DOCSLIB.ORG

Procedural Programming C ITPP111

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Procedural Programming C ITPP111 Procedural Programming C_ITPP111 Compiled by Tom Zimba Quality assured by Marwick Makwindi Version 1.0 NQF Level 5 Credit value: 12 January 2016 CTI EDUCATION GROUP © CTI Education Group TABLE OF CONTENTS INTRODUCTION .......................................................................................................... 5 Module aim ........................................................................................................... 5 Module description ............................................................................................... 5 Learning outcomes and assessment criteria ......................................................... 5 Summary of learning outcomes and assessment criteria ............................................... 6 Module content ..................................................................................................... 6 Lectures................................................................................................................ 8 Review questions and Let’s do it exercises ........................................................... 8 Information resources .......................................................................................... 8 Prescribed textbook ............................................................................................. 8 Recommended information sources ...................................................................... 9 Textbooks/e-Books .................................................................................................. 9 Online documents .................................................................................................... 9 Using this Study Guide ......................................................................................... 9 Purpose .............................................................................................................. 10 Structure ............................................................................................................ 10 Individual units .................................................................................................. 10 Glossary ............................................................................................................. 11 The use of icons .................................................................................................. 11 Alignment to prescribed textbook ...................................................................... 12 Study Guide/prescribed textbook alignment ............................................................... 12 Concluding remarks ............................................................................................ 13 UNIT 1 – PRINCIPLES OF PROCEDURAL PROGRAMMING .......................................... 14 Learning objectives ............................................................................................ 14 Prescribed reading ............................................................................................. 14 Introduction ....................................................................................................... 14 1.1 Characteristics of programming .............................................................. 14 1.1.1 Low-level ................................................................................................... 15 1.1.2 High-level .................................................................................................. 15 1.2 Interpreters and compilers ..................................................................... 16 1.3 Generations of programming languages ................................................. 17 1.4 Paradigms In programming .................................................................... 18 1.4.1 Procedural languages .................................................................................. 18 1.4.2 Object-oriented languages ........................................................................... 18 1.4.3 Event-driven languages ............................................................................... 19 1.5 Data Types .............................................................................................. 19 1.6 Variables................................................................................................. 19 1.7 Good Programming practice ................................................................... 20 1.7.1 Use of Comments ....................................................................................... 20 1.7.2 Indentation ................................................................................................ 20 1.7.3 Variable naming ......................................................................................... 20 1.7.4 Use of modules ........................................................................................... 20 1.8 Exercise 1 ............................................................................................... 21 Concluding remarks ............................................................................................ 21 UNIT 2 – DESIGN PROCEDURAL PROGRAMMING SOLUTIONS ................................... 22 Learning objectives ............................................................................................ 22 Prescribed reading ............................................................................................. 22 2.1 Introduction ........................................................................................... 23 2.2 Requirements specification ..................................................................... 23 2.3 Program design tools .............................................................................. 24 2.3.1 Flow Chart ................................................................................................. 24 2.3.2 Pseudo code ............................................................................................... 25 2.4 Technical Documentation ........................................................................ 25 2.5 Exercise 2 ............................................................................................... 26 Concluding remarks ............................................................................................ 26 UNIT 3 – IMPLEMENT PROCEDURAL PROGRAMMING SOLUTIONS ............................ 27 © CTI Education Group Learning objectives ............................................................................................ 27 Prescribed reading ............................................................................................. 27 Introduction ....................................................................................................... 28 3.1 Modular design ....................................................................................... 28 3.1.1 Benefits of using modules ............................................................................ 28 3.1.2 Calling a module ......................................................................................... 29 3.2 Modules in procedural programming ...................................................... 30 3.2.1 Function .................................................................................................... 30 3.2.2 Procedures ................................................................................................. 31 3.3 Exercise 3 ............................................................................................... 31 3.4 Types of variables ................................................................................... 31 3.4.1 Local ......................................................................................................... 31 3.4.2 Global ....................................................................................................... 32 3.5 Passing arguments to modules ............................................................... 33 3.5.1 Argument and parameter compatibility .......................................................... 35 3.5.2 Passing multiple arguments ......................................................................... 35 3.6 Types of passing arguments ................................................................... 36 3.6.1 Passing arguments by value ......................................................................... 36 3.6.2 Passing arguments by reference ................................................................... 36 3.7 Exercise 4 ............................................................................................... 36 3.8 Decision structures ................................................................................. 37 3.8.1 If–Then ..................................................................................................... 37 3.8.2 Boolean expressions and relational operators ................................................. 37 3.8.3 If-Then-Else ............................................................................................... 38 3.8.4 The If-Then-Else If statement....................................................................... 39 3.8.5 The case structure ...................................................................................... 40 3.9 Logical operators .................................................................................... 40 3.10 Boolean variables ..................................................................................
