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Educational Adaptation for Children with Physical Disabilities–II (3610)


ASSIGNMENT No. 1

(Units: 1–5)

Note:   Attempt all questions. Please avoid reproducing from books, your own analysis and synthesis will be appreciated. Only handwritten assignment should be submitted.

Q. 1      Explain the emergencies that could occur at schools.  How these situation are overcome by the school staff.          (20)

Q. 2      Highlight the use of learning games.  How these games improve academic and physical abilities of PHC?  (20)
           
Q. 3      Explain games involving vigorous effects.                                                     (20)

Q. 4      Justify the involvement of parents and physiotherapist in inter-disciplinary team.                (20)

Q. 5      a)      Describe the methods of educational evaluation of severely/profoundly handicapped persons?           (10)
            b)      How curricular goals are achieved by PHC.                                        (10)

ASSIGNMENT No. 2
(Units: 6–9)
Total Marks: 100                                                                            Pass Marks: 40

Q. 1      Describe the need for individualized education program.  What areas of development are considered in planning program for a child having Spina bifida?                                                       (20)

Q. 2      Define social integration.  Explain the factors affecting social integration of PHC. (20)

Q. 3      Describe the method of evaluation of severely/profoundly handicapped children. (20)

Q. 4      Discuss the pre-requisites for employment of PHC.                                      (20)

Q. 5      Write notes on the following:
            a)      Physical education                                                                             (10)
            b)      Self help skills                                                                                    (10)



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Educational Adaptation for Children with Physical Disabilities–I (3609)


ASSIGNMENT No. 1

(Units: 1–5)

Note:   Attempt all questions. Please avoid reproducing from books, your own analysis and synthesis will be appreciated. Only handwritten assignment should be submitted.

Q. 1      Describe special educational needs of the severely handicapped individuals.   (20)

Q. 2      How are educational implications minimized by early intervention?                 (20)
           
Q. 3      Explain the structural and functional problems of neurological disorders.         (20)

Q. 4      Define remedial teaching.  Give an account on resource room program, how is it  beneficial for PHC?       (20)

Q. 5      The involvement of parents in education of PHC is considered potential in upbringing of the child, discuss.  (20)


                    
           
ASSIGNMENT No. 2
(Units: 6–9)
Total Marks: 100                                                                            Pass Marks: 40

Q. 1      a)      Why environment is made least restrictive for PHC?                            (10)
            b)      Discuss the use of multidisciplinary approach for education of PHC. (10)

Q. 2      Most of the physically handicapped children could be enrolled in regular school programmes. Describe the educational programmes for placement of such children in regular schools.                      (20)

Q. 3      What is effective teaching? Discuss the role of classroom environment for
            academic learning of PHC.                                                                          (20)

Q. 4      Describe the importance of teaching aids and their effective use for PHC.     (20)

Q. 5      Write notes on the following:
            a)      Programmed instruction                                                                      (10)
            b)      Educational achievements of PHC.                                                     (10)



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Physical Handicaps–II (3608)


ASSIGNMENT No. 1

(Units: 1–5)

Note:   Attempt all questions. Please avoid reproducing from books, your own analysis and synthesis will be appreciated. Only handwritten assignment should be submitted.

Q. 1      Define physiotherapy. Describe the techniques of physiotherapy.                   (20)

Q. 2      What are responsibilities of a physiotherapist in managing children suffering from cerebral palsy and muscular dystrophy within the classroom environment?                                                (20)
           
Q. 3      Explain the counseling as developmental approach.                                       (20)

Q. 4      Define assistive technology and explain the provisions of this technology regarding pelvic stability and trunk control.                                                                                                                  (20)

Q. 5      Write a comprehensive note on mobility aids available in the market.              (20)


                                                                                                                                   
ASSIGNMENT No. 2
(Units: 6–9)
Total Marks: 100                                                                            Pass Marks: 40

Q. 1      Give an account on the issues related to adolescents and adulthood of physically handicapped population.   (20)

Q. 2      Describe the additional and associative problems of physical handicaps.         (20)

Q. 3      What is Bio engineering? Describe the role of rehabilitation engineering in the
            adjustment of PHC in the society.                                                                (20)

Q. 4      Discuss the architectural and employment barriers in the lives of physically handicapped people.    (20)

Q. 5      Write notes on the following:
            a)      Related services and their delivery to PHC                                          (10)
            b)      Foot wears and orthoses                                                                     (10)



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Physical Handicaps–I (3607)


ASSIGNMENT No. 1

(Units: 1–5)

Note:   Attempt all questions. Please avoid reproducing from books, your own analysis and synthesis will be appreciated. Only handwritten assignment should be submitted.

