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INTRODUCTION
Student internship or on-the-job training is an essential part of a college student’s
education. It may not be required in some colleges and institutions, but to others that
require it, on-the-job training comprises most of a student’s assessment.
For a lot of college students, student internship is the final and most exciting stage
of their studies. It is the time when students need to apply what they learned from their
mentors. hether !"# in a college is required or not, it is still the best way to train
students in their field because this requires students to showcase their s$ills and acquire
$nowledge in the en%ironment they are aspiring to join.
Students should wor$ together with their ad%iser and&or coordinator in order to
effecti%ely conduct on-the-job training. #he students are responsible for their actions
within the company’s premises, and the ad%iser is responsible for $eeping trac$ of his&her
ad%isees’ progress throughout the training.
Importance of Field Practice
'uring internship, the student trainees are gi%en tas$s to perform for the company
assigned to them. In this way, they will not only be able to use what they $now, but they
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are also gi%en a chance to learn more about their field while wor$ing and dealing with
actual wor$ers. Internship also teaches students proper decorum in an office or company
especially in the presence of the other employees.
Objectives of the Field Practice
In line with the thrust of the (entral )u*on State +ni%ersity’s 'epartment of
Information #echnology to produce technically equipped and extensi%ely trained
information technology students, the field practice aims to
. pro%ide students the opportunity to acquire practical $nowledge, s$ills, and
desirable attitudes and %alues in reputable establishments&industries/. promote competiti%eness of students through their training to gi%e them insights
of the %arious corporate use of technologies, management strategies, and
organi*ational beha%iors
0. enhance the students’ wor$ competencies and discipline as they relate to people in
the wor$place to instill the importance of human relations in the wor$ing
en%ironment1. de%elop a positi%e attitude, self-confidence, and moti%ation required of a
responsible professional to handle new challenges and complex tas$s2. pro%ide opportunities to learn from and networ$ with experienced professionals
3. strengthen and enrich the 4achelor of Science in Information #echnology
program thru the documented experiences of students in their internship.
Location and Duration of the Field Practice
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#he Foreign Ser%ice Institute of the 'epartment of Foreign 5ffairs 6FSI, 'F57
located at the 'F5 4ldg., 2 th Floor, /008 9oxas 4oule%ard, :asay (ity, :hilippines is
where the authors had their internship.
Fiure !" Site map of the 'epartment of Foreign 5ffairs
#he authors were required to complete 088 cumulati%e wor$ing hours with the
maximum limit of ; wor$ing hours per day.
#he internship started on 'ecember , /81 and ended on February /2, /82.
#he official wor$ing days of Foreign Ser%ice Institute, 'epartment of Foreign 5ffairs are
from
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#he Foreign Ser%ice Institute 6FSI7 was created under =Foreign Ser%ice Institute
'ecree of the :hilippines> 6:.'. 8387 on 'ecember ?, ?@3, to ser%e as the training arm
of the 'epartment of Foreign 5ffairs 6'F57. Its mandate was re%itali*ed and broadened
under the =:hilippine Foreign Ser%ice 5ct of ??> 69.5. @2@7.
Foreign Ser%ice Institute ser%es as a center for the de%elopment and
professionali*ation of the career foreign ser%ice corps. It ser%es as a research Institution
on issues and problems with foreign policy implications, global and regional strategies
and management of foreign affairs. It is also an institutional consultant of the 'F5 on
matters related to foreign policies and programs as well as de%elopment management,
planning, re%iew and e%aluation processes in the 'epartment and a resource and
information center on diplomacy and foreign relations.
$ctivities at the Place of $ssinment
#he Foreign Ser%ice Institute designs and conducts training programs appropriate
to the needs of personnel of the 'epartment of Foreign 5ffairs 6'F57 and those of other
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go%ernment agencies who will be assigned to :hilippine Foreign Ser%ice posts. #he
institute underta$es independent research on issues rele%ant to international relations and
foreign policy as well as policy studies in aid of foreign policy formulation, management,
and e%aluation. It also pro%ides institutional support to the 'F5 with regard to
organi*ational de%elopment and management, including but not limited to the planning,
re%iew, and assessment of the policies and systems and procedures of the 'epartment.