Load more

Recommended publications
  • The Sumbandila Scholarship Trust
    The Sumbandila Scholarship Trust Transforming the lives of underprivileged children, creating entrepreneurs and leaders who will make significant contributions to the future of South Africa. We believe that the eight year relationship we have with the students starts a process of positive change that lives with the children throughout their lives and influences the people and communities with whom they interact. Table of Contents Introduction ....................................................................... Page 1 Education is the key .......................................................... Page 2 The story so far.................................................................. Page 3 Sumbandila Our Programmes............................................................... Page 4 means Student selection............................................................... Page 5 ‘show the way’, or directly The Full Residential Programme .......................................Page 6 translated Schooling at Ridgeway College ........................................Page 7 from Venda, The Outlier Programme .....................................................Page 8 ‘point the road’. Tertiary Education .............................................................. Page 9 Student numbers ............................................................. Page 11 Our impact so far ............................................................ Page 12 Academic performance ................................................... Page 12 Building communities
    [Show full text]
  • Key Indicators of Student Success at a Tertiary Institution: a Case Study of Cti Education Group’S Accounting Programmes
    KEY INDICATORS OF STUDENT SUCCESS AT A TERTIARY INSTITUTION: A CASE STUDY OF CTI EDUCATION GROUP’S ACCOUNTING PROGRAMMES Submitted in fulfilment of the requirements of the degree of Master of Technology: Public Management in the Faculty of Management Sciences at Durban University of Technology Ntemo Kiamuangana Maurice Student Number: 21451943 Supervisor: Dr Alexander Dawid Van Der Merwe Date: March 2015 DECLARATION I Kiamuangana Maurice Ntemo declare that (i) The research reported in this dissertation/thesis, except where otherwise indicated, is my original research. (ii) This dissertation/thesis has not been submitted for any degree or examination at any other university. (iii) This dissertation/thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This dissertation/thesis does not contain other persons’ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used; their writing has been placed inside quotation marks, and referenced. (v) This dissertation/thesis does not contain text, graphs or tables copied and pasted from the internet, unless specifically acknowledged, and the source being detailed in the dissertation/thesis and in the references sections. Signature: i ABSTRACT Linking access with success in South African higher education has become vital. There is a clear necessity to identify and rigorously research factors contributing to student success that are within the institutions sphere of influence so that institutional policies and practices can be intentionally aligned and designed to create conducive conditions for student success This study documents the key indicators of student success based on a sample of BComm Accounting students enrolled at CTI Education group (MGI)/Durban Campus from 2009 to 2011.
