Functionalities to be coded and estimated complexity
Manager: auditor registration 20pts
As a manager I want to register new managers for the system so they can use the platform
Manager: manager registration 20 pts
As a manager I want to register new managers for the system so they can use the platform
Manager: client registration 20pts
As a manager I want to register new managers for the system so they can use the platform
Manager: Notified of unusual trading70pts
As a manager I want to be notified of unusual trading activities that might indicate insider trading so I can be compliant with the law
Manager: Set Activity logic 90pts
As a manager I want to be able to dynamically set the logic for unusual activities so I can respond to new insider trading tactics
Manager: Set threshold logic 90pts
As a manager I want to be able to dynamically set the logic for unusual thresholds so I can respond to new insider trading tactics
Audior: Query Transactions 40pts
As an auditor I want to be able to query all transactions completed between specific dates by specific clients to ensure the clients are performing in a way that is legal.
Manager: Make Premium 20pts
As a manager I want the ability to make clients premium clients
Manager: Add Funds 20pts
As a manager I want to add funds to a client account
Manager: Deregister
Software Engineering Fundamentals 2020 Semester 1 Group AssignmentProject Objective
Software engineering Fundamentals is a hybrid project based course where the group project plays a major role in building student capabilities. It requires you to analyse the requirements of various stakeholders as a team and resolve any conflicts (or vague requirements) with the tutor acting as the product owner, before synthesising your solution iteratively, applying the software engineering principles taught. One major goal of this software engineering assignment is to facilitate teamwork and you will be expected to use techniques such as CRC cards to effectively distribute responsibilities across classes and individual team members. Your team and technical experience in this project will help to meet the course and the program level objectives as well as act as a cornerstone project. The milestone and face-to-face sessions are designed to improve your communication skills. You will also be exposed to tools common in the industry (Git, Trello, LucidChart, JUnit) that foster teamwork and individual accountability.
Overview of Project and Assessment
You will get both formative (continuous) and summative (final) assessments as part of this project and this section briefly explains the assessment structure and the role it plays in building your capabilities.
Assessment
Role
Marks
1.
Weekly progress marks
Weeks 3-12
Measuring your progress as an individual and as a team and giving feedback
10 x 1
2.
Milestones Week 7 and 12
Present your requirements, design and implementation as a team and as an individual member to get fe ...
The document provides information about getting fully solved assignments for the MBA semester 4 Project Quality Management course. It includes 6 sample questions and answers on topics like data mining tools, communities of practice, the project management initiative process, forces involved in quality project management, and inspection planning and quality necessity. Students can email their semester and specialization details to get the solved assignments or call the provided number for assistance.
2Jubail University CollegeDepartment of Business Adm.docxlorainedeserre
2
Jubail University College
Department of Business Administration
Semester 392
Assignment No.: 2
Section No.: 201
Course Code: MIS 305
Course Name: Intelligent Support Systems in Business
Student Name
Student ID
1. Nejood Alshehri
36120067
2. Ghaida Alasman
36120311
3. Dhai Alotaibi
36120355
4. Fetoon Alhulais
36120019
Project Based Assignment
The Assignment Objective:
This is a project-based assignment divided into two deliverables: theoretical and practical part. Each with 10% of your final grade. It aims to familiarize and expose students to the business intelligence tools and the four phases of the decision making process as well as improving students’ effective communication and team working skills. In addition, it helps expose students to tools and techniques that aid them in practically developing a DSS to solve a problem or take advantage of an opportunity based on the four phases of decision making process.
Topic- A Business Case:
Each group should identify particular opportunity or problem to be solved by any managerial level in Business. You need to follow the 4 phases of decision making process. Use any tool in M.S. Excel to help automate this decision. Your DSS should provide a correct answer to be given to managers or staff. Examples that could help you:
· DSS to help HR answer Employees questions.
· DSS to help Marketing and development department to increase customer satisfaction.
Each group (of 3-4 members) create their own scenarios in relevance to their business case. Note that you need to consider the various users and existing operations as well as any new operations and functions for proper utilization of data and accurate decision making process.
Practical Part (Submission on week 13):(10 %)
This part focuses on the implementation phase of your DSS for the problem (opportunity) that you have identified in assignment 1.
DSS Criteria:
· You should use analytical tool and functions.
· The design and format should be attractive yet clear.
· Use visualization to easily analyze the results.
· Develop two dashboards. Please ensure that you adhere to the dashboard design principles and guidelines.
· Keep intended users of your DSS in mind and ensure that you consider all the possible factors.
· Identify the routine business functions and the management activities supported by your DSS.
· Assume the business rules for the DSS users to follow and make sure to incorporate them.
The required materials: (100 marks = 10%)
A) CD containing the following: (60 marks)
1- Documentation:
a. Assignment cover page and Tables of content
b. Introduction: Brief introduction about the decision you will assist in. (2 mark)
c. Content
· This part shoud Breifly and consizly address all the work that you have done and assubsions you followed in preparing your DSS Implementation phase such as:
· How the solution is implemented.(10 mark)
· Explain the tools that you developed (10 mark)
· The functions you used with ...
This document provides instructions for a 3D modeling assignment for Year 11 students. Students are tasked with creating an original 3D model using Blender that demonstrates the 3D modeling skills they have learned. They must submit draft and final versions of their model, as well as a design brief and written evaluation. The assignment will be assessed based on the modeling process, design and appeal of the final product, and the student's initiative and response to feedback.
This document provides information and instructions for a 3D modeling assignment for Year 12 students at Hillcrest Christian College. It outlines the task of creating an original 3D model in Blender that demonstrates modeling skills learned. Students must submit draft and final models, as well as a design brief and evaluation. They will be assessed on planning, design, skill level, time management, and response to feedback. The "Tick & Flick" checklist outlines various Blender modeling techniques students should utilize in their work. The assignment aims to prepare students for upcoming game development studies in the next semester.
EEE/CSE 120
Answer Sheet
Capstone Design Project
Name:__________________________
Instructor:__________________________
Class Time:________________________
Date:________________________
Task 4-1: Design of Synchronous Sequential Machines
Design #1 (Mealy machine)
: What assumptions did you make in the design of this machine?
Create a state definition table here that describes in plain English what each state in your machine means and what binary values you have assigned to represent each state.
Create tables here to display your state diagrams, state transition tables and Karnaugh maps used in your design process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram simulation for design #1 (Mealy machine) here:
Design #2 (Moore machine): What assumptions did you make in the design of this machine?
Create a state definition table here that describes in plain English what each state in your machine means and what binary values you have assigned to represent each state.
Create tables here to display your state diagrams, state transition tables and Karnaugh maps used in your design process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram simulation for design #2 (Moore machine) here:
Task 4-2: Simulate Both Designs in the Lab in Presence of the TA
Demonstrate that both of your circuits meet the completed design specification to the laboratory assistants and have the TAs apply a grade here.
Grade: 1st Design ____/15 Grade: 2nd Design____/15
Task 4-3: Determine Criteria and Weighting for Judging Your Designs
Using the guidelines in the laboratory manual, list your criteria and associated weights here:
Criteria
Weight
Task 4-4: Apply the Criteria to Pick the Best Design
Describe how you applied the criteria and weighting system in the above task to pick the best design.
Which design is better based on your criteria and weighting system?
Task 4-5: Upload One Design to the FPGA Board in the Laboratory
Demonstrate to a laboratory assistant that one of your designs works according to your completed specification.
Laboratory assistant evaluation:
Capstone Design Project: Lab Report Grade Sheet
Name:
Instructor Assessment:
Grading Criteria
Max Points
Points lost
Template
Neatness, Clarity, and Concision
5
Description of Assigned Tasks, Work Performed & Outcomes Met
Task 4-1: Design of Synchronous Sequential Machines
22
Task 4-2: Simulate Both Designs
30
Task 4-3: Determine Criteria and Weighting for Judging Your Designs
5
Task 4-4: Apply the Criteria to Pick the Best Design
8
Task 4-5: Upload One Design to the FPGA Board in the Laboratory
30
Self-Assessment Worksheet (The content of the self-assessment worksheet will not be graded. Full credit is given for including the completed worksheet.)
(2 extra points)
Points .
Feature Driven Development (FDD) is an agile software development process that divides projects into small incremental pieces of work called features. The FDD process involves 5 main steps: developing an overall model, building a features list, designing by feature, coding by feature, and testing by feature. Key roles in FDD include a project manager, chief architect, and development manager who work with chief programmers and class owners to plan and implement features in 2 week iterations. FDD aims to improve communication, reduce complexity, and increase quality through its iterative approach and emphasis on modeling, class ownership, and tracking progress at the feature level.
PMI Project Management Associate (CAPM) Certification | Study GuideMeghna Arora
Click Here---> https://bit.ly/30ayYtQ <---Get complete detail on CAPM exam guide to crack PMBOK Guide - Seventh Edition. You can collect all information on CAPM tutorial, practice test, books, study material, exam questions, and syllabus. Firm your knowledge on PMBOK Guide - Seventh Edition and get ready to crack CAPM certification. Explore all information on CAPM exam with number of questions, passing percentage and time duration to complete test.
This document provides information about a generic exam on object-oriented analysis and design (OOAD). The exam consists of multiple sections evaluating different OOAD skills. It will last 2.5 hours and be out of 100 marks, with an optional 10-mark bonus question. The exam process involves submitting section answers in exchange for standard solutions to use for subsequent sections. Skills assessed include identifying use cases, creating conceptual models, system sequence diagrams, responsibility assignment, collaboration design, class diagrams, and mapping designs to code.
The document provides information about getting fully solved assignments for the MBA semester 4 Project Quality Management course. It includes 6 sample questions and answers on topics like data mining tools, communities of practice, the project management initiative process, forces involved in quality project management, and inspection planning and quality necessity. Students can email their semester and specialization details to get the solved assignments or call the provided number for assistance.
2Jubail University CollegeDepartment of Business Adm.docxlorainedeserre
2
Jubail University College
Department of Business Administration
Semester 392
Assignment No.: 2
Section No.: 201
Course Code: MIS 305
Course Name: Intelligent Support Systems in Business
Student Name
Student ID
1. Nejood Alshehri
36120067
2. Ghaida Alasman
36120311
3. Dhai Alotaibi
36120355
4. Fetoon Alhulais
36120019
Project Based Assignment
The Assignment Objective:
This is a project-based assignment divided into two deliverables: theoretical and practical part. Each with 10% of your final grade. It aims to familiarize and expose students to the business intelligence tools and the four phases of the decision making process as well as improving students’ effective communication and team working skills. In addition, it helps expose students to tools and techniques that aid them in practically developing a DSS to solve a problem or take advantage of an opportunity based on the four phases of decision making process.
Topic- A Business Case:
Each group should identify particular opportunity or problem to be solved by any managerial level in Business. You need to follow the 4 phases of decision making process. Use any tool in M.S. Excel to help automate this decision. Your DSS should provide a correct answer to be given to managers or staff. Examples that could help you:
· DSS to help HR answer Employees questions.
· DSS to help Marketing and development department to increase customer satisfaction.
Each group (of 3-4 members) create their own scenarios in relevance to their business case. Note that you need to consider the various users and existing operations as well as any new operations and functions for proper utilization of data and accurate decision making process.
Practical Part (Submission on week 13):(10 %)
This part focuses on the implementation phase of your DSS for the problem (opportunity) that you have identified in assignment 1.
DSS Criteria:
· You should use analytical tool and functions.
· The design and format should be attractive yet clear.
· Use visualization to easily analyze the results.
· Develop two dashboards. Please ensure that you adhere to the dashboard design principles and guidelines.
· Keep intended users of your DSS in mind and ensure that you consider all the possible factors.
· Identify the routine business functions and the management activities supported by your DSS.
· Assume the business rules for the DSS users to follow and make sure to incorporate them.
The required materials: (100 marks = 10%)
A) CD containing the following: (60 marks)
1- Documentation:
a. Assignment cover page and Tables of content
b. Introduction: Brief introduction about the decision you will assist in. (2 mark)
c. Content
· This part shoud Breifly and consizly address all the work that you have done and assubsions you followed in preparing your DSS Implementation phase such as:
· How the solution is implemented.(10 mark)
· Explain the tools that you developed (10 mark)
· The functions you used with ...
This document provides instructions for a 3D modeling assignment for Year 11 students. Students are tasked with creating an original 3D model using Blender that demonstrates the 3D modeling skills they have learned. They must submit draft and final versions of their model, as well as a design brief and written evaluation. The assignment will be assessed based on the modeling process, design and appeal of the final product, and the student's initiative and response to feedback.
This document provides information and instructions for a 3D modeling assignment for Year 12 students at Hillcrest Christian College. It outlines the task of creating an original 3D model in Blender that demonstrates modeling skills learned. Students must submit draft and final models, as well as a design brief and evaluation. They will be assessed on planning, design, skill level, time management, and response to feedback. The "Tick & Flick" checklist outlines various Blender modeling techniques students should utilize in their work. The assignment aims to prepare students for upcoming game development studies in the next semester.
EEE/CSE 120
Answer Sheet
Capstone Design Project
Name:__________________________
Instructor:__________________________
Class Time:________________________
Date:________________________
Task 4-1: Design of Synchronous Sequential Machines
Design #1 (Mealy machine)
: What assumptions did you make in the design of this machine?
Create a state definition table here that describes in plain English what each state in your machine means and what binary values you have assigned to represent each state.
Create tables here to display your state diagrams, state transition tables and Karnaugh maps used in your design process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram simulation for design #1 (Mealy machine) here:
Design #2 (Moore machine): What assumptions did you make in the design of this machine?
Create a state definition table here that describes in plain English what each state in your machine means and what binary values you have assigned to represent each state.
Create tables here to display your state diagrams, state transition tables and Karnaugh maps used in your design process. (You can do this by hand if you wish.)
Cut and paste your Quartus schematic and timing diagram simulation for design #2 (Moore machine) here:
Task 4-2: Simulate Both Designs in the Lab in Presence of the TA
Demonstrate that both of your circuits meet the completed design specification to the laboratory assistants and have the TAs apply a grade here.
Grade: 1st Design ____/15 Grade: 2nd Design____/15
Task 4-3: Determine Criteria and Weighting for Judging Your Designs
Using the guidelines in the laboratory manual, list your criteria and associated weights here:
Criteria
Weight
Task 4-4: Apply the Criteria to Pick the Best Design
Describe how you applied the criteria and weighting system in the above task to pick the best design.
Which design is better based on your criteria and weighting system?
Task 4-5: Upload One Design to the FPGA Board in the Laboratory
Demonstrate to a laboratory assistant that one of your designs works according to your completed specification.
