distributed systems -...

School of Design, Engineering& Computing

In Partnership with BridgwaterCollege

Unit Specification

BSc (Hons) Applied Computing (Top-up)

September 2011

v2

School of Design, Engineering & Computing

BSc (Hons) Applied Computing

Contents

Code Unit Title Page

CSE1068H-1 INDIVIDUAL PROJECT............................................................................................3

CSE1089H-1 IT PROFESSIONAL..................................................................................................6

CSE1095H-2 E-COMMERCE....................................................................................................... 9

CSE1090H-2 DATA WAREHOUSING.........................................................................................12

CSE1091H-1 DESIGN FOR NEW TECHNOLOGIES.......................................................................15

CSE1092H-1 PROGRAMMING LANGUAGES.............................................................................17

CSE1093H-1 OBJECT-ORIENTED SOFTWARE ENGINEERING......................................................20

CSE1094H-1 REQUIREMENTS ENGINEERING...........................................................................23

BSc (Hons) Applied Computing Top-Up –Unit Directory 2011 2

CSE1068H-1 INDIVIDUAL PROJECTLevel HCredit value 40 (ECTS equivalent 20 credits)

PRE- AND CO-REQUISITESNone.

AIMSTo provide a context in which the learner can demonstrate their ability to study independently, at honours level, and to solve complex, unstructured problems through designing and developing a solution. The project provides significant experience of identifying and systematically studying a problem selecting and evaluating a problem solving approach. The learner critically appraises their work and coherently presents their process and product.

Whilst the unit does not directly address any specific components of the QAA Computing benchmark, many different components are addressed indirectly though the selection of project area. In addition the Document Processing and Professionalism components are addressed in the project report.

INTENDED LEARNING OUTCOMES1. Demonstrate the application of skills learned on the programme by designing and building

a solution to a challenging development problem using sound method and judgement

2. Review and appraise the relevance of other work in the area.

3. Exercise appropriate analysis and judgement in planning, design and technical functions in the development of an artefact.

4. Critically appraise his/her own process and solution.

5. Document the project to professional standards

LEARNING AND TEACHING METHODSIntellectual, Cognitive and Operational DevelopmentThe project provides an opportunity for students to display their ability and pursue their academic interests in a piece of individually researched work, and to acquire skills and expertise different from those obtainable through taught units. The Project is intended to be completed in accordance with the British Computer Society framework for final year projects and successful completion should qualify the student for exemption from the Project part of the Professional Examination.

The project provides the learner with the opportunity to pursue a topic of their choice to some considerable depth.

The project is required to cover the complete development of a software product. That is to say the project is to cover most of the lifecycle from requirements to delivery.

The learner receives a Project Handbook during the second half of the academic year prior to their entry to Level H and is asked to submit a preliminary proposal prior to the end of the academic year. At the “Introduction to Level H” seminar both the Project process generally and individual proposals are discussed. The projects committee meets to review proposals and allocate provisional supervisors to assist the learner in the development of their proposal. At the start of level H the learner must find a supervisor to sponsor their proposal at the project committee. The projects committee meets to approve, and confirm supervisory arrangement.

There are formal lectures and seminars at the start of the Project on research itself, and relevant methodologies. The learner has received an appropriate background in units from levels I and C of the course and experience of development work from the group work at level


C. The responsibility for planning and management of learning therefore is placed on the learner with guidance from their supervisor.

Mid-way through the project, a progress report is produced by the learner, with the supervisor and second reader, a copy of which is submitted to the projects tutor. The project committee meets to review the progress report to ensure satisfactory progress is being made. A second set of formal lectures and seminars are given on data analysis and evaluation and the writing of the dissertation.

Indicative StylesEach learner is allocated a supervisor who provides on-going support throughout the duration of the project. The learner meets with the supervisor, normally for fifteen minutes per week, to discuss their progress. In particular the project supervisor will: help the learner to identify an appropriate area and clarify the aims of the project proposal; assist the learner in identifying appropriate sources; advise on technical matters of presentation; liaise with other staff members with regard to technical support.

There is a short series of formal lectures and seminars at the start of the project and at the mid-point. The lectures relate to research in general and are intended to provide general guidance, the learner is expected to relate this general guidance to their specific requirements and discuss these with their supervisor.

Feedback on ProgressThe learner will receive individual feedback though the weekly meeting with their supervisor. The learner will also obtain feedback from the project committee when it reviews the initial project proposal and their progress report. This feedback will normally be channelled through the supervisor. The learner may also discuss the project, in general terms, with the projects tutor.

SUMMATIVE ASSESSMENTAssessment WeightingThe weighting of coursework to examination is: 100:0.All the ILOs will be assessed through coursework.

The importance of the project is reflected in the weighting given to it for assessment purposes.

The learner presents their work in the form of a dissertation. The dissertation is assessed against the following criteria:

Method (ILO1)

Literature Review and References to Other Works (ILO2)

Engineering Content (ILO3)

Critical Appraisal (ILO4)

Quality of Documentation and Presentation (ILO5)

INDICATIVE ASSESSMENTThe project is assessed by the learner's supervisor and by a second supervisor appointed by the projects committee. The assessment includes a consideration of the project's complexity and achievement, the student’s management of the project, and the quality of the dissertation. The assessment process is conducted in accordance with the School Quality Handbook and Independent Marking Protocol.

All projects are made available to the External Examiners.


