MSc FT Computing and Information Systems

Year 1

Information Systems

Information Systems

This module consists of two sub-themes:

Systems Analysis and Software engineering: Students will learn about system complexity and the special challenges of building software systems. They will learn how to analyse system and software requirements, produce object-oriented designs, and learn the principles of how to plan, manage and test systems.

Computer Systems and Networks: Students will learn essential aspects of computer architecture, the hardware/software interface, and computer networks.

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Information Systems

Summary:

This module consists of two sub-themes:

Systems Analysis and Software engineering: Students will learn about system complexity and the special challenges of building software systems. They will learn how to analyse system and software requirements, produce object-oriented designs, and learn the principles of how to plan, manage and test systems.

Computer Systems and Networks: Students will learn essential aspects of computer architecture, the hardware/software interface, and computer networks.

Credits:
30.0
Pre-requisites:
ECS717 - IT Programming: Should be taken before, or in conjunction with this module.
Aims:
This is a 30 credit module for students taking the Computer Science conversion MSc programme, which aims to prepare students of the conversion MSc for more specialist modules in semester B. Students taking this module are introduced to programming in parallel, so that little programming knowledge will be assumed in the first half of the module, more in the second half.
Objectives:

Students should understand

• The basic components and function of a modern computer
• The memory hierarchy and the concept of caching
• Binary representations of numbers and computer arithmetic
• Combinatorial logic circuits
• The concept of a packet switched network
• Internet infrastructure and applications: e.g. DNS, HTTP, SMTP
• Basic definitions of systems theory and system complexity. Abstraction, coupling and cohesion
• Software engineering challenges: programming in the small versus programming in the large; why software systems fail
• Planning and managing for software systems development

Core Skills:

• Able to engage confidently with others in identifying and communicating problems.
• Able to identify goals and solutions and working independently or within a group towards achieving them

IT Programming

IT Programming

This module provides an introduction to the principles of programming in the context of designing and constructing complete programs. Programming techniques will be introduced in the Java programming language and practical work will form an integral part of the course and of the assessment of students. The first half of the course will concentrate on program structures. The second half will cover representation of abstract types such as lists and trees using the types such as records and arrays provided in imperative programming languages.

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IT Programming

Summary:
This module provides an introduction to the principles of programming in the context of designing and constructing complete programs. Programming techniques will be introduced in the Java programming language and practical work will form an integral part of the course and of the assessment of students. The first half of the course will concentrate on program structures. The second half will cover representation of abstract types such as lists and trees using the types such as records and arrays provided in imperative programming languages.
Credits:
30.0
Aims:
This module will introduce students to the practicalities of programming and problem solving skills using the Java programming language. It will also cover theoretical background necessary to produce usable and efficient programs. It will introduce the key concepts of object-oriented development, the main Java foundation classes and show how they can be reused to enhance software development.
Objectives:

(Spec) Detail (Evaluation)

• (E1) Understanding of engineering principles and the ability to apply them to analyse key engineering processes. (Exam)
• (E4) Understanding of and ability to apply a systems approach to engineering problems. (Coursework)
• (D4) Use creativity to establish innovative solution. (Coursework)
• (S2) Knowledge of management techniques, which may be used to achieve engineering objectives within that context. (Coursework)
• (P1) Knowledge of characteristics of particular materials, equipment, processes, or products. (Coursework)
• (P1m) A thorough understanding of current practice and its limitations, and some appreciation of likely new developments. (Coursework and Exam)

Core Skills:
By the end of the module the student will be able to: • Write, compile and debug programs using arrays and simple data types that satisfy a given informal specification. • Correctly use an object-oriented programming language including classes, methods and recursive data structures. • Develop a clear programming style. Have an understanding of the Java programming language. • Develop, and understand the importance of correct, transparent, robust, modifiable and portable programs.
Books:
Head First Java by Kathy Sierra & Bert Bates; O'Reilly; 2005; ISBN-10: 0596009208; ISBN-13: 978-0596009205 Kathy Sierra and Bert Bates, "Head First Java"

Database Systems

Database Systems

Introduction to databases and their language systems in theory and practice.The main topics covered by the course are:

• The principles and components of database management systems.
• The main modelling techniques used in the construction of database systems.
• Implementation of databases using an object-relational database management system.
• SQL, the main relational database language.
• Object-Oriented database systems.
• Future trends, in particular information retrieval and data warehouses.