Laboratory assistant evaluation:
Capstone Design Project: Lab Report Grade Sheet
Name:
Instructor Assessment:
Grading Criteria
Max Points
Points lost
Template
Neatness, Clarity, and Concision
5
Description of Assigned Tasks, Work Performed & Outcomes Met
Task 4-1: Design of Synchronous Sequential Machines
22
Task 4-2: Simulate Both Designs
30
Task 4-3: Determine Criteria and Weighting for Judging Your Designs
5
Task 4-4: Apply the Criteria to Pick the Best Design
8
Task 4-5: Upload One Design to the FPGA Board in the Laboratory
30
Self-Assessment Worksheet (The content of the self-assessment worksheet will not be graded. Full credit is given for including the completed worksheet.)
(2 extra points)
Points .
Feature Driven Development (FDD) is an agile software development process that divides projects into small incremental pieces of work called features. The FDD process involves 5 main steps: developing an overall model, building a features list, designing by feature, coding by feature, and testing by feature. Key roles in FDD include a project manager, chief architect, and development manager who work with chief programmers and class owners to plan and implement features in 2 week iterations. FDD aims to improve communication, reduce complexity, and increase quality through its iterative approach and emphasis on modeling, class ownership, and tracking progress at the feature level.
PMI Project Management Associate (CAPM) Certification | Study GuideMeghna Arora
Click Here---> https://bit.ly/30ayYtQ <---Get complete detail on CAPM exam guide to crack PMBOK Guide - Seventh Edition. You can collect all information on CAPM tutorial, practice test, books, study material, exam questions, and syllabus. Firm your knowledge on PMBOK Guide - Seventh Edition and get ready to crack CAPM certification. Explore all information on CAPM exam with number of questions, passing percentage and time duration to complete test.
This document provides information about a generic exam on object-oriented analysis and design (OOAD). The exam consists of multiple sections evaluating different OOAD skills. It will last 2.5 hours and be out of 100 marks, with an optional 10-mark bonus question. The exam process involves submitting section answers in exchange for standard solutions to use for subsequent sections. Skills assessed include identifying use cases, creating conceptual models, system sequence diagrams, responsibility assignment, collaboration design, class diagrams, and mapping designs to code.
This document outlines a robotics group project for a Year 12 ICT class. It describes the 5-week long project which requires students to work collaboratively in groups to design and build robots to complete various tasks. It details the roles and responsibilities of group members, including two software experts, two robot construction technicians, and one group coordinator. The project is split into two sections, with the first requiring robots to complete set tasks like traffic lights and sound players. The second section allows students more freedom to design their own advanced robot task. It provides instructions on what is required for each task, including design documentation, code, video evidence, and an evaluation.
This document outlines the structure and content of a generic object-oriented analysis and design exam. The exam is divided into multiple sections evaluating use cases, conceptual modeling, system events, responsibility assignment, design class diagrams, and mapping designs to code. It will last 2.5 hours and be out of 100 marks, with an optional 10-mark bonus question. The purpose is to familiarize students with the final exam format and weighting.
Quiz Submissions - Pretest
Subsection
Subsection
Question 1 2 / 2 points
(Unit 1) Project profiling is the process of extracting a characterization from the _______ of a
project.
View Feedback
Question 2 2 / 2 points
(Unit 1) Which project management knowledge area coordinates the work of all the other
knowledge areas?
View Feedback
Question 3 2 / 2 points
Attempt 1
Your quiz has been submitted successfully.
known size
known attributes
unknown resources
unknown attributes
Project integration management
Project procurement management
Project human resources management
Project schedule and time management
javascript://
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(Unit 1) According to the Project Management Institute, project management ______ describe the
key competencies that project managers must develop.
View Feedback
Question 4 2 / 2 points
(Unit 1) The five process groups of project management, in order, are:
View Feedback
Question 5 2 / 2 points
(Unit 1) In an organization, _______ can be used to improve effectiveness and efficiency
View Feedback
Question 6 2 / 2 points
(Unit 1) Project management has resulted in organizations being able to meet ____ expectations
rather than ____ specifications.
goals
soft skills
knowledge areas
communication skills
initiating, planning, executing, monitoring and controlling, and closing.
initiating, planning, development, monitoring and controlling, and closing.
initiating, planning, development, monitoring and controlling, and operations.
initiating, planning, executing, closing, monitoring and controlling, and closing.
charters
certification
opportunities
project management
javascript://
javascript://
javascript://
View Feedback
Question 7 2 / 2 points
(Unit 1) A project ________ document defines the work required to complete the project
successfully.
View Feedback
Question 8 2 / 2 points
(Unit 1) Project management is the application of everything a project manager does to meet the
following parameters:
View Feedback
Question 9 2 / 2 points
(Unit 1) According to the Project Management Institute (PMI), project management is the
application of knowledge, skills, tools and techniques to meet:
charter, scope
scope, charter
project, client
client, project
schedule
charter
scope
budget
cost, schedule, and scope.
schedule, people and scope.
cost, schedule and quality.
cost, stakeholders and budget.
budget
javascript://
javascript://
javascript://
View Feedback
Question 10 0 / 2 points
(Unit 1) Project profiles can be created based on attributes such as: (Select two.)
View Feedback
Question 11 2 / 2 points
(Unit 1) Organizations that have increased their usage of project management techniques have
benefited from which of the following? (Select two.)
schedule
project requirements
communication management
WBS
Cost
Success
Location
Client satisfaction
Lower costs
Lower quality
Increased costs
Shortened schedules
Increased uncertainty
javascript:/ ...
Front-End Analysis - Objective & Media Analysis
Objective Analysis
It is important to write clear, measurable objectives for developing effective training / performance and organization level.
The objective will determine what instructor should include in the content:
the instruction produce knowledge / performance
measure the effectiveness of of instruction
the media chosen to deliver the instruction
Primary purposes to write objectives:
Instructor think about objective before write it
Write meaningful objective
Media Analysis
Systematic and careful media selection is crucial for successful and cost-effective resolution of business problems.
A developed media analysis tool addresses various factors related to learners and costs relevant to delivery media.
Many types of media should be considered for the appropriate selection.
Multimedia is often associated with Computer-Based Training (CBT), but it's important to note that "media" is plural.
It is advisable to consider using a blended solution that incorporates whatever media are necessary for effective outcomes.
The Google Developer Student Clubs 2023 Solution Challenge mission is to solve for one of the United Nations’ 17 Sustainable Development Goals using Google technology.
The Google Developer Student Clubs 2023 Solution Challenge invites student clubs to solve one of the UN's 17 Sustainable Development Goals using Google technology. Students submit project proposals between January and February, with top proposals receiving mentorship. The top 3 winning clubs will be announced on June 27 and receive cash prizes. Regional bootcamps provide expert guidance to strengthen proposals before final submissions.
IT 700 Capstone Component 2 IT Project Report Guidelines a.docxaryan532920
IT 700 Capstone Component 2: IT Project Report Guidelines and Rubric
Overview: For your IT project report, the second of three capstone components, you will imagine that the key stakeholders for whom you wrote your proposal
gave you the go-ahead to implement your information technology solution to the problem you identified. You have designed and developed your project
solution, and now you must report to the stakeholders.
In other words, for this capstone component, you will design and develop your project solution and then report on it. If you are able to implement your solution,
include a summary of your implementation and testing in your report. If you are not able to implement your solution, you may develop a model, simulation,
prototype, or proof of concept as an alternative to developing a fully implemented project. In this case, in your report you should include a plan for
implementation and testing.
Your report must provide clear evidence that your project was implemented and tested (or is implementable and testable). This can be achieved by documenting
a demonstration of the project in use or documenting an explanation of the model, simulation, or prototype. Consider using video or screenshots to
demonstrate and explain your project. If the implemented project is to be supplied to the instructor, you could provide a user manual that explains how to
install, configure, and run the software. You are encouraged to submit artifacts of the project including diagrams, software applications, database designs,
process documents, etc. Make sure to include clear instructions for accessing and using these artifacts. The design and development of your project solution
should demonstrate professional-level knowledge and skills.
Your project report should include at least one recommendation for future enhancements. Explain what you might add to the project if you had more resources?
What risk(s) would you need to consider before the enhancement was implemented at some future point in time? What would have to happen first before the
future enhancement was even considered seriously?
You will submit drafts of this component in Modules Four, Five, Six, Seven, and Eight. The final component is due in Milestone Nine.
The following sections are required in your project report (though you are not limited to including only these sections):
1. Project Design: Analyze the problem that you have identified and explain why the problem is significant. [Drafted in Modules Four and Eight]
2. Project Implementation: If you implemented your project, describe the implementation. If your project was not implemented, how would you
implement it? As you work on the project each module, the status of the project will be updated in this section. Describe the status of the
implementation to date. [Drafted in Modules Five, Six, and Eight]
3. Project Test Plans and Results: If you implemented and tested your project, describe how yo ...
The document provides information about the Google Cloud Solution Challenge competition where student teams design solutions using Google Cloud Platform to address real-world problems. It outlines the eligibility requirements, timeline, prizes, submission and judging criteria. Teams must solve a problem related to one of the UN's 17 Sustainable Development Goals. The submission form questions evaluate the solution's impact and use of technology, and judges will consider problem statement, testing, architecture, scalability, and demonstration of the working application. Frequently asked questions address topics like solution scope and team composition.
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
The film The Godfather explores the theme of revenge. When Michael Corleone's father Vito is attacked, Michael seeks revenge by killing the ones responsible. This act of vengeance draws Michael deeper into the family crime business. Throughout the film, Michael takes revenge on anyone who wrongs or betrays his family, solidifying his role as the new head of the crime family. Cinematography in The Godfather features unique shots and scenes that helped introduce new techniques to films.
This document outlines the requirements for a final project in an object-oriented and concurrent programming course. Students must design and implement a program to simulate creatures completing jobs or tasks over time. The program must include resource pools, creature job threads that can block until required resources are available, and a GUI to display progress. Students will be graded based on their program design, functionality, testing, documentation, and code quality. The project is due by the assigned date and must follow specific formatting and submission guidelines.
This document discusses concepts and practices related to Scrum project management methodology. It addresses frequently asked questions about Scrum roles like Product Owner and Scrum Master. It also covers Scrum artifacts like the Product Backlog and Sprint Backlog, as well as Scrum events like the Sprint Planning meeting and Daily Scrum. The document provides guidance on properly defining acceptance criteria for user stories, estimating story points, and ensuring the Product Backlog is ready before Sprint Planning.
This document provides instructions for a final project in a computer programming course. Students must complete two programming assignments in Java: 1) Create a student directory class with methods to set, get, search, and edit student details by ID and marks. 2) Complete a Java applet called MySceneApplet that uses Java Foundation Classes and methods to draw a picture. Students must submit documentation for each program, including code snippets, output screenshots, and conclusions. The documentation must follow a specified format and structure. Projects are evaluated based on specifications, documentation, coding standards, runtime, efficiency, communication, teamwork, and quality.
Project Overview
Project Requirements
Our PROG 24178 project is a group project in which two students collaborate equally to create an
object-oriented program of medium complexity. It should be a GUI program that uses principles,
best practices and technologies learned in the course. Certain elements are a required part of
your project, for example it must implement a GUI of reasonable complexity, use a dynamic data
structure like ArrayList, Has multiple classes with defined class relationships, exception handling,
and use file input and/or output (further details below in General Requirements).
The rest is up to you.
Each student group will choose their own idea for their application and submit a project proposal
outlining their idea. For the GUI portion of the project, you will use the JavaFX platform. You can
design your GUI graphically with SceneBuilder, or implement it dynamically in code. This choice,
along with other detailed plans, must be clearly stated in the project proposal.
Above all your project should be interesting and fun, so try to choose an idea you find interesting
or potentially useful. Dont make your project too big or ambitious, remember it should take about
as much time as two or three assignments. If you feel your project may be too big then you could
simplify certain portions or leave parts for future implementation. For example, a GUI button could
display a message Not yet implemented. After you are done, you may want to add your project to
your SLATE ePortfolio (Sheridan co-curricular record) to show off to others.
General Requirements
GUI Portion: The project will consist of at least 2 GUI windows or dialogs (minimum one per team
member). In JavaFX this means at least 2 stages, where each stage has its own separate FXML
file and controller class. Error messages or simple confirmation dialogs dont count.
Non-GUI Portion: Minimum one class per team member so minimum two back-end (data
management) classes, not counting GUI classes or controller classes.
File I/O: Either file input, output, or both. For example, a program that manages information about
customers of a business could store the customer information in a file and then re-load the file
next time your run the program.
Data structures: ArrayList (dynamic array) or HashMap. For example a multi-player game could
use an ArrayList of Player objects to store information about all the players. Often (but not always)
you may use a dynamic data structure like ArrayList to store information you read from a file. Dont
use regular Java arrays.
Exception Handling: For full marks your project should contain enough exception handling and
error recovery so that bad user input (or bad input files etc.) dont crash the program. You should
display a user-friendly error message instead.
Commenting: The code shall be commented as follows.
Each Java class shall have a header comment which lists the principal author(s) of the code and
briefly describes what the code in the file is.
STAYER CIS 443 Week 10 Term Paper: Using Agile Project Management to Implement a Complex Marketing Campaign System NEW
Check this A+ tutorial guideline at
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Term Paper: Using Agile Project Management to Implement a Complex Marketing Campaign System
Due Week 10 and worth 200 points
This assignment consists of two (2) sections: a written project plan, and a project plan that is created through the use of MS Project.You must submit the two (2) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for.
Re-Aligning Project-Stakeholders ExpectationsDr. Thomas Juli
The document summarizes a workshop session aimed at re-aligning project objectives and stakeholder expectations for a project that is behind schedule. The workshop consists of breakout sessions where stakeholders discuss their needs, priorities for the project, and potential impacts of delays. Groups then present their responses. In the second part, participants vote to prioritize objectives and success factors. The workshop aims to develop a revised, mutually agreed upon project objective statement to help get the project back on track.
IIBA and Solvera May Event - Testing w Agile slidesSaskatchewanIIBA
The document discusses agile principles and practices for software development and solution delivery. It outlines how scrum can be applied to both areas, including establishing story-level and unit tests, iterative development through sprints, and acceptance of features by business stakeholders. For solution delivery using packaged software, additional challenges are test automation and defining the product manager role given pre-existing packages.
Please read the description of the Religion ethnography carefully an.docxSusanaFurman449
Please read the description of the Religion ethnography carefully and then ask me in class to explain anything that isn't clear. You can also email me with questions.
At the end there is a short list of possible sites for the ethnography: Sikh, Islamic, Jewish, Catholic, Hindu, Buddhist. Shumei. There are other religions and many other sites. Bahai is an interesting religion but you have to be invited to attend by a member.
Mormon the same.
If you have access to a Santeria or similar ceremony, great!
To make the project worthwhile choose a site as different from your own background as you can.
If you have a Christian or Catholic background do not do your paper on any kind of Christian or Catholic service.
You are welcome to attend a non-English language service as long as you understand the language being used.
Be sure to okay your choice with me. Some places that don’t work for this project are Scientology, the Self Realization Fellowship, the Kabbalah Center, SGI Buddhist, Hare Krishna.
