The Magic of Essay Typers

 

How to use Essay Typers?

Essay typers are writing tools that gained popularity in the early noughties and have stuck ever since. What are these tools? Do they really type your essays for you? The answer is yes! These tools will save you time, energy and effort. Can’t meet a deadline? Worry not, just slam in some keywords into an essay typer and you are good to go! It will write an essay for you in minutes.

 

They are Completely Legal!

You may be wondering if such a convenient tool is legal? Seems a little too good to be true right? There has to be a catch. Rest assured, essay typers are completely legal and popular among high school and college students to meet deadlines. It uses several resources online and keywords to write essays for students, however the site itself also encourages students to work more on the framework of the essay that the essay typer provides in order to encourage originality and make sure that there was no accidental plagiarism.

The site is completely legit. A few convincing factors in favour of the legitimacy of the site are as follows:

v  It includes the terms and conditions for service for its users.

v  It abides by copyright laws and delivers plagiarism free content for its users.

v  It is a legally registered company.

v  It does not pretend to be a writing service

 

How to use Essay Typer  

1. Upon opening the webpage on your browser, you will see the word-type webpage.
2. You will then type the title or topic of your essay and press enter.
3. Immediately, you will get a redirect to a word-type online document.
4. Using the topic, the magic code, and Wikipedia and other online sources, the essay typer will use keywords to get insights on your essay.
5. As it does so, all you have to do is type any keys on the keyboard including the special keys like caps lock and shift keys. Probably a good way to fool your strict parents you are working while a professional essay writer is working on your actual paper, huh!
6. If you choose a topic on the impacts of human relations or Civil war, the essay typer will choose and rephrase the topic for you. A professional essay writer would do well choosing a rational essay topic for you, maybe!

 

Benefits of using an online Essay Typer

Premium Quality

Legit essay writing services have all native English speaking paper writers who have got advanced degrees from elite US institutes. Their essay writers are experts in all academic levels, and all academic subjects matter. They always provide premium quality custom content.

100% Original and Unique Content

Academic writing requires thorough research so that enough information could be provided. While writing essays or papers, there are chances that you might include someone’s work.

When you pay someone to write your essay, they make sure to provide you 100% unique and original content. They do not copy others' work, and if they do, they carefully credit them in the reference section.

On-time Delivery

When professors assign a writing assignment they always specify a submission deadline. Professional writers are experts in dealing with deadlines. They are capable of writing a top-notch essay in a short deadline as short as 6 hours. They ensure timely delivery and always deliver your work within your specified deadline.

Pocket-friendly Rates

Students don’t have the budget to spend money on expensive papers. Professional cheap essay writing services offer their services at affordable rates.

Grammatical Spell Checking

There are chances that you make a lot of grammatical and spelling mistakes while writing papers or essays. Essay experts don’t make such kinds of errors, and even if they do, they make sure to correct them. They use spell-check tools like Grammarly to make sure the content is free of grammatical and spelling errors.

Unlimited Revisions and Edits

Legit essay writers are always up for revisions and edits if their clients are not satisfied with the delivered work. They do several revisions until you get satisfied with your assignment.

All Type of Papers

Academic writers are experts at handling all types of custom writings. They are capable of writing all kinds of essays, research papers, term papers, reviews, case studies, etc.

So, as you can see, it is entirely legal to pay someone to write your essay. Moreover, there are many benefits you get if you hire someone to write your essay.

 

Concerns with using Essay Typers

The main concern with using essay typers is the issue of plagiarism. Most of the content written by the essay typers are from Wikipedia. As you might already be aware of Wikipedia is not a completely reliable source of information as it is free to edit by anyone and everyone. Moreover, plagiarism softwares usually detect a high amount of plagiarism in such content. This means that your content is neither extremely reliable nor is it free of plagiarism. This may get you into trouble if you do not check your work first and run it through a plagiarism detector.

Conclusion

Artificial Essay Writing AIs like Essaybot and EssayTyper can write essays based on some algorithms that help them scan through endless content and generate what seems like an essay. The inventors of AI claim that they can write perfect essays, but that is only but a flawed claim. Off the bat, essays written by AI programs have questionable quality. Compared to a professional essay writer, an AI is guided by algorithms but not knowledge and experience.

EssayTyper and EssayBot will only hurt your academic progress. These AI tools act like article spinners. The content generated makes no sense and meets no academic standards. In the field of academia, writing coherent papers is a must, and taking a critical approach enables you to do so.

