Lovely Professional University

TERM PAPER

Of

FOUNDATION OF COMPUTINGTopic: -UNIVERSITY MANAGEMENT SYSTEM

Submitted To: - Submitted By:- MS. ADITI TAHEEM Name:-intisar yousuf

Lecturer lpu Roll No:-R5003B34

Section:-B5003

REGN. NO: 11008471

And

Name: emadur rahman laskar

Roll No:-R5003B48

SectiON:B5003

REGN.NO:11007662

ACKNOWLEDGEMENT

It is not until you undertake the project like this one that you realize how massive the effort it really is, or how much you must rely upon the Selfless efforts and goodwill of others. There are many who helped us with this project, and we want to thank them all from the core of our Hearts.

We owe special words of thanks to our Teachers MS. ADITI

TAHEEM for their vision, thoughtful counseling and encouragement

at every step of the project. We are also thankful to the teachers of the

Department for giving us the best of knowledge and guidance

throughout the project.

And last but not the least, we find no words to acknowledge the

financial assistance & moral support rendered by our parents in

making the effort a success. All this has become reality because of

their blessings and above all by the grace of god.

TABLE OF CONTENTS

S.No Content1 INTRODUCTION

2 Proposed system(a) Description(b) System Requirements

3 Requirement analysis4 System Design5 Source code6 Testing

STUDENT RECORD SYSTEMCLASSROOM MANAGEMENTSITTING EXPECTATION

MAINTAINING A LEARNING ENVIRONMENT

MOTIVATIONAL CLIMATE

7 Future scope of project

8 BIBLIOGRAPHY

OVERVIEW TO C

HISTORY OF C:

C is a popular general purpose programming language. It is one of the most popular computer languages today, because it is a structured, high level, machine independent language.

The root of all modern language is ALGOL, introduced in early 1960’s. ALGOL was the 1st computer language to use a block structure. Subsequently, several other languages were announced after 1960’s. In 1967, Martin Richard developed a language called BCPL i.e. basic combined programming language mainly for writing system software. In 1970, Ken Thompson created a language using many features of BCPL and called it simply B. B was used to create early version of UNIX operating system.

C was evolved from ALGOL, BCPL, and B by Dennis Ritchie at the Bell Laboratories in 1972, strongly associated with UNIX. During 1970’s, C had evolved into the “TRADITIONAL C”. With the publication of the book ‘The C Programming language’ by Brian Kernighan and Dennis Ritchie in 1978, it becomes more powerful.

In 1983, American National Standards Institutes (ANSI) appointed a technical committee to define a standard for C. The committee approved a version of C in December 1989, which is now known as ANSI C. It was then approved by International Standard Organization (ISO) in 1990.

IMPORTANCE OF C:

The increasing popularity of C is probably due to its many desirable qualities. The C compiler combines the capabilities of an assembly language with the features of a high level language and therefore it is well suited for writing both system software and business packages. In fact many of the C compilers available in the market are written in C. Programs written in C are efficient and fast. This is due to its variety of data types and powerful operators. It is many times faster than BASIC.

There are only 32 key words in ANSI C and its strength lies in its built in functions. C is highly portable; this means that C programs written for one computer can be run on another with little or no modifications. C language is well suited for structured programming, thus requiring the user to think of a problem in terms of function modules or blocks. This modular structure makes program de-bugging, testing and maintenance easier. Another important feature of C is its ability to extend itself. We can continuously add our own functions to C library, thus our programming task becomes so easier and simple.

INTRODUCTION:

We have discussed so far various features of C language and are ready to write and execute program of modest complexity. However, before attempting to develop complex programs, it is worthwhile to consider some programming techniques that would help design efficient and error free.

The program development process includes three important stages, namely, program design, program coding and program testing. All the three stages contribute to the production of high quality program.

In “UNIVERSITY MANAGEMENT SYSTEM” we have done system design, source coding, and program testing and added many more features to facilitate the user with the best. We have given the user the facility to enter the Student’s record and see whether the user is provided with the complete information.

