Topics tagged with gdb

CS608 GDB 1 Solution and Discussion

zaasmi — Invalid Date

@zaasmi said in CS608 GDB 1 Solution and Discussion: @zaasmi said in CS608 GDB 1 Solution and Discussion: Regression Testing Regression Testing is a type of testing that is done to verify that a code change in the software does not impact the existing functionality of the product. This is to make sure the product works fine with new functionality, bug fixes or any change in the existing feature. Previously executed test cases are re-executed in order to verify the impact of change. An effective regression strategy, save organizations both time and money. As per one of the case study in banking domain, regression saves up to 60% time in bug fixes(which would have been caught by regression tests) and 40% in money

ZOO503 GDB 2 Solution and Discussion

zaasmi — Invalid Date

Re: ZOO503 GDB 2 Solution and Discussion

Total Marks 10
Starting Date Tuesday, February 09, 2021
Closing Date Wednesday, February 10, 2021
Status Closed
Question Title 01
Question Description
Graded Discussion Board

Fall 2020 – ZOO503 Zoogeography and Paleontology

Discussion Question:

What is migration ? Describe with example.

Guidelines:

 Your discussion must be based on logical facts.

 Your comments on the topic should not exceed 200 words. Exceeding words will result in Zero Marks.

 You should not copy or exchange your answer with other students.  Two identical / copied comments will be marked Zero (0) and may damage your grade in the course.

 Do not engage in Obnoxious or ignoble answers.

Instructions about GDB:

 The GDB will remain open for 2 working days/ 48 hours, opened on 9th Feb 2021 for discussion and last date for posting your discussion will be 10th Feb 2021.

 Questions / queries related to the content of the GDB, which may be posted by the students on MDB or via e-mail, will not be replied till the due date of GDB is over.

 For Detailed Instructions please see the GDB Announcement

CS101 GDB 1 Solution and Discussion

zaasmi — Invalid Date

@rabia-rabi said in CS101 GDB 1 Solution and Discussion: A development team is developing a special purpose application for some organization. The data is very large but relatively static. Data loss is an acceptable risk. Multiple users are accessing the application at the same time. File system and database system are two approaches which can be used to store data. Being a database expert, you are approached by the Team manager to help them in deciding which of the above mentioned data storage system will be more suitable for current scenario. If multiple user accessing the database then the suitable database server is SQL server, Oracle and MySQL are designed to deal with multiple concurrent users, while access the file, it is always single-user. Database servers we use as per the requirement of the database storage. Cassandra:This is developed by the Facebook, in this NoSQL database is now managed by the Apache Foundation. HBase: This is used for the non-relational data-store for Hadoop. MongoDB: It is designed to support humongous databases. Neo4j: It is world’s leading graph database.

CS411 GDB 1 Solution and Discussion

zaasmi — Invalid Date

@zaasmi Universal Windows Platform (UWP) UWP provides a common type system, APIs, and application model for all devices running on Windows 10. So, UWP enables development of universal apps for PC, tablet, Xbox, Surface Hub, HoloLens, or Internet of Things (IoT) devices. UWP app developers get access to the Microsoft store that charges only 15 percent for non-gaming subscription-based apps, unlike Google Play Store and App Store. Other services include an execution environment (AppContainer) and Extension SDKs to call specialized APIs for different devices.

CS301 GDB 1 Solution and Discussion

zaasmi — Invalid Date

@zaasmi said in CS301 GDB 1 Solution and Discussion: From Stack and Queue data structures which data structure you will suggest using for entry to exit path finding module? Select a data structure and give comments in favour to justify your selection. Also mention why you are not selecting the other data structure? I Would suggest Stack data structure over Queue. This is because in solving a maze problem, we need to explore all possible paths. Along with that, we also need to track the paths visited. If we were to use Queue, then after finding an unsuccessful path, we’ll have to start again from the entry point as queue only supports deletion from the front (FIFO property). This would not be useful in our case, as we need to trace back the unsuccessful path until we find another way. Using Stack, what we can do is, while moving into the maze, we can push the index of the last visited cell and when reached the end of the maze(not exit-point), just keep popping elements from the stack until the cell at stack Top has another way to move. Using this approach (particularly stack), you can find the correct path in the shortest possible time.