As the website says we use magic and Wikipedia to write you essays. The magic isn’t real… that’s plagiarism.

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What is Data Programing?

BDAT 1004 – Data Programming

Problem Set 1 

This problem set is based on lectures 1,2 and 3. For a complete list of topics please consult page 2 of the course syllabus. Please consult the “Instructions for Problem Set Submissions” document under course information before submitting your assignment.

Question 1 

What data type is each of the following?

5 5.0 5 > 1 '5' 5 * 2 '5' * 2 '5' + '2' 5 / 2 5 // 2 [5, 2, 1] 5 in [1, 4, 6] math.pi

 

Question 2 Write (and evaluate) Python expressions that answer these questions: a. How many letters are there in 'Supercalifragilisticexpialidocious'? b. Does 'Supercalifragilisticexpialidocious' contain 'ice' as a substring?

c. Which of the following words is the longest: Supercalifragilisticexpialidocious, Honorificabilitudinitatibus, or Bababadalgharaghtakamminarronnkonn? 

d. Which composer comes first in the dictionary: 'Berlioz', 'Borodin', 'Brian', 'Bartok', 'Bellini', 'Buxtehude', 'Bernstein'. Which one comes last? 

Question 3 

a. Write a function inside(x,y,x1,y1,x2,y2) that returns True or False depending on whether the point (x,y) lies in the rectangle with lower left corner (x1,y1) and upper right corner (x2,y2).

>>> inside(1,1,0,0,2,3)

 True 

>>> inside(-1,-1,0,0,2,3) False 

b. Use function inside() from part a. to write an expression that tests whether the point (1,1) lies in both of the following rectangles: one with lower left corner (0.3, 0.5) and upper right corner (1.1, 0.7) and the other with lower left corner (0.5, 0.2) and upper right corner (1.1, 2).

Question 4 

16. You can turn a word into pig-Latin using the following two rules (simplified): • If the word starts with a consonant, move that letter to the end and append 'ay'. For example, 'happy' becomes 'appyhay' and 'pencil' becomes 'encilpay'. • If the word starts with a vowel, simply append 'way' to the end of the word. For example, 'enter' becomes 'enterway' and 'other' becomes 'otherway' . For our purposes, there are 5 vowels: a, e, i, o, u (so we count y as a consonant). Write a function pig() that takes a word (i.e., a string) as input and returns its pigLatin form. Your function should still work if the input word contains upper case characters. Your output should always be lower case however.  

>>> pig('happy') 'appyhay

>>> pig('Enter') 

'enterway' 

Question 5 File bloodtype1.txt records blood-types of patients (A, B, AB, O or OO) at a clinic. Write a function bldcount() that reads the file with name name and reports (i.e., prints) how many patients there are in each bloodtype.

>>> bldcount('bloodtype.txt') 

There are 10 patients of blood type A.

 There is one patient of blood type B. 

There are 10 patients of blood type AB. 

There are 12 patients of blood type O. 

There are no patients of blood type OO.  

Question 6 

Write a function curconv() that takes as input: 

1. a currency represented using a string (e.g., 'JPY' for the Japanese Yen or 'EUR' for the Euro) 

2. an amount

and then converts and returns the amount in US dollars.

>>> curconv('EUR', 100)

122.96544 

>>> curconv('JPY', 100) 

1.241401

The currency rates you will need are stored in file currencies.txt:

AUD 1.0345157 Australian Dollar 

CHF 1.0237414 Swiss Franc 

CNY 0.1550176 Chinese Yuan 

DKK 0.1651442 Danish Krone 

EUR 1.2296544 Euro 

GBP 1.5550989 British Pound 

HKD 0.1270207 Hong Kong Dollar 

INR 0.0177643 Indian Rupee 

JPY 0.01241401 Japanese Yen 

MXN 0.0751848 Mexican Peso 

MYR 0.3145411 Malaysian Ringgit 

NOK 0.1677063 Norwegian Krone 

NZD 0.8003591 New Zealand Dollar 

PHP 0.0233234 Philippine Peso 

SEK 0.148269 Swedish Krona 

SGD 0.788871 Singapore Dollar 

THB 0.0313789 Thai Baht  

Question 7 Each of the following will cause an exception (an error). Identify what type of exception each will cause.

