managerial finance

topic: managerial finance
Consider the content of this class as they relate to financial acuity and managerial decision making.

2. Base on the course content, discuss the new skills you acquired from this class?

3. How would you apply your new knowledge of your current and/or future profession?

 

NX0474 Strategic Management for Competitive Advantage

 Module Code: NX0474
Module Title: Strategic Management for Competitive Advantage
Distributed on: Week 6

Hand in Date:

 

See Blackboard

 

Further information about general assessment criteria, ARNA regulations, referencing and plagiarism can be found on the module’s site on the e-Learning Portal.  Students are advised to read and follow this information.

This assessment includes group work and/or peer assessment or evaluation.  It is important that students familiarise themselves with protocols for these activities and follow these during the course of the assessment.  The document can be found on the module’s site on the e-Learning Portal.

 

Introduction

You will participate in a business simulation exercise (“Business Game”) based on the European Car Industry.  The purpose of the exercise is to give you the opportunity to use the learning from the four functional areas (marketing, finance, human resources and operations management) to simulate the setting up and running of a business which is competing for market share.

 

In Week 5, you will attend an introductory lecture which will explain the objectives of the simulation and the process for making decisions.  In the seminars, which begin in Week 6, you will be divided into teams of 5-6 students.  Each team has to set up a car manufacturing company, design two cars and sell these to the market.  The teams within each seminar group will compete with one another for market share.  The objective for each team is to maximise the shareholder value of their company at the end of four decision rounds – Week 11.

 

Information on the market together with cost data will be posted on Bb in Week 5.  Each team should read this information carefully and use it to establish a business strategy.  In Weeks 7 to11 the teams will make a set of decisions each week to be submitted online.  The results, in the form of computer-generated reports, will be available online later in the week.

 

The Business Game seminars in Weeks 7-10 will take the form of shareholder meetings.  Each team will make a short presentation reviewing the performance of their company in the previous round and identifying key areas where the performance and management of the business can be improved.

 

In order to complete the assessment detailed below, it is essential that each student keeps a detailed record of the team meetings, the decisions made, the rationale for these decisions and their own role as a member of the team.  Non-attendance at seminars will be penalised.

 

Assignment A (20% of module mark)

 

Each team will submit a group report on the Round 1 decisions with the following sections:

  1. Peer assessment form with the names and signatures of all team members (see final page of this brief). [10%]

 

  1. The team’s business plan for Round 1 (word limit 1,500 words) as follows: [60%]
    1. Mission statement – what is the purpose of your company?
    2. Business Objectives – measurable targets for the end of Round 4 (e.g. market share)
    3. Chosen market segments with brief descriptions of target customers and your marketing strategy
    4. Your competitive strategy – why will people buy your cars rather than those from other companies?
    5. The rationale underlying the choices of designs, options and R&D
    6. The rationale for the prices charged for each car
    7. The rationale for production/HRM decisions such as investment in automation

 

  1. An appendix containing minutes of the team meetings that took place up to the submission of the Round 1 Decision. These should show attendance, topics discussed, an outline of the team discussion of each topic, the decisions made (and how they were made) and actions agreed.  As a guide, each meeting is likely to require at least one full A4 page. [30%]

 

 

Assignment B (60% of module mark)

Each student will submit an individual report (word limit 5,000 words).  This report will consist of the following sections laid out EXACTLY as follows:

  1. Front page, with your name, ID, Seminar Group number, Team number and word count.

 

  1. Contents (with page numbers)

 

  1. Introduction: A brief (maximum 50 words) statement of the business objectives (from Assignment A) and a brief (maximum 100 words) summary of the company performance during the game and how far you succeeded in meeting the business objectives; a table showing total sales, total unsold stock, shareholder funds, closing bank balance and outstanding loan at the end of each of the four rounds.  These figures should be in £m, to the nearest £1 million.

 

  1. Company Performance: A clear analysis and explanation (2000 words) of what happened during the game supported by graphs/tables of key financial and non-financial data for the company. [45%]
Guidance: It is important to show that you now fully understand what happened during the game – even if you didn’t understand during the game.  To so do, you MUST start with the Round 1 forecast of key performance measures (KPMs), compare the Round 1 results with the forecast, explain the differences in detail, and the key issues that arose.  Go on to explain the rationale for the Round 2 decisions, what these were, then present the Round 2 forecast.  Follow this approach for all four rounds.  You should then comment on the trends in KPMs over the game.  The KPMs should include as a minimum production, sales, gross margin, unsold stock, post-tax profit, net cash position and market share.  It is suggested that you discuss suitable KPMs with the tutors for each of the four functional areas.  Effective comparisons with competitors (where possible) will earn additional marks.

