Author: chris

Strategic planning offers many benefits for organizations. Therefore, when creating an organization, it is important to not only consider its purpose and mission, but also the strategic plan for fulfilling that purpose. For this Discussion, you consider your vision for a non-profit or government organization and reflect on how strategic planning might benefit the organization.

Post a description of your vision for a non-profit or government organization. Include the organization’s mission statement. Then, explain how strategic planning might benefit this organization. Include how you might plan for the organization to have a positive impact on the future.

Assignment 1: LASA 2—Risk Management Applications

While there are many factors that lead to an organization’s success or failure, it is important to identify the risk associated with the endeavor—financial or nonfinancial. Once the risks have been identified, management has a responsibility to develop measures to mitigate those risks.

Tasks:

Use the publicly-traded company you chose in M1 Assignment 3 and imagine it has made a strategic decision to start doing business in China. Using the discussion on page 192 of your textbook as a model for the report you will write, prepare a report in which you:

1. Develop a brief country risk assessment.
2. Determine the political, economic, social, and capital risks associated with doing business in China. What are the most important factors to consider? Why?
3. After years of keeping the Yuan pegged to the US dollar, the Chinese have recently allowed it to float freely in international currency exchange rate markets. Many economists believe that keeping the Yuan pegged to the US dollar has caused it to be undervalued by 30 to 50 percent. Discuss what impact a revaluation of the Yuan might have on US multinationals doing business there, on China’s exports, and on Chinese citizens’ standard of living. What impact would a revaluation have on Chinese inflation and on purchasing power parity? Explain.

   Your paper should be about 2,000 words.

Submission Details:

• By Saturday, December 5, 2015, save your paper as M5_A1_lastname_firstinitial.doc, and submit it to the M5: Assignment 1 Dropbox.

This LASA is worth 300 points and will be graded according to the following rubric.

Click here to download and review the rubric for this assignment. The portable MBA in finance and accounting (4th ed.),  FIND PAGE 192 FOR GUIDANCE HERE.

Prepare a 2-3 page analysis by answering the questions below. Be sure to cite your references using APA format.

Assume that the Bank of Ecoville has the following balance sheet and the Fed has a 10% reserve requirement in place:

Balance Sheet for Ecoville International Bank
ASSETS		LIABILITIES
Cash	$33,000	Demand Deposits	$99,000
Loans	66,000

Required:

Now assume that the Fed lowers the reserve requirement to 8%.

1. What is the maximum amount of new loans that this bank can make?
2. Assume that the bank makes these loans. What will the new balance sheet look like?
3. By how much has the money supply increased or decreased?
4. If the money multiplier is 5, how much money will ultimately be created by this event?
5. If the Fed wanted to implement a contractionary monetary policy using reserve requirement, how would that work?

Deliverables:

Address the questions above, showing your calculations.  Develop your analysis in Microsoft Excel format. Enter non-numerical responses in the same worksheet using textboxes.

 

ASSIGNMENT TO BE DONE IN EXCEL SHOWING ALL CALCULATIONS AND HOW YOU ARRIVED AT THEM, INCLUDE TEXT BOXES FOR NON-NUMERIC RESPONSES IN THE SAME WORKSHEET.

 

REFERENCES MUST BE IN APA AT THE BOTTOM AND IN TEXT IF APPLICABLE.

The table below shows the number of students from different classes of two schools who participated in a group dance:
School A 24 21 23 22 22 21 20 23 22
School B 5 3 2 5 20 12 3 4 3
Part A: How can you use box plots to compare the median and interquartile range of the data? Write the minimum value, first quartile, median, third quartile, and interquartile range for the two sets of data. (5 points)
Part B: Are the box plots symmetrical in shape? Justify your answer. (5 points)

The table below shows the number of hours high school students of different cities of two states spend on outdoor activities each week:
State A 17 3 15 12 14 21 18 3 16
State B 14 12 10 13 15 14 12 15 11
Part A: Why is the histogram for State A different in shape, center, and spread than the histogram for State B? (5 points)
Part B: In which state did the students spend more average time on outdoor activities? Justify your answer. (5 points)

A company did a survey among 100 customers to find their favorite color for cars. The customers were asked about their preferences for black or red cars. Out of the total 32 people who liked black cars, 12 liked red cars also. There were 25 people who liked red cars.
Part A: Summarize the data by writing the values that the alphabets A to I in the table below represent. (5 points)
Like black car Do not like black car Total
Like red car A B C
Do not like red car D E F
Total G H I
Part B: What percentage of the total people did not like either red cars or black cars? (3 points)
Part C: Do the people surveyed have more dislike for red cars than black cars? Justify your answer. (2 points)

