CSC574 Dynamic Web Application Development Assignment Example Malaysia
The course introduces the students to web programming. It covers, among others, mark-up language and client-side scripting as well as server-side script for enhancing their website’s capability with basic tools that are needed in creating modern websites today.
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Salesforce automation with Real-Time Collaboration: This will give managers access to information about their team members at any time through a single interface; this means no need for multiple platforms or emails anymore. It also allows users within different locations around the world to work together on projects.
This training prepares learners for job roles such as Web Developer, Web Designer, Website Administrator or work on specific projects that require knowledge of these tools.
CSC574 Dynamic Web Application Development Assignment Solutions
At the end of this course you will able to answer the following questions:
Assignment Task 1: Constructs practical skills in dynamic web application development
Dynamic web application development has two main types of skills that you can build upon your own.
Because different people have varied skill sets, this will give you options for how to build up your skills with dynamic web application development.
On the front-end side of things, you can start learning Adobe Photoshop, Gimp or Sketch. These are all image manipulation software packages that let you design interfaces in a visual way–Sketch has some special features for designing iPhone apps but I recommend sticking with Photoshop or Gimp for the time being. Here are some good tutorials to get you started
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PHP is a server-side scripting language that’s very useful for dynamic web application development if you’re learning on your own. You can start with Learn PHP in 5 Minutes. It teaches you all of the basics, but other resources will be needed for more advanced topics.
Assignment Task 2: Identify scientific skills in dynamic web application development
The following skills are required for dynamic web application development:
- Ability to understand and modify strings along with create databases and manipulate query syntax.
- Strong knowledge of data structures such as arrays, linked lists and trees. This will teach you how to think in sets, which is essential for any programming job regardless of the language used.
- Hands-on experience in using an IDE such as Eclipse or Visual Studio with a variety of tools – compilers, debuggers, layouts and IDEs (integrated development environments) like Webstorm and Intellij IDEA helps one’s ability to identify syntactical errors within the code. Manage code more effectively with the use of automated tools like FindBugs, JSHint, and PMD.
- Ability to create database schemas that are highly normalized or highly denormalized based on the requirements of the application. This is an essential skill for any programmer, especially in dynamic web applications where databases can be used to store both structured and unstructured data.
- Ability to create web applications that are scalable and can handle high levels of traffic. This is achieved by the integration of caching mechanisms like open source technologies like Memcached or commercial products like Oracle Coherence or Oracle Exalogic Elastic Cloud. Scalability is also achieved through the use of load balancers, database tuning, and tweaking.
Assignment Task 3: Demonstrate in autonomous learning dynamic web application development
First, the area should be thoughtfully designed to ensure that it is natural and intuitive for people who will be using the app. It’s important to have a clear understanding of how people learn so as to design the learning experience accordingly. In good design, an envisionator or designer needs to acknowledge what learners want from their autonomous web development education. This includes taking into consideration cognitive issues such as learner expectations and interests, mastery challenges, sequencing, levels of difficulty within a course content area or discipline-perspective, spatial demands on cognition and motor performance requirements for success in acquiring skills and knowledge acquisition through an automated web development education .
Secondly, the design of course content needs to be robust and include all elements that can potentially contribute toward effective learning. This includes such considerations as what competencies should be included, how much time it will take learners to acquire them, which resources will need to be developed for this purpose, and whether or not any existing resources can be integrated.
Thirdly, assessment has to be designed with a clear understanding of how cognitive issues such as anchoring and distractions affect performance for autonomous web development training. Assessment content should be directly related to the learning outcomes of a course. It’s important for learners to know what they are expected to do and how their success will be evaluated. Feedback is also necessary throughout an autonomous web development course, whether after one goal has been achieved or after each step within a given activity.
Fourthly, learners must be equipped with knowledge of the course’s learning objectives and strategies for meeting the goals. This includes knowing what they are supposed to learn, why it is important, how it will help them achieve their autonomous web development career objectives, and how they will be evaluated. Effective learning requires that course content is presented in a coherent order, with the beginning concepts explained before later ones, and no gaps or loose ends. It’s important to match challenge levels with learners’ current knowledge and skills for effective autonomous web development training. Too difficult a course of study can lead to frustration, while too easy a program will not challenge learners sufficiently.
Lastly, good design involves providing a meaningful framework for integrating learner autonomy into autonomous web development training. The ability to plan and manage one’s own learning is an important aspect of professional competence. Learners who are able to monitor and direct their own learning progress will be more likely to achieve success than those who do not receive such support. This also requires that there be timely feedback for learners, as well as performance-oriented information on how to succeed.
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