[FREE] Business 101 Test Answers
In the end, all the points for each step are calculated. The step having the highest points has the highest priority. It is a business framework that is mainly being adopted by firms and organizations for the betterment of their business. Its key...
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BUS 101 BUS101 Final Exam Answers / Introduction to Business (Penn Foster College)
It is one of the software engineering steps that mainly focus on documenting the security requirements of the system. It is used for quality control and defect resolution. It explains a few factors that can be responsible for big problems. Agile Manifesto is a guide for software developers about Agile development principles to ensure iterative solutions. It is a graphical representation of business processes. Yes, I have used Kano Analysis in one of my previous jobs. Kano Analysis is used to analyze a system in terms of its requirements to identify its impact on customers' satisfaction.
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It is mainly used when distinctive stakeholders are involved in the project. This technique asks the group to compare each item with others and select the one having the highest priority. Yes, I would suggest making two separate diagrams. One serves as a use-case, and the other serves as an actor diagram. Two types of actors can be depicted in a use-case, viz. Primary actors start the process, and secondary actors assist them. Moreover, actors can be of four types such as Human, System, Hardware, and Timer. It is a useful tool that can be used in portfolio analysis, strategic management, product management, and brand marketing. A swimlane is related to group activities on an activity diagram while a pool is a dedicated activity to a single person. Fish Model Fish model is comparatively very costly and time-consuming V model requires less time and cost Fish model is used when there were no ambiguities in the customer's requirements Otherwise, V model is preferred.
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As a business analyst, I would develop a document stating clearly that no change will be accepted after a certain period of time and get it signed by the user. It means Political, Economic, Social, and Technological. It is used to analyze the business environment, in which it has to be operated. They are Forming, Storming, Norming, and Performing. Benchmarking is about measuring the performance of an organization to compete in the industry. In this process, a company may measure its policies, performance, rules, and other measures. It means Software Engineering Body of Knowledge. It is a process of comparing and determining the difference between two things or processes. All these methodologies focus on the development of iterative solutions. In this method, a small team works on the assigned tasks for 30 days, usually.
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It means Joint Application Development. Extraction, Transformation, and load is a data processing method mainly used in data warehousing. The final decision will be taken depending on the culture of an organizational lifecycle, model for a specific product like waterfall or spiral can be right ascertained. Requirement elicitation helps you to collects information from users and stakeholders. It helps to understand what they want from a system. It is also comprised of various strategies which directly collaborate with the users or clients. Kano Analysis helps you to analyze a system. It helps to identify its impact on customers' satisfaction. Version control is a subset of configuration management. It is mostly concerned with the handling changes arising in the previous document as compared to configuration management, which handles the individual components.
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This testing method only focuses on the known input signal and check whether the output behavior is according to expectation or not. The requirement should be good when it is clear, understandable, and it should be easily verifiable. Object-oriented analysis and designing. UAT is User acceptance testing. We can measure the quality of a product by checking bugs in the product according to the standard set by the company. RAD is a development process which is used to build applications in a smaller duration. Generally, days i. I like this career because it gives me a great opportunity to involve other people and interacting with them.
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Scope creep is also called requirement creep is a term which means uncontrolled changes in the project's scope without need to increase in the other resources schedule, budget of the project.
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Domain knowledge How does a Business Analyst perform risk management in a project? A risk is defined as an indeterminate event that is responsible to threat the existing business which can cause an impact on profits of the business. Business Analysts can use Risk management techniques such as risk avoidance, reduction, transfer, and acceptance. Business Analysts can recognize, analyze, assess and control the risk in the business.
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What is the difference between incremental and iterative development? In an iterative development software development occurs without any interruption. Here the software development cycles are repeated until the final product is gained. While, in an incremental model, software development belongs to the product design, execution, and testing incrementally until the product is completed.
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Therefore, it contains development and maintenance. How is extreme programming different from scrum? Scrum and extreme programming both follow repetitions which are known as sprints. Nevertheless, the sprints in a Scrum process continue up to two weeks to one month long while in extreme programming XP team the repetition stays for one or two weeks. Extreme programming is more reliable than Scrum as Scrum does not allow any modification during iterations.