Trying to add incompatible variables, as in adding 6 + ‘a’   Referring to the 12th item of a list that has only 10 items   Using a value that is out of range for a function’s  input, such as calling math.sqrt(-1.0)   Using an undeclared variable, such as print(x) when x  has not been defined

 

Trying to open a file that does not exist, such as 

mistyping the file name or looking in the 

wrong directory.  

Question 8 Encryption is the process of hiding the meaning of a text by substituting letters in the message with other letters, according to some system. If the process is successful, no one but the intended recipient can understand the encrypted message. Cryptanalysis refers to attempts to undo the encryption, even if some details of the encryption are unknown (for example, if an encrypted message has been intercepted). The first step of cryptanalysis is often to build up a table of letter frequencies in the encrypted text. Assume that the string letters is already defined as 'abcdefghijklmnopqrstuvwxyz'. Write a function called frequencies() that takes a string as its only parameter, and returns a list of integers, showing the number of times each character appears in the text. Your function may ignore any characters that are not in letters.

>>> frequencies('The quick red fox got bored and went home.') [1, 1, 1, 3, 5, 1, 1, 2, 1, 0, 1, 0, 1, 2, 4, 0, 1, 2, 0, 2, 1, 0, 1, 1, 0, 0] >>> frequencies('apple')

Question 9 The Sieve of Erastophenes is an algorithm -- known to ancient Greeks -- that finds all prime numbers up to a given number n. It does this by first creating a list L from 2 to n and an (initially empty) list primeL. The algorithm then takes the first number in list L (2) and appends it to list primeL, and then removes 2 and all its multiples (4,6,8,10,12, ...) from L. The algorithm then takes the new first number in L (3) and appends it to list primeL, and then removes from L 3 and all its remaining multiples (9,15,21,...). So, in every iteration, the first number of list L is appended to list primeL and then it and its multiples are removed from list L. The iterations stop when list L becomes empty. Write a function sieve() that takes as input a positive integer n, implements the above algorithm, and returns a list of all prime numbers up to n.

>>> sieve(56) 

[2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53] 

>>> sieve(368) 

[2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 101, 103, 107, 109, 113, 127, 131, 137, 139, 149, 151, 157, 163, 167, 173, 179, 181, 191, 193, 197, 199, 211, 223, 227, 229, 233, 239, 241, 251, 257, 263, 269, 271, 277, 281, 283, 293, 307, 311, 313, 317, 331, 337, 347, 349, 353, 359, 367] >>> sieve(32) 

[2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31] 

Question 10 Implement function triangleArea(a,b,c) that takes as input the lengths of the 3 sides of a triangle and returns the area of the triangle. By Heron's formula, the area of a triangle with side lengths a, b, and c is s(s - a)(s -b)(s -c) , where s = (a+b+c)/2.

>>> triangleArea(2,2,2) 1.7320508075688772

 

 

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Engineering Blockchain Applications

 

Course Syllabus - Spring A 2019 Engineering Blockchain Applications (CSE 598)

Course Description Blockchain technology is revolutionizing digitalization prospects for many industries and emerging as an exciting and rapidly growing field. By detailing the architecture of the technology, this course ensures that learners will be well versed in blockchain fundamentals. At the same time, it is designed to put learners on the leading edge by presenting the abstract nature of blockchain technology and emphasizing its broad applicability. Topics include the mathematical and cryptographic underpinnings of the technology, as well as mining, consensus protocols, networking, and decentralized governance.  

Learning Outcomes By completing this course you will be able to:

• Apply the Elliptic Curve Digital Signature Algorithm to identity management and computer security

• Determine the validity of chains given general consensus rules 

• Determine whether changes in consensus rules for a Nakamoto network will result in a successful protocol fork 

• Compare proof-of-work secured blockchains’ security to alternate security methods 

• Evaluate an optimal mix of network design and operational parameters to ensure network scalability and throughput 

• Evaluate the trade-off between security and computational complexity • Use Hyperledger Fabric to build a custom network configuration 

• Use Hyperledger Composer to build a business application 

• Create your own decentralized blockchain network 

• Change/add logic to a code base of a dash blockchain (forked from bitcoin)

Estimated Workload/Time Commitment 

Average of 15-20 hours per week

Required Prior Knowledge and Skills 

● Algebra 

● Programming in Python and C++

Recommended Prior Knowledge and Skills 

● Programming in node.js, Docker, Unix

Technology Requirements

Hardware

Standard with recent major OS 

NOTE: Linux recommended. 

