Instruction: Type the questions, then the answer. Make sure your answers are in complete thought and is substantive. 

1. What are the most popular operating systems for mainframe computers? Personal computers?

2. If you were going to develop a new mobile application for the Android, what are the various software development kits that you would consider?

3. The use of 4GLs is said to contribute to programmer productivity. How so?

4. What is multimedia? Give five examples of how this technology can be used in training, customer service, and education.

5. With so many ready-made software packages available, why do some companies commission software development projects?

6. Office applications are often called productivity tools. Why?

7. Electronic spreadsheets are great tools for modeling. Give an example of a model that shows gradual growth of a phenomenon and describe how you would implement it in a spreadsheet.

8. What are the different media in multimedia?

9. What is the importance of 3-D geographic software? For which types of organizations is it useful?

10. What is the difference between system software and application software?

11. What are the advantages of developing a website using a tool such as Artisteer or Joomla? Are there any disadvantages?

12. Linux is a free and stable operating system, which is a great advantage. What are the disadvantages of adopting it?

13. What is the difference between an interpreter and a compiler?

14. To a compiler or interpreter any logic is legitimate, even if it results in a bad program. Why can’t compilers and interpreters detect logic errors in a program?

15. What are the main elements to consider when purchasing ready-made software for an organization?

The two-page essay must be:

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Written in APA format, including the title page (Name, Course Name, Title of Homework Assignment, Instructor Name, and Due Date).

You are a telecommunications guru and love to help individuals and businesses. Assume that dial-up, cable, DSL, T3 line, and satellite links to the Internet are available everywhere unless the particular scenario indicates otherwise. Consider the following scenarios and suggest the best overall type of link (consider communication speed, cost, and any other factor you believe is relevant). Each scenario is independent of the others. For each scenario, explain why you selected the option..

1.  An author works at home writing articles for a magazine. Once per week she must transmit an article to her editor. She rarely uses the link for any other purpose.

2.  A large company maintains its own website for online catalogs and purchase transactions by its customers. Hundreds of customers visit the sites daily and make purchases.

3.  A small business uses the Internet for daily research. Owners have heard that some links are shared by other subscribers in the same area, which might slow down the connection or even pose security threats. Thus, they would like to avoid such a service. They do need a speed of at least 200 Kbps.

4. A farm in New Mexico needs a link of at least 200 Kbps. People on the farm can receive television signals only through antennas. The closest telephone central office is 12 miles away.

5.  An Internet service provider specializes in hosting websites of small businesses.

6. A cruise ship wants to provide Internet service to vacationers on the third deck. The ship cruises in the Caribbean. The link’s speed must be at least 250 Kbps.

Responses to Case Study Module 17: Classroom Management

Ms. Abby Miller teaches 3- and 4-year-olds in a preschool situated within a large, comprehensive high school in a diverse suburb outside a metropolitan area. The preschool is free for the high school teachers and for low-income families in the community. Ms. Abby finds the mix of different backgrounds and languages a rewarding aspect of teaching, and she also enjoys mentoring high school students who earn credit toward their Child Development class by assisting in the classroom during their study hall.

Today, on a cold February morning, Ms. Abby and the two high school students, Miss Maggie and Miss Addison, huddle in a circle on the carpet with the children for “morning meeting.” Ms. Abby likes to use the morning meeting to encourage language, number concepts, and general knowledge through fun, hands-on activities. After the children sing the hello song and talk about the weather the way they do every morning, Ms. Abby asks them to stand up. “Today, we’re going to count pockets! Noah, how many pockets do you have?”

Noah quickly looks at his clothes and proudly shouts, “Six!” He has four pockets on his jeans and two on his shirt.

“That’s right,” Ms. Abby replies, as she draws six squares next to his name on the easel to represent the pockets and writes a 6.

“Diego, how many pockets do you have?” she asks, as Miss Addison points to Diego’s pockets.

Diego counts, “Uno, dos, tres—three.”

“Great counting!” says Ms. Abby. “Now say, ‘I have three pockets.’” Diego repeats it exactly.

Ms. Abby continues, “OK, now we’re going to count more pockets. You’re going to work with a buddy and count each other’s pockets. Then, draw your pockets up here,” as she points to the children’s names on the easel, “and write the number the way I did.”

She begins to assign pairs: Casey and Mariah, Anika and Ella, Jayden and Aarush, and so on. Ms. Abby is careful to pair children of different backgrounds and abilities so they can learn from and help each other. She is also grateful to have Miss Addison and Miss Maggie to circulate the room and help children count and write the numbers on the easel. Some children know how to count, write numbers, and add, while others can’t count yet.

As Ms. Abby is circulating the room, she overhears Caleb and Hunter shouting back and forth, “No you don’t!” “Yes, I do!”

Caleb shoves Hunter and knocks him down. Caleb is 4 years old and big for his age. He often resorts to using his fists “instead of his words,” as Ms. Abby constantly reminds him.

Hunter jumps up angrily and wipes tears from his eyes.

“What’s the problem, boys?” Ms. Abby asks.

“Caleb is cheating. He has two pockets, not three!” Hunter shouts.

“No, I have three!” Caleb shouts back.

Ms. Abby reminds them both to use their inside voices.

“I have two pockets on my pants and a pocket on my hoodie. That’s three,” Caleb says.

“Hoodies don’t count,” Hunter retorts. “That’s a pouch, not a pocket.”

“Well, I see the problem,” says Ms. Abby. “I think you’re both right. It can be called a pouch, but if it can hold things, then we can call it a pocket, too. Agreed?” They both nod hesitantly.

“Caleb, apologize to Hunter for pushing and knocking him down, and both of you shake hands,” says Ms. Abby.

Seeing that most children were done with the task, Ms. Abby calls them back to the carpet. “Now, let’s continue our game. Who has the most pockets?”

Ella raises her hand and waits to be called on. “I like how you raised your hand, Ella. You may answer,” says Ms. Abby.

Ella responds, “Noah has the most cuz six is the biggest number.”

“Good thinking, Ella,” replies Ms. Abby. “Who has the fewest pockets? Aarush, I haven’t heard from you yet today.”

She knows he is still learning his letters and numbers. He speaks very little English, and his parents speak Hindi to him at home. Aarush is reluctant to answer.

“Can you come up and point to the smallest number?” Ms. Abby asks.

He goes to the easel and points to the number 1 next to Casey’s name.

“Hmmm. One is a very small number. That’s the number we start with when we count 1, 2, 3. But there’s an even smaller number,” says Ms. Abby.

Some children start shaking their heads in confusion. Ms. Abby continues, “This is a tricky one. Can someone help Aarush?”

Anika is called on. She points to Ella and says, “Ella has the smallest. It’s zero because she’s wearing a dress!” Everyone chuckles.

“That’s right, Anika! Zero means none, so it’s the smallest number,” replies Ms. Abby. “Now, put on your listening ears. I’ve put a sheet in your cubbies to take home to your families. Have someone help you count the pockets of each person in your family, draw the number of pockets for your family, and write the number. Bring back the sheet tomorrow.”

The children seem so excited to get “homework.” Many of them have older siblings, and they want to do homework like them. Ms. Abby ends the activity by saying, “One, two, three, eyes on me.”

The children reply, “Three, two, one, we are done!”

Ms. Abby announces that it’s time for free play and begins calling on children who are sitting quietly to go to the center of their choice. Outside the classroom, the high school bell rings, signaling that it’s time for Miss Maggie and Miss Addison to go back to their classes.

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