Package deal
IT BTEC Level 3 ALL UNITS
All units, 43, 31, 2, 28, 17, 1 and more RPR: £200!!!
[Show more]All units, 43, 31, 2, 28, 17, 1 and more RPR: £200!!!
[Show more]5x sold
In this presentation I am going to explain how organisations use the information and how they get such as qualitative, quantitative, primary and secondary. 
I will also talk about why the information is important that they get.

Preview 1 out of 13 pages
Add to cartIn this presentation I am going to explain how organisations use the information and how they get such as qualitative, quantitative, primary and secondary. 
I will also talk about why the information is important that they get.

In this presentation I am going talk about these characteristics individual and how they related to getting good information:
Valid
Reliable
Timely
Fit for purpose
Accessible 
Cost Effective
Sufficiently Accurate
Relevance
Having the right level of detail
From a source in which the user has confiden...
Preview 1 out of 13 pages
Add to cartIn this presentation I am going talk about these characteristics individual and how they related to getting good information:
Valid
Reliable
Timely
Fit for purpose
Accessible 
Cost Effective
Sufficiently Accurate
Relevance
Having the right level of detail
From a source in which the user has confiden...
Produce an information leaflet to inform new call centre representatives at Matlin Insurance about the constraints that relate to the use of customer information and describe how these may impact on the organisation. 

Think about all of the regulatory and statutory bodies that an insurance company ...
Preview 1 out of 8 pages
Add to cartProduce an information leaflet to inform new call centre representatives at Matlin Insurance about the constraints that relate to the use of customer information and describe how these may impact on the organisation. 

Think about all of the regulatory and statutory bodies that an insurance company ...
Describe the features and functions of information systems, showing where it supports the functional areas of an organisation e.g. Marketing, Finance, Human Resources, etc. Present your findings in a table.

When you have described the functions and features of information systems, explain which o...
Preview 1 out of 5 pages
Add to cartDescribe the features and functions of information systems, showing where it supports the functional areas of an organisation e.g. Marketing, Finance, Human Resources, etc. Present your findings in a table.

When you have described the functions and features of information systems, explain which o...
Describe the features and functions of information systems, showing where it supports the functional areas of an organisation e.g. Marketing, Finance, Human Resources, etc. Present your findings in a table.

When you have described the functions and features of information systems, explain which o...
Preview 1 out of 3 pages
Add to cartDescribe the features and functions of information systems, showing where it supports the functional areas of an organisation e.g. Marketing, Finance, Human Resources, etc. Present your findings in a table.

When you have described the functions and features of information systems, explain which o...
6x sold
Explain the different IT tools that can be used to produce management information
Give the benefits and functions of the different kinds of IT tools/systems.
You could present your findings in a table showing how the different methods in the different systems can benefit and help the company in supp...
Preview 1 out of 8 pages
Add to cartExplain the different IT tools that can be used to produce management information
Give the benefits and functions of the different kinds of IT tools/systems.
You could present your findings in a table showing how the different methods in the different systems can benefit and help the company in supp...
1x sold
You need to produce at least three reports; examples could be a table or graph that shows e.g. “New car sales and month purchased” or a pie chart that shows the percentage of ‘Best-selling cars by month or year to date’.

select relevant information to support the decision making for the new...
Preview 1 out of 3 pages
Add to cartYou need to produce at least three reports; examples could be a table or graph that shows e.g. “New car sales and month purchased” or a pie chart that shows the percentage of ‘Best-selling cars by month or year to date’.

select relevant information to support the decision making for the new...
2x sold
You need to produce at least three reports; examples could be a table or graph that shows e.g. “New car sales and month purchased” or a pie chart that shows the percentage of ‘Best-selling cars by month or year to date’.

select relevant information to support the decision making for the new...
Preview 1 out of 3 pages
Add to cartYou need to produce at least three reports; examples could be a table or graph that shows e.g. “New car sales and month purchased” or a pie chart that shows the percentage of ‘Best-selling cars by month or year to date’.

