Strategic Information Systems (SIS) OIM6003-A
Module Leader: Zahid Hussain
Main Assignment
Undergraduate
2016 -2017
Semester 2
Strategic Information Systems (SIS) module entails one assignment. This has been designed to achieve the learning outcomes of the module and to develop the subject understanding of the student.
SIS Main Assignment Title:
Explain the use of transaction processing systems (TPS) and their link with executive information systems (EIS) in an organisation of your choice in your degree specific discipline area, e.g. Marketing, Accounting and HRM, etc. Also explain the role of IS strategy in successful use of such systems.
Please provide examples and illustrations where required.
100 marks
2000 words
The submission date for this assignment is Friday 28th April 2017 before 3pm.
Please pay an attention to the general marking criteria (in the module handbook) that will be used to mark your assignment. Please follow the guidelines given in the module handbook for submission.
Module Handbook
2016-17
OIM6003-A
Strategic Information Systems
FACULTY OF MANAGEMENT & LAW
SCHOOL OF MANAGEMENT
ii
Table of Contents
1.General1
2.Overview of Module and Module Descriptor2
3.Assessment Criteria and Marking Guidelines5
3.1Assessment Information5
4.Schedule of Work / Topics5
5.Communication11
6.Support for Your Learning13
6.1Specific Support Materials for Module.
6.2Study and Social Spaces.
7.Developing Good Academic Practice14
8.Reading List16
9.Module Feedback from Previous Students20
10.Additional Information21
iGeneral
General guidance and information on the university experience for all students can be found in the Student Handbook, which is available online via
http://www.bradford.ac.uk/new-students/.
Overview of Module and Module Descriptor
This module provides a deeper insight into exploiting the power of Information Systems for the benefit of organisations. It will show how organisational operations are underpinned by technology, the power of which can be harnessed for the benefit of the business and industry. This includes a strong focus on strategic thinking and strategy setting. It aims to develop the analytical skills of students in planning the use of technology.
The module leader is Dr Zahid Hussain. Details on how to contact them are provided below.
Contact Details
Dr Zahid Hussain [email protected]
Room 2.10, Cartwright Building 01274 234332
Module Aims
To have a strategic understanding of business information systems in organisations and to develop skills in analysing and planning the uses of business information systems in organisations to yield better efficiency, effectiveness and value.
Strategic Information Systems
Module Code:
OIM6003-A
Academic Year:
2016-17
Credit Rating:
10
School:
School of Management
Subject Area:
Operations and Information Management
FHEQ Level:
FHEQ Level 6
Module Coordinator:
Dr Zahid Hussain
Additional Tutors:
Pre-requisites:
MAN0601M; MAN0132L
Co-re.
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IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
More Related Content
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IDEA requires IEP teams to notify parents of their rights and proced.docxflorriezhamphrey3065
IDEA requires IEP teams to notify parents of their rights and procedural safeguards when informing them about the need to assess their child, either to determine eligibility or to re-evaluate to show growth. IEP teams must describe the purpose of assessments and describe the assessments that will be used when securing permission from parents to evaluate their child. Providing informational brochures can help parents understand assessment and document the team’s attempts to inform parents and involve them in the decision-making process.
In 500-750 words, design a brochure for general education teachers and families detailing the following about assessment and eligibility:
The process of reviewing existing data to determine the need to conduct further assessments.
Different assessment methods, their purpose, and how the data will be used to make educational decisions related to eligibility or intervention to include: Pictures and
Norm-referenced, standardized testing
Language sampling
Dynamic assessment and criterion-referenced assessment
Intelligence testing
The rights and responsibilities of students with disabilities, their families, and teachers related to eligibility assessment.
Support your brochure with appropriate images and diagrams.
Support your work with 2-3 resources.
.