INSTRUCTIONS:
Attend a religious activity that you’re curious about and would like to explore.
You must attend a service, not simply visit a religious site.
Examples: a mosque, temple, synagogue, gurdwara.
You can probably find an interesting place of worship near where you live or work.
It’s always a good idea to phone or email the place of worship before you attend.
Research methods must include participant/observation and informal conversation. One slightly more formal interview is desirable.
Be absolutely sure to allow time to stay after the service for food, lunch, other refreshment, or informal gathering. This may well be the most important part of your experience and will enable you to answer the question, “What meaning does this place and this service have for the participants?
You must go some place you’ve never been to before. Do NOT choose your own tradition or somewhere you’re even a bit familiar with. Choose somewhere entirely new and different.
The important thing is to come to the service as an outsider, with the eyes and ears of an anthropologist and take note of everything. Use the skills you’ve learned in this class.
You can attend alone or with a co-researcher or two from the class. Best, you can be the guest(s) of a classmate or someone else you know and discuss the event with them. Invite a classmate or two to attend a service from your tradition.
Do not write about an event you attended in the past. But you can use past experiences for comparison and reflection.
It is almost never appropriate to jot down notes during a religious service. Better, write everything you remember immediately after the event. Get sufficient detail to write what anthropologist Clifford Geertz called “thick”, or rich description.
In writing your paper use terms we've discussed in class and think about connections to the reading we’ve done and films we’ve seen.
OUTLINE
: Include each of these sections.
Title Page,
or top of page: .
PLEASE read the question carefully. The creation of teen ido.docxSusanaFurman449
PLEASE read the question carefully.
The creation of “teen idols” is a tradition that stems back to Tin Pan Alley and the “old guard” way of making music. What were some of the factors that led to this point in the early 60’s? Is it still prevalent? If so, why? Name some examples.
.
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Subsection
Subsection
Question 1 2 / 2 points
(Unit 1) Project profiling is the process of extracting a characterization from the _______ of a
project.
View Feedback
Question 2 2 / 2 points
(Unit 1) Which project management knowledge area coordinates the work of all the other
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View Feedback
Question 3 2 / 2 points
Attempt 1
Your quiz has been submitted successfully.
known size
known attributes
unknown resources
unknown attributes
Project integration management
Project procurement management
Project human resources management
Project schedule and time management
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(Unit 1) According to the Project Management Institute, project management ______ describe the
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Question 5 2 / 2 points
(Unit 1) In an organization, _______ can be used to improve effectiveness and efficiency
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Question 6 2 / 2 points
(Unit 1) Project management has resulted in organizations being able to meet ____ expectations
rather than ____ specifications.
goals
soft skills
knowledge areas
communication skills
initiating, planning, executing, monitoring and controlling, and closing.
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application of knowledge, skills, tools and techniques to meet:
charter, scope
scope, charter
project, client
client, project
schedule
charter
scope
budget
cost, schedule, and scope.
schedule, people and scope.
cost, schedule and quality.
cost, stakeholders and budget.
budget
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Question 10 0 / 2 points
(Unit 1) Project profiles can be created based on attributes such as: (Select two.)
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Question 11 2 / 2 points
(Unit 1) Organizations that have increased their usage of project management techniques have
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Objective Analysis
It is important to write clear, measurable objectives for developing effective training / performance and organization level.
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Instructor think about objective before write it
Write meaningful objective
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Overview: For your IT project report, the second of three capstone components, you will imagine that the key stakeholders for whom you wrote your proposal
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demonstrate and explain your project. If the implemented project is to be supplied to the instructor, you could provide a user manual that explains how to
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Our PROG 24178 project is a group project in which two students collaborate equally to create an
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and use file input and/or output (further details below in General Requirements).
The rest is up to you.
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simplify certain portions or leave parts for future implementation. For example, a GUI button could
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GUI Portion: The project will consist of at least 2 GUI windows or dialogs (minimum one per team
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file and controller class. Error messages or simple confirmation dialogs dont count.
Non-GUI Portion: Minimum one class per team member so minimum two back-end (data
management) classes, not counting GUI classes or controller classes.
File I/O: Either file input, output, or both. For example, a program that manages information about
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Data structures: ArrayList (dynamic array) or HashMap. For example a multi-player game could
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error recovery so that bad user input (or bad input files etc.) dont crash the program. You should
display a user-friendly error message instead.
Commenting: The code shall be commented as follows.
Each Java class shall have a header comment which lists the principal author(s) of the code and
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STAYER CIS 443 Week 10 Term Paper: Using Agile Project Management to Implement a Complex Marketing Campaign System NEW
Check this A+ tutorial guideline at
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Term Paper: Using Agile Project Management to Implement a Complex Marketing Campaign System
Due Week 10 and worth 200 points
This assignment consists of two (2) sections: a written project plan, and a project plan that is created through the use of MS Project.You must submit the two (2) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for.
Re-Aligning Project-Stakeholders ExpectationsDr. Thomas Juli
The document summarizes a workshop session aimed at re-aligning project objectives and stakeholder expectations for a project that is behind schedule. The workshop consists of breakout sessions where stakeholders discuss their needs, priorities for the project, and potential impacts of delays. Groups then present their responses. In the second part, participants vote to prioritize objectives and success factors. The workshop aims to develop a revised, mutually agreed upon project objective statement to help get the project back on track.
IIBA and Solvera May Event - Testing w Agile slidesSaskatchewanIIBA
The document discusses agile principles and practices for software development and solution delivery. It outlines how scrum can be applied to both areas, including establishing story-level and unit tests, iterative development through sprints, and acceptance of features by business stakeholders. For solution delivery using packaged software, additional challenges are test automation and defining the product manager role given pre-existing packages.
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Please read the description of the Religion ethnography carefully an.docxSusanaFurman449
Please read the description of the Religion ethnography carefully and then ask me in class to explain anything that isn't clear. You can also email me with questions.
At the end there is a short list of possible sites for the ethnography: Sikh, Islamic, Jewish, Catholic, Hindu, Buddhist. Shumei. There are other religions and many other sites. Bahai is an interesting religion but you have to be invited to attend by a member.
Mormon the same.
If you have access to a Santeria or similar ceremony, great!
To make the project worthwhile choose a site as different from your own background as you can.
If you have a Christian or Catholic background do not do your paper on any kind of Christian or Catholic service.
You are welcome to attend a non-English language service as long as you understand the language being used.
Be sure to okay your choice with me. Some places that don’t work for this project are Scientology, the Self Realization Fellowship, the Kabbalah Center, SGI Buddhist, Hare Krishna.
INSTRUCTIONS:
Attend a religious activity that you’re curious about and would like to explore.
You must attend a service, not simply visit a religious site.
Examples: a mosque, temple, synagogue, gurdwara.
You can probably find an interesting place of worship near where you live or work.
It’s always a good idea to phone or email the place of worship before you attend.
Research methods must include participant/observation and informal conversation. One slightly more formal interview is desirable.
Be absolutely sure to allow time to stay after the service for food, lunch, other refreshment, or informal gathering. This may well be the most important part of your experience and will enable you to answer the question, “What meaning does this place and this service have for the participants?
You must go some place you’ve never been to before. Do NOT choose your own tradition or somewhere you’re even a bit familiar with. Choose somewhere entirely new and different.
The important thing is to come to the service as an outsider, with the eyes and ears of an anthropologist and take note of everything. Use the skills you’ve learned in this class.
You can attend alone or with a co-researcher or two from the class. Best, you can be the guest(s) of a classmate or someone else you know and discuss the event with them. Invite a classmate or two to attend a service from your tradition.
Do not write about an event you attended in the past. But you can use past experiences for comparison and reflection.
It is almost never appropriate to jot down notes during a religious service. Better, write everything you remember immediately after the event. Get sufficient detail to write what anthropologist Clifford Geertz called “thick”, or rich description.
In writing your paper use terms we've discussed in class and think about connections to the reading we’ve done and films we’ve seen.
OUTLINE
: Include each of these sections.
Title Page,
or top of page: .
PLEASE read the question carefully. The creation of teen ido.docxSusanaFurman449
PLEASE read the question carefully.
The creation of “teen idols” is a tradition that stems back to Tin Pan Alley and the “old guard” way of making music. What were some of the factors that led to this point in the early 60’s? Is it still prevalent? If so, why? Name some examples.
.
Please reflect on the relationship between faith, personal disciplin.docxSusanaFurman449
Please reflect on the relationship between faith, personal discipline, and political integrity. Explain how the Progressive movement and the New Deal Court transformed constitutional interpretation. Briefly give 2 illustrations of how government regulations and/or subsidies (legal plunder, perhaps?) channels behavior and/or distorts markets. 400 WORDS
.
Please read the following questions and answer the questions.docxSusanaFurman449
Please read the following questions and answer the questions
This unit's chapter discussed concerns about quality programming in the media. Different models for assessing culture were discussed:
1) Culture as a Skyscraper Model and 2) Culture as a Map.
Come up with several television shows that serve as examples of “quality” programs and “trashy” programs. What characteristics determine their quality (plots, subject matter, themes, characters…)?
Is there anything you can think of that is “universally trashy”? Or universally in good taste?
On the whole, are Americans seen as having good taste? Why or why not? Is there a country/culture that always seems tasteful in its cultural products?
Which model (Culture as Skyscraper or Culture as Map) makes more sense to you and why?
i need 400 words
.
PRAISE FOR CRUCIAL CONVERSATIONS Relationships ar.docxSusanaFurman449
PRAISE FOR CRUCIAL CONVERSATIONS
"Relationships are the priority of life, and conversations are the
crucial element in profound caring of relationships. This book
helps us to think about what we really want to say. If you want
to succeed in both talking and listening, read this book."
-Dr. Lloyd J. Ogilvie, chaplain, United States Senate
"Important, lucid, and practical, Crucial Conversations is a
book that will make a difference in your life. Learn how to flour
ish in every difficult situation."
-Robert E. Quinn, ME Tracy Collegiate Professor of
OBHRM, University of Michigan Business School
"I was personally and professionally inspired by this book-and
I'm not easily impressed. In the fast-paced world of IT, the success
of our systems, and our business, depends on crucial conversations
we have every day. Unfortunately, because our environment is so
technical, far too often we forget about the 'human systems' that
make or break us. These skills are the missing foundation piece."
-Maureen Burke, manager of training,
Coca-Cola Enterprises, Inc.
"The book is compelling. Yes, I found myself in too many of their
examples of what not to do when caught in these worst-of-all
worlds situations! GET THIS BOOK, WHIP OUT A PEN AND
GET READY TO SCRIBBLE MARGIN NOTES FURIOUSLY,
AND PRACTICE, PRACTICE, PRACTICE THE INVALUABLE
TOOLS THESE AUTHORS PRESENT. I know I did-and it
helped me salvage several difficult situations and repair my
damaged self-esteem in others. I will need another copy pretty
soon. as I'm wearing out the pages in this one!"
-James Belasco. best-selling author of Flight of the Buffalo,
l!l1trl!prl!l1eur. professor. und l!xl!cutive director of the Financial
Tilllrs Knowkdgc Diuloguc
"Crucial Conversations is the most useful self-help book I have
ever read. I'm awed by how insightful, readable, well organized,
and focused it is. I keep thinking: 'If only I had been exposed to
these dialogue skills 30 years ago ... '"
-John Hatch, founder, FINCA International
"One of the greatest tragedies is seeing someone with incredible
talent get derailed because he or she lacks some basic skills.
Crucial Conversations addresses the number one reason execu
tives derail, and it provides extremely helpful tools to operate in
a fast-paced, results-oriented environment."
-Karie A. Willyerd, chief talent officer, Solectron
"The book prescribes, with structure and wit, a way to improve on
the most fundamental element of organizational learning and
growth-honest, unencumbered dialogue between individuals.
There are one or two of the many leadership/management
'thought' books on my shelf that are frayed and dog-eared from
use. Crucial Conversations will no doubt end up in the same con
dition."
-John Gill, VP of Human Resources, Rolls Royce USA
Crucial
Conversations
Crucial
Conversations
Tools for Talking
When Stakes Are High
by
Kerry Patterson, .
Must Be a
hip-hop concert!!!!
attend a
hip-hop concert (in-person or virtual/recorded live concert on DVD or streaming platform) of your choice
THIS month.
After the concert, write an
objective review (1000 - 1500 words) of the concert detailing your experience.
Write A Review and include those questions!!!
The review should include:
1. The names of the performing groups/artists; the date and location of the performance.
2. Describe the setting. Is it a large hall or an intimate theater? What type of audience demographic is there? Young or old? How do they respond to the music?
3. The different styles/genres of songs the artist(s) perform.
4. Use your notes and experience to describe the different musical elements (i.e. melody, harmony, timbre, technology, form, volume, etc.) you recognize in most (if not all) the songs/pieces.
5. Be sure to arrive on time to hear the
entire concert.
6. Attach a photo of the flyer, ticket, or webpage (or social media event) when you submit this assignment.
7. Describe your personal reaction to the concert. List reasons why you think it was successful or not. However, do not make this the center of your paper. It should be
one or two paragraphs at the end. Further, use
data to support your arguments about why it was successful or not successful. (e.g., How did people respond verbally and non-verbally? Was this based on your perception or was there a general consensus? If it is a consensus, then what facts do you have to support this?)
8. Try to do some background research on the genre or artist before and after you attend the concert. This is not a research paper, but if you use any information from any source (including the artist's website), you
must cite it both in-text and on a works-cited page.
.
Mini-Paper #3 Johnson & Johnson and a Tale of Two Crises - An Eth.docxSusanaFurman449
Mini-Paper #3: Johnson & Johnson and a Tale of Two Crises - An Ethics Story Revised Submission
Read the following two PDF documents located at this link: click hereLinks to an external site.
·
Johnson & Johnson’s Tylenol Crisis
·
JNJ’s Baby Powder Crisis: Does Baby Powder Cause Cancer?
·
You are not expected to conduct any outside research
Based on your reading please write a short paper answering the following questions (do not answer with bullets, write a paper):
· JNJ’s response to the Tylenol Crisis is often cited as one of the best historical crisis management leadership examples. Given this perspective:
·
Compare JNJ’s response to the Tylenol Crisis to their response in the Baby Powder Crisis.
·
What actions by JNJ were highly effective in the Tylenol Crisis and why? Explain your examples and why you believe they are best practices
·
What could JNJ improve upon in the Tylenol Crisis?
· After reading JNJ's handling of the Baby Powder Class Action Lawsuit elaborate upon the following:
·
How did JNJs response differ from the Tylenol Crisis in the Baby Powder Lawsuit?
·
Given what you've learned from the Tylenol Crisis what are three potential recommendations/improvements JNJ could have made in the Baby Powder Lawsuit?
