Info Systems Syllabus Essay Example for Free

Info Systems Syllabus Essay School of Business Mission Statement The mission of the UTB/TSC School of is to prepare students in the bicultural Lower Valley of Texas for their careers by offering associate, bachelor, and master degree business programs. As part of a community university focused on student learning, the School of Business emphasizes teaching, enriched by scholarship and service, to help students develop analytical, problem solving, and information technology skills; supports the development of the communication skills of our predominantly bilingual students; provides a supportive learning environment; and encourages ethical behavior and involvement with the business community. Theme: Student Success through Assurance of Learning BMIS 3351. 80 INFORMATION SYSTEMS IN ORGANIZATIONS Fall 2013 Semester. INSTRUCTOR INFORMATION Instructor: Edith Galy Office: Education and Business Complex 2. 504G Phone: 956. 882. 7301 Fax: 956. 882. 5801 Email: edith. [emailprotected] edu OfficeHours: T TH 1:00pm -3:30pm; plus appointments COURSE DESCRIPTION The information era of today requires students be equipped with an understanding of how to effectively utilize information technologies. This course provides an overview and hands-on practice of information technology at all levels of an organization including transactional processing systems, database management, decision support systems, enterprise information systems, and e-commerce applications. Lec 3, Cr 3 COURSE INFORMATION Course: BMIS 3351. 80 Information Systems in Organizations Location: WWW Credit Hours: 3 Prerequisites: admission to upper division GENERAL COURSE COMPETENCIES Upon completion of this course the student will be able to: discuss the role of information systems in business organizations and how information technology has fostered a growing global economy. become acquainted with the role of IT as a means of achieving competitive advantage. list and define the various components of an Information System. define the purpose and structure of databases and data warehouses, and how to apply various data modeling concepts and querying techniques. work with transaction processing systems and decision support systems, and describe their different roles in an organization. describe networking, e-commerce, the Internet, and the telecommunications process. define artificial intelligence and describe several different types of artificial intelligence systems in specialized business information systems. understand the systems development life cycle. discern insights of ethical concerns with regard to IT LEARNING OUTCOME Upon graduation, our students will use information technology appropriately. Definition: A technology literate individual knows how to apply computer based tools to support the information-processing needs of an organization. This includes being up-to-date with Information Technology combined with the capacity to determine when these technologies will increase the effectiveness of an organization. The project entails the use of Online Analytical Processing (OLAP) as a reporting technology. The student will use Excel to display a pivot table in the form of an OLAP cube, a display that uses three axes like a cube in geometry. With the use of the pivot tables, students can sum, count, average or perform other simple arithmetic operation on a list of data. Students are required to crunch the data and prepare a report that describes their data analysis. The report must be submitted in a narrative that includes imported tables and graphs done in Excel. The scenario and data will vary depending on the semester. RESOURCES Textbook: Experiencing MIS, 3/E David M. Kroenke Publisher: Prentice Hall Copyright: 2012 ISBN10: 0132157942 ISBN-13: 9780132157940 For text book pricing information use your course and section number or text ISBN in the UTB/TSC bookstore at http://utb. bncollege. com/ E-Mail Account registered in Scorpion Online for communication with instructor High Speed Internet access USB Flash Drive Microsoft Office Optional: MyMISLab with Pearson eText Student Access Code Card for Experiencing MIS, 3/E ASSIGNMENTS Refer to the Learning Modules in Blackboard. Students are responsible for taking all Quizzes and Exams. Individual links for quizzes and/or exams are located in the ASSESSMENTS menu option. These links appear and disappear during the corresponding times indicated in the schedule. Please let me know if you encounter technical difficulties during the quiz. Do not wait until the last second to take the quiz as there is no acceptable