There are 2 timetabled lectures a week, and 1 hour tutorial per week (though not every week). There will be timetabled laboratory sessions (2 hours a week) for approximately 10 weeks.

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Database Systems

Summary:

Introduction to databases and their language systems in theory and practice.The main topics covered by the course are:

• The principles and components of database management systems.
• The main modelling techniques used in the construction of database systems.
• Implementation of databases using an object-relational database management system.
• SQL, the main relational database language.
• Object-Oriented database systems.
• Future trends, in particular information retrieval and data warehouses.

There are 2 timetabled lectures a week, and 1 hour tutorial per week (though not every week). There will be timetabled laboratory sessions (2 hours a week) for approximately 10 weeks.

Credits:
15.0
Pre-requisites:
No formal prerequisites, but some experience of programming language(s), and an awareness of some aspects of operating systems and and systems design.
Aims:

• To give an understanding of the purpose, features and facilities of database management systems.
• To give an understanding of the various database models, and their interrelationships.
• To give an understanding of, and practical experience of using the relational database language SQL.

Objectives:
At the end of this course the student should be able to:

• Describe and compare the facilities and features of database management systems.
• Analyse and construct database models from informal descriptions, and translate between such models.
• Implement, manipulate and query relational databases.
• Critically discuss advanced database technologies.
• Discuss relevant professional issues, including the role of the system administrator in DBMS use and management

Core Skills:

• Team working
• Written and oral communication
• Time management
• Problem solving
• Awareness of professional issues

Mobile Services

Mobile Services

Basic mobile services for computer and communication resource poor environments that are accessed over a wireless network and independent of specific devices and platforms are first considered before this model is extended to the realm of ubiquitous or pervasive computing to include context-aware interaction, automated sensing and capture, the disappearing computer and ambient intelligence.

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Mobile Services

Summary:
Basic mobile services for computer and communication resource poor environments that are accessed over a wireless network and independent of specific devices and platforms are first considered before this model is extended to the realm of ubiquitous or pervasive computing to include context-aware interaction, automated sensing and capture, the disappearing computer and ambient intelligence.
Credits:
15.0
Pre-requisites:
ELEM002 or ELEM039
Aims:
To enable students to: Understand the characteristics, motivation and opportunities for developing mobile user services Appreciate the strengths and weaknesses of developing mobile services using different software architectures. Understand the development process for creating and maintaining mobile services Understand the e-commerce and management issues associated with rapid development and deployment of mobile services
Objectives:
Describe the basic principles of mobile services Identify the basic components of mobile services and explain how they work Explain the key issues associated with constructing mobile services and the main approaches taken to developing such services. Design and create an application using contemporary middleware Explain the main application areas for mobile services.
Core Skills:
Analyse requirements and design a system (from assignment). Create a well-written report.
Books:
Poslad S. (2009) Ubiquitous Computing: Smart Devices, Environments and Interaction, Wiley, ISBN-13 9780470035603

Security and Authentication

Security and Authentication

The course is concerned with the principles and practice used for secure communications in the Internet.

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Security and Authentication

Summary:
The course is concerned with the principles and practice used for secure communications in the Internet.
Credits:
15.0
Aims:
The course aims to give students an introduction to the principles and practice of cryptography and authentication used for network security.
Objectives:
Describe the principles of cryptography and its uses in the Internet. Describe the principles of public-key cryptography and its uses in the Internet. Explain message authentication and digital signatures. Explain the security protocols and methods used in the Internet

Business Technology Strategy

Business Technology Strategy

The Business Technology Strategy module is focused on strategic management of research and development and how technology strategy drives the commercial strategy of innovative technology-based organisations. This module complements the technical areas of the degrees by focusing on the telecommunications sector. The increased exposure to and understanding of the benefits of strategic knowledge and thinking will give the graduates a better preparation for management roles within this sector.