·
Ethics Analysis - consider your decision from the perspective of a senior advisor to senior leadership at JNJ (
there is NO right answer here, YOU MAY GIVE OPINION IN FIRST PERSON IN THIS SECTION ONLY (this is a special exception)):
·
· With what ethical actions do you agree or disagree regarding how JNJ handled the Tylenol Crisis?
· With what ethical actions do you agree or disagree regarding how JNJ handled the Baby Powder Crisis?
·
Be sure to reference at least 3 concepts from Chapters 9 and/or 12 in the textbook in answering this mini-paper. Please mark your references with "(textbook)" to make clear the references from the book.
Johnson & Johnson’s Tylenol Crisis
Background
“The killer’s motives remain unknown, but his — or her, or their — technical
savvy is as chilling today as it was 30 years ago.
On Sept. 29, 1982, three people died in the Chicago area after taking
cyanide-laced Tylenol at the outset of a poisoning spree that would claim seven
lives by Oct. 1. The case has never been solved, and so the lingering question —
why? — still haunts investigators.
Food and Drug Administration officials hypothesized that the killer bought
Extra-Strength Tylenol capsules over the counter, injected cyanide into the red
half of the capsules, resealed the bottles, and sneaked them back onto the shelves
of drug and grocery stores. The Illinois attorney general, on the other hand,
suspected a disgruntled employee on Tylenol’s factory line. In either case, it was a
sophisticated and ambitious undertaking with the seemingly pathological go.
Please write these 2 assignments in first person.docxSusanaFurman449
Please write these 2 assignments in
first person view. No need for citation. Please give me two files, the first one is a
Short Paper(600-700 words); the second one is
Long Discussion(450-500 words).
They are all about Art and Politics in Renaissance Florence Period
1. Short Paper
Street corners, guild halls, government offices, and confraternity centers contained works of art that made the city of Florence a visual jewel at precisely the time of its emergence as a European cultural leader. In shared religious and secular spaces, people from the city of Florence commissioned altarpieces, chapels, buildings, textiles, all manner of objects – at home, interior spaces were animated with smaller-scale works, such as family portraits, birth trays, decorated pieces of furniture, all of which relied on patrons, artists, and audiences working with the beauty and power of sensory experience. Like people all over Europe, viewers believed in the power of images, and they shared an understanding of the persuasiveness of art and architecture. Florentines accepted the utterly vital role that art could play as a propagator of civic, corporate, religious, political and individual identity.
Select one or two of the test case studies [that is, talk about Cosimo or Lorenzo the Magnificent or Savonarola's impact on Florence or the new Republic under Soderini] from this Module on Art and Politics in Renaissance Florence, and explore your understanding of people in Florence, who was so alive to the power and communication possibilities in works of art, objects, and spaces throughout the city and beyond.
Word count:
600-700 words
No need for citations.
2. Long Discussion
In this longer discussion forum, create an initial post of
450-500 words that explores these key concepts;
In this discussion post, talk about the political and social messages that you can see in the various works of art commissioned by the Medici, all the while being aware of the debate that was circulating about power and religion. If the content of the work of art is religious, how does the work convey political messages?
a video that may help
https://www.youtube.com/watch?v=UAqE21zjQH4
.
Personal Leadership Training plan AttributesColumbia South.docxSusanaFurman449
Personal Leadership Training plan : Attributes
Columbia Southern University
Dr. Mark Friske
Current Issues in Leadership
LDR 6302-22.01.00
10/14/2022
Introduction
Personal leadership style
personal leadership style attributes
Characteristics of a democratic leader
Charismatic leadership style
Charismatic leader
Transformational leadership style
Transformational leader
Charismatic vs. transformational
Impacts of transformational leadership
Reflection
Personal leadership style
Democratic leadership style
Embraces diversity and open dialogue as core values.
The leader's role is to provide direction and exercise authority.
Commands respect and admiration from those who follow you.
Moral principles and personal beliefs underpin all choices.
Seek out a wide range of perspectives (Cherry, 2020).
Behaviorist theory is the one that fits my style of leadership the best.
Being the change you wish to see in the world is crucial, in my opinion. According to Johann Wolfgang von Goethe, "Behavior is the mirror in which everyone exhibits their picture." My main priorities are the well-being of the team members and developing effective solutions via cooperative effort.
personal leadership style attributes
Active participant
Each person is given a fair chance to speak their mind, and there is no pressure to conform to any one viewpoint.
Values other standpoints
I find it fascinating to hear the perspectives of others. To me, it's crucial that everyone in the team pitches in to find the most effective answer. To me, it's important to give everyone a voice on the team since they all have something unique to offer.
Characteristics of democratic leader
Attribute:
Talk About It
Subcontract Work
Get Other People's Opinions
Friendly
Approachable
Trustworthy
Participative
Motivate Originality
Regard for Others
Build Confidence
Life example
Working as a Management Analyst in the realm of government spending, I am frequently required to communicate with the Program Management Team of a third party firm. No collimated staff members prevent me from personally performing some of the work necessary to maintain an accurate external organization ledger. As a result, I need to be approachable, polite, and nice to my coworkers so that they would feel comfortable confiding in me and trusting me with their ideas. By consistently soliciting feedback from staff and management, I want to foster a culture of collaboration. This fosters innovation on the team and opens minds to new points of view.
Charismatic leadership style
They have excellent communication skills.
Passionate in furthering Their Cause.
Professionals have a lot of experience in their field.
Act with a level head (Siangchokyoo, et al. 2020).
Leadership traits and behavior are under scrutiny.
Win Over Huge Crowds.
Possible drawbacks
Frustratingly Diminished Clarity
Not Enough People to Make It Happen
Charismatic leader
Charismatic leader example:
pr.
Need help on researching why women join gangs1.How does anxi.docxSusanaFurman449
Need help on researching why women join gangs
1.How does anxiety increase the chance of girls joining groups or gangs.
2. sexual abuse on girls joining gangs
3. long-term consequences on girls joining gangs
4. depression and anxiety impact on girls joining gangs
5.death rates of girls joining gangs
6. health risks of girls joining gangs
.
Jung Typology AssessmentThe purpose of this assignment is to ass.docxSusanaFurman449
Jung Typology Assessment
The purpose of this assignment is to assess your personality and how that information might help guide your career choice. Understanding personalities can also help managers know how to motivate employees.
Find out about your personality by going to the Human Metrics website (www.humanmetrics.com - and TAKE the Jung Typology Test - Jung, Briggs, Meyers Types. It is a free test. (Disclaimer: The test, like all other personality tests, is only a rough and preliminary indicator of personality.)
·
Complete the typology assessment
·
Read the corresponding personality portrait and career portrait.
·
Think about your career interests, then answer the following:
How are your traits compatible for your potential career choice (Business Administration)? This should be around 250 words of writing.
R E S E A R CH
Co-administration of multiple intravenous medicines: Intensive
care nurses' views and perspectives
Mosopefoluwa S. Oduyale MPharm1 | Nilesh Patel PhD, BPharm (Hons)1 |
Mark Borthwick MSc, BPharm (Hons)2 | Sandrine Claus PhD, MRSB, MRSC3
1Reading School of Pharmacy, University of
Reading, Reading, UK
2Pharmacy Department, John Radcliffe
Hospital, Oxford University Hospitals NHS
Foundation Trust, Oxford, UK
3LNC Therapeutics, Bordeaux, France
Correspondence
Mosopefoluwa S. Oduyale, Reading School of
Pharmacy, University of Reading, Harry
Nursten Building, Room 1.05, Whiteknights
Campus, Reading RG6 6UR, UK.
Email: [email protected]
Funding information
University of Reading
Abstract
Background: Co-administration of multiple intravenous (IV) medicines down the
same lumen of an IV catheter is often necessary in the intensive care unit (ICU) while
ensuring medicine compatibility.
Aims and objectives: This study explores ICU nurses' views on the everyday practice
surrounding co-administration of multiple IV medicines down the same lumen.
Design: Qualitative study using focus group interviews.
Methods: Three focus groups were conducted with 20 ICU nurses across two hospi-
tals in the Thames Valley Critical Care Network, England. Participants' experience of
co-administration down the same lumen and means of assessing compatibility were
explored. All focus groups were recorded, transcribed verbatim, and analysed using
thematic analysis. Functional Resonance Analysis Method was used to provide a
visual representation of the co-administration process.
Results: Two key themes were identified as essential during the process of co-admin-
istration, namely, venous access and resources. Most nurses described insufficient
venous access and lack of compatibility data for commonly used medicines (eg, anal-
gesics and antibiotics) as particular challenges. Strategies such as obtaining additional
venous access, prioritizing infusions, and swapping line of infusion were used to man-
age IV administration pro.
Journal of Organizational Behavior J. Organiz. Behav. 31, .docxSusanaFurman449
Journal of Organizational Behavior
J. Organiz. Behav. 31, 24–44 (2010)
Published online 22 May 2009 in Wiley InterScience
(www.interscience.wiley.com) DOI: 10.1002/job.621
Towards a multi-foci approach to
workplace aggression: A meta-analytic
review of outcomes from different
yperpetrators
M. SANDY HERSHCOVIS1* AND JULIAN BARLING2
1I. H. Asper School of Business, University of Manitoba, Winnipeg, Manitoba, Canada
2Queen’s School of Business, Queen’s University, Kingston, Ontario, Canada
Summary Using meta-analysis, we compare three attitudinal outcomes (i.e., job satisfaction, affective
commitment, and turnover intent), three behavioral outcomes (i.e., interpersonal deviance,
organizational deviance, and work performance), and four health-related outcomes (i.e.,
general health, depression, emotional exhaustion, and physical well being) of workplace
aggression from three different sources: Supervisors, co-workers, and outsiders. Results from
66 samples show that supervisor aggression has the strongest adverse effects across the
attitudinal and behavioral outcomes. Co-worker aggression had stronger effects than outsider
aggression on the attitudinal and behavioral outcomes, whereas there was no significant
difference between supervisor, co-worker, and outsider aggression for the majority of the
health-related outcomes. These results have implications for how workplace aggression is
conceptualized and measured, and we propose new research questions that emphasize a multi-
foci approach. Copyright # 2009 John Wiley & Sons, Ltd.
I admit that, before I was bullied, I couldn’t understand why employees would shy-away from doing
anything about it. When it happened to me, I felt trapped. I felt like either no one believed me or no
one cared. This bully was my direct boss and went out of his way to make me look and feel
incompetent. . . I dreaded going to work and cried myself to sleep every night. I was afraid of
losing my job because I started to question my abilities and didn’t think I’d find work elsewhere.
(HR professional as posted on a New York Times blog, 2008).
Introduction
Growing awareness of psychological forms of workplace aggression has stimulated research interest in
the consequences of these negative behaviors. Workplace aggression is defined as negative acts that are
* Correspondence to: M. Sandy Hershcovis, I. H. Asper School of Business, University of Manitoba, Winnipeg, Manitoba,
Canada. E-mail: [email protected]
yAn earlier version of this study was presented at the 65th Annual Meeting of the Academy of Management, Honolulu, HI.
Received 28 April 2008
Revised 17 March 2009
Copyright # 2009 John Wiley & Sons, Ltd. Accepted 4 April 2009
mailto:[email protected]
www.interscience.wiley.com
25 AGGRESSION META-ANALYSIS
perpetrated against an organization or its members and that victims are motivated to avoid (Neuman &
Baron, 2005; Raver & Barling, 2007). Much of this research (e.g., .
LDR535 v4Organizational Change ChartLDR535 v4Page 2 of 2.docxSusanaFurman449
LDR/535 v4
Organizational Change Chart
LDR/535 v4
Page 2 of 2
Organizational Change Chart
Organizational Information
Select an organization that needed a change to its culture as you complete the organizational change information chart.
For each type of information listed in the first column, include details about the organization in the second column.
Indicate your suggested actions for improvement in the third column.
Type
Details
Suggested Actions for Improvement
Vision
Insert the organization’s vision.
Mission
Insert the organization’s mission.
Purpose
Insert the organization’s purpose.
Values
Insert a list of the organization’s values.
Diversity and Equity
Insert the types of the diversity and equity observed in the organization.
Inclusion
Insert examples of overall involvement of diverse groups inclusion in decision-making and process change.
Goal
Identify the goal set for organizational change.
Strategy
Identify the implementation strategies followed to implement the organizational change.
Communication
Identify the communication methods used to communicate organizational change and the change progress.
Organizational Perceptions
Considering the same organizational culture and change goal, rate your agreement from 1 to 5 in the second column with the statement in the first column. Use the following scale:
1. Strongly disagree
2. Somewhat disagree
3. Neither agree nor disagree
4. Somewhat agree
5. Strongly agree
Statement
Rating (1 – 5)
Employees know the organization’s vision.
Employees know the organization’s mission.
Employees know the organization’s purpose.
Employees know the organization’s values.
Overall, the organization is diverse and equitable.
Diverse groups are included in decision making and processes for change.
The change goal was successfully met.
The implementation strategies were effective.
The organization’s communication about the change was effective.
Kotter's 8-Steps to Change
Consider the goal for organizational change that you identified and the existing organizational culture.
For each of Kotter's 8-Steps to Change listed in the first column, rate whether you observed that step during the implementation process in the second column. Use the following scale to rate your observation:
1. Never observed
2. Rarely observed
3. Sometimes observed
4. Often observed
Identify actions you suggest for improvement in the third column.
Step Name
Rating (1 – 4)
Suggested Actions for Improvement
Step 1: Create Urgency.
Step 2: Form a Powerful Coalition.
Step 3: Create a Vision for Change.
Step 4: Communicate the Vision.
Step 5: Remove Obstacles.
Step 6: Create Short-Term Wins.
Step 7: Build on the Change.
Step 8: Anchor the Changes in Corporate Culture.
Copyright 2022 by University of Phoenix. All rights reserved.
Copyright 2022 by University of Phoenix. All rights reserved.
image1.png
.
In this paper, you will select an ethics issue from among the topics.docxSusanaFurman449
In this paper, you will select an ethics issue from among the topics below and provide a 3-4 page paper on the issue.
In the paper, you will address the following:
1. Explain the topic (20%)
2. Why the topic or issue is controversial (25%)
3. Is the controversy justified? Why or why not? (20%)
4. Summarize current research about the issue and at least two credible sources. At least one reference source should discuss the issue from a pro and the other should discuss from a con perspective. (20%)
5. Cite references in APA format (15%)
Topics may include:
Research on animals
Medical Research on prisoners or ethnic minorities
Patient rights and HIPAA
Torture of military prisoners
Off-shore oil drilling and the potential threat to biodiversity
Development in emerging nations and its impact on biodiversity
Stem cell research
Healthcare Accessibility: Right or privilege
Genetically modified organisms
Genetic testing and data sharing
Reproductive rights
Pesticides and Agriculture
Organ transplants and accessibility
Assisted Suicide
Medicinal use of controlled substances/illicit drugs
.
In the past few weeks, you practiced observation skills by watchin.docxSusanaFurman449
In the past few weeks, you practiced observation skills by watching
Invictus, a movie that tells “the inspiring true story of how Nelson Mandela joined forces with the captain of South Africa's rugby team to help unite their country.”