Software and Other 

Standard

Textbook 

There is no required textbook for this course; however, the course creators recommend the following text:

Bitcoin and Cryptocurrency TechnologiesA Comprehensive Introduction, Arvind Narayanan, Joseph Bonneau, Edward Felten, Andrew Miller & Steven Goldfeder (2016)

Required course readings are provided within or accessible through the course. You will find them in the week each one is assigned.

Course Content

Instruction                                       Assessments

 

Video lectures                                 Practice quizzes and assignments

Other video or media                      (autograded)

Readings                                          Graded assignments (instructor graded)

Virtual office hours                         Individual projects (instructor-graded)

Live events                                      Final exam (proctored, auto-graded

Details of the main instructional and assessment elements this course comprises follow: 

Lecture videos. In each module the concepts you need to know will be presented through a collection of short video lectures. You may stream these videos for playback within the browser by clicking on their titles or download the videos. You may also download the slides that are used in the videos. The lecture slides for each module are provided in a reading preceding the introduction to the first lesson in each module. (NOTE: The exception is Module 1, where the slides are in the introduction to the second lesson.) 

Graded Quizzes. Each unit includes one graded quiz (“Unit Quiz”). There is no time limit on how long you take to complete each attempt at the quiz. Each attempt may

present a different selection of questions to you. Your highest score will be used when calculating your final grade in the class. Graded Discussion. Select units include one or more graded discussion prompts. You will find these assignments among units’ other content. Each prompt provides a space for you to respond. After responding, you can see and comment on your peers' responses. All prompts and responses are also accessible from the general discussion forum and the module discussion forum. Readings. Modules may include suggested readings or other recommended resources. They are supplementary materials selected to help you better understand or further explore the course topics. Proctored Exams: You will have one (1) proctored exam, a final. ProctorU is an online proctoring service that allows students to take exams online while ensuring the integrity of the exam for the institution. Additional information and instructions are provided in Week 1 of the course (also the MCS Onboarding Course). Course projects: This course includes two major projects, and both are to be completed individually (i.e., they are not team projects).

Course Grade Breakdown

Course Work	Quantity	Format	Percentage of Grade
Graded discussion 8 Individual 5%	8	Individual	5%
Other graded assignments 8 Individual 20%	8	Individual	20%
Graded quizzes	8	Individual	10%
Project submissions	2	Individual	30% (15x2)
Project reports	2	Individual	10% (5x2)
Final exam	1	Individual	25%

NOTICE: The projects for this course are eligible, together, for inclusion in your MCS Portfolio. You may submit your portfolio report for consideration by the course instructor within the course at its conclusion. 

 Grade Scale 

NOTE: You must earn a cumulative grade of 70% to earn a “C” in this course. Grades in this course will not include pluses or minuses.

A-	>=97%
A +	>=93% and <97%
A	>=90% and <93%
B	>=83% and
B -	>=83% and <87%
B	>=80% and
C+	>=77% and <80%
C	>=73% and
C -	>=70% and <73%
D	>=60% and <70%
E	<60%

 

Key Course Dates

Class begins: January 7, 2019 

Holiday: January 21, 2019: Martin Luther King Jr. Day (university closed) 

Project 1: February 1, 2019 

Project 2: February 22, 2019

Final exam and class ends: February 26, 2019 

Grades due: March 3, 2019  

Important Notice: Unless otherwise noted, all graded work is due at 11:59 p.m. on the Friday of the week for which it is assigned. Late penalties will be applied for work received or completed after the scheduled due date and time:

• Graded assignments: One-time 20% penalty 

• Graded quizzes: One-time 15% penalty

Live Events - Weekly (meet with the course instructor and your classmates to learn more about course topics and discuss assignments): 

Tuesday from 10:00-1100 a.m. Arizona time (check the Live Events page in the course for your local time and access details)

Note: These events will be recorded and uploaded to the course.

ATTENTION: The live event for the week of 1/21/19 will be held on Wednesday (not Tuesday) from 10:00-11:00 a.m. Arizona time. The Zoom link is unchanged.

