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Sun Mar 7 02:28:41 2004 UTC (18 years, 6 months ago) by apollock
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Tutorial 2

1 apollock 1.1 \documentclass[a4paper]{article}
2    
3     \usepackage[dvips]{graphicx}
4     \usepackage{fancyhdr}
5     \usepackage{moreverb}
6    
7     \title{INFS2024: Tutorial 2}
8     \author{Andrew Pollock (4137129)}
9    
10     \begin{document}
11    
12     \pagestyle{fancy}
13    
14     \lhead{INFS2024: Tutorial 2}
15     \chead{}
16     \rhead{Andrew Pollock (4137129)}
17    
18     \renewcommand{\headrulewidth}{0.5pt}
19     \renewcommand{\footrulewidth}{0pt}
20    
21     \addtolength{\headheight}{0.5pt}
22     \fancypagestyle{plain}{%
23     \fancyhead{}
24     \renewcommand{\headrulewidth}{0pt}
25     }
26    
27     \section{Review Questions}
28     \begin{enumerate}
29     \item[2.] What is decomposition? coupling? cohesion?
30    
31     Decomposition is the act of breaking a system down into its components or
32     systemsystems.
33    
34     Coupling is the extent of dependency between components of a system. A
35     tightly coupled system has tight interdependencies between components, and a
36     loosely coupled system does not.
37    
38     Cohesion is the extent to which a system or a component of that system
39     performs a single function.
40    
41     \item[8.] Is systems analysis a profession? Why or why not?
42    
43     This is debateable. Some would argue that it is too young to be a profession
44     yet, lacking the rigorous standards that define a profession. Others believe
45     that some standards are already in place, and there are a number of
46     professional societies that Systems Analysts may join. I would think by
47     virtue of the fact that ideally a Systems Analyst should have a degree makes
48     it a profession.
49    
50     \end{enumerate}
51    
52     \section{Problems and Exercises}
53     \begin{enumerate}
54     \item[1.] Describe your university or college as a system. What is the
55     input? the output? the boundary? the components? their interrelationships?
56     the constraints? the purpose? the interfaces? the environment? Draw a
57     diagram of this system.
58    
59     \begin{description}
60     \item[Input] Students, Teaching staff
61     \item[Output] Qualified students
62     \item[Boundary] The grounds of the University
63     \item[Components] Faculties and Schools, Lecture theatres, Tutorial rooms,
64     laboratories, offices
65     \item[Interrelationships]
66     \item[Constraints] Teaches students in the course they are studying
67     \item[Purpose] Teaching students
68     \item[Interfaces] Lectures, Tutorials, Consultations, Examinations,
69     Assignments
70     \item[Environment] Canberra
71     \end{description}
72    
73     \includegraphics{tut2.eps}
74    
75     \item[11.] Compare the Australian Computer Society's (ACS) code of ethics to
76     the ACM code of ethics (Figure 2-10) on a point-by-point basis.
77    
78     The ACM code of ethics point 1 outlines general moral imperatives, which is
79     similar to 4.1 of the ACS code of ethics, in that they both outline general
80     good conduct: honesty, integrity, impartiality and a community minded
81     attitude.
82    
83     Section 4.3 of the ACS code of conduct further categorises these values and
84     ideals, as does section 2.0 of the ACM code of conduct.
85    
86     The ACS code of conduct then goes into a number of specific imperatives,
87     which is a level of detail that seems to be lacking in the ACM code of
88     ethics.
89    
90     \clearpage
91    
92     \item[7.]
93    
94     \item[a.]
95    
96     \includegraphics{tut2.2.eps}
97    
98     \item[b.]
99    
100     The earliest possible completion time is 27 weeks
101    
102     \item[c.]
103    
104     All tasks in the project are on the critical path.
105    
106     \item[d.]
107    
108     The project would take one extra week to complete
109    
110     \end{enumerate}
111    
112     \end{document}

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