#he trainees were assigned to the
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#he Foreign Ser%ice Institute 6FSI7 was formally established under :residential
'ecree 838 on ? 'ecember ?@3. ith the promulgation of 9epublic 5ct @2@, or the
:hilippine Foreign Ser%ice 5ct of ??, the mandate of the Institute was re%itali*ed and
expanded. #itle BIII C Foreign Ser%ice Institute, Section 2@ of 95 @2@ states the
functions of the FSI as follows
=#he Institute, through its academic, training, research, information, publication, systems
de%elopment and other programs, shall ser%e as the center for the de%elopment and
professionali*ation of the career corps of the foreign ser%ice of the 'epartment and other
go%ernment agencies which ha%e offices and employees assigned abroad. It shall
maintain a (enter of International 9elations and Strategic Studies 6(I9SS7 and shall
otherwise function as a research institution on issues and problems with foreign policy
implications, global and regional strategies and management of foreign affairs while
ser%ing as institutional consultant of the 'epartment on matters related to foreign policies
and programs as well as de%elopment management, planning, re%iew and e%aluation
processes in the 'epartment. #he Institute shall, inter alia, pursue a training program for
those who are lea%ing for foreign assignments and for those who are recalled and shall
hold seminars, including language courses, to prepare such officers and employees for
their new assignments.
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'ission+ ,ision+ and ,alues
'ission
#he Foreign Ser%ice Institute aims primarily to
67 de%elop on a continuous basis the in-house capacity of the FSI personnel to deli%er
effecti%ely on their core competencies of training, research, and organi*ational
de%elopment
6/7 support the efforts of the 'F5 to enhance the capacity of its personnel to effecti%ely
deli%er their core competencies
607 design and conduct the appropriate training programs rele%ant to the current issues
and future trends of foreign policy and diplomacy
617 pro%ide policy options through its research and policy studies in aid of foreign policy
formulation, management, and e%aluation and
627 pro%ide institutional support to the 'F5 with regard to organi*ational de%elopment
and management, including but not limited to the planning, re%iew, and assessment of the
policies and systems and procedures of the 'F5.
,ision
#he Foreign Ser%ice Institute is the prime training and research institute for
:hilippine foreign policy, diplomacy, and related fields and a recogni*ed center for
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language learning. Its personnel are experts by %irtue of their experience and academic
training in their respecti%e areas of speciali*ation or functions, who are fully committed
to pro%iding the highest quality of training and research output to the complete
satisfaction of the Institute’s clients.
,alues
#ogether we can do it each of us performing with excellence, integrity and
dedication, our assigned responsibilities, e%er aware of our obligation ne%er to do
anything that will tarnish our indi%idual reputations or the Institute’s, because the
Institute’s reputation is ours and ours the Institute’s.
Functions of the Different Divisions+ Departments+ and #ections
Office of the Director-&eneral
!%erall management and control of the three major di%isions is the responsibility
of the !ffice of the 'irector-Deneral, supported by the following sections (arlos :.
9omulo )ibrary, :ublications Section, #raining E%aluation Section, and Institutional
)in$ages +nit.
Carlos P" Romulo Librar.
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#he (arlos :. 9omulo )ibrary caters to the 'F5, other go%ernment and non-
go%ernment institutions, and academe. It pro%ides reference ser%ices for inquiries and
literature searching, as well as information ser%ices through its )ibrary +pdate, and the
publication of Special Subject 4ibliographies
#he library houses a collection of approximately 0,888 %olumes of boo$s and ;8
titles of newspapers, journals and maga*ines, both domestic and foreign and 28 titles of
non-print materials. It also ser%es as depository of annual&post reports of :hilippine
foreign ser%ice establishments and the originals of treaties&agreements entered into by the
:hilippine Do%ernment.