 

  1. Learning: A critical reflection (2000 words) on how the team used the financial, marketing, operations and human resources management material taught during the semester to make responsible business decisions affecting at least one stakeholder group internal to the organisation and at least one stakeholder group external to the organisation. [45%]
Guidance: For each of the decisions, explain how you made the decisions during the game.  Looking back, discuss how you could have made better decisions by making better use of the material taught during the semester, particularly how the functions integrate and how the decisions act in the best interest of the individuals, groups or organisations affected.

Include citations within the text to refer to relevant readings covered in class.

 

  1. Conclusion: An evaluation (150 words) of the extent to which your organisation met the key strategic objectives set out in part 3 above, with an indication for the reasons these objectives were fully met, partially met or not met at all.

 

  1. Team Performance: A critical evaluation (700 words) of the performance of the team and a personal reflection on your role in the team [10%].

 

Guidance: Discuss, for example, the organisation of the team, the effectiveness of the decision-making process, and the roles played by individuals including leadership.  How effective was your contribution to the team?  What did you learn from the game about effective teamwork and decision making?  What would you do differently if you played the game again?  It is important to go beyond simply “telling a story” and to make use of relevant material from the Semester 2 Residential and the Developing Self module.  Make use of the meeting logs that you kept during the game.  Do not talk about the specific areas of contribution, e.g. how you made financial or marketing decisions, but how you developed as a team member and how you would approach a similar exercise differently should such an opportunity arise.

 

  1. References: Remember that all sources cited in the assignment should appear in the reference list.

 

  1. Appendices (not more than 6 pages). These should be used for supporting data and can include tables and graphs.  However, Section 4 should include graphs of key data to support the explanation of performance. Key graphs and tables should appear in the body of your work.

 

 

Assignment C (20% of module mark)

Provide an individual (1500 words) critical evaluation of the organization sustainability and CSR, alongside the financial performance of a major international corporation of your choice.

 

Guidance: Refer to the lectures provided in the Strategy component of the module where you covered responsible decision making, considering areas such as the concept of the triple bottom line, expectation of the chosen organisation in terms of CSR and how these decisions are underpinned in terms of an organizational sustainability agenda.  You should also consider how the company executes its Corporate Governance. In terms of financial performance, consider the key financial statements provided by the organisations and consider these in absolute terms alongside the use of a manageable number of financial ratios.

 

References: Remember that all sources cited in the assignment should appear in the reference list.

 

 

When submitting Assignments B and C, submit as two separate pieces of work.

 

 

Marks will be deducted for reports that do not conform to the structure above and which fall below the presentation and writing standards expected for a professional report.

 

Submission of Assessment:

Both assignments should conform to the following specification:

  • Word-processed in Arial 11pt, 1½ spacing
  • Each section should start on a new page
  • Pages should be numbered
  • Assignments B and C should be submitted as two separate documents.

 

All three assignments must be submitted online via the Turn-it-in submission link found in the ‘Assessment’ tab on the left hand menu of the module’s dedicated blackboard site. You should include the Seminar Group number and Team number on the form.

 

 

 

Word limits and penalties for assignments

If the assignment is within +10% of the stated word limit no penalty will apply.

The word count is to be declared on the front page of your assignment.  The word count does not include:

·     Title and Contents page ·     Reference list ·     Appendices ·     Appropriate tables, figures and illustrations
·     Glossary ·     Bibliography ·     Quotes from interviews and focus groups.

Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.

If this word count is falsified, students are reminded that under ARNA page 30 Section 3.4 this will be regarded as academic misconduct.

If the word limit of the full assignment exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted.  For example: if the assignment is worth 70 marks but is above the word limit by more than 10%, a penalty of 7 marks will be imposed, giving a final mark of 63.

Mapping to Programme Goals and Objectives:

 

This assessment will contribute directly to the following Postgraduate programme goals and objectives.

 

Goal One: To develop the skills necessary for employment and career progression

 

  1. Demonstrate awareness of personal strengths and weaknesses and the ability to engage in continuing self-development.

 

  2. Demonstrate the development of inter-personal and intra-personal skills.

 

  3. Demonstrate competence in contemporary analytical and ICT applications.

 

 

Goal Two: Be culturally and ethically aware

 

x 1. Demonstrate their ability to work in culturally diverse groups and teams and make appropriate and personal contribution to team effectiveness.

 

  2. Reflect on their own ethical values.

 

x 3. Understand the wider impact of individual or organisational decision making on social and environmental contexts.

 

 

 

Goal Three: Have developed leadership and management capability

 

  1. Analyse and communicate complex issues effectively.

 

  2. Demonstrate decision making, problem solving and project management skills.

 

 

Goal Four: Have developed and applied knowledge of international business and management theory

 

x 1. Acquire, interpret and apply knowledge of international business, management and organisational functions.