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
1 PJM Template Repository 98 days Wed 7/1/20 Fri 11/13/20 0 days
2 Initation/ Plan 43 days Wed 7/1/20 Fri 8/28/20 0 days
3 Create project charter 5 days Wed 7/1/20 Tue 7/7/20 0 days
4 Approve project charter 5 days Wed 7/8/20 Tue 7/14/20 3 0 days
5 Create requirements document 10 days Wed 7/15/20Tue 7/28/20 4 0 days
6 Approve requirements document 5 days Wed 7/29/20Tue 8/4/20 5 0 days
7 Create project management plan 10 days Wed 8/5/20 Tue 8/18/20 6 0 days
8 Review/revise project management plan 5 days Wed 8/19/20Tue 8/25/20 7 0 days
9 Approve project management plan 3 days Wed 8/26/20Fri 8/28/20 8 0 days
10 Project Execution 53 days Mon 8/31/20Wed 11/11/20 1 day
11 Manage issues, risks, changes 53 days Mon 8/31/20Wed 11/11/209 1 day
12 Communicate project status 53 days Mon 8/31/20Wed 11/11/209 1 day
13 Design and Development 42 days Mon 8/31/20Tue 10/27/20 0 days
14 Technology procurement 18 days Mon 8/31/20Wed 9/23/20 0 days
15 Research available technologies/vendors 10 days Mon 8/31/20Fri 9/11/20 9 0 days
16 Negotiate Contract 5 days Mon 9/14/20Fri 9/18/20 15 0 days
17 Sign Contract/Obtain license 3 days Mon 9/21/20Wed 9/23/2016 0 days
18 SIte Wireframe 10 days Thu 9/24/20 Wed 10/7/20 0 days
19 Create site requirements 5 days Thu 9/24/20 Wed 9/30/2017 0 days
20 Create site Wireframe 2 days Thu 10/1/20 Fri 10/2/20 19 0 days
21 Revew/ revise site wireframe 3 days Mon 10/5/20Wed 10/7/2020 0 days
22 Developed website application 4 days Thu 10/8/20 Tue 10/13/20 0 days
23 Create Repository Site 3 days Thu 10/8/20 Mon 10/12/2021 0 days
24 Review/revise/approve respository site 1 day Tue 10/13/20Tue 10/13/2023 0 days
25 Templates collection 40 days Mon 8/31/20Fri 10/23/20 9 days
26 Request templates 15 days Mon 8/31/20Fri 9/18/20 9 9 days
27 Review/ revise templates 20 days Mon 9/21/20Fri 10/16/20 26 9 days
28 Upload approved Templates 5 days Mon 10/19/20Fri 10/23/20 27,24 9 days
29 Project Product Evaluation 2 days Mon 10/26/20Tue 10/27/20 9 days
30 Repository Testing 2 days Mon 10/26/20Tue 10/27/20 9 days
31 Test Repository Site 1 day Mon 10/26/20Mon 10/26/2028 9 days
Page 1
ID Task
Mode
Task Name Duration Start Finish Predecessors Total Slack
32 Revise/ approve Repository Site 1 day Tue 10/27/20Tue 10/27/2031 9 days
33 Final Version Release 53 days Mon 8/31/20Wed 11/11/20 2 days
34 Create Alumni Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 44 days
35 Create Student Communication Plan 3 days Mon 8/31/20Wed 9/2/20 9 45 days
36 Communicate to alumni 5 days Thu 9/3/20 Wed 9/9/20 34 44 days
37 Communicate to students 5 days Thu 9/3/20 Wed 9/9/20 35 45 days
38 Provide access to alumni 3 days Mon 11/9/20Wed 11/11/2040,36 2 days
39 Provide access to students 2 days Mon 11/9/20Tue 11/10/2040,37 3 days
40 Release Final Version of the Website 1 day Fri 11/6/20 Fri 11/6/20 32,41,47 2 days
41 Create operational/ support plan 5 days.
Id like for us to use our sociological imagination. C. Wright M.docxflorriezhamphrey3065
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IAH
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文体:Annotated Bibliography
页数: two pages ( two resource)(single)1000 words要求: · MLA, APA, or Chicago style bibliographic entry
· A summary of the article; someone who hasn’t read it should be able to understand what the article is saying overall
o Include the main claims and types of evidence used to support the argument (if an argument is made)
· A summary of the most relevant details
· A brief explanation of what your group could use this source for – it should be clear why this is a relevant source
· An analysis of the audience and purpose
o Scholarly or popular published media or other?
o Publication – where was it published? Who is the audience of this journal/website/etc.?
o What is the main purpose? How is the author trying to intervene in a larger conversation?
o Audience knowledge/values/interest
· An analysis of the credibility of the source
o Who wrote it? Where was it published?
o What in the article itself suggests credibility or not?
· An analysis of what shapes the knowledge work (at least one of the following, but not all):
o Fairness or bias
o Discipline or field of specialization of the author/publication
Cultural or historical contexts/other communities the author/audience are part of
All analysis should show precise, clear reasoning – think about how to make your language explain the reasons for your conclusions in a precise way.
due:02/03/2019
Example:
Martin, Emily. "The Egg and the Sperm: How Science has Constructed a Romance
Based on Stereotypical Male-Female Roles."
Signs
16.3 (1991): 485-501.
ProQuest.
Web. 14 Jan. 2019.