excuse for not taking the quiz on time. Make-up exams can be arranged but these will have to be taken in person in my office. Academic Integrity: Students are expected to be above reproach in all scholastic activities. SCHOLASTIC DISHONESTY Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations). All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and personal reputation are at stake. GRADE COMPOSITION Assignments Journals 30% 30% Projects Tests Final Grade Scale 10% 20% 10% Grades are awarded in courses in which students are officially enrolled after the official record date. The deadline to withdraw is specified in the Academic Calendar for each semester or term. After the deadline to drop with a grade of W has passed, students may not be awarded a W as a final grade. Final grades are available to students within 24 hours after all final examination grades have been submitted online after the end of each semester or term. Grade reports are not mailed to students. Students interested in obtaining their grades may log on to UTB Online. Grade A+ A AB+ B BC+ C D F Range 98-100 93-97-9 90-92. 9 87-89. 9 83-86. 9 80-82. 9 77-79. 9 70-76. 9 60-69. 9 59 and Under Grade Points 4. 00 4. 00 3. 67 3. 33 3. 00 2. 67 2. 33 2. 00 1. 00 0. 00 AMERICANS WITH DISABILITIES ACT (ADA) Students with disabilities, including learning disabilities, who wish to request accommodations in a course should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. For more information, visit Disability Services in Cortez or call 956-882-7374. EMERGENCY POLICY STATEMENT In compliance with the Emergency UTB Academic Continuity Program, academic courses, partially or entirely, will be made available on the Blackboard course management system. This allows faculty members and students to continue their teaching and learning via Blackboard, in case the university shuts down as a result of a hurricane or any other natural disaster. The university will use Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class. To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your Blackboard and UTB email system. Therefore, all students must use UTB Online to provide a current email address. In the event of a disaster  that disrupts normal operations, all students and faculty must make every effort to access an internet enabled computer as often as possible to continue the learning process. EMERGENCY NOTIFICATION SYSTEM UTB has implemented an emergency communication system to provide students, faculty, staff and visitors with important information in the event of an impending threat. This system allows UTB to send time sensitive notifications via telephones, computers, indoor speakers in classrooms and laboratories, outside speakers, e-mail messages, and announcements on http://www. utb. edu/Pages/default.aspx. The notification methods used will vary depending on the level of the emergency. Messages will communicate the current situation and provide guidance for what action needs to be taken immediately STUDENTS ACADEMIC RESPONSIBILITIES Students are required to be diligent in their studies, regular in class attendance and on time. The number of absences permitted in any one course varies with instructor and course. Some programs hve very strict attendance policies. Attendance requirements are printed in the course syllabus and announced by the instructor at the initial class meeting. On recommendation of the instructor concernec, students will be dropped from courses for failure to meet the attendance requirements or other good cause. This will result in a W or an F on students academic records with negative consequences for financial aid eligibility, and international student visas. Students are responsible for all class work and assignments. For this online course, three missed assignments will place a student in jeopardy of being dropped from the course. The third missed assignment will trigger an email asking for a meeting with the student. The meeting will be held in person or through SKYPE. Failure to make this appointment within 15 calendar days of such email will result in a recommendation to the Dean for withdrawal from the course. Whether the withdrawal results in a W or an F will depend on the withdrawal date. A student can withdraw at any point in the process before this date. INCOMPLETE GRADES A grade of I may be given when students have not completed the required course work within the allotted time of a regular semester or summer session if the instructor determines that the reasons for  the work being incomplete are valid and that the grade of I is justified. A written agreement