Sheet1 Individual Needs Appointment for Hair Styling Employee greets customer and asks customer last name or phone number Calls UMUC Haircuts and requests appointment Is appointment today ? Does customer want to schedule next appointment? Is one of the dates/times acceptable? Does customer want the same stylist as last time? Previous Customer? Employee checks stylist availability and times and advises customer Employee asks customer feedback questions and enters responses into the system Drives to UMUC Haircuts YES YES YES NO NO NO Employee asks customer when the service is desired Employee tells customer cost and time needed for service Employee asks customer what services are needed Employee welcomes customer back and reminds of last appointment and services provided Cashier enters info from paper receipt to system and advises customer of total charges Customer receives service; employee documents services completed and time on paper receipt Appointment scheduled Customer takes paper receipt to cashier Payment Process Stylist selected NO NO YES Employee gets alternate date/time and/or alternate stylist from customer Will customer provide feedback? YES YES NO Customer leaves UMUC Haircuts Customer completes call or leaves UMUC Haircuts Employee asks for and enters customer information UMUC Haircuts Appointment Process 1 3 4 5 6 7 Schedule 9 Process: Enter Time Needed and Cost for Services Service, Time, Cost Customers 2 Appoint-ments Customer pays bill Employee Scheduling Process 8 Financial Data Questions/Customer Responses Sheet2 Sheet3 This assignment consists of two (2) sections: · A Java program file · A screen shot of the output and a description of your Java program Label each file name according to the section of the assignment for which it is written. Put both sections together in a single zip file and submit the zip file. Imagine that you work as a Java programmer for a software company. Your company is developing a new interactive learning management tool called uGrade. You have the task of creating the functionality that will allow the user to manually enter names and grades. The program will store this information in parallel arrays. Next, it will prompt the user to sort the date by name or by grade and display the sorted data accordingly in an organized table. Section 1: Java Program File 1. Create a Java program in which you include: · a class called “roster” · attributes, which must be last names and numerical grades, and must also be parallel arrays · an indefinite loop, which allows the user to manually enter five (5) names and grades and stores them in the array. Note: The loop must end either when the user specifies that they are done or when a maximum of five (5) values have been stored in the arrays, i.e., five (5) names and a corresponding grade for each name. · an indefinite loop, which prompts the user to select a sorting criterion or to end the program, and must also use bubble sort. Note: The user.

1. Sheet1
Individual Needs Appointment for Hair Styling
Employee greets customer and asks customer last name or
phone number
Calls UMUC Haircuts and requests appointment
Is appointment today ?
Does customer want to schedule next appointment?
Is one of the dates/times acceptable?
Does customer want the same stylist as last time?
Previous Customer?
Employee checks stylist availability and times and advises
customer
Employee asks customer feedback questions and enters
responses into the system
Drives to UMUC Haircuts
YES
YES
YES
NO
NO
NO
Employee asks customer when the service is desired
Employee tells customer cost and time needed for service
Employee asks customer what services are needed
Employee welcomes customer back and reminds of last
appointment and services provided
Cashier enters info from paper receipt to system and advises
customer of total charges
Customer receives service; employee documents services
completed and time on paper receipt
Appointment scheduled
Customer takes paper receipt to cashier
Payment Process
Stylist selected

2. NO
NO
YES
Employee gets alternate date/time and/or alternate stylist from
customer
Will customer provide feedback?
YES
YES
NO
Customer leaves UMUC Haircuts
Customer completes call or leaves UMUC Haircuts
Employee asks for and enters customer information
UMUC Haircuts Appointment Process
1
3
4
5
6
7
Schedule
9
Process: Enter Time Needed and Cost for Services
Service, Time, Cost
Customers
2
Appoint-ments
Customer pays bill
Employee Scheduling Process
8
Financial Data
Questions/Customer
Responses
Sheet2
Sheet3
This assignment consists of two (2) sections:

3. · A Java program file
· A screen shot of the output and a description of your Java
program
Label each file name according to the section of the assignment
for which it is written. Put both sections together in a single zip
file and submit the zip file.
Imagine that you work as a Java programmer for a software
company. Your company is developing a new interactive
learning management tool called uGrade. You have the task of
creating the functionality that will allow the user to manually
enter names and grades. The program will store this information
in parallel arrays. Next, it will prompt the user to sort the date
by name or by grade and display the sorted data accordingly in
an organized table.
Section 1: Java Program File
1. Create a Java program in which you include:
· a class called “roster”
· attributes, which must be last names and numerical grades,
and must also be parallel arrays
· an indefinite loop, which allows the user to manually enter
five (5) names and grades and stores them in the array. Note:
The loop must end either when the user specifies that they are
done or when a maximum of five (5) values have been stored in
the arrays, i.e., five (5) names and a corresponding grade for
each name.
· an indefinite loop, which prompts the user to select a sorting
criterion or to end the program, and must also use bubble sort.
Note: The user may either select name or grade as the sorting
criteria. The program must use bubble sort to sort that data
according to the specific criteria and then use another loop to
display the data. This process must continue until the user ends
the program.