Virtual Office Hours - Weekly (another chance to get your questions answered from the course instructor): 

Wednesday from 1:00-200 p.m. Arizona time (check the Live Events page in the course for your local time and access details)

1: Getting Started and the Blockchain’s Abstractions and Applications	January 7, 2019	January 13, 2019
2: Hash Functions	January 14, 2019	January 20, 2019
3: Cryptographic and Mathematical Foundations of the Blockchain	January 21, 2019	January 27, 2019
4: Transactions on the Blockchain	January 28, 2019	February 3, 2019
5: Mining	February 4, 2019	February 10, 2019
6: Blockchain Consensus	February 11, 2019	February 17, 2019
7: Peer-to-Peer Networks	February 18, 2019	February 24, 2019
8: Governance and Course Wrap-Up	February 25, 2019	February 26, 2019

 Course Outline

Week/Unit 1: The Blockchain’s Abstractions and Applications 

Module 1: Introduction to Blockchain Technology Module 

2: Benefits of Blockchain Technology Module 

3: Blockchain Applications Module 

4: The Blockchain Ecosystem

Week/Unit 2: Hash Functions

Module 1: Introduction to Hash Functions

Module 2: Hash Functions for Password Handling Module

3: Application-Appropriate Hash Function Module

 4: Merkle Trees and Merkle Proofs

Week/Unit 3: Cryptographic and Mathematical Foundations of the Blockchain 

Module 1: Elliptical Curves Digital Signatures 

Module 2: Private Key Handling 

Module 3: Other Mathematical Concepts

Week/Unit 4: Transactions on the Blockchain 

Module 1: Introduction to Transactions 

Module 2: Scripts 

Module 3: State Channels 

Module 4: Wallets

Week/Unit 5: Mining 

Module 1: Introduction to Mining 

Module 2: Mining and Network Attacks 

Module 3: Mining Pools Module 4: Mining Considerations

Week/Unit 6: Blockchain Consensus 

Module 1: Introduction to Blockchain Consensus 

Module 2: Consensus Algorithms

Week/Unit 7: Peer-to-Peer Networks 

Module 1: Introduction to Computer Network Architecture 

Module 2: Nodes 

Module 3: Block Propagation Module 4: SPV Clients

Week/Unit 8: Governance 

Module 1: Decision-Making on Decentralized Networks 

Module 2: Hard and Soft Forks 

Module 3: Network Signaling 

Module 4: Two-Tiered Network Governance

Policies All ASU and Coursera policies will be enforced during this course. For policy details, please consult the MCS Graduate Handbook 2018 -- 2019 and/or the MCS Onboarding Course.

Course Creators

The following faculty members created this course.

Dragan Boscovic

Dragan Boscovic is a research professor in the School of Computing, Informatics, & Decision Systems Engineering (CIDSE), as well as Technical Director of CIDSE’s Center for Assured and Scalable Data Engineering and Distinguished Visiting Scholar, mediaX, at Stanford University. Dr. Boscovic also leads ASU’s Blockchain Research Lab, where his team’s mission is to advance the research and development of blockchain-based technologies for use in business, finance, economics, mathematics, computer science, and all other areas of potential impact.

He holds a Ph.D. in EE and CS, Numerical Electromagnetic Modeling from University of Bath, United Kingdom (1991) and a Magistar in EE, eq. Ph.D., Microwave and Optoelectronics from University of Belgrade, Serbia (1988). He has 25 years of high tech experience acquired in an international set up (i.e. UK, France, China, USA) and is uniquely positioned to help data-driven technical advances within today’s global data-intensive technology arena. He is a lateral thinker with broad exposure to a wide range of scientific methods and business practices and has a proven track record in conceiving strategies and managing development, investment and innovation efforts as related to advanced data analysis services, user experience, and mobile and IoT solutions and platforms. 

Darren Tapp

Darren Tapp was involved in the development of Bitcoin and is now a researcher on the digital cash (cryptocurrency) development team at dash.org, a non-profit blockchain technology startup. He earned his doctorate in mathematics from Purdue University in 2007 and holds both a bachelor’s degree in physics and mathematics and a master’s degree in mathematics from the University of Kentucky. Most recently he has taught both on-ground and online at schools including Southern New Hampshire University, NHTI - Concord's Community College, and Hesser College. He lives in New Hampshire, where he volunteers promoting STEM subjects to high-school-aged members of the Big Fish Learning Community.

Acknowledgements 

The faculty wish to thank the following students and blockchain community members for their contributions to this course: 

Jeremy Liu 

Nakul Chawla 

Raj Sadaye

About ASU

Established in Tempe in 1885, Arizona State University (ASU) has developed a new model for the American Research University, creating an institution that is committed to access, excellence and impact.