Q. 1      Define physical handicaps.  How do the children with physical disabilities are identified?    (20)

Q. 2      a)      Explain the anatomy and physiology of Bones.                                     (10)
            b)      How does central nervous system of human work?                              (10)
           
Q. 3      What is cerebral palsy? Explain different types of cerebral palsy.                   (20)

Q. 4      How is spina bifida associated with hydrocephalic condition? Discuss the educational implication of this type of disability.                                                                                                    (20)

Q. 5      Define and explain the convulsive disorder in physical and mental growth of child. (20)

                                                                                                                                   
ASSIGNMENT No. 2
(Units: 6–9)
Total Marks: 100                                                                            Pass Marks: 40

Q. 1      Describe muscular dystrophy.  How the children involved in these conditions are treated and educated?     (20)

Q. 2      Explain the affects of “Arthritis” on daily performance of the people.  How the children having arthritis are managed.                                                                                                                  (20)

Q. 3      How do Allergies and Asthma affect the mood, physiological and social development of children. What role the school must play in the management of these health problems?                                (20)

Q. 4      What is meant by cumulative assessment?  What domains of PHC must be assessed before taking a placement decision?                                                                                                    (20)

Q. 5      Write notes on the following:
            a)      Amputations in children                                                                      (10)
            b)      Diabetes                                                                                            (10)



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Education of Mentally Retarded Children–II (3606)


ASSIGNMENT No. 1

(Units: 1–5)

Q. 1  What are the steps involved in lesson planning. Develop lesson plan for mildly retarded children for visual special activity.         (20)

Q. 2  Discuss the role of primary group (Parents, Peers, Siblings) in the upbringing of MRC?         (20)

Q. 3  What is meant by mal-adaptive behaviour? Discuss the behavior management strategies with examples, a teacher may use.   (20)

Q. 4  Discuss the employment placement models for MRC in the community.             (20)

Q. 5  What community living arrangements may be made for individuals with mental retardation in Pakistan?         (20)

ASSIGNMENT No. 2
(Units: 6–9)
Total Marks: 100                                                                              Pass Marks: 40

Q. 1  Discuss the issues associated with the life of mentally retarded individuals.        (20)

Q. 2  What competencies should a teacher possess to be in special education?           (20)

Q. 3  Debate on “Institutionalization” and “De-institutionalization” for MRC.              (20)

Q. 4  Give a detail account on the provisions present in our society or the education and training of MRC.  (20)

Q. 5  Write short notes on:
a)      Development of reading skills                                                                 (10)
         b)      Development of writing skills                                                                  (10)



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Education of Mentally Retarded Children-I (3605)


ASSIGNMENT No. 1

(Units: 1–5)
                       
Q.1   The grouping of MRC is the most significant step for the appropriate training. Discuss the importance of individual education programme when the students are taught in groups.                           (20)

Q.2   Give an account on the traditional and modern approaches of learning.               (20)

Q.3   Give the steps of developing the educational goals for curriculum development.  (20)

Q.4   Discuss the scenario in which the adaptations in the existing curriculum become absolutely necessary.  How would a teacher take this decision?                                                                              (20)

Q.5   How may MRC be prepared to reading and writing skills. Give a detail account on the pre-requisites of these skills.   (20)

ASSIGNMENT No. 2
(Units: 6–9)
Total Marks: 100                                                                              Pass Marks: 40

Q. 1  Describe the domains included in the curriculum of moderately retarded children. (20)

Q. 2  Explain how would teacher asses the developed self-help skills of moderate MRC  using formal and informal approaches.         (20)

Q. 3  Give recommendations to manage the severely retarded individual at home who is unable to move from one place to another. Also explain how these recommendations would be materialized in our society.       (20)

Q. 4  Develop a pre-school programme for moderately mentally retarded child which would enable him to settle in school.  (20)

Q. 5  Write an account on the different teaching strategies for MRC.                         (20)



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Introduction and Assessment of Mentally Retarded–II (3604)


ASSIGNMENT No. 1

(Units: 1–5)
           
Q. 1  Define motor skills.  Give an account on the normal development pattern of motor skills.       (20)

Q. 2  Differentiate between speech and language. Discuss the language acquisition theories.         (20)

Q. 3  Write short notes on:                                                                              (5x4=20)
i)       Syntax                     ii)      Semantics                    iii)     Articulation               
iv)     Receptive and Expressive Language