4. Section 2: Screen Shot of the Output and Description of Your
Java Program
2. Create a screen shot of the output and include a description
about your Java program.
· Submit a screen shot which shows the output of your Java
Program. Note: Go to http://www.take-a-screenshot.org/ if you
need a tutorial on taking a screen shot.
· Include a one (1) page description about your program. Note:
Use MS Word for your program description, and place the
screen shot of the output from your Java program into the Word
file as an attached image.
The output should look like this if the user chose to sort by
name:
Name Numerical Grade
Bailey 97
David 88
Ericson 79
Frank 99
Manning 91
The output should look like this if the user chose to sort by
grade:
Name Numerical Grade
Frank 99
Bailey 97
Manning 91
David 88
Ericson 79
Note: The name and grade pairs must stay together.
Section 1 and Section 2 will be graded based on the following:
1. The program must compile, execute, produce correct results,
and meet all of the specifications stated in Section 1.

5. Additionally you must:
2. Organize the code for user readability.
3. Organize the code for reusability.
4. Organize the code for efficiency.
5. Provide documentation with embedded comments for reader
understanding.
6. Include a one (1) page description about your program.
The specific course learning outcomes associated with this
assignment are:
· Demonstrate the proper use and application of syntax in the
Java programming language.
· Demonstrate the ability to design, compile, implement, test,
and debug simple programs in Java.
· Demonstrate the ability to manipulate numbers and character
strings in Java.
· Compare and contrast classes and objects in Java.
· Construct classes through systematic procedures.
· Discuss object-oriented design principles.
· Compare and contrast abstract and concrete data types.
· Demonstrate the ability to implement generic classes and
methods.
· Declare and use interface types.
· Demonstrate the ability to program simple and complex
decisions in Java.
· Implement loops for repetitive tasks.
· Compare and contrast definite loops and indefinite loops.
· Compare and contrast arrays and array lists in Java.
· Write clearly and concisely about Java programming using
proper writing mechanics and technical style conventions.

6. Grading for this assignment will be based on the following
rubric.
Points: 200
Assignment 2: uGrade
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Specifications
Weight: 50%
The program does not compile.
The program compiles but does not execute.
The program compiles and executes but produces incorrect
results.
The program compiles, executes, and produces correct results
but does not meet all of the specifications.
The program compiles, executes, produces correct results, and
meets all of the specifications.
2. Readability
Weight: 10%
The code is not organized and very difficult to read.
The code is poorly organized and difficult to read.
The code is partially organized but readable only by someone

7. who knows the expected end result.
The code is organized and easy to read.
The code is exceptionally organized and very easy to read.
3. Reusability and object-oriented programming constructs
Weight: 10%
The code is not organized for reusability.
The code is poorly organized for reusability.
The code is partially organized and some parts of the code could
be reused in other programs.
The code is organized and most of the code could be reused in
other programs.
The code is exceptionally organized and could be reused as a
whole or each routine could be reused.
4. Efficiency
Weight: 10%
The code is unnecessarily long and appears to be patched
together.
The code is unnecessarily long.
The code is fairly efficient but sacrifices readability and
understanding.
The code is efficient without sacrificing readability and
understanding.
The code is extremely efficient without sacrificing readability
and understanding.
5. Documentation
Weight: 10%
No documentation is provided.
The documentation consists of embedded comments but does
not help the reader understand the code.
The documentation consists of embedded comments and some
header comments separating routines.
The documentation consists of embedded comments and header
documentation that is useful in understanding the code.
The documentation consists of embedded comments and clearly
explains what the code is accomplishing and how.
6. Include a one (1) page description about your program.