PK301 GDB 1 Solution and Discussion

zaasmi — Invalid Date

The role of governments is key in mitigating the disruptive impact of the COVID-19 pandemic on education delivery and outcomes. Effective response guidelines for governments stress the need to plan for long-term disruptions and strategic adaptation, and to coordinate, communicate with and support the education workforce, including and especially the head teachers and teachers. Much like the health response to the pandemic, an effective education response requires planning for phases. At the onset of the emergency, most countries mounted a rapid response by leveraging technology to start home-schooling mechanisms that can help cope with lost instructional time. The second phase requires policy planning for managing continuity of instruction when schools reopen, including ensuring children return to schools, instruction takes account of potential learning losses during time away from schools, and teachers and school leaders are fully supported as they work to realise these goals. In this blog I consider what these guidelines mean for Pakistan’s large, diverse, federated education system. I argue that given the scale of operations and the nature of entrenched inequities, the key guiding principles should be to address inequalities and to strengthen decentralised governance and service delivery. Existing data, vulnerability assessments and rapid evaluations can help inform policy for more effective COVID-19 response. Multidimensional inequalities define the shape of the challenges faced by education systems today As a result of global school closures, it has become immediately clear that the children at risk of dropping out and those who are likely to experience the most significant learning losses are the ones from marginalised backgrounds. Poverty, gender and location are intersecting to entrench exclusion for already-marginalised children. Existing data sources help establish the scale and scope of the challenge. Federal and provincial governments in Pakistan have moved quickly to start airing curricular content for K-12 via television channels. This is the correct strategy, given televisions are much more widely owned than radios: according to DHS 2017, 62.5% of the sampled households had a TV compared with 11% who own a radio. However, these averages hide stark inequalities. For example, in Punjab children in households in the poorest homes (only 17% of whom have TVs in their homes) are much less likely to be able to benefit from this policy initiative than children in the richest households (95% of whom have access to television). The numbers for Sindh are similar: 96% of households in the top quartile have televisions, 20% in the bottom quartile have televisions. Accessing these opportunities and initiatives becomes more complex and unequal if priced technologies such as cable channels or internet and smart phones are used: Less than 1% of the poorest households sampled for Multiple Indicator Cluster Surveys (MICS) 2017 owned a computer, and while 82% of them owned a cell phone, only 4% had access to internet. District officials in Punjab share that internet and cable infrastructure is common and reliable in urban areas. Children further away from cities are much less likely to have access to instructional content sent through smart phones and aired on cable channels. Officials distinguish between parents who own smart phones and those who do not, a divide that is significant because many government school teachers in Punjab are relying on WhatsApp for communicating with parents. Parental occupations directly impact the opportunities children can take advantage of; during the crop-cutting season, many in rural areas are likely to be helping their parents harvest crops The gendered experience of exclusion from access to technology and the increased burden of care on girls is a key dimension of inequality during this disruption. A recent blog about access to digital learning demonstrates that girls are much less likely to have regular access to any form of technology. Inequalities in access worsen for girls in rural areas and those in the poorest households. The increased burden of care in the households during the pandemic is much more likely to have hit girls the hardest, making it much more likely that they are effectively excluded from accessing COVID-response measures around education. Globally, women and girls carry out three times the amount of unpaid care and domestic work than men and boys, and this load is likely to have increased during periods of school closures and lockdowns. As COVID-associated health and economic shocks threaten to push millions into extreme poverty, girls are more at risk of dropping out of schools. Learning losses are likely to be unequal also Being in school matters for learning. Research on teaching and learning in government schools in rural Pakistan shows 10% learning gains after a year of regular schooling for children in grades 3, 4 and 5. These gains are threatened by school closures for reasons listed above. The World Bank has outlined three scenarios of learning losses that governments should prepare for when schools reopen: there is a loss of learning for all students due to school disruptions; the lowest performing children fall further behind while the well-performing children move ahead – this is predicted based on the ability of the families to support children in keeping up with reading and writing and access to assets such as televisions and a good internet or cable connection; there is a sudden and large increase in numbers of children for whom learning falls because of an increase in numbers of drop outs. Government schools in Pakistan are likely to find themselves facing the second or the third scenario. Furthermore, provinces stand at various levels of capability for testing and also delivering learning gains. Pre-pandemic learning data show much less variation in children’s ability to read in local languages in the early grades across provinces (between 72 and 80% in grade 1 were able read letters); there is much higher variation in skills in higher grades (68% children in rural Punjab could read a story in local language, while only 40% in Sindh could do so) (ASER, 2018). This is true for Maths and English literacy as well. It will be imperative to assess children when they return to school to establish learning losses, which are likely to vary for children given differential access to home