INDICATIVE CONTENT

The Research ProcessProject proposal and project plan.The research cycle.Research resources (searching on-line databases, etc).The literature review.Research methods.

DocumentationData analysis & evaluation.Writing for an academic audience.

INDICATIVE KEY LEARNING RESOURCESLearners will be helped to identify the resources they need by their individual supervisors.


CSE1089H-1 IT PROFESSIONAL

Level H

Credit value 20 (ECTS equivalent 10 credits)

AIMSThis unit aims to develop a critical appreciation of business concepts including business functions, processes, structures, infrastructure and organisation. It explores a range of management theories, models and frameworks, how they affect the strategic management of an organisation and the role of IT in the strategy process. Students will develop a range of personal, professional and interpersonal skills for work, study and communication, and integrate and apply these transferable skills to the IT environment. Critical reflection and reflective learning are supported in this unit and these skills contribute to and support other units. Business and Computing concepts will be considered in relation to a student’s professional development whilst promoting their understanding and appreciation of, and confidence in, the role of an IT professional.

INTENDED LEARNING OUTCOMES At the end of the unit the learner is expected to demonstrate:

1. An ability to evaluate and describe the context within which a business problem resides that reflects a sound understanding of business functions, processes, structures, infrastructure and organisation.

2. An ability to identify, investigate and define a variety of management theories, models and frameworks and apply them in a way that ensures the delivery of real business solutions.

3. An ability to critically evaluate their experience and professional standing, plan for future personal development in the context of the ever-changing IT industry, and be fully aware of the legal and ethical issues that impact upon the IT Professional

4. An ability to effectively maintain working relations with others: managing meetings, solving problems, making decisions, giving and receiving feedback and negotiating.

5. An ability to examine, assess and present research supporting the need for professionalism in the IT profession.

LEARNING AND TEACHING METHODSIntellectual, Cognitive and Operational DevelopmentIn order to be effective in industry, there is an acknowledged need for students to demonstrate skills, such as the abilities to communicate effectively and to be able to organise time and work efficiently at a professional level. This unit covers topics from the Professionalism component of the Computing benchmark and the British Computer Society, Principles of Management component.

Students will encounter a range of learning and teaching methods. Concepts will be introduced through lectures with full discussion during seminars. Student-managed learning based on on-line materials, workbook and/or core text(s) will be used to peruse specific detail regarding theories, models and frameworks. On-line and classroom-based seminars will be used to discuss the application of concepts and to develop understanding of models/frameworks through case studies and other examples.

Students will explore professional development issues and present their finding.

Indicative Styles Learners become acquainted with the underlying concepts through lectures and directed reading.


The application of the concepts is illustrated by discussion of examples, both hypothetical and from published case studies. These discussions reinforce learners’ understanding of the concepts and develop their critical skills.

Regular exercises, such as, establishing operating procedures, analyzing problems, selecting criteria for good solutions, generating alternative solutions and then evaluating solutions re-enforce the understanding of the concepts and their application, and provide feedback on learning.

Seminar time is allocated for the critical review of seminal papers. These reviews further develop learners’ understanding and critical skills, and provide feedback on learning.

Learners are encouraged to read additional sources, to develop their appreciation of the subject. Reading lists are provided for all topics. Learners will be expected to research topics and to present their findings to their peers. The coursework is designed to reward learners who demonstrate that they have read widely and have drawn on sources additional to those already identified.

Students research, assess, plan and deliver effective presentations using visual aids, and are required to manage question and answer sessions from the audience.

Feedback on progressFeedback is given to learners as explained above. One in-course assignment forms part of this unit, feedback on this assignment will assist learners in reviewing their understanding.

SUMMATIVE ASSESSMENT METHODSAssessment: Intended Learning Outcomes 1-2 will be assessed through examination.

Assessment: Intended Learning Outcomes 3-5 will be assessed through. Students will complete a group assignment.

Formal Assessment WeightingThe weighting of in-course assessment, to final exam if 50:50.

INDICATIVE ASSESSMENTILO 3-5:The assignment will require students to work as a member of a small research team that will act as a support network. All meetings, negotiations, decisions and actions will be documented. Each student will complete an individual reflective report. The research will culminate in a final group presentation.

INDICATIVE CONTENTEffective TeamworkWorking within a support network. Giving and receiving feedback. Brainstorming, Problem solving methods.Individual problem solving. Group problem solving. Negotiation skills.Membership and individual roles, communication, leadership and trust.

Oral presentation skillsPresenting using visual aids.

ProfessionalismProfessional and ethical issues in research, IT and the computing industry.Professional Bodies.CV writing, Interview techniques.

Business EnvironmentBusiness environment: functions, processes, structures, infrastructure and organisation; social, legal, ethical, cultural, economic and operational constraints influencing problem definition and solution outcomes. Ethical and legal issues relating to IT.Management


theories, models and frameworks, how they affect the strategic management of an organisation and the role of IT in the strategy process.

Organisational ChangeStages, planning, conflict, resistance and negotiation.

Career ManagementPlanning for ‘Life-long learning’, Concepts of ‘reflective practice’, ‘critical reflection’, and ‘reflection in and on actions’.

