Құрастырушы: Құрастырушылар: аға оқытушы Успанова А. И
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- 6. COURSE CONTENT
- Themes
- General notions protection to information.
- Computer networks
- Computing Models – Algorithms
2. DISCIPLINE DATA:Discipline is a compound component of the general educational module, number 3, quantity of the credits of the module 11 Course - 1. Lecture hours - 15 Laboratory hours - 60 Office hours - 22, 5 Self study hours - 37, 5 Department of Informatics Distribution of credit hours
3. PRE-REQUISITES: «Informatics» discipline is based on student’s knowledge which he have got in secondary school on Informatics, Physics, Mathematics and English. 4. POST-REQUISITES: Successful learning of the lecture and laboratory material of the Informatics is the important factor during work with the information technology in accordance with a specialty. The course curriculum develops and improves skills of work with informatics, applications, computer networks, Internet, data protection etc. 5. BRIEF COURSE DESCRIPTION: The given Informatics is designed for the students of all departments (the 1st or 2nd semester), and allows students to learn skill using of modern software programs for decision of the concrete problems on profile of the future profession. The course purpose: Informatics active mastering skills in the different types of computer science activity on the basis of offered business subject. The course tasks: the assimilation main notion informatics and skill of the work on PC; the familiarization with architecture, technical feature and directions of the development of the computer technology and their software programs; the study of the main means of the work with spreadsheets and making the diagrams (the graphic presentations given); the study основ work with word processors; the study graphic package; improvement and the knowledge increasing, necessary for further job. Expected results: work in ambience Windows; archive and unzip files; take and send the e-mail; create different documents in Microsoft Word; produce complex calculations using Microsoft Excel; know the logical PC’s building; know the bases of the work with one of the graphic package; literate to use the possibility of the computer programs. By the end of the course students Must know: main concepts of informatics area; operating systems, their appointments and types; service programs for work in the environment of Windows OS; possibilities of graphic editors; ways of creation, editing and formatting of data in MS Word; the main methods of the automated calculation in MS Excel spreadsheet; bases of the theory of computer graphics. be able to: work under Operation System Windows; archive and unzip files; take and send e-mail; create different documents in Microsoft Word; make complex calculations using Microsoft Excel; know the internal device of the personal computer; know the bases of the work with one of the graphic package; must own: to use the possibility of the computer programs; to devote most importantly; to evaluate the reliability of the information (related queries, network, etc.); be able to work in a group, look for and find compromises; to own ways of working with information. Acquire practical skills: the ability to build a dialogue with representatives of other views the application of acquired knowledge and skills to solve applied problems in their respective spheres of human activity. 6. COURSE CONTENT6.1 List of lectures
6.2 List of laboratory lessons
6.3 List of self-confident works
7. SCHEDULE OF STUDENT’S OUTPUT
8. References Main references: Gerard Morgan and Seamus O’Neill. Essential Computer Applications. Third edition. Gill and Macmillian. 2000. 303 p. Makarova N.V., Volkov V.B. Informatica. SPb: Piter, 2011. 576 p. Dzhumagaliyeva A.M., Nurgazinova A.Zh., Smailova L.K., Kulmuratova A.Sh. Informatics. Almaty: ZhShS RPBK «Dauir», 2011. – 248 p. Simonovich S.V. Informatics. Base course (textbook for higher education). 2 issue. SPb: Piter, 2004. 640 p. Akulov O.A., Medvedev N.V. Informatics. Base course. M.: Omega-L, 2005. 552 p. Stepanov A.N. Informatics: Textbook for higher education. 4 issue. SPb: Piter, 2006. 684 p. Sovetov B.Y., Cehanovskii V.V. Information technology. М.: Higher school, 2006. 263 с. Stepanov A.N. Architecture of information system and computer network. SPb: Piter, 2007. Additional references: Jenny Preece. Human – Computer interaction. Addison – Wesley publishing company, Wokinham, England, 1994. Encyclopedia of Computer Science. 2003 John Wiley & Sons, Ltd. Carl Hamacher V., Zvonko G.Vranesic, Safwat G.Zaky, «Computer organization», Tata McGraw Hill, Latest Edition. Heuring V.P., Jordan H.F., «Computer System Design and Architecture», Addison Wesley, 2009. Patterson and Hennessey, «Computer organization and Design». The Hardware/Software interface, Harcourt Asia Morgan Kaufmann, 2009. Hayes, «Computer Architecture and Organization», Tata McGraw Hill, 2008. Trivedi K.S. «Probability and Statistics with reliability, Queuing and Computer Science Applications», Prentice – Hall of India, New Delhi, 2004. Balagurusamy E., «Reliability Engineering», Tata McGraw Hill Publishers, New Delhi, 2004. Gross D. and Harris C.M., «Fundamentals of Queuing Theory», John Wiley &Sons, 2008. Allen, A.O., «Probability Statistics and Queuing Theory», Academic Press, 2001. 9. Information of knowledge assessment The running control on a laboratory training, Office Hours, SDW. Intermediate control: Computer test Final control: Examination 10. Course policy • Not to be late for classes, to be punctual and obligatory. • Not to miss the classes (in the absence in the case of illness to provide the reference). • Missed classes to fulfill during the time defined by the teacher. • Not to talk during the classes, not to read the newspaper, to disconnect the cell phone. • Participate actively in the educational process. • To be tolerant, open, frank and benevolent to classmates and teachers.