    [Show full text]
  • Curriculum Vitae Dr Walter Matli
    CURRICULUM VITAE OF DR WALTER MATLI ____________________________________________________ PERSONAL INFORMATION Full names and Surname : Walter Matli Date of Birth : 27 October 1986 Contact Number : 076 288 3345 Email : [email protected] Nationality : South African Residential area : Tembisa Township EDUCATIONAL HISTORY 1. Institute Attended : University of South Africa (UNISA) Qualification : PhD studies (2017 to 2019) About the study: Developing an information services system framework towards developing the capacity of people who are not in employment, education or training (NEET). 2. Institute Attended : University of Johannesburg (UJ) Course : Information System Auditing Qualification : Postgraduate Diploma (2015 – 2016) 3. Institute Attended : National Institute of Teachers Technical Training & Research (Chennai, INDIA) Course : Technical Education to meet Global needs Qualification : Advanced Certificate (8 week course) 4. Institute Attended : Vaal University of Technology Course : Masters in Information Technology About the study: The use of messaging service applications as an educational supporting tool in higher education institutions (HEIs) (Completion 2015) 5. Institute Attended : University of the Free State Course : Advanced Diploma in Qualification : Higher Education2012 – 2013 6. Institute Attend : Vaal University of Technology Course : B Tech: Degree (CUM LAUDE ) Qualification : Information Technology: Business (2007 – 2011) ADDITIONAL ACTIVITIES • Member of the panel adjudicating the prestigious South African Innovation Awards hosted by My World of Tomorrow (MWOT) under Business Connexion. • Business Unity SA anti-corruption training and mentorship programme AWARDS • Rectorate’s award for teaching excellence – highest recognition - This awards are for recognizing the teaching excellence (VUT) • Vice-chancellors academic excellence award – faculty of applied and computer sciences. - This award is given to a student that obtained the highest average in the respective faculty (VUT) ORGANIZATIONAL INVOLVEMENT Current: 1.
    [Show full text]
  • Gavin John Dollman
    21 Horeb Street Gavin John Dollman LaRola Clarens, Free State Gender: Male South Africa Health: Excellent [email protected] Nationality: South African Home +2783 234 1299 Date of Birth: 1983/05/27 Office (058) 718 5234 Notice period: 60 days https://www.linkedin.com/in/gavin -dollman-17410388/ _______________________________________________________________________________ Motivation My philosophy for teaching is to provide practical industry related problems that students need to solve using hard and soft skills. Personally, I am interested in machine learning and it’s many applications within other fields. My current project involves the creation of a predictive model that prospects for fossils within South Africa using drones and image classification. This project involves machine learning, deep learning and photogrammetry to construct these predictive models. Work Experience 2015 - Present University of the Free State Lecturer, Computer Science and Informatics My role is the administration and presentation of a number of courses within the computer science field. As an academic my responsibilities do not end in the classroom, I am expected to be a researcher and actively participate in department activities such as marketing and mentorship programs. • Lectured various courses including Website Design, Databases I and II, Software Engineering, Design Patterns, Human-Computer Interaction and Data Structures (Advanced Programming) • Assessed and designed assignments, exams, project and practical’s • Designed and implemented coursework
    [Show full text]
  • 94 Students' Perceptions on the Use of Technology in Language Teaching
    Journal of Education and Vocational Research Vol. 5, No. 3, pp. 94-100, September 2014 (ISSN 2221-2590) Students’ Perceptions on the use of Technology in Language Teaching *Sandiso Ngcobo, Vukile Mgijima Mangosuthu University of Technology, Durban, South Africa *[email protected] Abstract: Research on the use of technology in educational settings has tended to focus on the impact of technology on the educational outcomes. The other area that that has long been ignored in this research field, when it should form an integral part of research in educational technology, is historical background and views of the students on the technology’s role in achieving educational goals. The research theory that is relevant in this regard is cultural-historical activity theory (CHAT) to additional language learning in education that is drawn from the cultural-historical psychology theory. One-hundred and five participants completed a survey questionnaire. The findings reveal that 66% of the respondents come from families where there are no computers at home and 57% have no good knowledge of computer use even though 53% claim to have been introduced to the use of computers at their last schools. Despite this, the respondents show overwhelming support for the use of technology in higher education. The results are important in that they give hope on the acceptance and possible independent use of technology by students to improve their English proficiency once they have been introduced to technology in language learning. Keywords: historical background, students’ perceptions, additional language learning, technology in education 1. Introduction The use of technology in developing countries’ education systems, such as South Africa where even the distribution of school textbooks can be an issue that is sometimes taken to courts before it materialises, is not yet well explored.