select relevant information to support the decision making for the new...
2x sold
4.	Explain and justify in a report format appropriately titled and clearly laid out to the Chief Executive of Matlin Insurance how the information selected to support the decision making process for the car insurance promotion was the correct data, checked for quality and how any alternatives were i...
Preview 1 out of 7 pages
Add to cart4.	Explain and justify in a report format appropriately titled and clearly laid out to the Chief Executive of Matlin Insurance how the information selected to support the decision making process for the car insurance promotion was the correct data, checked for quality and how any alternatives were i...
1x sold
Create a report demonstrating an understanding of the characteristics of good information using the points above. Each point must be supported with appropriate examples.
Preview 1 out of 10 pages
Add to cartCreate a report demonstrating an understanding of the characteristics of good information using the points above. Each point must be supported with appropriate examples.
1x sold
When you have described the functions and features of information systems, explain which one you would suggest is used in the company and why. 

Matlin Insurance uses a range of information on a day to day basis. Explain to the company the importance of effectively collecting, processing and transfo...
Preview 1 out of 5 pages
Add to cartWhen you have described the functions and features of information systems, explain which one you would suggest is used in the company and why. 

Matlin Insurance uses a range of information on a day to day basis. Explain to the company the importance of effectively collecting, processing and transfo...
1x sold
Using the information above for Matlin Insurance group, describe how information flows between different functional areas within that organisation. Present your findings visually in the form of an information flow diagram. 

•	You will need to use a recognised format to draw your flow diagram
You ...
Preview 1 out of 1 pages
Add to cartUsing the information above for Matlin Insurance group, describe how information flows between different functional areas within that organisation. Present your findings visually in the form of an information flow diagram. 

•	You will need to use a recognised format to draw your flow diagram
You ...
11x sold
Describe the types of networks available and how they relate to particular network standards and protocols For P1, describe networks, protocols and standards, you could produce a report/posters using diagrams. Alternatives are a small set of linked web pages or a presentation.
Preview 1 out of 10 pages
Add to cartDescribe the types of networks available and how they relate to particular network standards and protocols For P1, describe networks, protocols and standards, you could produce a report/posters using diagrams. Alternatives are a small set of linked web pages or a presentation.
6x sold
Describe why different network standards and protocols are necessary; you should be able to demonstrate that you understand why different network standards and protocols are necessary. Examples given should be realistic.
Preview 1 out of 6 pages
Add to cartDescribe why different network standards and protocols are necessary; you should be able to demonstrate that you understand why different network standards and protocols are necessary. Examples given should be realistic.
17x sold
Compare the benefits and disadvantages of peer‐to‐peer network and client/server networks. Before attempting M1, you should, ideally, have the chance to see the operation of both types of networks and then the actual evidence presented as a verbal, written report etc. would be based on real expe...
Preview 1 out of 8 pages
Add to cartCompare the benefits and disadvantages of peer‐to‐peer network and client/server networks. Before attempting M1, you should, ideally, have the chance to see the operation of both types of networks and then the actual evidence presented as a verbal, written report etc. would be based on real expe...
6x sold
Explain the key components required for client workstations to connect to a network and access network resources you are explaining the key components for connection to network systems.
Preview 1 out of 5 pages
Add to cartExplain the key components required for client workstations to connect to a network and access network resources you are explaining the key components for connection to network systems.
6x sold
Describe typical services provided by networks.
Preview 1 out of 6 pages
Add to cartDescribe typical services provided by networks.
18x sold
1) Create a new user by assigning a username and password
2) Set authorization permissions for the user to access a shared drive or folder on the network
3) Grant the user with Read, Write and Execute access controls to the shared drive or folder
4) Set the shared drive or folder to be backed up Mon...
Preview 1 out of 13 pages
Add to cart1) Create a new user by assigning a username and password
2) Set authorization permissions for the user to access a shared drive or folder on the network
3) Grant the user with Read, Write and Execute access controls to the shared drive or folder
4) Set the shared drive or folder to be backed up Mon...
9x sold
Learners should compare the benefits and disadvantages of peer-to-peer and client-server networks. Ideally, have the chance to see the operation of both types of networks and then the actual evidence presented as a verbal, written report etc. would be based on real experience.
Preview 1 out of 4 pages
Add to cartLearners should compare the benefits and disadvantages of peer-to-peer and client-server networks. Ideally, have the chance to see the operation of both types of networks and then the actual evidence presented as a verbal, written report etc. would be based on real experience.
7x sold
Design a networked solution to meet a particular situation with specific requirements M2 is the design of a network solution. Evidence could be diagrammatic with explanatory notes. The head office requires 5 networked PCs for their admin staff. The admin team is situated on the ground floor. You nee...
Preview 1 out of 1 pages
Add to cartDesign a networked solution to meet a particular situation with specific requirements M2 is the design of a network solution. Evidence could be diagrammatic with explanatory notes. The head office requires 5 networked PCs for their admin staff. The admin team is situated on the ground floor. You nee...
16x sold
Design a networked solution to meet a particular situation with specific requirements M2 is the design of a network solution. Evidence could be diagrammatic with explanatory notes. The head office requires 5 networked PCs for their admin staff. The admin team is situated on the ground floor. You nee...
Preview 1 out of 5 pages
Add to cartDesign a networked solution to meet a particular situation with specific requirements M2 is the design of a network solution. Evidence could be diagrammatic with explanatory notes. The head office requires 5 networked PCs for their admin staff. The admin team is situated on the ground floor. You nee...
30x sold
Report on the business risks of insecure networks and how they can be minimized. Such as Business Risks
Loss of service
Increased Costs
Loss of confidentiality 
Compromised data integrity 
Security issues
Trojans
Worms
Spyware
Adware
Minimising the risks of these 