support, technologies and differential exposure to health and economic shocks. Medium to long term continuity will need to account for inequalities Ensuring that policy responses address inequalities requires systems that can: mobilise quickly to collect information about the situation of teachers, schools, students and communities; repurpose their workforce to support new goals for coping in the crisis and managing continuity; plan for changes in instructional calendars and goals; make space for experimenting with new techniques that have proven to be effective for improving teaching and learning. Data for identifying at-risk children Strengthening of data systems has been one of the key areas of progress in education system development in Pakistan over the past couple of decades. All four provinces in Pakistan have well-functioning Management Information Systems (MIS) that collect data on operations of schools on a regular basis. These systems can be quickly repurposed for planning for COVID response. Tangibly, this requires individual and community level information about children who are more at risk of dropping out, those who aren’t able to access home schooling measures/technology, who are in households that have experienced health and/or economic shocks during this emergency. Given the proximity between schools and homes, teachers and head teachers are best placed to provide this information. District officials in Pakistan are confident that teachers and head teachers have (or can quickly gather) information needed for identifying different cohorts of children. Plan for strategies for resumption of attendance and reduction of drop-outs of the most at-risk All four provinces in Pakistan have girls’ stipend programmes in place for maintaining enrolments through high schools. These may need to be expanded and the stipend raised (even if as a one-time measure) to increase the likelihood of girls returning to schools. Education departments routinely rely on teachers to run door-to-door campaigns for school enrollment and for improving attendance at the start of a school year. However, placing the entire burden of the task on teachers and school leaders detracts from their instructional responsibilities. Given the scale and scope of disruption, teachers and school leaders must be supported by running a dedicated, large-scale coordinated, public awareness campaign when schools reopen after the COVID closures. This can be combined with targeted text messaging and personalised visits for children who are living in localities or households identified as high-risk. Small scale rapid evaluations of various measures as they are implemented can help assess impact and correct course. Plan for assessing children to inform remedial and differentiated teaching strategies The past decade has seen investments in building capacities for generating learning data in classrooms in at least three provinces. These foundations can be used to generate sample-based assessments for system-level diagnostics, combined with best practices in formative assessments that can help teachers direct instruction at an individual level. Provincial education departments are working on readjustment of curricular goals for the year to make them more realistic, with advice from subject experts. Remedial instruction strategies, proven to be effective, can be combined with rationalised goals to ensure all children, particularly those excluded from instructional support during school closures, are able to catch up. Finally, this emergency presents an opportunity to test strategies that allow teaching children at the right level, rather than prescribed student learning objectives (SLOs). It is imperative to incorporate the experience and voices of teachers in planning for instructional continuity. Chronic shortages in the system means teachers in government schools across provinces in Pakistan acquire experience and skills on the job for teaching multi-grade classrooms. These skills may offer a foundational concept that can be built on to equip teachers with effective strategies for teaching differential ability students in the same classroom. Decentralised systems are likely to be more effective and resilient in responding to disruptions Achieving the tasks set out above require very large education systems to be able to plan, repurpose and implement fairly quickly. It becomes clear in conversations with various stakeholders involved with government response to COVID-19 that provinces will be benefiting now from reform efforts undertaken in the past couple of decades. Effective response to emergencies is contingent on repurposing of existing structures that reach schools, teachers and communities, and are responsive to local contexts and problems. In so far as this is true, decentralised structures are better primed for the job. At the provincial and district level, this requires: capacity for data collection and utilisation (including data on at-risk children, teaching and learning); staffed structures in place that link higher tiers of governance with small clusters of schools; capacity to deliver on-site, continuous teacher training and support programs; flexible financing for schools. Punjab and Khyber Pakhtunkhwa (KP) have made the most progress so far on reducing teacher shortages, building system infrastructure for on-site teacher training, putting in place the human resource and technical capacity of education departments at the district level to support teachers and head teachers, collecting teaching and learning data and utilising data for policy planning, and making financing available to schools. Punjab and KP have added this depth to their district level delivery and governance structures over the past decade: the tier of Assistant Education Officers (AEOs) in both provinces are managing between 10 and 40 schools. In Sindh in contrast, Talukka officers are managing up to 100 schools. Sindh and Balochistan may need to invest simultaneously in building these systems while planning for coping and continuance strategies. All provinces will need to empower teachers and head teachers as key actors in their response plans. Real-time systems level analysis of structures and functions, as well as qualitative documentation of management and response practices at various hierarchical levels and across provincial contexts can potentially generate important insights about delivery and governance mechanisms that make education systems more resilient to crises. Reff