A student is assessing the correlation between the average number of hours of playing video games in a week and average score on a math test for the students of a class. The table below shows the data:
Number of hours of playing video games
(x) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Score on math test
(y) 90 88 86 84 82 80 78 76 74 72
Part A: Is there any correlation between the average number of hours of playing video games in a week and average score on the math test for the students of a class? Justify your answer. (4 points)
Part B: Write a function which best fits the data. (3 points)
Part C: What does the slope and y-intercept of the plot indicate? (3 points)

George has found a relationship between the number of trees in an orchard and the number of species of birds found in the orchard. The table below shows the data collected by George:
Number of trees
(x) 100 200 300 400 500 600 700 800 900
Number of birds
(y) 51 101 151 201 251 301 350 400 450
Part A: What would most likely be the number of birds in the orchard if there are 284 trees? (3 points)
Part B: Predict a possible correlation coefficient for the data in the table and explain why you think your prediction is a good value for the data. (4 points)
Part C: George says that if water sources are provided in the orchard, the bird population would increase. Is this an example of correlation or causation? Justify your answer. (3 points)

Action Research – Synthesis of information

 

After viewing the Action Research video and reading the required readings, what is your greatest take away related to action research?

Please provide an example of how you may utilize action research in your organization.  Explain why action research may be the best option for your research topic.