INDICATIVE KEY LEARNING RESOURCESLITERATURE BASEDACCA Managerial Finance, 7r.e. edition 2000, AT Foulks Lynch Ltd;Bainbridge D., (2000), Introduction to Computer Law (5th ed.), LongmanBainbridge, D. (2006), Intellectual Property 6th ed, LongmanBott F. (2005), Professional Issues in Information Technology , The British Computer SocietyHall, R., (2009) Brilliant Presentation: What the Best Presenters Know, Do and Say (Brilliant Business), Pearson Education LtdInternational Entrepreneurship (Advances in Entrepreneurship, Firm Emergence & Growth) (2005) , Shepherd, D and Katz, J,A, JAI PressMaginn, M. (2004), Making Teams Work: 24 Lessons for Working Together Successfully, McGraw-HillMason O., Mason F.M., Culnan M.J., (1995). Ethics of Information Management.Sage Publications.McNally, K. (1997), Corporate Venture Capital, Routledge, LondonReed C., (ed.) (2000), Computer Law (6Rev Ed edition.), Oxford University PressRobson, W., (1997) Strategic Management Information Systems 2nded., Financial Times/ Prentice HallSpinello, R.A., (1996). Case Studies in Information and Computer Ethics. Prentice-Hall.Templar, R. (2004). Rules of Management: The Definitive Guide to Managerial Success Prentice HallZeithaml and M.J. Bitman, (2005), Services Marketing,4thed, V.A.., McGraw-Hill Higher Education.

JOURNALSLearners are encouraged to refer to a variety of study skills and technical writing texts in the libraries for additional sources of information.

Financial Times, The Economist, Financial and Business Pages of the Broadsheets.Management TodayACCAInternet WorksInternet World.NetWiredComputer WeeklyComputingByte.com

WEB-BASEDWeb Sites such as CBI, Local Chamber of Commerce, DTI.Prince's Trust.A wide variety associated with the Draft publication.Patent Office Web Site - www.patent.gov.uk British Computer Society – www1.bcs.org.ukBrint Institute – www.brint.comNational Computing Centre – www.ncc.co.uk

Learners are encouraged to use the Internet for additional sources of information.


http://www.ncc.co.uk/

http://www.brint.com/

CSE1095H-2 E-COMMERCE

LEVEL H


PRE-REQUISITES AND CO-REQUISITESNone

AIMS

To explore the processes and practises associated with E-Commerce operations with the aim of being able to assess the problems likely in all phases of their implementation and operation and so select and apply technologies and approaches appropriate to the issues being addressed.

To examine the issues and opportunities presented by E-Commerce and develop an understanding of legal, ethical and social issues and possible outcomes created by this rapidly changing environment.

INTENDED LEARNING OUTCOMES

Having completed this unit the student is expected to:

1. Contrast and compare different business and trading models for E-Commerce

2. Identify and define requirements of an E-Commerce site

3. Select and critically evaluate appropriate E-Commerce solutions

4. Design and create an advanced prototype and manage an E-Commerce site to satisfy the requirements of a specific business and trading model

5. Identify and evaluate the issues involved in managing an E-Commerce enabled business in the digital environment

6. To understand the legal, ethical and social issues deriving from E-Commerce operations

LEARNING AND TEACHING METHODS

Intellectual, Cognitive and Operational DevelopmentThe context involves the progress of a business transaction process, which is normally unconstrained by geography, time or technology. The process is usually initiated at the customer’s request and often operates concurrently with other customer processes in real-time. Many of these processes are aiming to achieve the paradigm shift expected from New Economy organisations.

The unit is taught using a variety of teaching methods including lectures, seminars, case studies and student centred learning. Practical work culminates in the development of an E-Commerce site.


Indicative Styles Learners carry out exercises individually and in groups to develop integrated elements of

an e-Commerce infrastructure, allowing learners to apply conceptual knowledge together with the application of design and development skills. The underpinning skills and knowledge are largely developed in preceding and concurrent units. The focus is upon integrating these in an E-Commerce context in order to achieve the objectives sought by paradigm shift strategies. The learner will develop their conceptual thinking from data and process-centric analysis towards the user centred viewpoint required to support a successful trading model.

Case studies are analysed by learners as individuals and as members of a group, enabling them to discuss and compare various approaches to solving business problems and developing business opportunities through applying E-Commerce technologies.

Seminars will lead learners through the research, development and evaluation of business processes, enabling learners to select them for their suitability in differing contexts.

Learners are expected to maintain a current awareness of trends and developments in the rapidly changing field and can expect to undertake both directed and independent research to achieve this.

Feedback on ProgressFeedback on the learner’s progress towards Learning Outcomes will take place throughout the course, using seminar discussions, individual and group work and case studies.

SUMMATIVE ASSESSMENTAssessment: Intended Learning Outcomes 5-7will be assessed through examination.

Assessment: Intended Learning Outcomes 1-4 will be assessed throughtwo assignments.

Formal Assessment Weighting: The weighting of in-course assessment, to final exam if 50:50.

SUMMATIVE ASSESSMENTILOs 1-4:The first assignment will require students to produce a report detailing requirements gathering and design methodologies. The second assignment will require students to produce a report covering the management of the site and the creation of an advanced prototype e-commerce site.

INDICATIVE CONTENT

E-Commerce Business ModelsTrading models in the business to consumer (B2C) and business to business (B2B) markets. Such as Pure Play Sales; Subscription; Advertising Revenue, etc. and how they impact on requirements elicitation.

Trading SystemsThe development of systems for e-Tailing, e-Info, e-Commerce, etc.Traffic monitoring. Integration issues with legacy systems. Internationalisation issues.