Scale of students’ knowledge assessment
PART 1. LECTURES Lecture 1. An introduction to information Before deciding to explorer the four application areas outlined in this book, we must have some basic background knowledge of computing. To use a comparison: before beginning to drive a car on the road we need to have some idea of th working of gears and other equipment in the car. We also need to know the rules of the road. Similary, before using computers we should know about the equipment and procedures we are likely to use. In this lecture we will cover the following areas: An introduction to information. Hardware. Data communications. Software. Data processing. The information technology environment. The destinction between data and information is important. Data is the term used to produce useful information. Examples of data would include the hours worked by an individual, the rate of pay and the quantity of goods ordered by a customer. Information is obtained when data is assembled or processed in a meaningful and useful way. Examples of information would include the average overtime hours in a year, the total payroll expense for the year and a trading and loss account (Figure 1). e.g. hours worked e.g. payroll details Data Result Information Process Type of information process - scan; - select and ect. Figure 1 - Data processing to produce information Task. Students have to work in pair share. Before to continue the lecture, work with a partner and ask and answer the questions below. Base your answer on your possible knowledge of the topic. 
What examples do you know about data and information? Name variuos type of information process? There are seven generic information-processing tasks: Scanning, Selecting, Capturing, Storing, Creating, Communicating, and Implementing. In general, this set of tasks is performed in sequential fashion beginning with scanning and ending with implementation. In reality, however, these tasks may be performed out of sequence. In some cases a person or group may even skip a step. The information-processing framework presented below is an attempt to categorize and describe the entire spectrum of information-processing tasks performed by individuals, groups, and organizations. These tasks are presented in a sequence that tends to occur naturally in organizations and other social situations (Figure 2). 
Figure 2 – Seven generic information-processing tasks Each task serves a unique, but important role in the overall information-processing model. Ultimately, each task affects the end result of the information-processing effort. This is reflected in the performance measures we use to determine effectiveness and efficiency, such as satisfaction, return on investment, error rates, and employee turnover. In summary, each of these tasks may profoundly affect the overall effectiveness of information processing in organizations. Task. Before we continue with an in-depth examination of information processing, the following example is used to briefly illustrate each of the seven information-processing tasks.
One day, Arman decides it's time buy a new car. This is a big investment for John, and, as you would suspect, he wants to make the best possible decision. John begins searching (scanning) for information that will help him make the right decision. He begins searching the Internet, talking to friends and car dealers, and purchases an automobile buyers guide at the local bookstore. With so many information sources and car models available, John decides he must narrow his search and chooses to focus on mid-sized sport utility vehicles (SUVs) and the Internet and a buyer’s guide he recently purchased for fact-finding purposes (selecting). John documents his research findings in an spreadsheet (capturing) where he lists the performance characteristics and attributes of various mid-sized SUVs. This spreadsheet is maintained on the hard drive of his home computer (storing). John is pressured by his wife to make a decision the following week. The next day, Armani examines the spreadsheet information, interprets it, and produces an overall score for each SUV he is considering buying (creating). Arman communicates his findings to his wife (communicating) and together they make a final decision. The next day they buy their new car (implementing), and Arman and his wife live happily ever after. Arman has performed all seven of the generic information-processing tasks to reach his final decision. Scanning refers to the process of searching for information, whether it is in one's internal and/or external environment. It involves observation and looking for sources of information. The effectiveness of information processing depends to a large degree on strategies used for seeking information and the resources available to conduct the search. The more people search for information, the more raw material they have for making decisions. A limited or narrow search might miss critical information needed for decision-making purposes. A broad search may take considerable time and increase the challenge of drawing conclusions from thousands of facts. Information technology also performs the task of scanning. Computer software applications scan databases for information based on the needs of the user. Selecting refers to what people actually decide to pay attention to as a source or sources of information. While scanning involves looking for sources of information, selecting consists of selecting a source and using it for the purpose of collecting information. What people actually pay attention to may dictate the effectiveness of information processing. Some top executives tend to pay attention to information sources inside their organization, while others tend to pay attention to sources outside the organization. Each of these strategies has its strengths and weaknesses. Once