An Introduction to Windows 2000 Professional Essay -- Essays Papers

An Introduction to Windows 2000 Professional Reliability Windows 2000 Professional is up to 30 percent faster and, according to National Software Testing Labs (NSTL) tests, 13 times more reliable than Windows 98. The operating system is the most reliable version of Windows ever produced. Memory conflicts and missing or altered system files caused many of the system crashes prior to Windows 2000. To put an end to these problems, Microsoft changed Windows 2000 memory management to reduce the chance that software applications will interfere with one another. In addition, Windows 2000 includes a built-in safeguard called Windows File Protection. This feature helps prevent critical operating system files from being deleted or altered by users or applications. Industry studies show that as much as 80 percent of system failures can be traced to human errors or flawed processes. If a system file should be changed or deleted, Windows File Protection can detect the change, retrieve a correct version of the file from a cache, and restore it to the system file folder. The end user never knows the repairs have been made because Windows 2000 just keeps running ( (1)Windows). The following is a list of improvements in Windows 2000. It should be noted that this covers the entire Windows 2000 family (Server, Advanced Server, and Professional). †¢ Improved Internal Architecture: Windows 2000 includes new features designed to protect your system, such as preventing new software installations from replacing essential system files or stopping applications from writing into the kernel of the OS. This greatly reduces many sources of operating system corruption and failure. †¢ Fast Recovery from System Failure: If your system does fail, Windows 2000 includes an integrated set of features that speed recovery. †¢ Improved Code with Developer Tools: Microsoft provided third-party developers with tools and programs to improve the quality of their drivers, system level programs, and application software. These enhancements make it easier for independent software vendors to write dependable code for Windows 2000. †¢ Reduced Reboot Scenarios: Microsoft has greatly reduced the number of operations requiring a system reboot in almost every category of OS fun... ...ss/relavail Asp, Accessed 9 September 2001. 3. Mobile Computing and Windows 2000 Professional, www.mightywords.com, Accessed 15 September 2001. 4. (2) Windows 2000 Professional and Server Score an ‘A’ for Performance and Reliability, http://www.microsoft.com/windows2000/professional/evoluation/ news/external/gigaa.asp, Accessed 9 September 2001. 5. (3) Windows 2000 Professional: Built for Mobile Users, http://www.microsoft.com/windows2000/professional/evaluation/business/overview/ mobile/default.asp, Accessed 16 September 2001. 6. (1) Windows 2000 Professional: Most Reliable Windows Ever, http:// www.microsoft .com/windows2000/professional/evaluation/business overview/reliable/muchmore, Accessed 9 September 2001. 7. (4) Windows 2000 Professional: Easy to Use and Maintain, http://www.microsoft.com/windows2000/professional/evaluation/business/overview/ manage/default.asp, Accessed 21 September 2001. 8. (5) Windows 2000 Professional: Internet Ready, http://www.microsoft.com/ windows2000/professional/evaluation/business/overview/internet/default.asp, Accessed 22 September 2001.

Essay --

There are several different definitions of macro environment depending on what aspect we are referring. Macro environment could be defined as anything outside of business such as the economy, technology, and the power of natural and artificial. These factors are often uncontrollable. In Macro environment, many factors will affect the decision-making in any organization. To overcome and analyze these factors organization can categories it in to PESTLE model. The macro-environmental or external factors of KFC can be identified by using PESTLE analysis, which stands for economic, technology, legal and political, social - demographics and natural – environmental a) Economic: Economic factors represent the wider economy; it includes economic growth rates, levels of employment and unemployment, costs of raw materials such meat, petrol, energy, herbs, and steel, interest rates and monetary policies, exchange rates and inflation rates. These may also vary from one country to another. Hence, the economic factor depends on all these factors and upon a country as well. Thus, in a way the influences of economic factor are major and could be said as one of the most profound influences upon any industry. Industries, which depend on selling products, which are not a necessity, but rather depending on luxury, would rarely be able to profit b) Technology: What amount to technology is a question that depends upon two key factors firstly the adaptation capacity of an industry and secondly on availability of recent innovation. If we wish to place it in a vast arena, it involves changes in information and mobile technology, changes in internet and e-commerce or even mobile commerce and it include materials development and new methods of manufa... ...Its basic economy principle that corporations would usually have certain target groups, thus any that takes place within this group would in turn affect the corporation significantly. e) Natural- Environment: This factor usually involves availability of natural Resources and procedures or policy with regards to management of waste and etc. While this factor is not a key issue in all form of business, it plays a major function or role when it comes to mass production industries which lie heavily upon availability of raw materials. A prominent example would be uranium mining; if the area of mining has, ceases in availability of such material then the existence of the mining company would be placed to halt. The remnants of multiple tin mining factories could be seen all over Malaysia, which is due to decreased availability of the raw material.