 

  2. Demonstrate an understanding of the impact of innovative and contemporary research on the business and management community.

 

  3. Acquire, interpret and apply specialist functional knowledge in relation to their programme of study (specialist programmes only).

 

 

Goal Five: Have developed a range of research skills and project capabilities

 

  1. Plan and complete a major piece of research or project on a contemporary business, financial, management or leadership topic.

 

  2. Demonstrate skills of analysis and synthesis in the application of research methods to the exploration of contemporary business and management issues.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignment A Feedback     Group/Team …………..     Programme and Campus: ……………………………………………

Criteria Scales
  0-39%

Standard Not Met 1

40-49%

Standard Not Met 2

50-59%

Meets Standard 2

60-69%

Meets Standard 2

70-79% Exceeds Standard 1 80-89% Exceeds Standard 2 90-100%

Exceeds Standard 3

 

 

Section 2 Rationales

 

 

 

 

 

Completely insufficient or missing rationales listed a to g in the group assessment brief

 

 

[0 – 23]

Insufficient rationales for most areas listed a to g in the group assessment brief

 

 

[24 – 29]

Adequate rationales for most areas listed a to g in the group assessment brief

 

 

[30 – 35]

Good rationales for some areas listed a to g in the group assessment brief

 

 

[36 – 41]

Very good rationales for most ® all areas listed a to g in the group assessment brief

 

[42 – 47]

Excellent rationales for all areas listed a to g in the group assessment brief

 

 

[48 – 53]

Outstanding rationales for all areas listed a to g in the group assessment brief

 

 

[54 – 60]

 

 

Section 4 Meeting logs

 

 

 

 

 

 

 

The meeting notes do not explicitly present many of the decision areas and are completely insufficient.

 

 

 

 

[0 – 11 ½ ]

The meeting logs are insufficient. Vague, a significant proportion of the decision areas not documented.

 

 

 

 

[12 – 14 ½ ]

Meeting logs are adequate. Though there is missing data and some of the decision areas are not documented.

 

 

 

[15 – 17 ½ ]

Good, a majority of the listed areas presented in the meeting notes

 

 

 

 

 

[18 – 20 ½ ]

Meeting logs are very good. Mostly complete across the listed areas

 

 

 

 

 

 

[21 – 23½]

Complete, excellent detail across the listed areas of decision making

 

 

 

 

[24 – 26 ½ ]

Complete and outstanding detail covering all of the areas of decision making in the assessment brief a to g

 

 

 

[27 – 30]

Overall Comments The business plan is completely insufficient.  The student failed in addressing the rationales requested (a-g). The meeting notes are also completely insufficient, failing to explicitly acknowledge many of the decision areas.

 

 

 

 

 

 

 

[0 – 35]

 

The standard of presentation and writing is likely to be less than would be expected for a professional piece of work.  The business plan presents insufficient rationales for most areas listed a to g in the group assessment brief.

The meeting log is also insufficient, with a significant proportion of the decision areas being vague or not documented.

 

[36 – 44]

The business plan is adequate, but there are weaknesses in presentation and writing.  Adequate rationales for most areas listed a to g in the group assessment brief. Meeting logs are adequate. However, there are is missing data and a number of the decision areas not documented.

 

 

 

[45 – 53]

The quality of presentation is good and fairly easy to follow.  Good rationales for some areas listed a to g in the group assessment brief. Good quality meeting logs, with a majority of the listed areas presented in the meeting notes.

 

 

 

 

 

[54 – 62]

The business plan is very good and easy to read.  Reasonable rationales for most ® all areas listed a to g in the group assessment brief. The meeting logs are also of a very good standard, mostly complete across the listed areas

 

 

 

 

 

 

[63 – 71]

An excellent business plan which is easy to read and well-laid out. Excellent rationales for all areas listed a to g in the group assessment brief. Meeting logs are complete, with great detail across the listed areas of decision making

 

 

 

[72 – 80]

An outstanding business plan which is easy to read and is presented to the highest standard.  Outstanding rationales for all areas listed a to g in the group assessment brief. Complete and superb detail covering all of the areas of decision making in the assessment brief a to g

 

 

 

 

 

[81 – 90]

Assignment B Feedback     Group/Team …………..     Programme and Campus: ……………………………………………

 

Criteria Scales
  0-39%

Standard Not Met 1

40-49%

Standard Not Met 2

50-59%

Meets Standard 2

60-69%

Meets Standard 2

70-79% Exceeds Standard 1 80-89% Exceeds Standard 2 90-100%

Exceeds Standard 3

Goal 4 Objective 1

 

Acquire, interpret and apply knowledge of international business, management and organisational functions

 

 

 

 

 

Very poor choice of measures and goes little beyond tables/graphs so completely insufficient in terms of analysis.  In terms of understanding, completely insufficient evidence is shown.