[1]. While watching the film, you were instructed to pay special attention to the factors relating to group dynamics for teams, which include but are not limited to
1. Team beginnings
2. Leader’s behaviors,
3. Communication Patterns,
4. Conflict resolution style,
5. Power styles,
6. Decision making style,
7. Creativity,
8. Diversity.
You were also instructed to identify leadership decisions and leadership styles developed by Nelson Mandela and Francois Pinnear (captain of the rugby team).
Write a paper (1000 words) to the following three questions:
1. Which leadership decision/style has impressed you the most? Why do you feel this way?
2. How does the leader contribute to the development of their leadership ability?
3. What specific decisions made this leader make them such an effective leader? Provide insight on how those under this leadership are affected by decisions made.
.
Overview After analyzing your public health issue in Milestone On.docxSusanaFurman449
Overview: After analyzing your public health issue in Milestone One and studying socioeconomic factors affecting healthcare in this module, you will write a short paper to identify and analyze socioeconomic barriers and supports involved in addressing the public health issue. Your paper must include an introduction to your public health issue, a discussion of socioeconomic barriers to change, a discussion of supports for change, and a conclusion with a call to action for your readers. Assume your readers will include healthcare administrators and managers, as well as healthcare policy makers and legislators.
Prompt: Write a short paper including the following sections:
I. Introduction
A. Introduce your public health issue and briefly explain what needs to change to address the issue.
II. Barriers
A. Identify two potential socioeconomic barriers to change and describe each with specific details.
B. Consider patient demographics (e.g., age, ethnicity, and education), geographic factors (e.g., urban/rural location), and psychographic factors (e.g., eating habits and employment status).
C. Justify your points by referencing your textbook or other scholarly resources.
III. Supports
A. Identify two possible socioeconomic supports for change and describe each with specific details.
B. B. Consider patient demographics (e.g., age, ethnicity, and education), geographic factors (e.g., urban/rural location), and psychographic factors (e.g., eating habits and employment status).
C. C. Justify your points by referencing your textbook or other scholarly resources.
IV. Conclusion
A. Conclude with a clear call to action: What can your readers do to assist in the implementation of the necessary changes?
Rubric Guidelines for Submission: Your short paper must be submitted as a 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.
.
Judicial OpinionsOverview After the simulation, justices writ.docxSusanaFurman449
Judicial Opinions
Overview: After the simulation, justices write judicial opinions in reaction to the oral argument, merits briefs, conference, and draft opinions as well as the facts of the case, Constitution, and case law. Justices circulate drafts so they know how their colleagues plan to rule and why, and so they can respond to one another in their final judicial opinion draft.
Instructions: You are a Supreme Court justice preparing an opinion for announcement. Read the case materials: case hypothetical, merits briefs, and judicial opinion drafts of your colleagues, and review your notes from oral argument and conference. Write a majority opinion resolving the major legal question in light of the facts of the case, Constitution, and case law, as well as all case materials: merits briefs, oral argument, and the views of your colleagues (in conference and draft opinions). Opinions must support an argument, refute counterarguments, and respond to attorneys (oral argument and/or merits briefs), and fellow justices (conference and/or draft opinions).
Opinions should contain the following five elements, in the following order:
1. an introductory statement of the nature, procedural posture, and prior result of the case;
2. a statement of the issues to be decided;
3. a statement of the material facts;
4. a discussion of the governing legal principles and resolution of the issues; and
5. the disposition and necessary instructions.
Each of these is developed further below.
Assessment: Complete opinions must support an argument, refute counterarguments, and respond to attorneys (oral argument and/or merits briefs), and fellow justices (conference and/or draft opinions). Strong opinions will be well organized, logically argued, and well supported through reference to and explanation of Supreme Court decisions and legal principles. Assessment rests on how well you make use of, identify, and explain relevant course material. It also rests on staying in character and not diverging from your justice’s political ideology and/or judicial philosophy.
Introduction
The purpose of the Introduction is to orient the reader to the case. It should state briefly what the case is about, the legal subject matter, and the result. It may also cover some or all of the following:
1. The parties: The parties should be identified, if not in the Introduction, then early in the opinion, preferably by name, and names should be used consistently throughout. (The use of legal descriptions, such as “appellant” and “appellee,” tends to be confusing, especially in multi-party cases.)
2. The procedural and jurisdictional status: relevant prior proceedings, and how the case got before the court should be outlined.
Statement of issues
The statement of issues is the cornerstone of the opinion; how the issues are formulated determines which facts are material and what legal principles govern. Judges should not be bound by the attorneys’.
IntroductionReview the Vila Health scenario and complete the int.docxSusanaFurman449
Introduction
Review the Vila Health scenario and complete the interviews with staff at Vila Health Skilled Nursing Facility (SNF). After completing the scenario, you will update the patient safety plan for the SNF and present it to the executive team. The safety plan will include meeting accrediting body requirements as well as regulatory obligations. The plan must be based on evidenced-based best practices and include tools, approaches, and mechanisms for reporting, tracking, and reducing patient safety incidents.
Instructions
After reviewing the Vila Health scenario, present your findings to the executive team at Vila Health by creating a 15-20 slide PowerPoint presentation. To be successful in this assignment, ensure you complete the following steps:
Research the health care organization's (Vila Health SNF) safety plan and propose recommendations to ensure the successes of their best practices.
Assess and propose how to link health care safety goals to those of the organizational strategic plan in order to create and sustain an organization-wide safety culture.
Analyze evidence-based practices within the organization's health care safety program, including falls prevention, medication errors, or others.
Establish protocols to identify and monitor patients who qualify for being at risk for falls, readmission, suicide, or others.
Develop mechanisms to coordinate and integrate risk management approaches into the organization's health care safety strategy.
Create mechanisms and tools as monitors for patients identified for being at risk.
Create ongoing evaluation procedures that provide continuous safe, quality patient care, and sustained compliance with evidence-based practices, professional standards, and regulations.
Submission Requirements
Your presentation should meet the following requirements:
Length:
15–20 slide PowerPoint presentation, excluding the cover slide and references list. Include slide numbers, headings, and running headers.
References:
3–5 current peer-reviewed references.
Format:
Use current APA style and formatting, for citations and references.
Font and font size:
Fonts and styles used should be consistent throughout the presentation, including headings.
.
In studying Social Problems, sociologists (and historians) identify .docxSusanaFurman449
This document discusses how sociologists identify defining moments that trigger the need for social change or resistance to the status quo in social problems. It asks the reader to provide context for a social issue, the defining moment that brought the issue into politics, and the resulting public policy.
I need help correcting an integrative review.This was the profes.docxSusanaFurman449
I need help correcting an integrative review.
This was the professor's feedback: Great job on your first draft :) Few things Past tense throughout the integrative review. Some of the sections are light on detail - need to check the requirements (Integrative review guidelines). This is an integrative review - not a study or project refer to it as an integrative review all the time.
.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Functionalities to be coded and estimated complexity Manager
1. Functionalities to be coded and estimated complexity
Manager: auditor registration 20pts
As a manager I want to register new managers for the system so
they can use the platform
Manager: manager registration 20 pts
As a manager I want to register new managers for the system so
they can use the platform
Manager: client registration 20pts
As a manager I want to register new managers for the system so
they can use the platform
Manager: Notified of unusual trading70pts
As a manager I want to be notified of unusual trading activities
that might indicate insider trading so I can be compliant with
the law
Manager: Set Activity logic 90pts
As a manager I want to be able to dynamically set the logic for
unusual activities so I can respond to new insider trading tactics
Manager: Set threshold logic 90pts
As a manager I want to be able to dynamically set the logic for
unusual thresholds so I can respond to new insider trading
tactics
Audior: Query Transactions 40pts
2. As an auditor I want to be able to query all transactions
completed between specific dates by specific clients to ensure
the clients are performing in a way that is legal.
Manager: Make Premium 20pts
As a manager I want the ability to make clients premium clients
Manager: Add Funds 20pts
As a manager I want to add funds to a client account
Manager: Deregister
Software Engineering Fundamentals 2020 Semester 1 Group
AssignmentProject Objective
Software engineering Fundamentals is a hybrid project based
course where the group project plays a major role in building
student capabilities. It requires you to analyse the requirements
of various stakeholders as a team and resolve any conflicts (or
vague requirements) with the tutor acting as the product owner,
before synthesising your solution iteratively, applying the
software engineering principles taught. One major goal of this
software engineering assignment is to facilitate teamwork and
you will be expected to use techniques such as CRC cards to
effectively distribute responsibilities across classes and
individual team members. Your team and technical experience
in this project will help to meet the course and the program
level objectives as well as act as a cornerstone project. The
milestone and face-to-face sessions are designed to improve
your communication skills. You will also be exposed to tools
common in the industry (Git, Trello, LucidChart, JUnit) that
foster teamwork and individual accountability.
Overview of Project and Assessment
You will get both formative (continuous) and summative (final)
assessments as part of this project and this section briefly
explains the assessment structure and the role it plays in
3. building your capabilities.
Assessment
Role
Marks
1.
Weekly progress marks
Weeks 3-12
Measuring your progress as an individual and as a team and
giving feedback
10 x 1
2.
Milestones Week 7 and 12
Present your requirements, design and implementation as a team
and as an individual member to get feedback.
2 x 5
3.
Face-to-face meetings
Week 9 and After submission in Week 12.
Designed to give more in depth feedback on your design,
implementation and testing. The initial one will focus on the
design aspects while the latter one will consider both functional
and qualitative aspects such as usability, reusability,
extensibility and maintainability. For individual part you will
be asked to explain how your individual contribution is aligned
with overall group design.
5 + 20
Team Formation (Formed by students)
Since SEF is currently common to students from a number of
degrees with different pathways we encourage teams to be self-
formed reflecting individual competencies and interests and the
more experienced student in the team may take a leadership role
(such as Scrum Master) facilitating teamwork and the transfer
of skills. Multiple assignments are provided in an attempt to
match your interests but all of them require you to demonstrate
4. your core competencies in requirements-gathering, analysis,
object oriented design, processes, implementation and testing.
Note all members of the team should be in the same group.
Project Weight
This project is worth 45% of your total grade for this course.
You are required to do only one of the seven project options.
(
PROJECT OVERVIEW I
)
1. Weekly Progress Marks (10 marks)
To get full marks each team is also expected to complete the
tutorial working as a team as well as meeting the weekly criteria
specified below.
Wk
Suggested Activities
Progress/ Activity
Milestone/ Meeting
3
Select the project and form the team – consider the strengths,
interests and experiences of team members
1 mark
4
Identify User Stories for Product/ Release Backlog
1 mark
5
Identify main domain classes and add responsibilities such that
objects can interact to get the first release done. Distribute
classes/responsibilities to members.
1 mark
6
5. Write Test Cases and start writing code to make them pass
(individual)
1 mark
7
Initial Milestone: Present partially completed product and get
feedback from tutor and class. Demonstrate working Test cases
(individual) and continue integrating code and testing.
1 + 5
marks
Initial Milestone
8
Plan second release incorporating feedback. Add classes, extend
class responsibilities and distribute work.
1 mark
9
Develop detailed Group UML Diagrams (class, use-case).
Initial Face to Face Meeting
1 + 5
marks
Initial Face to Face
10
Develop Individual UML Diagrams (sequence, state, object).
Demonstrate individual Test cases
1 mark
11
Develop Activity Diagrams.
Combine code and run integrations tests. Resolve conflicts.
Refactor design and code before final submission.
1 mark
12
Second Milestone: Present final product to tutor and class.
1+5
6. Final
13
Final Face to Face Marking of design and code by Class Tutor
20 marks
Final Face to Face
(
PROJECT OVERVIEW
II
)
2. Milestones 1 and 2 (10 marks)
A. Milestone 1 (5 marks) in Week 7
This first demo/presentation will award marks for both group
and individual work. Each individual member is expected to
undertake at least two major tasks or responsibilities. Some of
these responsibilities can be shared. For example, in the chess -
like game “show all valid move destinations for a piece” can be
a user- story/responsibility that must be shared by the Piece and
the Board classes. The subclasses of Piece such as Rook and
Knight may know valid moves but only the Board class knows
where the vacant and opponent squares are located. In such a
situation, those members writing the Rook and Knight classes
may override the method getAllValidMoves():Squares[], while
the person developing the Board class may write a method to
check which of these squares are free to move using
IsValidDestination(square). These two methods from different
classes may thus be combined to determine all valid
destinations. Students can defer non-model (GUI) aspects until
the “core- logic” is fully tested (by using a simple textual
interface).
Activity
Marks
Group Part
7. Presenting the Initial Release Backlog (design documents: Class
and Use Case diagrams) and demonstrating a partially
completed product.
2 marks
(4 mins)
Individual Part
Individual member is expected to explain his or her
role/obligation towards carrying out the main user-
stories/responsibilities, and any challenges faced.
3 marks
(4 x 1.5 mins)
B. Milestone 2 (5 marks) in Week 12
The second demo/presentation will award marks for both group
and individual work though more marks is awarded for group
work.
Activity
Marks
Group Part
Presenting the Final Release Backlog and demonstrating the
final product
2 marks
(3 mins)
Use a class diagram to present the overall design; use two
sequence-
diagrams to present the core functionality. Explain the design
rationale highlighting usability, maintainability, extensibility
etc.
2 marks
(3 mins)
Individual Part
Individual members explaining their role/ contribution and any
8. challenges
1 mark
(4 x 1 min)
(
PROJECT OVERVIEW
IV
)
3. Face to Face Tutor Marking 1 & 2 (Total 25 marks)
Face to face marking is designed to give feedback and to award
marks for following processes, using industry tools, flexible
designs and the use of standard modelling notations.
A. Initial Face to Face Demo and Marking (Total 5 marks) in
Week 9
Activity: Group Part
2 Marks
Model a positive and a negative scenario for 4 main use
cases/user stories. You may use the storyboarding
technique/screenshots to show the sequence of interactions (1
mark). Design classes/methods that can collaborate to carry out
the 4 main user stories/use cases. Your initial class diagram
should be extended to show more details of methods (1 mark).
2 marks
(6 mins)
Activity: Individual Part
3 Marks
Each team member has to write two positive and two negative
JUnit test cases (exceptions must be thrown for negative ones)
for a significant method in an important domain class they are
assigned (2 marks).
Each individual student has to explain how these tests help
implement the different scenarios identified in the group part.
(1 mark)
3 marks
(2 mins each)
9. No submission required but students are expected to bring their
documents (storyboarding, scenarios, class diagrams) and
execute the test cases developed by each individual student.
B. Final Face to Face Marking (Total 20 marks) Submit in week
12 and Demoed in week 13
Group effort will be measured through overall class and use-
case diagrams, which should explain the overall requirements
and design decisions. Each individual member is expected to
demonstrate their individual contribution by detailing their part
of the use-case (a use case textual description) and class-
diagrams and by coming up with two other UML diagrams (a
sequence diagram and one of state/activity/object diagrams).
