hnd computing and systems development pdf

Hnd Computing And Systems Development Pdf

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Published: 21.05.2021

Please Note: While every effort is made to maintain the accuracy of these details, changes can and do occur. Government policy changes rapidly particularly from one academic year to the next which often has an effect on availability, eligibility for funding and the fee contribution required. Please confirm the course details when enrolling.

Compare information systems security Successful completion of the HND allows direct Use information systems to produce Manage organisational security entry to a one-year top-up to Honours Degree. I have a broader understanding of business and I am learning more about myself at work and in my personal life through my study habits. Evaluate the project outcomes of your learning materials and important One suitable reference. Assessment are. Assessment consists of a mix of assignments forums to stimulate discussions, request and a project.

HND in Computing & Systems Development

Note: Level 4: All units at level 4 are worth 15 credits with a minimum requirement of credits to complete year 1. Level 5: All units are worth 15 credits except for Project Design, Implementation and Evaluation which is worth 20 credits. Unit abstract Organisations of all sizes, structures and aims can benefit from the opportunities made available by the intelligent application of communication based technologies and there will always be a need for practitioners who have a good understanding of those technologies.

E- Commerce has become a vital part of an organisation s ability to reach out to the marketplace and position itself to maximise commercial returns on investment. Poor choices of technology and processes will result in poorly managed opportunities which could lose business, market position and profitability. Learners will investigate the values of business skills by exploring current, topical examples of e-commerce practices.

Learners will consider how to design an e-commerce solution to the best advantage of the organisation and its stakeholders for example employees, suppliers and customers. The first part of the unit considers the structure and aims of organisations to better understand how they could benefit from an e-commerce structure. Then follows an opportunity to investigate and evaluate the impact of e-commerce systems on organisations and their stakeholders.

Once these areas have been studied the learner will be in a position to examine the process of the development of an e-commerce presence followed by the opportunity to design an e-commerce system. Learning outcomes On successful completion of this unit a learner will: 1 Understand the structure and aims of business organisations 2 Understand the impact of e-commerce 3 Be able to design e-commerce solutions.

Essential requirements Learners must have access to a wide range of material covering current and proposed e- Commerce implementations encompassing a number of organisations from small start-ups to large multi-nationals.

The material can be sourced online, for example organisation websites, journals, newspapers, broadcast material and visiting speakers who are experts in their subject area. Unit abstract Most IT professionals will at some stage have to set up, use, customise and maintain computer systems.

In order to do so effectively they will need to understand how computer systems work. Learners will understand the theoretical aspects of computer systems, and how information is processed. This unit explores the hardware, software and peripheral components that make up a computer system.

There are many different manufacturers of computer systems and each manufacturer will produce a wide range of models with different specifications. Deciding which particular model is appropriate for a given situation depends on a variety of factors. Custom-built computer systems are also an advantage when meeting specialised requirements, whilst maintaining performance and keeping costs low.

These aspects are explored in this unit so that learners can make informed choices when designing a computer system for a given purpose. Learners will be able to apply their theoretical knowledge to practical application by building, configuring and testing a functional computer system which will meet a given specification.

Computer users also need the skills required to set up and carry out routine maintenance of computer systems. Although this unit does not extensively cover fault finding and repair, it includes the basic maintenance skills that would normally be expected of most computer users. Learning outcomes On successful completion of this unit a learner will: 1 Understand the function of computer systems 2 Be able to design computer systems 3 Be able to build and configure computer systems 4 Be able to undertake routine maintenance on computer systems.

They will also need a range of components and peripherals that they can install and configure. Learners must understand the functions of computer systems before they can begin the practical aspects of this unit. It is important that the underpinning knowledge of computer systems supports the practical approach to building and configuring computer systems.

Centres must begin this unit by giving an overview of the topics that will be covered, and what benefits the unit will bring to those who aspire to get involved with IT support and networking. Centres must give a brief history of computer systems, and how they have evolved. The different generations of computer systems will be useful at this point. There are different types of computer systems, and this must be covered in detail in terms of their functionality, performance and where they are typically used environments.

The benefits and drawbacks of computer systems must also be discussed, particularly IT security. Centres must keep abreast of modern developments in computer systems, and must also present mobile computing technologies as well. The future of computer systems must also be covered in respect of emerging technologies. Learners must explore the full range of hardware, software and peripheral components.

Centres must demonstrate and explain the role of common components, including the central processing unit, memory, motherboard, power supply unit, optical drives, storage devices and specialised cards. Centres must present a range of typical client and system requirements, and discuss the range of components needed to fulfil those requirements. The range of hardware, software and peripheral components covered in this unit is at the centre s discretion.

However, these components must be available for practical activities to ensure that fully functional computer systems can be built. Centres must cover health and safety guidelines before commencing any practical work, and ensure that the working environment is safe and hazard free. Learners must also practice using electrostatic equipment to prevent any damage to components. Centres must demonstrate in stages the processes involved with building, configuring and testing a functional computer system.