 

 

 

[0 – 17 ½ ]

Tells a story but does not convey real understanding, it is insufficient in its lack of linkage between measures and/or poor choice of measures.  Does not make use of game data in a sufficient way.

 

[18 – 22]

Adequate explanation which shows reasonable understanding of a basic range of performance measures, not very well linked, at best adequate.

 

 

[22 ½  – 26 ½ ]

Good explanation of performance – student clearly understands what happened but misses some key measures and/or links.  Good use of data.

 

 

 

[27- 31]

Very good discussion with sound analysis which covers most areas and shows clearly the links between decisions, forecasts and outcomes. Makes very good use of data on competition.

 

[31 ½  – 35 ½ ]

Excellent discussion of all key measures which shows sound understanding of strategy, decisions, forecasts and outcomes using a wide range of data.

 

 

[36  – 40]

Outstanding discussion of all key measures which shows sound understanding of strategy, decisions, forecasts and outcomes using an extensive range of data.

 

 

 

[40 ½  – 45]

Goal 2 Objective 3

 

Understand the wider impact of individual or organisational decision making on social and environmental contexts

 

 

 

 

 

 

 

 

 

 

 

 

 

Almost no links between learning and the simulation, demonstrating completely insufficient learning.  No evidence the student attended any classes or understands how decisions are made responsibly hence completely insufficient understanding of its role or importance.

 

 

 

 

[0 – 17 ½ ]

Links not properly made and/or a very limited range of topics mentioned, therefore insufficient understanding demonstrated. Little evidence that the student has made any use of the learning and is insufficient in demonstrating this use of learning.

 

 

 

 

 

[18 – 22]

Student is able to make adequate links between some elements of the decisions and the learning but the adequate evaluation tends to be strengthened.

 

 

 

 

 

 

 

 

 

[22 ½  – 26 ½ ]

Good evaluation although limited in range.  Application of learning is good but interdependence of functions not recognised, the nature of responsibility in decision making needs to be strengthened.

 

 

 

 

 

 

[27 – 31]

Very good critical evaluation of the decision based on learning from rest of module.  Some appreciation of functional interdependence.

 

 

 

 

 

 

 

 

 

 

[31 ½  – 35 ½ ]

Excellent critical evaluation of the decisions demonstrating thorough application of learning from the rest of the module and an understanding of responsible decision making.  Clear appreciation of the interdependence of functions.

 

 

[36 – 40]

Outstanding critical evaluation of the decisions demonstrating significant application of learning from the rest of the module and an extending understanding of responsible decision making.  Clear and significantly articulated appreciation of the interdependence of functions.

 

 

 

 

[40 ½  – 45]

Performance of self and team Performance described but far too brief and completely insufficient to be useful.

 

 

 

 

 

 

 

 

 

 

 

 

 

[0 – 3]

The performance is described but contains insufficient  evaluation and the accompanying  analysis of self and team is insufficient.

 

 

 

 

 

 

 

 

 

 

 

[4]

There is an adequate evaluation although tends to lack analytical rigour.  There is adequate detail to understand how team and performance functioned.

 

 

 

 

 

 

 

 

 

[5]

The evaluation is good but requires greater critical thinking. There is adequate application of the academic material presented in module DGMC I.

 

 

 

 

 

 

 

 

 

[6]

There is a very good evaluation of both team and self (student) but use of DGMC I material has the potential to be either extensive or rigorous

 

 

 

 

 

 

 

 

 

[7]

There is an excellent critical evaluation of the team and the role of you as the individual within this, making extensive use of material from Residential and module Developing Global Management Competencies I (DGMC I)

 

 

[8]

There is an outstanding critical evaluation of the team and the role of you as the individual within this, making extensive and rigorous use of material from Residential and module Developing Global Management Competencies I (DGMC I)

 

 

 

 

 

[9-10]

Overall Comments The report has serious weaknesses.  The student is completely insufficient in demonstrating that he/she understands what happened in the simulation and has been unable to use the learning from Semester 1 in an effective way. This covers all aspects of the assessment, the simulation and the team and individual inputs.

 

 

 

 

 

 

 

[0 – 39]

 

Although reasonable understanding is shown, the report fails in at least one major aspect to convey an appreciation of the link between strategy, decision-making and performance.  The standard of presentation and writing is likely to be less than would be expected for a professional piece of work.  The decision making evaluation and the assessment of self and team is also likely to be at best descriptive.

 

[40 – 49]

 

The report is adequate, but there are likely to be weaknesses in presentation and writing.  An adequate understanding of what happened in the simulation is evident, but the linking together of strategy, decision-making and performance is limited.  The adequate evaluation of the team and the role of you as an individual within this team may likely have the same gaps in evaluation.

