BDM Scheme of Work.doc
Scheme of Work
BTEC HND in Business
Module Title: Business Decision Making (BDM)
September 2016 Semester
Module Leaders: Kuldeep Pradhan
Module Lecturers:
Nooreen Jafferkhan
Kuldeep Pradhan
Aims:
The aim of this unit is to give learners the opportunity to develop techniques for data gathering and
storage, an understanding of the tools available to create and present useful information, in order to
make business decisions
Learning Outcomes:
On successful completion of this unit a learner will:
LO1 Be able to use a variety of sources for the collection of data, both primary and secondary
LO2 Understand a range of techniques to analyse data effectively for business purposes
LO3 Be able to produce information in appropriate formats for decision making in an organisational context
LO4 Be able to use software-generated information to make decisions in an organisation.
Delivery:
This unit will be delivered through a combination of different methods that mainly include formal lectures (1 hour) and seminars (2hours). The lecture sessions will normally introduce the topics, and will be largely tutor-led. Seminars are designed to allow for in-depth discussion on the lecture topic, and provides opportunities for students to understand in more detail the linkages between the lecture content and the assessment for the module. During seminars, several methods and techniques that can be applied may include question and answer, group discussions and short presentations based for example on scenarios, video-clips and case study material.
Assessment:
The assessment for this module will take the form of an “Individual Assignment” which will be scenario based over a number of tasks. The tasks presented will cover learning Outcomes (LO1 – LO4), and will be designed to evaluate students’ understanding of the module content.
A completed assignment must provide evidence reflecting that students have understood and can use the information they have studied on the course. The evidence should meet all the assessment criteria and presented in a manner that helps students to receive at least a PASS grade, in order to succeed in the Module.
Essential Reading:
E-text book on Moodle:
Newbold P, Carlson William L, Thorne B, Statistics for Business and Economics: Global Edition.
8th edition, Thomson Publications
Recommended Reading: Electronic Sources
1. Times 100: http://businesscasestudies.co.uk2. The Harvard Business Review
3. Journal of Strategic Management
Websites:
www.businessweek.com
www.ft.com
Week Number
Lecture Topics
Duration: One hour
Seminar Topics
Duration: 1st Hour
Seminar Topics
Duration: 2nd Hour
Objectives of the Sessions
Week 1
Topic 1: Introductory session:
-Overview of Unit content
-Overview of Learning
Outcomes and Assessment criteria
-Overview of Assessment method teaching structure (Lectures & Seminars), Scheme of Work
Health and Safety & Housekeeping
Formative & summativ ...
This document provides information about the Master of Business Administration (MBA) Project module at Sunderland Business School. It includes details about the module leader and teaching staff, learning outcomes, content, teaching methods, and assessment.
The key points are:
- The module acts as a capstone project for the MBA program, allowing students to complete independent research on an organization or industry of their choice.
- Students will complete workshops on research methods and personal competencies to prepare them for their projects.
- The project will involve a literature review, methodology, data analysis, and recommendations and will be approximately 12,000 words.
- Students will also submit a 2,000 word self-reflection on
INFS4887 Business Research Methods S1 2013.pdfBurcerMichael
This document provides the course outline for INFS4887 Business Research Methods. It includes information on the course staff, units of credit, aims and learning outcomes. The course involves lectures, workshops and assignments to develop skills in research instrument design, data analysis and research methodology. Students will complete individual assignments on data analysis, quantitative instrument design and qualitative instrument design, and must participate actively in workshops. The course aims to prepare students to conduct independent research projects and theses.
Strategic Information Systems (SIS) OIM6003-AModule Leader Zahi.docxflorriezhamphrey3065
Strategic Information Systems (SIS) OIM6003-A
Module Leader: Zahid Hussain
Main Assignment
Undergraduate
2016 -2017
Semester 2
Strategic Information Systems (SIS) module entails one assignment. This has been designed to achieve the learning outcomes of the module and to develop the subject understanding of the student.
SIS Main Assignment Title:
Explain the use of transaction processing systems (TPS) and their link with executive information systems (EIS) in an organisation of your choice in your degree specific discipline area, e.g. Marketing, Accounting and HRM, etc. Also explain the role of IS strategy in successful use of such systems.
Please provide examples and illustrations where required.
100 marks
2000 words
The submission date for this assignment is Friday 28th April 2017 before 3pm.
Please pay an attention to the general marking criteria (in the module handbook) that will be used to mark your assignment. Please follow the guidelines given in the module handbook for submission.
Module Handbook
2016-17
OIM6003-A
Strategic Information Systems
FACULTY OF MANAGEMENT & LAW
SCHOOL OF MANAGEMENT
ii
Table of Contents
1.General1
2.Overview of Module and Module Descriptor2
3.Assessment Criteria and Marking Guidelines5
3.1Assessment Information5
4.Schedule of Work / Topics5
5.Communication11
6.Support for Your Learning13
6.1Specific Support Materials for Module.
6.2Study and Social Spaces.
7.Developing Good Academic Practice14
8.Reading List16
9.Module Feedback from Previous Students20
10.Additional Information21
iGeneral
General guidance and information on the university experience for all students can be found in the Student Handbook, which is available online via
http://www.bradford.ac.uk/new-students/.
Overview of Module and Module Descriptor
This module provides a deeper insight into exploiting the power of Information Systems for the benefit of organisations. It will show how organisational operations are underpinned by technology, the power of which can be harnessed for the benefit of the business and industry. This includes a strong focus on strategic thinking and strategy setting. It aims to develop the analytical skills of students in planning the use of technology.
The module leader is Dr Zahid Hussain. Details on how to contact them are provided below.
Contact Details
Dr Zahid Hussain [email protected]
Room 2.10, Cartwright Building 01274 234332
Module Aims
To have a strategic understanding of business information systems in organisations and to develop skills in analysing and planning the uses of business information systems in organisations to yield better efficiency, effectiveness and value.
Strategic Information Systems
Module Code:
OIM6003-A
Academic Year:
2016-17
Credit Rating:
10
School:
School of Management
Subject Area:
Operations and Information Management
FHEQ Level:
FHEQ Level 6
Module Coordinator:
Dr Zahid Hussain
Additional Tutors:
Pre-requisites:
MAN0601M; MAN0132L
Co-re.
This 3 credit course titled "Business Research Methods" is offered in the 6th semester of year 2 of the program. It aims to equip students with the ability and skills to conduct research in the field of business through developing their analytical, communication, and research skills. The course introduces students to research methods and focuses on analyzing business problems and using scientific research as a problem-solving tool. It involves lectures, case studies, group work, and students independently researching and presenting a proposal and findings. Assessment consists of assignments, a research proposal, presentation, and final exam.
This document provides information about the Business Improvement and Creativity module taking place from January to June 2022. It outlines the module coordinator, Dr. Chris Milner, and module team member Judi Karas. It then provides details about the module synopsis and objectives, learning aims and outcomes, assessment, and delivery approach. Students will complete a portfolio and reflective essay analyzing a business improvement framework applied to an organization of their choice. The module uses a blended learning approach including prerecorded lectures and live seminars/workshops.
This document outlines the assessment for a marketing unit at the University of Portsmouth Business School. Students will work in groups to produce a 2,000-word report and 15-minute presentation evaluating the marketing activities of the UK higher education sector. They will recommend ways for Portsmouth Business School to compete for prospective students given public spending cuts. The assessment aims to demonstrate students' abilities to conduct research from various sources, work in a team, describe marketing concepts, and recognize the external environment's importance. Guidelines are provided on report structure and formatting.
Dissertation Structure GuidelinesIt will be important to setDustiBuckner14
Dissertation Structure Guidelines
It will be important to set some broad guidelines and ground rules as well as highlighting the dissertation structure that your supervisors would like their students to adhere to. Suffice to say these issues have already been highlighted and discussed with you in detail in your PRISM unit.
In summary, when you start working on your dissertation and develop your thinking and findings a bit more, you may wish to have a chat with your supervisor; a call or Skype or using some other online tool. Also a good idea to send your supervisor your chapters as you complete them so that they can provide their comments as you make progress on other chapters. However please consult your supervisor if he/she wishes to consider an alternative approach.
There is a document called Assessment Guidelines on this Moodle site that gives a very brief outline of the suggested chapters involved in your dissertation and an idea of the number of words that are usually expected in each chapter.
In the meantime, as far as your dissertation structure is concerned, let us just remind you that as a general rule, we would suggest the following chapters and sections for your thesis.
-Title: A clear, concise statement of the topic.
-Abstract: The abstract is a summary of the whole dissertation. It presents all the major elements of your work in a highly condensed form. Maximum of 500 words.
- Contents page: clearly describing chapters and any sub-sections and related page numbers.
- Acknowledgement- Chapter 1 - Introduction: You need to set the scene for your dissertation, tell a story by providing some background to the importance of your chosen subject. You should also make your aims and objectives of the report very clear, by for example providing half a dozen bullets clearly describing what you have in mind and what you wish to explore. You should clearly state your "Research Question (s)" and state why your research is important, what is the research gap, how it contributes to the body of knowledge and potentially it’s significance to the practitioner’s world, and, what benefit will be achieved in carrying out your chosen piece of work.
- Chapter 2 - Literature Survey (LR): This is a very important part of your dissertation (particularly if you only rely on acquiring secondary data and body of knowledge). The aim will be for you to provide robust and credible literature relating to the subject matter. Use of some models/frameworks is encouraged. You will also get a better mark by providing a sound critic in your LR, i.e. what you agree with and what you don't, and, the reasons behind your argument/rationale.
- Chapter 3 - Research Methodology: Here you should describe the methodology used in gathering the data and information. You should make reference to both the primary, if any, (interviews, questionnaire, case study ...) and, secondary research methods (literature review and library based work...). You should also describe an ...
This document provides information about the Master of Business Administration (MBA) Project module at Sunderland Business School. It includes details about the module leader and teaching staff, learning outcomes, content, teaching methods, and assessment.
The key points are:
- The module acts as a capstone project for the MBA program, allowing students to complete independent research on an organization or industry of their choice.
- Students will complete workshops on research methods and personal competencies to prepare them for their projects.
- The project will involve a literature review, methodology, data analysis, and recommendations and will be approximately 12,000 words.
- Students will also submit a 2,000 word self-reflection on
INFS4887 Business Research Methods S1 2013.pdfBurcerMichael
This document provides the course outline for INFS4887 Business Research Methods. It includes information on the course staff, units of credit, aims and learning outcomes. The course involves lectures, workshops and assignments to develop skills in research instrument design, data analysis and research methodology. Students will complete individual assignments on data analysis, quantitative instrument design and qualitative instrument design, and must participate actively in workshops. The course aims to prepare students to conduct independent research projects and theses.
Strategic Information Systems (SIS) OIM6003-AModule Leader Zahi.docxflorriezhamphrey3065
Strategic Information Systems (SIS) OIM6003-A
Module Leader: Zahid Hussain
Main Assignment
Undergraduate
2016 -2017
Semester 2
Strategic Information Systems (SIS) module entails one assignment. This has been designed to achieve the learning outcomes of the module and to develop the subject understanding of the student.
SIS Main Assignment Title:
Explain the use of transaction processing systems (TPS) and their link with executive information systems (EIS) in an organisation of your choice in your degree specific discipline area, e.g. Marketing, Accounting and HRM, etc. Also explain the role of IS strategy in successful use of such systems.
Please provide examples and illustrations where required.
100 marks
2000 words
The submission date for this assignment is Friday 28th April 2017 before 3pm.
Please pay an attention to the general marking criteria (in the module handbook) that will be used to mark your assignment. Please follow the guidelines given in the module handbook for submission.
Module Handbook
2016-17
OIM6003-A
Strategic Information Systems
FACULTY OF MANAGEMENT & LAW
SCHOOL OF MANAGEMENT
ii
Table of Contents
1.General1
2.Overview of Module and Module Descriptor2
3.Assessment Criteria and Marking Guidelines5
3.1Assessment Information5
4.Schedule of Work / Topics5
5.Communication11
6.Support for Your Learning13
6.1Specific Support Materials for Module.
6.2Study and Social Spaces.
7.Developing Good Academic Practice14
8.Reading List16
9.Module Feedback from Previous Students20
10.Additional Information21
iGeneral
General guidance and information on the university experience for all students can be found in the Student Handbook, which is available online via
http://www.bradford.ac.uk/new-students/.
Overview of Module and Module Descriptor
This module provides a deeper insight into exploiting the power of Information Systems for the benefit of organisations. It will show how organisational operations are underpinned by technology, the power of which can be harnessed for the benefit of the business and industry. This includes a strong focus on strategic thinking and strategy setting. It aims to develop the analytical skills of students in planning the use of technology.
The module leader is Dr Zahid Hussain. Details on how to contact them are provided below.
Contact Details
Dr Zahid Hussain [email protected]
Room 2.10, Cartwright Building 01274 234332
Module Aims
To have a strategic understanding of business information systems in organisations and to develop skills in analysing and planning the uses of business information systems in organisations to yield better efficiency, effectiveness and value.