We can improve the efficiency of the system, thus overcome the drawbacks of the existing system.· Less human error· Strength and strain of registers and papers can be reduced · High security· Data consistency· Easy to handle· Easy data updating · Easy record keeping· Backup data can be easily generated

Introduction of program management

system

We can make this Student record management system in C language by

using three or more than three header files or many data types such as:

1. #include<stdio.h> : this header file will contain Scanf() , Printf () And,

there are many header files which are used in this program….

2. #include<conio.h>: this header file will contain Clrscr(); , Getch(); , and

many more….

3. #include<string.h> : this header file will contain string function.

4. #include<ctype.h>

SYSTEM REQUIREMENTS

Operating System: Windows 2000/NT/Xp/Vista

RAM: 256 MB or more

HARD DISK 40 GB or more

Processor P3 or High

Compiler Standard C++ Compiler

SYSTEM DESCRIPTION

THE OPERATING SYSTEM USED IN THIS PROJECT IS WINDOWSXPIT HAS MICROSOFT OFFICE INSTALLED IN IT. IT HAS RAM OF 2GB. HARD DISK CAPACITY OF OPERATING SYSTEM IS 250GB. IT CONSISTS OF PENTIUM-4 PROCESSOR.THE OPEREATING SYSTEM ALSO HAS C++ COMPILER. THE SYSTEM ALSO HAS TYPE CONVERSIONS WHICH CONVERT LOWER TO UPPER TYPE. THE OPERATING SYSTEM HAVE 1GB RAM FOR MICROSOFT WORLD.

Student record system

A student information system (SIS) is an  application for educational establishments to manage student data. Student information systems provide capabilities for entering student test and other assessment scores through an electronic grade book, building student schedules, tracking student attendance, and managing many other student-related data needs in a school, college or university. Also known as student information management system (SIMS, SIM), student records system (SRS), student management system (SMS), campus management system (CMS) or school management system (SMS).

Diagram showing the importance and result of well thought out Student Data Management.

The SIS is equivalent to an Enterprise Resource Planning or ERP system for a corporate customer. As such, many of the issues with ERP System Selection Methodology, implementation, and operation of an ERP system apply to schools and their SIS systems.

Functions

These systems vary in size, scope and capability, from packages that are implemented in relatively small organizations to cover student records alone, to enterprise-wide solutions that aim to cover most aspects of running large multi-campus organizations with significant local responsibility. Many systems can be scaled to different levels of functionality by purchasing add-on "modules" and can typically be configured by their home institutions to meet local needs.

Until recently, the common functions of a student records system are to support the maintenance of personal and study information relating to:

Handling inquiries from prospective students Handling the admissions process Enrolling new students and storing teaching option choices Automatically creating class & teacher schedules Handling records of examinations, assessments, marks and grades and

academic progression Maintaining records of absences and attendance Recording communications with students Maintaining discipline records Providing statistical reports Maintenance boarding house details Communicating student details to parents through a parent portal Special Education / Individual Education Plan (IEP) services Human resources services Accounting and budgeting services Student health records

Classroom management

Classroom management is the orchestration of the learning environment of a group of individuals within a classroom setting. In the early 1970s classroom management was seen as separate from classroom instruction. Teachers' management decisions were viewed as precursors to instruction, and were treated in the literature as if they were content-free. The image was of a teacher first attending to classroom management, and then beginning instruction without further reference to management decisions. Research in the 1980s, however, demonstrated that management and instruction are not separate, but are inextricably interwoven and complex.

A teacher's classroom-management system communicates information about the teacher's beliefs on content and the learning process. It also circumscribes the kinds of instruction that will take place in a particular classroom. A classroom in which the teacher takes complete responsibility for guiding students' actions constitutes a different learning environment than one in which students are encouraged and taught to assume responsibility for their own behaviors. Content will be approached and understood differently in each of these settings. Furthermore, more intellectually demanding academic work and activities in which students create products or encounter novel problems require complex management decisions. This correlation between instructional activity and management complexity further reinforces the interrelated nature of classroom management and curriculum.

SITTING EXPECTATION

In both elementary and secondary classrooms, the start of the school year is crucial to effective management. A significant aspect of this beginning is the teacher's establishment of expectations for student behavior, which are expressed through rules and procedures. Rules indicate the expectations for behavior in the classroom, and for how one interacts with one's peers and the teacher. Procedures have to do with how things get done. Rules can be, and frequently are, developed with the students' help, which increases the likelihood of compliance.