 

 

[50 – 59]

The quality of presentation is good and fairly easy to follow.  The student has been selective in choosing key data to discuss.  The student shows good understanding of how decisions in each functional area have affected performance, although there is probably more scope for being evaluative, this extending to the assessment of the team and your role within this.

 

 

[60 – 69]

The report is very good and easy to read.  All the key points are there with a good level of discussion.  There is clear critical thinking demonstrating awareness of how decisions affected performance and how the organisation met its objectives.  Team and self contributions is typically very good in its evaluation, making use of external material from the programme.

 

 

 

 

[70 – 79]

An excellent report which is easy to read and well-laid out.  The student demonstrates mastery of the module material and appreciates the links with performance and the decision-making process.  The level of critical thinking is excellent.  This also extends to the assessment of the individual and the team.

 

 

 

[80 – 89]

An outstanding report which is easy to read and is presented to the highest standard.  The student demonstrates mastery of the module material and demonstrates a full understanding of the links with performance and the decision-making process.  The level of critical thinking is outstanding.  This also extends to the assessment of the individual and the team.

 

 

 

 

 

[90 – 100]

 

 

 

Postgraduate Goals and Objectives

Not Achieved                                     Achieved                                 Exceeded

 

Goal 2 Objective 3

Understand the wider impact of individual or organisational decision

making on social and environmental contexts                                                      □                                              □                                              □

 

Goal 4 Objective 1

Acquire, interpret and apply knowledge of international business,

management and organisational functions                                                          □                                              □                                              □

 

 

 

.

Assignment C Feedback     Name …………………………………………..     Programme and Campus: ……………………………………………

Criteria Scales
  0-39%

Standard Not Met 1

40-49%

Standard Not Met 2

50-59%

Meets Standard 2

60-69%

Meets Standard 2

70-79% Exceeds Standard 1 80-89% Exceeds Standard 2 90-100%

Exceeds Standard 3

Overall Comments A completely insufficient answer. A number of clear gaps in the response across the listed subject areas, most of the areas are not covered, some or more of the areas are covered in completely insufficient detail at the descriptive level and the evidence of wider reading is non-existent to limited.

 

 

 

 

 

 

[0 – 39]

 

Insufficient answer.  There are a number of clear gaps in the response across the listed subject areas.  Most of the areas are not covered, some or more of the areas are covered in insufficient detail at the descriptive level and the evidence of wider reading is non-existent to limited.

 

 

 

 

 

 

 

[40 – 49]

This task is of pass standard.  Most areas covered adequately, there is some evaluation, but there is a necessity to be more critical rather than descriptive.

 

 

 

 

 

 

 

 

 

 

 

 

[50 – 59]

Good answer. Each of the areas is covered in a critical and evaluative way. However, there is potential to consider stakeholders in a broader sense than that presented and the supporting literature could be from a wider base.

 

 

 

 

 

 

 

 

[60 – 69]

A very good answer, covers each of the required areas, is critical and evaluative and demonstrates a level of wider reading beyond the core literature of the module and the assessment considers the perspective of multiple stakeholders.

 

 

 

 

 

 

 

 

[70 – 79]

An excellent answer covering each of the required areas, is critical and evaluative and demonstrates a level of wider reading beyond the core literature of the module and the assessment considers the perspective of multiple stakeholders.

 

 

 

 

[80 – 89]

An outstanding answer covering each of the required areas, is critical and evaluative and demonstrates a level of wider reading beyond the core literature of the module and the assessment considers the perspective of multiple stakeholders.

 

 

 

 

 

 

 

 

 

[90 – 100]

 

 

 

NX0474 – Strategic Management for Sustainable Competitive Advantage

 

 

Business Simulation Exercise

 

Cover Page for Assignment A

 

Seminar Group Number              …………………………………………………..

 

Team Number and Name            …………………………………………………..

 

 

 

A mark out of 10 should be awarded to each team member indicating his/her contribution to the Round 1 decision and this assignment.  The marks indicated below should be agreed by all team members.  In the event of disagreement, please inform the module tutor.

 

9-10     Full attendance and participation in team discussions

7-8       A small number of meetings missed, generally good participation in discussions

5-6       Several meetings missed, limited participation in team discussions

3-4       Most meetings missed, hardly any participation in discussions

0-2       Almost no meetings attended, almost no involvement with the team at all

 

We, the members of the above team, agree that marks below reflect the contributions made by each of us to the Round 1 decisions and Assignment A.