Strategic Information Systems
Module Code:
OIM6003-A
Academic Year:
2016-17
Credit Rating:
10
School:
School of Management
Subject Area:
Operations and Information Management
FHEQ Level:
FHEQ Level 6
Module Coordinator:
Dr Zahid Hussain
Additional Tutors:
Pre-requisites:
MAN0601M; MAN0132L
Co-re.
This 3 credit course titled "Business Research Methods" is offered in the 6th semester of year 2 of the program. It aims to equip students with the ability and skills to conduct research in the field of business through developing their analytical, communication, and research skills. The course introduces students to research methods and focuses on analyzing business problems and using scientific research as a problem-solving tool. It involves lectures, case studies, group work, and students independently researching and presenting a proposal and findings. Assessment consists of assignments, a research proposal, presentation, and final exam.
This document provides information about the Business Improvement and Creativity module taking place from January to June 2022. It outlines the module coordinator, Dr. Chris Milner, and module team member Judi Karas. It then provides details about the module synopsis and objectives, learning aims and outcomes, assessment, and delivery approach. Students will complete a portfolio and reflective essay analyzing a business improvement framework applied to an organization of their choice. The module uses a blended learning approach including prerecorded lectures and live seminars/workshops.
This document outlines the assessment for a marketing unit at the University of Portsmouth Business School. Students will work in groups to produce a 2,000-word report and 15-minute presentation evaluating the marketing activities of the UK higher education sector. They will recommend ways for Portsmouth Business School to compete for prospective students given public spending cuts. The assessment aims to demonstrate students' abilities to conduct research from various sources, work in a team, describe marketing concepts, and recognize the external environment's importance. Guidelines are provided on report structure and formatting.
Dissertation Structure GuidelinesIt will be important to setDustiBuckner14
Dissertation Structure Guidelines
It will be important to set some broad guidelines and ground rules as well as highlighting the dissertation structure that your supervisors would like their students to adhere to. Suffice to say these issues have already been highlighted and discussed with you in detail in your PRISM unit.
In summary, when you start working on your dissertation and develop your thinking and findings a bit more, you may wish to have a chat with your supervisor; a call or Skype or using some other online tool. Also a good idea to send your supervisor your chapters as you complete them so that they can provide their comments as you make progress on other chapters. However please consult your supervisor if he/she wishes to consider an alternative approach.
There is a document called Assessment Guidelines on this Moodle site that gives a very brief outline of the suggested chapters involved in your dissertation and an idea of the number of words that are usually expected in each chapter.
In the meantime, as far as your dissertation structure is concerned, let us just remind you that as a general rule, we would suggest the following chapters and sections for your thesis.
-Title: A clear, concise statement of the topic.
-Abstract: The abstract is a summary of the whole dissertation. It presents all the major elements of your work in a highly condensed form. Maximum of 500 words.
- Contents page: clearly describing chapters and any sub-sections and related page numbers.
- Acknowledgement- Chapter 1 - Introduction: You need to set the scene for your dissertation, tell a story by providing some background to the importance of your chosen subject. You should also make your aims and objectives of the report very clear, by for example providing half a dozen bullets clearly describing what you have in mind and what you wish to explore. You should clearly state your "Research Question (s)" and state why your research is important, what is the research gap, how it contributes to the body of knowledge and potentially it’s significance to the practitioner’s world, and, what benefit will be achieved in carrying out your chosen piece of work.
- Chapter 2 - Literature Survey (LR): This is a very important part of your dissertation (particularly if you only rely on acquiring secondary data and body of knowledge). The aim will be for you to provide robust and credible literature relating to the subject matter. Use of some models/frameworks is encouraged. You will also get a better mark by providing a sound critic in your LR, i.e. what you agree with and what you don't, and, the reasons behind your argument/rationale.
- Chapter 3 - Research Methodology: Here you should describe the methodology used in gathering the data and information. You should make reference to both the primary, if any, (interviews, questionnaire, case study ...) and, secondary research methods (literature review and library based work...). You should also describe an ...
This document provides an overview of a unit on research for creative media production. The unit aims to teach learners about key research methods and techniques used in the media sector. Learners will research an existing media product and conduct their own research to gather material for a media production. They will learn skills like identifying reliable sources, collecting and organizing information, and presenting the results of their research. The unit outlines learning outcomes, content, and assessment criteria to evaluate learners' understanding and application of research methods.
MBA Project Report as per Osmania UniversityHammaduddin
The document provides guidelines for students at Osmania University for preparing and presenting their project reports for the Master of Business Administration program. It outlines that the project allows students to independently research and analyze a business problem. It recommends regularly meeting with supervisors and providing drafts. The guidelines specify the project should investigate an applied business issue through critical examination and analysis. It provides direction on choosing a topic, organizing the report, and formatting requirements.
This document provides information on the International Advanced Diploma in Business (IADB), which is equivalent to the second year of a UK Honors Degree. The IADB is delivered over two 15-week semesters, with four modules studied per semester. Each module is worth 15 credits. Sample modules described include Managerial Economics, Quantitative Methods, and Marketing Management. The document provides learning outcomes, content, delivery details, and reading materials for each module.
This document is a course manual for the ICA International Diploma in Governance, Risk and Compliance. It provides an introduction and overview of the course, including information on the course structure and units, assessment requirements, and support resources available to students. The manual guides students on how to make the most of their studies, including familiarizing themselves with course materials, planning their study schedule, and utilizing available tutor and administrative support. It aims to equip students with the knowledge and skills needed to successfully complete the program and demonstrate their understanding of governance, risk and compliance.
BA (HONS) FASHION BUYING AND MERCHANDISING RESE.docxmadlynplamondon
BA (HONS) FASHION BUYING AND MERCHANDISING
RESEARCH METHODS FOR BUYING AND MERCHANDISING
Unit code FU001443
Credit rating 20
Stage 2
Level 5
Unit Leader Stephanie Liberman ([email protected])
Teaching team Stephanie Liberman, Lois Baile, Christopher Hazelhurst
Timetable Accessible via UAL Timetables
Academic Year 2018/19
INTRODUCTION
This unit gives you the opportunity to further develop your practical research skills in order to lay the
foundations for future self-directed projects later this stage and in the final stage. Academic
underpinning, evaluative thought processes and problem solving skills will be key in demonstrating that
you have the required tools to undertake an in depth critical review of a specific area within the fashion
business environment. A full range of primary research methods such as focus groups, interviews and
questionnaires will be designed and evaluated. There will be a more detailed and extensive
investigation of the secondary resources available to you through the College and University library and
e-library. You will be shown how to manage the research process and how to analyse and present your
research findings in the context of the fashion industry.
ASSESSMENT AND PROJECT BRIEF
• An individual 3,000 word report.
In this report you are required to complete a consumer research proposal and conduct qualitative and
quantitative research to assess consumer attitudes to a specific commercial issue in the fashion retail
industry. Your topic will be situated within one of the following areas of interest, which you will
formatively sign off with your Tutor in week 3.
1. Range development: how UK brands expand overseas and how this affects the product ranges.
2. Researching consumer attitudes: investigating Ethical and Sustainable concepts for retail.
3. Researching the Luxury Brand experience: how brands present their image in the omni-channel
marketplace (stores, online, outlets).
The report will allow you to study a consumer demographic that is of interest to you and will evidence
your ability to academically and commercially identify the aims and objective of a piece of individual
research, supported by a robust literature review and evaluation of secondary data. The research
methodology proposal will show your understanding and application of an appropriate research strategy
and analysis methods within an ethical framework. You will design, conduct and analyse a small
quantitative and qualitative study. To conclude the report you should include an evaluation of data from
the study, recommend improvements and identify the limitations of the study approach.
Indicative structure and approximate word count:
1. A topic defined by means of a working title or research question.
2. An Abstract – not included in the word count.
3. List of contents and tables – not included in the word count.
4. Rationale and context for the researc.
This document provides information about the Business In Action module for the 2020 academic session at Cardiff School of Management. The module is worth 20 credits and aims to integrate content from across the business disciplines to provide students with a more holistic overview of business decision making and performance. Students will develop critical business skills through a case study requiring input from all disciplines. Assessment includes two coursework assignments and a presentation, evaluating students' ability to integrate business disciplines to solve problems and work effectively in a team. The module will cover topics across various business functions through lectures, seminars, and independent study.
1 UNIVERSITY COLLEGE DUBLIN Bachelor of.docxhoney725342
This document provides an overview and study guide for a Marketing Management module. It outlines 12 topics that will be covered over 10 weeks, including strategic planning, marketing research, consumer behavior, market segmentation, branding, and pricing. It details the module aims and learning outcomes, assessment components, and resources for students. The guide is intended to outline all elements of the module and help students to successfully complete the course.
This complete outline of Res 1-Methods of Research indents to give an overview of the course for the whole semester with 54 hours equal to 3 units credit. Lessons are excluded in this outline and will be presented per meeting of 1.5 hours twice a week meeting.
This document provides a course description for a Managerial and Cost Accounting course offered as part of a Business Management program. The course is offered in the second year, third semester. It is a compulsory 3-credit course taught face-to-face in English. The course aims to teach cost concepts and techniques used for decision making. Topics covered include cost accounting concepts, inventory valuation methods, cost allocations, costing systems, financial statements, and budgeting. Assessment includes a mid-term exam worth 80% and homework worth 20% of the overall grade. The final exam contributes 40% to the overall grade. The expected workload is 123 hours over the semester.
This document provides the syllabus for a secondary science teaching seminar for Maryland special education participants. It outlines the course objectives, meeting dates and location details, required resources, assignment due dates, and expectations. Participants will complete assessment projects analyzing content standards, literacy strategies, math integration, inquiry-based lessons, and using data to inform instruction. They will implement science teaching strategies, reflect on their lessons, and create a professional development plan to demonstrate their growth.
This document outlines a training course on creating strong business cases for GBIF Nodes. It discusses the rationale for using business cases, including to establish a Node's position, secure funds, and increase proposal success rates. The presentation covers components of an effective business case like the executive summary, problem statement, solutions, and cost/benefit analysis. It also provides best practices and resources for Nodes to reference when developing business cases.
The document provides an overview of the BTEC Higher National Diploma in Automotive Management and Technology Level 5 program. It outlines that the program is designed to provide specialist vocational training with a strong work-related emphasis. Students must pass 16 units over 2 years to earn the diploma. Units cover topics like vehicle operations, electronics, and customer service. Grades for individual units and the overall diploma are determined by pass, merit, and distinction criteria assessed based on learning outcomes.
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
Systems engineering concepts and methodologies can help project managers organize projects in several ways. The readings discuss systems engineering tools and techniques for solving project problems, and assessing how systems engineering applies to specific project cases like those at BP. They also describe the systems approach and how systems engineering concepts relating to organizing engineered systems can be utilized. Questions are raised about whether systems engineering and project management principles could have helped prevent disasters at BP if properly implemented.
Aaron Wolowiec, MSA, CAE, CMP, CTA delivered this presentation during the Connect Marketplace on Friday, Aug. 26, 2016, and Saturday, Aug. 27, 2016, at the Gaylord Texan Resort & Convention Center in Grapevine, TX.
This document summarizes a module on professional competences. The module aims to develop students' transferable skills through independent learning, reflection, and consideration of realistic business issues. Students will enhance skills like critical thinking, teamwork, and self-awareness. They will apply techniques like brainstorming, communicate effectively, and self-assess their competency development. Assessment consists of a portfolio, online collaboration, and self-assessment to evaluate students' skills, team contributions, and reflective abilities.
Mba 801 production and operations managementparulgupta05
This unit introduces production and operations management (POM). It describes POM as the function that enables organizations to achieve their goals through efficient resource utilization. POM is important for both manufacturing and service organizations. The unit discusses how POM relates to other functions like finance and marketing. It also briefly outlines the historical evolution of POM from the industrial revolution to modern approaches like scientific management and human relations. The unit provides an overview of the key topics covered in the course.
The document discusses learning outcomes and learning domains. It defines learning outcomes as statements describing what students should know, understand, and be able to do upon completing their studies. Learning outcomes fall under three categories - levels of qualification, fields of study, and specific programs. There are nine learning domains: knowledge, practical skills, thinking/scientific skills, communication, social/teamwork, values/ethics, information management, management/entrepreneurial, and leadership skills. Learning outcomes are important as they define expected learning, provide benchmarks for assessment, communicate expectations, and guide teaching and learning.
A properly planned program ensures students progress satisfactorily by determining resources, essential topics, sequencing subjects, developing lesson plans, and getting input from an advisory committee. The committee helps identify important subjects and skills. Instructional goals are set at the course, subject, and lesson levels. Objectives specify what students will be able to do, like identify financial considerations of operating a business. Lesson planning involves considering the cognitive, affective, and psychomotor domains.
BEAUTIFUL CHURCH ___________________ SIX STEPS TO.docxJASS44
BEAUTIFUL
CHURCH
___________________
SIX STEPS
TO VIBRANT CHURCH GROWTH
“How beautiful are the feet of those who bring good news, who proclaim peace,
who bring good tidings, who proclaim salvation, who say to Zion, Your God reigns!”
Isaiah 52:7 (NIV)
RON DOTZLER
STEP 1
GOD’S HEART FOR THE
UNCHURCHED
AND HOW THE CHURCH MUST RESPOND
STEP 1
CHAPTER ONE
UNLEASHING THE POWER OF CHURCH
HIS BEAUTIFUL CHURCH TRANSFORMING A BROKEN WORLD
“The local church is the hope of the world.”1
Wow.