between the student and the instructor specifying the work to be made up and the deadline for its accomplishment must be filed in the office of the Department Chair at the time that the I is submitted. The work agreed upon must be satisfactorily completed and the I changed no later than the end of the next regular (Fall or Spring) semester from the date the I was received unless an extension is requested by the instructor, or the grade will automatically be recorded as F on the official transcript. A student will not receive a grade of I to allow more time to prepare course work in addition to that assigned to the entire class, time to repeat the entire course, or opportunity to raise a grade. Incomplete grades are not issued for student or faculty convenience; they may be issued only in the case of compelling, nonacademic circumstances beyond the students control. ADMINISTRATIVE WITHDRAWAL Students who miss more than half of the required activities within the first 25% of the course without contacting the course professor may be administratively withdrawn from the course. Administrative withdrawal has serious consequences. Students may have to repay funds to Title IV financial aid programs. Administrative withdrawal will count toward the six-drop rule limiting the number of courses students are allowed to drop to no more than six courses over the entire undergraduate career. International students will not be eligible to continue enrollment if an administrative withdrawal results in a course load less than full-time. After the official record date, students may withdraw from classes and receive a â€Å"W† on their permanent records. This deadline to withdraw is specified in the Academic Calendar for each enrollment period. Students who do not withdraw before the deadline may not be given a â€Å"W† on the final grade sheet. Students may withdraw from all of their classes through Scorpion Online. The student is responsible for ensuring that their request is processed by the withdrawal deadline specified. At the instructor’s discretion, and consistent with the policy stated on the course syllabus, an instructor may withdraw a student from class for non-attendance. An instructor-initiated withdrawal may result in a â€Å" W† or an â€Å"F† on the student’s permanent record. For this online course, three missed assignments will place a student in jeopardy of being dropped from the course. The third missed assignment will trigger an email asking for a meeting with the student. The meeting will be held in person or through SKYPE. Failure to make this appointment within 15 calendar days of such email will result in a recommendation to the Dean for withdrawal from the course. Whether the withdrawal results in a W or an F will depend on the withdrawal date. A student can withdraw at any point in the process before this date. ACADEMIC STANDING To remain in good academic standing undergraduate students are expected to maintain a cumulative grade point average (GPA) of at least 2. 00 (â€Å"C† average) for all work attempted at UTB. Academic standing is computed each regular semester (i. e. , Fall or Spring) for every UTB student, including transfer and dual coursework and BECHS and MSA students; transient students are held to the standards of their home institution, not to those of UTB. Students who fail to maintain the minimum required grade point average of 2. 00 in all work attempted at UTB will be placed on academic probation. At the end of the probationary semester, students who have earned a cumulative GPA of 2. 00 or higher will be changed to GOOD STANDING status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2. 00 and who have NOT earned a semester GPA of 2. 00 or higher will be changed to SUSPENSION status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2. 00, but who have earned a semester GPA of 2. 00 or higher will continue on PROBATION until their cumulative GPA is 2. 00, as long as each semester GPA is 2. 00 or higher. The purpose of measuring academic standing is to keep students on track for successful completion of a degree and to prevent unnecessary financial burden on those students who do not finish a program. Academic Standing is calculated separately from Financial Aid Satisfactory Academic Progress. If you are on financial assistance, please visit http://www. utb. edu/em/fa/Pages/SatisfactoryAcademicProgress. aspx for specific academic progress requirements. Campus Resources  © 1997-2013 Blackboard Inc. All Rights Reserved. U. S. Patent No. 7,493,396 and 7,558,853. Additional Patents Pending. Accessibility information †¢ Installation details.