Publications #ections
#o disseminate Information on :hilippine foreign policy and diplomacy, the
Institute publishes boo$s and other reading materials and distributes them to both ouse
of (ongress, national go%ernment agencies, embassies in
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to pro%ide quality training and education to the career foreign ser%ice corps and other
public officials in subjects related to their respecti%e areas of responsibility.
Center for International Relations and #trateic #tudies /CIR##0
4y mandate of the :hilippine Foreign Ser%ice 5ct of ?? or 9.5. @2@, the FSI
maintains a (enter for International 9elations and Strategic Studies 6(I9SS7.
It underta$es studies in support of the formulation, re%iew and dissemination of
:hilippine foreign policy. It also pro%ides channels for interaction, cooperation and
integration of the efforts of local and foreign experts from go%ernment, pri%ate and
academic sectors on foreign policy issues and their domestic implications.
$dministrative and Financial #ervices Division /$F#D0
5dministrati%e and Financial Ser%ices 'i%ision is responsible for the management
of finances, audits, personnel, general ser%ices, and management information system of
the Foreign Ser%ice Institute.
#he
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Personnel
Fiure 1" !rgani*ation (hart of the FSI-'F5
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PRO&R$' OF $CTI,ITI%#
#he trainees were gi%en tas$s by the Institute as part of their training under the
internship program. #hese tas$s were performed mutually by the trainees under the
super%ision of certain personnel
.
#ummar. of O2T $ctivities
Orientation and Office Familiari3ation
!n the first day of duty, the personnel assistant oriented the trainees about the
rules and regulations of the institute. #he trainees then had a department tour and were
introduced to e%ery department to familiari*e them with the place and their co-wor$ers.
5fter the tour, the trainees were designated to the
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webinar. !ne of the trainee’s duties was to set up the equipment and assist in the
facilitation of the webinars.
Troubleshootin
!ne of the main functions of the
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L$N Cablin
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#he trainees assisted in the preparation of greeting cards the institute will be
sending to people.
#he trainees were also requested to participate in a special number during the
(hristmas :arty.
#I&NIFIC$NC% OF T)% TR$ININ&
Classroom Learnin Used in the Trainin
#he trainees were able to use some of the theoretical and practical $nowledge
they ha%e learned from the classroom such as $nowledge in
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6no5lede &ained and #*ills Developed Durin the Trainin
Flyspeed SH) Huery is a SH) query tool with a %isual query builder interface that
allows the user to create complex queries without ha%ing to type any SH). ou can build
most queries by simply selecting table and field names and the program will build the
query code. #his tool was taught by the trainees’ super%isor while their special project
was being de%eloped.
5dobe 'reamwea%er is a web design and de%elopment application that pro%ides a
%isual what-you-see-is-what-you-get editor 6colloquially referred to as the 'esign %iew7
and a code editor with standard features such as syntax highlighting, code completion,
and code collapsing as well as more sophisticated features such as real-time syntax
chec$ing and code introspection for generating code hints to assist the user in writing
code. #his application was taught by the trainees’ super%isor but was not used by the
trainees during the de%elopment of their project.
Forensi#’s :rofile i*ard is a migration tool used to migrate current user profile
to a new domain account and all existing data and setting will be $ept. #he trainees uses
this tool whene%er a networ$ account needs to be migrated to a different domain.
#he trainees’ s$ills about troubleshooting hardware, software, and internet
problems were de%eloped since troubleshooting was one of the biggest roles of the
trainees.
5cti%e 'irectory 65'7 is a directory ser%ice that
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a set of processes and ser%ices. #he trainees helped the
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opportunity to $now the other employees well. #his e%ent made the trainees comfortable
with their new en%ironment. #he employees treated them as friends and one of their co-
wor$ers.
Technical Problems
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CONCLU#ION
Experience will always teach the best lessons. !n-the-job training certainly
pro%es that.