As the prototype for a New American University, ASU pursues research that contributes to the public good, and ASU assumes major responsibility for the economic, social and cultural vitality of the communities that surround it. Recognizing the university’s groundbreaking initiatives, partnerships, programs and research, U.S. News and World Report has named ASU as the most innovative university all three years it has had the category.

The innovation ranking is due at least in part to a more than 80 percent improvement in ASU’s graduation rate in the past 15 years, the fact that ASU is the fastest-growing research university in the country and the emphasis on inclusion and student success that has led to more than 50 percent of the school’s in-state freshman coming from minority backgrounds.

About Ira A. Fulton Schools of Engineering

Structured around grand challenges and improving the quality of life on a global scale, the Ira A. Fulton Schools of Engineering at Arizona State University integrates traditionally separate disciplines and supports collaborative research in the multidisciplinary areas of biological and health systems; sustainable engineering and the built environment; matter, transport and energy; and computing and decision systems. As the largest engineering program in the United States, students can pursue their educational and career goals through 25 undergraduate degrees or 39 graduate programs and rich experiential education offerings. The Fulton Schools are dedicated to engineering programs that combine a strong core foundation with top faculty and a reputation for graduating students who are aggressively recruited by top companies or become superior candidates for graduate studies in medicine, law, engineering and science.

About the School of Computing, Informatics, & Decision Systems Engineering 

The School of Computing, Informatics, and Decision Systems Engineering advances developments and innovation in artificial intelligence, big data, cybersecurity and digital forensics, and software engineering. Our faculty are winning prestigious honors in professional societies, resulting in leadership of renowned research centers in homeland security operational efficiency, data engineering, and cybersecurity and digital forensics. The school’s rapid growth of student enrollment isn’t limited to the number of students at ASU’s Tempe and Polytechnic campuses as it continues to lead in online education. In addition to the Online Master of Computer Science, the school also offers an Online Bachelor of Science in Software Engineering, and the first four-year, completely online Bachelor of Science in Engineering program in engineering management.

 

 

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What is Database system ?

MITS4003 

Database Systems 

Assignment 1 

August 2020 

Objectives(s) 

This assessment item relates to the unit learning outcomes as in the unit descriptor. This assessment is designed to improve students’ skills to analyze organization database requirements, develop a data model to reflect the organization’s business rules and use data manipulation language to manage database. This assessment covers the following LOs. 

1. Synthesize user requirements/inputs and analyse the matching data processing needs, demonstrating adaptability to changing circumstances;

 2. Develop an enterprise data model that reflects the organization's fundamental business rules; refine the conceptual data model, including all entities, relationships, attributes, and business rules. 

3. Derive a physical design from the logical design taking into account application, hardware, operating system, and data communications networks requirements; 

Case Study: 

Prestige Automobile Rental (PAR) is a vehicle rental company that rents old vehicles to the public. PAR has been using manual methods for keeping track of their customers and their rentals. However, the company would now like to go online and allow customers to search the available vehicles and see their rental history. 

For the first time, when the customer rents a vehicle from PAR their details (name, address, phone number, driving license number and credit card number) are recorded. The date they become a customer is also stored. There are certain types of vehicles which are classified as heavy vehicles. It is a policy of PAR that these vehicles are only rented to customers who have no demerit points on their driving license. 

The information about the vehicle (type, registration number, year/make/model, vin number, distance travelled and current condition) are also stored. Each vehicle has a unique ID. The customer can search for their desired vehicle and can see if it is available. 

 All rentals are for 7 days. Rental charges are based on the type of vehicle (Car (C) or Heavy Duty (HD)). Rental must be paid for on collection. Customers can rent up to 2 vehicles at a time. Each rentalID is for a single vehicle for one customer. (The rentalID is an auto number). When the rental is taken out the date of checkout is recorded along with calculated due date (7 days from checkout date). When the rental is returned, the date is recorded in the returned date.

 PAR would like to store ‘demerit’ points for the renter in order to identify bad renters. These demerit points are accumulated at a rate of one point per day a rental is overdue. PAR will cancel the membership of the customers who have too many demerit points. 

Assignment Requirements and Deliverables: 

Part A - 10% (Due in week 5) 

Submitted as a MS Word Document 

• Develop an Entity Relationship Diagram 

• Relational Schema (including Primary, Foreign Keys and all attributes). 