This truth resonated in my heart from the moment I first heard it stated at a leadership conference.
I wanted to believe in the incredible power and potential of the local church to reach a lost and
broken world, but I knew the hard facts—the church in the USA was experiencing significant
decline. I knew we could do better, but the answers eluded me.
“There’s nothing like the local church when the local church is working right.”2
Again, my spirit soared. The church could change the world if it was working right.
Bill Hybels, the speaker, gave language to what I was feeling for years as a pastor in my church. The
local church, in its imperfect earthly form, is still the hope of the world. While all of eternity hangs
in the balance, God still sees his beautiful bride as carriers of his salvation message to a broken, lost
and hurting world.
I love the local church, and I’m convinced that church vibrancy and conversion growth matters. In
my 28 years of ministry, my prayer has been for God to unleash the power of the local church to
fulfill the kingdom mission to impact those far from Christ. God’s heart is pleased when he sees his
beautiful church transforming a broken world.
A FAULTY CHURCH MODEL
Several years ago, I attended a conference hosted by a prominent church. The helpful workshops
left me excited to implement all I’d learned when I returned home. Without warning, one of the
speakers from Europe shocked me when he predicted a sharp decline in attendance of the North
American church. His announcement left me reeling.
I leaned back in my chair, trying to process his statement. Why did this pastor have such a grim view
of the church? How could he be so bold as to make such a negative futuristic claim?
Constance
Highlight
Without missing a beat, the pastor asked a very intriguing question: why had the church in
Europe died, no longer exerting influence in society? With no real answers, he explained how
the church in Europe had a faulty church model which the States inherited. This faulty model
was incomplete in its ability to reach and receive lost people. If the church in North America
didn’t make changes, he claimed, it would soon mirror the European church—empty, lifeless
and no longer relevant.
My heart sank. I didn’t want to believe his disheartening view. Yet his projection stuck with me, pressing me to work
against the tide when I saw evidence over the years that his prediction was comi ...
Be sure to include in your reply specific commentary examining the.docxJASS44
Be sure to include in your reply specific commentary examining the uses and applications of applied behavioral science as discussed by your classmate. Ask questions that might help to further your understanding of the applications of applied behavioral science and take the discussion to a deeper level. Do you agree with your peer’s rationale as to how a forensic psychologist might help? Why, or why not? What other similarities and differences might you share about the actual work of forensic psychologists and the way it is presented in popular media such as television and the movies?#1Candace Lyons
WednesdayJan 17 at 2:44pm
Manage Discussion Entry
Briefly describe this person/character, including the medium (real life, television, movie, book, etc.) from which he or she comes, why you selected him or her, his or her background, and the background of the crimes he or she committed.
Aileen Wuornos was a real-life female serial killer. As a child, her father was convicted of sexually abusing children and killed himself in prison. At one point he was diagnosed as schizophrenic. Wuornus was abandoned by her mother at four years old and forced to live with her abusive grandparents. After having a baby at 14 she was kicked out of her grandparent’s home and lived on the streets as a prostitute. Wuornos was convicted of six life sentences for killing men she accused of either raping her or attempting to rape her.
Based on your reading this week, define, in your own words, forensic psychology as a specific example of applied behavioral science, and describe how forensic psychology could have been helpful in this case.
“Forensic psychology is a field of study that applies scientific psychological knowledge to legal issues pertaining to criminal offenders and the criminal justice system. Identify trends in forensic psychology that would prove helpful” (McCarthy et al, 2016, section 6.1). I would define it as the application and education of reliable scientific psychology in the criminal justice system. Forensic psychologist can evaluate human behaviors and based on scientifically reliable assessments determine the dangerousness to a person’s self or society at large. The can also look for common diagnosis to determine if a person is fit to stand trial. In the case of Wuornus, a forensic psychologist could have examined her RAP sheet to determine if she was a threat to society. She was arrested for several crimes, including armed robbery and assault. In the biosocial age, criminologist now have access to genetic and brain imaging data. I think it would have been worth assessing her for schizophrenia. She stated that the men she killed either raped her or attempted to rape her until she was executed. Paranoia is common in schizophrenics and some believed she was convinced that she was raped or about to be raped. In her mind the murders were justified.
Discuss why profiling is or is not a science.
Profiling can never be an exact science because of complexit ...
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Unit code FU001443
Credit rating 20
Stage 2
Level 5
Unit Leader Stephanie Liberman ([email protected])
Teaching team Stephanie Liberman, Lois Baile, Christopher Hazelhurst
Timetable Accessible via UAL Timetables
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BEAUTIFUL CHURCH ___________________ SIX STEPS TO.docxJASS44
BEAUTIFUL
CHURCH
___________________
SIX STEPS
TO VIBRANT CHURCH GROWTH
“How beautiful are the feet of those who bring good news, who proclaim peace,
who bring good tidings, who proclaim salvation, who say to Zion, Your God reigns!”
Isaiah 52:7 (NIV)
RON DOTZLER
STEP 1
GOD’S HEART FOR THE
UNCHURCHED
AND HOW THE CHURCH MUST RESPOND
STEP 1
CHAPTER ONE
UNLEASHING THE POWER OF CHURCH
HIS BEAUTIFUL CHURCH TRANSFORMING A BROKEN WORLD
“The local church is the hope of the world.”1
Wow.
This truth resonated in my heart from the moment I first heard it stated at a leadership conference.
I wanted to believe in the incredible power and potential of the local church to reach a lost and
broken world, but I knew the hard facts—the church in the USA was experiencing significant
decline. I knew we could do better, but the answers eluded me.
“There’s nothing like the local church when the local church is working right.”2
Again, my spirit soared. The church could change the world if it was working right.
Bill Hybels, the speaker, gave language to what I was feeling for years as a pastor in my church. The
local church, in its imperfect earthly form, is still the hope of the world. While all of eternity hangs
in the balance, God still sees his beautiful bride as carriers of his salvation message to a broken, lost
and hurting world.
I love the local church, and I’m convinced that church vibrancy and conversion growth matters. In
my 28 years of ministry, my prayer has been for God to unleash the power of the local church to
fulfill the kingdom mission to impact those far from Christ. God’s heart is pleased when he sees his
beautiful church transforming a broken world.
A FAULTY CHURCH MODEL
Several years ago, I attended a conference hosted by a prominent church. The helpful workshops
left me excited to implement all I’d learned when I returned home. Without warning, one of the
speakers from Europe shocked me when he predicted a sharp decline in attendance of the North
American church. His announcement left me reeling.
I leaned back in my chair, trying to process his statement. Why did this pastor have such a grim view
of the church? How could he be so bold as to make such a negative futuristic claim?
Constance
Highlight
Without missing a beat, the pastor asked a very intriguing question: why had the church in
Europe died, no longer exerting influence in society? With no real answers, he explained how
the church in Europe had a faulty church model which the States inherited. This faulty model
was incomplete in its ability to reach and receive lost people. If the church in North America
didn’t make changes, he claimed, it would soon mirror the European church—empty, lifeless
and no longer relevant.
My heart sank. I didn’t want to believe his disheartening view. Yet his projection stuck with me, pressing me to work
against the tide when I saw evidence over the years that his prediction was comi ...
Be sure to include in your reply specific commentary examining the.docxJASS44
Be sure to include in your reply specific commentary examining the uses and applications of applied behavioral science as discussed by your classmate. Ask questions that might help to further your understanding of the applications of applied behavioral science and take the discussion to a deeper level. Do you agree with your peer’s rationale as to how a forensic psychologist might help? Why, or why not? What other similarities and differences might you share about the actual work of forensic psychologists and the way it is presented in popular media such as television and the movies?#1Candace Lyons
WednesdayJan 17 at 2:44pm
Manage Discussion Entry
Briefly describe this person/character, including the medium (real life, television, movie, book, etc.) from which he or she comes, why you selected him or her, his or her background, and the background of the crimes he or she committed.
Aileen Wuornos was a real-life female serial killer. As a child, her father was convicted of sexually abusing children and killed himself in prison. At one point he was diagnosed as schizophrenic. Wuornus was abandoned by her mother at four years old and forced to live with her abusive grandparents. After having a baby at 14 she was kicked out of her grandparent’s home and lived on the streets as a prostitute. Wuornos was convicted of six life sentences for killing men she accused of either raping her or attempting to rape her.
Based on your reading this week, define, in your own words, forensic psychology as a specific example of applied behavioral science, and describe how forensic psychology could have been helpful in this case.
“Forensic psychology is a field of study that applies scientific psychological knowledge to legal issues pertaining to criminal offenders and the criminal justice system. Identify trends in forensic psychology that would prove helpful” (McCarthy et al, 2016, section 6.1). I would define it as the application and education of reliable scientific psychology in the criminal justice system. Forensic psychologist can evaluate human behaviors and based on scientifically reliable assessments determine the dangerousness to a person’s self or society at large. The can also look for common diagnosis to determine if a person is fit to stand trial. In the case of Wuornus, a forensic psychologist could have examined her RAP sheet to determine if she was a threat to society. She was arrested for several crimes, including armed robbery and assault. In the biosocial age, criminologist now have access to genetic and brain imaging data. I think it would have been worth assessing her for schizophrenia. She stated that the men she killed either raped her or attempted to rape her until she was executed. Paranoia is common in schizophrenics and some believed she was convinced that she was raped or about to be raped. In her mind the murders were justified.
Discuss why profiling is or is not a science.
Profiling can never be an exact science because of complexit ...
Be sure that your report answers the following questions 1. W.docxJASS44
Be sure that your report answers the following questions:
1. WHAT BOOK did you read (give a full bibliographic citation)? (attach after report as an appendix)
2. What HAPPENED in this book? You should be able to describe some particulars such as when did the fire occur, what type of structure was it, how severe was it – basically telling the story of the fire. Also, think about the kinds of destruction that are described - where was there significant damage, and why? (1.5 pages max)
3. Can you CONFIRM that the author is accurate? You will want at least two other sources (only one of which is internet based) that will allow you to opine on whether the author(s) of your book got the big picture, and some specific details, correct. (mixed into the text, not a separate section)
4. How did the built environment influence survival in positive AND NEGATIVE ways? Were there people who owed their survival to elements of the built environment? How so (specific examples)? Were there people who put their faith in elements of the built environment to tragic effect (specific examples)? How did the cultural systems of the day, perhaps as reflected by government agencies or institutions, influence the outcome? Be sure to describe any specific, physical features of the built environment that were directly related to the ability of people to survive the fire, and any specific cultural features that had similar impact.
5. Would a similar structure built today potentially suffer the same fate? Did the fire lead to any changes in either physical or cultural features in buildings built afterwards? Are you safer in buildings now (give specific reasons).
6. Did YOU like this book? Would you recommend it to others? Produce a review of it as an object of entertainment, perhaps using a review of a book in a magazine or newspaper as an example. (0.5 page max)
The overall report will be 5-6 pages in length, not counting any cover, table of contents, or appendices. You should use space-and-a half, 12 point font, 1 inch margins all around. Number your pages. Spelling, grammar, presentation will be graded.
ANTICIPATED RUBRIC:
0 – The report is turned in later than the assigned due date/time.
F (59 and below) – The report is not turned in, is turned in after the due date/time, or is turned in before the due date/time without answering the guiding questions in a way that they can be found. There is little evidence that the writer read the assignment. The report is written in an unprofessional tone and/or with so many errors in English spelling and grammar, and/or in fact, that it cannot be understood. The writer makes no effort to help the reader find things with things such as an accurate table of contents, section headings, etc.
D (60-69) – The report is turned in before the due date/time. Of the guiding questions, only 1 is answered clearly and well, in a way that it can be found. The report is mostly written in a professional tone, with many error ...
Be sure your paper touches on the key elements of each as they per.docxJASS44
Be sure your paper touches on the key elements of each as they pertain to your organization.
Please make sure: Please include paraphrased citations and references for each. The instructor do not allow direct quotes. If no minimum is listed. Cite consistently throughout each paragraph to support your points. Also be sure to double-space and indent paragraphs. I do not require an abstract. The instructor would like to see an introduction, body and conclusion within your papers. If you need help please see the example APA paper on my writing help page.
Next explain what you will do to help ensure your change efforts don’t fade when you have accomplished your goals. How will you help prevent burn out? How will you help maintain the change once it’s implemented? You may find page 157 helpful in reviewing the key points of what to do and not do when not letting up on the change effort. Be sure your paper touches on the key elements of each as they pertain to your organization.
Be sure to include at least three scholarly references to support your assertions written in your own words. Do not copy word for word from the course text or any other sources. Your submission this week is Part 7 of the final project.
The requirements below must be met for your paper to be accepted and graded:
· Write between 1,000 – 1,500 words (approximately 4 – 6 pages) using Microsoft Word in APA style.
· Use font size 12 and 1” margins.
· Include cover page and reference page.
· At least 80% of your paper must be original content/writing.
· No more than 20% of your content/information may come from references.
· Use an appropriate number of references to support your position, and defend your arguments. The following are examples of primary and secondary sources that may be used, and non-credible and opinion based sources that may not be used.