#he Foreign Ser%ice Institute of the 'epartment of Foreign 5ffairs showed the
trainees exactly what they should expect from acquiring a job, specifically a job in a
go%ernment agency. #he trainees were gi%en tas$s that helped enhance their $nowledge
on I#. In any case, if the trainees fail to accomplish a tas$ because of lac$ of experience
regarding that field, their super%isor was there to assist them.
#he trainees were able to gain $nowledge about what an Information #echnologist
should possess. #hey were exposed to different experiences which are most li$ely to
happen when the trainees are already wor$ing in their chosen companies or agencies.
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R%CO''%ND$TION#
For the (#IT Proram and (#IT Curriculum8
#he Information #echnology 'epartment must inspect the companies before
appro%ing the consideration letters which are used to gi%e students the permission to
conduct their internship on companies not on the master list.
#he curriculum of the 4achelor of Science in Information #echnology program
must be updated to ensure that the technologies used and taught are up to date.
#he department should offer more speciali*ations to gi%e students more options
that fit their interests and s$ills.
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For the compan.9s conduct of O2T8
#he companies should utili*e the trainees more to broaden their s$ills so that
when the internship program is o%er, the trainees are equipped with s$ills that will ma$e
them competiti%e enough.
For Other #tudents 5ho 5ill %nroll for O2T8
#he students should be prepared to adapt to a new en%ironment since the acti%ities
of being a student are different from the acti%ities of a trainee. a%ing enough $nowledge
about their speciali*ation is necessary for them to be effecti%ely utili*ed by the company.
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INTRODUCTION
#he Foreign Ser%ice Institute is a training arm of the 'epartment of
Foreign 5ffairs. !ne of its functions is to offer foreign language courses, which are
conducted on a trimester basis annually, and the Foreign Ser%ice !fficer’s (adetship
(ourse, which runs for six months. (lasses are held on different schedules and with at
certain assigned rooms. #he Foreign Ser%ice Institute creates schedules by listing
enrolled students to a subject with a corresponding batch. Each batch is gi%en a definite
span of time to use the room assigned to it. Schedules are prepared on Spreadsheet most
of the time. +sually, the a%ailability of schedules is chec$ed manually using the lists.
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a%ing an automated scheduling system means that the computer will be the one
to generate the schedule gi%en the required data. 5utomation greatly reduces paperwor$
since all the information will be stored in the computer’s database.
In order to address this concern, the authors designed and de%eloped an automated
system for the scheduling of classes&trainings in the Foreign Ser%ice Institute of the
'epartment of Foreign 5ffairs.
#his system is supposed to address the problems related to conflicts on schedule
of classes in the institute. #o sol%e this problem, the de%elopers were requested to create
a system that will record the needed information and organi*e the schedule. #he trainees
followed the methods of Software 'e%elopment )ife (ycle and also created necessary
diagrams to be followed on the de%elopment of the project.
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PRO(L%' DO'$IN
#tatement of the problem
#he Foreign Ser%ice Institute is a training arm of the 'epartment of Foreign
5ffairs. !ne of its functions is to offer foreign language courses, which are conducted on
a trimester basis annually, and the Foreign Ser%ice !fficer’s (adetship (ourse, which
runs for six months. (lasses are held on different schedules and with at certain assigned
rooms. #he Foreign Ser%ice Institute creates schedules by listing enrolled students to a
subject with a corresponding batch. Each batch is gi%en a definite span of time to use the
room assigned to it. Schedules are prepared on Spreadsheet most of the time. +sually, the
a%ailability of schedules is chec$ed manually using the lists.
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#he project should be able to address the problem identified. It would be more
con%enient for the company to use an automated method in scheduling rooms to a%oid
conflicts. #he success of this project will ensure the company to ha%e a reliable and
error-free room scheduling.
It is in this regard that the trainees designed and de%eloped a class scheduling
system which will be used in Foreign Ser%ice Institute, 'epartment of Foreign 5ffairs as
they offer foreign language courses and Foreign Ser%ice !fficer’s (adetship.