 

 

Name ID Mark

(out of 10)

Signature
       
       
       
       
       
       

 

 

 

*****Reminder: Non-attendance at seminars and team meetings will be penalised!*****

7COM1035 CW1B Tasks

7COM1035 CW1B Tasks
1 of 7
Animals R Us & Veterinary School System (AVSS) CW2: Teamwork

1. Introduction

This second assessment simulates working in a software development team with fellow students to implement the proposed Animals R Us & Veterinary School System (AVSS) introduced in the first assessment (CW1).

Details on the project case study and data model is in part 2 below. Details on the tasks and demonstration viva you will need to complete are in parts 3 and 4. The UATs to guide your implementation is in part 5 and a mark breakdown in part 6.

1.1. What the assessment work will involve

• Carry out project planning, teamwork and management • Review and refine the requirements specification • Implement a data model for the prototype • Implement the prototype using a PHP-based framework • Test the prototype • Demonstrate the prototype to the client

1.2. Challenges

• Planning, time management and teamwork (including leadership and negotiation) • Cope with a complex brief (with possible ambiguities and inconsistencies) from the client • Technical skills to produce the prototype and understanding how system components work • Interacting with the “client” on your solution via documentation and demonstration

1.3. Development of the prototype

The (prototype) application should be implemented using industry-standard web technologies: the server-side language PHP, and client-side technologies HTML, CSS and JavaScript. As introduced in class, one way of implementing such a prototype is using a WAMP stack (Windows, Apache, MySQL, PHP) and working with an existing PHP-driven framework.

One ready-made example of this is the development platform available on Canvas. This WAMP stack is called EasyPHP and the PHP framework used to build the example application is called CodeIgniter. The MySQL database can be managed in a web browser via the database tool phpMyAdmin (included in EasyPHP). Refer to class notes for information and support documentation on the technologies.

N.B. You MUST use the provided development platform for this assessment. You are welcome to explore additional template libraries to enhance the usability, such as Bootstrap for interface styling, but you must ensure this is integrated within the EasyPHP stack.

7COM1035 CW1B Tasks
2 of 7
2. Case study and data model

Re-read the AVSS case study attached in separate file ‘Veterinary school case study’.

Below is a data model as a starting point for your implementation. You will need to read the case study again and make assumptions to identify attributes, primary keys and foreign keys. For example, the ‘animalssInLesson’ entity should be implemented as a join table with a composite primary key with foreign keys from the ‘vetLesson’ and ‘animal’ entities.

It is very important you plan your implementation to cross-check against the User Acceptance Tests (UATs) in part 5, i.e. carry out development and testing concurrently.

You may also wish/need to expand the data model to include other relevant entities, such as those which serve primarily as a look-up table. For example, an additional, implemented table called ‘Title’ (with values Mr, Miss, etc.) if linked to an owner would allow the “title” values to appear as a dropdown menu when adding a new owner using the platform’s framework. This would enhance usability and minimise user input errors. Consult teaching resources for more examples.

3. Tasks and Roles

3.1. Tasks

There are two main deliverables: a) a report and b) a demonstration video, supported by a viva.

To be able to report/demonstrate, you will need to work with your team for this module (see Canvas) to implement AVSS using the EasyPHP platform. This will entail creating the database and carrying out the required object-relational mapping steps to tie the backend database to your frontend application. You should add a small amount of sample data records (add some fictional examples) in each table at the end for your submission. See the UATs in part 5 for a full list of what you should implement.
7COM1035 CW1B Tasks
3 of 7
As a backup, submit your completed application via a zip file of the EasyPHP stack, containing both your application and a .SQL file of your database structure – within phpMyAdmin, click the root of your database and choose the ‘export’ tab. Check the SQL file has both ‘create’ and ‘insert’ statements reflecting your database tables and sample data records, before saving in your EasyPHP stack.

Marks are awarded for your report and demonstration as described below, not the EasyPHP stack.

A) Report

Provide a report organised into the 3 report sections listed below. Note: structure/layout [5 marks]: your report should be in PDF format and made up of around 3000 words. It should be presented professionally, such as labelled headings, page numbers, and numbered tables/figures, etc. Any references used should be provided using the UH Harvard format.

1. Project management and teamwork [10 marks] Provide details, and reflect, on how your team organised and communicated to keep the software development on track for the delivery of AVSS. This should include team roles/task distribution (see part 3.2 below) and evidence of suitable tools/technologies used to support the team’s communication, task scheduling (such as MS Project or Trello – see canvas practical notes for download info), software version control (such as a repository like Dropbox to manage different versions of the same file), etc.

Provide screenshots to support your discussion, which is expected to be between 500-1000 words.

In this section you should also provide TWO completed sprint cycle forms, signed by teaching staff • Use the provided documentation (see separate file ‘sprint cycle documentation’) to manage your team’s development plans and progress • Staff will review, and sign, sprint forms in class during scheduled sign off sessions ONLY

You should find that your completed sprint forms will help you add some reflections to this section, as you can refer to proposed tasks (sprint plan) against what really happened (sprint review).