Tutors will check your diagrams are aligned with your code and
how group diagrams such as class and use case diagrams are
aligned with individual diagrams (sequence and state). Include a
table giving contribution of each member, allowing group mark
to be adjusted.
Activity: Group Part
10 Marks
Overall Class Diagram (group)
The class diagram must show all the methods, attributes,
associations and multiplicities. Name the associations wherever
possible.
Up to 2 marks for valid class diagram that captures all the main
classes, associations (with naming) with the correct
multiplicities. Standard UML notation expected.
The remaining 1 mark is allocated for consistency with
individual sequence diagrams (update the class diagram to
reflect the final sequence diagrams).
3 marks
Overall Use Case Diagram (group)
Up to 2 marks for a valid Use Case diagram capturing all
individual use cases. For the remaining 1 mark show all the
relationships including extends/includes.
3 marks
10. Group Evaluation (max 1 page report) including:
Lessons learnt about project/process management (2 marks)
Strengths and weaknesses of your system in terms of
reusability, extensibility, maintainability and usability (2
marks).
4 marks
Activity: Individual Part
Total 10 marks
Show detailed methods/attributes/associations relating to
individual contribution in the class diagram
2 marks
Show detailed explanation relating to individual contribution in
use case diagrams – present one use case textual description for
a significant use case.
2 marks
Sequence Diagram (individual)
2 marks
One of state/activity/object diagram
2 marks
Code explanation by individuals. The code must be refactored
and reflect the design.
2 marks
Submission Details: 29th May 2020 4.30 pm (week 12). No late
submission allowed.
Final Submission (Week 12):
All source code and diagrams must be bound together and be
submitted as a zip file called FinalSubmission.zip through
Canvas by Friday 11.59 Week 12 (29th May).
In additional all the design diagrams must be bound and
submitted to the Sessional Staff office (14.09.13) by
4.30 pm on the last day of the semester (29th May).
Assignments: Summary, Rationale and Common Aspects
These assignments are designed to facilitate an agile or test
driven approach for the first milestone, and a more rigorous
11. design and implementation for the second milestone using UML
notation and design/code refactoring. We have tried hard to
come up with interesting and varied projects to match your
interests and backgrounds. Your team should consider the
strengths and interests of your members when selecting the
project. You may also want to do some reading, testing and
feasibility studies before finalizing your assignment selection in
week 3. The first milestone is designed to enable students to
develop some working- software or a prototype as soon as
possible and get some feedback during the class presentation in
week 7. The second milestone will focus more on the design
aspects including extensibility and maintainability of the
software. In addition face-to-face feedback will be given to
each team in private in weeks 9 and 13.
Assignment (Project Options)
Description
Activity/Flow Diagram Visualiser
Diagram tool for creating and executing flow diagrams.
S&E Real Estate Agency
Buying, selling and renting properties.
Student Casual Employment System
A system to allow students to specify their availability and
skills for casual employment while allowing employers to select
and offer jobs to suitable applicants.
Project Teams Formation System
Software to form well matched teams based on preferences of
students, requirements of employer and constraints by project
manager.
Multiplayer Pacman Interactive Game
This fun multiplayer project is suitable for those interested in
working with distributed applications. It will require the use of
sockets, threads and synchronization or RMI. This is probably
one of the most technically challenging assignments. If
selecting this project you need very good programming and
debugging and design skills.
12. Project Management Software
This project will be great for those considering a project
management career; it will give you a head start with
scheduling and resource allocation, a common problem in
project management. This project requires some use of GUI and
events.
Internal Stock Trading System
A client server system for trading company shares between
employees. Requires an interest in network programming.
Collaborative Snakes & Ladders Game
This project requires you to extend the Snakes and Ladders
game for which some sample code is provided.
Note: Each group member must be from the same Tutelab
session.
PROJECT OVEVIEW V
Project Option 1. Activity/Flow Diagram Visualiser
Project Overview
You are required to analyse, design, implement and test a tool
for teaching students about Boolean logic and activity/flow
chart design. You will develop a tool that allows the user to add
various flow chart elements to a workspace area and to connect
them with flows (represented by arrows).
Elements consist of branching (represented by diamonds),
merging (also represented by diamonds), actions (represented by
rounded rectangles), a single start point (represented by a solid
black dot) and an end point (represented by a solid black dot
with a concentric circle around it).
Each branch will represent a decision and will contain a
Boolean condition that the user can enter and will have only one
arrow coming in, but two or more arrows coming out.
A branch represents either an IF statement ora DO-WHILE
statement, depending on whether there is a loop back to a
previous merge in the flow.
Each merge represents the end of an IF statement, or the
13. beginning of a DO-WHILE loop.
The user can define variables, assign values and perform
arithmetic equations/assignments and do simple input (READ)
and output (PRINT) using actions.
Below are two examples of Flow Charts with a DO-WHILE loop
and an IF-ELSE condition:
(
PROJECT OPTION 1: Page 1/2
)
The system must be able to save the flowchart and allow editing
of existing designs.
The file format is up to you, but either an XML structure or
serialization is recommended.
The flow chart must be able to be “executed”. The user can set
the delay between steps that are executed, and the program steps
through each instruction at the set speed. Alternatively, the user
can step through manually one instruction at a time. As each
instruction/action/decision is executed it must be highlighted in
RED. The system must have a console where input and output is
processed. When input is expected, a prompt should appear in
the console. Similarly when output is produced, it should be
printed to the console.
Whenever the user selects the execute option, the system must
validate the design first to ensure that it is executable (notifying
the user if it is not executable – with some indication of where
the error is). If validated successfully, the flow should then be
executed.
While the flow chart is being executed, the user should be able
to stop the execution by selecting stop.
All client queries must be directed to your product owner, your
14. tutor in this project. You may also post general questions to the
Canvas Discussion Board.
Bonus:
As a bonus, you should implement the ability to have unlimited
undo and redo of changes to the flow diagram. A second bonus
is the ability to translate the diagram into equivalent Java code.
(
PROJECT OPTION
2
: Page 1/4
)Project Option 2. S&E Real Estate AgencyProject Overview
You are required to analyse, design, implement and test a stand-
alone prototype for S&E Real Estate Agency, which manages
the rental and sale of properties. In this initial stand-alone
system you are not required to allow concurrent or web access;
however you are required to design the system in a way that
allows for extensibility, maintainability and reusability. You
should also ensure all user accounts are password protected and
can access or edit only the information related to their role and
identity. Assume staff are already registered in the system w ith
their e-number and password. The public should be allowed to
view and search for Property and Open Day details specifying
suburb and price range. You are not required to handle property
images at this stage.All client queries must be directed to your
product owner, your tutor in this project. You may also post
general questions to the Canvas Discussion Board.
Requirements:
Customers
· All customers must supply their name and email address when
they register and specify whether they are vendors (selling) ,
landlords (leasing) or whether they are interested in buying or
renting properties. All customers are given a unique ID if
registration is successful.
· Those customers buying or renting properties are to be
allowed to add suburbs that are of interest to them. Such
15. customers are to be informed whenever a new property is listed
(for rent or sale) in a suburb that is of interest to them. They
should also be notified when an inspection is created and
cancelled.
· Those customers selling or leasing properties are allowed to
add their properties to the system and edit the details, however,
the properties are not listed until an employee is assigned to sell
or rent it.Employees
· The company currently has a number of full-time and part-
time employees. All employees are paid a salary. Part-timers are
paid a salary that is proportional to the hours they worked. e.g.
a half-time employee gets 50% of the full time salary. Part-
timers are required to enter their hours into the system each
month and get the branch manager to approve it.
· When an owner adds a new sale or rental property, the branch
manager inspects the necessary documents handed over
(physically) before assigning a single employee to it.
· Sales consultants are tasked with selling a property on behalf
of a vendor. They are paid a base salary plus a bonus which is
40% of the commission S&E receives from the final sale price
of each house the consultant sells. Sales consultants advertise
the property, liaise with the vendor, organise legal documents,
conduct inspections and facilitate negotiations between the
vendor and potential buyers.
· Property managers are tasked with the long term management
of rental properties on behalf of a landlord. The tasks of the
property manager include advertising the property, conducting
inspections, reviewing tenant applications, checking
maintenance reports, organising maintenance works, paying
bills from property accounts and deducting management fees
from property accounts.
· The branch administrator does various office duties including
receiving documents, scanning documents into the system,
collecting rent, crediting the branch account with money
received, and running the payroll at the end of each month. The
payroll includes salaries for all staff, commissions on property
16. sales and payments to landlords.Inspections
· Each sales consultant and property manager is required to
schedule inspections for the properties assigned to them. They
must specify the property, date and time for each inspection that
they have arranged.
Properties
· All properties must specify property address, suburb, and the
property capacity (number of bedrooms/bathrooms/car spaces)
· Properties come in various types (house, unit, flat, townhouse,
and studio).
For Sale Properties
· The sales commission is negotiated between the sales
consultant and the vendors from 2 to 5% of the final selling
price. All properties sold by S&E Real Estate Agency are done
either through negotiation or auction.
· Before conducting any inspections a “Section 32” must be
compiled by a legal professional. This is scanned into the
system and then copies are made available to
buyers.Negotiation:
· The vendors are required to specify the minimum price they
are willing to consider. A vendor can increase the minimum
amount any time (reflecting the change in property values),
unless it is for sale by auction.
· When a formal offer is made on a property (that exceeds the
minimum amount), the vendor has 3 days to either accept or
reject the offer. The buyer can withdraw (i.e. undo) the offer at
any time during this period and other offers can be taken during
this period. An offer is implicitly rejected by the vendor if they
do not respond within the 3 day period. During the 3 day period
inspections can still be conducted.
· Whenever an offer is accepted by the vendor, the buyer is
required to make a 10% down-payment within 24 hours. No
further offers can be taken during this 24 hour period. The
buyer making the offer can change their mind on a purchase up
until the deposit is paid.
· When the deposit is received the property is considered “under
17. contract” and all future inspections are then cancelled. If the
deposit is not received within 24 hours then the property stays
on the market and new offers can be taken. During the 24 hour
period inspections can still be conducted.Auction:
· Vendors are required to select an auction date and properties
that are up for auction can only be booked for inspection for
dates before the auction date.
· The vendors may choose to specify the minimum reserve price
for the auction (or may choose to have no reserve). Once the
bidding process has begun, the minimum reserve can no longer
be altered.
· When a bid is made, it must exceed any previous bid on the
property by at least $1000. The auction ends when there have
not been any bids for 30 seconds or more.
· When the auction ends, the bidder with the highest bid (that
meets any minimum reserve price) is given 24 hours to give a
deposit of 10%. If the highest bidder fails to provide a deposit
within 24 hours, then the next highest bid is considered (again
assuming it has met any minimum reserve).
· This process repeats until there are either no valid bids left (or
no bids that meet the minimum reserve).
· A property that fails to sell under auction, can be put up for
auction again (however any minimum reserve must be reduced
by at least $10,000 or removed all together, no reserve can be
added to a property that has previously failed to sell without a
reserve).
· When the deposit is received the property is considered “under
contract” and cannot be put up for sale or auction again until
the sale is finalised.
(
PROJECT OPTION 2: Page 2/4
)Rental Properties
· The management fee for a property is usually a standard 8% of
the rental amount. If the same landlord has two or more
properties with S&E then a discount rate is automatically given
18. which is 7% for each property. The management fee can also be
negotiated down further to a minimum of 7% for a single
property and 6% for multiple properties.
· Landlords offering properties for rent must specify the weekly
rental and acceptable contract durations (e.g. 6 months, 1 year
or 2 years). Potential renters must make an application
specifying the weekly rental and contract duration desired.
These may be different from the rent and duration on the offer.
· There must be at least one applicant on each application.
Personal details such as each applicant’s income, occupation,
current and past employers/rental contracts, length of current/
past employment/rental etc. are captured in the system. These
may be edited at any time by the customer.
· When an application is received the landlord has 3 days to
either accept or reject the application. Any applicant can
withdraw (i.e. undo) the offer at any time during this period and
other applications can be taken during this period. An
application is implicitly rejected by the landlord by not
responding within the 3 day period. During the 3 day period
inspections can still be conducted.
· When an application is accepted the applicant(s) have 24
hours to pay one month’s rent in advance plus a once off
payment called the “bond”. The bond is calculated as 4 weeks
rent and this amount must be immediately paid into the REIV
trust account. No further applications can be taken during this
24 hour period. The applicant can change their mind up until the
rent and bond is paid.
· When the rent and bond is received within the 24 hour period
the property is considered “let”, the applicant becomes the
tenant and all future inspections are cancelled. If the rent and
bond is not received within 24 hours then the property stays on
the market and new applications can be taken. During the 24
hour period inspections can still be conducted.
Scope can be roughly defined as:
19. 1. In scope are all system functions related to listing, searching,
offering/accepting, and payment of salary, rent, deposits and
commissions. Customer details must be captured if they are
involved in buying or renting.
2. Out of scope – Functionality related to property tax, first
home buyers grants and insurance.
3. Limited scope – Functionality of external systems with which
the new system must interface such as legal services for
compiling section 32s, marketing services for advertising
properties in papers and with bill boards etc. You may need to
show that these tasks are done, but no structural data relating to
those aspects are to be maintained in your system.
Sales Requirements
Authorized users (manager, employee assigned) should be
allowed to view the current state of any property currently in
the market. A property is not considered sold when the deposit
is paid. It is only sold when the full sale price has been paid by
the buyer to the vendor which is called ‘settlement’. Modelling
settlement (i.e. paying parts of the purchase price to creditors
such as banks and lawyers) is out of scope.
Rental Requirements
Authorized users (manager, employee assigned) should be
allowed to view the current state of any property listed for
rental or currently being rented. In the life time of the property
there may be many different tenants and applications for
tenancy. The rent may only be changed after the term of the
lease expires.
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PROJECT OPTION 2: Page
3
/4
)Bonus: Networked Auction system
The current auction system is processed centrally with bids
being manually recorded in the system by the auctioneer. In the
full system, there needs to be networked client applications that
20. can be used to submit bids remotely to the central server where
the details of the bid are stored and the current highest bid
details are transmitted to all the clients.
General RequirementsPersistence
All data entered must be persisted. The data may be stored as
flat files, serialized files or in databases.
Design Documents
Detailed design documents are needed including class, use case,
sequence, activity and state diagrams. In the initial stages the
UML diagram in sketch mode should be shown to the product
owner (tutor). Scenario modelling and storyboarding should also
be shown to the product owner before detailed design and
implementation commences.