Minimum Wage Essay

In this year’s State of the Union Address to Congress, President Obama recommended raising the minimum wage to benefit workers who cannot support themselves and their families with their current salaries. The articles, Why We Need to Raise the Minimum Wage and Why We Shouldn’t Raise the Minimum Wage tell us that there were some controversies in raising the minimum wage. As an economics major, I believe it is a bad idea to raise the minimum wage because it creates more unemployment, and it will reduce entry-level jobs. Since increasing minimum wage is not the solution to the poor people, the government should rather increase the earned income tax credit than minimum wage. In the article Why We Need to Raise the Minimum Wage by Andy Stern and Carl Camden, the authors support raising of minimum wage. They argue that raising the minimum wage could reward hardworking Americans by providing basic needs such as basic medical insurance and living in secure housing. Since the low wages are not enough to get those basic needs, workers are getting paid in cash because they can avoid tax responsibilities. The authors allege that raising the minimum wage will restore dignity and value to low-wage work. Conversely, in the article Why We Shouldn’t Raise the Minimum Wage, author Kevin A. Hassett and Michael R. Strain argue that raising the minimum wage does not recover from poverty, and it is a dishonest approach to hide the true cost of the government policy. According to the authors only 11.3 percent of workers from the poor would benefit from raising the minimum wage. Many people who live in poverty do not work, and workers who earn the minimum wage are normally not the primary breadwinners in their households. Hasset and Strain assert that increasing the minimum wage is an insincere approach of the politicians because minimum wage law could provide an opportunity to score political points easily. Even though, expanding the earned income tax credit is much more efficient, the government do not want it because they do not want to use money directly out from treasury. In the economical perspective, raising the minimum wage is a bad idea because it creates more unemployment and reduces entry-level jobs. From the point of view of basic supply and demand, employers and workers adjust the quantity of supplied labor according to wages until the quantity of labor demanded equals to the quantity of labor supplied, reaching an equilibrium wage. However, the minimum wage policy ignores the market price by setting a price floor higher than the equilibrium wage. According to the law of demand, few employers will be willing to hire workers if the minimum wage is increased, and it will create unemployment. Moreover, if minimum wage increases there will be fewer entry-level jobs than before because firms will no longer hire unskilled workers at higher cost. Entry-level jobs are good for younger and unskilled workers. Eliminating these jobs makes it difficult for the low skilled and younger workers to find suitable employment. As mentioned in Hasset and Strain’s article raising the minimum wage is not the solution to poverty because workers who earn the minimum wage are generally secondary earners like an elderly parent earning some retirement income, a spouse with a part time job, or they are young people living with their parents. According to the Center on Budget and Policy Priorities, in 2009, expansion of EITC lifted 3.1 million people out of poverty. In conclusion, earned income tax credit will be a more efficient tool than minimum wage policy.

Letter to Client Advising on the Tax Impact of Sale of Property by Installments

I would like to bring to your attention the tax ramifications of your expressed consideration to sell your estate to us. But before I can do that, I consider it very essential for you to understand how ABC Trusts work. This will require initial knowledge of how the more common AB Trusts work. AB Trust: An AB Trust offers creditor, lawsuit, divorce and bankruptcy protection for the surviving spouse in addition to similar protection for ones heirs when they take charge of their inheritances. The death of the first spouse makes the Living Trust be divided into two distinct Trusts. Trust A is held in the name of the living spouse while trust be is in the name of the deceased spouse. Both the two trusts are meant to be for the benefit of the surviving as long as they are alive, but in the end the assets will go to the spouses’ heirs. The surviving spouse, to a pre-agreed and stipulated level, controls Trust B though it belongs to the beneficiaries named in the Trust. All the assets and properties in Trust B pass to the originally stated beneficiaries upon the death of the surving spouse. The properties and assets in Trust B are considered not to be the surving spouse’s property and for that reason they are usually not subject to tax. ABC Trust: An ABC Trust has clauses that direct the trustee the revocable Living Trust, upon the occurrence of the first spouse’s death, to divide the Trust into three distinct and separate Trusts as opposed to two in an AB Trust. This has the effect of providing a even greater protection from creditors for the living spouse. Just as is the case with AB Trust, the A Trust is a revocable Living Trust for the living spouse. The Band C Trusts are irrevocable and are usually meant to benefit the surviving spouse while they are alive, but the assets in both Trusts eventually transfer to the deceased’s heirs on passing on of the surving spouse. Currently, $3. 5 million is the tax exempt amount per individual and $7million for a couple. Trust C holds any overflow over and above the $7million for couples, and this is contrary to AB Trust where the overflows of Income go to Trust A. This extends the creditor, bankruptcy, divorce and lawsuit protection to the surviving spouse in addition to the same protection offered to heirs, if they wish so. Taxation of installment sales In certain situations the installment sale of property method allows a sale of property without requiring the seller to recognize and report gains made on the property until the actual receipt of the payment. The rules that govern installment sales are well laid down. In addition the gain deferral achieved though installment sale treatment, in particular circumstances, and enables the transferor to spread gain over the period of payment of installments depending on the proportion the gross profit on sale carries to the price of the contract. If the seller and the buyer make an agreement to specifically allocate installments, then tax deferrals can be maximized. The rule for eligibility for installment sale treatment, the seller must receive not less than one payment after the end of year of tax in which the sale occurs . However, there are a number of ineligible transactions, which include among others transactions where the overall sale results into a loss and where transaction involves sale of inventory. Generally speaking, the Taxpayer Relief Act of 1997 (TRA '97) had the impact of reducing the maximum capital gains rate to twenty per cent. However, some other changes have been made to the taxation of gains on depreciable real property. Complexities have often arose in administration of these new provisions to depreciable real estate sold subject. This however is of little concern for you because your property is non-depreciable. Considering the facts regarding the matter as laid down above, I am pleased to inform you that your effort of reducing the amount of tax that would be due as gain on sale is likely to succeed because the sale will be done at market value thus no losses shall be realized on the sale, in addition to the fact that the property is not an inventory. Furthermore, the tax will de deferred to the beneficiaries of your estate and thus will likely be spread and shared among several beneficiaries and thus the tax burden will be spread among several shoulders as well. The fact that your estate is held in an ABC Trust is even good news because the level of protection provided to the estate, as well as the beneficiaries if they so wish, against lawsuits and creditors after the grantor passes is significantly high. I therefore strongly recommend that you go ahead with the sale as you stand to gain a lot in from such a sale.