·
1. Primary sources such as, government websites (United States Department of Labor Bureau of Labor Statistics, United States Census Bureau, The World Bank, etc.), peer reviewed and scholarly journals in EBSCOhost (Grantham University Online Library) and Google Scholar.
2. Secondary and credible sources such as, CNN Money, The Wall Street Journal, trade journals, and publications in EBSCOhost
3. Non-credible and opinion based sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. should not be used.
· Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
Be sure your paper touches on the key elements of each as they pertain to your
organization.
Please make sure:
Please include paraphrased citations and references for each
.
The
instructor
do not allow direct quotes. If no minimum is listed
.
Cite consistently
throughout each paragraph to support your points.
Also be sure to double
-
space and
indent paragraphs.
I do not require an abstract. The instructor
would like t
o see an
introduction, body and conclusion within ...
Beasts of No Nation EssayTimelineWeek of April 10-13 Watch .docxJASS44
Beasts of No Nation Essay
Timeline:
Week of April 10-13: Watch Beasts of No Nation during class periods.
Mon. April 17: First Draft of Film Paper Due
Week of April 17-20 : One-on-One conferences about the
paper.
Tues. April 25: Final Draft of Film Essay due in D2L dropbox.
Directions:
Choose ONE of the following questions and write a well-planned out, coherent essay that argues a point that you want to make about the movie.
1. How does the film address the question of what “family” means?
2. How does the film address the idea of putting one’s trust in God?
3. How does the film show how a young child can be recruited into the military?
4. How does the film treat the subject of resistance against an unjust military government?
Just a reminder of what a good essay consists of, the essay should contain:
1. A nice introductory paragraph that “leads in” to your thesis statement. Your thesis statement should not be the first sentence of the essay.
2. A clear and precise thesis statement that will alert the reader what the essay is going to be about.
3. A good, strong topic sentence in each paragraph, usually the first sentence of the paragraph.
4. Enough development in each paragraph to fully support the main point (aka topic sentence).
5. A conclusion that either summarizes the main points of the essay or emphasizes the very important point(s).
I WOULD NOT RECOMMEND VISITING A WEBSITE LIKE WIKIPEDIA OR SPARKNOTES. I ESPECIALLY WOULD NOT RECOMMEND THAT STUDENTS VISIT ANY WEBSITE WHERE THEY CAN PURCHASE PAPER WITH A CREDIT CARD. Students who visit these websites looking for ideas tend to accidentally plagiarize the sites in their papers. Accidental plagiarism is still plagiarism and will receive the same zero that plagiarizing on purpose gets.
WHAT I EXPECT FROM THIS ESSAY
1. I want this essay to be an analysis of The Hunger Games. I DO NOT WANT A PLOT SUMMARY. Notice that every sample question that I provided for you above required some sort of deep thinking and analysis. Your essay should show such analytical ability.
2. Your paper should be foregrounded in LOGOS, not ethos or pathos. You may use some ethos or pathos if it helps you to make your point, but the dominant mode of persuasion that you should be using in this paper is logos.
3. DO NOT USE PURE SPECULATION! Always back your assertions up with evidence from the movie.
4. Use specific details. Do not be vague.
RUBRIC
I will be scoring your essay based upon the following criteria:
Formatting (6 points)
Your essay should formatted in MLA format. Use the Formatting a Paper in MLA Format link in the MLA Formatting folder under Course Content to learn how to format a paper properly. One point will be counted off for each of these that are not done properly:
· 12 point font
· Times New Roman font
· Paper margins 1” around (this one should be easy since it’s the default on Word, therefore not requiring any changes
· Double Spacing
· No extra space bet ...
BCJ 4385, Workplace Security 1 UNIT IV STUDY GUIDE I.docxJASS44
BCJ 4385, Workplace Security 1
UNIT IV STUDY GUIDE
Information, Communications, and
Computer Security
Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
1. Examine the function of information security management and how it
plays a role in assessing vulnerabilities to critical information.
2. Analyze various information protection strategies and how these can
play a role in the prevention of cybercrimes.
3. Outline strategies for safeguarding information including the protection
strategies of physical security, administrative controls, and logical
controls.
Unit Lesson
General Overview
Information is an asset for organizations that exists in various forms (critical,
propriety, intellectual, and digitized). Thus, securing the various forms of
information are priorities for organizations. Laws such as the Fair Credit
Reporting Act were created to help protect information from improper use, but
such measures are insufficient in providing the level of protection needed to
secure organizational information.
Organizations use various tools and strategies to ensure information security
(INFOSEC) which is the protection of “information assets and systems against
any internal or external threat that might endanger them” (Ortmeier, 2013,
p.135). INFOSEC risk assessments and analyses are conducted to identify the
threats against organizational information that may exist and information
protection strategies are implemented to protect against and respond to the
identified threats. Protection strategies range from control strategies
(discretionary access control, mandatory access control: hierarchical and
non-hierarchical, operations security) to personnel security (information
protection-related agreements) which includes information security legislation
(e.g., National Security Decision Directive 298), classification systems for
business information (e.g., sensitive compartmented information protocols),
information security policies, and copyrights, patents, and trademarks.
Communication security (COMSEC) is important for any information transmitted
regardless of the medium (e.g., voice, electronic, impulses, microwave, etc.).
Computer security is concerned with information accessible through computers.
Maintaining computer security is a complicated task because information can be
accessed locally and remotely through numerous means. The term cybercrime
was coined to identify the crimes that are associated with using the internet to
illegally gain access to information that is used in crimes (e.g., hacking, email
wiretappings, phishing, and vishing).
Thus one can image that one of the greatest challenges related to computer
security is securing computer databases from internal and external threats.
Government agencies have added issues of protection threats against their
agencies and their personnel. To aid all organizations in maintaining co ...
BCJ 4385, Workplace Security 1 UNIT II STUDY GUIDE T.docxJASS44
BCJ 4385, Workplace Security 1
UNIT II STUDY GUIDE
Threats and Legal Aspects to Security
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Evaluate threats to safety and security within the private, corporate, and
local level.
2. Analyze the legal issues present within the private security profession
and the court of law.
3. Outline various crime causation theories and how this impacts
workplace security.
Unit Lesson
General Overview
Have you ever entered an area or a building and immediately felt as if you were
in imminent danger? Do you remember that feeling you get in your chest and gut
when you almost slip and fall on the wet tile floor in your house? Alternatively,
have you entered a building and felt like you were trying to enter an armory?
Have you ever been stopped in an arena or airport or even a shopping mall and
asked to provide your bag for searching? You’ve probably answered yes to at
least one of these questions. We have all, whether we realize it or not,
experienced threats to our safety and security and benefited from the legal
aspects of safety that help provide ethical standards and expectations for the
maintenance of safety.
Threats to safety and security can be intentional or unintentional and, as such,
have numerous sources. These sources range from accidents and human error,
to natural and environmental disasters, to civil disorder and crime. For example,
identity theft is a major concern since much of the commerce transactions are
now done online. Oftentimes the theft is a result of human error, such as not
shredding documents that contain personal information or not using a secure
web browser to conduct transactions. Human error is also exhibited when
employees do not properly handle merchandise, resulting in its theft, damage, or
lack of repair. Natural disasters are said to be a direct result of “the forces of
nature.” We often see natural disasters in the form of forest fires, earthquakes,
and tsunamis. On the other hand environmental disasters are the result of
hazardous materials being released into the environment. These types of
disasters are the result of some type of hazardous materials being released in
larger amounts into the environment (e.g., oil spill, leakage of nuclear reactors).
Fire and environmental disasters are examples of how the sources of the threats
to security and safety can be hard to identify and/or intertwined. A fire can be
started by lightning, it can result from human error that causes a spark (e.g., a
loose metal chain being dragged across concrete at high speeds), or it can result
from intentional criminal behavior, in which an arsonists sets a fire to cause
widespread damage. An environmental disaster, such as an oil spill, may have
resulted from an accident, such as two ships colliding or some mechanical
failure. Environmental disasters can also be the result of companies ...
Be sure to read Chopins Desirees Baby very carefully.Its un.docxJASS44
Be sure to read Chopin's "Desiree's Baby" very carefully.
It's unclear whether Armand first learns about his ethnic heritage when he reads his mother's letter (at the conclusion of the story), or if he had discovered this truth at an earlier time (before he reads the letter).
Question: Did he know or did he not know about his ancestry before the story's conclusion? Explain your answer thoughtfully, using quoted language from the story to effectively support your answer.
Désirée’s Baby
by Kate Chopin
As the day was pleasant, Madame Valmondé drove over to L’Abri to see Désirée and the baby.
It made her laugh to think of Désirée with a baby. Why, it seemed but yesterday that Désirée was little more than a baby herself; when Monsieur in riding through the gateway of Valmondé had found her lying asleep in the shadow of the big stone pillar.
The little one awoke in his arms and began to cry for “Dada.” That was as much as she could do or say. Some people thought she might have strayed there of her own accord, for she was of the toddling age. The prevailing belief was that she had been purposely left by a party of Texans, whose canvas-covered wagon, late in the day, had crossed the ferry that Coton Maïs kept, just below the plantation. In time Madame Valmondé abandoned every speculation but the one that Désirée had been sent to her by a beneficent Providence to be the child of her affection, seeing that she was without child of the flesh. For the girl grew to be beautiful and gentle, affectionate and sincere,—the idol of Valmondé.
It was no wonder, when she stood one day against the stone pillar in whose shadow she had lain asleep, eighteen years before, that Armand Aubigny riding by and seeing her there, had fallen in love with her. That was the way all the Aubignys fell in love, as if struck by a pistol shot. The wonder was that he had not loved her before; for he had known her since his father brought him home from Paris, a boy of eight, after his mother died there. The passion that awoke in him that day, when he saw her at the gate, swept along like an avalanche, or like a prairie fire, or like anything that drives headlong over all obstacles.
Monsieur Valmondé grew practical and wanted things well considered: that is, the girl’s obscure origin. Armand looked into her eyes and did not care. He was reminded that she was nameless. What did it matter about a name when he could give her one of the oldest and proudest in Louisiana? He ordered the corbeille from Paris, and contained himself with what patience he could until it arrived; then they were married.
Madame Valmondé had not seen Désirée and the baby for four weeks. When she reached L’Abri she shuddered at the first sight of it, as she always did. It was a sad looking place, which for many years had not known the gentle presence of a mistress, old Monsieur Aubigny having married and buried his wife in France, and she having loved her own land too well ever to leave it. The roof came down steep ...
BBA 3301 Unit V AssignmentInstructions Enter all answers dire.docxJASS44
BBA 3301 Unit V Assignment
Instructions: Enter all answers directly in this worksheet. When you are finished, select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished.
Question 1. (30 points total) Use this balance sheet and income statement from Carver Enterprises to complete parts a and b:
a. (15 points) Prepare a common size balance sheet for Carver Enterprises. Complete the common-size balance sheet: (Round to one decimal place.)
Common−Size Balance Sheet
2013
Cash and marketable securities
$
490
%
Accounts receivable
5,990
Inventories
9,550
Current assets
$
16,030
%
Net property plant and equipment
17,030
Total assets
$
33,060
%
Accounts payable
$
7,220
%
Short−term debt
6,800
Current liabilities
$
14,020
%
Long−term liabilities
7,010
Total liabilities
$
21,030
%
Total owners’ equity
12,030
Total liabilities and owners’ equity
$
33,060
%
b. (15 points) Prepare a common-size income statement for Carver Enterprises. Complete the common-size income statement: (Round to one decimal place.)
Common−Size Income Statement
2013
Revenues
$
30,020
%
Cost of goods sold
(19,950)
Gross profit
$
10,070
%
Operating expenses
(7,960)
Net operating income
$
2,110
%
Interest expense
(940)
Earnings before taxes
$
1,170
%
Taxes
(425)
Net income
$
745
%
Question 2. (10 points total) Use this data table of Campbell Industries liabilities and owners' equity to complete parts a and b.
a. (5 points) What percentage of the firm's assets does the firm finance using debt (liabilities)? (Round to one decimal place.)
b. (5 points) If Campbell were to purchase a new warehouse for $1.3 million and finance it entirely with long-term debt, what would be the firm's new debt ratio? (Round to one decimal place.)
Question 3. (10 points total) (Liquidity analysis)Airspot Motors, Inc. has $2,433,200 in current assets and $869,000 in current liabilities. The company's managers want to increase the firm's inventory, which will be financed using short-term debt. How much can the firm increase its inventory without its current ratio falling below 2.1 (assuming all other assets and current liabilities remain constant)? (Round to one decimal place.)
Question 4. (10 points total) (Efficiency analysis)Baryla Inc. manufactures high quality decorator lamps in a plant located in eastern Tennessee. Last year the firm had sales of $93 million and a gross profit margin of 45 percent.
a. (5 points) How much inventory can Baryla hold and still maintain an inventory turnover ratio of at least 6.3 times? (Round to one decimal place.)
b. (5 points) Currently, some of Baryla's inventory includes $2.3 million of outdated and damaged goods that simply remain in inventory and are not salable. What inventory ratio must the good inventory maintain in order to achieve an overall turnover ratio of at least 6.3 (including the ...
