6.3 Describing use cases To understand the work, you need a good idea of what each use case means. To get a feel for what this might entail, look again at Figure 3 (reproduced below) which shows a simple use case model for a hotel chain reservation system. Note that Figure 3 is not intended to be an exhaustive model of the hotel domain; the scope of the problem to be solved is confined to reservations and the processes of checking in and out. Introduction In this unit I look at a number of different programming and design styles associated with distributed system development. The unit first examines message passing and the role of protocols – both fixed and adaptive protocols. Two styles of message passing are also examined: synchronous and asynchronous message passing. The next part of the unit introduces distributed object technology. Event-based development relies on listener objects listening to events which are propagated along a bus; t 2.4 E-tailing The next example is probably the one that you expected me to introduce first: that of selling goods over the internet. However, I deliberately introduced supply chain management first since it is an area where companies are making huge savings in their investment in internet technology. The investments in retailing using the internet (e-tailing) are only gradually being realised. The archetypal e-tailing application Amazon is renowned for the fact that it only sells books over th 1.7 Testing The aim of testing is to uncover errors in the design and implementation of the database, its structure, constraints and associated user and management support. Testing is usually considered to involve two main tasks – validation and verification. Without adequate testing users will have little confidence in their data processing. Validation answers the question: has the right database been developed to meet the requirements? It attempts to confirm that the right database has been co 1.6.4 Supporting data management strategies Most of the development we've covered so far in this unit has focused on meeting specific user requirements – that is, ensuring the right data are constrained correctly and made available to the right user processes. However, other questions must also be addressed in order to support a data management strategy: How frequently should data be backed-up? What auditing mechanisms are required? Which users will be permitted to perform which functions? Which database tools and user processes wil 3.1 What is revision? Revision is not, as the word suggests, simply 'looking again' at the material covered in a course - it is a more active task. It involves organising material and finding ways of remembering it, that suit your own particular learning style. Although the time you set aside for revision is important, the approach you adopt and the techniques you use to revise are more vital. Sometimes the thought of having to revise can seem daunting, but be reassured, revision skills and techniques can be learn 3.2.3 How it might be possible to get another perspective When setting out on a process of personal change it is really important that you take good care of yourself. Part of this might be a decision that it would be unwise or unhelpful to approach anyone that you know for feedback. If you think that this will be your decision then you will be pleased to know that there are alternative ways to include the perspectives that other people can provide. There is a well-established tradition of using different approaches in order to bring in what other pe Learning outcomes The aims of section 1 are to: provide you with a clear idea of what the unit is about and how it is structured help you understand the importance of the word ‘skills’ start you thinking about your own learning. By the time you have reached the end of section 2 you should be able to: understand that valuable and important learning goes on all the time appreciate that learning can involve thinking, doin 9.5.2 Establish and maintain co-operative working relationships Try to organise the work so that each member can benefit from working as part of a team and helpful relationships are maintained. At times you may need to offer support and encouragement, share resources, ask for help and advice yourself, deal with behaviour, which may discriminate against others or disrupt their work, and help to resolve conflict. If you are completely stuck on how to overcome difficulties, try to find someone who can support and help you and the group. When things are Learning outcomes Having studied this unit you should be able to: develop a strategy for using skills in Working with others over an extended period of time; monitor your progress and adapt your strategy as necessary, to achieve the quality of outcomes required when working with others; evaluate your overall strategy and present the outcomes from your work using a variety of methods. 2 Sources of help This assessment unit is designed to be self-contained. However you might like to access the following sources for support and guidance if you need it. These sources include:
U529_1 Key skills – making a difference: This OpenLearn unit is designed to complement the assessment units. It provides detailed guidance and activities to help you work on your key skills, gives examples of key skills work from students, and helps you prepare and selec Introduction This key skill develops your number skills in your studies, work or other activities over a period of time. To tackle all of this key skill, you need to plan your work over at least 3–4 months to give yourself enough time to practise and improve your skills, to seek feedback from others, to monitor your progress and evaluate your strategy and present outcomes. Application of number (simply called ‘number’ in this key skill) is all about using numerical and mathematical skills to f 7.1 Evidence required This Part is about showing that you can develop a strategy for using and improving your information literacy skills, monitor your progress, and evaluate your overall strategy and performance. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating and presenting your work. Part A must relate directly to the work you have selected for Part B. You must present evidence to show you can: 2 Sources of help This assessment unit is designed to be self-contained. However you might like to access the following sources for support and guidance if you need it. These sources include:
U529_1 Key skills – making a difference: This OpenLearn unit is designed to complement the assessment units. It provides detailed guidance and activities to help you work on your key skills, gives examples of key skills work from students, and helps you prepare and selec Learning outcomes Having studied this unit you should be able to: develop a strategy for using skills in information literacy over an extended period of time; monitor progress and adapt your strategy as necessary, to achieve the quality of outcomes required. evaluate your overall strategy and present outcomes from your work, including citations and a bibliography. 1 Improving your information technology skills This Key Skill Assessment Unit offers an opportunity for you to select and prepare work that demonstrates your key skills in the area of information technology. This unit provides you with advice and information on how to go about presenting your key skills work as a portfolio. In presenting work that demonstrates your key skills you are taking the initiative to show that you can develop and improve a particular set of skills, and are able to use your skills more generally in you 6 What you should present This assessment unit has two parts. Part A requires you to plan, monitor, evaluate and reflect upon your skills, and present evidence of that process. Part B requires you to select concise examples of your work that demonstrate what you have done to improve and apply your skills. Together the two parts form a showcase portfolio of evidence and reflective commentary on your skills achievements. You can use the guidance, Bookmarks and Skills Sheets included in the OpenLearn unit U529_1 Key s 2 Sources of help This assessment unit is designed to be self-contained. However you might like to access the following sources for support and guidance if you need it. These sources include:
U529_1 Key skills – making a difference: This OpenLearn unit is designed to complement the assessment units. It provides detailed guidance and activities to help you work on your key skills, gives examples of key skills work from students, and helps you prepare and selec 1.1.1 Operating the Windows calculator The Windows calculator is supplied with the Windows operating system. This section provides you with basic instructions for its use, and a few practice activities. The Windows calculator also provides a help menu that you can use. Acknowledgements All materials included in this unit are derived from content originated at the Open University. 1. Join the 200,000 students currently studying with The Open University.
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