Course Guide

Course Guide School of Computing, Information and Mathematical Science/USP Library Faculty of Science, Technology and Environment The University of the South Pacific ii Produced by the University of the South Pacific, Suva, Fiji, 2013 First produced June 2010 Revised July 2012 Production team for semester 2, 2010 Course writers Colin Ash Paula Jones Deepak Bhartu Dinesh Kumar Kaylash Chaudhary Rajneel Totaram Rinel Ram Ronal Singh Shaveen Singh Sunil Lal Viren Sharma Valentine Hazelman Instructional designer Cover design Marketing, Development and Communications OfficeCourse revision team for Semester 1, 2011 Course writers Shirley Devi Ajeshni Jeet Gavin Khan Salsabil Nusair Sunaina Nair Saleshni Sharma Dennis Sen Krishneel Chaudhary Viren Sharma Shaveen Singh Education technologist Cover design Tevita Ului Jitoko Marketing, Development and Communications Office This material has been prepared by the University of the South Pacific for use by students enrolled in the course for whic h it was developed. It may contain copyright material copied under the provisions of the Fiji Copyright Act 1999 or under license from rights holders or their agents.Copyright in material prepared by USP is owned by USP. This material cannot be sold or copied for further distribution without the University’s permission. Where provided in electronic format, it can only be printed by or for the use of the student enrolled in the course. iii iv Conte nts USING THIS COURSE GUIDE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 PART A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. What is this course about?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 What are my learning outcomes? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 What is my study schedule?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 What are my learning resources? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 MOODLE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. How do I study this course? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 How am I assessed in this course? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Rationale for assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 Assessment Plan †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 How do I submit my assignments?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Course valuation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 PART B †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 Topic 1: ICT Tools @USP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 Topic 2: Basic Computing Skills †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16 Topic 3: Hardware Fundamentals and Computer Procurement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Topic 4: Simple Text-Based Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦.. 18 Topic 5: Fundamentals of Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 19 Topic 6: Search Strategies and Sourcing Information Online†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19 Topic 7: Presentation Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Topic 8: The Library Website and the Library Catalogue †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Topic 9: Searching Databases and Managing References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ .. 24 Topic 10: Evaluating Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 25 Topic 11: Web 2. 0 Tools for Educational and Social Purposes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 Topic 12: Analytical Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 27 Topic 13: Social and Ethical Issues †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 27 vi USING THIS COURSE GUIDE Welcome to UU100: Communications and Information Literacy! Firstly, this course is an eLearning course which means that along with this Course Guide, you will also use a learning management system called MOODLE which requires you to have access to the computer and the Internet. This Course Guide is divided into two (2) parts: Part A tells you what the course is about and what you are expected to do to complete the course successfully. Part B tells you about your course content, topics and what activities you are expected to do throughout the FLEXI school. 1 2PART A 3 4 What is this course about? This course covers fundamental concepts of computers and their applications, including the use of software for word processing, spreadsheets, presentations and graphics. It also addresses the broader imperative for you to develop the capacity to effectively locate; access; evaluate; and use information in different formats. You will develop the learning skills needed for success in your studies and in modern workplaces. This course forms the basis of an overall effort to infuse computer and information literacy throughout the university curriculum.What are my learning outcomes? Upon successful completion of this course, you should be able to: 1. Access and use USP’s ICT resources available on-campus and off-campus. 2. Identify and use different features of a computer system. 3. Use standard applications for creating documents, presentations and spreadsheets. 4. Recognise the structure of information, that is, how it is produced, organised and disseminated. 5. Apply appropriate techniques in formulating effective search strategies to locate relevant information resources. 6.Navigate and utilise the Web, the USP Library website, the USP Library catalogue, and an online database subscribed by the USP Library to locate relevant and scholarly information resources. 7. Use appropriate referencing software and tools. 8. Critically evaluate information resources and synthesise information in academic writings. 9. Use emerging web-based tech nologies for educational and social purposes. 10. Recognise the legal, socio-economic and ethical issues regarding access to and use of information technology and information resources. What is my study schedule?Below is a study schedule that includes assessment activities and an assessment plan. The course guides your learning through a series of mandatory practical computer laboratory activities each day: ? ? ? Pre-lab activities to orientate you on the what and how of the week’s topic; A two hours lab session to complete the lab exercises with a facilitator present or online; Post lab activities to discuss, review, demonstrate and document the lessons learnt. 5 Topics *Pre Lab Activity Read Course Guide (Part A and B) Create ePortfolio Profile 1–2 1 1–3 1–2 1–2 1 1–2 1–2 1–2 1–2 1–2 1 Lab Activity Lab and Course Orientation 1–4 1–3 1–2 1–5 1–3 1–3 1 1–3 1– 4 1–3 1–4 1–4 1–2 *Post Lab Activity Orientation and Lab Introduction 1. ICT Tools @USP Discussion Forum Netiquette Online Quiz 1 2. 