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
Be sure to listen to all of the pieces first, then answer the ques.docxJASS44
Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning.
1. Two of the concepts discussed in your text include rhythm and meter. Rhythms and meters are placed in groups (or a feeling of) of 2’s or 3’s, often referred to as duple or triple. After listening to “Cantecul Miresei,” how would you identify the meter? Is it duple, triple, or it is a combination of both? Explain your answer and how you arrived at your decision. (Hint: Listen to the piece several times and try clapping with the beat.”)
2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers.
3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it “chant-like,” a cappella, or accompanied? If it is accompanied, is the accompaniment chordal, and if so does it use chord progressions or merely one chord? Does it sound like the harmony was written down or simply improvised? Be sure to explain your answer and offer examples from the piece you have selected.
4. Timbre and the study of acoustics is possibly one of the most interesting elements of music. Every voice, instrument, and sound made has a distinct, unique quality that either makes it attractive to our ears or unbearable. However, it is also important to remember that while an instrument or voice (ex. a screechy soprano or an accordion) may not sound good to us on their own, when paired with other instruments or voices may sound absolutely wonderful. Choose one of the pieces from this assignment and describe the timbre of the piece. How would you describe the sound? Is it airy, woody, tin-like, open, closed, high, low, etc.? Does the timbre change at all? If s ...
BCJ 2002, Theory and Practices of Corrections 1 Cour.docxJASS44
BCJ 2002, Theory and Practices of Corrections 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Define terms related to corrections.
1.1 Define all relevant vocabulary related to the correctional system within
the unit.
1.2 Define and understand professionalism in corrections.
2. Assess the purpose, implementation, and effectiveness of corrections.
2.1 Identify standards, training, and skills of correctional officers.
2.2 Identify what organizations exist that set standards in the field.
3. Trace the historical evolution of the correctional system.
3.1 Identify key people that have helped to reform the correctional system
over time.
Unit Lesson
The statistics currently indicate that crime has declined since the 1990s; however, the
number of people incarcerated or under some sort of correctional supervision has
continued to steadily increase. There are four reasons behind this phenomenon:
1. The tough on crime laws like three-strikes-laws have kept repeat offenders
incarcerated for extended lengths of time.
2. The War on Drugs has led to many arrests and convictions that have
increased incarcerated populations in every jurisdiction in the country.
3. Parole authorities now fear liability for inmates released early that re-offend.
4. Those that are out of jail and prison and on probation are more likely to violate
probation.
As the incarceration rate rises, it is important to realize that employment rates of
correctional officers and support staff will also continue to rise. In 1950 there were
approximately 27,000 people employed as correctional officers. Current statistics
indicate that number is now at 490,000 correctional officers. If you were to factor in the
increase in juvenile detention centers, probation and parole officers, administrators,
and other professionals in the correctional field, the number jumps to 748,000 people
employed in the correctional field (Schmalleger & Smykla, 2015).
Corrections Place in the Criminal Justice System
Once a person is arrested, he or she is booked into jail. Law enforcement must then
present evidence to the prosecutor and the decision will be made to file formal
charges or release the person from custody. If a person is charged with a crime, he or
she must go before a judge in an initial, or first, appearance in court. At this time he or
Reading
Assignment
Chapter 1:
Corrections: An Overview
Chapter 2:
Punishments: A Brief
History
Learning Activities
(Non-Graded)
See information below.
Key Terms
1. Adjudication
2. Arraignment
3. Community
corrections
4. Corporal punishment
5. Cost-benefit analysis
6. Criminal law
7. Evidence-based
corrections
8. Hedonistic calculus
9. Institutional
corrections
10. Mores
11. Nolo contendere
12. Noninstitutional
corrections
13. Penal law
14. Sustainable justice
15. Utilitarianism
...
BBA 3651, Leadership 1
Course Description
Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities.
Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and
values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational
climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high-
performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and
organizational change.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the significance of the concept of leadership and the different leadership styles.
2. Distinguish between the importance of vision, the motive to lead, and organizational climate.
3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective
followership.
4. Illustrate the role of ethics and values in guiding organizational behavior.
5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for
leading multicultural teams.
6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate
oriented to meet business goals.
7. Analyze methods used to appropriately manage groups and teams.
8. Evaluate different aspects of organizational change.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from outside resources.
5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are
encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of
the Suggested Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3651, Leadership
Course Syllabus
BBA 3651, Leadership 2
8. Unit Assignm ...
Basics of QuotingA guideline for good quoting is to integrate.docxJASS44
Basics of Quoting
A guideline for good quoting is to integrate the quote into your own writing. Be sure to set up a quote with proper context, such as who said the quote, and any background information required to understand what that person is talking about. This quote set-up should go before the quote, so the reader isn’t wondering who’s talking when you start a quote. Ideally, you should be able to put the quote inside your own sentence, rather than having the quote stand alone.
Level One: Summarize, then Quote
If you can’t include the quote in your own sentence, at the very least you should prepare the reader for a quote by giving a brief summary before the quote. For instance:
Mr. Fleharty argues that quotes should fit smoothly in your own sentences. “The more you can integrate a quote in your own writing, the better.”
Level Two: Using Set-up Phrases
This can get a little trickier with punctuation and proper verb tense, but you should be able to attribute a quote to somebody with a short phrase provided before the quote, in the same sentence. In MLA format, these signal phrases should use present tense verbs.
According to Mr. Fleharty, “The more you can integrate a quote…the better.”
In “Basics of Quoting,” Mr. Fleharty says, “--------------------------.”
Be careful to avoid the common mistakes that come up when using these phrases. For instance, if you use “According to X,” you don’t need to add “X states/believes/says _____.” They mean the same thing. Also, avoid “According to the article, it says _________.” This shouldn’t happen- name the author instead, or at the very least the website or magazine the article is from.
Level Three: Mid-Sentence Quotes
The best way to integrate quotes into your own essay is to quote small phrases from the source as parts of your own sentence. Essentially, you are summarizing or analyzing what the author is saying WHILE using some of their own words. Be absolutely sure the sentence still flows grammatically. Picture the sentence without the quote marks. If necessary, you can change parts of the quote by using [brackets] to let readers know you’ve changed it.
Mr. Fleharty argues that you should “integrate a quote in your own writing” to ensure that quotes aren’t just standing around adding nothing to your essay.
One common mistake when starting to use this method is quoting too little to be worthwhile. For instance, don’t just quote one word unless it’s crucial that the author is using that specific word. Try to take whole phrases at a time to make it worth quoting, otherwise just stick to summarizing the source instead.
Ultimately, quoting successfully comes down to providing context and integrating the quotes into your own writing. In other words, remember to set up your quotes.
Assignment
Read an article with a clearly named author and write a response to it that uses five quotes from the original. Use a different form of quote set-up for each quote- don’t repeat the same one for a ...
BCJ 4385, Workplace Security 1 UNIT V STUDY GUIDE Ri.docxJASS44
BCJ 4385, Workplace Security 1
UNIT V STUDY GUIDE
Risk Assessments, Surveys, Planning, and
Program Implementation & Administration
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
1. Identify and evaluate safety and security risks to individuals and
organizations and the measures available to alleviate these risks.
2. Discuss the importance of appropriate security planning with a focus on
the scope of the planning at the community, institutional, and
international level.
3. Compare and contrast security planning between a private and public
administration including the various security agencies involved.
Unit Lesson
General Overview
There are various types of risks (pure, dynamic, speculative, static, inherent)
that are associated with the protection of one’s assets. It is important that
organizations are aware of the risks that exist and take action to control known
risks. As a result, organizations should utilize the various risk assessment and
management tools that are available. When managing risk, the focus should be
on the elimination of risk, the reduction of risk, and the mitigation of risk. There
are three factors that influence risk management: vulnerability, probability, and
criticality. All three factors are equally important, and once assessed, resources
should be allocated so that the maximum amount of risk is reduced.
Conducting a risk assessment is a very detailed procedure which requires
security managers to consider several factors such as the human, physical and
information assets at risk, the probability or of loss, the frequency of loss, the
impact of loss (financial, psychological, and other), options available to prevent
or mitigate loss, feasibility of implementing options, and cost-benefit analysis.
One way to assist organizations in conducting a risk assessment is to utilize a
security survey which identifies an organization’s assets, all potential threats to
those assets, and existing vulnerabilities that could be exposed by the threats to
the assets. Security survey results are not only useful for risk assessments, but
are also useful for the current maintenance of safety and future security
planning.
Planning and budgeting for implementing security strategies that result from risk
assessment is not a simple task. First, there are several types of plans that one
must choose from: single-use, repeat-use (standing), tactical, strategic, and
contingency. All plans are comprised of three elements that flow in the cyclical
manner: needs or risk assessment, alternative courses of action, and action plan
selection. There are also several planning and management tools (CompStat,
GIS) that can assist in the development of a plan. Once the plan is drafted a
budget must be developed which includes a cost-benefit analysis that can help
planners determine possible consequences associated with plan-related
expenditures ...
Based on the materials for this week, create your own unique Datab.docxJASS44
Based on the materials for this week, create your own unique Database table using MySQL.
The table should contain at least 6 columns (use different data type, as appropriate for your application).
The table should have a Primary Key and one other constraint of your choice.
You should populate the table with 5 records.
Then Query the table to display all columns for all records.
You should provide the SQL script and screen captures of you successfully running the script.
Respond to other students by supplying scripts that add additional records, modiify or query data from the tables. Demonstrate your modifications worked by providing the screen shots of your scripts successfully running.
Business-level strategies are intended to help an organization take advantage of opportunities in its environment to create value for stakeholders. Low-cost and differentiation strategies are the two primary approaches used by organizations to gain competitive advantage at the business level. Describe the two types of strategies. Using the example of a chain of women’s clothing stores, analyze how such an organization might employ each type of strategy. How would the organization design its structure under each type of business-level strategy? How would the culture of the organization differ under each type of business-level strategy?
Should be at least 300 words. Does not have to be in paper format this is only a post
Name: William Clements
Class: SDEV 300
Section: 6380
Date: 6/15/2016
Lab 7
Screen Shot:
1
Introduction to MySQL
Overview
This lab walks you through using MySQL. MySQL is a relational database that can be used as part of Web
and other applications. This lab serves as a primer for using MySQL and will serve as a foundation when
we discuss SQL injection attacks and possible mitigations.
Learning Outcomes:
At the completion of the lab you should be able to:
1. Connect to a MySQL database and show the tables within the Ubuntu virtual machine
2. Create MySQL tables containing popular data types and constraints
3. Insert, update and delete data from MySQL database tables
4. Create and execute SQL Select statements and simple joins on MySQL tables
Lab Submission Requirements:
After completing this lab, you will submit a word (or PDF) document that meets all of the requirements in
the description at the end of this document. In addition, your MySQL file should be submitted. You can
submit multiple files in a zip file.
Virtual Machine Account Information
Your Virtual Machine has been preconfigured with all of the software you will need for this class. The
default username and password are:
Username : umucsdev
Password: umuc$d8v
MySQL Username: sdev_owner
MySQL password: sdev300
MySQL database: sdev
Part 1 – Connect to a MySQL database and show the tables within the Ubuntu virtual machine
The Virtual Machine already has MySQL installed. A MySQL username has also been created alon ...
BBA 3310 Unit VI AssignmentInstructions Enter all answers dir.docxJASS44
BBA 3310 Unit VI Assignment
Instructions: Enter all answers directly in this worksheet. When finished select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished.
Question 1: (10 points). (Bond valuation) Calculate the value of a bond that matures in 12 years and has $1,000 par value. The annual coupon interest rate is 9 percent and the market's required yield to maturity on a comparable-risk bond is 12 percent. Round to the nearest cent.
The value of the bond is
Question 2: (10 points). (Bond valuation) Enterprise, Inc. bonds have an annual coupon rate of 11 percent. The interest is paid semiannually and the bonds mature in 9 years. Their par value is $1,000. If the market's required yield to maturity on a comparable-risk bond is 14 percent, what is the value of the bond? What is its value if the interest is paid annually and semiannually? (Round to the nearest cent.)
a. The value of the Enterprise bonds if the interest is paid semiannually is
$
b. The value of the Enterprise bonds if the interest is paid annually is
$
Question 3: (10 points). (Yield to maturity) The market price is $750 for a 20-year bond ($1,000 par value) that pays 9 percent annual interest, but makes interest payments on a semiannual basis (4.5 percent semiannually). What is the bond's yield to maturity? (Round to two decimal places.)
The bond's yield to maturity is
%
Question 4: (10 points). (Yield to maturity) A bond's market price is $950. It has a $1,000 par value, will mature in 14 years, and has a coupon interest rate of 8 percent annual interest, but makes its interest payments semiannually. What is the bond's yield to maturity? What happens to the bond's yield to maturity if the bond matures in 28 years? What if it matures in 7 years? (Round to two decimal places.)
The bond's yield to maturity if it matures in 14 years is
%
The bond's yield to maturity if it matures in 28 years is
%
The bond's yield to maturity if it matures in 7 years is
%
Question 5: (15 points). (Bond valuation relationships) Arizona Public Utilities issued a bond that pays $70 in interest, with a $1,000 par value and matures in 25 years. The markers required yield to maturity on a comparable-risk bond is 8 percent. (Round to the nearest cent.) For questions with two answer options (e.g. increase/decrease) choose the best answer and write it in the answer block.