8. Weight: 5%
Did not submit or incompletely included a one (1) page
description about your program.
Insufficiently included a one (1) page description about your
program.
Partially included a one (1) page description about your
program.
Satisfactorily included a one (1) page description about your
program.
Thoroughly included a one (1) page description about your
program.
7. Clarity, writing mechanics, and formatting requirements
Weight: 5%
More than 8 errors present
7-8 errors present
5-6 errors present
3-4 errors present
0-2 errors present
ISFM-300 Case Study, Stage 2: Business Process Analysis and
Functional Requirements
Before you begin this assignment, be sure you:
1. Have completed all previously assigned readings, particularly
those assigned in Week 2.
2. Re-read the “UMUC Haircuts Case Study" and the Stage 1
assignment, and review the “Walmart Example,” beginning with
"Background for Stage 2" on page 3.
3. Review Instructor feedback from the Stage 1 assignment.
4. Carefully review the Example shown following the
Assignment instructions below.
Purpose of this Assignment

9. This assignment demonstrates how business processes are
analyzed to develop information systems functional (business)
requirements. This assignment specifically addresses the
following course outcome to enable you to:
· analyze internal and external business processes to identify
information systems requirements
Overview of Business Process Analysis and Functional
Requirements for UMUC Haircuts
For your Case Study Stage 1 assignment, you performed a Five
Forces Analysis and justified Myra's chosen strategy for
competitive advantage and the business process that she would
like to improve through the application of technology.
In the Stage 2 assignment, you will identify the inputs,
processing, and outputs of Myra's selected businessprocess.
Those inputs, processing, and outputs form the functional
(business) requirements for an IT system to improve the
process.
The first step in identifying the functional or business
requirements for an information system is to develop the high
level requirements that establish the scope of the system. Myra
has selected the Customer and Employee Scheduling Process for
improvement using an IT solution, and together you have
identified the following high level requirements. The system
must:
· Allow employees to enter their availability and desired
days/times to work
· Allow Myra to review the employee requests and develop a
schedule
· Make the schedule available to employees to review their final
work schedule
· Make the employee schedule available for staff to enter

10. customer appointments
· Allow Myra and the staff to enter customer appointments
· Keep track of customer appointments, including stylist and
service performed
· Accommodate changes in the employee schedules and
customer appointments, and update the schedule accordingly
· Accommodate changes in the customer information stored in
the system
· Provide management reports to Myra showing employee
workload, customers served, customer contact information, busy
times/days, etc.
For this assignment, you will focus on the customer
appointment portion of the overall process. The high level
requirements are not detailed enough to be used as the
functional or business requirements. More detailed
requirements are developed using a variety of tools and
methods. One such tool is a process model. The process model
shows the steps in the customer appointment process. In a
process model, rectangles are used to illustrate process steps
and diamonds are used where decisions, or choices, are made.
You need to be aware that there are other aspects of the process
to be considered, as shown in the high level requirements
above. The points at which these additional steps intersect with
the customer appointment process are shown in the process
model with a circle.
Customer Appointment Process Model: The Customer
Appointment Process model is separately provided as an Excel
file, labeled "Stage 2 Customer Appointment Process Model."
Assignment: UMUC Haircuts Stage 2: Using the Customer
Appointment Process Model, create a document that includes:
I. Introduction
At the top of your paper, show the strategy for competitive
advantage that Myra selected and the business process she has
chosen to improve, using the following format:
Generic Strategy for Competitive Advantage: xxxxxxx (just

11. name the strategy)
Business Process to Be Improved: xxxxxxxxx (just name the
process)
II. Table of Functional (Business) Requirements
Copy the table below into your paper. Using the Customer
Appointment Process Model provided complete the table of
requirements for an IT system, for each of the numbered process
steps, that includes:
· the inputs to the process – include specific items of
information or data elements (for example, customer name)
entered into the system as part of the process step
· processing or actions that the system takes (for example,
check calendar to let person know if UMUC Haircuts is open at
the specified time)
· outputs of the process – include specific items of information
or data elements (for example, appointment date) that the
system will display or print out for the user to see
There are 7 numbered steps in the Appointment Process itself.
In addition, there are two other processes that are needed
(numbered 8 and 9), but are beyond the scope of the
appointment process: a process for entering the time needed
and costs for the various styling services; and the payment
process that collects customer payments and updates the
database accordingly. For these two processes, you should also
identify the input needed for the system, what the system is to
do with that input (process) and what output the system will
need to create or display either immediately or later.
The responses that you enter into the table for each requirement
must be aligned to the specific business process to be improved
and the data it uses, and it must be appropriate to the UMUC
Haircuts business.
Note: Processes are actions that the system will take and should
include action verbs. Inputs and outputs are not actions, but are
data or information. If you need to use action words (verbs) to
describe the input or output, they should be kept to a minimum
and put in parentheses.