3. Basic Computing Skills Hardware Fundamentals & Computer Procurement Simple Text-based Reports Fundamentals of Information Search Strategies & Sourcing Information Online Presentation Reports The Library Website Searching Databases Effectively 4. 5. 6. Online Quiz 2 1–2 1 1 Online Quiz 3 1 Online Quiz 4 1 Online Quiz 5 Discussion Forum 7. 8. 9. 10. Evaluating Information 11. Web 2. Tools for Educational and Social Purposes 12. Analytical Reports 13. Social and Ethical Issues Assessment Name Assignment 1 Assignment 2 ePortfolio Activity 1-6 Final ePortfolio Submission Due Date 7th April, 2013 19th May, 2013 TBA 9th June, 2013 6 What are my learning resources? ? ? Course Guide: This booklet material that you are reading. MOODLE: The website hosting all resources in electronic format. URL: http://elearn. usp. ac. fj NB : Moodle is an integral part of the course for all students. Participating in the Discussion Forum (a kind of chat-room) is useful and at times even fun.The site is the main interface between you and your course coordinator/tutors—when we're not in class or tutorial, important information about class events and other relevant notices will be posted on the UU100 MOODLE site. Some features that you will find on your UU100 MOODLE site includes: ? News and Announcement forum: The course coordinator or facilitator will be using this forum to communicate any important information in regards to UU100. Note: This is a one way forum and you will not be able to make postings on this or reply to the posts.Forums: Block for each topic on Moodle will have a Forum discussion link for students to discuss their experiences and learning for the topic. No student is allowed to post answers for prelab, inlab or post lab activities (including quizzes). The forum discussion is only to encourage s tudents to share their knowledge and experience in regards to UU100. Additional forum discussions will be made available for assignments and eportfolio as well. Course guide: (this booklet) is available online at the relevant link. You should consult this document for all questions relating to course structure.Assessment materials: This link provides all you need to know about assessment in the course, including due dates, marking criteria and submission requirements. Assignment submission boxes: All assignments need to be submitted online through the relevant drop box. Hard copy of the assignments will not be accepted/required. ? ? ? ? IMPORTANT: Having problems with Moodle? Site not found? If you have any difficulties with accessing Moodle, email [email  protected] ac. fj or talk to your tutor. ? In addition to the Materials available via Moodle, online Library resources are available via the Library website http://www. sp. ac. fj/library/. You may also visit the Information Lit eracy Program link on the Library website. 7 MOODLE MOODLE is USP’s learning management system and will be used to support learning in some of your courses. To access MOODLE, you need a computer connected to the Internet. MOODLE works best and is most compatible with Mozilla Firefox, thus students are recommended to use Mozilla Firefox to access Moodle if any issue is faced with any other browser. Moodle can be accessed from any PC connected to LAN at USP or any PC elsewhere connected to Internet.To login, you will need a username and password which must have been given to you by your local USP Campus or Centre. How to login to MOODLE Step 1: Accessing MOODLE ? ? ? Open your browser: Recommended browser to access MOODLE is Mozilla Firefox. Type the following URL at the address bar: http://elearn. usp. ac. fj/ Press Enter. ? Alternatively, you can go to the USP website: http://www. usp. ac. fj/ and use the Quick Links drop down menu on the left of the page and select MOODLE. S tep 2: Username and Password ? ? ? ? You will come to a Login screen.Type your Student ID number in the Username box. Type your student email password in the Password box. Click on Login. (webmail) ********* Step 3: Accessing your course ? You should now see a list of your courses. Click the Course Code UU100 e. g. Lost or forgotten password? Please contact your USP ITS student helpdesk. 8 How do I study this course? There are 13 by 2 hour assessed lab sessions during the semester. You are required to attend the practical session on a weekly basis. Some of these sessions (at least 6) will be delivered and assessed online.You should anticipate spending an additional 3 hours per week on the subject engaged in reading, reflection and research and undertaking assessment tasks and reporting on your learning progress. Attendance in tutorials is assessed (see assessment plan). For this reason class rolls will be taken in each lab session. Learning consists of a number of computer laborator y activities which allows you to demonstrate the level at which you learn and understand the essential knowledge for the course. The prescribed activities will be designed to suit the needs of all first year students.How am I assessed in this course? Rationale for assessment Assessment tasks are designed to provide you with an opportunity to develop and demonstrate specific academic abilities as stated in the learning outcomes. The rationale for each piece of assessment is as follows: ? ? ? ? Lab attendance and participation: This assessment requires you to develop your skills on various parts of the course content and to engage in practical activities. Quizzes: This assessment component allows you to measure your learning on topics. Assignments: These assessments develop your research, analytical and writing skills. Portfolio Report: An ePortfolio can be seen as a type of learning record that provides actual evidence of achievement. Your own ePortfolio is used to track your learnin g journey and achievement of course outcomes. Assessment is based on learning-by-doing, and not on memorising course notes. To successfully complete this course you must achieve a satisfactory mark in each of the four assessment items and an overall mark of at least 50%. 9 Assessment Plan ** Participation requires attendance to a minimum of 10 assessed lab sessions and completion of all online activities.Six (6) of the practical sessions will be delivered and assessed online, so F2F attendance is not required for this.. How do I submit my assignments? Original w or k versus plagiarism Always keep a copy of your written work! A handy way to back-up is to email yourself at an alternative email account like Gmail, Yahoo or Hotmail. Course materials on MOODLE, lecture notes and course notes are not citable authorities so you are not allowed to cite them in your essay, footnotes, or bibliography. This requires you to be creative and original in your work, and not plagiarize. Be careful a bout how you cite online resources.Copying materials from other sources without proper referencing and acknowledgement to the source is a serious offence and will be dealt with severely. In the USP Calendar, the Plagiarism and Dishonest Practice Regulations defines plagiarism as ‘taking and using another person’s thoughts, writings, inventions or other work as one’s own. If the lecturer/tutor is satisfied that plagiarism has occurred then the students at fault will be subject to disciplinary action. See http://www. fste. usp. ac. fj/index. php? id=6868 10 If any assistance is required in understanding plagiarism, please speak to your tutor or lecturer. . Student Responsibilities – you are expected to: ? ? ? ? Read the materials provided; Read the assigned work; Carry out any research required for any work; and Attempt and submit the relevant pieces of assessments required. 