Advertising and MarketingThe advertising and marketing of e-commerce sites, integration issues for established organisations. Segmentation, intercultural and international issues in the virtual marketplace

Payment SystemsDebit and Credit cards, e-Cash, wallets, smart cards, micropayments and telcocharging.Settlement systems including BACS and credit accounts. Implications for the organisation of cash flow in differing payment and settlement systems.

Securitye-Commerce security risks and attacks; maintenance of security policies. Security models for e-Commerce. The use of encryption techniques and public key-based encryption.Identification and certificates, authentication and non-repudiation.


Legal, Ethical and Social IssuesLegal aspects of trading within the UK, the European Union and internationally.Intellectual property; accessibility issues; patents, trademarks, designs and copyright.Individual rights, censorship and privacy.

LogisticsThe distribution of electronic and physical goods.The delivery of virtual, electronic and physical services.

INDICATIVE KEY LEARNING RESOURCES

LITERATURE BASED

Friedlein, A., Web Project Management, 2003, Morgan Kaufman Publishers

Laudon, K. &Traver, C., E-Commerce: Business, Technology, Society, 4th edition (2008), Pearson International

Laudon, K. &Traver, C., E-Commerce 2010: International Version: Business, Technology, Society, Sixth Edition (2010), Pearson International

Lawrence, E. et al, Internet Commerce, (2000), John Wiley & Sons

Mitnick,K., &Simon,W.L (2005) The Art of Intrusion, John Wiley & Sons

Mitnick,K., &Simon,W.L , New Ed edition, (2003) The Art of Deception, John Wiley & Sons

Schneier, B., Secrets & Lies, (2004), John Wiley & Sons

Shelford.T.J&Remillard,G.A, Pap/Cdr edition, (2002)Real Web Project Management: Case Studies and Best Practices from the Trenches, Addison Wesley

JournalsElectronic Commerce Research : http://www.kluweronline.com/issn/1389-5753Electronic Markets : http://www.electronicmarkets.org/e-Service Journal : http://www.e-sj.org/International Journal of Electronic Commerce : http://www.gvsu.edu/business/ijec/Journal of Computer-Mediated Communication : http://www.ascusc.org/jcmc/ Journal of Electronic Commerce Research : http://www.csulb.edu/web/journals/jecr/Journal of Interactive Marketing : http://www.csulb.edu/web/journals/jecr/Journal of Internet Banking and Commerce : http://www.arraydev.com/commerce/JIBC/Journal of Internet Security : http://www.addsecure.net/jisec/index.aspJournal of Internet Marketing : http://www.arraydev.com/commerce/jim/The Journal of Internet Purchasing : http://www.arraydev.com/commerce/jip/CIO OnLine's Electronic Commerce Forum : http://www.cio.com/search?cx=005964914320811651291%3Axkqet_zlicy&q=ecommerce&cof=FORID%3A09#1280Electronic Commerce & Law Report (BNA) :http://www.bna.com/products/ip/eplr.htm


http://www.bna.com/products/ip/eplr.htm

http://www.cio.com/forums/ec.html

http://www.cio.com/CIO/

http://www.arraydev.com/commerce/jip

http://www.arraydev.com/commerce/jim/

http://www.addsecure.net/jisec/index.asp

http://www.arraydev.com/commerce/JIBC/

http://www.interscience.wiley.com/jpages/1094-9968/

http://www.csulb.edu/web/journals/jecr/

http://www.ascusc.org/jcmc/

http://www.gvsu.edu/ssb/ijec/

http://www.e-sj.org/

http://www.e-sj.org/

http://www.electronicmarkets.org/

http://www.electronicmarkets.org/#_blank

http://www.wkap.nl/journalhome.htm/1389-5753#_blank

CSE1090H-2 DATA WAREHOUSING

Level H


PRE-REQUISITES AND CO-REQUISITES

None.

AIMS

To explore the processes and practices associated with data warehousing with the aim of being able to assess the problems likely in all phases of their construction, implementation and operation and so select and apply technologies and approaches appropriate to the issues and requirements being addressed.

To examine the issues and opportunities presented by data warehousing and develop an understanding of social, logistical and operational issues and possible outcomes created by the data warehousing environment.

INTENDED LEARNING OUTCOMES

Having completed this unit the student is expected to be able to:

1. Specify the principles and techniques of extracting, merging and cleansing data, including the recognition of data quality issues and solutions.

2. Describe and analyse the role and relevance of OLAP technologies in the solution of business information problems.

3. Model and design Data Warehouses and Data Marts, reflecting good design principles, to solve informational problems.

4. Query Data Warehouses and Data Marts to satisfy specific business questions and present information using appropriate data analysis tools.

5. Explain the techniques of information presentation and distribution, including web-enabled applications.

6. Critically evaluate data warehouse development methodologies and management practices.

LEARNING AND TEACHING METHODS

The unit is taught using a variety of teaching methods including lectures, seminars, case studies and student centred learning and research. Practical work culminates in the development of data marts to satisfy a given business need.

Indicative Styles Learners carry out exercises individually to develop integrated elements of a data

warehouse, allowing learners to apply conceptual knowledge together with the application of design and development skills. The learner will develop their conceptual thinking from data and process analysis towards the viewpoint required to support a successful management model.

Case studies are analysed by learners as individuals with a view to them discussing and comparing various approaches to solving business problems and developing business opportunities through applying data warehouse technologies.

Seminars will lead learners through the analysis, development, maintenance and evaluation of data warehouses, enabling learners to select suitable warehouse structures in differing contexts.