Preview 1 out of 6 pages
Add to cartReport on the business risks of insecure networks and how they can be minimized. Such as Business Risks
Loss of service
Increased Costs
Loss of confidentiality 
Compromised data integrity 
Security issues
Trojans
Worms
Spyware
Adware
Minimising the risks of these 

23x sold
Justify the design and choice of components used in your design developed for M2. Pros and cons should be included. This should be presented as a formal report to be presented to management.
Preview 1 out of 8 pages
Add to cartJustify the design and choice of components used in your design developed for M2. Pros and cons should be included. This should be presented as a formal report to be presented to management.
22x sold
Evaluate typical services available from a network operating system directory service.
In this report I will be explaining the different directory services available for networks and there operating systems. I will go on to talk about the account management, authentication management, active directo...
Preview 1 out of 6 pages
Add to cartEvaluate typical services available from a network operating system directory service.
In this report I will be explaining the different directory services available for networks and there operating systems. I will go on to talk about the account management, authentication management, active directo...
4x sold
For P1, learners must explain all the different types of control systems, as listed in the unit content.
Preview 1 out of 2 pages
Add to cartFor P1, learners must explain all the different types of control systems, as listed in the unit content.
8x sold
For P2, learners should show that they can explain the characteristics of digital and analogue control systems.
Preview 1 out of 2 pages
Add to cartFor P2, learners should show that they can explain the characteristics of digital and analogue control systems.
2x sold
For P3, learners should illustrate the operation of different sensors and output devices. This could be carried out as a practical exercise observed by the tutor. In this case, appropriate observation records and supporting documentation will be used as evidence.
Preview 1 out of 6 pages
Add to cartFor P3, learners should illustrate the operation of different sensors and output devices. This could be carried out as a practical exercise observed by the tutor. In this case, appropriate observation records and supporting documentation will be used as evidence.
13x sold
P4 is a description of how data can be represented in control systems. Plenty of examples should be included.
Preview 1 out of 4 pages
Add to cartP4 is a description of how data can be represented in control systems. Plenty of examples should be included.
11x sold
For P5, learners need to explain the stages of control loop operations. If the tutor wants to examine this
criterion verbally that would be acceptable, however learners might also produce a poster that they could talk
the tutor through in a clear and logical way. A question and answer session based ...
Preview 1 out of 2 pages
Add to cartFor P5, learners need to explain the stages of control loop operations. If the tutor wants to examine this
criterion verbally that would be acceptable, however learners might also produce a poster that they could talk
the tutor through in a clear and logical way. A question and answer session based ...
2x sold
For P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...
Preview 1 out of 1 pages
Add to cartFor P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...
1x sold
For P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...
Preview 1 out of 2 pages
Add to cartFor P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...
For P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...
Preview 1 out of 2 pages
Add to cartFor P6 and P7, learners must design and implement a control system. This should be a full working model that demonstrates what the learner has and has not understood from the unit. Logbooks, photos and plans can all be useful evidence, supplemented by test records and witness statements or observati...
6x sold
For M1, as an extension of P2, learners must compare analogue and digital signals. The comparison should contain clear understanding of both types of signal, and relate analogue and digital clearly.
Preview 1 out of 2 pages
Add to cartFor M1, as an extension of P2, learners must compare analogue and digital signals. The comparison should contain clear understanding of both types of signal, and relate analogue and digital clearly.
12x sold
For M2, learners must explain the need for signal conversion. Learners will be expected to demonstrate clear comprehension of signal conversion theory.
Preview 1 out of 2 pages
Add to cartFor M2, learners must explain the need for signal conversion. Learners will be expected to demonstrate clear comprehension of signal conversion theory.
7x sold
M3 requires an explanation of the principles and uses of proportional control.
Preview 1 out of 2 pages
Add to cartM3 requires an explanation of the principles and uses of proportional control.
6x sold
For M4, learners must suggest improvements to their control system following testing.
Preview 1 out of 2 pages