2. Application of MVC architecture and database schema [10 marks] Provide an explanation of how the PHP-driven framework allows developers to adopt Object-Relational Mapping (ORM) to implement a system like AVSS conforming to the model-view-controller (MVC) architecture.

Provide screenshots of relevant folders/files from your AVSS implementation to demonstrate how the framework adopts the MVC structure for ORM. Also provide short code snippets from your AVSS implementation, which you should refer to in your explanations.

This discussion is expected to be between 500-1000 words.

You should also create, and submit, a database schema (diagram – not part of the word count) to reflect the final version of your implemented database. • This looks like an Entity Relationship Diagram (ERD) but depicts what is built and must match the database structure seen in phpMyAdmin (MySQL) within EasyPHP. • Ensure each table is depicted with its attributes (including data type and length) and relationships between tables. Primary and foreign keys must also be indicated. • Your diagram could be exported from a tool such as MySQL Workbench, which can also import/export the data structure from/to phpMyAdmin.
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3. System testing and UI evaluation [10 marks]

Testing [5 marks] Carry out TDD with Agile’s ‘test-first’ method against functional UATs (see part 5 below) as a guide to your test cases. Test concurrently with implementation in small batches, i.e. add a test case to the test plan before anything is coded, then implement the functionality, and finally run the test documenting the results.

Add your test documentation to this section of your report, ensuring you include the date of test, tester (team member who carried out the test), test case (UATs and/or descriptive), test data, expected result, and actual result (pass/fail).

Use a tabular format to document tests (not part of the word count), like the example below:

Test No
Date Tester Test Case Test Data Expected Result
Actual Result
Comments
1 21/01/20 H. Partou Login (UAT 3c).
Username “user01”. Password “test123”.
Redirect to homepage without errors.
Fail
“Page not found” on submit. Typo on location of homepage in button reference.
2 26/01/20 H. Partou Login (UAT 3c).
Username “user01”. Password “test123”.
Redirect to homepage without errors.
Pass
3 26/01/20 L. Smith
Validation on login form (UAT 2b).
Enter username “admin” but no password.
Error message displayed “Please enter password”.
Pass
… … … … … … …

You can place some similar tests in an appendix of your report if it demonstrates the same test across different database tables for example.

User interface (UI) evaluation [5 marks]:

Critically evaluate on the user interface of your final AVSS implementation. Consider both strengths and improvements needed. Refer to some (but not necessarily all) of Nielsen’s 10 Usability Heuristics with specific examples from your AVSS interface. For example, “once the button is pressed by table X, a confirmation message is displayed, which complies with Nielsen’s ‘visibility of system status’ heuristic’.

This discussion is expected to be between 500-1000 words.

B) Video (System Demonstration) [10 marks]

Produce a PC screen-capture video (using a tool such as ActivePresenter or Camtasia) demonstrating the features of AVSS and its capabilities. The video should be in a standard .avi or .mp4 format and last around 10 minutes in length. The video should ideally include a voiceover and textual annotations. In your video, present system functionality (functional requirements) and any usability, security, or other features (non-functional requirements) implemented in your AVSS implementation. Use the UAT listed in section 5 to determine what to capture in the video.
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This video is a showcase for your system and needs to prove that the system works as your team says it does, e.g. functionally demonstrated against UAT as listed.

You should imagine that if this video was presented to a real client, they would not be very impressed if the video was poorly executed and did not prioritise demonstrating system features against the UAT list. If the video just presents, for example similar updates for multiple tables, which basically show the same type of functionality, then this is wasting valuable opportunity within the time constraints of the video. Ensure there is sample data to showcase pre-populated drop-down menus for example.

It is already anticipated, given that the submission is a prototype, that some of the application may not be working as expected. A client would expect honesty from the video demonstration to reflect what progress was made towards the completed application.

3.2. Team Roles

With team assessments, all team members are expected to make equal contributions. This can take different forms, i.e. not just volume of work but also specialist skills, knowledge, and/or leadership. It would be expected that allocation of tasks (see part 3.1 above) would be distributed fairly. Some examples of different roles for this assessment are listed below:

• Project planning: leadership, organising team meetings, responsible for sprint documentation. • Testing: designing test plans, carrying out the tests, and documenting results. • Database implementation: required data and enhancements, e.g. custom queries. • ORM (object-relational mapping) implementation: map backend database tables to frontend tables (as objects) with appropriate data constraints on the application. • User interface implementation: enhance the user experience, e.g. colour scheme, workflow, error messages, system help, etc. • Advanced implementation: enhanced application functionality, such as login user profiles, batch/automated processing, etc. • Production of the demonstration video

N.B. You should plan for approximately equal contributions and we expect most teams will achieve this; however, where there are problems relating to contribution, students should inform the module tutors. If peer assessment indicates unequal contribution and the teaching team agrees, the team mark may be reduced in the case of individuals who have not contributed.