Q. 4  Define self-help skills.  How can a teacher help MRC to develop these skills?    (20)

Q. 5  Discuss the pre-requisites of vocational training.                                               (20)


ASSIGNMENT No. 2
(Units: 6–9)
Total Marks: 100                                                                              Pass Marks: 40

Q.1    Parental attitude leave significant effects on the upbringing of the children. Discuss the impacts of positive and negative attitude of parents on the personality of MRC?                                                                     (20)

Q.2   Discuss the role of the teacher in the behaviour management of MRC?             (20)

Q.3   In what respects, parents can cooperate with professionals to explore the full profile of MRC.          (20)

Q.4   What is meant by psychotherapy? Discuss the psychotherapeutic approaches, which may be used for MRC?            (20)

Q.5   Write short notes on:
         a)      Problems of MRC in early childhood                                                       (10)
         b)      Problems of MRC in puberty and adolescence                                         (10)



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Introduction and Assessment of Mentally Retarded–I (3603)


ASSIGNMENT No. 1

(Units: 1–5)
           
Q. 1  Give a detail account on the earlier concepts about mental retardation. Compare it with the current status of mentally retarded people.                                                                                             (20)

Q. 2  Discuss the classification of mental retardation.                                                (20)

Q. 3  How might be the environmental deprivation of Stimuli affect the cognitive development of young children and result in mental retardation?                                                                                         (20)

Q. 4  Describe the causes of mental retardation.  How are the mentally retarded children identified?          (20)

Q. 5  How do mental retardation affect the learning and concept formation of children? (20)


ASSIGNMENT No. 2
(Units: 6–9)
Total Marks: 100                                                                              Pass Marks: 40

Q.1   Define assessment.  Discuss the purpose of assessment and areas, which must be assessed of a mentally retarded child.         (20)

Q.2   How is the family pattern changed by the birth of MRC?  Also discuss the issues included in this aspect.       (20)

Q.3   Define intelligence.  How is the intelligence measured by:                                 (20)
a) Individual tests
b)  Group tests

Q.4   Describe the concept of adaptive behaviour. How can a teacher measure this in the classroom?       (20)

Q.5   As a teacher of MRC, discuss the approaches you would adopt to asses the reading and writing skills of MRC.         (20)

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Compiler Construction (3468/3506)


ASSIGNMENT No. 1

Note: All questions are compulsory & carry equal marks.

Q. 1   (a)     What is meant by compiler? How it is different from other translators?
         (b)     Explain the different phases of compiler.

Q. 2   (a)     Explain the following:
                  a.      Symbol Table
                  b.      Reserved Word Table.
                  Also explain their roles in each phase of compiler.
         (b)     Pass the given statement from all the phases of compiler and mention output of each phase.
                  Result = (a – b) + (c / d) + 5
           
Q. 3   (a)     Explain the following terms
                  a.      Abstract Stack Machine
                  b.      Annotated Parse Tree
         (b)     Construct minimum-state DFA’s for the following regular expressions
                  a.      (a | b) * a (a | b)
                  b.      (a | b) * a (a | b) (a | b)
                  c.      (a | b) * a (a | b) (a | b) (a | b)
         (c)     Let
                           S→ xyS
                           S→ yzS
                           S→ yyS
                           S→ x
                           S→ zy
                  Construct a parse tree for the following string “xyxyxyyzyyzy”.
 Q. 4  (a)     What is meant by parsing. Explain top down and bottom up parsing with examples.
         (b)     Difference between an LL and Recursive Descent parser?
         (c)     Construct recursive descent parsers for the following grammars:
                  a.      0 S 1 | 0 1
                  b.      + SS | - SS | a

Q. 5   (a)     Differentiate ambiguous and unambiguous grammar. When does a context-free grammar is ambiguous?
         (b)     Construct unambiguous contex-free grammar for each of the following. In each case show that your grammar is correct.
                  a.      Arithmetic expressions in postfix notation
                  b.      Left associative lists of identifiers separated by commas
                  c.      Left associative lists of identifiers separated by commas
                  d.      Arithmetic expressions of integers and identifiers with the four binary operators +, –, *, /
                  e.      Add unary plus and minus to the arithmetic operators (+, –, *, /)

ASSIGNMENT No. 2
(Total Marks: 100)

Note: All questions are compulsory & carry equal marks.