2. Lab/classroom Rules – To maintain a classroom environment that is conduciv e to optimal learning, please follow these simple rules: ? ? ? ? ? Arrive on time; Turn off your mobile phones (or keep them on silent mode); Do not do any other personal work, including visiting social networking sites such as Facebook; Do not chat with your neighbors unnecessarily; and Avoid any disruptive behavior.Submission of assignments, m a r king time and collection Assignments are to be handed in or posted electronically through MOODLE (see Submission of assignments online) on or before the due date. Under no circumstances must they be left in the office when no staff member is present or handed in by someone else (unless authorized otherwise). Before submitting your assignment you should check that you have a copy and that you have complied with all instructions given. It is the normal practice to attempt to mark course assessments within three weeks after due date.If this is not possible, the class will be notified of the revised marking time line. All grades will be made available for students via Moodle Grade book. Remember: on every assignment you should also include a cover sheet with your assignment which indicates your Name, Student ID No. , Assignment No. , Lecturer or Tutor, Lab Session, Due Day and Date. Submission of assignments online To submit assignments online, you should click on the relevant assignment drop box in the assessment section of the UU100 MOODLE site.At the bottom of the main assignment page you will see a â€Å"Browse† button which will enable you to upload your assignment from any storage media, select the file/assignment and click on â€Å"Upload this file† button to upload your assignment. It is important that you are logged in to your own account before uploading the file as the uploaded file will be stored under the logged in account. Once you submit an assignment, you will be redirected to the main assignment page where you will be able to see the details of your submission.Note: If you have submitted your assignment online and have not had any marks or feedback within three weeks of submission, please contact your course coordinator or tutor. 11 Course evaluation Online surveys/evaluations will be available in MOODLE for you to provide feedback for UU100. Your responses will remain strictly confidential and will only be used to further enhance the course. 12 PART B 13 Orientation & Lab Introduction Introduction In this first session, students are introduced to all the different components of UU100. Students are informed about the aims, objectives and assessment requirements of the course.Furthermore, students are also introduced to some key ICT Tools that will be used by the students for the rest of their academic life at USP. Learning outcomes After the completion of this week’s topic, students should be able to:? ? ? Learn the aims and objectives of UU100 Understand the assessment plan for UU100 Familiarize themselves with the key ICT tools used at USP. Readings Student s are to complete the following readings prior to attending their respective lab session. Note that all readings are available under the Orientation Tools link in Moodle. ? ? ? ? ? ? ? ?StudeNet SOLS Accessing personal share (Only for Laucala Campus Student) Google Apps Moodle Guide Assessment Breakdown NComputing Introduction to ePortfolio Post Lab ? Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † 14 Topic 1: ICT Tools @USP Introduction In this topic, you will familiarize yourself with a computer system, the Windows Operating System environment and other computer lab resources at USP. You will learn the basics of managing your course materials (files) using MOODLE; how to download the files, upload assignments, join a group and participate in the discussion forum.MOODLE is the learning management system adopted by USP. You will be able to find all the course related information about UU100 on Moodle. MOODLE stands for Modular Object Oriented Dynamic Learning Environment. You will also learn how to create a portfolio using MAHARA, an ePortfolio system. An eportfolio can be seen as a type of learning record that provides actual evidence of achievement. With your ePortfolio, you can capture and store evidence of your learning; reflect on them; give and receive feedback; plan and set goals, collaborate with others and publish your information to a chosen group of audience.Finally, you will use TURNITIN to check your assignment content for any sign of plagiarism. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Familiarise yourself with the Windows environment and other computer lab resources. Get Started with MOODLE – download and upload files, use groups and forums. Create your own ePortfolio profile using MAHARA. Check your assignment for plagiarism using TURNITIN before submission Readings ? ? ePortfolio Guide – Creating and Viewing your Prof ile TURNITIN Student Guide. Activities and practical ? Pre-Lab Activity: 1.Access Mahara and update your profile information. Lab Activity: 1. Familiarise yourself with a computer system and the lab resources available in USP’s computer lab. 2. Get Started with MOODLE – download course materials, upload a sample assignment and participate in the discussion forums. 3. Create a View using Mahara. 4. Check your sample Assignment document for plagiarism using TURNITIN – before submission. 5. Attempt Lab Activity questions. ? Post Lab Activity: 1. Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † ? 15 Topic 2: Basic Computing Skills IntroductionIn this topic, you will familiarise yourself with the different types of computer software available namely system software and application software. You will also learn to manage files using My Computer, create, save and close files and folders and practice using f ile compression utilities. Furthermore, you will also learn how to convert files to different formats and practice typing using the keyboard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? Learn about the different types of software. Type proficiently using the keyboard. Work with files and folders.Zip and unzip files and folders using the WinRAR utility. Convert files to different file formats. Readings ? Read Topic 2 notes posted on Moodle. Activities and practical ? Pre-Lab Activity: 1. You are required to research on the following topics before you attend this week’s lab session: a. Operating Systems. b. Keyboards and Shortcut keys. c. Files and file types. d. Different File compression and conversion tools 2. Practice and improve your typing skills using the recommended Touch Type Tutoring program. ? Lab Activity: 1. Learn about different types of software 2. Discuss FOSS 3. Working with Files and Folders. 