Computer systems at some stage will need to be monitored and maintained to ensure consistency, reliability and performance. Learners must be equipped with the skills to maintain computer systems and follow a recommended schedule of activities.

Learners must also be able to upgrade a computer system. Computer Websites Employer engagement and vocational contexts Working with a live system will present many risks, that the centre, employer and learner must be aware of using a current vocational context to deploy an additional or alternate solution will enhance the learners experience and enable understanding of wider technical application.

Unit abstract All learners at all levels of education and experience require employability skills as a prerequisite to entering the job market. This unit gives learners an opportunity to assess and develop an understanding of their own responsibilities and performance in or when entering the workplace.

The unit considers the skills required for general employment such as interpersonal and transferable skills, and the dynamics of working with others in teams or groups including leadership and communication skills.

It also deals with the everyday working requirement of problem solving which includes the identification or specification of the problem, strategies for its solution and then evaluation of the results of the solution through reflective practices. Learning outcomes On successful completion of this unit a learner will: 1 Be able to take responsibility for own personal and professional development 2 Be able to demonstrate acquired interpersonal and transferable skills 3 Understand the dynamics of working with others 4 Be able to develop strategies for problem solving.

Essential requirements Access to a range of work-related exemplars for example appraisal and development systems, team health checks, job descriptions, action plans, communication strategies, etc would be of assistance in delivering this unit. Case studies based on relevant sectors, workshops, career talks and work-based mentors would also be useful in the teaching and learning aspect of the unit. Learners can generate assessment evidence through a range of possible activities including individual work placements, project management, research reports, development of case studies, the process of working with others eg employee supervisor roles, teamwork, group work and everyday communication within the workplace.

Unit abstract This unit provides opportunities to develop skills in decision making, problem solving and communication integrated with the skills and knowledge developed in many of the other units within the programme to complete a realistic project.

It requires the learner to select, plan, implement and evaluate a project and finally present the outcomes, in terms of the process and the product of the project.

If this is a group project, each member of the team must be clear about their responsibilities at the start of the project and supervisors must ensure that everyone is accountable for each aspect of the work and makes a contribution to the end result.

Learners must work under the supervision of programme tutors or work-based managers. Learning outcomes On successful completion of this unit a learner will: 1 Be able to formulate a project 2 Be able to implement the project within agreed procedures and to specification 3 Be able to evaluate the project outcomes 4 Be able to present the project outcomes.

These include planning, practical work, data handling and processing, analysis and presentation skills. The knowledge applied may link to one particular unit or to a number of other units.

Essential requirements The required resources will vary significantly with the nature of the project. The identification of the equipment and materials required, and their availability, is a vital part of the planning phase.

Learners should therefore have access to a wide variety of physical resources and data sources relevant to the project. Tutors should ensure that learners do not embark on work that cannot succeed because of lack of access to the required resources. Employer engagement and vocational contexts Centres must establish relationships with appropriate organisations in order to bring realism and relevance to the project.

Unit abstract The internet is perhaps the most important IT development of the last few decades; it provides new ways to communicate and share information. It has also revolutionised the way people and businesses use IT. Businesses can now take part in a global marketplace, widening their scope for potential customers, all from a local base and with relatively low start-up costs.

The need for good web designers and developers continues to grow as more and more companies realise they must develop a web presence and keep it maintained and updated.

As web technologies develop, there is an increasing need for websites to be interactive. This allows two-way communication between the user and the website. The number of websites on the world wide web has increased dramatically and competition is very fierce. This means that designers must employ increasingly sophisticated techniques to capture interest, as well as ensuring that an appropriate company image is presented.

Usability issues, such as navigation methods, must be considered carefully. A poorly-designed structure could result in users becoming confused or frustrated and navigating away from the website. Learners will begin this unit by evaluating existing websites, in the context of cross-platforms, range of browsers, and design features. Designing websites, which are accessible to all types of users is a fundamental aspect of any website design. This unit also considers the whole process from identification of need, design, implementation, testing, maintenance and review.

It is important that learners do not just develop skills in specific techniques but are also able to select when and where they are most appropriate, basing this decision on client and user needs. As with any field of IT, a comprehensive understanding of the relevant legislation and guidelines is always fundamental. Essential requirements Learners must have access to facilities which will give them the opportunity to fully evidence all of the criteria in the unit. Learners must evaluate a range of different websites, particularly focusing on design.

Learners must be encouraged to identify strengths and weaknesses in the design, and discuss what methods they would use to improve the website. This will of course be taking into account accessibility, relevant legislation, usability, functionality, user friendliness, interface design, etc.

Legislation and accessibility are fundamental aspects of website design. Learners must be made aware of the range of legislation and standards, which have an impact on website design. Learners must understand the importance of legislation. Learners must design and develop their own website. There are many different approaches to website design, all of which demonstrates how a website will be developed, what features and functions it will contain, the appearance, etc.