Objectives of the Project
&eneral Objective
#he project aimed to design and de%elop a class scheduling system which will be
used to create conflict-free class schedules for the Foreign Ser%ice Institute, 'epartment
of Foreign 5ffairs.
#pecific Objectives
. #o be able to record the necessary data of students, instructors, subjects, and
rooms.
/. #o be able to create schedules of classes and assign it to their respecti%e rooms.
0. #o be able to assign students to a subject and be gi%en a batch number.
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#cope and #inificance
#he (lass Scheduling System ser%ed as an inno%ation to the Foreign Ser%ice
Institute C 'epartment of Foreign 5ffairs. #he system was specifically used by the
training department of the said institute.
#cope
• #he system could add, edit, and delete the information of students, instructors,
subjects, and rooms.
• #he system was able to assign rooms to classes while a%oiding time
conflicts.
• 5ssignment of students to their respecti%e subject and batch was also one
of the system’s function.
Limitations
• 5ccessed and managed by a single person, the administrator of the #raining
'epartment of the Foreign Ser%ice Institute, 'epartment of Foreign 5ffairs.
• 'id not in%ol%e transactions and fees regarding the student’s enrollment.
• !nly generated two major outputs, the list of schedules and batch master list.
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R%,I%4 OF %:I#TIN& $LT%RN$TI,%#
#he de%elopers researched for articles and systems with similarities with the
project de%eloped to ser%e as basis and comparison.
Some people consider the argument of automation %ersus manual processing %ery
seriously. 'espite the moderni*ing age, a lot of people still prefer manual pen and
paper systems, belie%ing this to be more efficient. owe%er, there are also
ad%antages to automated systems.
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#o understand more about the project, the de%elopers loo$ed for similar systems
online. #hey studied a class scheduling system from webgee$resources.com and
identified modules and functions that may also be utili*ed in the proposed project.
#he class scheduling system from webgee$resources.com was created using
Bisual 4asic, whereas the proposed system used ::. ebgee$resources.com’s
system also pre%ented conflicts in assigning schedules.
Fiure ;. ebgee$resources scheduling system sample
Figure 0 is a screenshot of the system found in wegee$resources.com. #he
difference of the FSI class scheduling system is that it does not list the conflicts to gi%e
warning rather, it highlights the errors in scheduling for the user to see. #he system that
the de%elopers created is focused solely on the process of scheduling in the company it is
made for, and does not include any other information aside from what the agency uses.
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'%T)ODOLO&<
#he de%elopers applied System 'e%elopment )ife (ycle 6S')(7 method that
focused on the de%elopment of the software. #he de%elopers used :5'IS, a fi%e-phase
method, referring to :lanning, 5nalysis, 'esign, Implementation, and Support and
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Re=uirements Definition
Input
• Students
• Instructors
• 9ooms
• Subject
• 4atch
• Schedule
Process
• 9ecord student information
• 9ecord instructor information
• 9ecord room information
• 9ecord subject information
• 9ecord batch information
• (reate schedule
• 5ssign batch
Output
• (lass schedule
• 4atch list
Desin
#he system design included conceptual models, database models, process models,
and interface design. #he conceptual model was illustrated in a (ontext 'iagram, 'ata
Flow 'iagram, and +se-(ase 'iagram. Entity-9elationship 'iagram and 9elational
'iagram was used to illustrate the database models. 5 component chart was used to
illustrate the processes in%ol%ed.
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Conte>t Diaram
#he (ontext 'iagram was generated to establish the boundary of the system. #his
diagram is necessary to clearly identify the scope of the project.
Data Flo5 Diaram
'ata Flow 'iagram was created to explain how data was transferred and
processed into the system. #he illustration defined each source of data and how it
interacted with other data sources created the intended output. It then recogni*ed external
inputs and outputs, defined how they relate to each other and how they resulted in.
Use-Case Diaram
#he +se-(ase 'iagram was created to illustrate the boundary, actors, and use
cases. #he boundary defined the system of interest, actors were the users in%ol%ed
through the system and use cases which the specific roles were played by the actors. #he
purpose of creating this diagram was to graphically represent the roles and processes
done by the users in%ol%ed within the system.