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Business Technology Strategy

Summary:
The Business Technology Strategy module is focused on strategic management of research and development and how technology strategy drives the commercial strategy of innovative technology-based organisations. This module complements the technical areas of the degrees by focusing on the telecommunications sector. The increased exposure to and understanding of the benefits of strategic knowledge and thinking will give the graduates a better preparation for management roles within this sector.
Credits:
15.0
Pre-requisites:
MTRM019 or ELE402 or ELB3402
Aims:
Understand the importance of technology strategy to businesses and how this is linked to commercial strategy Understand the theoretical knowledge and how to apply it to real-world examples. Students will have exposure to theory and practical case studies to build up their strategic skills. Case studies will be in the International business environment, with specific interest in the UK and Asia.
Objectives:
Acquire project management and strategic management skills. Assess possible solutions to a given problem. Research a topic. Work as part of a team in organising time and sharing tasks.
Core Skills:
Manage time effectively and produce written progress reports and a final report on time. Write a report that communicates a reasoned argument in a structured, clear, concise and well-presented manner. Display effective presentation skills.

High Performance Computing

High Performance Computing

The 12 week module involves 2 hours of timetabled lectures per week. Laboratory sessions are timetabled at 2 hours per week for 6 to 7 weeks only. The course syllabus adopts a hands-on programming stance. In addition it focuses on algorithms and architectures to familiarise students with message-passing systems ((MPI) as adopted by industry.

Parallel computing, which implies the simultaneous execution of several processes for solving a single problem, is a mainstream subject with wide ranging implications for computer architecture, algorithms design and programming. The UK has been at the forefront of this technology through its involvement in the development of several innovtive architectures. Queen Mary has been involved with Parallel Computing for more than a decade. In this course, students will be introduced to parallel computing and will gain first hand experience in relevant techniques.

Laboratory work will be based on the MPI (Message Passing Interfaces) standard, running on a network of PCs in the teaching laboratory.

The syllabus mirrors the recommended text book very closely. Other text-books are also listed below as sources of additional reading.

The course should be of interest to Computer Scientists and those following joint programmes (CS/Maths, CS/Stats). It is also suitable for Chemistry and Engineering students who are concerned with the application of high performance parallel computing for their particular field of study e.g. Simulation of chemical Behaviour.

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High Performance Computing

Summary:

The 12 week module involves 2 hours of timetabled lectures per week. Laboratory sessions are timetabled at 2 hours per week for 6 to 7 weeks only. The course syllabus adopts a hands-on programming stance. In addition it focuses on algorithms and architectures to familiarise students with message-passing systems ((MPI) as adopted by industry.

Parallel computing, which implies the simultaneous execution of several processes for solving a single problem, is a mainstream subject with wide ranging implications for computer architecture, algorithms design and programming. The UK has been at the forefront of this technology through its involvement in the development of several innovtive architectures. Queen Mary has been involved with Parallel Computing for more than a decade. In this course, students will be introduced to parallel computing and will gain first hand experience in relevant techniques.

Laboratory work will be based on the MPI (Message Passing Interfaces) standard, running on a network of PCs in the teaching laboratory.

The syllabus mirrors the recommended text book very closely. Other text-books are also listed below as sources of additional reading.

The course should be of interest to Computer Scientists and those following joint programmes (CS/Maths, CS/Stats). It is also suitable for Chemistry and Engineering students who are concerned with the application of high performance parallel computing for their particular field of study e.g. Simulation of chemical Behaviour.

Credits:
15.0
Pre-requisites:
Some prior knowledge of networking and operating systems or similar, or by prior agreement of the module leader.
Aims:
To introduce students to the paradigm of Parallel Computing, an awareness of its advantages and current limitations and allow the development of practical programming skills in a parallel computing environment
Objectives:
Students will gain an understanding and practical knowledge of:

• Introduction to parallel computers,
• Introduction to message-passing systems,
• Introduction to parallel programming strategies,
• Methods for load balancing,
• Issues surrounding shared memory programming,
• An examination of parallel processing for numerical (e.g. parallel sorting) and image processing.

Core Skills:
Technical report writing and presentaion, writing skills
Books:

Recomended Texts

Parallel Programming , Wilkinson and Allen; 2nd. Ed. ISBN 0-13-140563-2, 2005, Pearson/Prentice Hall.