4.Using WinZip to C ompress/Decompress Files and Folders. 5. Converting files to different file formats. Post Lab Activity: 1. Review Quiz 1 ? 16 Topic 3: Hardware Fundamentals and Computer Procurement Introduction In this topic, you will familiarise yourself with basic computer lab technology; hardware, software and networks. As this course is based on information communication technology and information literacy, it is important that you acquire the necessary computer-related skills which are seen as essential tools for communication of information. At some point in time, you may consider investing in a computer system.There are many factors ranging from budget to performance indices that you need to consider in buying a computer. This topic will also guide you in making an informed decision in this regard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? ? ? ? Describe the categories of computers. Describe and identify the various components of a computer. Distinguish between system software and application software. Identify and procure a computer system which meet the needs of the buyer Recognize and discuss the purpose of computer networks.Understand the client-server model. Access network resources. Work with web-based e-mail. Readings ? Read Topic 3 notes from Moodle. Activities and practical ? Pre-Lab Activity: 1. Computer Specifications – familiarising yourself with the components of a computer. 2. Watch the Video on â€Å"Understanding the parts of a computer† Lab Activity: 1. Identify essential hardware component specifications. 2. Attempt the Case study about a student’s choice of a computer. Post Lab Activity: 1. Complete ePortfolio Learning Objective 1. 2. Begin work on Assignment 1. ? ? 17 Topic 4: Simple Text-Based Reports IntroductionComputers can offer us valuable insights into our writing style simply because they can process text quickly and thoroughly. This topic provides hands-on experience of basic word processing techniques and functions. It is designed for you to be able to demonstrate a working knowledge of word processing terminology and identify functions and procedures utilised in word processing. Presented in this topic are a few writing tools and techniques that will be of some help as you use them for your professional writing. Learning outcomes Upon successful completion of this topic, you should be able to: Use computers to create electronic documents. ? Change the look of a document using formatting. ? Use templates and styles for creating professional looking documents and reports. Readings ? ? ? ? Pre Lab Activity Notes Lab Activity Notes ePortfolio Guide-Creating Folder and Uploading Files PDF document ePortfolio Guide – Journals Activities and practical: ? Pre-Lab Activity: 1. Create a Cover Page and a Birthday card using MSWORD 2010 2. Lab Activity Notes. Lab Activity: 1. Editing Documents. 2. Formatting Text, Paragraphs and Pages. 3. Adding tabl es and graphics to documents. 4.Spell Checking a Document. 5. Styles 6. Table of Contents. 7. Bibliography. Post Lab Activity: 1. Review Quiz 2 2. Complete EPortfolio Learning Objective 2 ? ? 18 Topic 5: Fundamentals of Information Introduction We live in what is often called ‘The Information Age’ – an era which is â€Å"marked by the increased production, transmission, consumption of and reliance on information. Many consider the new role of information to be changing our social and economic behavior as dramatically as did the Industrial Revolution† (Readiness for the Networked World: A Guide for Developing Countries. Glossary of Terms’ http://cyber. law. harvard. edu/readinessguide/glossary. html). Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Describe the roles of data, information, knowledge and wisdom in decision-making; Describe the competencies of an information literate individual; Describe the st ructure of information, that is, how it is produced, organised and disseminated; Discuss legal, ethical and socio-economic issues surrounding information; Readings ? Read Topic 5 notes Activities and practical ? Pre-Lab Activity: 1.Identify and analyse information needed for decision making in given scenarios. Lab Activity: 1. Browse and identify features of selected web-based primary, secondary and tertiary sources of information. 2. Discuss the impact of technological advances on primary, secondary and tertiary sources of information. 3. Discuss the reasons and implications of digital divide and suggest recommendations to bridge the divide in Pacific Island countries. ? Post Lab Activity: ? 1. Analyse scenarios of legal and illegal as well as ethical and unethical uses of information resources. 19Topic 6: Search Strategies and Searching Information Online Introduction The Internet has changed the way people use computers and communicate information. In Part A of this topic, you wi ll be introduced to various techniques for searching information. In Part B, you will use selected search engines, meta-search engines and subject directories to find web-based information to support your studies. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Construct effective search strategies using appropriate search terms and search techniques; 2.Identify features of selected search engines, meta-search engines and subject directories; 3. Use selected search engines, meta-search engines and subject directories to locate relevant and scholarly information resources. Readings ? Read Topic 6 notes Activities and practical ? Pre-Lab Activity: 1. Quiz ? Lab Activity: 1. Construct search strategies, on given topics, using appropriate search terms and search techniques. 2. Use Google Web advanced search mode and Google Scholar advanced search mode to conduct searches, on given topics, and analyse the results retrieved.Use an academic subject dir ectory to conduct searches, on given topics, and analyse the results retrieved. 3. ? Post Lab Activity: 1. Use the basic and advanced search modes of a selected meta-search engine to conduct searches, on a given topic, and analyse the results retrieved. 20 Topic 7: Presentation Introduction In this topic you will learn how to make use of presentation software that will aid you in delivering effective, targeted, interesting and captivating presentations suitable to the target audience. