2023 Complete and submit the Week 1 Assignment You are about to create an application to | Assignment Collections

Computer Science 2023 Need Help With Week One Project Info262 Relational Database MS Project

2023 Complete and submit the Week 1 Assignment You are about to create an application to | Assignment Collections

  1. Complete and submit the Week 1 Assignment

You are about to create an application to manage your CDs / DVDs collections at home/work. The application to keep track of the inventory (in/out), who borrowed what and when it is due back (no money transactions please), the system should be able to produce at least 3 reports such as inventory list, items due, most active user and most borrowed item.

 

What are the steps you are going to take to complete the development process. You should include a detail requirements (5 pages max, can be less), suggested design and ER diagram (you can use MS Word for the diagram)

 

                                      SYLLABUS

I need week one help on what is specified above. I am doing forum and responses.

 

 

 

This course is a study and application of the MS Access VBA Programming; it takes you from using Access to programming with Access. This course translates ERD diagrams into database designs, examines the VBA programming model, converts macros to VBA code, delves into the rudiments of the Visual Basic for Application (VBA) language system, uses the VBA editor, uses VBA to connect to Access, utilizes VBA to perform DDL actions in Access, creates sub procedures, implements functions, handles errors, performs debugging, and utilizes the built-in functions. This course also includes implementing database access in Windows-based and Web-based solutions. This course also includes an examination of the Security Model in the context of Access and VBA. Students must have access to Microsoft Access software. This software is not provided by the course material grant and must be purchased/provided by the student. Course software requirements with the appropriate versions are listed under the course materials site. Prerequisites: INFO261 and INFO221

 

Course Scope

 

This is the third course in the MS-Access development courses that focuses on the concepts of relational databases using the Microsoft Access database. This course focuses on the VBA programming in MS Access. Students must install Microsoft Access 2013, available through Microsoft Academic Alliance – DreamSpark, on their computer.

 

Course Objectives

 

The successful student will fulfill the following learning objectives:

 

1.     Discuss the features, functionality, power, and advantages of MS Access VBA that have made it a viable tool for developing Windows Based and Web Based database solutions.

2.     Discuss the impact of Microsoft’s Access on Information Technology Management and on Global Economies as it applies to developing, deploying, and managing database applications.

3.     Examine the application development process in MS Access.

4.     Examine the rudiments of the Visual Basic for Applications (VBA) language.

5.     Differentiate between MS Access applications without VBA and MS Access applications with VBA.

6.     Examine the VBA Programming Model.

7.     Examine the architecture of the VBA Editor.

8.     Evaluate the role of the Project Explorer in managing modules

9.     Examine the impact of the Project Explorer on Information Technology Management and on Configuration Management.

10.  Explain the security features provided in Access

11.  Evaluate the Jet Sandbox and Macro Security features.

12.  Apply your knowledge of the three Access courses (Introduction, Advanced, and Project) to build a database application.

 

Course Delivery Method

This course, delivered via distance learning, will enable students to complete academic work in a flexible manner completely online. Resources and access to an online learning management system will be made available to each student. Online assignments are due by the last day of each week and include Forum (Newsgroup) questions (accomplished in groups through a threaded Forum), examinations and quizzes (graded electronically), and individual assignments (submitted for review by the Faculty Member). Assigned faculty will support the students throughout this eight-week course.

 Table of Contents

Resources

Friedrichsen, L. (2014). Microsoft Access 2013 Advanced, 1st Ed – The VitalSource e-book is provided via the APUS Bookstore within VitalSource Bookshelf. Cengage Learning. ISBN-13: 9781305450509

Software:

MS Access 2013 version of the software must be installed. MS Access 2013 and additional software are available free by Microsoft DreamSpark for students and faculty. Please visit the links by clicking on the button labeled “FreeSoftware” in the Sakai classroom.

 Table of Contents



Evaluation Procedures

 

Evaluation Criteria

 

Graded Assignment

Percent of Final Grade

Week 1 to 8 Forums (2% each)

16%

Week 1 to 5 Assignments (10% each)

50

Week 6 & 7 Assignments (15% each)

30

Week 8 Assignment

4

Total

100

 

Assignments: This course utilizes a set of exercises. The goal is to organize, synthesize, and demonstrate your comprehension of core concepts investigated during this course by applying a combination of the concepts and details you have learned in a systematic way.

Grading Scale

 

Please see the student handbook to reference the University’s grading scale.

 Table of Contents


Course Outline

 

Week

Topic(s)

Learning Objective(s)

Reading(s)

Assignment(s)

1

MS Access Environment

CO-1

Textbook: Unit M – Creating Advanced Reports

Week 1 Assignment

Week 1 Forum & Intros

2

Creating Database and tables

CO-2

Textbook: Unit M – Creating Advanced Reports

Week 2 Assignment

Week 2 Forum

3

Creating Forms and Intro to VBA

CO-3

Textbook: Unit N – Creating Macros

Week 3 Assignment

Week 3 Forum

4

Creating Reports

CO-4

Textbook: Unit L – Creating Macros

Week 4 Assignment

Week 4 Forum

5

Creating Custom Forms

CO-5

Textbook: Unit N – Creating Modules and VBA Continued

Week 5 Assignment

Week 5 Forum

6

DAO, ADO to access Data

CO-6

Web Resources on DAO, ADO, and Data Access

Week 6 Assignment

Week 6 Forum

7

External Data, Links and Direct Access

CO-7

Textbook: Unit O – Administering the Database

Week 7 Assignment

Week 7 Forum

8

Review

CO-8

Textbook: Unit P – Access and the Web

Week 8 Assignment

Week 8 Forum

 

 

Policies

 

Please see thestudent handbook to reference all University policies. Quick links to frequently asked question about policies are listed below.