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Increment denotes the sum of all the product accumulation items completed in a sprint. The new increment value also comprises of the increment of the preceding sprints. List some of the most important agile metrics. The important agile Matrices are listed below- Velocity — This is used to trace the development of a project The sprint burndown matric — This helps to track the work completed with the sprint The priority of the work Work category allocation — It helps to get a clue regarding the priority of the work and work category allocation The cumulative flow diagram — The uniform flow of work can be determined through this diagram.
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How does a Business Analyst perform requirement gathering? The requirement gathering process is classified into different steps that are unconvinced to the SDLC cycle. Each step involves the following: Specific tasks to perform Documents to produce Why a Business Analyst should be involved in testing? A Business Analyst has a versatile role and therefore he has to get involved in each phase. This is the reason why this Business Analyst interview questions and answer is asked every time. Business Analysts should be involved in testing because he knows the overall system requirements and difficulties related to it very well.
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Hence, he can be involved during the testing phase to run it correctly and resolve any system-related query. What do you understand by the term Benchmarking? Benchmarking is actually determining the performance of an organization to compete in the industry. In this method, a company may quantity its policies, performance, rules and other measures. What is the basic difference between a requirement and need from a business analysis perspective? Needs are high-level descriptions of the upcoming goals of a business. Whereas, Requirements are the representation of the complete explanation of that business needs. You can learn more :.
Exam Papers - Libraries and Learning Services - The University of Auckland
Whether it is a large introductory course for freshmen or an advanced course in the major field, it makes good sense to start the semester off well. Students will decide very early--some say the first day of class--whether they will like the course, its contents, the teacher, and their fellow students. The following list is offered in the spirit of starting off right. It is a catalog of suggestions for college teachers who are looking for fresh ways of creating the best possible environment for learning. Not just the first day, but the first three weeks of a course are especially important, studies say, in retaining capable students. Even if the syllabus is printed and lecture notes are ready to go in August, most college teachers can usually make adjustments in teaching methods as the course unfolds and the characteristics of their students become known. These suggestions have been gathered from UNL professors and from college teachers elsewhere.
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The rationale for these methods is based on the following needs: to help students make the transition from high school and summer activities to learning in college; to direct students' attention to the immediate situation for learning--the hour in the classroom; to spark intellectual curiosity--to challenge students; to support beginners and neophytes in the process of learning in the discipline; to encourage the students' active involvement in learning; and to build a sense of community in the classroom.
Learning Objectives
Here, then, are some ideas for college teachers for use in their courses in the new academic year: Helping Students Make Transitions Hit the ground running on the first day of class with substantial content. Take attendance: roll call, clipboard, sign in, seating chart. Introduce teaching assistants by slide, short presentation, or self-introduction. Hand out an informative, artistic, and user-friendly syllabus.
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Give an assignment on the first day to be collected at the next meeting. Start laboratory experiments and other exercises the first time lab meets. Call attention written and oral to what makes good lab practice: completing work to be done, procedures, equipment, clean up, maintenance, safety, conservation of supplies, full use of lab time. Give a learning style inventory to help students find out about themselves. Direct students to the Academic Success Center for help on basic skills. Tell students how much time they will need to study for this course. Hand out supplemental study aids: library use, study tips, supplemental readings and exercises. Explain how to study for the kind of tests you give. Put in writing a limited number of ground rules regarding absence, late work, testing procedures, grading, and general decorum, and maintain these.
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Announce office hours frequently and hold them without fail. Show students how to handle learning in large classes and impersonal situations. Give sample test questions. Give sample test question answers. Explain the difference between legitimate collaboration and academic dishonesty; be clear when collaboration is wanted and when it is forbidden. Seek out a different student each day and get to know something about him or her.
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Ask students to write about what important things are currently going on in their lives. Find out about students' jobs; if they are working, how many hours a week, and what kind of jobs they hold. Directing Students' Attention Greet students at the door when they enter the classroom. Start the class on time. Make a grand stage entrance to hush a large class and gain attention. Give a pre-test on the day's topic. Start the lecture with a puzzle, question, paradox, picture, or cartoon on slide or transparency to focus on the day's topic.
