1. Assignment 1

Total: 100 points

1.1. (10 pts) Visit the class discussion group (link available in the syllabus page). Post a message with your full name as the subject line. In your post, briefly introduce yourself (including your full name) and one item you most desire to learn in this class. Throughout this class, you shall regularly participate at the discussion group to find recent announcements, reminders, and discussions.

1.2. Answer the following questions. Cite your source(s) when answering each of the questions. Note: Not all information published on the web are correct; discern the validity of the information you use.

a. (10 pts) What is a ‘distributed information system’?

b. (10 pts) What is a ‘distributed database system’?

c. (10 pts) What is the relationship between ‘distributed information system’ and ‘distributed database system’?

d. (10 pts) What is the relationship between ‘distributed information system’ and ‘parallel computing system’?

e. (10 pts) What is the relationship between ‘distributed database system’ and ‘multidatabase system’?

f. (10 pts) Is the Internet a distributed information system? Justify your answer.

g. (10 pts) Explain the difference of query processing in a centralized database system versus query processing in a distributed database system.

1.3. The following questions are based on the relations Book and Author as shown below.

Relation: Book
Book_ID	Book_Name	Book_Price	Author_ID
111	An Interesting Book	35.95	1001
222	A Travel Guide	11.50	1002
333	How to Build a Shed	55.90	1003
444	A Nature Lover’s Guide	39.99	1003
555	How to Become an Effective Learner	99.99	1002
666	Here Comes the Magician	123.00	1003

Relation: Author
Author_ID	Author_Name
1001	John Doe
1002	A.J. Smith
1003	Peter Wong
1004	Jane Chaudhary

h. (10 pts) Explain what natural join means. Show the result of Author ⋈ Book. (natural join)

i. (10 pts) Explain what inner join means. Show the result of Author ⟕ Book. (left outer join)

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2. Assignment 2

Total: 100 points

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Hands-on Lab

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Research Project and Presentations

A. (Before the midterm) Post the abstract of your research project to the class discussion group. Check the class syllabus for the due date.

B. (Last three weeks) Make a 15-minute presentation of your completed project. Use the CSE Oral Communication Rubric (attached below) when making the oral presentations.

C. (Right after the last class meeting) Post the completed research paper to the class discussion group.

CSE Oral Communication Rubric

Evaluation	4	3	2	1	Score
Bad Habits	Student exhibits two or fewer presentation bad habits such as pacing, stammering, hands in pockets, not engaging audience etc.	Student exhibits three or fewer presentation bad habits such as pacing, stammering, hands in pockets, not engaging audience etc.	Student exhibits four or fewer presentation bad habits such as pacing, stammering, hands in pockets, not engaging audience etc.	Student exhibits many presentation bad habits such as pacing, stammering, hands in pockets, not engaging audience etc.
Mechanics	Presentation has no misspellings or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Student's presentation has four or more spelling errors and/or grammatical errors.
Eye Contact	Student maintains eye contact with audience, seldom returning to notes.	Student maintains eye contact most of the time but frequently returns to notes.	Student occasionally uses eye contact, but still reads most of report.	Student reads all of report with no eye contact.
Elocution	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student mumbles, incorrectly pronounces terms, and speaks too quietly for audience in the back to hear.
Personal Appearance	Dressed and groomed appropriately.			Not dressed and groomed appropriately for such a presentation.
Technical Content	Content is technically sound, exhibits appropriate research, and depth is appropriate.	Content is technically sound but could exhibit more research and depth.	Content is not strong, research and depth are lacking.	Content is trivial, research and depth are not demonstrated.
Organization and logical flow	Student presents information in logical, interesting sequence which audience can follow.	Student presents information in logical sequence which audience can follow.	Audience has difficulty following presentation because of poor logical flow of information.	Audience cannot follow presentation because there is no logical flow of information.
Response to Audience Questions	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student is uncomfortable with information and able to answer only rudimentary questions.	Student does not have grasp of information; student cannot answer questions about subject.
Meaningful Graphics and Visuals	Student’s graphics and visuals explain and reinforce screen text and presentation.	Student’s graphics and visuals relate to text and presentation.	Student occasionally uses graphics and visuals that rarely support text and presentation.	Student uses no graphics.
Time Management	Student completely covers topic within the allocated time leaving an appropriate amount of time for questions	Student adequately covers topic within the allocated time leaving an appropriate amount of time for questions	Student covers topic with slight content omissions, or exceeds or underutilizes time limits.	Student inadequately covers topic and exceeds or underutilizes time limits.
Presentation is appropriate for audiences in attendance and for objectives	Presentation communicates the presenters’ objectives, and uses language and words/jargon/acronyms appropriate to the audience	Presentation communicates the presenter's objective, but does not use language and words/jargon/acronyms appropriate to the audience	Presentation does not communicate the presenter's objective, but uses language and words/jargon/acronyms appropriate to the audience	Presentation does not communicate the presenters’ objectives, nor uses language or words/jargon/acronyms appropriate to the audience

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