Teamwork
Teamwork marks will be based on your group and individual
contribution during the feedback sessions and your contribution
to Trello. Your team contribution will be reflected based on
how well your individual contribution (through individual
design diagrams such as use case textual descriptions, sequence
diagrams and JUnit test cases) are consistent with the overall
design and implementation and testing goals. In the final face-
to-face marking you will be required to fill a peer review form,
which will help determine your group contribution. If your team
is using Git your contribution also will be taken into account
when determining your group marks.
Project Option 3. Student Casual Employment System
Project Overview
You are to gather requirements, analyse, design, implement and
test a proposal for Student Casual Employment System to
facilitate students to find contract and ongoing part-time jobs.
In the initial stage you are required to develop a stand-alone
system without concurrent or web access; however as a software
engineer you are required to design the systems allowing for
extensibility, maintainability and reusability. You should also
ensure all user accounts are password protected and can access
or update only the information related to their role and identity.
21. All client queries must be directed to your product owner, your
tutor in this project. You may also post general questions to the
Canvas Discussion Board.
Project Scope
This requirements specification applies to the proposed Student
Employment System as described below. The scope of the
proposed system is restricted to the following functions:
· Registration of student applicant accounts
· Registration of employer accounts
· Creation and updating of job preference and availability
· Adding and updating Employment Records and References by
applicants
· Uploading of CVs (text files) by applicants
· Searching for suitable applicants by employers based on job
preference and availability
· Shortlisting and Ranking candidates by employers based on
availability, experience and CV
· Automatic email notification of inviting suitable interview
times to highly ranked candidates
· Selecting interview times by shortlisted candidates
· Updating candidate based on interview and reference check
· Creation of job offers outlining employment details and
notification by emails
· Accepting or rejecting job offers by applicants
· Complaints about applicants by employers and about
employers by applicants.
· Blacklisting of applicants.
Requirements:
Applicants
Applicants are restricted to university students but are classified
into local and international students. Local students have no
restriction on employment hours while some jobs will not be
applicable to international students because of hours (maximum
20 hours per week) or other legal or security requirements.
22. Applicants should be allowed to update past employment
records, references, qualifications, licenses (driving) and
availability. Availability should specify the type (part-time,
full-time, internship), period and applicable job-categories (one
or more from the predefined list). There can be multiple
availabilities, such as a p/t position during semester and an
internship during the summer break. The applicant status must
be updated to available, pending, unknown or employed based
on the employment outcomes and the date of last student
update. To avoid employers wasting their time with students
already employed or have since become unavailable due to other
priorities, their employment status should be changed to
unknown automatically, two weeks after the last update and
must be regularly updated by students if their availability is still
valid.
Employers
Employers should be allowed to search for matching candidates
based on availability and other credentials as well as shortlist,
rank, mail and set possible interview times for selected
applicants. Employers also want to record the results of their
interviews and reference checks in case future opportunities
arise for unsuccessful applicants. For the successful applicants
the details of job offers and responses by applicants must be
captured in the system. Students successful in their application
and being made an offer should be shown as pending thus
avoiding other employers viewing their details and shortlisting
them.
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PROJECT OPTION 3: Page 1/2
)System Maintenance Staff
Maintenance staff have access to all employer and applicant
records. Repeated complaints (three or more) should result in
employers/student accounts being provisionally blacklisted.
During this state, employers cannot offer jobs and students
cannot accept roles. Both still have read only access (able to
23. view data but not make any changes).
Maintenance staff can view the list of provisionally blacklisted
members and either fully blacklist them or remove the
provisional blacklist – returning the profile to a regular state.
Fully blacklisted employers cannot view availability or offer
jobs and cannot make any changes to the state of the system.
Fully blacklisted student applicants have their profiles
completely disabled – they can log in, but cannot perform any
functions or view any details.
Maintenance staff can also revert any fully blacklisted account
back to normal, but only after 3 months has elapsed from the
date of the full blacklist.
Maintenance staff also may add new job categories such as
“fruit-picking”, “Driver” etc.
Security
The system will limit access to employer details to prevent
students directly contacting them. The system hides phone and
other private details about employers so students can’t contact
them directly. All users should be allowed to change their
username/password.
Reporting Requirements
The following reports are needed to improve and fine tune the
system.
1. Listing of employers making offers, sorted based on the
number of offers made in the specified period
2. List of complaints about specific applicant or employer
3. Jobs offered and accepted by a given job applicant in the past
4. All past offers for a particular category of job.
Archival
Archiving past records is out of scope.
Persistence
All data entered must be persisted. The data may be stored as
flat files, serialized files or in databases.
Design Documents
Detailed design documents are needed including class, use case,
24. sequence, activity and state diagrams. In the initial stages the
UML diagram in sketch mode should be shown to the product
owner (tutor). Scenario modelling and storyboarding should also
be shown to the product owner before detailed design and
implementation commences.
Teamwork
Teamwork marks will be based on your group and individual
contribution during the feedback sessions and your contribution
to Trello. Your team contribution will be reflected based on
how well your individual contribution through individual design
diagrams (such as use case textual descriptions, sequence
diagrams and JUnit test cases) are consistent with the overall
design and implementation and testing goals. In the final face-
to-face marking you will be required to fill a peer revi ew form,
which will help determine your group contribution. If your team
is using Git your contribution also will be taken into account
when determining your group marks.
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PROJECT OPTION 3: Page 2/2
)Project Option 4. Project-Teams Formation SystemProject
Overview
You are required to analyse, design, implement and test a tool
for a student-projects manager allowing a fair allocation of
students to teams based on preferences, academic records, skills
and personality types. The project manager assigns a team of 4
students to work as part of a capstone project team where
external clients act as product owners. Students work for 16
weeks on such projects each semester. Currently there are many
more clients (project initiators) than project teams, and teams
are often formed in an ad hoc manner with a poor match
between team members, between teams and projects resulting in
poor student and employer satisfaction. Moreover, the
university regulation imposes specific constraints when forming
teams. Your system design should allow for extensibility,
maintainability and reusability as the tool may be made
25. available to other institutions.
All client queries must be directed to your product owner, your
tutor in this project. You may also post general questions to the
Canvas Discussion Board.
Requirements:
Client representative
The clients (project initiators) should be invited to make a
presentation with the aim of getting a suitable team to undertake
their project. Each project initiator specifies the roles required
such as Database Administrator (DBA), programmers, leader,
UI designer etc. In addition the project initiator specifies a
number of frameworks they prefer team members for a specific
role to be familiar with. For example, a client may prefer the
person assigned the DBA role to be familiar with Oracle and the
programmer to be familiar with Java and C++.
Student representative
Students should be asked to state their preferences for the first
4 preferred clients (in the order of preference) even if their
preferences cannot always be met. Students should also be
allowed to specify their two preferred roles along with
frameworks, skills or programming languages relevant to those
roles. Students should also be allowed to state up to 3 members
they would not like to form a team with.
Project Manager
I am required to ensure no more than 1 female student is placed
in one team (hard constraints) to ensure gender-balance as less
than 20% of our current students are female. I also classify my
students into 6 personality types (A to F) based on observation
and class tests. For each team formed there must be at least one
of personality type A or B. Moreover, no two members of the
same personality types can be placed in one team (soft
constraint). Every team also should have one member with at
least 5 years of previous work experience (soft constraint).
Every team should have at least two or more students with GPA
26. 3, while no team should have an average GPA exceeding 3.5
(hard constraints). I should be allowed to change the values for
GPAs as the student cohort may vary from year to year.
Stage 1
In the initial stage, I want to discard the projects unpopular with
students by selecting just those students with the most number
of preferences. For example if I have 100 students, I want to
select only the 25 most popular projects (assume all teams have
exactly 4 students).
(
PROJECT OPTION 4: Page 1/2
)
Stage 2
In the second stage, I want to assign students to teams based on
preferences and constraints specified by students, cli ents and
myself as the project manager. Some of these constraints are
“hard” constraints and cannot be violated. For the “soft”
constraints, I would like to be able to specify a weight (say 1 to
4) such that the scheduling algorithm (allowing optimal
matching) will give priority to meet the constraints with greater
weights first. The system should allow me to change the weight
for different constraints thus placing greater emphasis on
specific constraints. The scheduling algorithm should come up
with a numerical number showing how good the fit is for each
individual team. For example, if there are 6 soft constraints
which are met, three of which have weight 3 and 3 of which
have weight 2, then the overall satisfaction will be 15
(3x3+3x2). The algorithm should also ensure teams are more or
less equally well fitted.
Stage 3
In the final stage, I want to be able to swap members between
teams manually as long as the overall fitness value for swapped
teams does not change by more than the specified value (to be
27. input). The tool should facilitate a trial-based approach to
ensuring that the teams formed can be effective.Bonus Marks
Allow graphical user interface for swapping members Allow
visualizing individual and overall fitness
(
Project
4
Project
3
Project
2
Constraint
1
Constraint
2
Constraint
3
Project 1
0
5
10
15
)
Persistence
All data entered must be persisted. The data may be stored as
flat files, serialized files or in databases.
Design Documents
Detailed design documents are needed including class, use case,
sequence, activity and state diagrams. In the initial stages the
UML diagram in sketch mode should be shown to the product
28. owner (tutor). Scenario modelling and storyboarding should also
be shown to the product owner before detailed design and
implementation commences.
Teamwork
Teamwork marks will be based on your group and individual
contribution during the feedback sessions and your contribution
to Trello. Your team contribution will be reflected based on
how well your individual contribution through individual design
diagrams (such as use case textual descriptions, sequence
diagrams and JUnit test cases) are consistent with the overall
design and implementation and testing goals. In the final face-
to-face marking you will be required to fill a peer review form,
which will help determine your group contribution. If your team
is using Git your contribution also will be taken into account
when determining your group marks.
(
PROJECT OPTION
4
: Page 2/2
)Project Option 5: Multiplayer Interactive Pacman GameProject
Overview
You are required to analyse, design, implement and test a
multiplayer version of the Pacman game where two monsters
(controlled by the server) chases and eats up the player pieces
moving in the predefined grid shown below. The players and
monsters can also move along the arrows shown below to end
up along the opposite edge. The aim of the game is for the
players to escape from the monsters and for the monsters to
block the players’ escape routes and eat up the players. You
game should be designed to be extensible, maintainable and
reusable.All client queries must be directed to your product
owner, your tutor in this project. You may also post general
questions to the Canvas Discussion Board.
Initial Waiting Stage
29. The first player to login should specify the number of players
(between 2 and 4). The game should start when the required
number of players login and joins in.
Initialization Stage
Each player should be allowed to specify one of the four
remaining corners as the starting cell (top-left, top- right,
bottom-left, bottom-right) in the order they join the game. The
two monsters should initially be placed in the cell at the centre
and be made to move towards the nearest player (least number
of cells in between). The two monsters should coordinate to
with each other to try and block/trap players escape.
Game Play Stage
When two or more players are at equal distance, the monsters
may choose to move towards any one of them randomly. A
player can block any other player by being stationed along the
escape route (with the aim of getting the other player eaten).
Each player has a food piece that they can drop to delay the
monster. A monster must wait for a period of time for the food
to digest before starting the chase again. The game should stop
when only one player is left, who is considered to be the
winner. You may use either sockets and threads (using your own
protocol) or Java RMI (easier) to implement the game.
Post-Game Stage
A protocol should be devised allowing a new game to be played
if all player want to continue. Otherwise the current scores
should be updated on the server.
Bonus: Allow the board grid to be created at run-time (with
variations in configuration).
Project Option 6: Project Management Software
Project Overview
A project manager has approached you to develop a customised
project management software. You are required to analyse,
30. design, implement and test this tool using an agile approach.
Your system should be made reusable, extensible and
maintainable as requirements continue to evolve.
All client queries must be directed to your product owner, your
tutor in this project. You may also post general questions to the
Canvas Discussion Board.
Requirements:
Jack (the Project Manager)
Currently I am allocating staffs to activities in an ad hoc
manner resulting in project delays and cost overruns. I need
you to design and develop a Task and Staff Scheduler that
assists me to complete the projects I manage within time and
budget. The project involves two parts: scheduling activities
and allocating staffs to activities. For each activity I can
estimate the duration in weeks, the type of skills needed and the
number of staff needed. For each such activity I can also
specify any dependencies on previous activities (if any). The
critical path and the earliest project completion time are
computed based on dependencies on previous activities and the
duration of activities. My main problem however, is allocating
staff to activities as staff may be working on a number of
projects in parallel; staff in our companies can be working
either 20%, 40%, 60% 80% or 100% on a project reflecting the
number of days per week they are engaged in the projects.
I select the staffs for an activity based on whether they have all
the skills needed. Very often full-time staff are underutilised in
specific weeks while in some other weeks we had to hire many
contract staffs. I would like to minimise the number of contract
staff as they expect premium rates to be paid on an hourly basis.
This year, I want a new system that will help me plan all the
activities for all the projects at the beginning of the year and
maximise the usage of our permanent staff. I want the system to
31. compute the expected project completion date based on the start
date for the project (first dummy activity in the project), the
duration and dependencies (predecessors) for each activity. For
each activity, I also estimate the average number of staff
required (can be fractional) and their required competency
levels in needed skills. Secondly, I would like to have the
option to move the activities not lying along the critical -path
and to experiment with assigning different staff with the
intention of minimizing the dependencies on external staff.
I would like your system to come up with some initial staff
assignments using some simple heuristics, such as assigning the
least experienced full-time staffs first to activities (as more
experienced staff can fit into many different and complex
activities). After assigning all the full-time staff, assign
inexpensive, less experienced contractors first. I would still like
to have an option to change these staffs around manually to do
some trial- and-error.
The system must be able to determine the total cost of the
project based on the allocated staff hours and their hourly rates.
(
PROJECT OPTION 6: Page 1/2
)Jim a Full-time developer
I would like a system where I can specify at the beginning of
the year the weeks that are blocked (I am not available due to
annual leave or other duties). I would also like to specify weeks
where I’m partially blocked off as I have a fair amount of non-
project related duties. In such weeks I would like to specify my
availability as 20%, 40%, 60%, 80% and 100%. Though I am
multi-skilled my level of competency and experience vary
significantly. I would like to specify my competency level
explicitly for different skills in a scale of 1 to 10, so that the
manager can select me for activities where I can be really
productive. For example, I am highly competent in Java (10) but
32. I am weak in Python (4) and domain modelling (4).
Timothy an External Contractor
In the past we had to charge high rates as there were a number
of weeks in a row where we got no work at all followed by
intensive periods. Most contractors including myself prefer to
work on an activity lasting for at least two weeks or more. We
tend to be more productive and happy when working for a
longer period, and are even willing to charge less. I would
therefore like the system to allow me specify different rates for
contracts lasting 1 week, 2 weeks and 4 weeks or more.
Persistence
All data entered must be persisted. The data may be stored as
flat files, serialized files or in databases.
Design Documents
Detailed design documents are needed including class, use case,
sequence, activity and state diagrams. In the initial stages the
UML diagram in sketch mode should be shown to the product
owner (tutor). Scenario modelling and storyboarding should also
be shown to the product owner before detailed design and
implementation commences.