–
Along with the challenges presented in this document, you will be provided an overall site topology to work from, as well as specific device configurations (where applicable) to make your recommendations.
Suggested solutions should be comprehensive and justified in approach. Configurations of technologies should be written out to help guide the systems administrators with implementation. In some cases, you may find it necessary to implement additional cabling, which can be done by adding to the supplied topology. Any adjustments to the sites’ topology that you find necessary should be documented and supplied with your submission.
Your document will be divided up by site and solutions per site. Each area is unique in requirements but collectively will demonstrate your understanding of network routing and switching technologies. Each scenario will provide you with suggested sections within TestOut (LabSim) to use as a guide in your analysis and recommendations.
You can use this template as a guide on how to format your project. Be sure to cite your external sources using the IEEE citation style. To learn how you will be assessed on this assignment, please take a moment to review the rubric.
Existing VLANs
–
Remote locations vary in terms of size and requirements. Some implementations will require current site router/switch-running configurations, which will be provided. All sites will use the following four VLANs, but you will need to configure only what is asked per site (some assumptions will be made).
⦁ Existing VLANs, per xACME:
⦁ Faculty VLAN
⦁ used by faculty on-site for all office locations (non-instructional communications)
⦁ total devices per site will vary
⦁ Administrative VLAN
⦁ used by staff on-site for business administrative communications
⦁ total devices per site will vary
⦁ Academic VLAN
⦁ used by faculty and students for classroom labs and instructional communications
⦁ total devices per site will vary
⦁ Server VLAN
⦁ used by IT staff for all technology/management communications
⦁ total devices per site will vary
The types of devices per site will be the same; however, the number of deployed devices may vary (all documented in the xAcme educational topology).
Routers Per Site:
Cisco 2800 Series Integrated Services
Interfaces Ports Available 4 Fast Ethernet Interfaces
(Per Router) 2 Serial Interfaces
(Per Router)
fa0/0 s0/0/0
fa0/1 s0/0/1
fa1/0
fa1/1
Switches Per Site:
Cisco Catalyst 6500 Series
Ports Available 96 Total Gigabit Ethernet
Ports Per Switch
Module 1 = gi0/1 – gi0/24
Module 2 = gi1/1 – gi1/24
Module 3 = gi2/1 – gi2/24
Module 4 = gi3/1 – gi3/24
Note: Device type will not impact your configuration commands and implementation of ALL required technologies will use Cisco IOS commands/concepts learned in our TestOut lecture(s). Standard switchports will be configured and used as trunk OR access ports and DCE ends should be noted when configuring serial ports per router.
Springfield Site Device and STP Configurations (Focus on the Springfield Site Only)
–
Required Implementation: Device hostnames, banners, secured passwords and spanning tree protocol.
⦁ Device Configurations: Implement device hostnames to match the xACME educational topology labels. Provide a template and sample configuration for the MOTD banner and login banner (wording and implementation) for one of the switches. Keep this generic, as it will be implemented on all switches in the xACME educational topology. Lastly, include the configuration steps for implementing device passwords on both console port (out-of-band communications) and VTY (Telnet/in-band communications). All passwords should be encrypted.
⦁ Spanning Tree Protocol (STP): Briefly explain the advantages and purpose of the STP. Administrators are having a difficult time placing switch 1 as the root. Provide a sample configuration for implementing SPT on the switches. Choose the mode you feel would be best suited for the environment and justify why. Switch 1 will need to be the root switch in the Springfield topology. Consider any security measures that can be implemented to protect the devices from bogus BPDUs.
Note: When approaching the spanning tree challenge, do not concern yourself with the multiple VLANs at this time. Focus simply on the default VLAN1, which is the active VLAN that all ports belong to in this topology at this time.
⦁ Please refer to the following configurations:
⦁ SpringfieldSw1
⦁ SpringfieldSw2
⦁ SpringfieldSw3
⦁ SpringfieldSw4
Worchester Site Subnetting Configurations (Focus on the Worchester Site Only)
–
Required Implementation:Subnet addressing to accommodate Worchester site
⦁ Subnetting: Properly subnet addressing blocks to accommodate the sites VLAN sizes. You will not need to implement VLANs here; rather, you will create the correct sizing to properly accommodate the devices stated per the xACME educational topology. Carefully consider the challenges faced when structuring subnets too large and/or too small during your design. The starting Worchester site addressing range is 10.20.0.0 /16 (per the xACME educational topology diagram). Formatting per subnet should follow format below and should be clearly stated and placed within a table.
⦁ NetID
⦁ mask/CIDR values
⦁ broadcast
⦁ usable range
⦁ No additional device configurations required to complete
Boston Site Routing Protocol, Route Summarization and Topology Improvements (Focus on the Boston Site Only)
–
Required Implementation:Implement a routing protocol to manage networks within the Boston site topology as well as default routes to exit non-Boston traffic. Summarization addresses should be stated per router in Boston’s topology. Consider redundancy upgrades as well and document per topology.
⦁ Routing Protocol: Research the different routing protocol types (distance vector/link state/hybrid) and choose a routing protocol implement (OSPF, EIGRP, RIP). Justify your selection by defining its strengths and weaknesses. Define the proper addressing block to assign per point-to-point links and implement your solution per all three routers. Routing protocol should be set up in a way to advertise all IP subnets, WAN and LAN interfaces on a router. Be sure to protect the advertisements of our routing tables as well.
⦁ Summarization: Define the route summarization addresses for each Boston site router. These addresses will not be implemented on the routers, but they will be documented in your response. Each summarization address must be large enough to include all required subnets contained within the underlying site subnets.
⦁ Default Route: Any traffic not matching internal networks will need to be routed outward. Implement default routes on the site routers to exit this traffic.
⦁ Topology: Consider the potential challenges with the current Boston site topology (cabling and redundancy approach). If improvements are needed, update the topology and discuss and routing redundancy approaches you see fit.
⦁ Please refer to the following configurations:
⦁ BostonSiteRouter1
⦁ BostonSiteRouter2
⦁ BostonSiteRouter3
Sacramento Site VLAN, Routing on a Stick (ROS) and DHCP Implementation (Focus on the Sacramento Site Only)
–
Required Implementation: VLANs, ROS, and DHCP implementation
⦁ VLANs: Implement the VLAN database on the Sacramento site switches. Explain the assignment of switchport modes and how to implement each. Demonstrate how to implement port security on the switchports to allow only two MAC addresses per port and shutdowns for violations. Additionally, consider proper security management of any unused ports.
⦁ Provide the VLAN IDs, ports with matching switchport modes, and sample configuration of port security and port management steps.
⦁ ROS: The site will be treated as a routing on a stick (ROS) topology. Provide a sample configuration for Sacramento fa0/0 interface to support the multiple VLAN’s and inter-vlan routing.
⦁ To simplify configuration, please use the following addressing:
⦁ faculty VLAN: 10.50.0.0 /26
⦁ administrative VLAN: 10.50.0.64 /26
⦁ instructional VLAN: 10.50.0.128 /26
⦁ server VLAN: 10.50.0.192 /26
⦁ DHCP: The site will need a solution to manage the deployment of IP addresses. Briefly explain the purpose of DHCP and provide implementation of the DHCP configuration for the VLANs. Be sure to include the pool name, exclude the last 10 addresses of each subnet range and configure the gateway, subnet mask and DNS Address (Sacramento fa0/0 address).
⦁ Please refer to the following configurations:
⦁ SacramentoSw1
⦁ SacramentoSw2
⦁ SacramentoSw3
⦁ SacramentoRouter
Los Angeles Site Management Technologies (Focus on the Los Angeles Site Only)
–
Required Implementation: Device configuration remote storage, remote management of switches, ACL implementation, and an NTP solution.
⦁ Remote IOS Storage: The site will require remote storage of the devices configurations. Server details are provided per your topology. You will determine the protocol to use and demonstrate how to implement the solution.
⦁ Remote Management of Switches: All devices will be configured to allow for remote management. You will be required to implement this solution on the switches found on the site.
⦁ ACL Implementation: In order to restrict and protect access to the devices, the only VLAN allowed to communicate remotely with the devices should belong to the server VLAN. Determine the type of ACL to implement and the placement of the list, and implement the solution on the site router.
⦁ Network Time Protocol: Implement an NTP solution on the devices found within this topology to ensure clock synchronization is accomplished. The purpose would be for accurate logging records and authentication protocols. Server details are provided per your topology.
⦁ Please refer to the following configurations:
⦁ LosAngelesSw1
⦁ LosAngelesSw2
⦁ LosAngelesSw3
⦁ LosAngelesRouter
xACME WAN – WAN Implementation and Secure Communications (Focus on All Site Entry Point Routers)
–
Required Implementation: WAN Implementation, device authentication, and topology suggestions.
⦁ WAN Implementation: Current WAN links are serial based and connected over leased lines that are using the Cisco default protocol for layer 2 connectivity. Authentication is not present at this time, but the added security would be preferred. Research the available WAN protocols and suggest a solution to provide authentication between devices. Implement basic routing protocol authentication. Provide a sample implementation over serial links for your systems administrator to follow. Included in this task are device configurations for the current implementation.
⦁ Topology: Currently, the Los Angeles and Boston sites are connected across leased lines and each remains as the entry point to its respective regional locations. There is growing concern over the amount of traffic both devices are handling. Please review the xAMCE educational topology and make recommendations to provide some redundancy among sites, as well as to alleviate some of the bandwidth requirements placed on both devices. This may require additional lines to be leased. With your suggested improvements, please update the topology as you see fit.
Note: Additional addressing is available if needed. Simply create the additional ranges from the provided available xACME public address range, 165.128.63.0 /26.
⦁ Please refer to the following configurations:
⦁ BostonSiteRouter1
⦁ WorchesterRouter
⦁ SpringfieldRouter
⦁ SacramentoRouter
⦁ LosAngelesRouter