Learners are expected to maintain a current awareness of trends and developments in the rapidly changing field and can expect to undertake both directed and independent research to achieve this.

Feedback on ProgressBSc (Hons) Applied Computing Top-Up –Unit Directory 2011 12

Feedback on the learner’s progress towards Learning Outcomes will take place throughout the course, using seminar discussions, individual work and case studies.

SUMMATIVE ASSESSMENTAssessment: ILOs 1-6These will be assessed by coursework (50%) and examination (50%)

Coursework: ILOs 1, 3 and 4 will be assessed by two assignments based on case studies.

Exam: ILOs 2, 5 and 6 will be assessed by a formal examination, part of which will be based upon small discrete case studies.

INDICATIVE CONTENT

Data Warehousing PrinciplesThe basic terminology and key issues in data warehousing. This area set the scene for all subsequent themes.

Data Warehouse ModelsThe fundamentals of both dimensional and multidimensional data modelling. Two key technologies, Relational DBMSs and the new Multidimensional DBMSs, are introduced and their role in Data Warehousing explained.

Data QualityThe problems and solutions that arise when data is cleansed and scrutinised so that it is of acceptable quality for uploading into a Data Warehouse.

Data ManagementMethodologies for Data Warehouse development and the essential requirements for the successful management of a Data Warehouse.

Data PresentationThe functions and facilities of On-line Analytical Processing (OLAP).An overview of the way in which the Web is being integrated into the Data Warehouse environment.


LITERATURE BASED

Berson, A and Smith, S. J. (1997) Data Warehousing, Data Mining and OLAP, McGraw-Hill Connolly &Begg (2002) Database Systems - A Practical Approach to Design, Implementation & Management: Third Edition. Addison WesleyInmon, W H (2002) Building the Data Warehouse, John Wiley NY Inmon, W. Terdeman, R. Norris-Montanari, J. Meers, D. (2001) Data Warehousing for E-Business John Wiley & Sons Inc. NYImhoff , C (2003) Mastering Data Warehouse Design: Relational and Dimensional Techniques (Getting Started In.....) Wiley Publishing Inc, Indianapolis, Indiana Kimball, R (2002) The Data Warehouse Toolkit: Second Edition, John Wiley & Sons Inc. NYKimball, R et al (2008) The Data Warehouse Lifecycle Toolkit John Wiley & Sons Inc. NYPonniah, P (2010) Data Warehousing Fundamentals: A Comprehensive Guide for IT Professionals: Second Edition, John Wiley & Sons Inc, Hoboken, New Jersey

JOURNALS

International Journal of Data Warehousing and Mining (IJDWM)Business Intelligence Journal


WEB BASED

Pendse, N. (2000) The OLA.P Report: The Origins of Today's OLAP Products URL: http://www.olapreport.com/origins.htm

Alta Plana, Online Analytical Processing URL: http://www.altaplana.com/olap/

SAS Institute Web-site, URL: http://www.sas.com/

Mailvaganam, H (2003) Designing OLAP Solutions, URL: http://www.dwreview.com/

Edwards, R (1999) Designing Star Schemas for Data Warehousing, URL: http://www.nyoug.org/redwards.pdf

The Thompson Corporation (2003) Best Practices in Information Technology, URL: http://www.datawarehouse.com/forums/

Mogin, P, Issues in Databases and Information Systems, URL: http://www.mcs.vuw.ac.nz/courses/comp442/2003T2/LectureNotes/StarSchema_03.pdf

Romm, M, Introduction in Data Warehousing, URL: http://www.mutualmentor.com/dig/presentations/DWIntro.PDF

Prof. Holowczak (2002) Database Management Systems II, URL: http://cisnet.baruch.cuny.edu/holowczak/classes/9440/datawarehousing/


http://cisnet.baruch.cuny.edu/holowczak/classes/9440/datawarehousing/

http://www.mutualmentor.com/dig/presentations/DWIntro.PDF

http://www.mcs.vuw.ac.nz/courses/comp442/2003T2/LectureNotes/StarSchema_03.pdf

http://www.datawarehouse.com/forums/

http://www.nyoug.org/redwards.pdf

http://www.dwreview.com/

http://www.sas.com/

http://www.altaplana.com/olap/

http://www.olapreport.com/origins.htm

CSE1091H-1 DESIGN for NEW TECHNOLOGIESLevel HCredit value 20 (ECTS equivalent 10 credits)

PRE- AND CO-REQUISITESNone

AIMSIn this unit, students begin explore contemporary HCI paradigms in order to develop a wide-ranging knowledge of potential approaches/directions. The unit takes the student beyond the ‘desktop’ metaphor and allows them to critically assess alternatives for human-technology interactions.

The unit is concerned with the analysis of theoretical foundations for user-centred interface design. Integration of psychological principles with advanced technological developments gives the students a broad exposure to 21st century interface potential.

This unit contains topics relating to the Human-Computer Interaction, Developing Technologies, and Professionalism components of the QAA Computing benchmark.

INTENDED LEARNING OUTCOMESHaving completed this unit the student is expected to be able to:

1. Compare and contrast contemporary and ‘next generation’ HCI technologies and paradigms.

2. Critically evaluate HCI design theory and its application to the development of new interactive technology.

3. Demonstrate wide research knowledge of user interfaces: visual, auditory and kinaesthetic.

4. Discuss and criticise the impact of pervasive and networked interactive systems on the individual and on society as a whole.