    [Show full text]
  • Technology and Job-Readiness Blend in South African Higher Education Institute
    Technology and Job-Readiness Blend in South African Higher Education Institute Type: Learning Institution Age/Stage: Higher Education CTI Education Group (CTI) is an institute of higher education that serves approximately 11,000 students across 12 campuses in South Africa. The institute consists of two separately registered entities, CTI and Midrand Graduate Institute (MGI), which together, referred to as CTI, focus on arming students with real-life career skills and training them to succeed as employable graduates in a competitive 21st century economy. Because career-readiness is such a steadfast priority for the institute, CTI has developed a number of strategies to ensure that all of its graduates are well prepared for a highly demanding labor market. For example, a virtual employability center will open in 2016 to serve as a resource hub for students looking to enter the job market. The virtual hub will be followed by six physical employability centers to provide personalized, face-to-face job coaching. Finally, employability competencies are firmly embedded into the CTI curriculum, which focuses primarily on information technology, commerce, and law. 1 Intended Outcome: Students progress to employment, post-graduate education, or a professional training program once they graduate from the institution.1 Pearson has gathered student-reported evidence that suggests a majority of students were able to find a job, enroll in post-graduate education, or begin a training program after graduating from one of CTI’s qualifications. More than two-thirds (68 percent) of CTI graduates have reported to be in full-time, part-time or voluntary work; in further education; or in a training program six months after graduating.
    [Show full text]
  • Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 13 DECEMBER 2016 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]
  • Careers Matter May 2015 Changed.Indd
    10 Careers Matter, supplement to the Mail & Guardian May 29 to June 4 2015 Helpful contacts General enquiries: [email protected] Johannesburg: Tel 011 327 2002 Durban North: Tel 031 573 2038 King Sabata Dalindyebo FET College Cape Town Campus: PO Box 3423, Fax 086 409 1627 [email protected] Fax: 031 563 2268 (Mthatha) Cape Town 8000 Fax 021 422 1827 Pretoria: Tel 012 346 2189 Fax 086 409 1627 [email protected] Tel 047 505 1000 Fax 047 536 0932 Johannesburg Campus: PO Box 2289, [email protected] www.inscape.co.za Durban West: Tel 031 266 8400 [email protected] Parklands 2121 Fax 011 781 2796 Fax 031 266 9009 Engcobo Campus: Tel 047 548 1467 Intec College (Distance Learning) [email protected] Libode Ntshuba Campus: Tel 083 477 6972 AFDA Film, TV and Performance School Tel 021 417 6700 Fax 021 419 1210 Midrand: Tel 010 224 4300 Mapuzi Campus: Tel 047 575 9044 Cape Town: Tel 021 448 7500 www.intec.edu.za Fax 086 6126058 Mngazi Campus: Tel 047 576 9469 Fax 021 448 7610 [email protected] [email protected] Mthatha Campus: Tel 047 5360 923 Durban: Tel 031 569 2252 / 2317 Leaders in the Science of Fashion (Lisof) Pietermaritzburg: Tel 033 386 2376 Ntabozuko Campus: Tel 047 575 9044 [email protected] Johannesburg: Fax 033 386 3700 www.ksdfetcollege.co.za Johannesburg: Tel 011 482 8345 Tel 086 11 54763 Fax 011 326 1767 [email protected] Fax 011 482 8347 Pretoria: Tel 012 362 6827 Port Elizabeth: PO Box 27436, Lovedale FET College [email protected] Fax 086 695 1843 Greenacres 6057 (King William’s
    [Show full text]
  • Moving Into the Future
    DIGITAL EDUCATION TO SOUTH AFRICA Moving into the future PRINT, THE YEAR DIGITAL OR THAT WAS SOMEWHERE INBETWEEN? TODAY’S BUSINESS, THE TOMORROW HUMAN FACTOR Q1 | 2016 EDITOR’S NOTE PEARSON elcome to Pearson, Executive producer South Africa’s first ever Zodwa Pakade internal magazine written Editor especially for you. We Ursula Ndhlovu Wthought we’d end off 2015 with an overview of This publication was produced on the different developments in each key business behalf of Pearson by ITWeb. area as well as a peek into the various business ITWeb units’ plans to attain their objectives for the Publisher year to come. Jovan Regasek Within the pages of this publication, Pearson Editorial director South Africa CEO Riaan Jonck talks about the Ranka Jovanovic group successes of 2015 and the great strides Project editor that Pearson South Africa intends to make Alison Job in 2016. As the way that people consume Contributing writers Alison Job, Chana Boucher, information evolves, Pearson keeps pace by Joanne Carew, James Francis, constantly updating the way that we deliver Lesley Stones, Monique Verduyn knowledge to learners. Our striving to remain Copy editor Patricia Czakan at the forefront of trends assures Pearson’s position as a leading education provider in Design Infiltrate Media South Africa, and indeed the world. Cover design We take a look at the trends and insights Zack Hoosen that Pearson is seeing on the frontline of Photography Learning Services, and how these are being Karolina Komendera, Sean Wilson implemented in learning materials as well as Sales director Robert Mace within the company itself.