Add to cartFor M4, learners must suggest improvements to their control system following testing.
1x sold
For D1, learners need to design a control system that uses different types of sensors. ‘Different’ in this case should be taken to mean the most diverse set possible, less is definitely not more in this case. Evidence could include plans, designs, sketches, presentations, user feedback and writt...
Preview 1 out of 7 pages
Add to cartFor D1, learners need to design a control system that uses different types of sensors. ‘Different’ in this case should be taken to mean the most diverse set possible, less is definitely not more in this case. Evidence could include plans, designs, sketches, presentations, user feedback and writt...
4x sold
For D2, learners must evaluate the design and performance of a control system, not necessarily their own. A written report might be most appropriate but alternatives are possible. Whatever the method of evidence chosen, the learner must show they have comprehended control systems to the point where ...
Preview 1 out of 3 pages
Add to cartFor D2, learners must evaluate the design and performance of a control system, not necessarily their own. A written report might be most appropriate but alternatives are possible. Whatever the method of evidence chosen, the learner must show they have comprehended control systems to the point where ...
2x sold
For P1, learners should describe the role of the components of a given computer system in the production and manipulation of graphics. Learners could produce a series of information leaflets to cover at least one item from each of the groupings in the unit content.
Preview 1 out of 10 pages
Add to cartFor P1, learners should describe the role of the components of a given computer system in the production and manipulation of graphics. Learners could produce a series of information leaflets to cover at least one item from each of the groupings in the unit content.
3x sold
For P2, learners should explain the features and limitations of different file formats, drawing conclusions regarding which formats lend themselves to particular graphical products.
Preview 1 out of 2 pages
Add to cartFor P2, learners should explain the features and limitations of different file formats, drawing conclusions regarding which formats lend themselves to particular graphical products.
6x sold
For P3, learners could capture images using a digital camera, or use a pre-existing image to edit. Tutors should supply learners with a user need. Learners must manipulate images to achieve a pre-defined effect which should be related to a defined user need, for example to be more eye catching, or t...
Preview 1 out of 5 pages
Add to cartFor P3, learners could capture images using a digital camera, or use a pre-existing image to edit. Tutors should supply learners with a user need. Learners must manipulate images to achieve a pre-defined effect which should be related to a defined user need, for example to be more eye catching, or t...
For P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.
Preview 1 out of 1 pages
Add to cartFor P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.
For P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.
Preview 1 out of 1 pages
Add to cartFor P5, learners must be given feedback from ‘users’, which in this case may be the tutors’ or other learners’ responses to the company stand. They should then modify designs based on this feedback and be able to explain the desired effect of these alterations.
P6 is purely theoretical, learners need to explain some of the legal pitfalls in using and editing graphics. Essentially, this is about copyright issues and gaining permission to use copyright products.
Preview 1 out of 1 pages
Add to cartP6 is purely theoretical, learners need to explain some of the legal pitfalls in using and editing graphics. Essentially, this is about copyright issues and gaining permission to use copyright products.
4x sold
M1 is a comparison. Normally a comparison would consider both good and less good points, but in this case only the limitations are being compared. Within the remit that the hardware and software must relate to the production of graphics, learners can select any hardware devices and compare the limit...
Preview 1 out of 5 pages
Add to cartM1 is a comparison. Normally a comparison would consider both good and less good points, but in this case only the limitations are being compared. Within the remit that the hardware and software must relate to the production of graphics, learners can select any hardware devices and compare the limit...
9x sold
For M2, learners must justify the choice of tools, file format, image resolution and colour depth used when creating the images. The ‘justification’ asks for the reasons why those specific items were used.
Preview 1 out of 8 pages
Add to cartFor M2, learners must justify the choice of tools, file format, image resolution and colour depth used when creating the images. The ‘justification’ asks for the reasons why those specific items were used.
3x sold
For D1, learners will research the ongoing changes in, and additions to, output media and the effect this has on the creation of graphic images.
Preview 1 out of 7 pages