Unit Title
e-Enterprise Project Unit Number HM0055
Credits 30 Level 6
Unit Leader
&
Contact Details Adam Connell
aconnell@themanchestercollege.ac.uk
Programme/Award Title BSc (Hons) Business Computing with IT
Academic Year 2015/2016
Start Date September 21st 2015
End Date May 24th 2016
UNIT SPECIFICATION
Unit Details & Outline

Unit Title
e-Enterprise Project
Unit Code
6G6Z9007
Unit
Occurrence(s) 9
Unit Abbreviation
eE
Level of Study
Level 6
Credit Value
30 ECTS Value 15
Home Department School of Computing, Mathematics and Digital Technology
Home Faculty
Faculty of Science and Engineering
Unit
Co-ordinator Adam Connell
Key Words
Project, E-Business, E-commerce, HTML, PhP, Strategies, Professionalism, Groups, Applications.
Unit Description

Brief Summary
This unit will involve learners to develop their own functional e-commerce website.

This unit will link with the Business Systems and Practices unit as the second assignment will include the systems and strategies they have investigated and assessed in that unit. Learners will be required to work together to produce a business case and present it professionally for the second assessment.
Indicative Content This unit will include a review of the strategies implemented by existing organisations and the legal, ethical, social and global issues surrounding these. The unit will also cover innovation, creativity, entrepreneurship, opportunity identification and basic marketing. Students will be given the opportunity to develop practical skills to support the implementation of web applications.

The unit handbook will include detailed content.

Learning Outcomes

Unit Learning Outcomes On successful completion of this unit students will be able to:

LO1 Assess the e-business opportunities in a variety of application contexts.
LO2 Develop effective e-business strategies for the delivery of products and services
LO3 Investigate a variety of implementation methods for web development.
LO4 Perform critical analysis of technology trends in e-business and develop innovative solutions to meet organisational challenges.
LO5 Design and implement a functional E-Commerce business

Assessment

Summative Assessment
Element
Type Weighting Learning outcomes assessed
1 Coursework 40% LO1, LO3, LO4
2 Coursework 60% LO1, LO2, LO4, LO5
Employability
&
Sustainability Outcomes
Outcomes Element of Assessment
Employability
Apply skills of critical analysis to real world situations within a defined range of contexts. (E) 2
Demonstrate a high degree of professionalism. (E) 2
Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT. (E) 1, 2
Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives. (E) 2
Manage their professional development reflecting on progress and taking appropriate action. (E) 1, 2
Find, evaluate, synthesise and use information from a variety of sources. (E) 1
Articulate an awareness of the social and community contexts within their disciplinary field. 1
Sustainability
Use systems and scenario thinking. 2
Engage with stakeholder/interdisciplinary perspectives.
2
Description of each element of Assessment Element 1
Learners will complete an investigation into different e-commerce tools utilised by a variety of organisations; that will be provided by the unit team. These tools, such as content management tools, will be critically analysed to establish the best strategies for new e-businesses to utilise.
The assignment will be 1,800 words in length.