The Final Episode of Mark Twains The Adventures of Huckleberry Finn Es

The Great Importance of the Final Episode of Huckleberry Finn      Ã‚  Ã‚  Ã‚   One of the things many critics of Huckleberry Finn   just can't seem to understand is the final episode of the novel where Tom returns and sidetracks Huck from his rescue of Jim through a long series of silly, boyish plans based on ideas Tom has picked up from Romantic novels, such as those of Walter Scott.   Critic Stephen Railton dismisses these final chapters as "just another version of their Royal Nonesuch" (405); referring, of course, to the silly play put on by the Duke and Dauphin in chapter 23.   From one point of view, this whole "evasion" sequence seems funny and humorous in the traditions of frontier and southwestern humor.   Twain had a reputation as a humorist, and some of his readers got a big laugh out of this section.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many, however, are put off by it; think it seems out of place in this novel which deals with so many serious, adult subjects; who's theme is man's inhumanity toward man but still able to be surpassed by the simple friendship developed between a white boy and a Black slave on a raft.   To many, who don't look too deeply, this final episode seems out of place, anticlimactical, undermining, or just downright abhorrent.   Philip Young called the ending "irrelevant" (Gullason 357).   Leo Marx called it a "flimsy contrivance" (Gullason 357).   And William Van O'Connor called it "a serious anti-climax" (Gullason 357).   That's just a small sampling.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But can it really be just some silly nonsense, some "Royal Nonesuch"?   Can we really think so little of Twain to believe that he would just abandon the seriousness of ... ...d E. Hudson Long.   New York:   Norton, 1961.   305-309. Railton, Stephen.   "Jim and Mark Twain:   What Do Dey Stan' For?"   Virginia Quarterly Review 63.3 (Summer 1987):   393-408. Rubenstein, Gilbert M.   "The Moral Structure of Huckleberry Finn."   College English 18 (Nov. 1956):   72-76.   Rpt. in Clemens, Samuel Langhorne.   Adventures of Huckleberry Finn:   An Annotated Text, Background and Sources, Essays in Criticism.   Eds.   Sculley Bradley, Richmond Croom Beatty, and E. Hudson Long.   New York:   Norton, 1961.   378-384. Stallman, R. W.   "Reality and Parody in Huckleberry Finn."   College English 18 (May 1957):   425-426.   Rpt. in Clemens, Samuel Langhorne. Adventures of Huckleberry Finn:   An Annotated Text, Background and Sources, Essays in Criticism.   Eds.   Sculley Bradley, Richmond Croom Beatty, and E. Hudson Long.   New York:   Norton, 1961.   384-387. The Final Episode of Mark Twain's The Adventures of Huckleberry Finn Es The Great Importance of the Final Episode of Huckleberry Finn      Ã‚  Ã‚  Ã‚   One of the things many critics of Huckleberry Finn   just can't seem to understand is the final episode of the novel where Tom returns and sidetracks Huck from his rescue of Jim through a long series of silly, boyish plans based on ideas Tom has picked up from Romantic novels, such as those of Walter Scott.   Critic Stephen Railton dismisses these final chapters as "just another version of their Royal Nonesuch" (405); referring, of course, to the silly play put on by the Duke and Dauphin in chapter 23.   From one point of view, this whole "evasion" sequence seems funny and humorous in the traditions of frontier and southwestern humor.   Twain had a reputation as a humorist, and some of his readers got a big laugh out of this section.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many, however, are put off by it; think it seems out of place in this novel which deals with so many serious, adult subjects; who's theme is man's inhumanity toward man but still able to be surpassed by the simple friendship developed between a white boy and a Black slave on a raft.   To many, who don't look too deeply, this final episode seems out of place, anticlimactical, undermining, or just downright abhorrent.   Philip Young called the ending "irrelevant" (Gullason 357).   Leo Marx called it a "flimsy contrivance" (Gullason 357).   And William Van O'Connor called it "a serious anti-climax" (Gullason 357).   That's just a small sampling.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But can it really be just some silly nonsense, some "Royal Nonesuch"?   Can we really think so little of Twain to believe that he would just abandon the seriousness of ... ...d E. Hudson Long.   New York:   Norton, 1961.   305-309. Railton, Stephen.   "Jim and Mark Twain:   What Do Dey Stan' For?"   Virginia Quarterly Review 63.3 (Summer 1987):   393-408. Rubenstein, Gilbert M.   "The Moral Structure of Huckleberry Finn."   College English 18 (Nov. 1956):   72-76.   Rpt. in Clemens, Samuel Langhorne.   Adventures of Huckleberry Finn:   An Annotated Text, Background and Sources, Essays in Criticism.   Eds.   Sculley Bradley, Richmond Croom Beatty, and E. Hudson Long.   New York:   Norton, 1961.   378-384. Stallman, R. W.   "Reality and Parody in Huckleberry Finn."   College English 18 (May 1957):   425-426.   Rpt. in Clemens, Samuel Langhorne. Adventures of Huckleberry Finn:   An Annotated Text, Background and Sources, Essays in Criticism.   Eds.   Sculley Bradley, Richmond Croom Beatty, and E. Hudson Long.   New York:   Norton, 1961.   384-387.