Question
Answer
a. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond is 8 percent?
$
b. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond increases to 11 percent?
$
c. What is the value of the bond if the market's required yield to maturity on a comparable-risk bond decreases to 7 percent?
$
d. The change in the value of a bond caused by changing interest rates is called interest-rate risk. Ba ...
BBA 3310 Unit VI AssignmentInstructions Enter all answers.docxJASS44
BBA 3310 Unit VI Assignment
Instructions: Enter all answers directly in this worksheet. When finished select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished.
Question 1: (10 points). (Bond valuation) Calculate the value of a bond that matures in 12 years and has $1,000 par value. The annual coupon interest rate is 9 percent and the market's required yield to maturity on a comparable-risk bond is 12 percent. Round to the nearest cent.
The value of the bond is
$814.17
Question 2: (10 points). (Bond valuation) Enterprise, Inc. bonds have an annual coupon rate of 11 percent. The interest is paid semiannually and the bonds mature in 9 years. Their par value is $1,000. If the market's required yield to maturity on a comparable-risk bond is 14 percent, what is the value of the bond? What is its value if the interest is paid annually and semiannually? (Round to the nearest cent.)
a. The value of the Enterprise bonds if the interest is paid semiannually is
$ 849.11
b. The value of the Enterprise bonds if the interest is paid annually is
$ 851.61
Question 3: (10 points). (Yield to maturity) The market price is $750 for a 20-year bond ($1,000 par value) that pays 9 percent annual interest, but makes interest payments on a semiannual basis (4.5 percent semiannually). What is the bond's yield to maturity? (Round to two decimal places.)
The bond's yield to maturity is
6.20
%
Question 4: (10 points). (Yield to maturity) A bond's market price is $950. It has a $1,000 par value, will mature in 14 years, and has a coupon interest rate of 8 percent annual interest, but makes its interest payments semiannually. What is the bond's yield to maturity? What happens to the bond's yield to maturity if the bond matures in 28 years? What if it matures in 7 years? (Round to two decimal places.)
The bond's yield to maturity if it matures in 14 years is
4.31
%
The bond's yield to maturity if it matures in 28 years is
4.23
%
The bond's yield to maturity if it matures in 7 years is
4.49
%
Question 5: (15 points). (Bond valuation relationships) Arizona Public Utilities issued a bond that pays $70 in interest, with a $1,000 par value and matures in 25 years. The markers required yield to maturity on a comparable-risk bond is 8 percent. (Round to the nearest cent.) For questions with two answer options (e.g. increase/decrease) choose the best answer and write it in the answer block.
Question
Answer
a. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond is 8 percent?
$ 893.252
b. What is the value of the bond if the markers required yield to maturity on a comparable-risk bond increases to 11 percent?
$ 663.13
c. What is the value of the bond if the market's required yield to maturity on a comparable-risk bond decreases to 7 percent?
$1000
d. The change in the value of a bond caused by ch ...
BBA 3301 Unit V AssignmentInstructions Enter all answers direct.docxJASS44
BBA 3301 Unit V Assignment
Instructions: Enter all answers directly in this worksheet. When you are finished, select Save As, and save this document using your last name and student ID as the file name. Upload the data sheet to Blackboard as a .doc, .docx or .rtf file when you are finished.
Question 1. (30 points total) Use this balance sheet and income statement from Carver Enterprises to complete parts a and b:
a. (15 points) Prepare a common size balance sheet for Carver Enterprises. Complete the common-size balance sheet: (Round to one decimal place.)
Common−Size Balance Sheet
2013
Cash and marketable securities
$
490
%
Accounts receivable
5,990
Inventories
9,550
Current assets
$
16,030
%
Net property plant and equipment
17,030
Total assets
$
33,060
%
Accounts payable
$
7,220
%
Short−term debt
6,800
Current liabilities
$
14,020
%
Long−term liabilities
7,010
Total liabilities
$
21,030
%
Total owners’ equity
12,030
Total liabilities and owners’ equity
$
33,060
%
b. (15 points) Prepare a common-size income statement for Carver Enterprises. Complete the common-size income statement: (Round to one decimal place.)
Common−Size Income Statement
2013
Revenues
$
30,020
%
Cost of goods sold
(19,950)
Gross profit
$
10,070
%
Operating expenses
(7,960)
Net operating income
$
2,110
%
Interest expense
(940)
Earnings before taxes
$
1,170
%
Taxes
(425)
Net income
$
745
%
Question 2. (10 points total) Use this data table of Campbell Industries liabilities and owners' equity to complete parts a and b.
a. (5 points) What percentage of the firm's assets does the firm finance using debt (liabilities)? (Round to one decimal place.)
b. (5 points) If Campbell were to purchase a new warehouse for $1.3 million and finance it entirely with long-term debt, what would be the firm's new debt ratio? (Round to one decimal place.)
Question 3. (10 points total) (Liquidity analysis)Airspot Motors, Inc. has $2,433,200 in current assets and $869,000 in current liabilities. The company's managers want to increase the firm's inventory, which will be financed using short-term debt. How much can the firm increase its inventory without its current ratio falling below 2.1 (assuming all other assets and current liabilities remain constant)? (Round to one decimal place.)
Question 4. (10 points total) (Efficiency analysis)Baryla Inc. manufactures high quality decorator lamps in a plant located in eastern Tennessee. Last year the firm had sales of $93 million and a gross profit margin of 45 percent.
a. (5 points) How much inventory can Baryla hold and still maintain an inventory turnover ratio of at least 6.3 times? (Round to one decimal place.)
b. (5 points) Currently, some of Baryla's inventory includes $2.3 million of outdated and damaged goods that simply remain in inventory and are not salable. What inventory ratio must the good inventory maintain in order to achieve an overall turnover ratio of at least ...
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BDM Scheme of Work.docScheme of WorkBTEC HND in Busine.docx
1. BDM Scheme of Work.doc
Scheme of Work
BTEC HND in Business
Module Title: Business Decision Making (BDM)
September 2016 Semester
Module Leaders: Kuldeep Pradhan
Module Lecturers:
Nooreen Jafferkhan
Kuldeep Pradhan
Aims:
The aim of this unit is to give learners the opportunity to
develop techniques for data gathering and
storage, an understanding of the tools available to create and
present useful information, in order to
make business decisions
Learning Outcomes:
On successful completion of this unit a learner will:
LO1 Be able to use a variety of sources for the collection of
data, both primary and secondary
LO2 Understand a range of techniques to analyse data
effectively for business purposes
LO3 Be able to produce information in appropriate formats for
2. decision making in an organisational context
LO4 Be able to use software-generated information to make
decisions in an organisation.
Delivery:
This unit will be delivered through a combination of different
methods that mainly include formal lectures (1 hour) and
seminars (2hours). The lecture sessions will normally introduce
the topics, and will be largely tutor-led. Seminars are designed
to allow for in-depth discussion on the lecture topic, and
provides opportunities for students to understand in more detail
the linkages between the lecture content and the assessment for
the module. During seminars, several methods and techniques
that can be applied may include question and answer, group
discussions and short presentations based for example on
scenarios, video-clips and case study material.
Assessment:
The assessment for this module will take the form of an
“Individual Assignment” which will be scenario based over a
number of tasks. The tasks presented will cover learning
Outcomes (LO1 – LO4), and will be designed to evaluate
students’ understanding of the module content.
A completed assignment must provide evidence reflecting that
students have understood and can use the information they have
studied on the course. The evidence should meet all the
assessment criteria and presented in a manner that helps
students to receive at least a PASS grade, in order to succeed in
the Module.
Essential Reading:
E-text book on Moodle:
3. Newbold P, Carlson William L, Thorne B, Statistics for
Business and Economics: Global Edition.
8th edition, Thomson Publications
Recommended Reading: Electronic Sources
1. Times 100: http://businesscasestudies.co.uk2. The Harvard
Business Review
3. Journal of Strategic Management
Websites:
www.businessweek.com
www.ft.com
Week Number
Lecture Topics
Duration: One hour
Seminar Topics
Duration: 1st Hour
Seminar Topics
Duration: 2nd Hour
Objectives of the Sessions
Week 1
Topic 1: Introductory session:
-Overview of Unit content
-Overview of Learning
Outcomes and Assessment criteria
4. -Overview of Assessment method teaching structure (Lectures &
Seminars), Scheme of Work
Health and Safety & Housekeeping
Formative & summative Assessment plans and structure
explained
-Reading & Research expectations
Plenary discussion;
Group discussions;
Presentations;
Scenarios, Case study examples;
Videoclips/demonstrations,
To introduce key aspects of the module:
-Learning Outcomes and Assessment Criteria
-Overview of Unit content
-Overview of Assessment methods delivery structure (Lectures
& Seminars)
Week 2
Be able to use a
variety of sources for
the collection of data,
5. both primary and
secondary
Primary sources:
survey methodology;
questionnaire design;
sample frame;
sampling
methods; sample error
Secondary sources:
internet research;
government and other
published data; byproduct data
Storage: security of
information; data
protection issues;
ethical issues
Assignment Brief issued
-Discuss research and
the types of research
6. -Discuss various
methods of research
- Discuss sampling
-Secondary sources
-Primary sources
-Data security issues
Assignment Brief
Discussion on
questionnaires
-Survey
methodologies
create a plan for the
collection of
primary and
secondary
data for a given
business problem
present the survey
methodology and
7. sampling frame
used
design a
questionnaire for a
given business
problem
LO1(AC1.1)
Be able to use a
variety of sources for
the collection of
data, both primary
and
secondary
Week 3
Understand a range of
techniques to analyse
data effectively for
business purposes
8. Representative values:
mean, median, mode;
calculation from raw
data and frequency
distributions using
appropriate software;
using the results to
draw valid
conclusions
Discussion on
-Mean
-Median
-Mode
-Introduction to using
MS Excel
- Assignment Brief
Calculation of mean
Calculation of
median
9. Calculation of
mode
Use of Excel
LO2
Understand a range
of techniques to
analyse data
effectively for
business purposes
Week 4
Understand a range of
techniques to analyse
data effectively for
business purposes
Measures of
dispersion: standard
deviation for small and
large samples; typical
uses (statistical
process eg control,
10. buffer stock levels)
Discussion on:
-Dispersion
-Standard deviation
-Variance
- Assignment Brief
Calculation of
dispersion
Calculation of
standard deviation
Calculation of
variance
LO2
Understand a range
of techniques to
analyse data
effectively for
business purposes
Week 5
Understand a range of
11. techniques to analyse
data effectively for
business purposes
Calculation: use of
quartiles, percentiles,
correlation coefficient
Discussion on:
-Quartiles
-Percentiles
-Correlation Coefficient
- Assignment Brief
Calculation of
quartiles
Calculation of
percentiles
Calculation of
correlation
coefficient
LO2
Understand a range
12. of techniques to
analyse data
effectively for
business purposes
Week 6
Be able to produce
information in
appropriate formats
for decision making in
an organisational
context
Creation and
interpretation of
graphs using
spreadsheets: line,
pie, bar charts and
histograms
Interim Progress Check
13. -Discussion on graphs
-Types of graphs
-Usage of graphs
-Pie charts, bar charts,
histograms
-Use of excel
- Assignment Brief
Drawing graphs on
MS Excel
Use of graphs and
interpreting graphs
Writing reports
LO3
Be able to produce
information in
appropriate formats
for decision making
in an organisational
context
Week 7
14. Be able to produce
information in
appropriate formats
for decision making in
an organisational
context
Scatter (XY) graphs
and linear trend lines:
extrapolation for
forecasting (reliability)
Presentations and
report writing: use of
appropriate formats;
presentation software
and techniques
Discussion on:
- Trend Lines
-Forecasting and its
15. benefits
-Presentations and
Report writing
- Assignment Brief
- Using Excel to
draw graphs
-Using Excel for
trendlines
-Using Excel for
forecasting
-Report wriring
LO3
Be able to produce
information in
appropriate formats
for decision making
in an organisational
context
Week 8
Be able to use
16. software-generated
information to make
decisions in an
Organisation
Management
information systems:
computers and
information
processing tools for
operational, tactical
and strategic levels of
the organisation
Project management:
networking and critical
path analysis, Gantt
and Pert charts
Discussion on:
- Management
17. Information System
-Information needs at
various levels within the
organisation
- Project management:
Network analysis and
critical path analysis
- Assignment Brief
- Use of
management
information
systems
-Importance with
regards to decision
making
-Network analysis
-Critical path
analysis
LO4
18. Be able to use
software-generated
information to make
decisions in an
Organisation
Week 9
Be able to use
software-generated
information to make
decisions in an
organisation
Financial tools: net
present value;
discounted cash flow
Discussion on:
-Investment appraisal
techniques;
-Payback period
-Discounted cashflow;
-Net present value
19. - Assignment Brief
-Calculation of
payback period
-Calculation of net
present value
LO4
Be able to use
software-generated
information to make
decisions in an
organisation
Week 10
Be able to use
software-generated
information to make
decisions in an
organisation
internal rates of return
Discussion on
-Internal Rate of return
20. - Assignment Brief
-Calculation of
Internal Rate of
return
LO4
Be able to use
software-generated
information to make
decisions in an
organisation
Week 11
Revision and
Preparation for submission
Revision & surgery session
Discussion, feedback and preparation for submission
Revision, feedback on student progress and preparations for
submission
Make final check on student progress and prepare them for
submission
Week 12
Assignment submission
21. 1
BDM Assignment brief Sep16.pdf
1
London School of Business & Management
BTEC Levels 4 & 5 HND Business
Unit Outcomes Covered:
LO1. Be able to use a variety of sources for the collection of
data, both primary and
secondary
LO2. Understand a range of techniques to analyse data
effectively for business
purposes
LO3. Be able to produce information in appropriate formats for
decision making in an
organisational context
LO4. Be able to use software generated information to make
decisions in an
organisation
GRADING OPPORTUNITIES AVAILABLE
Outcomes/ Grade
Descriptors
22. AC1.1 AC1.2 AC1.3 AC2.1 AC2.2 AC2.3 AC2.4 AC3.1 AC3.2
AC3.3 AC3.4
√ √ √ √ √ √ √ √ √ √ √
Outcomes/ Grade
Descriptors
AC4.1 AC4.2 AC4.3 M1 M2 M3 D1 D2 D3
√ √ √ √ √ √ √ √ √
Assessor: Signature: ______________ Date: ___/___/___
Centre No 79829
Course Title HND Business
Unit No & Unit Title Business Decision Making
Assessor’s Name Kuldeep Pradhan
Assignment Title BDM Individual Assignment
23. Date Set 28th September 2016
Due Date 9th January 2017
Academic Year / Semester September 2016 Semester
2
Tutor Notes
Key Points:
v You should answer ALL questions in this assignment.