Element 2
Learners will work in groups to propose, plan and prototype a unique e-business. This will be portfolio based with ongoing evidence of the various stages of the project; including critical reflection on the communication and leadership issues arising from the group work.
Learners will present their project as a group with Q&A’s that would last 20 minutes. With the presentation each group will submit a report based upon the technical aspect of their work; this will be 500 words in length (mainly diagrams and evidence for normalisation etc.)Group contribution marks will be allocated with peer evaluation taken into consideration for mark distribution.

Learners will also submit an individual final critical reflective report based on the outcome of the project, which will be 1,500 words; this will include specific details about the participation of themselves and the other learners in the group.

Mandatory Learning & Teaching Requirements N/A
Minimum Pass Mark N/A
Learning Activities
Breakdown of Student Learning Activity Type of Activity %
Summative Assessment
25%
Directed Study
30%
Student-centred Learning
45%

Learning Resources

Books recommended for purchase by students Laudon, K. C. and Laudon, J. P. (2007) Management information systems: managing the digital firm. Pearson Prentice Hall.
Essential Reading/
Resources Agans, D. J. (2006) Debugging. North America: AMACOM.
Bocij, P., Chaffey, D., Greasley, A., and Hickie, S. (2015) Business information systems: technology, development and management. 5th ed., Harlow: Pitman Publishing
Budd, A. (2009) CSS mastery: advanced web standards solutions. 2nd Ed., New York: Friends of ED.
Chapman, N. (2007) Digital media tools. 3rd Ed., Chichester: John Wiley & sons.
Chapman, N. and Chapman, J. (2009) Digital multimedia. 3rd ed., Chichester: Wiley
Galliers, R. D. and Baker, B. S. H. (2009) Strategic information management: challenges and strategies in managing information systems. Butterworth-Heinemann Ltd.
Murphy, C. (2009) HTML and CSS web standards solutions: a web standards approach. Berkeley: Friends of ED.
World Wide Web Consortium – www.w3.org
CodeAcademy – http://www.codecademy.com/

Further Reading/
Resources Journal of Management Information Systems
Journal of Knowledge Management

Specialist ICTS Resources Macromedia Package, Mowes
Additional Requirements N/A

Administration

JACS Code

HESA Academic Cost Centre 121
Date of Approval 15 June 2015
Date of Most Recent Consideration 15 June 2015
Unit External Examiner TBA
Unit Assessment Board CMDT Tier 1 Boards

Week-By-Week Delivery Scheme

Week No Session Date Activity Topic
14/09/2015 Induction Unit Introduction
1 21/09/2015 Lecture and Workshop What is E and M Commerce
2 28/09/2015 Lecture and Workshop E-business strategy and modelling
3 05/10/2015 Lecture and Workshop Functions in a business
4 12/10/2015 Lecture and Workshop E-Commerce Tools; Content Managemenr, XML, EDI etc
5 19/10/2015 Lecture and Workshop HCI and skills in HTML and CSS
6 26/10/2015 Reading Week (to be confirmed by tutor) Research and skills week (Code academy)
7 02/11/2015 Lecture and Workshop Setting up a business. Evaluate case studies
8 09/11/2015 Lecture and Workshop Normalisation. SQL and PHP
9 16/11/2015 Lecture and Workshop Normalisation. SQL and PHP
10 23/11/2015 Lecture and Workshop Database-driven websites
11 30/11/2015 Lecture and Workshop Draft Week
12 07/12/2015 Lecture and Workshop E-business and the future
13 14/12/2015 Lecture and Workshop Hand in and group preparation
14 21/12/2015 Christmas
15 28/12/2015 Christmas
16 04/01/2016 Directed study Preparation for group task
17 11/01/2016 Directed study Preparation for group task
18 18/01/2016 Directed study Preparation for group task
19 25/01/2016 Lecture and Workshop Semester 2 Starts
Group arrangements and Introduction to Project
20 01/02/2016 Lecture and Workshop Proposal, branding and marketing
21 08/02/2016 Lecture and Workshop Proposal, branding and marketing
22 15/02/2016 Reading Week (to be confirmed by tutor) Group work
23 22/02/2016 Lecture and Workshop Database-driven websites
24 29/02/2016 Workshop Group Work/Skills Tutorial
25 07/03/2016 Workshop Group Work/Skills Tutorial
26 14/03/2016 Workshop Market research and methodologies
27 21/03/2016 Workshop Group Work/Skills Tutorial
28 28/03/2016 Workshop Group Work/Skills Tutorial
29 04/04/2016 Easter Group Work
30 11/04/2016 Easter Group Work
31 18/04/2016 Workshop Portfolio Review
32 25/04/2016 Workshop Practice week for presentation and Draft/Review week for presentations and reflection
33 02/05/2016 Workshop Group Portfolio Submitted
34 09/05/2016 Workshop Presentations
35 16/05/2016 Workshop Presentations
36 23/05/2016 Workshop Semester 2 Ends
Final Hand in Reflection

