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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 \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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