Add to cartFor D1, learners will research the ongoing changes in, and additions to, output media and the effect this has on the creation of graphic images.
4x sold
For D2, learners need to use different file formats, different compression techniques, different image resolutions and different colour depths, and for each show the final file sizes and the differences between them. Some will, of course, be more significant than others. Learners can receive guidanc...
Preview 1 out of 6 pages
Add to cartFor D2, learners need to use different file formats, different compression techniques, different image resolutions and different colour depths, and for each show the final file sizes and the differences between them. Some will, of course, be more significant than others. Learners can receive guidanc...
For P4, learners should create original images to present, for example, on the ‘company stand’ specified in the programme of suggested assignments table. These images must have a defined purpose.
Preview 1 out of 3 pages
Add to cartFor P4, learners should create original images to present, for example, on the ‘company stand’ specified in the programme of suggested assignments table. These images must have a defined purpose.
14x sold
P1- summarise accurately theory and applications of 3D with some appropriate use of subject terminology
M1- explain theory and applications of 3D with reference to detailed illustrative examples and with generally correct use of subject terminology
D1- comprehensively explain theory and applications...
Preview 1 out of 13 pages
Add to cartP1- summarise accurately theory and applications of 3D with some appropriate use of subject terminology
M1- explain theory and applications of 3D with reference to detailed illustrative examples and with generally correct use of subject terminology
D1- comprehensively explain theory and applications...
4x sold
P2- generate outline ideas for 3D models working within appropriate conventions and with some assistance
M2- generate detailed ideas for 3D models showing some imagination and with only occasional assistance
D2- generate thoroughly thought through ideas for 3D models showing creativity and flair and...
Preview 1 out of 7 pages
Add to cartP2- generate outline ideas for 3D models working within appropriate conventions and with some assistance
M2- generate detailed ideas for 3D models showing some imagination and with only occasional assistance
D2- generate thoroughly thought through ideas for 3D models showing creativity and flair and...
2x sold
P3- create 3D models following industry practice, working within appropriate
conventions and with some assistance.
M3- create 3D models to a good technical standard following industry practice, showing some imagination and with only occasional assistance.
D3- create 3D models to a technical quality ...
Preview 1 out of 8 pages
Add to cartP3- create 3D models following industry practice, working within appropriate
conventions and with some assistance.
M3- create 3D models to a good technical standard following industry practice, showing some imagination and with only occasional assistance.
D3- create 3D models to a technical quality ...
1x sold
For P1, they must explain the features of a relational database. Evidence for this could be, for example, a written report, a presentation or a written discussion. Note that the features include benefits and learners need to be able to quote aspects that relate to the efficiency of storage of inform...
Preview 1 out of 7 pages
Add to cartFor P1, they must explain the features of a relational database. Evidence for this could be, for example, a written report, a presentation or a written discussion. Note that the features include benefits and learners need to be able to quote aspects that relate to the efficiency of storage of inform...
For P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.
Preview 1 out of 1 pages
Add to cartFor P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.
5x sold
For P3, learners will have implemented their design and populated the tables. Relationships should have been established and referential integrity enforced, this will allow cascaded updating and deletion of linked records. Evidence will come from annotated screen prints.
Preview 1 out of 15 pages
Add to cartFor P3, learners will have implemented their design and populated the tables. Relationships should have been established and referential integrity enforced, this will allow cascaded updating and deletion of linked records. Evidence will come from annotated screen prints.
1x sold
For P5, queries should be created using a minimum of two tables and a minimum of two criteria and be thoroughly tested.
Preview 1 out of 8 pages
Add to cartFor P5, queries should be created using a minimum of two tables and a minimum of two criteria and be thoroughly tested.
2x sold
For P6, learners should have included at least one of the advanced features from the unit content in their database design.
Preview 1 out of 8 pages
Add to cartFor P6, learners should have included at least one of the advanced features from the unit content in their database design.
1x sold
P7 requires full testing of the database, including functionality and user testing. Learners should have a test plan and evidence will come from this and user feedback.