    [Show full text]
  • Register of Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 22 MAY 2019 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers ‐2 ‐ INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]
  • Prospectus 2018/2019
    Prospectus 2018/2019 Next Page Home Welcome to our world This prospectus introduces you to Pearson Institute of Higher Education. It will provide you with an overview of our accreditations, career-focused higher education qualifications and programmes, teaching and learning methods, facilities and campuses. Visit our website on www.pihe.ac.za or connect with us, using one of our social platforms, to see for yourself what we have on offer. +27 (0)11 690 1700 WhatsApp us on +27 (0)63 108 5517 [email protected] SMS PI and your name to 44311 @PearsonInstitute @pearsoninstitut Pearson Institute We look forward to seeing you on campus! A special thank you to all of our students and staff who took part in the prospectus photo shoot at our Midrand and Pretoria campuses. Previous Page Next Page Home Foundation Faculty of Faculty of Faculty of Pearson Institute of Higher Education 1 Programmes Applied Science Commerce and Law Humanities Table of Contents A word from the Managing Director of Pearson South Africa 5 About Pearson, the world’s learning company 6 Our past, present and future 8 Pearson Institute of Higher Education: Our journey so far 10 Experience a world of learning 12 Introducing you to our world 14 World-class academic credentials 16 Teaching, learning and assessment 19 Academic facilities and resources 23 Our campuses 27 Student life 28 Student support 30 Career development 34 Our vision of empowering human progress through learning 38 Explore our qualifications 39 Foundation Programmes 40 Faculty of Applied Science 44 Faculty
    [Show full text]
  • Private Higher Education Institutions
    REGISTER OF PRIVATE HIGHER EDUCATION INSTITUTIONS LAST UPDATE 13 DECEMBER 2017 This register of private higher education institutions (hereafter referred to as the Register) is published in accordance with section 54(2)(a)(i) of the Higher Education Act, 1997 (Act No. 101 of 1997) (hereafter referred to as the Act). In terms of section 56(1) (a), any member of the public has the right to inspect the register. IMPORTANT NOTE FOR THE MEDIA The Department of Higher Education and Training recognizes that the information contained in the Register is of public interest and that the media may wish to publish it. In order to avoid misrepresentation in the public domain, the Department of Higher Education and Training kindly requests that all published lists of registered institutions are accompanied by the relevant explanatory information, and include the registered qualifications of each institution. The Register is available for inspection at:http://www.dhet.gov.za: Look under Documents/Registers INTRODUCTION The Register provides the public with information on the registration status of private higher education institutions. Section 54(2)(a)(i) of the Act requires that the Registrar of Private Higher Education Institutions (hereafter referred to as the Registrar) enters the name of the institution in the Register, once an - 2 - institution is registered. Section 56(1)(b) grants the public the right to view the auditor’s report as issued to the Registrar in terms of section 57(2)(b) of the Act. Copies of registration certificates must be kept as part of the Register, in accordance with Regulation 20.
    [Show full text]