gap but cannot by itself replace good university education. Support for human rights work, from fenders and from other universities, adds an important financial and moral dimension that can act as a welcome boost for universities and lecturers who often work in extremely difficult circumstances. Evaluating approaches in this regard should form part of broader reflections on how capacity can be generated from within countries on a sustainable basis.The conflict in Darfur, Sudan (2003 and ongoing as of 2015) has been 0,–,-,:o, characterised by massive human rights violations that have been attributed primarily to the government of Sudan and the Janjaweed (militias) but also to rebel groups.’ The UN and the AU responded by undertaking a number of fact- uf, j finding missions and inquiries, issuing resolutions and, in the case of the UNSC, .5„,:_c_w-L-:’,.= referring the situation to the Prosecutor of the ICC in 2005.2 The UN and AU also ‘.–v-c-=1 worked together to provide protection on the ground through the AU/UN Hybrid Mission in Darfur (UNAMID), whose presence the government of Sudan agreed to in 2007.3 In 2008 the ICC applied for an arrest warrant against Sudan’s President Al-Bashir (which was issued in 2009), which triggered considerable debate and opposition by the Arab League, the AU and others.4 The AU made a renewed ( effort to resolve the crisis in 2009 through the AU High-Level Panel on Darfur, which was mandated to ‘examine the situation in depth and submit recommendations to the Council on how best the issues of accountability and combating impunity, on the one hand, and reconciliation and healing, on the other, could be effectively addressed’.5 The situation constituted a major challenge for national and international NGOs and other human rights actors who worked in an environment characterised by constant flashpoints. This included the crisis in Darfur, majorI See in particular, Report of the International Commission of Inquiry on Darfur, 2005, and 3. Flint and A. de Waal, A New History of a Long War, 2nd edn (Zed Books, 2008). 2 UNSC resolution 1593 (2005). See for an overview, L. Oette, ‘Peace and Justice, or Neither? The Repercussions of the al-Bashir Case for International Criminal Justice in Africa and Beyond’, (2010) 8 Journal of International Criminal Justice 345, at 347-50. See for a critical assessment, F. Griinfelci and W. N. Vermeulen in cooperation with J. Krommendijk, Failure to Prevent Gross Human Rights Violations in Darfur: Warnings to and Responses by International Decision Makers (2003-2005) (Brill, 2014). 3 TJNSC resolution 1769 (2007). 4 See Oette, above note 2,357-64. a Darfur: The Quest for Peace, Justice and Reconciliation, Report of the African Union High-Level Panel on Darfur (AUFD), PSC/AHGI2 (CCVII) (29 October 2009)•