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Elicit student questions and concerns at the beginning of the class and list these on the chalkboard to be answered during the hour. Have students write down what they think the important issues or key points of the day's lecture will be. Ask the person who is reading the student newspaper what is in the news today. Challenging Students Have students write out their expectations for the course and their own goals for learning. Use variety in methods of presentation every class meeting. Stage a figurative "coffee break" about twenty minutes into the hour; tell an anecdote, invite students to put down pens and pencils, refer to a current event, shift media. Incorporate community resources: plays, concerts, the State Fair, government agencies, businesses, the outdoors. Show a film in a novel way: stop it for discussion, show a few frames only, anticipate ending, hand out a viewing or critique sheet, play and replay parts.
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Share your philosophy of teaching with your students. Form a student panel to present alternative views of the same concept. Stage a change-your-mind debate, with students moving to different parts of the classroom to signal change in opinion during the discussion. Conduct a "living" demographic survey by having students move to different parts of the classroom: size of high school, rural vs. Tell about your current research interests and how you got there from your own beginnings in the discipline. Conduct a roleplay to make a point or to lay out issues. Let your students assume the role of professional in the discipline: philosopher, literary critic, biologist, agronomist, political scientist, engineer. Conduct idea-generating brainstorming sessions to expand horizons.
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Give students two passages of material containing alternative views to compare and contrast. Distribute a list of the unsolved problems, dilemmas, or great questions in your discipline and invite students to claim one as their own to investigate. Ask students what books they read over summer. Ask students what is going on in the state legislature on this subject which may affect their future. Let your students see the enthusiasm you have for your subject and your love of learning. Take students with you to hear guest speakers or special programs on campus. Plan a "scholar-gypsy" lesson or unit which shows students the excitement of discovery in your discipline. Providing Support Collect students' current telephone numbers and addresses and let them know that you may need to reach them.
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Check out absentees. Call or write a personal note. Diagnose the students' pre-requisite learning by a questionnaire or pre-test and give them the feedback as soon as possible. Hand out study questions or study guides. Be redundant. Students should hear, read, or see key material at least three times. Allow students to demonstrate progress in learning: summary quiz over the day's work, a written reaction to the day's material. Use non-graded feedback to let students know how they are doing: post answers to ungraded quizzes and problem sets, exercises in class, oral feedback.
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Reward behavior you want: praise, stars, honor roll, personal note. Use a light touch: smile, tell a good joke, break test anxiety with a sympathetic comment. Give visible structure by posting the day's "menu" on chalkboard or overhead. Use multiple media: overhead, slides, film, videotape, audiotape, models, sample materials. Use multiple examples, in multiple media, to illustrate key points and important concepts. Make appointments with all students individually or in small groups. Hand out wallet-sized telephone cards with all important telephone numbers listed: office, department, resource centers, teaching assistant, lab.
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Print all important course dates on a card that can be handed out and taped to a mirror. Eavesdrop on students before or after class and join their conversation about course topics. Maintain an open lab gradebook, with grades kept current, during lab time so students can check their progress. Check to see if any students are having problems with an academic or campus matter and direct those who are to appropriate offices or resources. Tell students what they need to do to receive an "A" in your course. Stop the world to find out what your students are thinking, feeling, and doing in their everyday lives. Encouraging Active Learning Having students write something. Have students keep three-week three-times-a-week journals in which they comment, ask questions, and answer questions about course topics.
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Invite students to critique each other's essays or short answers on tests for readability or content. Invite students to ask questions and wait for the response. Probe students responses to questions and their comments. Put students into pairs or "learning cells" to quiz each other over material for the day. Give students an opportunity to voice opinions about the subject matter. Have students apply subject matter to solve real problems. Give students red, yellow, and green cards made of posterboard and periodically call for a vote on an issue by asking for a simultaneous show of cards. Roam the aisles of a large classroom and carry on running conversations with students as they work on course problems a portable microphone helps. Ask a question directed to one student and wait for an answer. Place a suggestion box in the rear of the room and encourage students to make written comments every time the class meets.
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Do oral, show-of-hands, multiple choice tests for summary, review, and instant feedback. Use task groups to accomplish specific objectives. Grade quizzes and exercises in class as a learning tool. Give students plenty of opportunity for practice before a major test. Give a test early in the semester and return it graded in the next class meeting. Have students write questions on index cards to be collected and answered the next class period.
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