LEARNING AND TEACHING METHODSIndicative StylesIn this unit students will attend a weekly lecture and seminar (where they will present individual HCI topics to the class. Mandatory, but not formally assessed. Many of these include practical demonstrations, dependent on available resources).

SUMMATIVE ASSESSMENTAssessment WeightingThe weighting of coursework to examination is: 30:70

Assessment RegimeA typical assessment regime will be:

ILOs 1, 2, and 3: written evaluative report

ILOs 1, 2, 3, and 4: unseen, end of unit examination


INDICATIVE CONTENTBeyond the desktopNew and future interaction paradigms: virtual environments; avatars and agents; augmented reality.

Multimodal interactionNew ways of communicating: voice command and control; gesture-based interaction; personal/wearable devices; head-up displays.

Designing for the futureHuman factors; user acceptance; integrating systems: information, services and entertainment.

Computing for the individual and societyPervasive computing; affective user interface design; large, computer-based communities.

INDICATIVE KEY LEARNING RESOURCES BooksPirhonen, A. (2005). Future Interaction Design.Springer-VerlagUK.

Heikki M. Isomaki (2008). Future Interaction Design: No. 2. Springer-VerlagUK.

Dasgupta, S. (2005) The Encyclopaedia of Virtual Communities and Technologies. Idea Group Inc.

DongyoungSohn. (2008)Social Network Structures and the Internet: Collective Dynamics in Virtual.Communities.Cambria Press

Riva, G. et al. (2005). Ambient Intelligence: The Evolution of Technology, Communication and Cognition Towards the Future of Human-computer Interaction. IOS Press.

Burnett, R. (2005). How Images Think.The MIT Press.

Love, S. (2005). Understanding Mobile HCI: A Psychological Perspective.Butterworth-Heinemann.

Plaisant, C., Schneiderman, B. (2008). Designing the User Interface: Strategies for Effective Human-Computer Interaction. Addison Wesley.

Harris, R. (2004). Voice Interaction Design: Crafting the New Conversational Speech Systems. Morgan Kaufmann

A. Hayzelden. (1999). Software Agents for Future Communication.Springer-VerlagBerlin

Bradshaw J.M (2003). Software Agents.MIT press.

JournalsHuman Factors

Human-Computer Interaction

International Journal of human-computer studies

IBM Systems Journal

Journal of Visual Languages and Computing

Conference ProceedingsBritish HCI Group: Human-Computer Interaction

ACM: Computer-Human Interaction

Interact

HCI International


CSE1092H-1 PROGRAMMING LANGUAGES

Level H


PRE- AND CO-REQUISITESNone

AIMSTo give a practical understanding of the factors involved in selecting a programming language for any specific problem.

INTENDED LEARNING OUTCOMES At the end of the unit the learner is expected to be able to:

1. Evaluate the strengths and weakness of different programming paradigms.

2. Make a recommendation as to which programming paradigm is suited to a particular problem and provide support for their recommendation.

3. Critically evaluate a programming language in terms of its suitability for purpose.

4. Identify the common components of all programming languages and indicate why they are required.

LEARNING AND TEACHING METHODSIntellectual, Cognitive and Operational DevelopmentThe unit will be based on workstations using a variety of different programming languages from a number of different paradigms. Simple exercises will be set which the learners will have to resolve using three different paradigms. The unit covers the comparative programming languages and topics from the theoretical computing components of the computing benchmark.

The unit identifies and explains the essential concepts underlying the design and use of programming languages and provides a good balance of theory and practice. Compares how the major languages handle issues such as declarations, types, data abstraction, information hiding, modularity and the support given to the development of reliable software systems. The emphasis is on the similarities between languages rather than their differences.

A number of different paradigms are covered, which may include imperative, object-oriented, functional, logical, and visual, some of these paradigms will be covered in overview only. Different implementation techniques are discussed, which may include interpreted, byte-code and native code. These implementation techniques will be covered at a high level only.

Indicative StylesA formal lecture program provides an introduction to the theoretical aspects of programming language design.

Learners are introduced to the practical aspects by the development of a number of small applications in different languages, each based on a different paradigm. This development forms the basis for the in-course assessment.

Learners will be requested to carry out research using academic papers. They will be expected to incorporate their research findings in their assessed coursework. Case studies will be used to support lectures and seminars.


Feedback on progressFeedback will be provided by discussion in lecture, and seminar. Feedback of the practical exercises will be provided by discussion of the model answers and the findings of the learner's own experiments.

SUMMATIVE ASSESSMENTThe weighting of coursework to examination is: 50:50

A typical assessment regime will be:ILOs 1-4: assessed via in-course practical assessment.

ILOs 1-4: assessed effectively through written examination. At this level the learner is expected to be able to make recommendations and provide supporting arguments based on a simple case study.

INDICATIVE ASSESSMENTILOs 1-4 coursework: The learner is required to implement the same small application in a number of different programming languages and to provide a written report which provides a reasoned recommendation as to which language was better suited to the application. This provides the learner with the opportunity to demonstrate their proficiency in these intended learning outcomes.

ILOs 1-4 examination: At this level the learner is expected to be able to make recommendations and provide supporting arguments based on a simple case study.

INDICATIVE CONTENT

IntroductionA historical survey, the diversity of languages and the motivation for variety.