v Your assignment should be handed in by the deadline.
v The assignment must be your own work and original in all
answers to the tasks.
v You are expected to apply Harvard referencing system to
acknowledge any
secondary sources of information used to support your work in
the assignment.
v You will be expected to check spelling mistakes and grammar
before submitting your
work.
v The London School of Business and Management Cover sheet
should be used in every
submitted work.
v An appropriate report structure should be used with headings
24. that include: Table of
Contents, Introduction, Discussion/Evaluation, Conclusions,
References and
Appendices (if necessary).
v There should be clarity of expression in your work.
v Your work should demonstrate, for example, relevant factual
content and understanding
of the subject, critical analysis, evaluation, justifications, key
arguments, correct use of
appropriate models/framework etc.
Submission Regulations
1. “Assignment Front Cover Sheet” must accompany every
submitted work [Cover sheet is
available from our Virtual Learning Environment - Moodle].
2. Assignments must be submitted on or before the due date, via
Turnitin. Please refer to
Moodle for detailed assignment submission instructions.
3
Task 1:
LO1: Be able to use a variety of sources for the collection of
data, both primary and secondary
Scenario: You work as a research consultant and have been
25. approached by a
client. The client wishes to launch a new brand of coffee sachet
in London.
However, before a budget is made available for business setup,
the investors
wish to conduct research to understand the market dynamics.
The product available under the new brand will be based on
unique taste
(based on imports from African continent with fair-trade) and
will target both
men and women living in London area.
Requirement: In a report to the Board of Directors provide the
following:
• A plan for the collection of primary and secondary data
(covers AC1.1)
• Survey methodology and sampling frame to be used. (covers
AC1.2)
• A sample questionnaire to be used for the purpose of research.
(covers
AC1.3)
Guidelines: In your answer you should include a discussion on
what primary and
secondary data is required and how it should be collected. The
report should also
include a discussion on the suggested survey methodology and
the intended
sampling frame for best representativeness. You should also
include a sample
questionnaire (no more than 12 questions) that can be used to
26. conduct primary
research.
M1 can be achieved if the report reflects an effective;
sequenced, planned,
organised and structured approach used for research
This task covers assessment criteria 1.1, 1.2 and 1.3
4
Task 2:
LO2: Understand a range of techniques to analyse data
effectively
for business purposes
Scenario: Stephanie; the owner of a small store based in London
has realised the
importance of analysing the sales for the purpose of decision
making.
She has collected the following data over the last month and has
requested you to help
her with further analysis (use of various statistical techniques).
The following table presents the sales for varying price ranges:
Amount
27. Spent (£)
No. of
Orders
0.5 -10 7
10-20 9
20-30 12
30-40 14
40-50 16
50-60 17
60-70 16
70-80 15
80-90 8
90-100 6
Requirement:
• You are required to calculate the following (covers AC 2.1):
1. Mean
2. Median
3. Mode
Provide an analysis of your calculations and advise Stephanie
on the most popular
price of sales for the time-period along with relevant comments
on the measures
used for analysis. (covers AC 2.2)
• Calculate the following (using the above table) (covers AC
2.3):
28. 1. Range
2. Standard Deviation
3. Lower quartile (25th percentile)
4. Upper quartile (75th percentile)
5. Inter-quartile range
5
Stephanie has also provided you with the following data:
Sales VS Temperature
20o £320
24o £411
11o £192
17o £259
9o £170
15o £243
25o £430
6. Calculate the correlation coefficient and comment on your
result. And
explain how quantiles and correlation coefficient help draw
29. useful
conclusions for her business. (covers AC 2.4)
M2 can be achieved if the theories and statistical techniques are
applied correctly
and accurately
D1 can be achieved if the conclusions are justified and have
been reached through
valid and proper analysis
This task covers assessment criteria 2.1, 2.2, 2.3 and 2.4
6
Task 3:
LO3: Be able to produce information in appropriate formats for
decision making in an organisational context
Scenario: You work as a management consultant for Graham
Consultants Limited.
The company has provided you with the following information:
Year
Sales (£’000) – All
Regions
30. All Costs - (Direct
and Indirect)(£’000)
Final
Profit(£’000)
2000 165 135 45
2001 185 125 65
2002 225 145 85
2003 235 145 95
2004 315 175 145
2005 335 175 165
2006 265 165 105
2007 245 145 105
2008 245 175 75
2009 255 155 105
2010 295 155 145
Requirement: You are required to produce:
• Line and Bar graphs using spreadsheets and draw valid
conclusions from
the graphs (covers AC 3.1)
• Trend lines using spreadsheets for sales, costs and profit
showing
forecast of 3 years for each. (covers AC 3.2 and AC 4.1)
Guidance: Your graphs (avoiding grey-scale) needs to be
presented on your word
document along with relevant details and commentary.
Requirement: Produce:
31. • A presentation on the sales, costs and profit (including the
trend lines) with
recommendations for the CEO. (covers AC 3.3)
• A formal business report for the Regional Managers that
includes a brief
explanation on the relationships between sales, costs and profit
across the
time period and benefits of forecasting. (covers AC 3.4)
M3 can be achieved if the report and presentation reflect the use
of correct
terminology and a range of presentational techniques used.
D2 can be achieved if the report shows evidence of a structured
approach towards
research and preparation of the report
This task covers assessment criteria 3.1, 3.2. 3.3, 3.4 and 4.1
7
Task 4:
LO4: Be able to use software generated information to make
decisions in an organisation
Scenario: You work as a project manager for QWM Investments
Limited. The senior
manager has provided you with the following information
32. (related to a new project):
Description Activity Preceding Activity (Days)
Preparation A - 6
Business Planning B A 4
Recruitment and Selection C A 38
Installation of peripherals D B 17
Initial Training E D 6
Design F E 11
Conversion G F 11
Development of Norms H C 4
Assessment I B 12
Continuous Testing J D 11
Policy documentation K G, H, I, J 22
Appraisal L K 22
Requirement (covers AC 4.2):
• Calculate the project duration.
• Identify the critical path.
Guidance: You need to use suitable software to present the
network diagram, clearly
illustrating the activities that are critical for the project to be
completed in time along with
accurate duration and relevant commentary about critical path.
This task covers assessment criteria 4.2
33. 8
Task 5:
LO4: Be able to use software generated information to make
decisions in an organisation
Scenario: The Board members of a local construction company
are planning to invest in a
new project. The company has the option to select from two
projects: Project Alistair and
Project Bromley.
You have been approached by the Board members to help them
with the appraisal of both
projects to provide them with recommendations.
The following data is provided, with the assumption of 10% as
the discount rate:
Year
Project Alistair
Cash flow (£)
Project Bromley
Cash flow (£)
Investment -300,000 -300,000
1 55,000 220,000
34. 2 100,000 50,000
3 110,000 50,000
4 95,000 20,000
5 40,000 20,000
Requirement:
• Calculate the Payback, NPV and IRR for Project Alistair &
Project Bromley.
• Write a brief report for the Board members with your
recommendations on the
choice of the project, along with relevant commentary on the
tools used.
D3 can be achieved if the report produced reflects innovation;
complete analysis
and creative thought in deriving the recommendations
This task covers assessment criteria 4.3
9
Grading Criteria (Pass, Merit, Distinction)
Criteria for PASS Possible evidence
35. LO1 Be able to use a variety of
sources for the collection of
data, both primary and secondary
1.1 create a plan for the collection of primary and
secondary data for a given business problem
1.2 present the survey methodology and sampling frame
used
1.3 design a questionnaire for a given business problem
LO2 Understand a range of
techniques to analyse data
effectively for business purposes
2.1 create information for decision making by
summarising data using representative values
2.2 analyse the results to draw valid conclusions in a
business context
2.3 analyse data using measures of dispersion to inform a
given business scenario
2.4 explain how quartiles, percentiles and the correlation
coefficient are used to draw useful conclusions in a
business context
LO3 Be able to produce
information in appropriate
formats for decision making
in an organisational context
3.1 produce graphs using spreadsheets and draw valid
conclusions based on the information derived
3.2 create trend lines in spreadsheet graphs to assist in
forecasting for specified business information
3.3 prepare a business presentation using suitable
36. software and techniques to disseminate information
effectively
3.4 produce a formal business report
LO4 Be able to use software generated
information to make decisions in an
organisation
4.1 use appropriate information processing tools
4.2 prepare a project plan for an activity and determine the
critical path
4.3 use financial tools for decision making
10
Grade Descriptors for MERIT Possible Evidence
M1 Identify and apply strategies to
find appropriate solutions
M1 An effective approach to research has been
applied
M2 Select / design appropriate
37. methods / Techniques
M2 Relevant theories and techniques have been
applied.
M3 Present and communicate
appropriate findings
M3 A range of methods of presentation and correct
terminology have been used.
Grade Descriptors for
DISTINCTION
Possible Evidence
D1 Use critical reflection to
evaluate own work and justify valid
conclusions
D1 Conclusions have been reached through
combination of analysis and have been justified.
D2 Take responsibility for
managing and organising activities
D2 Show evidence of a structured research process
for the report and The Harvard referencing system
has been used competently to build and present
accurate data for Source material. (throughout the
assignment)
38. D3 Demonstrate
convergent/lateral/ creative
thinking
D3 Innovation and creative thought have been
applied in the report.
BDM Module specification.docx
BTEC Module Specs 2014-15
Business Decision Making
MODULE SPECIFICATION
(Implemented in line with the Qualifications and Credit
Framework (QCF) and the Framework for Higher Education
Qualifications (FHEQ) in England, Wales and Northern Ireland)
39. Contents
Aims of the Unit 3
Unit abstract 3
Learning outcomes 3
Unit Content 4
Learning Outcomes and Assessment Criteria 5
Teaching, Learning and Assessment Plan 7
Formative and Summative Assessment – Rationale 7
Links 9
Essential Reading 9
Recommended Reading 9
Books 9
Electronic Sources 9
Employer engagement and vocational contexts10
Unit Name: Human Resource Management
Pearson Unit Code: D/601/0578
Module Leader:
Credit Value: 15 Credits
Pearson Unit Number: Unit 6
Module Description
QCF Level: Level 5
BTEC Programme Specification: Core Module
LSBM Programme Specification: (ALL LSBM modules for HND
programmes are COMPULSORY)
LSBM Delivery Year and Semester: HNC (Year Two),
Semester One Aims of the UnitThe aim of this unit is to give
40. learners the opportunity to develop techniques for data
gathering and storage, an understanding of the tools available to
create and present useful information, in order to make business
decisions Unit abstractIn business, good decision making
requires the effective use of information. This unit gives
learners the opportunity to examine a variety of sources and
develop techniques in relation to four aspects of information:
data gathering, data storage, and the tools available to create
and present useful information. ICT is used in business to carry
out much of this work and an appreciation and use of
appropriate ICT software is central to completion of this unit.
Specifically, learners will use spreadsheets and other software
for data analysis and the preparation of information. The use of
spreadsheets to manipulate of numbers, and understanding how
to apply the results, are seen as more important than the
mathematical derivation of formulae used. Learners will gain
an appreciation of information systems currently used at all
levels in an organisation as aids to decision making.
Learning outcomes
On successful completion of this unit a learner will:
1 Be able to use a variety of sources for the collection of data,
both primary and secondary
2 Understand a range of techniques to analyse data effectively
for business purposes
3 Be able to produce information in appropriate formats for
decision making in an organisational context
4 Be able to use software-generated information to make
decisions in an organisation.
