Semester Exam System Erd.Pdf

Lecture's include slides, working through concepts and problems on the whiteboard and interactive development of

Spellman University had requested that I develop a database for their college. The purpose of the database will be to track the students and the courses. There also will be a place in the system to track the instructors teaching each course. There are many things to be considered in composing this database. This paper will outline the entities, attributes for each entity, the type of relationship, constraints, some business rules, and the conceptual and physical models.

“Many to Many” is different with other two. To build “Many to Many” relationship you need to have at least three tables. It is because “Many to Many” cannot make the connection directly. For example, a student can choose many course but a course can have many student too so you cannot actually link them together. To link them, you will need a table to transfer data so the relationship will become “Many to One” and “One to Many”.

Examinations: There will be three non-cumulative, online exams during the semester. Format of the exams will be discussed in class prior to each exam. Make-up exams will be allowed in extreme cases at the discretion of the instructor. Examples of “extreme” cases include: documented, school-sponsored schedule conflict, a documented illness or a documented emergency. You must contact the instructor prior to the scheduled exam to make alternative arrangements and to provide the necessary documentation in the case of school-sponsored schedule conflicts. You must contact the instructor no later than one day after the scheduled exam to make alternative arrangements and to provide the necessary documentation in the case of illness or emergency. The format of make-up exams is at the discretion of the instructor.

This examination paper consists of two parts - Part A and Part B Part A consists of 20 multiple choice questions each worth one (1) mark. Answer all the questions in Part A on the answer sheet provided, using pencil only: (a) Print your student number, name and initials in the space provided and mark the appropriate boxes below your student number, name and initials. (b) For each question, mark the appropriate response (a), (b), (c), or (cl). There is only one correct response to each question in Part A.

Please note that discussing the exam on the BB, by email, phone or other means are not allowed. Exam has to be done on your own.

Each question will be worth 25 marks and be divided into two parts; part (a) and part (b). Part (a) asks you to demonstrate descriptive skills and is worth 10 marks, whilst part (b) asks you to display evaluative skills

Refer to the questions in the following Sample Examination to represent the type of questions that students will be asked in the Final Examination. Refer students to the weekly readings and content outlines for each week as study references for the Final Examination.

The teachers will develop an assessment from testing the students using the formal and informal methods. The formal method would give the students quizzes, tests, papers, homework and exams. The informal method would allow discussions and ungraded quizzes. This will give the teacher the information they need to know what they need to work on.

Evaluation will be based on End-of-Topic quizzes, a midterm exam, four assignments, and a final exam as listed under “Grading Scheme” below. There is a quiz at the end of each topic/chapter. The midterm quiz covers chapters 1 to 9 inclusive and the final quiz covers the entire course. All the quizzes are True/False and multiple choice types available in Blackboard. All the quizzes are open-book but because of the limited time available to take a quiz, you must have good knowledge of the content before taking the test. You are responsible for checking Blackboard for the opening and closing dates and times of the quizzes. No extensions will be allowed.

The aim of this assessment is to communicate my background in the mathematical areas of numbers, algebra, geometry, measurement, statistics and probability and to prove that throughout the semester in EDC141, I have produced work that displays I am competent in these areas. Throughout the semester I have completed work for this unit that uses mathematics that I am very familiar with and thus I believe my essay develops a strong indication of my proficiency with mathematics through this work. In addition to being able to complete these problems myself and explain my knowledge of these areas, I also believe that I have a great enough grasp of these concepts to educate others on how to use these mathematical concepts. This essay has

The following exam is an open book exam. You are directed to answer each of the questions presented fully, taking care to answer each part of the question. Your responses should be typed, proofread and edited. I am grading on the clarity, depth and extent of your response. When you have completed the exam, submit it into the exam 1 area in Blackboard. This is an unlimited time, unlimited entry exam. If you use information directly from a source, including the book, make sure to provide a citation. For example, from Peak, (Peak, 2014).

Testing has felt tremendous influence from the emphasis on efficiency. University examinations have moved from individual testing by professors to nowadays where most exams are machine graded, text-book given multiple choice tests. Thus, with the infiltration of McDonaldization into the educational system, test taking has become extremely efficient for the professor.

INSTRUCTIONS 1. Before starting the examination complete your personal details requested on the Answer Sheet and on this Examination Booklet. 2. You must record all your answers to the multiple-choice on the computerized Answer Sheet during the thirty minute quiz time. Students will not be given credit for responses recorded on the Examination Booklet. 3. The exam is comprised of 15 multiple choice questions. Each question is of equal mark and there is no negative

In this paper, emphasis has been directed on the success experienced during the semester, the hardships, outstanding findings and recommendations. Success during the semester was contributed to availability of a course syllabus, group works and an engaging professor. By contrast, the semester also suffered some downsides contributed by difficult and hard o understand topics as well as a demanding project. During the course of the semester, it was discovered that some students develop affiliation with different topics, and hence it is important for the institution to put this into consideration in creation of semester