 
Unit Title e-Enterprise Project Level 6
Assessment Type
Element 1: Coursework % Weighting 40%
Word count (inc equivalent or duration 1,800
Programme
BSc (Hons) Business Computing with IT
Assignment Title E-Commerce implementation techniques
Tutors Adam Connell
Submission Deadline 18/12/2015
Submission Method/Arrangements Moodle Submission Area
Return Date of Feedback to Students http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

Assessment Task Overview Learners will examine closely tools for setting up an e-commerce business looking at commercial and academic sources.

Learning Outcomes to be assessed (from Module/Unit specification) LO1 Assess the e-business opportunities in a variety of application contexts.
LO3 Investigate a variety of implementation methods for web development.
LO4 Perform critical analysis of technology trends in e-business and develop innovative solutions to meet organisational challenges.

Penalties for overlong assessment
(insert as applicable)
Failure to submit assessment
The submission and receipt of assessed coursework shall comply with University regulations. Late submission of this or any of the other stages of assessment for this unit will incur a penalty according to MMU Academic Regulations. Use link below to MMU website for full academic regulations: http://www.mmu.ac.uk/academic/grad_regulations.php
Assignment Task Learners will produce a report that will investigate and discuss the different e-commerce tools available for new businesses.
Learners will need to practically experiment with a range of e-commerce tools that will be needed to be evidenced.
The report should include
⦁ An Introduction of e-commerce and m-commerce
(10%)
⦁ Discuss the current technology trends of e-commerce and m-commerce
(15%)
⦁ Identify and evidence a range of implementation methods for web development
(30%)
⦁ For each method assess the opportunities of each for different business contexts.
(25%)
⦁ Conclusion including which approach would be recommended to a new business.
(10%)
This report also awards marks for correct spelling and grammar and the correct use of MMU Harvard referencing. A number of appropriate sources regularly cited are required for maximum marks.
Grammar (5%)
Referencing (5%)
Grade Descriptors Grade Descriptors can be found on the MMU website at: http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf
The same information is also available on the Moodle page in the document University Standard Descriptors.
There is also a reference list of descriptive terms. This may be clearer and easier to understand and is available at the bottom of the MMU page. It is also provided on Moodle in the document Level Descriptions
Assessment Criteria Please insert unit specific assessment criteria in line with HEI guidelines. Assessment criteria must detail what a student needs to demonstrate (aligned clearly to learning outcomes being measured) in order to achieve a threshold pass and higher grades.
MMU – http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf
http://www.celt.mmu.ac.uk/assessment/index.php

 

Unit Title e-Enterprise Project Level 6
Assessment Type
Element 2: Coursework % Weighting 60%
Word count (inc equivalent or duration 500 group
1,500 individual
Programme
BSc (Hons) Business Computing with IT
Assignment Title Enterprise Project
Tutors Adam Connell
Submission Deadline 06/05/2016 Group Portfolio
w/c 09/05/2016 Presentations
19/05/2016- Reflective Report
Submission Method/Arrangements Moodle Submission Area
Return Date of Feedback to Students http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf

Assessment Task Overview This is a group work task that will involve learners proposing, planning and prototyping a unique e-business.