Ultimately, with or without student input, the teacher must have a picture of what code of behavior is essential for the classroom to function as desired. Both rules and procedures must be taught, practiced, and enforced consistently. Included with the development of rules and procedures is the accountability system of the classroom, which must communicate to students how they are held responsible for the academic work that they do.

Researchers have confirmed that effective classroom managers begin the year by setting expectations. At the elementary school level better managers also consistently analyze classroom tasks, teach going-to-school skills, see the classroom through students' eyes, and monitor student behavior from the beginning of the year. These characteristics are similar at the middle school and junior high level, where better managers also explain rules and procedures, monitor student behavior, develop student accountability for work, communicate information, and organize instruction from the first day of school. Research has shown that teachers whose students demonstrated high task engagement and academic achievement implement a systematic approach toward classroom management at the beginning of the school year. Therefore, one of the critical aspects of managing classrooms effectively, or managing classrooms in ways to enhance student learning, is setting expectations.

MOTIVATIONAL CLIMATE

An essential part of organizing the classroom involves developing a climate in which teachers encourage students to do their best and to be excited about what they are learning. There are two factors that are critical in creating such a motivational climate: value and effort. To be motivated, students must see the worth of the work that they are doing and the work others do. A teacher's demonstration of value shows students how their work is worthwhile and is connected to things that are important for them, including other learning and interests. Effort ties the time, energy, and creativity a student uses to develop the "work," to the value that the work holds. One way that teachers encourage effort is through specific praise, telling students specifically what it is that they are doing that is worthwhile and good. In combination an understanding of the value of academic tasks and the effort necessary to complete these tasks motivate students to learn.

It is possible to create a setting that appears to be well managed, where room arrangement, rules, and procedures are operating well, but where little actual learning takes place. However, when a teacher creates structure and order, as well as a learning environment in which students feel the excitement of learning

and success, then the classroom can truly be said to be well managed. At the beginning of the year, teachers must set expectations and create a motivational climate for learning and combine this with orchestrating the physical space in order to both create and implement a successful classroom management system.

MAINTAINING A LEARNING ENVIRONMENT

A teacher's classroom management decisions do not stop after the planning and establishment that is crucial to beginning the school year. As the school year progresses, classroom management involve maintaining the learning environment through conscientious decision-making concerning students and the classroom. Teachers in a classroom teach groups of children. Maintaining the learning environment, therefore, requires teachers to focus on group processes. Jacob Kounin's landmark findings from the late 1960s on the management of classroom groups identified that the means by which teachers prevent problems from occurring in the first place differentiated them as more effective managers. Kounin, whose work was reaffirmed by Paul Gump, a noted ecological psychologist in Kansas in the 1980s, identified several strategies that teachers use to elicit high levels of work involvement and low levels of misbehavior. These strategies are: (1) with-it-ness (communicating awareness of student behavior), (2) overlapping (doing more than one thing at once),(3) smoothness and momentum (moving in and out of activities smoothly, with appropriately paced and sequenced instruction), and (4) group alerting (keeping all students attentive in a whole-group focus). These tools help teachers to maintain the flow of instruction. A significant stumbling block to the flow of instruction is in attention to transitions between activities, lessons, subjects, or class periods. It is here that teachers are likely to feel that they are less effective in maintaining the flow of instruction. Effective transitions are structured to move students from one activity to another, both physically and cognitively. The goal of smooth transitions is to ensure that all students have the materials and mind-sets they need for a new activity. While effective managers work with groups of students, they also are attentive to students' individual behaviors and learning needs. Maintaining a learning environment requires teachers to actively monitor their students. According to classroom management research, active monitoring includes watching student behavior closely, intervening to correct inappropriate behavior before it escalates, dealing consistently with misbehavior, and attending to student learning. In terms of monitoring both student behavior and learning, effective managers regularly survey their class or group and watch for signs of student confusion or inattention. Maintaining effective management involves keeping an eye out for when students appear to be stuck, when they need help, when they need redirection, when they need correction, and when they need encouragement. Teachers must also check for understanding, both publicly and privately. Maintaining a classroom