Unit Content
1 Be able to use a variety of sources for the collection of data,
both primary and secondary
Primary sources: survey methodology; questionnaire design;
41. sample frame; sampling methods; sample error Secondary
sources: internet research; government and other published data;
by-product data Storage: security of information; data
protection issues; ethical issues
2 Understand a range of techniques to analyse data effectively
for business purposes
Representative values: mean, median, mode; calculation from
raw data and frequency distributions using appropriate software;
using the results to draw valid conclusions Measures of
dispersion: standard deviation for small and large samples;
typical uses (statistical process e.g. control, buffer stock levels)
Calculation: use of quartiles, percentiles, correlation coefficient
3 Be able to produce information in appropriate formats for
decision making in an organisational context
Creation and interpretation of graphs using spreadsheets: line,
pie, bar charts and histograms Scatter (XY) graphs and linear
trend lines: extrapolation for forecasting (reliability)
Presentations and report writing: use of appropriate formats;
presentation software and techniques
4 Be able to use software-generated information to make
decisions in an organisation
Management information systems: computers and information
processing tools for operational, tactical and strategic levels of
the organisation
Project management: networking and critical path analysis,
Gantt and Pert charts
Financial tools: net present value; discounted cash flow;
internal rates of return
Learning Outcomes and Assessment Criteria
42. Grade Descriptors for MERIT
Possible Evidence
M1 Identify and apply strategies to find appropriate solutions
M1 An effective approach to study and research has been
applied in producing the required work
M2 Select / design appropriate methods / Techniques
M2 Selection of methods, techniques and sources has been
justified.
Harvard referencing format has been correctly applied in both
citations and the reference list
M3 Present and communicate appropriate findings
M3 An appropriate structure and approach has been used in
producing the required work
Grade Descriptors for DISTINCTION
Possible evidence
D1 Use critical reflection to evaluate own work and justify
valid conclusions
D1 Analysis shows critical reflection, and conclusions have
been arrived at through synthesis of ideas that are well justified
D2 Take responsibility for managing and organising activities
D2 Independence has been demonstrated in planning and
organising the research and writing of the work produced and
presented.
Harvard referencing format has been competently applied in
both citations and the reference list
D3 Demonstrate convergent/lateral/ creative thinking
D3 Problems have been solved demonstrating creative
application of appropriate theories and academic frameworks in
43. the analysis to illustrate the points made
Teaching, Learning and Assessment Plan
Teaching and Learning Plan
Teaching Hours per Semester – In Class Lessons
12 Hours
Tutorial Hours per Semester – In Class Sessions
24 Hours
Self-Study Hours
60 Hours
Assessment Hours – Formative & Summative
54 Hours
Total
150 Hours
Assessment Plan
Formative Assessment – Tutorial Activities
Ongoing – In class during tutorials
Summative Assessment - End of Semester
Coursework
Formative and Summative Assessment – Rationale
This module will utilise both summative and formative
assessments.
Coursework will be the only summative assessment to be given
to students at the beginning of the semester. Students will be
expected to complete the Coursework and submit it in Turnitin
on Moodle (Virtual Learning Environment) at the end of the
semester. The formative assessment will take various forms that
include presentations, case study analysis, research based
activities and short exercises carried out individually or in
small groups throughout the semester in tutorial sessions.
The summative assessment (Coursework) will expect students to
demonstrate their ability to use a variety of sources for the
collection of data, both primary and secondary. Students will
also be assessed on their understanding of a range of techniques
to analyse data effectively for business purposes. Students will
be required to produce and present information in appropriate
formats for decision making in an organisational context, and
44. demonstrate ability to use software-generated information to
make decisions in an organisation.
Assessment is as essential as the provision of a learning
experience, and the assignment is one of the significant
assessment tools for several reasons as outlined below.
· It provides the scope for the evaluation of the extent to which
all the learning outcomes and assessment criteria have been
achieved.
· Through constructive and supportive feedback students are
given adequate opportunities to improve their work so as to
achieve the standard required.
· The grade descriptors enable students to achieve the desired
grading. Assignment provides students the opportunities to
develop their research skills which are essential in today’s
business and management contexts.
· Students are able to review the work of several scholars and to
assess their merits and limitations. It provides opportunities for
the students to improve their level of scholarship in writing
academic essays.
· Contrary to time constrained assessments which require
students to regurgitate information, the written assignment
provides opportunities for students to apply the learning to real
work situations.
· Moreover, it enables students to demonstrate their analytical
and critical thinking abilities which are critical in today’s
business and management contexts.
· Assignment is a very effective instrument because it enables
assessors to make objective assessment of students’ work based
on evidence produced.
· Lastly, it provides opportunities for students to take
responsibility of their learning to become independent learners
so that they can continue to learn and develop throughout their
professional lives.
Links
This unit is should be linked to the other core units in the
programme in particular: Unit 1: Business Environment, Unit 2:
45. Managing Financial Resources and Decisions; Unit 7: Business
Strategy and Unit 8: Research Project.
There are also links with other specialist units such as Unit 16:
Managing Communications, Knowledge and Information; Unit
19: Marketing Planning
Essential requirements
It is essential that learners have access to computers and the
internet and specialist packages for statistical analysis and
network planning.Essential Reading
(e-Text available on Moodle)Recommended Reading
Electronic Sources1. Times 100:
http://businesscasestudies.co.uk2. The Harvard Business Review
Employer engagement and vocational contexts
Centres can develop links with local employers. Many
businesses and chambers of commerce are keen to promote local
business and are often willing to provide visit opportunities,
guest speakers and information about business and the local
business context.
Examples include:
www.businessbritainuk.co.uk
Provides information about business in Britain and has
extensive links to other business and business news sites.
www.fsb.org.uk
The Federation of Small Businesses provides information,
support and guidance about small businesses in the UK.
8
BDM Scheme of Work_1.doc
Scheme of Work
BTEC HND in Business
46. Module Title: Business Decision Making (BDM)
September 2016 Semester
Module Leaders: Kuldeep Pradhan
Module Lecturers:
Nooreen Jafferkhan
Kuldeep Pradhan
Aims:
The aim of this unit is to give learners the opportunity to
develop techniques for data gathering and
storage, an understanding of the tools available to create and
present useful information, in order to
make business decisions
Learning Outcomes:
On successful completion of this unit a learner will:
LO1 Be able to use a variety of sources for the collection of
data, both primary and secondary
LO2 Understand a range of techniques to analyse data
effectively for business purposes
LO3 Be able to produce information in appropriate formats for
decision making in an organisational context
LO4 Be able to use software-generated information to make
decisions in an organisation.
Delivery:
This unit will be delivered through a combination of different
methods that mainly include formal lectures (1 hour) and
47. seminars (2hours). The lecture sessions will normally introduce
the topics, and will be largely tutor-led. Seminars are designed
to allow for in-depth discussion on the lecture topic, and
provides opportunities for students to understand in more detail
the linkages between the lecture content and the assessment for
the module. During seminars, several methods and techniques
that can be applied may include question and answer, group
discussions and short presentations based for example on
scenarios, video-clips and case study material.
Assessment:
The assessment for this module will take the form of an
“Individual Assignment” which will be scenario based over a
number of tasks. The tasks presented will cover learning
Outcomes (LO1 – LO4), and will be designed to evaluate
students’ understanding of the module content.
A completed assignment must provide evidence reflecting that
students have understood and can use the information they have
studied on the course. The evidence should meet all the
assessment criteria and presented in a manner that helps
students to receive at least a PASS grade, in order to succeed in
the Module.
Essential Reading:
E-text book on Moodle:
Newbold P, Carlson William L, Thorne B, Statistics for
Business and Economics: Global Edition.
8th edition, Thomson Publications
Recommended Reading: Electronic Sources
1. Times 100: http://businesscasestudies.co.uk2. The Harvard
Business Review
3. Journal of Strategic Management
48. Websites:
www.businessweek.com
www.ft.com
Week Number
Lecture Topics
Duration: One hour
Seminar Topics
Duration: 1st Hour
Seminar Topics
Duration: 2nd Hour
Objectives of the Sessions
Week 1
Topic 1: Introductory session:
-Overview of Unit content
-Overview of Learning
Outcomes and Assessment criteria
-Overview of Assessment method teaching structure (Lectures &
Seminars), Scheme of Work
Health and Safety & Housekeeping
Formative & summative Assessment plans and structure
explained
49. -Reading & Research expectations
Plenary discussion;
Group discussions;
Presentations;
Scenarios, Case study examples;
Videoclips/demonstrations,
To introduce key aspects of the module:
-Learning Outcomes and Assessment Criteria
-Overview of Unit content
-Overview of Assessment methods delivery structure (Lectures
& Seminars)
Week 2
Be able to use a
variety of sources for
the collection of data,
both primary and
secondary
Primary sources:
survey methodology;
50. questionnaire design;
sample frame;
sampling
methods; sample error
Secondary sources:
internet research;
government and other
published data; byproduct data
Storage: security of
information; data
protection issues;
ethical issues
Assignment Brief issued
-Discuss research and
the types of research
-Discuss various
methods of research
- Discuss sampling
-Secondary sources
-Primary sources
51. -Data security issues
Assignment Brief
Discussion on
questionnaires
-Survey
methodologies
create a plan for the
collection of
primary and
secondary
data for a given
business problem
present the survey
methodology and
sampling frame
used
design a
questionnaire for a
52. given business
problem
LO1(AC1.1)
Be able to use a
variety of sources for
the collection of
data, both primary
and
secondary
Week 3
Understand a range of
techniques to analyse
data effectively for
business purposes
Representative values:
mean, median, mode;
calculation from raw
data and frequency
distributions using
53. appropriate software;
using the results to
draw valid
conclusions
Discussion on
-Mean
-Median
-Mode
-Introduction to using
MS Excel
- Assignment Brief
Calculation of mean
Calculation of
median
Calculation of
mode
Use of Excel
LO2
Understand a range
54. of techniques to
analyse data
effectively for
business purposes
Week 4
Understand a range of
techniques to analyse
data effectively for
business purposes
Measures of
dispersion: standard
deviation for small and
large samples; typical
uses (statistical
process eg control,
buffer stock levels)
Discussion on:
-Dispersion
-Standard deviation
-Variance
55. - Assignment Brief
Calculation of
dispersion
Calculation of
standard deviation
Calculation of
variance
LO2
Understand a range
of techniques to
analyse data
effectively for
business purposes
Week 5
Understand a range of
techniques to analyse
data effectively for
business purposes
Calculation: use of
quartiles, percentiles,
57. Be able to produce
information in
appropriate formats
for decision making in
an organisational
context
Creation and
interpretation of
graphs using
spreadsheets: line,
pie, bar charts and
histograms
Interim Progress Check
-Discussion on graphs
-Types of graphs
-Usage of graphs
-Pie charts, bar charts,
histograms
58. -Use of excel
- Assignment Brief
Drawing graphs on
MS Excel
Use of graphs and
interpreting graphs
Writing reports
LO3
Be able to produce
information in
appropriate formats
for decision making
in an organisational
context
Week 7
Be able to produce
information in
appropriate formats
for decision making in
59. an organisational
context
Scatter (XY) graphs
and linear trend lines:
extrapolation for
forecasting (reliability)
Presentations and
report writing: use of
appropriate formats;
presentation software
and techniques
Discussion on:
- Trend Lines
-Forecasting and its
benefits
-Presentations and
Report writing
- Assignment Brief
- Using Excel to
60. draw graphs
-Using Excel for
trendlines
-Using Excel for
forecasting
-Report wriring
LO3
Be able to produce
information in
appropriate formats
for decision making
in an organisational
context
Week 8
Be able to use
software-generated
information to make
decisions in an
Organisation
61. Management
information systems:
computers and
information
processing tools for
operational, tactical
and strategic levels of
the organisation
Project management:
networking and critical
path analysis, Gantt
and Pert charts
Discussion on:
- Management
Information System
-Information needs at
various levels within the
organisation
- Project management:
62. Network analysis and
critical path analysis
- Assignment Brief
- Use of
management
information
systems
-Importance with
regards to decision
making
-Network analysis
-Critical path
analysis
LO4
Be able to use
software-generated
information to make
decisions in an
Organisation
63. Week 9
Be able to use
software-generated
information to make
decisions in an
organisation
Financial tools: net
present value;
discounted cash flow
Discussion on:
-Investment appraisal
techniques;
-Payback period
-Discounted cashflow;
-Net present value
- Assignment Brief
-Calculation of
payback period
-Calculation of net
present value
64. LO4
Be able to use
software-generated
information to make
decisions in an
organisation
Week 10
Be able to use
software-generated
information to make
decisions in an
organisation
internal rates of return
Discussion on
-Internal Rate of return
- Assignment Brief
-Calculation of
Internal Rate of
return
LO4
65. Be able to use
software-generated
information to make
decisions in an
organisation
Week 11
Revision and
Preparation for submission
Revision & surgery session
Discussion, feedback and preparation for submission
Revision, feedback on student progress and preparations for
submission
Make final check on student progress and prepare them for
submission
Week 12
Assignment submission
4