This will be a portfolio based task that will also include a group presentation and an individual reflective report.
Learning Outcomes to be assessed (from Module/Unit specification) LO1 Assess the e-business opportunities in a variety of application contexts.
LO2 Develop effective e-business strategies for the delivery of products and services
LO4 Perform critical analysis of technology trends in e-business and develop innovative solutions to meet organisational challenges.
LO5 Design and implement a functional E-Commerce business
Penalties for overlong assessment
(insert as applicable)
Failure to submit assessment
The submission and receipt of assessed coursework shall comply with University regulations. Late submission of this or any of the other stages of assessment for this unit will incur a penalty according to MMU Academic Regulations. Use link below to MMU website for full academic regulations: http://www.mmu.ac.uk/academic/grad_regulations.php
Assignment Task This is group activity where learners will work collaboratively to:
⦁ Propose a new e-business
⦁ Plan using Project Management techniques
⦁ Create a Prototype of your e-business
⦁ Prepare and deliver a group presentation
The assessment will be on the group presentation which will last approximately 20 minutes presenting the Proposal and Prototype of your e-business.
Alongside your presentation a portfolio of evidence will be submitted which would be roughly 500 words; including Proposal, Project Plan, Normalisation, DFD’s etc.
Also learners will produce a Critical Reflective Report and VIVA that will reflect upon the outcome of the project and the participation of the team which will be 1,500 words in length.
Assessment breakdown
80% Group Work (20% for each element of the group work)
20% Critical Reflective Report including a VIVA of your team work (the VIVA will determine the spilt of the group marks).
Grade Descriptors Grade Descriptors can be found on the MMU website at: http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf
The same information is also available on the Moodle page in the document University Standard Descriptors.
There is also a reference list of descriptive terms. This may be clearer and easier to understand and is available at the bottom of the MMU page. It is also provided on Moodle in the document Level Descriptions
Assessment Criteria Please insert unit specific assessment criteria in line with HEI guidelines. Assessment criteria must detail what a student needs to demonstrate (aligned clearly to learning outcomes being measured) in order to achieve a threshold pass and higher grades.
MMU – http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf
http://www.celt.mmu.ac.uk/assessment/index.php

Statistic problems
Must get 100 %
Directions: Show all work including steps used during computations suing formulas and diagrams when appropriate. Write a statement explaining the meaning of your computations (conclusions) for all problems- hypothesis tests and confidence intervals
1. A pharmaceutical company is testing a new cold medicine to determine if the drug has side affects. To test the drug, 7 patients are given the drug and 8 patients are given a placebo (sugar pill). The change in pulse rate (beats per minute) after taking the pill was as follows:
Given drug: 3 5 2 8 1 4 5
Given placebo: 2 3 1 1 2 0 2 4

Test to determine if the drug raises patients’ pulse rate more than the placebo using α = 0.05

⦁ Corn plants grow to a mean height of 6.44 feet with a standard deviation of 0.12 feet. A new genetically modified corn plant is being developed. A researcher grew a group of 37 genetically modified corn plants and found that their mean height was 6.48 feet. Test to determine if the genetically modified plants are taller using α = 0.01.
⦁ A recent poll of 2350 U.S. voters found that 1034 of them currently approve of Obama’s performance as president. Make a 99% confidence interval for the proportion of all U.S. voters that approve of Obama’s performance. Describe the meaning of the interval you found.

⦁ From the population of all Americans with high cholesterol, which has a mean cholesterol level of 265 mg/dL with a standard deviation of 42, Isis Pharmaceuticals chose 38 patients for treatment with its new antisense drug. After treatment, the patients in the study had a mean cholesterol level of 249. Test to determine if the antisense drug lowered the cholesterol using α = 0.01 and the prob-value approach.

5. The IRS claims that it takes 87 minutes to prepare a tax form. You believe it takes longer than 87 minutes. You ask 19 tax filers and find the following preparation times:
61, 74, 78, 79, 87, 89, 96, 97, 98, 98, 99, 100, 100, 105, 108, 110, 117, 120, 121

Determine if the preparation time is significantly longer than 87 minutes. Use α = .025.

6. Given below are the birth weights of babies born to mothers who took special vitamin supplements while pregnant:
3.13 4.57 3.93 4.33 3.39 3.68 4.68 3.52
3.02 4.29 2.47 4.13 4.47 3.22 3.43 2.54

a. Make a 99% confidence interval for the mean weight of babies whose mothers take vitamin supplements.
b. Do a hypothesis test to determine if these babies weight is more than the mean weight for the population of all babies which is 3.39 kg using α = .005
c. In a short paragraph, describe the relationship between your answer to part (a) and your answer to part (b).
7. A student wanted to study the ages of couples applying for marriage licenses in his county. He studied a sample of 94 marriage licenses and found that in 67 cases the husband was older than the wife. Do the sample data provide evidence that the husband is usually older than the wife among couples applying for marriage licenses in that county? Explain briefly and justify your answer using the methods studied in this course. Use α= 0.05 as the level of significance.
⦁ The national standard for salinity (salt content) in drinking water is 500 parts per million. A government inspector tests the drinking water at 10 locations around a certain city and finds the following levels of salinity (in parts per million of course):
532 560 506 452 425 531 582 376 529 629
(a) Make a 95% confidence interval for the mean salinity level in this city.
(b) Is this city’s salinity level above the national standard? (Use α = 0.025 and the result from part (a))
⦁ A researcher studied whether pregnant women who consumed more than 800 mg of caffeine per day had babies with a lower birth weight (in lbs). The results are in the table below:
Caffeinated women’s babies weights 7.5 6.7 5.2 6.8 7.4 7.7 5.6 6.9
Non-caffeinated women’s babies weights 7.8 7.6 8.1 7.5 7.1 7.2 7.9

Test to determine if the use of caffeine lowered birth weights using α = 0.05.