The Impact of Science and Technology Essay

Advancements in science and technology have facilitated lifestyles much more comfortably with many substantial achievements in these decades. The launch of satellites into the earth orbit for communication purpose have brought people closer together regardless of the regions where they live in. The birth of electricity was the important milestone in the history of research and development in science and technology which led to the creation of many useful electronic devices and equipment to facilitate human activities. Hence, it is no doubt that the impact of science and technology regarding satellite communication and electricity generation has been good for everyone. This positive impact will be evaluated in the aspects of the development of friendly environmental forms of transportation, the growth of rural electrification in Third World countries and the enhancement of quality of life through medicine. The useful invention of electricity generation affects positively to the health of communities in terms of the development of friendly environmental forms of transportation. Carbon dioxide emissions affect negatively the health of communities and are the main cause of greenhouse gas which leads to global climate change. Half of global carbon dioxide is emitted by the burning of fossil fuel used by transportation (cited in Jà ¤rvinen, Orton and Nelson 2012). The creations of electric vehicles such as electric cars and electric trains are essential to contribute to downsizing the harmful carbon dioxide emissions. Jà ¤rvinen, Orton and Nelson (2012) argued that globally, there is a long term transportation policy which shifts gradually away from using liquid fossil fuels towards using electricity. ‘Electricity as a transportation fuel is a win-win for the economy and for the environment’ (Close-Up Media 2012, p.1), electricity is cheaper about 75 percent regarding fuel expense than gas or diesel and ‘electric transportation is much cleaner than gas or diesel fueled transportation, in terms of carbon and other pollutants’ (ibid, p.1), were concluded. It is argued that electricity which is used in electric vehicles is generated by burning coal, thus it also releases a large amount of carbon dioxide. Rigden (2002) stated that the carbon dioxide from burning fossil fuel to energy technology which links to global warming is undeniable. Although this carbon dioxide may be emitted from electricity  generation, it is not significant compared with the carbon dioxide emissions from internal combustion engine vehicles. The face is that electric vehicles will be able to mitigate per-kilometre ‘CO2 emissions by 33% in 2010, and 43–56% by 2030â€℠¢ (Wu et al. 2012, p. 549), so this compares favourably with the high emissions of internal combustion engine vehicles. It is no doubt that the generation of electricity provides beneficial to evolutions of various forms of transport which are friendly with the environment and therefore they benefit the people’s health. The generation of electricity also benefits strongly to the growth of rural electrification in Third World countries. The electrification brings the convenient life to people; especially the inhabitants in the remote regions of the developing nations who have the slow chance to approach electricity. There was the significant increase in the rate of rural electrification about fifteen times within 25 years from 1976 to 2000 which has been paralleled with the remarkable decrease in the incidence of poverty about 6 times in the same period in Tunisia (Chaieb and Ounalli 2001). The electrification which presented its advantages in the education with more electric lights instead of candle and kerosene lamps for school-age children to avoid eyes problems, in the health care with more electric medical equipment for patients to be cured and prevent diseases has been indicated in Tunisia (Chaieb and Ounalli 2001). The conclusion is that ‘national household electrification programme’ in South Africa has the good implication on the health and the quality of life of women in the remote areas in mitigation air pollution, enhancement health and saving time (Mathee and Wet 2001, p. 20). It is asserted that the natural resources such as oil, gas and coal which are used to generate electricity are limited; they are unable endless to meet the increasing demand of electricity in the rural areas. Whilst it may be true that these natural resources are limited, there are several alternative renewable resources to generate adequate electricity for the remote communities. It is implied that in rural regions, there is no proper infrastructure to generate enough powder for their demands, the renewable sources such as solar energy, wind energy ‘may be the most commercially competitive form of energy’ (Rigden 2002, p. 28). It is advocated that the cost of electricity generation from the onshore wind energy is the cheapest among other renewable sources (Rigden 2002). Hence, it is evident that the commencement  of