• Supplementary Design requirements (data attribute information)

 • Discuss physical design and any assumptions made during design 

Marking Guide: 

Marking Guide:	Marking Guide: Unacceptable	Acceptable	Good	Excellent
Entities, Primary Keys, Relationship	Does not adequately have all required Entities, Primary Keys and Relationship in ER diagram	Partially have all required Entities, Primary Keys, and Relationship in ER diagram	Most of the required Entities, Primary Keys and Relationship are there in ER diagram	All Entities, Primary Keys and Relationship are there in ER diagram
Relational Schema	Does not adequately have required tables, Primary Keys and Foreign keys	Partial have required tables, Primary Keys and Foreign keys.	Most of the required tables, Primary Keys and Foreign keys are there.	All tables, Primary Keys and Foreign keys are there.
Supplementary Design Requirements	Does not adequately have required attributes.	Partially have required attributes.	Mentioned most of the required attributes.	All required attributes are there.
Discussed physical design	Adequately discussed about relationship in physical design.	Partially discussed about relationship in physical design.	Covered most of the relationship in discussion.	Covered all relationship in discussion.

 

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Business Information Systems

                                                                                                                                                                                                                                                 

                                                                               MITS4001 

                                                            Business Information Systems

                                                             Case Study and Presentation 

                                                                        September 2020 

Case Study Report (Individual Assignment) - 10% (Due Session 5) 

The assessment assess the following learning outcomes: 

1. Adapt information systems to strategically achieve organisational goals and be able to design, develop and manage IT systems implementation to achieve Business IT Alignment. 

2. Develop an IT Plan that designs, implements and manages the technology supporting these information systems including computing devices, storage and processing (both systems processing and application processing). 

3. Identify, synthesize and model individual functions of a database system to be used for organization data management and decision making. 

INSTRUCTIONS 

For this component of assessment, you are to prepare a report based on the case study below and the tasks that follow it. Your report should be limited to approx. 1400 words (not including references). Use 1.5 spacing with a 12 point Times New Roman font. You should include references in your report and these and must be in the IEEE style. 

Submission Guidelines 

All submissions are to be submitted through turn-it-in. Drop-boxes linked to turn-it-in will be set up in the Unit of Study Moodle account. Assignments not submitted through these dropboxes will not be considered. Submissions must be made by the due date and time (which will be in the session detailed above) and determined by the Unit facilitator. Submissions made after the due date and time will be penalized at the rate of 10% per day (including weekend days). 

The turn-it-in similarity score will be used in determining the level if any of plagiarism. Turn-it-in will check conference web -sites, Journal articles, the Web and your own class member submissions for plagiarism. You can see your turn-it-in similarity score when you submit your assignment to the appropriate drop-box. If this is a concern you will have a chance to change your assignment and re-submit. However, re-submission is only allowed prior to the submission due date and time. After the due date and time have elapsed you cannot make resubmissions and you will have to live with the similarity score as there will be no chance for changing. Thus, plan early and submit early to take advantage of this feature. You can make multiple submissions, but please remember we only see the last submission, and the date and time you submitted will be taken from that submission. Your document should be a single word or pdf document containing your report. 

Case Study: United Kingdom Passport Agency 

The United Kingdom Passport Agency was established as an Executive Agency of the Home Office in April 1991. Its main aim was to provide passport services for British nationals in the United Kingdom promptly and economically. In 1998–99, the Agency employed an average of almost 1,800 staff in its passport offices in Belfast, Glasgow, Liverpool, London, Newport and Peterborough. The Agency’s financial objective is to recover, via the passport fee, the full cost of passport services; the full cost includes the cost of non-fee bearing consular services provided by the Foreign and Commonwealth Office to UK citizens abroad. 

In July 1996 the United Kingdom Passport Agency decided to introduce the idea of digital passports in an attempt to minimise the risk of fraudulent use of passports. To do this the agency needed to replace its existing ICT system. It was envisaged that this would be done through a private finance initiative or outsourcing contract. The contractor bids were received in April 1997 and in June of that year a 10-year PFI contract was awarded to The Stationery Office (now Security Printing and Systems limited) for the printing and dispatching of digital passports, valued at 120 million GBP. In July of 1997 the Agency awarded a 10-year PFI contract for a similar value of 120 million GBP to Siemens Business Services for the collection, storage and transmission of passport application data. This included the development of a new ICT system for this purpose. 