Learners must be able to show that they can apply design skills first before developing a website. Learners must have access to computing facilities, and web authoring tools to support them with the practical aspects of this unit. Learners must be given a range of activities with plenty of support, which will enable them to create HTML web pages. Further activities must be provided that will allow learners to embed a range of web functions, such as hyperlinks, tables, frames, colour, images, audio, video, etc.

Learners must include client-side scripting such as JavaScript. Appropriate testing documentation must be used as a method of capturing test data, and demonstrating relevant testing. Num of hours Teaching topic Delivery. Programme specification 1.

Tameside College

To find out more, read our privacy policy and cookie policy. This HND provides a specialist work-related programme of study that covers the key knowledge, understanding and practical skills required in the computing sector. It prepares students for employment in roles such as system management, networking, software development and games design. Units contain a balance of practical skills development and knowledge requirements for relevant and up-to-date technologies. Students will learn to write computer code with an option to automate small robotic cars and have the opportunity to develop a game for virtual reality headsets.

Join Us. Student Life. Open Days. Help Centre. Animation and Illustration. Biomedical and Medical Engineering.

Our HND is a specialist computing course. The software development & systems, web design and Unit 3 – Employability and Professional Development.

pearson btec level 5 hnd diploma in computing and systems

Note: Level 4: All units at level 4 are worth 15 credits with a minimum requirement of credits to complete year 1. Level 5: All units are worth 15 credits except for Project Design, Implementation and Evaluation which is worth 20 credits. Unit abstract Organisations of all sizes, structures and aims can benefit from the opportunities made available by the intelligent application of communication based technologies and there will always be a need for practitioners who have a good understanding of those technologies. E- Commerce has become a vital part of an organisation s ability to reach out to the marketplace and position itself to maximise commercial returns on investment. Poor choices of technology and processes will result in poorly managed opportunities which could lose business, market position and profitability.

Higher National qualifications provide skills and knowledge employers need. They allow advanced university entry internationally. The HND in Computing: Software Development at SCQF level 8 provides current skills in specialist technical software development, and develops up-to-date knowledge in programming and systems development.

Please contention the key dates, anti the last registration date, below.

BTEC HND in Computing and Systems Development ESOFT Metro Campus

Advancements and development in cloud computing services, iot, blockchain solutions and others are creating growth opportunities for the hotel management system software which will, in turn, boost. The btec level 5 hnd diploma in computing and systems development can be studied as a stand- alone programme or can form part of a three- year degree programme — anglia ruskin university bsc hons business computing. Unit title unit code pre- requisite business skills for e- commerce hit computer systems hit advanced english for it ecl management of projects hit programming in java hit website design hit Pdf from comp at university of greenwich.

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 Боюсь, что. И мы должны его найти. Найти тихо. Если он почует, что мы идем по его следу, все будет кончено. Теперь Сьюзан точно знала, зачем ее вызвал Стратмор.

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Мне нужен консьерж. На лице привратника появилась обиженная гримаса, словно Беккер чем-то его оскорбил. - Рог aqui, senor.  - Он проводил Беккера в фойе, показал, где находится консьерж, и поспешил исчезнуть. Фойе оказалось помещением с изысканной отделкой и элегантной обстановкой. Испанский Золотой век давным-давно миновал, но какое-то время в середине 1600-х годов этот небольшой народ был властелином мира.

Беккер даже прервал свое занятие и посмотрел на лейтенанта. Solo el escroto.

Цепная мутация. Она знала, что цепная мутация представляет собой последовательность программирования, которая сложнейшим образом искажает данные. Это обычное явление для компьютерных вирусов, особенно таких, которые поражают крупные блоки информации. Из почты Танкадо Сьюзан знала также, что цепные мутации, обнаруженные Чатрукьяном, безвредны: они являются элементом Цифровой крепости.

Все знали про Северную Дакоту. Танкадо рассказал о своем тайном партнере в печати. Это был разумный шаг - завести партнера: даже в Японии нравы делового сообщества не отличались особой чистотой. Энсей Танкадо не чувствовал себя в безопасности.

 - Кассирша опустила металлическую шторку и скрылась в служебной комнате.

 - Ему не стоило напоминать о поразительной способности Мидж Милкен предчувствовать беду.  - Мидж, - взмолился он, - я знаю, что ты терпеть не можешь Стратмора, но… - Это не имеет никакого значения! - вспылила.  - Первым делом нам нужно убедиться, что Стратмор действительно обошел систему Сквозь строй. А потом мы позвоним директору.

Колеса неистово вращались на рыхлой земле. Маломощный двигатель отчаянно выл, стараясь одолеть подъем. Беккер выжал из него все, что мог, и отчаянно боялся, что мотоцикл заглохнет в любую минуту. Нельзя было даже оглянуться: такси остановится в любой момент и снова начнется стрельба.


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BTEC Higher Nationals Computing and Systems Development () The RQF Higher National in Computing has replaced this Download PDF | MB Level 5 HND Diploma in Computing and Systems Development.


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Pearson BTEC Level 5 HND Diploma in Computing and Systems. Development (​QCF). The Qualifications and Credit Framework (QCF) was.


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