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? Identify different presentation tools. Use design templates. Create visually appealing presentations. Readings ? Topic 7 notes from MOODLE. Activities and practical ? ? Pre-Lab Activity: 1. Create a PowerPoint presentation in a group using MS PowerPoint 2010. Lab Activity: 1. Students to do a group presentation on slides created during Pre Lab. 2. Students will be introduced to Prezi – a Flash based presentati on software. ? Post Lab Activity: 1. Students to upload a Prezi presentation onto ePortfolio as Post Lab activity for the week. 1 Topic 8: The Library Website and the Library Catalogue Introduction In Part A of this topic, you will explore the range of useful information the USP Library website has to offer. The USP Library website is very often the most suitable way to find the information you need. It contains links to information and can direct you to the best sites, particularly relevant Pacific/Oceania sites. If you know your way around the Library website, you will find a treasure trove of information that will help you get ahead in your studies.In Part B of this topic, you will be introduced to the Library catalogue, which is the key to finding a huge range of information resources about subjects you will study at USP. Part B explores the various search modes of the library catalogue which you can use to search and find library resources efficiently. Learning outcomes Upon su ccessful completion of this topic, you should be able to: 1. Navigate the main USP Library website as well as Emalus and Alafua Library websites and identify relevant links for undergraduate students; 2.Construct search strategies and use the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources on given topics; 3. Interpret citations and construct search strategies using the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources for given citations. Readings ? Read Topic 8 notes Activities and practical ? Pre-Lab Activity: 1. Navigate the main USP Laucala Library website as well as Alafua and Emalus Library websites and identify types of library services and resources available for undergraduate students. Lab Activity: 1.For given topics and citations, construct search strategies and conduct searches using the following search modes and options on the USP Library catalogue: i. Quick Searc h using Keywords option; ii. Title Search using Browse, Phrase, and Exact Match options; iii. Advanced Search; iv. Subject Search. 2. For given topics and citations, construct search strategies and conduct searches using Quick Search and Advanced Search modes on Alafua, Emalus and regional libraries catalogues. ? 22 ? Post Lab Activity: 1. Use the advanced and subject search modes of the USP Library catalogue to conduct searches, on a given topic, and analyse the esults retrieved. 2. Review Quiz 3 23 Topic 9: Searching Databases and Managing References Introduction During your academic studies at The University of the South Pacific you will need to access and read many articles. The USP Library offers a wide range of online databases and many of these provide entire articles, called fulltext articles. You can find a list of these databases trough the USP Library homepage: http://www. usp. ac. fj/library. Under the heading eResources select Databases. In Part A of this topic you will explore ProQuest databases to find fulltext articles.In Part B of this topic, you will learn how to create, save and organise your references using referencing software called EndNote. Learning outcomes Upon successful completion of this topic, you should be able to: 1. 2. 3. 4. Access, navigate and identify features of ProQuest database; Construct search strategies, search and retrieve articles using ProQuest; Import references from online databases like ProQuest to EndNote Create and organise references and bibliographies using EndNote. Readings Read Topic 9 notes and PowerPoint tutorials. Activities and practical Pre-Lab Activity: 1. Register for EndNote account. 2. Create References manually using EndNote. ? Lab Activity: Part A 1. For given topics and citations, construct search strategies and conduct searches using the following search modes on the ProQuest database i. basic search; ii. advanced search; iii. topic search; iv. publications search. Part B 1. Create records in E ndNote by manually entering references and importing references from ProQuest database. 2. Organise references by creating groups and formatting in selected citation style. ? Post Lab Activity: 1.Formulate a search strategy for a given research topic, conduct the search on ProQuest, select and import records into EndNote and format into selected citation style. 24 Topic 10: Evaluating Information Introduction The quality and relevance of the information you use in your tertiary studies is of the utmost importance. It is easy to find information on most topics – but is it the best information? In this topic you will look at evaluating information in any format. In particular, you will learn how to apply the START evaluation criteria to critically evaluate the various types of information resources.Learning outcomes Upon successful completion of this topic, you should be able to: 1. Discuss the importance of evaluating information resources; 2. Identify criteria used for the ev aluation of sources of information; 3. Apply evaluative criteria to a range of information resources. Readings ? Read Topic 10 notes. Activities and practical ? ? Pre-Lab Activity: 1. Categorise Bad and Good Information Lab Activities: 1. Evaluate websites, on a given topic, using START evaluation criteria. 2. Evaluate journal articles, on a given topic, using START evaluation criteria. ? Post Lab Activity: 1.Use Google Web advanced search mode to conduct search on a given topic, select and evaluate a website using START criteria. 2. Review Quiz 4 25 Topic 11: Web 2. 0 Tools for Educational and Social Purposes Introduction This topic looks at the ways people use the latest developments in online communication, to create communities and share information, often near instantaneously. We encourage you to explore and find out more about this exciting development that has revolutionised communications and how people relate to each other in the 21st century. Learning outcomes Upon success ful completion of this topic, you should be able to: ?Identify and navigate various content collaboration, media sharing and social networking Web 2. 0 tools; Discuss the advantages and limitations of the different types of Web 2. 0 tools; Use selected Web 2. 0 tools. ? ? Readings ? Read Topic 11 notes. Activities and practical ? Pre-Lab Activity: 1. Browse and analyse blogs on a given topic. ? Lab Activity: 1. Browse a Facebook account of an organization and discuss the advantages and disadvantages of social networking tools. 2. Browse a selected Wikipedia article and discuss the advantages and disadvantages of content collaboration tools. 