page 1 2 labactivityciscis115 w3 a1docx lab cis cis115 a1 b lab 1 1 decision calendar c lab

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Page 1 of 2 Lab_Activity_CIS_CIS115-W3-A1.docx A. Lab #: CIS CIS115-A1 B. Lab 1 of 1 : Decision Calendar C. Lab Overview – Scenario / Summary: TCO #4 – Given a simple business problem that requires one or more decisions, create a solution algorithm that uses decisions with logical and relational expressions. TCO #9 – Given a program with logic errors that is intended as a solution to a simple business problem, employ debugging diagnostics to remove and correct the errors. Scenario: Your goal is to solve the following programming lab activity. Write a program that prompts & accepts a number between 1 and 12. After getting the input, display the number with the appropriate month. (example: This is the 1st month…January, This is the 2nd month…February, This is the 12th month…December). Be sure to THINK about the logic and design first (IPO chart and or pseudocode), then code the Visual Logic command line processing. D. Deliverables: Deliverable Points Decision Calendar IPO Model 10 Decision Calendar Pseudocode 15 Decision Calendar Flowchart 20 Decision Calendar Output Sample 5 Total Points 50 DeVry University Student Lab Activity CIS115 Logic and Design Lab_Activity_CIS_CIS115-W3-A1.docx E. Lab Steps: Preparat 1. Complete the IPO Model in a Word document. 2. Complete the pseudocode in the same Word document as the IPO. 3. Complete the flowchart in Visual Logic and print screen the flowchart in the same Word document as the IPO and pseudocode. 4. Complete the execution/run of the flowchart and print screen your outputs in the same Word document as the IPO, pseudocode and flowchart. Lab: Decision Calendar Step 1: prompt for input(s) Points (Optional) Step 2: Determine calendar month and proper ending Step 3: Display outputs with attention to details END OF LAB

 

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New help with 6 page research paper

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Six page research paper 

due tommorrow by 10:00 pm

 

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edu645 w5 d1 assignment – nursing writers

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Getting students to think about their thinking

Part 1 Access the Create lessons worth sharing around YouTube videos link of TEDEd. Take some time to peruse through the menu of lessons and provide us with your impressions. The following serves to prompt your response as opposed to a required “list”:

How do the lessons in TEDEd promote student engagement?
What are some ways students are encouraged to think about what they are learning?
How do these modes of learning allow both students and teachers to assess learning?
Think of two ways you can incorporate a TEDEd lesson into a typical 50-70 minute class period. How could you deliver it? How could students access it?. Take a look at the NETS-S standards when addressing this.
Share one particular lesson you explored as well as what you gained from it.

Part 2: Linking Rubrics with Student Self-Assessment and Goal SettingChapters 9 and 10 of the Brookhart text discuss strategies for guiding students for the demands of assessment as well as setting goals. Pairing this information with what you learned from viewing the “Be sure to”: A powerful reflection strategy video clip, explain how these strategies not only support the integration of multiple levels of thinking for students, but the teacher’s ability to assess FOR learning.

 
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The owner of a restaurant serving continental style entrees is

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     The owner   of a restaurant serving continental style entrees is interested in studying   patterns of patrons demand for Friday to Sunday weekend time period. Records   are maintained that indicate the type of entree ordered. The data is as   follows: Type of entree and the Number served…. Beef 187 Chicken 103 Duck   25 fish 122 pasta 63 shell fish 74 veal 26 a) Construct a % summary table for   the types of entrees ordered b)Construct a bar chart, a pie Chart and a   pareto Chart for the types of entrees ordered c) Do you prefer a pareto chart   or a pie chart for this data ? Why? D) What conclusion can the restaurant   owner reach concerning demand foe different types of entrees?