a source (or sources) of information is selected for processing purposes, the next step is to capture information. Obtaining information is the act of gathering it at its point of origin. This information-processing task is performed by input computer technologies such as the keyboard or a bar code reader. From an individual perspective, your eyes and ears capture information. Information-processing systems often require a mechanism for storing information so it can be used and/or reused later on. Storage devices include the human brain, notes, libraries, hard drives in a computer, and computer databases. Organizations store information in policy manuals and in their cultural practices, traditions, and habits. Once information has been captured, it must now be interpreted and/or processed. Creating this interpretation involves the cognitive process of drawing a conclusion as to the meaning of information. This can be a very subjective process performed by decision makers. Meaning attached to information is often the result of the categories or labels that people use. Information can be interpreted as positive or negative, reliable or unreliable, relevant or irrelevant, as a threat or an opportunity. These are just a few of the possibilities. How one interprets information influences the actions one will take in response. This is key to understanding how our perceptions influence our behavior, and how the same information might lead to different types of actions, depending on who is interpreting it. This task also involves processing information to obtain new information. Many computer software packages exist to analyze data and produce new forms of information for the user. Communicating involves sending information to another location or other people. Information can be communicated via telephone, formal written letters, e-mail, personal contact, or through other channels. A variety of communication media is available for transmitting or receiving information. The media we may choose from varies in terms of media richness, which is the medium's capacity for carrying multiple information cues (e.g., verbal, facial expressions, and voice inflections) and providing rapid feedback. Face-to-face discussion and telephone conversations have a higher degree of media richness than formal written letters or e-mail. Information technology sends and receives information and data using modems, satellites, and pagers. Once again, both people and machines perform communication-based information processing tasks. Implementation refers to the process of acting on information. Sometimes the greatest challenge is to act appropriately based on the information one has interpreted. Certain individuals, groups, and organizations do this well, while others do not. One may act quickly or slowly, with determination or reluctance, efficiently or inefficiently, immediately or sometime in the future. The actions one may take usually involve change. Change can range from small-scale forms, such as changes in procedures, to larger-scale forms, such as revisions in overall corporate strategy. How one translates information into action often determines the end results or performance outcomes. Performance outcomes may include feelings of satisfaction, increased profits, increased market share, change in behavior, customer satisfaction, and many others. The terms data, information, and knowledge will be defined in order to compare and contrast them and show the unique role they play in processing information (Figure 3).  
Figure 3 – Data, Information, Knowledge Task 1. Consider the following three facts. Could you predict next process?
The company's computer is capable of processing 10,000 customer requests an hour. The company receives an average of 9800 customer requests an hour. The company's stock price was $62 per share. Each fact, by itself, is relatively meaningless because we have little or no context within which to evaluate and make sense of it. Data are the raw, isolated facts, figures, images and sounds that have little or no meaning. Information, therefore, is data that is summarized or presented in a useful or meaningful way. Knowledge is usually equated with the best way to interpret facts and use information. Knowledge is so important to organizations that a new phrase has been coined to indicate its value. Many business leaders will argue that intellectual capital is their company's most valuable asset. Intellectual capital represents the knowledge, methodologies, and skills that exist in an organization. The proper use of intellectual capital by managers and employees can give the organization competitive advantage in the marketplace. When an organization has knowledge that no one else has, such as the ability to manufacture the fastest computer chips, it has a definite advantage over its competitors. However, just having knowledge is not enough. The true value of knowledge comes in being able to apply it in a competent manner (Figure 4). 
Figure 4 - Formal herarchy and expert power Expert power refers to the amount of influence individuals have based on their specialized knowledge and skills. For example, to the extent individuals can demonstrate competence in understanding and using a specialized computer system needed by the organization, they will acquire expert power. The member of a work group, who can provide technical support to his or her peers, may have more power based on technical expertise than another individual who has authority based on holding a managerial position in the organization. Home task
After this lesson, you should be able to write essay (about 250 words): Compare and contrast data, information, and knowledge. Describe the relationship between knowledge and power. жүктеу/скачать 6,16 Mb. Достарыңызбен бөлісу:
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