3. Browse the code of conduct of Flicker and discuss the advantages and disadvantages of media sharing tools. ? Post Lab Activity: 1. Use Google Docs to create and publish a document on a given topic. 26 Topic 12: Analytical Reports Introduction This topic will develop your skills at using Microsoft Excel. You will learn how to calculate using fo rmulas and functions, create charts and Pivot Table, a data mining tool provided with Microsoft Excel. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Work with formulas and functions in Microsoft Excel.Identify the appropriate type of chart for your report. Produce charts in Microsoft Excel. Use Pivot Tables to analyse and present data in Microsoft Excel. Readings ? Topic 12 notes from MOODLE. Activities and practical ? Pre-Lab Activity: 1. Create a spreadsheet as given in the pre lab activity using Microsoft Excel 2010 and answer the questions that follow. Lab Activity: 1. Create a Chart in Excel 2010. 2. Use formulas and functions to perform calculations 3. Add a PivotTable in Excel 2010. Post Lab Activity: 1. Review Quiz 5 ? ? 27 Topic 13: Social and Ethical Issues

Lightweight vs. heavyweight construction and their implication to Essay

Lightweight vs. heavyweight construction and their implication to energy efficiency in non-domestic buildings - Essay Example Since the effectiveness of the above strategies is related to the thermal mass of the building, the selection of the construction type is crucial. Considering that each type of construction has advantages and disadvantages in terms of energy efficiency, it is difficult to indicate which type of construction is likely to be more effective. Nevertheless, energy efficiency may be achievable when the advantages of both types of construction are exploited. It is well known that, almost half of the delivered energy is being used by buildings (Bellew, 2000). Energy is consumed in buildings for space and water heating, lighting, ventilation, air conditioning systems and general electrical services (Nicholls, 2002). In order to meet the above description, which is necessary both for survival and adequate levels of comfort it is important to consider the type of construction that consumes energy efficiently. In addition to this, the aim of this paper is to assess the methods used in each type of construction - lightweight or heavyweight- in order to provide efficient energy performance in conjunction with comfort in buildings. Energy efficient buildings are characterised by maximum utilization of natural means that result in minimised energy demand for heating, ventilation, cooling and lighting (Goulding & Lewis, 1994). According to this, methods such as natural ventilation, passive cooling, day lighting and effective use of external (solar) and internal heat gains are the main natural means that define energy efficient buildings. It is also important mentioning that, energy efficiency is specified by the effective use of natural means on the fabric of the building. As such, natural means present different performance when reacting with different fabrics. Nonetheless, energy efficiency of buildings is achievable when a well-managed combination of

Contoso, Ltd Assignment Example | Topics and Well Written Essays - 750 words

Contoso, Ltd - Assignment Example An alternative to running multiple proxy servers in the firewall, which would entail the use of most effort, is by employing a relatively robust server referred to as the SOCKS server. SOCKS servers are well placed to function as the proxies for the TCP clients’ connections that function based on the socket API establishments. One of the advantages of using SOCKS is that it creates the allowance for the clients to access the servers without changing the codes if the clients, yet it is even secure just as the later (Bonaventure 2010). In this regard, despite the fact that the later approach is relatively costly, it is the most preferable. Response to part 2 There two possible cause of the problems being experienced by the Contonso firm, in where many users are unable to get IP address from the DHCP servers. One of the problems is that the IP address for the DHCP server could have been altered and that some of the clients cannot access IP address. The solution to this is to ensu re that DHCP server can only offer services to the for the network scope with the ID that corresponds with the network ID possessing the IP address. This only requires one to ensure that the IP address and the DHCP servers fall in the same network range, unless the superscopes are used (Tanenbaum, 2006). Another cause is that the DHCP clients could be located across the routers from the subnets where the DHCP servers are stationed and have been limited in receiving the addresses from the servers. The solution is for the DHCP servers to offer IP addresses to the computers of the clients on the multiple subnets and this should happen only if the separating routers function as the relaying agent of the DHCP. The problem could be resolved by first configuring the DHCP/BOOTP relay agent on the subnets of the clients in some cases, the relay networks could be positioned on the routers or on the NT server computers, Windows  2000 Server computers and the DHCP Relay Agent components. At t he DHCP regions, one may make some adjustments in the configurations to match the address of the network across the router where the clients are stationed. A point should be noted for the masks of the subnets to match the requirements of the remote subnets pr use a default gateway. Response to Part 3 One of the alternatives that could be utilized is the cable connectivity. The broadband cable is often provided by the cable TV provider. This would be suitable in this case. However, the cable Internet connection speed varies based on the number of users on the services, implying that during peak times, the implications can be particularly serious. Within the same geographical area, the broadband users often share the connection bandwidths, which continuously reduce with the increase in the number of users on the network. In this regard, the cost-effectiveness of the cable connection would be dependent upon the number of users in the geographical area. Another alternative is the fiber- optic. This is one of the products of the latest developments and provides internet connectivity with the fastest rating. This form of internet connectivity is limited in the sense that the sense that it is still in its initial phases of development and its availability in certain areas is still limited. Moreover, the process of laying down the fiber optic cable is as involving as time consuming and costly. In the regions that the fiber optic cable connectivity has been made available, the costs of its services do not significantly differ from the cable and DSL