ER to Relational Mapping | My Assignment Tutor

ER to Relational Mapping | My Assignment Tutor thumbnail

8/24/2018 COMP9311 18s2 – Assignment 1 (Stage 2): ER to Relational MappingCOMP9311 18s2IntroductionAssignment 1 (Stage 2) ER to Relational Mapping (worth 15%)Database SystemsThis document contains the standard ER design for Stage 2 of Assignment 1. You must convert this design into a PostgreSQL relational schema (i.e., a collection of create table statements) and submit it via the give command under Assignments link on the course web site. In performing the conversion from the ER design to a relational schema, you should follow the approach given in the lecture notes on “ER to Relational Mapping”. You may need to investigate and/or derive mappings for the constructs that have not been discussed in the lecture.Submission Submission: Login to a CSE Linux machine such as wagner and use the give command below to submit the assignment (note that the give command does not work on grieg): give cs9311 al a1.sql Deadline: Sunday 2 September 2018 @ 23:59 (Week 6) Late Penalty: 0.075 marks of the total mark (i.e., 15 marks) for each hour late (i.e., 1.8 marks per day). Notes: For fairness to all students in the class, no special considerations will be given to those: • who claim to have submitted their assignment but the assignment has not been received by the give system above (use the “classrun” command to check if your assignment has been submitted, e.g., “9311 classrun -check al”); • who submit their assignment a few minutes late and request to be considered as non-late submissions (please do submit your assignment early in case of your network connection problem, computer breakdown, etc); • who claim that their assignments worked perfectly on their home computers but somehow did not work on CSE Linux machines (we will only test and mark your assignments on CSE Linux machines, and will not consider the results on your own machines. Hence, please test your assignments on CSE Linux machines before submission).Submission RequirementsThe schema you submit will be partially marked by a program (auto-marked). In order for the program to recognise what you’ve done as being correct, your SQL must adhere to the following requirements: • all tables must have an appropriate primary key defined; all foreign keys must be identified • use appropriate domains for each attribute (e.g. a date-of-birth would be done as an SQL date, a counter would be done as an SQL integer constrained to be 0) • if an attribute is a string, and no maximum length is specified, use PostgreSQL’s (non-standard) text type; otherwise, use an appropriate varchar(N) type or one of the supplied domain types • if an attribute is a boolean value, use the SQL boolean type • wherever possible, not-null, unique and domain constraints must be used to enforce constraints implied by the ER design • derived (computed) attributes should not be included in the SQL schema • wherever possible, participation constraints should be implemented using the appropriate SQL constructs • map all of the entity class hierarchies in the ER design using the ER-style mapping (i.e., one table for each entity class). • all relationships should be mapped using the approaches described in the lecture notes; in particular, you should avoid “over-generalising” your SQL schema relative to the ER design (e.g., a 1:n relationship should not be mapped in such a way that it can actually be used to form an n:m relationship) Since the assignment is going to be partially auto-marked, it is very helpful if you use the names that the auto-marker expects. Please follow as much as possible the following naming conventions: • each table that represents an entity should be given a name which is the “pluralised” version of the entity name (e.g., entity Person is mapped to a table called People and entity Photo is mapped to a table called Photos) • each table that represents an n:m relationship R between tables S and T should be called S_R_T (e.g., Photos_in_Collections) • each data attribute in the SQL schema should be given the same name as the corresponding attributes in the ER • if an attribute in the SQL schema is derived from a relationship in the ER diagram, name it after the relationship (suitably modified to make sense, e.g., if the relationship is owns and the attribute is in the table for the entity that is being owned, then you would change the name to ownedBy) • when mapping multi-valued attributes, name the new table by concatenating the entity and attribute names • when mapping composite attributes, use the names of the “leaf” attributes • if names in the ER diagram contain multiple words, separate the words by underscores in the SQL schema (e.g., date_registered) Note: if the name you want to use clashes with a PostgreSQL keyword (e.g., user), you will need to write the name in double-quotes (i.e., “user”) and in all lower-case.Place the schema in a file called a1. sql and submit it via the give command (see above) or via WebCMS3 before the deadline. To give you a head-start, a template for the schema is available, which has (parts of) some of the required tables already defined. Note that you will need to add more tables, as well as filling out the attributes in the supplied tables. Your submission must follow this format, so save a copy of this and edit it to produce your submittable a1.sql file.The reason for insisting on strict conformance to the above is that your submission will be partially auto-marked as follows: • we will create an initially empty database (no tables, etc.) • we will load your schema into this database • we will use a script to compare your schema with the expected schemaThe comparison will make use of the meta-data which has been added to the database by loading your schema. If your schema has load-time errors, then it is not going to be possible to compare it against the correct version, so it will not get any marks. Therefore it is essential that you check that your schema can load into an initially empty database before you submit it. Following the instructions above is considered to be a requirement of this assignment. If you stray from the expected schema, your submission will be marked as incorrect. Our auto-checking scripts have a little flexibility, but not much, so do not rely on it. Manual checking will be used to examine specific implementations that are difficult to be auto-checked.—cs9311/18s2/assignments/a 1 /design .html 1/6

the amplitude, periodic times frequency | My Assignment Tutor

the amplitude, periodic times frequency | My Assignment Tutor thumbnail

QueNtion (a) Write down the equation describing a periodic function ./-(t) i vhere the period T = 0.4 seconds, amplitude = 3.6 and the phase angle = —1(b) Find the value of the frequency. (c) Find the value oft when f (t) =2.16 for the first time (d) Sketch the graph or the function over range 0 I I seconds,(4 marks) in ark) (3 marics) (5 marks’)QueNtion 2. The current I (amperes) in an aici circuit at any time I (seconds) is given by the lormu la 1— 100sin(207/1 — 0.12)Find: (a) the amplitude, periodic times frequency and phase angle of this function(b) the value of the current when t = (c) the value of the current when t 0.02 seconds (a) the time when the c.urrent first reaches 50 amperes (e) the time when the c urgent next reaches 50 amperes (I) the time when the current first reaches max I mum,Questie», 3. The relationship between the quantities y and x is defined as y= 12 in(x) + X2 —10X(a) Find the coordinates of the turning points and distinguish between them. (b) Find the coordinates of the point of inflexion on this curve. (c) Draw a sketch of this curve.(4 marks) (I mark) (I ?nark) (3 marks) (3 marks) (3 marks)(TO marks) (5 marks) (5 marks)Question 4. (a) Find the coordinates of the point on the curve f -= 2 i?”5″-i where the gradient of the 5 tangent to the curve has a value of 2.35.(5 marks)