Preview 1 out of 16 pages
Add to cartP7 requires full testing of the database, including functionality and user testing. Learners should have a test plan and evidence will come from this and user feedback.
6x sold
For M1, learners should show evidence that they understand the concept of referential integrity and the mechanisms that exist to support the enforcement of referential integrity within a database package. They should also be able to explain the purpose of primary keys and how they are used to build ...
Preview 1 out of 3 pages
Add to cartFor M1, learners should show evidence that they understand the concept of referential integrity and the mechanisms that exist to support the enforcement of referential integrity within a database package. They should also be able to explain the purpose of primary keys and how they are used to build ...
1x sold
M2 requires learners to import data from an external source (this could be from a text file, spreadsheet, word-processed table or another database package). The data could, for example, be used to form one of the tables required in the database.
Preview 1 out of 15 pages
Add to cartM2 requires learners to import data from an external source (this could be from a text file, spreadsheet, word-processed table or another database package). The data could, for example, be used to form one of the tables required in the database.
1x sold
M3 requires learners to export the results of either a query or report to another application. To evidence this, learners could provide a screen print of a directory containing the exported data in a suitable file format or a print of the data in its new format. Alternatively, for M2 and M3, an appr...
Preview 1 out of 5 pages
Add to cartM3 requires learners to export the results of either a query or report to another application. To evidence this, learners could provide a screen print of a directory containing the exported data in a suitable file format or a print of the data in its new format. Alternatively, for M2 and M3, an appr...
1x sold
For M4, learners are required to implement one of the automated functions suggested in the unit content.
Preview 1 out of 32 pages
Add to cartFor M4, learners are required to implement one of the automated functions suggested in the unit content.
2x sold
D1 is an opportunity for users to identify and explain a range of common errors in database design and construction, explaining how these types of errors can be avoided. As an example, learners could discuss the impact of errors such as the accidental deletion of a field in a query or report, the re...
Preview 1 out of 10 pages
Add to cartD1 is an opportunity for users to identify and explain a range of common errors in database design and construction, explaining how these types of errors can be avoided. As an example, learners could discuss the impact of errors such as the accidental deletion of a field in a query or report, the re...
2x sold
D2 requires learners to evaluate their databases’ success in meeting user need. Learners should not only discuss strengths and weaknesses, but justify the features and functions they have used and make suggestions for improvements.
Preview 1 out of 7 pages
Add to cartD2 requires learners to evaluate their databases’ success in meeting user need. Learners should not only discuss strengths and weaknesses, but justify the features and functions they have used and make suggestions for improvements.
6x sold
For P1, they must explain the features of a relational database. Evidence for this could be, for example, a written report, a presentation or a written discussion. Note that the features include benefits and learners need to be able to quote aspects that relate to the efficiency of storage of inform...
Preview 1 out of 3 pages
Add to cartFor P1, they must explain the features of a relational database. Evidence for this could be, for example, a written report, a presentation or a written discussion. Note that the features include benefits and learners need to be able to quote aspects that relate to the efficiency of storage of inform...
4x sold
For P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.
Preview 1 out of 7 pages
Add to cartFor P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.
1x sold
For P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.
Preview 1 out of 2 pages
Add to cartFor P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.
2x sold
For P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.
Preview 1 out of 5 pages
Add to cartFor P2, learners must design a relational database containing at least five tables for a specified user need. Learners must provide evidence of appropriate normalisation and database design. Documentation such as ERDs, data dictionaries, DFDs, structured English etc will provide the evidence.
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Stuvia is a marketplace, so you are not buying this document from us, but from seller topqualityworka. Stuvia facilitates payment to the seller.
No, you only buy these notes for $13.56. You're not tied to anything after your purchase.
4.6 stars on Google & Trustpilot (+1000 reviews)
93608 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now