Common Language FeaturesTypes, values, declarations, enumerated types, references. Expressions and statements, sequencing and control, exception handling, modules, components, classes, separate compilation. Parameters, functions, forward references. Storage management, dynamic data structures, strings, sets, and files.

ParadigmsObject-Orientated: Single and multiple inheritance, polymorphism, dynamic binding, abstract classes, behavioural inheritance.Functional: Lisp, FP Systems, Modern functional languages.Logical: Prolog, data objects, efficiency.Visual: The drag and drop culture, GUIs, multimedia.Concurrency and networking: Process synchronisation and communication, Internet and Real-Time programming.

Design PatternsOverview, Creational, Structural, and Behavioural Patterns.


BooksSebesta, Robert. W. (2007), Concepts of Programming Languages(8th Ed).Pearson Education.

Clark, Robert G. (2001), Comparative Programming Languages(3rd Ed.).Addison-Wesley.


Tucker, Allen and Noonan. Robert. (2006) Programming Languages: Principles and Paradigms (2nd Ed). McGraw-Hill.

Kaisler, Stephen H. (2005), Software Paradigms.John Wiley & Sons Ltd.

Watt, David A. (2004), Programming Languages Design Concepts. John Wiley & Sons, Ltd.

Pratt, Terrence W. and Zelkowitz, Marvin V. (2001), Programming Languages: Design and Implementation(4th Ed). Prentice-Hall.

Meyer, Bertrand (2000), Object-Oriented Software Construction(2nd Ed.).Prentice Hall.

Gamma, Erich, et al (2005), Design Patterns: Elements of Reusable Object-oriented Software: AND Applying UML and Patterns, an Introduction to Object-Oriented Analysis and Design and Iterative Development. Addison-Wesley.

Bratko, Ivan. (2008), Prolog: Programming for Artificial Intelligence (4th Ed.). Addison-Wesley.

Thompson, Simon. (1999), Haskell: The Craft of Functional Programming (2nd Ed.), Addison-Wesley.

Hutton, Graham. (2007), Programming in Haskell. CambridgeUniversity Press

JournalsACM Special Interest Group for Programming Languages (SIGPLAN)

Computer Languages.

Proceedings of the International Conference in Compiler Construction.

IEEE Communications – Software

Web-based sourcesVirtual Library: Programming Languages: http://src.doc.ic.ac.uk/bySubject/Computing/Languages.html

Archive for comp.compilersusenet news group: http://compilers.iecc.com/


http://compilers.iecc.com/

http://src.doc.ic.ac.uk/bySubject/Computing/Languages.html

CSE1093H-1 OBJECT-ORIENTED SOFTWARE ENGINEERINGLevel HCredit value 20 (ECTS equivalent 10)

PRE- AND CO-REQUISITESCo-requisite: Requirements Engineering

AIMSTo further explore the nature and practice of software development with particular emphasis upon the early phase tasks. To examine the technology available for requirements engineering to enable understanding of, and competence in performing, the key, early phases of development.

This unit addresses elements of the Computer Based Systems, Software Engineering, Systems Analysis and Design and Theoretical Computing components, of the QAA Computing benchmark.


1. Critically evaluate the role of software reuse in modern software development.

2. Select and apply appropriate design patterns in the construction of a design for a software system.

3. Critically appraise the effectiveness of object-orientation approaches to software construction.

4. Critically evaluate agile methods for software construction.

5. Demonstrate understanding of software verification and validation techniques.

LEARNING AND TEACHING METHODSIndicative StylesA series of lectures and directed reading cover the theoretical issues and technology.

In the workshops, practical exercises, often in small groups, provide the opportunities for supervised practice in the application of individual techniques.

The workshops incorporate debriefing and discussion sessions which allow reflection upon and evaluation of the technology and the strategic issues.

The assignment programme allows practice in devising strategies and applying technology to larger case studies and incorporates at least one elicitation exercise.

Feedback on ProgressThe workshops provide many opportunities for feedback to individuals and groups. Solutions generated by individuals and groups will be discussed and evaluated, often in the context of an example solution.

SUMMATIVE ASSESSMENTThe weighting between coursework and examination is 30:70.

A typical assessment regime will be:

ILO 1: assessed by coursework and examination


ILOs 2, 4: assessed by assignment

ILOs 3, 5: assessed by coursework and examination

INDICATIVE CONTENT

Software and software engineeringReview of software development models and concepts. Key factors for success in software construction.

Review of object orientationObject-oriented analysis and design.Processes and notations, e.g., RUP, MDA.Evaluation of OO in heterogeneous environments.

Software reuseReuse and re-engineering. Development techniques to support reuse. Evaluation of software components.Engendering a reuse culture.

Design patternsHistory and development.Example patterns, their use and evaluation.Tool support.

Architecting and designing softwareAgile methods: techniques, tolls, and evaluation. Sociological/psychological justification.Applications to GUI development, data warehousing, etc.

Verification and validationTechniques for testing and integration.

INDICATIVE KEY LEARNING RESOURCESBooksBraude, Eric J., (2000). Software Engineering: An Object-Oriented Perspective. John Wiley &

Sons.

Brown W B (2003). An Introduction to Object Oriented Analysis: Objects and UML in Plain English(2nd Ed.).John Wiley & Sons.

Fitzgerald, J, et al. (2005). Validated Designs for Object-oriented Systems, Springer-Verlag.

Gamma, Erich, Ralph Johnson, Richard Helm (2005).Design Patterns: Elements of Reusable Object-oriented Software: AND Applying UML and Patterns, an Introduction to Object-Oriented Analysis and Design and Iterative Development.Addison-Wesley.