12. Table of Functional (Business) Requirements
Steps in the Appointment Process
Process Step
Input
Information/data item(s) entered into the system as part of this
step
Process
Processing or action the system must perform for this step
Output
Information/data item(s)/record created, or displayed, or printed
out for the user in this step
1
2
3
4
5
6

13. 7
8
9
EXAMPLE Using the Employee Scheduling Process
The example below demonstrates what is required for the
assignment, using the Employee Scheduling Process, which is
shown in a circle in the Customer Appointment Process Model.
The process model for this example is separately provided as an
Excel file named "Stage 2 Example - Scheduling Process
Model." The entries in the table correspond with the numbered
process steps in the model.
Table of Functional (Business) Requirements
Steps in the Employee Scheduling Process
Process Step
Input
Information/data item(s) entered into the system as part of this
step
Process
Processing or action the system must perform for this step
Output
Information/data item(s)/record created, or displayed, or printed
out for the user in this step
1

14. User ID and password
Verify user id and password against security database
"Welcome" screen or "Invalid User ID and Password" message
2
Employee name, dates
Locate and present appointment dates for the employee
Appointment dates for employee
3
Dates and times available for work (employee name entered in
step 2)
Record dates and times employee is available for work
Confirmation that dates and times have been saved
Formatting:
For academic writing, the writer is expected to write in the third
person. In third person, the writer avoids the pronouns I, we,
my, and our. The third person is used to make the writing more
objective by taking the individual, the “self,” out of the writing.
This method is very helpful for academic writing, a form in
which facts, not opinion, drive the tone of the text. Writing in
the third person allows the writer to come across as unbiased
and thus more informed.
· Submit a document that includes the Table of Functional
Requirements.
· Table entries should be single spaced.
· Use APA formatted citations and references for any external
sources used.
· Include a title page, and a reference page if references are
included.
· Compare your final work to the rubric to be sure you have met
content and quality criteria.
· Submit your paper as a Word document, or a document that
can be read in Word.
· Your submission should include your last name first in the
filename: Lastname_firstname_Stage _2

15. GRADING RUBRIC:
The "right" and "wrong" answers have to do with whether or not
you correctly incorporated the course vocabulary and concepts
to support your choices, and that you address all parts of the
assignment.
ISFM-300 Case Study, Stage 2 Rubric: Functional
RequirementsCriteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Inputs
27-30 Points
All inputs listed demonstrate a strong understanding of course
concepts, analysis and critical thinking; and are appropriate for
the business in the case study and the process. Avoids the use of
action words.
24-26 Points
Most inputs listed demonstrate an understanding of course
concepts, analysis and critical thinking; and are appropriate for
the business in the case study and the process. Limited use of
action words.
21-23 Points

16. Inputs listed are designated and demonstrate a basic
understanding of course concepts or analysis. May include
some action words.
18-20 Points
Inputs are provided but selection may be lacking in
demonstration of understanding of course concepts or analysis.
May overuse action words.
0-17 Points
Few, if any inputs are provided or inputs are not appropriate for
the process step and/or the case study.
30
Processing
27-30 Points
All processing listed demonstrates a strong understanding of
course concepts, analysis and critical thinking; and are
appropriate for the business in the case study and the process.
24-26 Points
Most processing listed demonstrates an understanding of course
concepts, analysis and critical thinking; and are appropriate for
the business in the case study and the process.
21-23 Points
Processing is listed and demonstrates a basic understanding of
course concepts or analysis.
18-20 Points
Processing is provided but may be lacking in demonstration of
understanding of course concepts or analysis.
0-17 Points
Processing shown is not appropriate for the process step and/or
the case study.
30

17. Outputs
27-30 Points
All outputs listed demonstrate a strong understanding of course
concepts, analysis and critical thinking; and are appropriate for
the business in the case study and the process. Avoids the use
of action words.
24-26 Points
Most outputs listed demonstrate an understanding of course
concepts, analysis and critical thinking; and are appropriate for
the business in the case study and the process. Limited use of
action words.
21-23 Points
Outputs listed are designated and demonstrate a basic
understanding of course concepts or analysis. May include
some action words.
18-20 Points
Outputs are provided but selection may be lacking in
demonstration of understanding of course concepts or analysis.
May overuse action words.
0-17 Points
Few, if any outputs are provided or outputs are not appropriate
for the process step and/or the case study.
30
Table Format
9-10 Points

18. Information is professionally presented, clear and easily
understood; is written in third person and uses course
vocabulary, correct sentence structure, grammar, and spelling.
Any references used are listed and cited using APA style.
8 Points
Information is presented well; is clear, and uses correct
sentence structure; written in third person, and has few grammar
and spelling errors. Any references used are listed and cited
using APA style.
7 Points
Information is presented with some grammar and/or spelling
errors. Any references used are listed and cited using APA
style.
6 Points
Information is not professionally presented, may not be clearly
written, and/or contains several grammar and/or spelling errors,
or errors in use of APA style for references/ citations.
0-5 Points
Information is extremely poorly written; has many grammar
and/or spelling errors; and/or does not convey the information
adequately.
10
TOTAL Points Possible
100
3/27/15 – for Summer 2015
3/27/15- for Summer 2015
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