%ntit.-Relationship Diaram
5n Entity-9elationship 'iagram was created to graphically represent database
tables, the columns tables, and the relationship between them.
Relational Diaram
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9elational 'iagram was used as the basic concept of a relation or table the
columns identified the attributes while the row contained all of the data of single
instance. Each row had a unique $ey based on the data.
Component Chart
#he (omponent (hart is the summary of the functions of the system. #o achie%e
such a list, the system was needed to be finished and tested, to identify specifically what
it can do for the user.
Development 'ethod
#he de%elopers first created the database based on what the system was supposed
to do. Duided by their client, they listed attributes for each table, created the tables, and
normali*ed he database so that it would be efficient for the system.
Aext came the interface design. #he idea of the instructors list being the
homepage came from their client. #he de%elopers were ad%ised to a%oid bright colors.
#he completed interface design was appro%ed by the client.
#he trainees first de%eloped the recording module of the system. #his included
adding, editing, deleting, and %iewing of records. #hey inserted sample data to test the
system. hen the recording was wor$ing properly, the de%elopers started to wor$ on the
scheduling module. #hey used sample data to test for conflicts on the schedule. #he last
module that was de%eloped was the assigning module.
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Implementation
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requested the de%elopers to ma$e an automated class scheduling system to be used by the
Foreign Ser%ice Institute-'epartment of Foreign 5ffairs training department.
#he following questions were as$ed by the de%elopers to further gather necessary
information about the requested project. #he answers were also included in this part.
7 hat method is currently used to schedule the classesJ
- #he department uses Spreadsheet to schedule the classes.
/7 hat are the common problems encountered when the schedules are being
createdJ
- Sometimes, room schedule conflicts happen due to human error.
07 hat functions of the system are you expecting to ha%eJ
- #he system should be able to create a class with students, instructors, and
subject. #he class should also be assigned to an a%ailable room. #he room
scheduling will be the main function of the system to a%oid
conflicts of room assignments.
Fiure ?. Dantt (hart for the 'e%elopment of the Scheduling System
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Figure 1 shows the project time has 1 wee$s. #his includes wee$ for planning
and analysis. #hree wee$s were allotted to the 'esign of the project. Implementation and
testing was done on the last wee$. Support and
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. :aperwor$ would be greatly reduced because records only need
to be stored in the system’s database.
/. #here will be no need for the institute to pay for the system as it was a
requirement for the de%elopers.
0. #he system does not require expensi%e software or new hardware.1. !pen-source software were used in the de%elopment of the system
ma$ing it more cost-efficient.
Intanible (enefits
. #he system pro%ides a simpler recording process.
/. 9ecords are easy to access with no need to loo$ through paper files.0. #he automated database is secure and its use a%oids data loss
Re=uirements Definition
Inputs
#he system must accept information of students 6first name, middle initial, last
name, age, email, address, and location7, instructors 6first name, middle initial, last name,
age, email, address, contact, and address7, rooms 6room code and room description7,
subject 6title and description7 , batch 6number7, and schedule 6day, start time, and end
time7
Processes
#he system should be able to record information of students, instructors, rooms,
subject, batch, and schedule. #he system should also be able to schedule classes to a
room. #he system should also be able to assign students to a batch and batch to a subject.
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Outputs
#he system should be able to generate schedules of classes and batch master lists.
Desin
#he (ontext 'iagram, 'ata-Flow 'iagram, +se-(ase 'iagram, 9elational
'iagram, and :rocess 'iagram are discussed to show the results of the de%eloped system.
Fiure @. (ontext 'iagram
Figure 2 represents the inputs and outputs that were done by the class scheduling
system. #he user inputs instructor’s, student’s, subject’s, and room’s details, along with
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schedule details such as time and day, and these are used by the system to process a
schedule.
#he context diagram is a rough design of the inputs and outputs of the system.