In April 1998 an announcement was made that from October of that year children not already on their parents’ passport would require their own passports to travel abroad. 

In October 1998 the new information system (ICT system and procedures, including those outsourced) were introduced in the Agency’s Liverpool office. One hundred Agency staff transferred over to Siemens. In November of the same year the new information system was rolled-out at the Newport office. Ninety-six staff transferred over to Siemens at this office. During the following summer of 1999 a number of problems were experienced by the Passport Agency. Over a half a million British citizens were less than happy to discover that their new passports could not be issued on time for them to take their holiday. In June 1999, processing times for passport applications were taking up to 50 working days. Emergency measures were introduced by the Home Office in July 1999 – including free two-year extensions to passports. Coupled with a downturn in applications, these measures helped bring maximum processing times back within the Agency’s 10 working day target by the end of August. However, the Home Office had to pay millions in compensation to citizens and in staff overtime required for managing the backlog of applications. 

This information systems failure appears to have been due to a number of factors. The change in the law on child passports was introduced at roughly the same time as the introduction of the new information system. 

The change in legislation caused a significant increase in the volume of applications for the Summer of 1999. In May of that year, monthly output was 619,000 compared to a peak of 564,000 in the previous year. By June, the Passport Agency had around 565,000 applications still awaiting processing. 

The introduction of a new passport processing system in two of the Agency’s six offices was exacerbated by a failure to assess and test adequately the time needed by staff to learn and work the new passport processing system. The new system involved changes in clerical and administrative processes as well as computerisation. A four-month delay before the start of testing the new system, and testing its impact on productivity was not completed before it went live in late 1998. 

There was insufficient contingency planning in the event that implementation of the new system might not go according to plan. Despite the Passport Agency’s experience of the flawed roll-out of its previous computer system in 1989, the agency launched the new system in its largest offices, Liverpool and Newport, which accounted for half its normal processing capacity. The strategy adopted by the Agency in early 1999 to get through the busy season rested on its past experience that it would be able to increase output by increasing overtime and hiring casual staff. A recovery plan was agreed between the Agency and the Home Office in March, including the recruitment of extra staff. However, the Agency did not foresee the loss in public confidence, which led to a sharp increase in applications and enquiries about them, once the delays attracted publicity. 

The agency was also criticised in its failure to communicate effectively with the public, both at a personal level in dealing with calls from the public to its telephone enquiry bureau, and more generally via the media. 

A National Audit Office Inquiry (NAO, 1999) estimated that the cost of the additional measures taken by the Agency to deal with the failures during the year from October 1998 was around 12.6 million GBP, including 6 million GBP for additional staffing. The contract allowed Siemens to take responsibility for the risk associated with design and delivery of the system. However, the risk associated with business continuity remained with the Passport Agency. As a result the agency incurred extra costs of 12.6 million GBP, with Siemens paying just 2.45 million GBP, spread over several years. 

Not surprisingly, the Inquiry highlighted a number of important lessons. First, the need for proper testing of new systems before committing to live operation. Second, for staff to be adequately trained in the use of new ICT systems and in new procedures required. Third, the need to have realistic contingency plans in place. Fourth, the need, when service delivery is threatened, to have the capability to keep the public well informed. 

Tasks 

 Elaborate the importance of business information systems, in achieving the goals of United Kingdom passport agency and address the issues, which may occur if the system was to be updated in 2020. 

 Develop an upgrade plan of the business information system of the United Kingdom passport agency, considering the following key requirements: 

o Computational requirements 

o Processing requirements 

 Using the internet as a resource, critically analayse the possible database systems, which could be employed by the agency for data management and decision making 

Marking Guide: 50 Marks 

Task	Description	Marks
Introduction	This section should include a few sentences which provide an outline of the assignment	5
Report Layout	The report style, language, and structure should be appropriate.	5
Elaborate	Elaborate the importance of business information systems, in 10 achieving the goals of United Kingdom passport agency and address the issues, which may occur if the system was to be updated in 2020.	10
Develop	Develop an upgrade plan of the business information system of the 10 United Kingdom passport agency, considering the following key requirements: • Computational requirements • Processing requirements	10
Critical Analysis	Using the internet as a resource, critically analayse the possible 10 Analysis database systems, which could be employed by the agency for data management and decision making	10
Conclusion	Summary of the report.	5
References	Follow the IEEE style	5

 

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