Additional Reading Material

1. An Introduction to Parallel Computing: Design & Analysis of Algorithms, 2nd. Ed , Grama et al., ISBN 020 164 8652

2. Parallel Programming: An Introduction , Thomas Braunl (Prentice Hall)

3. Advanced Computer Architectures, A Design Space Aproach , D Sima, T Fountain and P Kacsuk (Addison-Wesley 1997)

4. Parallel Computing 2 , Hockney and Jesshope (Adam HilgerLtd)

5. Introduction to Parallel Computing , Ted G Lewis and Hesham El-Rewini (Prentice Hall 1992)

6. Parallel Computing, theory and practice , Michael J Quinn(McGraw-Hill, Inc. 1994)

Graphical User Interfaces

Graphical User Interfaces

Computers are tools that people interact with and through for work and pleasure. Nowadays computers are ubiquitous and are fundamental to all sorts of devices such as washing machines, cars, mobile phones, airplanes, televisions, and musical instruments. However, it is still very difficult to design user interfaces which are simple, intuitive, and easy to use you only have to look at the number of help books (e.g. the proliferation of books with titles such as 'the idiots guide to ') and courses to realise that designers often simply fail to make interfaces usable.

This course introduces you to basic concepts of psychology and communication which inform the way in which interfaces should be designed.

The course comprises lectures, problem classes, and lab sessions.

Lectures

The lectures teach you the basics of:

• Cognitive psychology principles relevant to the design of GUIs
• A framework of GUI design guidelines which you can use to inform and evaluate GUI design
• An introduction to techniques for analysing artefacts and situations to inform the design of suitable GUIs
• An iterative design process
• Evaluation techniques with users, heuristics, and models
• Interaction beyond the visual modality

The lectures are also used to outline coursework to be completed in the lab sessions, and to provide feedback and discussion opportunities about the coursework as it evolves.

Problem classes

Problem classes provide you with a chance to develop your Java skills in order to develop the complex interactivity required in the coursework.

Lab sessions

The lab sessions are a time for you to complete programming exercises set in the early part of the course, and coursework as the course progresses. Lab sessions are compulsory as they are used to assess your progress and to identify problems that you are having. Interesting ideas, and pertinent problems will be discussed in the following lecture.

Exercises

You will undertake exercises individually to help develop your Java Swing capabilities for the first third of the course.

Coursework

The majority of the lab time is for the coursework which is itself strongly linked to the lecture material. You will work in small teams to complete coursework which is composed of three parts:

• Design iterative design of a GUI to support the key requirement(s) you identified in the requirements capture stage.
• Implementation of interactive prototype.
• Evaluation you will evaluate your own prototype and another groups prototype using methods taught in the lecture.

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Graphical User Interfaces

Summary:
Computers are tools that people interact with and through for work and pleasure. Nowadays computers are ubiquitous and are fundamental to all sorts of devices such as washing machines, cars, mobile phones, airplanes, televisions, and musical instruments. However, it is still very difficult to design user interfaces which are simple, intuitive, and easy to use you only have to look at the number of help books (e.g. the proliferation of books with titles such as 'the idiots guide to ') and courses to realise that designers often simply fail to make interfaces usable.

This course introduces you to basic concepts of psychology and communication which inform the way in which interfaces should be designed.

The course comprises lectures, problem classes, and lab sessions.

Lectures

The lectures teach you the basics of:

• Cognitive psychology principles relevant to the design of GUIs
• A framework of GUI design guidelines which you can use to inform and evaluate GUI design
• An introduction to techniques for analysing artefacts and situations to inform the design of suitable GUIs
• An iterative design process
• Evaluation techniques with users, heuristics, and models
• Interaction beyond the visual modality

The lectures are also used to outline coursework to be completed in the lab sessions, and to provide feedback and discussion opportunities about the coursework as it evolves.

Problem classes

Problem classes provide you with a chance to develop your Java skills in order to develop the complex interactivity required in the coursework.

Lab sessions

The lab sessions are a time for you to complete programming exercises set in the early part of the course, and coursework as the course progresses. Lab sessions are compulsory as they are used to assess your progress and to identify problems that you are having. Interesting ideas, and pertinent problems will be discussed in the following lecture.

Exercises

You will undertake exercises individually to help develop your Java Swing capabilities for the first third of the course.

Coursework

The majority of the lab time is for the coursework which is itself strongly linked to the lecture material. You will work in small teams to complete coursework which is composed of three parts:

• Design iterative design of a GUI to support the key requirement(s) you identified in the requirements capture stage.
• Implementation of interactive prototype.
• Evaluation you will evaluate your own prototype and another groups prototype using methods taught in the lecture.