START

PRESS[A]CREATE FILE

MAIN MENU

ENTER YOUR CHOICE

PRESS[B]ADD RECORD

PRESS[C]LIST RECORD

PRESS[D]QUIT PROGRAME

WRONG KEY

YES NO Student name

First name

Last name

Middle name

Course code

record

PRINT

management system requires the teacher to anticipate student actions and responses in order to be preventive rather than reactive. Excellent classroom managers mentally walk through classroom activities, anticipating areas where students are likely to have difficulty and planning to minimize confusion and maximize the likelihood of success. Activities planned for these classrooms are paced to ensure that students have enough to do, that assignments reflect an awareness of student attention spans and interests, and that downtime is minimized between assignments or activities. The orientation of the classroom must be purposeful, with a variety of things to be done and ways to get those things done.

SOURCE CODE

#include<stdio.h>

#include<conio.h>

#include<string.h>

#include<dos.h>

#include<stdlib.h>

#include<ctype.h>

FILE *fp;

struct UMS

{

char snum[13];

char fname[20];

char sname[20];

char mi;

char ccode;

}record;

void Temp1(void);

void twolinebox(int x1,int y1,int x2,int y2)

{

int x,y;

gotoxy(x1,y1); printf("É");

gotoxy(x2,y1); printf("»");

for(y=y1+1;y<y2;y++){

gotoxy(x1,y); printf("º");

gotoxy(x2,y); printf("º");

}

gotoxy(x1,y2); printf("È");

gotoxy(x2,y2); printf("¼");

for(x=x1+1;x<x2;x++){

gotoxy(x,y1); printf("Í");

gotoxy(x,y2); printf("Í");

}

gotoxy(x1+1,y1+1);

}

void printxy(int x,int y,char string[])

{

gotoxy(x,y); printf("%s",string);

}

void center(int y,char string[])

{

int x=(80-strlen(string)+1)/2;

gotoxy(x,y);printf("%s",string);

}

void Create(void)

{

char opt;

center(21,"WARNING!!!");

center(22,"You are about to create a new file");

center(23,"This will erase all records in the file...");

center(24,"Are you sure you want to proceed?[Y/N] ");

opt=getche(); opt=toupper(opt);

if(opt=='Y')

{

fp=fopen("Group4.txt","w");

center(24," ");

center(24,"File successfully created!");

}

getch();

fclose(fp);

}

void Add(void){

char opt;

fp=fopen("Group4.txt","a");

clrscr();

Temp1();

gotoxy(19,8); scanf(" "); gets(record.snum);

gotoxy(19,10); scanf(" "); gets(record.fname);

gotoxy(19,12); scanf(" "); gets(record.sname);

gotoxy(19,14); record.mi=getche(); record.mi=toupper(record.mi);

gotoxy(19,16); record.ccode=getch();

record.ccode=toupper(record.ccode);

gotoxy(5,22); clreol(); printxy(79,22,"º");

fprintf(fp,"%s %s %s %c %c",record.snum,record.fname,record.sname,record.mi,record.ccode);

gotoxy(5,21); clreol(); center(21,"Record successfully added!");

printxy(79,21,"º"); gotoxy(53,22); delay(1000);

center(22,"Press any key to go to main menu..."); getch();

fclose(fp);

}

void Temp1(void)

{

twolinebox(2,6,79,20);

twolinebox(2,20,79,24);

twolinebox(2,2,79,24);

center(4,"ADD RECORD");

printxy(6,8,"Student no: ");

printxy(6,10,"First Name: ");

printxy(6,12,"Last Name: ");

printxy(6,14,"Middle init:");

printxy(6,16,"Course code: ");

center(22,"Course code: [A]-CompSci, [B]-for InfoTech, [anykey]-Sevices");

gotoxy(19,7);

}

void List(void)

{

int count=0,i,x=0,page=1,CS=0,IT=0,Serv=0;

fp=fopen("Group4.txt","r");

clrscr();

center(2,"LOVELY SCHOOL OF ENGINEERING");

center(3,"G.T ROAD,PHAGWARA");

center(5,"COMPUTER SCIENCE DEPARTMENT");

printxy(10,7,"Record Student # Name Course");

for(i=1;i<80;i++){ gotoxy(i,8); puts("Í"); /*Alt-205*/ }

while(fscanf(fp,"%s %s %s %c %c",&record.snum,&record.fname,&record.sname,&record.mi,&record.ccode)!=EOF)