 

Drop/Withdrawal Policy

Plagiarism Policy

Extension Process and Policy

 

WRITING EXPECTATIONS

All written submissions should be submitted in a font and page set-up that is readable and neat. It is recommended that students try to adhere to a consistent format, which is described below.

  • Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).
  • Arial 11 or 12-point font or Times New Roman styles.
  • Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations and online submission variances.

 

Please note that Wikipedia is NOT an acceptable source for use in your academic writing at APUS, due to the fact that it is open for editing by anyone and is not guaranteed to be reviewed for accuracy. Use your judgment when choosing sources and try to stick with articles and websites from reputable organizations that are likely to be accurate and authoritative, rather than blogs and wikis that are subjective in nature.

 

CITATION AND REFERENCE STYLE

Assignments completed in a narrative essay or composition format must follow APA guidelines. This course will require students to use the citation and reference style established by the American Psychological Association (APA), in which case students should follow the guidelines set forth in Publication Manual of the American Psychological Association (6th ed.). (2010). Washington, D.C.: American Psychological Association.

 

LATE ASSIGNMENTS

Students are expected to submit classroom assignments by the posted due date and to complete the course according to the published class schedule. As adults, students, and working professionals I understand you must manage competing demands on your time. Should you need additional time to complete an assignment please contact me before the due date so we can discuss the situation and determine an acceptable resolution. Routine submission of late assignments is unacceptable and may result in points deducted from your final course grade. Assignments submitted late without a prearranged extension will be subject to a 10% late penalty. No late assignments will be accepted after the last day of the course.

Table of Contents

 

Academic Services

 

ONLINE LIBRARY RESEARCH CENTER & LEARNING RESOURCES

The Online Library Resource Center is available to enrolled students and faculty from inside the electronic campus. This is your starting point for access to online books, subscription periodicals, and Web resources that are designed to support your classes and generally not available through search engines on the open Web. In addition, the Online Library provides access to special learning resources, which the University has contracted to assist with your studies. Questions can be directed to librarian@apus.edu.

 

  • Charles Town Library and Inter Library Loan: The University maintains a special library with a limited number of supporting volumes, collection of our professors’ publication, and services to search and borrow research books and articles from other libraries.
  • Electronic Books: You can use the online library to uncover and download over 50,000 titles, which have been scanned and made available in electronic format.
  • Electronic Journals: The University provides access to over 12,000 journals, which are available in electronic form and only through limited subscription services.

Table of Contents


 

Selected Bibliography

Getz, K., & Gilbert, M. (2001). VBA Developers Handbook, Sybex.

Hurt-Davis, G. (2005) Mastering Microsoft VBA, Sybex.

Prague, C. N., Irwin, M. R., & Reardon, J. (2007 or 2010). Access 2007 or 2010 Bible, Wiley.

Viescas, J. L. (2007 or 2010). Microsoft Office Access 2007 or 2010 Inside Out. Microsoft Press.

Viescas, J. L. (2005). Building Microsoft Access Applications. Microsoft Press.

 Table of Contents

 

 

 


Grading Rubrics

 

APUS Assignment Rubric

Undergraduate Level

(100-200 level)

 

EXEMPLARY

LEVEL

4

 

ACCOMPLISHED

LEVEL

3

 

DEVELOPING

LEVEL

2

 

BEGINING

LEVEL

1

 

TOTAL POINTS

FOCUS/THESIS

Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.

Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.

Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.

Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.

20

CONTENT/SUBJECT KNOWLEDGE

Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.

The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.

Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.

20

CRITICAL THINKING SKILLS

Student demonstrates a higher-level of critical thinking necessary for 300-400 level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.

Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.

Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.

Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.

20

ORGANIZATION OF IDEAS/FORMAT

Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment.

Student explains the majority of points and concepts in the assignment. Learner demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with a few formatting errors. Assignment contains less than 5 resources.

Learner applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Student uses less than 3 sources or references.

Assignment reveals formatting errors and a lack of organization. Student presents an incomplete attempt to provide linkages or explanation of key terms. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment.

15

WRITING CONVENTIONS (GRAMMAR & MECHANICS)

Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment.

Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select appropriate word usage and present an above average presentation of a given topic or issue. Assignment appears to be well written with no more than 3-5 errors. Student provides a final written product that covers the above-minimal requirements.

Assignment reflects basic writing and grammar, but more than 5 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average, but demonstrates a basic understanding of the subject matter.

Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment.

15

USE OF COMPUTER TECHNOLOGY/ APPLICATIONS

Student provides a high-caliber, formatted assignment. Learner exhibits excellent use of computer technology in the development of assignment. Quality and appropriateness of stated references demonstrate the student’s ability to use technology to conduct applicable research. Given assignment includes appropriate word processing, spreadsheet and/or other computer applications as part of the final product.

Assignment presents an above-average use of formatting skills, with less than 3 errors. Students has a good command of computer applications to format information and/or figures in an appropriate format. Student uses at least two types of computer applications to produce a quality assignment.

Student demonstrates a basic knowledge of computer applications. Appearance of final assignment demonstrates the student’s limited ability to format and present data. Resources used in assignment are limited. Student may need to obtain further help in the use of computer applications and Internet research.

Student needs to develop better formatting skills. The student may need to take additional training or obtain help from the Educator Help Desk while preparing an assignment. Research and resources presented in the assignment are limited. Student needs to expand research scope. The number of formatting errors is not acceptable.

10

TOTAL POINTS

 

 

 

 

100

 

 

 

 

 

 

 

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