#he user may then input a batch number so that the system may assign it to the
students that are already recorded.
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Fiure A. 'ata-Flow 'iagram
Figure 3 shows what happens to the inputs that the user gi%es before the system
produces the outputs.
#his is the more elaborate le%el of the context diagram. It shows the three main
functions of the system. It also shows the inputs that each component needs and the
outputs they produce. First, raw data about instructors, students, subjects, and rooms are
entered into the system and is recorded into the database using the recording module.
#he second module, scheduling module, will fetch necessary information from the
database and will as$ the user for the other required details to create a schedule.
#hird, the assigning module ta$es students’ information and subjects’ information
and processes these along with what a user inputs as batch number in order to assign the
students respecti%e batches and subjects. 5 student may belong to se%eral batches but of
different subjects.
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Fiure B. +se-(ase 'iagram
Figure @ is an illustration of the user together with what he can do with the
system. #he diagram abo%e shows that all functions of the system centered to only one
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user. #he user, which is most li$ely the head of the #rainings Section of Foreign Ser%ice
Institute, will be in charge of monitoring the system and will use it for its purpose.
Fiure . Entity-9elationship 'iagram
Figure ; shows the purpose of one table for another. #he entity types are the
tables namely, instructor, student, room, subject, schedule, class, and batch.
5 class has a subject. 5 teacher teaches a class. 5 class is gi%en a schedule. 5
student belongs to a batch. 5 batch uses a schedule. 5 schedule has a room.
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Fiure " 9elational 'iagram
9elational diagram summari*es the relationship of each table in the system’s
database. It shows the cardinal constraints of the tables in each relationship.
.
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Fiure !E. (omponent (hart
+nder the recording module are add instructors, students, subjects, and rooms,
+pdate instructors’, students’, subjects’, rooms’ information, delete instructors, students,
subject, and room, search records, and %iew records.
+nder the scheduling module are assign instructor to subject, create schedule for
subject, chec$ for conflicts, and %iew schedules.
+nder the assigning module are create batch of students, assign students to batch,
and assign batch to subject.
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Fiure !1" 5dd Interface
Figure / is the interface for adding of instructors.
Fiure !;. Edit Interface
Figure 0 is the interface for editing a record from the instructor list.
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Figures / and 0 show how a user may add and modify information into the
database. #he form as$s the user for the basic needed information. Edit function can be
accessed by an icon beside each item on the lists.
5 search bar is situated on the top-right of each list. #his finds a specific user or
users that are similar to what is entered through the search. #his feature is added so that it
will be easy to browse the lists e%en if these are filled with so much information
Fiure !?" Searching
Seen in Figure 1 is a search bar on the top right of the list of instructors.
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Fiure !@" Search 9esults
Figure 2 shows the result of the search that was done in Figure 1.
#his is where the de%elopers used the most of their time. #he de%elopment of a
scheduling algorithm that will a%oid time and day conflicts. #he algorithm comprised of
conditions where the system chec$s each %alue in the schedules that is stored in the
database. #he system would first fetch the start time, end time, day, and room that the
user inputs and stores these in separate %ariables. #he system would then query the
database to compare to the inputted %alues.
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Fiure !A" 5ssign instructor to subject
Illustrated in Figure 3 is the first phase of the scheduling process. #he first thing
to do is to assign an instructor to a subject that will be gi%en a schedule.
Fiure !B" :lot schedule
Figure @ illustrates the phase where the user may start plotting a schedule for the
instructor and subject he designated earlier.
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Fiure !" 5ssign batch
Figure ; is the function of the program where students are assign to a batch and
subject
Fiure !" 4atch list
Figure ? shows the list of students with their assigned batch and subject.
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#o see which students are enrolled in which subject and what batch they are in, is
the purpose of this final module of the system. #he de%elopers added a search filter so
that the students could be found and added easily.
Implementation
'odular Testin
)ome Pae and Interface C #he system used a simple interface which is easy to
understand and na%igate. #he list of instructors ser%ed as the home page for the system.