{

if(count!=0&&count%5==0){ printxy(5,23, "Press any key to continue..."); getch(); x=0;

for(i=10;i<=24;i++){gotoxy(1,i); clreol();}

page++;

}

gotoxy(70,4); printf("Page %d",page);

gotoxy(13,10+x); printf("%d",count+1);

gotoxy(19,10+x); printf("%s",record.snum);

gotoxy(37,10+x); printf("%s, %s %c.",record.sname,record.fname,record.mi);

gotoxy(62,10+x);

switch(record. code){

case 'A': printf("CompSci"); CS++; break;

case 'B': printf("InfoTech"); IT++; break;

default : printf("Services"); Serv++; break;

}

x++;

count++;

}

printxy(25,17,"TOTAL");

gotoxy(15,18); printf("Comp Sci: %d",CS);

gotoxy(15,19); printf("InfoTech: %d",IT);

gotoxy(15,20); printf("Services: %d",Serv);

printxy(5,23,"Press any key to go to main menu...");

getch();

fclose(fp);

}

void Quit(void){

clrscr();

twolinebox(2,2,79,24);

center(8,"PROGRAMMED");

center(9,"BY");

center(11," BALVINDER SINGH");

center(13,"ROLL NO B55");

center(14,"AMAN CHOPRA");

center(15,"ROLL NO B56");

delay(5000);

exit(1);

fclose(fp);

}

void Err_mess(void){

sound(1000);

center(22,"Invalid Input!");

delay(1000);

nosound();

}

void main(){

char choice;

do{

clrscr();

twolinebox(29,6,51,8);

twolinebox(20,5,60,18);

twolinebox(2,20,79,25);

twolinebox(2,2,79,25);

center(7,"MAIN MENU");

printxy(30,9,"Press:");

printxy(30,11,"[A]-Create File");

printxy(30,12,"[B]-Add Record");

printxy(30,13,"[C]-List Record");

printxy(30,14,"[D]-Quit Program");

printxy(30,16,"Enter your choice..."); gotoxy(50,16);

choice=getch(); choice=toupper(choice);

switch(choice){

case 'A': Create(); break;

case 'B': Add(); break;

case 'C': List(); break;

case 'D': Quit(); break;

default: Err mess(); break;

}

}while(choice!='D');

}

OUTPUT SNAPSHOTS

TESTING

THE SOURCECODE DECLARED ABOVE FOR THE PROGRAM OF STUDENT RECOD MANAGEMENT SYSTEM HAS BEEN TESTED AND IT HAS BEEN FOUND THAT THE ABOVE SOURCE CODE IS OKAY AND CORRECT.THE PROGRAM INVOLVES MUCH TYPE OF CONVERSIONS. THESE CONVERSIONS HAS TO DONE CAREFULLY.

MAINLY THERE ARE TWO TYPES OF TESTING:

1-SYSTEM TESTING AND

2-INTEGRATION TESTING

SYSTEM TESTING INVOLVES WHOLE TESTING OF PROGRAM AT ONCE AND INTEGRATION TESTING INVOLVES THE BREAKING OF PROGRAM INTO MODULES & THEN TEST.

FUTURE SCOPE

In future one change can be done by adding the fingerprints of the student of which the record is entered. And one more major change which can be done in this project is that to add the snaps of the student of which the record is entered. We can also add or subtract details of the individual.

BIBLIOGRAPHY

www.google.com

www.encyclopedia.com/doc/1G2-3403200113.html

Brophy, Jere E. 1983. "Classroom Organization and Management. THE ELEMENTARY SCHOOL   JOURNAL 83 (4):265–285.

Brophy, Jere E. 1998.MOTIVATING STUDENTS TO LEARN  Boston: McGraw Hill.

Bossert, Steven T. 1979.TASKS AND SOCIAL RELATIONALSHIPS IN CLASSROOM Cambridge, Eng.: Cambridge University Press.