Credits:
15.0
Pre-requisites:
A good working knowledge of Java.

Good written skills would be useful.

Aims:

The course aims to teach the basics of designing graphic user interfaces and to provide some understanding of what makes interfaces appropriate for their intended use and audience.

Through self-directed learning students will learn techniques for the construction of graphic user interfaces.

Objectives:
At the end of the course you should:

• be able to construct GUIs
• understand basic principles of psychology and communication which inform the design of GUIs
• understand how to analyse activities and situations to inform the design of suitable GUIs
• understand, and have experienced, an iterative design process
• be able to evaluate your own and other peoples GUI designs
• be able to reflect upon different design and techniques and to critique their applicability

Core Skills:
Communication skills

1 Communicate effectively in writing in a style appropriate to the situation(may include visual/graphic media where appropriate)
Examination, exercises, design studio and coursework test such skills.

2 Close read and synthesise information from extended documents including abstract ideas/ arguments to extract lines of reasoning
The recommended course reading list provides the material to develop these skills.

3 Understand, interpret and use specialist vocabulary
An understanding of the basic principles of psychology and communication which inform the design of GUIs is acquired.

4 Make an oral presentation
Groups evaluate and defend their own and evaluate another group's prototype in studio practice.

Working with others

5 Establish and maintain co-operative working relationships and agree ways to overcome difficulties
Courseworks are done in small teams and facilitates the development of these skills.

6 Plan and agree group objectives , responsibilities and working arrangements
Courseworks enable students to develop and practice the above skills.

7 Interact effectively and create opportunities for others to contribute to discussions; exchange information and ideas and modify responses
Courseworks enable students to develop and practice the above skills. Groups have to evaluate another group's prototype. Lectures provide feedback and discussion opportunities.

8 Review work with others , including factors that influence the outcome.
Courseworks enable students to develop and practice the above skills. Groups have to evaluate their own prototype.

Problem Solving

9 Explore the problem, identifying key areas and compare and choose the appropriate tools/ methods for its resolution (and be able to justify that choice)
Lab sessions are an important means for problem exploration and resolution and are used to monitor progress.

10 Plan and implement methods, review progress and revise as necessary
Individual exercises help develop programming capabilities, group coursework have progress monitored as milestones of development.

11 Apply agreed methods to check the problem has been resolved
Evaluation of own and peer prototypes using evaluation methods taught in lectures consolidates such skills.

Numeracy

12 Select and use numerical information and methods appropriate to the discipline
Courseworks require students to select between programme options design

13 Carry out multi-stage calculations, including those of a large data set
The iterative design process will test such a skill.

14 Explain and justify the choice of methods and the results of calculations
Justification of design choices are part of the assessment process

The use of information technology

15 Search and select appropriate information from a range of sources based on judgements of relevance and quality
Courseworks enable students to develop and practice the such skills in a group setting, with feedback from peers and assessors.

16 Use a software package to manage references
Not applicable

17 Use a range of methods to explore, develop and exchange information
Courseworks enable students to develop and practice such skills in a group setting.

Learning how to learn, (improving own learning and performance.)

18 Develop appropriate research strategies & take responsibility for learning with minimum direction
Identification of user requirements and iterative design of a GUI enhance such skills. Understand how to analyse activities and situations to inform the design of suitable GUIs.

19 Manage learning using available resources
Online and library resources are used to support this courses learning infrastructure.

20 Evaluate strengths and weaknesses, challenge received opinion and develop own criteria and judgement
Evaluation of own and peer prototypes using methods taught in lectures consolidates such skills which are evaluated in presentations.