4. Demonstration viva

After the hand-in, your team must also attend a demonstration viva which will be scheduled with the module team (acting as the client). The system demonstration (via the produced video) will be followed by some Q&A (viva) led by the module team. These questions will be based on your system and supplied documentation, including team roles (see part 1.3 above for examples).

The demonstration slot for each team (system demonstration and Q&A) is up to 20 minutes (plus a few minutes for set-up).

N.B. Every member of the team needs to attend. Marks for the assessment cannot be awarded without a demo. Following the demo, any alterations to the team mark, or marks for individuals (if there are concerns over contributions), will be at the discretion of the module examiners (see part 3.2 above).
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5. User Acceptance Tests (UATs) – guide to implementation and testing

Animals R Us & Veterinary School System (AVSS)
1
Additions, editing and retrieval/display (via filter) of data via the system interface N.B. This section can all be achieved with the default framework implementation
 /  a) Add new condition b) Add new animal c) Indicate an animal’s availability for a lesson d) Associate animal with a condition for lessons e) Add new owner f) Associate owner with each animal they own g) Add new trainee (veterinary staff) h) Add new veterinary lesson on a given date/time i) Associate trainees for a lesson j) Associate animals for a lesson k) Edit data by changing an owner’s mobile phone number l) Edit data by changing the animal’s associated owner m) Display all animals suitable for a lesson based on their condition n) Display all animals in a given veterinary lesson 2 System’s interface and user experience: usability criteria  /  a) Colour scheme, visual design and layout b) User-centred workflow: users can complete actions in one place, e.g. do not need to look up what IDs represent from other tables
c) Error messages and/or user feedback messages are meaningful after user actions d) Help is available within the system, e.g. guide to navigation and functionality 3 Advanced system features Choose (some, but not likely all) features to implement  /  a) Disabling (de-activating) data, with the ability to re-activate for use in system tasks b) Prevent registering duplicate data (beyond a primary key constraint) c) Entry to interface via secure login, with customised views for users (access rights) d) Custom SQL: display a view which shows the results of counting all animals for each condition, listing condition types in alphabetical order.
e) Custom SQL: display a view which shows the results of listing each trainee and counting how many times the trainee has taken a veterinary lesson, ranked from most to least number of lessons.
f) Batch processing: update multiple records at once based on custom input criteria g) Interface, e.g. colour-coding to visually differentiate animal conditions (such as red for animals who are suitable for advanced lessons, and green for beginners’ animals)
h) Any other useful system features chosen by you

Applied Sciences homework help

Comparative study of Apple and Samsung in the same area (Please analyze apple and Samsung in the field of mobile phone design and business model. Compare the two companies from start to finish. Focus on the differences and similarities between the two companies. SWOT, types of innovation, innovation and the technology s-curve are used in the overall structure of the article to highlight the similarities and differences, as well as their advantages and disadvantages. Summarize the whole article.)with regard to their innovation activity • Analyze the similarities and differences in light of what you learned in the class • Show how two companies operate differently(innovation-wise) in a similar environment • Use references • Wikipedia is NOT a valid source

Chimamanda Ngozi Adichie’s We Should All Be Feminists

Your final project will be to create a meme (image + text) using a quote from Chimamanda Ngozi Adichie’s We Should All Be Feminists. If you don’t have the technical capability to create an actual meme that I can see, you can complete the task by describing what the meme would look like (for full credit).

You will be graded on three criteria (10 points possible for each):

  1. Image–choose an image that either relates directly to the book or that relates to an idea that Adichie explores. Bonus points given for use of “classic meme imagery,” many of which are available, along with nifty templates, here (Links to an external site.). Like I said above, if you don’t have the technical chops to copy images onto a doc, you can just describe the picture in detail.
  2. Text–use a short text phrase that gives the meme meaning that relates to We Should All Be in some way. The relationship doesn’t have to be obvious (you will be required to explain it anyway, so go ahead and risk confusing me–I’ll be pretty generous with these, I promise). Bonus points for using a direct quote from the book as your meme text (this might be difficult, so don’t feel pressure to do it).
  3. Explanation–one ¶ describing what you wanted to accomplish with the meme, what theme/idea from the book it corresponds to, and what rhetorical elements it possesses (e.g. what is it arguing, what do we need to know to understand it, what is the relationship between the image and text?). Please spell this out for me even if you think it’s obvious. ¶ should be a MAX of 200 words.