Teamwork
Teamwork marks will be based on your group and individual
contribution during the feedback sessions and your contribution
to Trello. Your team contribution will be reflected based on
how well your individual contribution through individual design
diagrams (such as use case textual descriptions, sequence
diagrams and JUnit test cases) are consistent with the overall
design and implementation and testing goals. In the final face-
to-face marking you will be required to fill a peer review form,
which will help determine your group contribution. If your team
is using Git your contribution also will be taken into account
when determining your group marks.
Bonus Requirements
A GUI version of the project
(
33. PROJECT OPTION
7
: Page 1/3
)Project Option 7: Internal Stock Trading SystemProject
Overview
You are required to analyse, design, implement and test an
internal stock trading system for employees of a group of
companies involved in manufacturing. In the initial stage you
are required to develop a client server application (RMI or
sockets) without web access; however as a software engineer
you are required to design the systems allowing for
extensibility, maintainability and reusability.
This project is a client server application and is therefore better
suited to those who have already completed Further
Programming or Network Programming.
All client queries must be directed to your product owner, your
tutor in this project. You may also post general questions to the
Canvas Discussion Board.
Requirements by Product Owner
I want a stock trading software for a group of companies where
employees given bonus shares are allowed to trade their stocks.
In the initial development phase the stock trading will run as a
separate system (not linked to the employee benefit system).
The Stock Trading Server Functionality
The server should run continuously allowing new orders to be
added and withdrawn until it is brought down at the end of the
day. Only six stocks belonging to the group are currently traded
(see below). The server must initially start with the following
stock prices. The stock prices will vary as trades are completed.
Server must reject buy/sell orders that are not within ± 5 cents
of the last trade, or are less than 5 cents.
OSX (250)
Ria (340)
NIBC (290)
34. Vienta (170)
BHT (260)
Cones (470)
Separate queues must be created for items waiting to be sold or
bought at different prices.
· Server must verify and only accept buy/sell orders which are
within +/- 5 cents of the last trade, down to a minimum of 5
cents. If a buy/sell order is valid, a transaction ID (newly
generated) must be assigned (of the form TR080428000001) and
client must be notified.
· Newly ordered items can be traded immediately if there are
offers from ready buyers or sellers in the queue with the
required quantity of stock and within specified price. If only
part of the offer can be traded now, an offer with the remaining
quantity must be added to the buy/sell priority queue. For
example, if for a new sell order of 5000 BHT shares at 250
cents, only 1000 shares can be traded at that price (or higher)
now, the remaining quantity is 4000.
· Buy or sell orders queued at the same price, must be traded on
a first come first served basis. However if the prices are not the
same, the queues offering the highest possible price must be
traded first when selling, and lowest possible price when
buying.
· The maximum number of shares must be traded whenever an
item is offered. Partial trades must be conducted if only partial
match can be found for an offer. A trade affects both the client
making a new offer and the clients with offers in the queue. All
affected clients must be notified of the result of trade. Note a
trade may cause offers waiting in the queue to be removed or
the remaining quantity to be updated. Two different cases are
given below, applicable when a new buy offer is made. (Similar
cases apply for sell offers). It is assumed that offers for sell
queues are arranged with higher priority for lower price – as
lower priced offers will be traded first with a potential buyer.
Similarly, buy queues are arranged with higher priority for
35. higher prices as higher priced offers will be traded first with a
potential seller.
Example 1:
Assume only two offers are queuing to sell BHT shares, first
one (from client A) for 1000 shares at 270 and the second (from
client B) one for 1000 shares at 280. At this stage, if another
client (client C) offers to buy 1500 BHT shares at 290, the offer
at 270 (from client A) must be removed from the sell queue, and
the quantity for the one queuing at 280 (from client B) must be
reduced to 500 (resulting in two trades). Also, buyer (client C)
gets a trade done with all 1500 shares he/she offered to buy. All
three clients (A, B, and C) must be notified of the trade and
their trade details must be saved.
Example 2:
Assume only three offers are queuing to sell BHT shares, first
one (Client A)for 1000 shares at 270, second one (client B) for
1000 shares at 280, and third one (client C) for 1000 shares at
295. At this stage if a client (client D) offers to buy 2500 BHT
shares at 290, the offers at 270 and 280 (client A and B) must
be removed from the sell queue (resulting in two trades) but the
offer queuing at 295 (client C) must be left intact as this price
is higher than what the buyer is willing to pay. As the buyer
(client D) gets only a partial trade done, with 2000 shares, an
offer for the remaining quantity, 500 BHT shares at 290 must be
placed in the buy queue. All three affected clients (A, B and
D) must be notified of the trade and their trade details must be
saved.
Registration
Before clients are allowed to buy and sell shares, a registration
process must be completed passing username and password.
Server must validate the following:
· Username must be unique.
· Username and password must have at least 8 characters.
If registration is successful, server must generate a unique
account-ID and notify the client. All subsequent transactions
including buying, selling withdrawing and viewing must pass
36. valid username and password. Account-ID should be used for all
orders and transactions (i.e. database records should be
associated with account-IDs rather than usernames).
Viewing Stock Prices
I need a view option that allow clients to view the foll owing
using appropriate GUI
· Current Stock price (based on last trade)
· Current buy/sell orders queued by this customer
The second option must show stock code, remaining quantity,
desired price and current price (last traded price).
Buy/Sell Options
You must provide options for placing buy and sell orders for
any of the shares currently traded at specified price. The share
price offered must be quoted in cents, in steps of 1 cent.
Maximum number of shares purchased in one trade must be
limited to 10,000. The server is required to validate the data
sent. If the server detects any anomaly and throws an exception,
it must be caught and displayed, otherwise the transaction ID
generated and returned by the server must be displayed (which
may be required for future transactions).
When an order is placed the client must be notified of the
quantity bought/sold and the quantity being queued. If a queued
item is bought/sold at a later time the server must notify all
clients affected by the trade using callbacks. A good user
interface must alert clients when a queued item is traded (using
UI elements such as pop-up).
Withdraw Order
This option must allow clients to withdraw all remaining unsold
stocks in any buy/sell orders made earlier, by quoting the
transaction ID for the order.
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PROJECT OPTION 7: Page
3
37. /3
)Monitoring Unusual Patterns
System should send notification to management when unusual
buy or sell activities are noted possibly indicating some insider
trading. The system should allow unusual activities and
thresholds to be defined dynamically through the interface.
Transaction History
Auditors and clients must be allowed query all transactions
completed between specific dates by specific clients. The server
must access the completed trades to access the required
information.
Sever Shutdown
When the server is brought down all queued items must be
discarded.
Persistence
All trades done must be persisted. The data may be stored as
flat files, serialized files or in databases.
Bonus Mark: Chart Option for Premium Clients
This option offered only to premium clients must allow users to
view the specified stock price movement in the last 30 minutes
using appropriate graphs. These graphs must be dynamically
updated. The stock price data stored must be restricted to last
30 minutes. You must also do the necessary scaling to fit the
graph.
(
13:45
...
13:15
)2.88
38. 2.70
Design Documents
Detailed design documents are needed including class, use case,
sequence, activity and state diagrams. In the initial stages the
UML diagram in sketch mode should be shown to the product
owner (tutor). Scenario modelling and storyboarding should also
be shown to the product owner before detailed design and
implementation commences.
Teamwork
Teamwork marks will be based on your group and individual
contribution during the feedback sessions and your contribution
to Trello. Your team contribution will be reflected based on
how well your individual contribution through individual design
diagrams (such as use case textual descriptions, sequence
diagrams and JUnit test cases) are consistent with the overall
design and implementation and testing goals. In the final face-
to-face marking you will be required to fill a peer review form,
which will help determine your group contribution. If your team
is using Git your contribution also will be taken into account
when determining your group marks.
Project Option 8: Collaborative Snakes and Ladders
GameProject Overview
You are required to analyse, design, implement and test a
collaborative snakes and ladders game, where snakes are free to
roam around while humans (represented by pieces) aim to
destroy all the snakes after acquiring special powers (when one
piece reaches 100). You are required to design the system
allowing for extensibility, maintainability and reusability as the
game rules may be changed in the next version. The purpose of
this assignment is to create a Collaborative Snakes and Ladders
game. This adds many rules and stages to the traditional game,
39. making it more strategic and collaborative. You will be
provided with the necessary methods to draw the board,
snakes and ladders allowing you to focus on the design and
implementation of the collaborative version of the game
(instead of the low level GUI details).
All client queries must be directed to your product owner, your
tutor in this project. You may also post general questions to the
Canvas Discussion Board. Note you may also make up your own
collaboration game rules or incorporate other objects subject to
you getting approval from your tutor.
Background: Standard Snakes and Ladders Game
Snakes and Ladders Game is an ancient game created to depict
the struggle faced by humans through good and evil forces as
they go through life. The ladders represent moving up to a
higher moral plane with the help of benevolent beings, while
going down the snakes represent being dragged down to a more
immoral level through evil powers. Snakes and Ladders game
was designed for 2 or more players and is played on a board
with 100 squares numbered 1 to 100. Play begins on square 1
and finishes on square 100. Players take turns to roll a dice and
move along the number rolled. If a player rolls a 6, the player
may, after moving, immediately take another turn; otherwise
play passes to the next player in turn. If a player lands on a
square that has the bottom of a ladder upon it, the position is
automatically advanced to the top of the ladder. Similarly, if a
player lands on a square, which has the head of a snake upon it,
then the player must automatically follow down to the tail of the
snake. The winner is the player who is first to land on the
square numbered 100. You must roll the exact number needed to
land on 100.Actors in the proposed electronic version: Admin,
Human Controller, Snake Controller
The first actor playing the role of admin creates the board
layout before commencement of the game in stage
1. The other two actors are the ones controlling the placement
of snakes (snake controller) and pieces (human controller) take
40. turns to move as the game is played in stages 2 and 3.
Overview of Main Stages and Actors
In the first stage the 5 snake and 5 ladder objects are laid on the
board by the admin. The 4 pieces representing the location of
humans are initially all placed in position 1.
In the second stage the human controller try to overcome the
snakes (evil) by getting one of the pieces representing humans
to reach the location 100 within 50 turns (subject to throwing a
dice each time and adhering to specific constraints outlined
below). Snakes are moved by the snake controller by moving a
snakehead diagonally one unit at time (subject to specific
constraints). In the 2nd stage if one of the pieces managed to
get to 100 within the stipulated number of times, the 3rd stage
commences.
In the third stage the remaining pieces (all excluding the one
reaching 100) are given special powers to move and to destroy
the snakes by landing on their tails (there is no need to throw a
dice in the 3rd stage). Snakes can also destroy a piece, if the
snakehead moves to the location of any piece or if a piece lands
on top of a snakehead.
(
PROJECT OP
TION
8
:
Page 1/3
)Detailed Requirements by Game Designer:
Initial Stage
· The Board layout controller should be allowed to lay 5 snakes
and 5 ladders with the specified end points. The difference
between snakes and ladder end-points (Snake head and tail or
ladder top and base) cannot be more than 30.
· The ladder top or base cannot be placed on a snake’s head
location and a ladder base cannot be placed on top of another
41. ladder’s head. There should be no ladder base at location 1 and
no ladder top at location 100.
· A snake’s head cannot be placed on top of an existing ladder
head, ladder base or next to another snake’s head (to prevent all
the snakes clinging together). Only one snake (head) can be in
locations 81 to 100 at any one time.
· Once all the snakes and ladders are placed four pieces
(representing humans) should be placed in the initial position of
1.
Second Stage
· In this stage the main aim is for the human controller to get
one piece representing human to reach 100 having already
climbed 3 distinct ladders, while the snake’s controller attempts
to prevent this happening. (Note: no piece representing a human
should be allowed to reach 100, without having climbed at least
3 ladders before). Only one snakehead can be in locations 81 to
100 at any one time.
· When a snake’s head moves over a player or a player moves
over a snake’s head the player is pulled down to the tail
position and the player remains in a paralysed state for 2 moves.
A player can prevent a snake from moving to a specific location
by placing a snake guard (losing a turn), and the location will
be guarded until the end of the stage. The number of snake
guards is limited to 3.
· Whenever it is the turn of the snake, the snake’s head can be
moved diagonally by 1 unit (in any direction) subject to snake
endpoints remaining within the board. When the snakehead
moves to a new location the difference between the top and the
base of the snake (snake length) remain constant.
· When a dice is thrown, the human controller must move one of
the pieces by the dice value unless all humans are in a paralysed
state or cannot move by that value. A piece can only climb a
given ladder only once. Moreover, a player can land at 100 only
if that piece had already climbed at least 3 distinct ladders
before. At this stage the final stage commences.
Final Stage
42. · In this stage the human controller has to destroy all the snakes
without losing any piece, within 20 moves. Players can use the
new acquired powers to move along the path of a knight piece in
a chessboard or to the adjacent diagonally placed element.
· A snake can be made to destroy a player in this stage by
placing a snakehead on the player or by getting the player to
land on a snakehead. Both pieces and snakes take turns to move.
· Moving the snakehead diagonally results in relocating the
snake (the head and tail of the snake must remain within the
board).
· If all the snakes are destroyed without any loss of a human
piece the humans are the winners but if even if a single human
piece is destroyed the snakes are considered the winners and the
game comes to an end.
(
PROJECT OPTION
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:
Page 2/3
)Who is this Project suitable for?
This project is suitable for those having an interest in graphics
and multimedia but lacking the knowledge of underlying
graphics (sample code provided for drawing the entities snakes,
ladders, pieces and the board). This project therefore allows
students to focus on the OO design instead of the underlying
GUI constructs (Swing). You will be expected to pick up some
basic Java Swing but the sample code should be adequate for
most of the functionality.
Other Requirements
Allow a login feature for the players controlling the human and
snake characters.Bonus: (both of the following)
· The strategy for the ladders and snakes must be automated
allowing the game to be played without inputs for moves of
ladders and snakes with the objective of making the players win
and lose the game respectively.
43. · Allow the game state to be saved and retrieved.
Design Documents
Detailed design documents are needed including class, use case,
sequence, activity and state diagrams. In the initial stages the
UML diagram in sketch mode should be shown to the product
owner (tutor). Scenario modelling and storyboarding should also
be shown to the product owner before detailed design and
implementation commences.
Teamwork
Teamwork marks will be based on your group and individual
contribution during the feedback sessions and your contribution
to Trello. Your team contribution will be reflected based on
how well your individual contribution through individual design
diagrams (such as use case textual descriptions, sequence
diagrams and JUnit test cases) are consistent with the overall
design and implementation and testing goals. In the final face-
to-face marking you will be required to fill a peer review form,
which will help determine your group contribution. If your team
is using Git your contribution also will be taken into account
when determining your group marks.
(
PROJECT OPTION 8: Page 3/3
)
Stock Trading System
Client
Manager
Auditor
Login
Sell
Notify Unusual trading
<<include>>
M1