#he de%elopers created a na%igation bar just under the header. #his way, it would be easy
to see the menu and the user would a%oid complication in finding what he or she needed
in the system.
Recordin 'odule C #his includes inserting, updating, deleting and %iewing
records from the system. #hese function well. 9ecords ha%e icons placed beside them
which are used for deleting and editing. 5t first, searching was not part of the recording
module. #he de%elopers reali*ed that records without a searching function would not be
%ery efficient especially if the information has accumulated to higher amounts. #o
address this problem, the de%elopers added a search feature just abo%e the lists. ith this,
records may now be searched by typing in information as parameters for the system to
search.
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#chedulin 'odule C #he scheduling module starts off with assigning an
instructor to a subject. #hat subject is gi%en a schedule. #he system gi%es warning to the
users when a selected time is una%ailable. 4efore, the warning was just the disabled
button for sa%ing the plotted schedule. #he de%elopers reali*ed that it would be better for
the system and the users if they would create a function would be easily noticed. #his is
the function where the conflicts in the schedule turn red when a user chooses the time. 5s
a result, the user sees the conflicts in the schedule he or she is trying to create before he
or she sa%es it.
$ssinin 'odule C #his basically just assigns students to each subject and
stores with a batch number. 5 student may belong to multiple batches as long as his or her
subjects are different. +pon testing this module, the de%elopers found out that the system
cannot detect if batches are assigned to subjects with the same scheduled time. #his
impro%ement was included in the recommendations for future system upgrade.
#upport and 'aintenance
#he de%elopers were not able to reach this phase of the project. Support and
maintenance will be handled by the Foreign Ser%ice Institute, 'epartment of Foreign
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R%CO''%ND$TION
#he system, though ha%e met most of the requirements of the client, is not perfect
and further impro%ement can still be made. #he de%elopers identified some of these flaws
and recommends that these be addressed.
. It is recommended that an admin account be made so that access to the system
would be more restricted.
/. It is recommended to add a more filtered searching feature which will enable the
user to search for records using information other than name.
0. It is recommended to include chec$ing if there would be conflicting instructors
during scheduling.
1. It is recommended to add a function that will detect conflicts in batch assignment
so that errors would be a%oided.
2. It is recommended to include a function that will be able to print hard copies of
the outputs of the system.
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R%F%R%NC%#
Sampath, Lumara /88.
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$PP%NDIC%#
Data Dictionar.
batch
Column T.pe Null Default Comments 'I'%
4atched int6/87 Ao
batchnumber %archar6127 Ao
schedI' %archar6127 AostudI' %archar6127 Ao
Inde>es
6e.name T.pe Uni=ue Pac*ed Column Cardinalit. Collation Null Comment
:9Ies
6e.name T.pe Uni=ue Pac*ed Column Cardinalit. Collation Null Comment
:9I
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Column T.pe Null Default Comments 'I'%
enI' bigint6/87 Ao
schedI' bigint6/87 Ao
studI' bigint6/87 Ao
batched bigint6/87 Ao
Inde>es
6e.name T.pe Uni=ue Pac*ed Column Cardinalit. Collation Null Comment
:9I
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)ocation %archar6287 Ao
Inde>es
6e.name T.pe Uni=ue Pac*ed Column Cardinalit. Collation Null Comment
:9Ies
6e.name T.pe Uni=ue Pac*ed Column Cardinalit. Collation Null Comment
:9I
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starttime time Ao
Endtime time Ao
insI' %archar6127 Ao
subjI' %archar6127 Ao
Inde>es
6e.name T.pe Uni=ue Pac*ed Column Cardinalit. Collation Null Comment
:9I
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subject
Column T.pe Null Default Comments 'I'%
subjI' int6/87 Ao
#itle %archar6087 es NULL
description %archar6287 es NULL
Inde>es
6e.name T.pe Uni=ue Pac*ed Column Cardinalit. Collation Null Comment
:9I
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