electricity generation with the renewables resources is really beneficial to rural electrification in the developing countries. The other helpful implications of science and technology regarding satellite communication on people presented through the enhancement of quality of life through medicine. The useful roles of satellite communications to people’s health care is shown by the birth of telemedicine. Telemedicine applies telecommunication technologies to consult, monitor and diagnose patients in public hospitals and remote areas, to supply tele-education for medical personnel, medical interactive videoconference and provide telemedicine for emergency scenes. Foote (1977, p. 173) has reported that there was the remarkable increase in ‘health aide-physcian contact’ and ‘new cases handled by teleconsultation’ in first year of ‘introduction of the satellite link’ for rural health services i n Alaska. It has been inferred that not only the public health care, especially for people in the rural places has been improved but also the performance, proficiency and competence of medical doctors has been upgraded since the Venesat-1 satellite was launched in Venezuela (Acevedo, Varela, and Orihuela 2010). Therefore, people’s health care is well facilitated with the wide coverage of satellites services. Counterpoints, of course, be considered is that it is fairly hard for the Third World countries to apply satellite communication in medicine due to the costly implement of satellites equipment. Technology review (1990) stated that there was a slow approach of the satellite services to isolated places where needed the most. Even though the developing countries cannot launch satellite themselves, they can still receive the sponsor from the developed nations for free satellite educational and medical communications (Technology review 1990). Thus, the innovation of satellite communication supports positively the quality of life of people through medical field regardless of the public or remote areas they live in. In conclusion, it is obvious that the advancements in science and technology regarding satellite communication and electricity generation creates the strongly positive impact on everyone from every region in the world. Despite of few negative effects of science and technology, it is undeniable that the advantages of satellite communication and electricity generation outweigh their disadvantages in terms of the friendly environmental forms of transportation are increasingly invented, the rural electrification in Third World countries is strongly developed and the quality of life through medicine is supportively intensified. Therefore, scientists should make more efforts in research and development in science and technology to generate more useful, outstanding innovations to facility and upgrade quality of life of human being in future. .

Speech On Cigarettes And Its Effect On Society - 983 Words

Cigarettes...I personally have never even so much as tried them a single time in my life. That said, i don t have a huge issue against them, and certainly not against smokers, neither collectively nor individually. again, though, I need to say that there exist a few big caveats to that statement, so perhaps I should have adorned it with an asterisk. when someone holds their cigarette out of the window of their vehicle in the middle of the summer and my vents suck the smoke in, yeah, I get a bit perturbed. You don t want that nasty smoke smell in your vehicle? Understandable. Oh, but you thought I did? How considerate you are. Pisses me off. then of course theirs the nicotine junkies, who can not/ will not pay for their child s basic†¦show more content†¦so let s see if we cant find out why it is that this particular vice, one that the most hardcore participants will typically admit is one of their greatest faults, costing them not only vast quantities of money, but years of f their life, is so alluring, and so hard to stop. we might attempt to give a very brief overview of some facts about cigarettes, and their health implications. Cigarettes, along with most readily available tobacco products, contain nicotine. Nicotine is a highly addictive drug. when a person smokes a cigarette, the nicotine enters the bloodstream, and initiates a dramatic chemical effect upon the user. perhaps the first notable effect is the stimulation of the adrenal glans, resulting in a dramatic spike in the hormone epinephrine, commonly referred to as adrenaline. This raise in epinephrine levels in turn stimulates the central nervous system to increase blood pressure, respiration, and heart rate. The compound acetylalyhyde, which is common in tobacco smoke, is suggested to synergistically enhance the effects of nicotine on the user s brain. Perhaps the most significant reason for the desire to smoke, as well as why most find it nearly impossible to quit, is the fact that nicotine increases circulating levels of dopamine, much like illicit street drugs like cocaine and heroine. A neurotransmitter , dopamine effects the