10) You intend to poll students in order to determine the proportion of all students who will vote in an upcoming election. What sample size do you need to choose to ensure that the margin of error is less than 3% assuming a 99% level of confidence? Hint: “To ensure” means that, even in the worst case scenario which is when the variation is largest, your confidence interval would still have a 99% chance of containing the true proportion of all students.

that being said, there are things to do to help ease dry eyes.  Essentially, drinking more water will keep your body hydrated and help with dry eyes. Unfortunately, some complications associated with dry eyes are eye infection, damage to surface of eyes and decrease in quality of life (Mayo Clinic 2015).
Shockingly, rheumatoid arthritis causes chronic inflammation of the joints. Rheumatoid arthritis can also cause inflammation of the tissue around the joints. Inflammation also occurs around the eyes and mouth, which causes both to dry out excessively (Bashour 2015). Although, there are many diseases associated Vision Health according to HealthyPeople.gov with the aging of the population, the number of Americans with major eye diseases is increasing, and vision loss is becoming a major public health concern. By the year 2020, the number of people who are blind or have low vision is projected to reach 5.5 million (Kempen, et al., 2004). I find the projected numbers of people that can possibly become blind or have low vision is quite disheartening. Moreover, extensive research should be conducted to decrease this overwhelming number by 2020.

NEXT STEP – Professor’s Comments;
600-750 Words Please address highlighted questions below in discussion.
Hi Andrea
Thank you for the well researched information on your health topic. Now, for this week, can you discuss the following based on this week’s readings under the Resources tab:
How might you react to being diagnosed with the disease/condition associated with your Healthy People assigned focus area? What are some of the cultural biases to being diagnosed with this disease? · Describe one primary and one secondary method of preventing the health problem (i.e., upstream methods). Which would you most likely choose? · Describe two biomedical methods (tertiary prevention) of dealing with the health problem (i.e., downstream methods). · In your own words, explain how the social ecology of health model could be used to address this health issue. Give at least one example applying terms from the model. · Be sure to cite your supporting documentation appropriately in correct APA format.
Resources;

Article: Healthy People. (2010). Healthy People 2020: The Road Ahead! Retrieved from http://healthypeople.gov/2020/

<br>
My assignment is about values and planning in social care and it contains criteria that has to be explained or justified.<br>
<br>
D2 – Assess potential issues which could arise from the involvement of several professionals in planning of support for individuals <br>
<br>
P3 – Explain how one piece of legislation, one policy and one code of practice could be applied to planning support for individuals. (You need to include how support plans must adhere to relevant legislation, policies and codes of practice that is in the way they are constructed to ensure that delivery also adheres to them.)<br>
<br>
P4 – Explain how to incorporate ethical principles into provision of support for individuals<br>
<br>
P5 – Explain why an ethical approach may provide workers with dilemmas.<br>
<br>
M3 – Justify how an ethical approach would benefit both individuals; what would be improved by using an ethical approach? <br>
<br>
This should guide you and help you with the assignment: <br>
You need to include in your essay an explanation of how ethical principles are incorporated into actual support for individuals, using your case studies from P3. <a href=”https://e.g” target=”_blank”>e.g</a>. in the daily routines and events of a health and social care setting. (Safeguarding individuals; beneficence; social <br>
justice; empowerment; autonomy of the individual; promotion of dignity; independence; rights of the individual; moral status of the individual).<br>
<br>
For M3 you need to extend your explanation to justify how an ethical approach would benefit <br>
both individuals; what would be improved by using an ethical approach? <br>
<br>
Finally you need to explain why using an ethical approach to supporting the two individuals <br>
could cause a dilemma for workers (potential conflicts, <a href=”https://e.g” target=”_blank”>e.g</a>. rights, responsibilities and <br>
duties, balancing services and resources, conflict of interest between individuals <br>
and organisations, individuals and relatives, groups of users of services, choices <br>
with regard to support regimes (P5)<br>
<br>
English is not my first language so this assignment can be written in simple way but on point. This assignment should be done by criteria above and done by parts as I usually do it ( P3 – explanation and then P4 ….)