Personal & professional development

21 Collect, record and analyse data relating to potential occupational areas
Professional context and importance of good GUI is stressed

22 Reflect on and record development of own career ideas
Not applicable

Books:

Good books to read in conjunction with this course are:

• Preece, J., Rogers, Y. and Sharp, H. Interaction Design. John Wiley and Sons (2001)
• Benyon, D., Turner, P., and Turner, S. Designing Interactive Systems. Addison-Wesley (2004) [note that this is also useful for the Interaction Design course]

Other relevant books are:

• Raskin, J. The Humane Interface. Addison-Wesley (2000)
• H. Thimblebly, User Interface Design, ACM Press (1990)

Artificial Intelligence

Software Risk Assessment

Software Risk Assessment

The role of software is increasingly critical in our everyday lives and the accompanying risks of business or safety critical systems failure can be profound. This course will provide students with a framework for articulating and managing the risks inherent in the systems they will develop as practitioners. Likewise, students will learn how to build decision support tools for uncertain problems in a variety of contexts (legal, medical, safety), but with a special emphasis on software development. This course will make a distinctive offering that will enable our students to bring a principled approach to bear to analyse and solve uncertain and risky problems. Course contents: Quantification of risk and assessment: Bayesian Probability & Utility Theory, Bayes Theorem & Bayesian updating; Causal modelling using Bayesian networks with examples; Measurement for risk: Principles of measurement, Software metrics, Introduction to multi-criteria decision aids; Principles of risk management: The risk life-cycle, Fault trees, Hazard analysis; Building causal models in practice: Patterns, identification, model reuse and composition, Eliciting and building probability tables; Real world examples; Decision support environments.

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Software Risk Assessment

Summary:
The role of software is increasingly critical in our everyday lives and the accompanying risks of business or safety critical systems failure can be profound. This course will provide students with a framework for articulating and managing the risks inherent in the systems they will develop as practitioners. Likewise, students will learn how to build decision support tools for uncertain problems in a variety of contexts (legal, medical, safety), but with a special emphasis on software development. This course will make a distinctive offering that will enable our students to bring a principled approach to bear to analyse and solve uncertain and risky problems. Course contents: Quantification of risk and assessment: Bayesian Probability & Utility Theory, Bayes Theorem & Bayesian updating; Causal modelling using Bayesian networks with examples; Measurement for risk: Principles of measurement, Software metrics, Introduction to multi-criteria decision aids; Principles of risk management: The risk life-cycle, Fault trees, Hazard analysis; Building causal models in practice: Patterns, identification, model reuse and composition, Eliciting and building probability tables; Real world examples; Decision support environments.
Credits:
15.0
Pre-requisites:
Students need to have passed: DCS/235 Software Engineering, or equivalent, and some exposure to introductory statistics (E.g. A level) NB: Students who have already taken and passed DCS337 at undergraduate level 3 may not take this masters version.
Aims:
The role of software is increasingly critical in our everyday lives and the accompanying risks of business or safety critical systems failure can be profound. This course will provide students with a framework for articulating and managing the risks inherent in the systems they will develop as practitioners. Likewise, students will learn how to build decision support tools for uncertain problems in a variety of contexts (legal, medical, safety), but with a special emphasis on software development. This course will make a distinctive offering that will enable our students to bring a principled approach to bear to analyse and solve uncertain and risky problems.
Objectives:

• Ability to quantify and reason about risk
• Ability to use in depth decision support tools
• Ability to analyse and design probabilistic risk models for a wide range of application areas
• Specific focus on software engineering risk
• Ability to reason about and control software engineering risk
• Ability to undertake independent advanced scholarship
• Ability to interpret/ conceptualise/ independently evaluate techniques and applications of techniques in this field of study
• An awareness of the wider context and critical issues surrounding this field of study

Core Skills:

• Quantify and reason about risk
• Ability to use in depth decision support tools

Books:
Full notes available on course. Supplementary texts include:

Lee, P. 1989. Bayesian Statistics: An Introduction. Arnold.

Jensen FV, ''An Introduction to Bayesian Networks'', UCL Press, 1996.

Fenton NE and Pfleeger, Software Metrics, PWS, 1998.

Pearl J, ''Probabilistic reasoning in intelligent systems'', Morgan Kaufmann, Palo Alto, CA, 1988.

Business Information Systems

Business Information Systems

New module under development for 2012/13. Information pertaining to this module will appear once approved.

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Business Information Systems

Summary:
New module under development for 2012/13. Information pertaining to this module will appear once approved.
Credits:
15.0
Aims:
New module under development for 2012/13. Information pertaining to this module will appear once approved.
Objectives:
New module under development for 2012/13. Information pertaining to this module will appear once approved.
Core Skills:
New module under development for 2012/13. Information pertaining to this module will appear once approved.
Extra Costs:
New module under development for 2012/13. Information pertaining to this module will appear once approved.