Haug, Michael, Luisa Consolini, Eric W. Olsen, (2001). Software Quality Approaches: Testing, Verification and Validation. Springer-Verlag.

Jacobson, Ivar , Martin Griss, PatrikJonsson, (1997). Software Reuse: Architecture, Process and Organization for Business Success. ACM Press.

Michel Ezran, Maurizio Morisio,Colin Tully, (2002).Practical Software Reuse, Springer-Verlag.

Lethbridge, Timothy and Robert Laganiere, (2005).Object-Oriented Software Engineering: Practical Software Development Using UML and Java. McGraw-Hill Education.

Stephen R Schach, (2007). Object-Oriented Software Engineering. McGraw-Hill

McClure, Carma, (2001). Software Reuse: A Standards-based Guide. WileyBlackwell.

Mili, Hafedh, Ali Mili, Serif Yacoub, Edward Addy, (2002). Reuse-based Software Engineering: Techniques, Organizations, and Measurement. WileyBlackwell.

Schulmeyer, G.Gordon ,Mackenzie, Garth, R, (2000). Verification and Validation of Modern Software Systems Prentice-Hall.

JournalsBSc (Hons) Applied Computing Top-Up –Unit Directory 2011 21

Journal of Object-Oriented Programming

Journal of Object Technology

Software Engineering Journal

IEEE Transactions on Software Engineering

IEEE Proceedings - Software


CSE1094H-1 REQUIREMENTS ENGINEERINGLevel HCredit value 20 (ECTS equivalent 10 credits)

PRE- AND CO-REQUISITESCo-requisite: Object-Oriented Software Engineering.

AIMSTo further examine the technologies available for requirements engineering to enable understanding of, and competence in performing, the key, early phases of development.

This unit addresses elements of the Computer Based Systems, Software Engineering, and Systems Analysis and Design components, of the QAA Computing benchmark.


1. Develop and execute an elicitation plan employing common techniques.

2. Analyse and define functional and non-functional requirements for different types of simple problem domain.

3. Specify solution system behaviour, using object-oriented models,to meet requirements for simple problem domains.

4. Explain and apply the principal, early phase means of validating a software product.

LEARNING AND TEACHING METHODSIndicative StylesA series of lectures and directed reading cover the theoretical issues and technology.

In the workshops, practical exercises, often in small groups, provide the opportunities for supervised practice in the application of individual techniques.

The workshops incorporate debriefing and discussion sessions which allow reflection upon and evaluation of the technology and the strategic issues.

The assignment programme allows practice in devising strategies and applying technology to larger case studies and incorporates at least one elicitation exercise.

Feedback on ProgressThe workshops provide many opportunities for feedback to individuals and groups. Solutions generated by individuals and groups will be discussed and evaluated, often in the context of an example solution.

SUMMATIVE ASSESSMENTThe weighting between coursework and examination is 30:70.

A typical assessment regime will be:

ILO 1: assessed by coursework and examination

ILOs 2, 3: assessed by assignment

ILOs 4, 5: assessed by coursework and examination


INDICATIVE CONTENT

IntroductionReview of the requirements engineering process: the problem domain and solution systems; the requirements engineering tasks and deliverables.

Requirements in the Problem and Solution DomainsThe design of behaviour to meet requirements.The documentation of behaviour using standard behavioural modelling techniques.

Requirements ModellingDiagrams: DFDs, ERDs, OO approaches. Strengths and weaknesses.

Requirements validationWhy, when and how (review, test plan construction etc).

Traceability Satisfaction arguments; allocating requirements; rich traceability analysis: single-layer, multi-layer. Traceability metrics.

Tool supportSupport for baselining, representation, traceability.

INDICATIVE KEY LEARNING RESOURCESBooksAlexander, Ian, and Richard Stevens, (2002).Writing Better Requirements. Addison Wesley.

Fitzgerald, J, et al. (2005), Validated Designs for Object-oriented Systems, Springer-Verlag London Ltd

Gause, Donald and Gerald Weinberg (1990). Exploring Requirements — Quality Before Design. Dorset House

Horrocks, Ian (1999). Constructing the User Interface with Statecharts.Addison-Wesley.

Hull, Elizabeth, Ken Jackson, Jeremy Dick. 2Rev Ed edition, (2004).Requirements Engineering.Springer-Verlag London.

Jackson, Michael (1996). Software Requirements and Specification - a lexicon of practice, principles and prejudices.Addison-Wesley.

Kovitz, Ben (1999). Practical Software Requirements, A Manual of Content and Style. Manning.

Loucopolous, Pericles and VassiliosKarakostas (1995).System Requirements Engineering.McGraw Hill.

Maciaszek, Leszek 2 edition (2001).Requirements Analysis and System Design: Developing Information Systems with UML. Addison Wesley.

Sommerville, Ian and Pete Sawyer (1997).Requirements Engineering — A Good Practice Guide.John Wiley & Sons.

Wiegers, K. 2Rev Ed edition, (2003).Software Requirements.Microsoft Press International.

JournalsRequirements Engineering

IEEE Transactions on Software Engineering

IEEE Proceedings - Software


Web-based sourcesBCS Requirements Engineering Specialist Group: http://www.resg.org.uk/

Alternate course notes at: http://www.ece.queensu.ca/


http://www.resg.org.uk/

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