MGT301 GDB 1 Solution and Discussion

Aqib Javaid — Invalid Date

@zaasmi said in MGT301 GDB 1 Solution and Discussion: Re: MGT301 GDB 1 Solution and Discussion MGT301 GDB NO.1 2020 Digital payment services such as internet banking and mobile phone banking, hard cash continues to be avoided as it is considered to be one of the carriers of this virus. To further control the spread, as well as with the systematic shutdown of public dealing, it became inevitable for banks and other financial institutions to go digital entirely. Providing them with a digital tool that not only lets them track their financial transactions, but also sorts them in terms of priority and notifies them when to put their spending on hold could help customers better understand their financial standing. It’s just idea solution kindly make your GDB own your wording don’t submit same GDB.

MGT201 GDB 1 Solution and Discussion

Asmara Butt — Invalid Date

[image: UYzoSNG.png]

ACC311 GDB 1 Solution and Discussion

cyberian — Invalid Date

Total Marks 5 Starting Date Wednesday, December 01, 2021 Closing Date Tuesday, December 07, 2021 Status Open Question Title Auditor``s Report Question Description With reference to the Auditor’s Report, answer the following questions: (1.25 * 4 Marks) The recent final audit report of an FMCG carries a line which is read as … in the manner so required and respectively give a true and fair view of the state of the company’s affairs …… Briefly describe the meaning of “true and fair view”. An external auditor is not responsible for preparing his client’s financial statement. Why? Why do the notes annexed to the financial statements become an integral part thereof? List down any two matters upon which an auditor is bound to give his opinion. Important Instructions: Carefully review your GDB before submission on VU-LMS as it cannot be replaced once it is submitted. Your discussion must be based on logical aspects of the topic requirements with proper justification. There is a limit of 200 Words for discussion and your answer should be concise, relevant and comprehensive. Use the font style “Times New Roman” and font size “12”. Your answer should be relevant to the topic i.e. clear and concise. Do not copy or exchange your answer with other students. Two identical / copied comments will be marked Zero (0) and may damage your grade in the course. Books, websites, handouts and other reading material may be consulted before posting your comments; but copying or reproducing the text from books, websites, handouts and other reading materials is strictly prohibited. Such comments will be marked as Zero (0) even if you provide references. You should post your answer on the Graded Discussion Board (GDB), not on the Moderated Discussion Board (MDB). Both will run parallel to each other during the time specified above. Therefore, due care will be needed. Obnoxious or ignoble answer should be strictly avoided. You cannot participate in the discussion after the due date via email. Questions / queries related to the content of the GDB, which may be posted by the students on MDB or via e-mail, will not be replied till the due date of GDB is over. For planning your semester activities in an organized manner, you are advised to view schedule of upcoming Assignments, Quizzes and GDBs in the Course Calendar/Lesson Index of the course on VU-LMS. As you know that load shedding problem is also prevailing in our country. Keeping in view the fact, you are advised to submit your GDB well before time without waiting for the due date. For your convenience, you have been communicated well before time so that you can manage your activities, therefore no excuse will be entertained after due date of GDB.

MGT713 GDB 1 Solution and Discussion

zareen — Invalid Date

Re: MGT713 GDB 1 Solution and Discussion