Q. 1   (a)     Give Regular Expression for each of the following languae defined over alphabet ∑ = {a, b}
                  a.      Language having all strings STARTING with a or b
                  b.      Language having all strings NOT having ab
                  c.      Language having all strings NOT having bb
                  d.      Language having all strings HAVING aa
                  e.      Language having all strings HAVING bba
                  f.       Language having all strings NOT having two consecutive a’s
                  g.      Language having all strings NOT having even no of a’s and b’s
         (b)     Construct a DFA for the regular expressions of the languages given in part (a).

Q. 2   (a)     Construct a syntax-directed translation scheme that translates arithmetic expressions from infix notation into prefix notation.
         (b)     Give annotated parse trees for the inputs 9-5+2 and 9-5*2.

 Q. 3  (a)     Eliminate left recursion from the following given grammars:
                  S → S a b
                        | S a S
                        | X
                  X → X c
                        | a
                        | b
         (b)     Give detail for how a non-recursive predictive parser will parse the sentence “dace” using the table you constructed above?
         (c)     What are attribute grammars? Why we need attribute grammars?

Q. 4   (a)     Explain the FIRST Sets and FOLLOW sets? Write down the rules for computing FIRST AND FOLLOW.
         (b)     Find the First and Follow sets for the grammar
                  S → ABC
                  A → a | Cb | ε
                  B → c | dA | ε
                  C → e | f
         (c)     Construct LL(1) parsing table from grammar

Q. 5   Explain the concept of Intermediate Code Generation. State your answer with the help of suitable example.
                                   

3468 Compiler Construction                         Credit Hours: 3(3, 0)

Recommended Book:
Compliers; Principles, Techniques, and Tools by Alfred V. Aho, Ravi Sethi, Jerrey D. Ullman

Course Outlines:
Unit No. 1 Introduction to Compiling
            Compliers, analysis of the source program, The phases of a Complier, Cousins of the compiler, The grouping of phases, Complier-construction tools

Unit No. 2 A Simple One-pass Compiler
            Overview, Syntax definition, Syntax-directed translation, parsing, A translator for simple expressions, Lexical analysis, Incorporating a symbol table, Abstract stack machines, Putting the techniques together

Unit No. 3 Lexical and Syntax Analysis
            Lexical analysis (The role of the Lexical Analyzer, Input buffering, Specification of tokens, Recognition of tokens, a language for specifying Lexical analyzers, finite automata, From a regular expression to an NFA, Design of a Lexical analyzer Generator, Optimization of DFA-based pattern matchers), Syntax Analysis (The role of the parser, context-free grammars, Writing a grammar, Top-down parsing, Bottom-up parsing, Operator-precedence parsing, LR parsers, Using ambiguous grammars, parser Generators)

Unit No. 4 Syntax-Directed Translation
            Syntax-directed definitions, construction of syntax trees, Bottom-up evaluation of S-attributed definitions, L-attributed definitions, Top-down translation, Bottom-up evaluation of inherited attributes, Recursive evaluators, Space for attribute values at compile time, Assigning space at complier-construction time, Analysis of syntax-directed definitions

Unit No. 5 Type Checking
            Type systems, Specification of a simple type checker, Equivalence of type expressions, Type conversions, Overloading of functions and operators, Polymorphic functions, an algorithm for unification

Unit No. 6 Intermediate Code Generation
Intermediate Languages, Declarations, Assignment statements, Boolean expressions, Case statements, Back Patching, Procedure calls  

Unit No. 7 Code Generations
Issues in the design of a code generator, The target machine, Run-time storage management, Basic blocks and flow graphs, Next-use information, A simple code generator, Register allocation and assignment, The dag representation of basic blocks, Peephole optimization, Generating code from dags, Dynamic programming code-generation algorithm, Code-generator generators

Unit No. 8 Code Optimization
Introduction, The principal sources of optimization, Optimization of basic blocks, Loops in flow graphs, Introduction to global data-flow analysis, Iterative solution of data-flow equations, Code-improving transformations, Dealing with aliases, Data-flow analysis of structured flow graphs, Efficient data-flow algorithms, A tool for data-flow analysis, Estimation of types, Symbolic debugging of optimized code

Unit No. 9 Writing a Complier
            Planning a compiler, Approaches to compiler development, The compiler-development environment, Testing and maintenance, A Look at Some Compilers, EQN, a preprocessor for typesetting mathematics, Compilers for Pascal, The C compilers, The Fortran H compilers, The Bliss/11 compiler, Modula-2 optimizing compiler

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