This article analyzes how stereotypical gender roles have affected scientific writing about human reproduction. Using numerous examples from science textbooks and other scientific communications, Martin demonstrates how the role of the egg is portrayed as passive or negative, while the role of the sperm is portrayed as active, assertive, and heroic. Martin begins by explaining how the reproductive biology associated with (cis) women is viewed in scientific literature as wasteful and negative, which places her analysis in the context of a broader pattern of how reproductive systems are portrayed in anti-woman ways. Martin notes that these portrayals persist even when they are not scientifically well-supported, which suggests that these gender stereotypes are detrimental to scientific understanding. For example, Martin notes that while the egg is often portrayed as waiting passively without taking action, this portrayal is counter to the usual scientific convention of calling the protein member of a pair of binding molecules “the receptor” (496). Moreover, recent research has shown that “sperm and egg are mutually active partners” (Schatten and Schatten, qtd.
I211 – Information Infrastructure II
Lecture 20
Today
CGI
Forms
HTML Forms and CGI
We can get input from users online by using HTML forms! (These have the same sorts of elements as Tkinter)
Text boxes
<input type="text" name="name">
Radio buttons
<input type="radio" name="y_or_n" value="yes" checked > Yes
Text areas
<textarea name="comments" rows="3">None</textarea>
Buttons
<button name="name"></button>
Check boxes
<input type="checkbox" name="size" value="Large"> Large
HTML Forms and CGI
HTML form elements must be enclosed in <form> tags.
The <form> tag has an action attribute that specifies what URL to send the data to:
<form action="name.cgi" method="post">
Form Submit
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
Please enter your name:
<input type="text" name="username"><br>
<button type="submit">Submit</button>
</form>
</body>
</html>
HTML Form Elements:
You don’t need to
chmod .html files!
A submit button creates a button that will submit the form when clicked!
HTML Forms and CGI
import cgi
form = cgi.FieldStorage()
form now has a dictionary-like object where the form element’s name attribute is the key, and the form element’s data (user-typed or value attribute) is the value
CGI Handler with .getfirst()
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
The first argument is the name of the form element
we want, and the second argument is what to return if it isn’t found.
This is exactly like the
.get() method for dictionaries!
Simple Form (Individual)
<!doctype html>
<html>
<head><meta charset ="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>First Interactive Form</title></head>
<body>
<form action="name.cgi" method="post">
<p>Please enter your name:
<input type="text" name="username"></p>
<button type="submit">Submit</button>
</form>
</body>
</html>
Save this as name.html and upload
Form CGI Handler (Individual)
#! /usr/bin/env python3
print('Content-type: text/html\n')
import cgi
form = cgi.FieldStorage() #parses form data
html = """<!doctype html>
<html>
<head><meta charset="utf-8">
<link rel="stylesheet" href="https://cgi.sice.indiana.edu/~dpierz/i211.css">
<title>Form in CGI</title></head>
<body>
<h1>Greetings!</h1>
<p>{content}</p>
</body>
</html>"""
user = form.getfirst('username','Who are you?')
print(html.format(content = 'Hello,' + user))
Save this as name.cgi, and don’t forget to.
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2. How did Xerox get to the point of bankruptcy? Was it a case of management
ineptitude or simply shifting industry trends?
II.
Mulcahy’s disposition:
3. Is Mulcahy so concerned about her employees’ job security that she cannot take
painful yet necessary actions?
4. Did the stress of Mulcahy’s role take an abject toll on her reasoning faculties?
III.
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6. Is there a linkage between the two issues? Can one be solved without the other?
.
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Describe the event you planned.
Summarize the things that went well and / or things that went wrong.
Be sure to reference some of the key skills covered from the chapter.
____________________________________________________________
II. You are working with your Project Sponsor to decide on the optimal project management structure for an upcoming complex project that will involve over 100 members, similar to this project:
https://www.washingtonpost.com/news/digger/wp/2016/10/18/marriott-to-move-headquarters-to-downtown-bethesda/?utm_term=.721d2114db06
.
The Sponsor believes that a dedicated project team structure will not work. He has the same concerns about this structure that the author has noted. You are confident that this structure or a matrix structure will work for the project.
Describe how you will reassure him that either structure will be successful.
.
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i
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I. Use Venn diagrams to test the validity of the following arguments.
1. No sharks are pets, since no barracuda are pets, and no sharks are barracuda.
2. No farmers are city dwellers. Hence, since all city dwellers are urbanites, no urbanites
are farmers.
3. All curmudgeons are pessimists. All pessimists are cynics. So, some cynics are
curmudgeons.
4. Some bankers are vegetarians. No anarchists are bankers. So, some anarchists are not
vegetarians.
5. No beach bums are workaholics. Some beach bums are rollerbladers. So, some
rollerbladers are not workaholics.
6. All violinists are musicians. Therefore, since some bookworms are violinists, some
bookworms are musicians.
7. No poker players are early risers. Some firefighters are early risers. So, some
firefighters are not poker players.
8. Some dot-com millionaires are philanthropists. All philanthropists are altruists. Hence,
some altruists are dot-com millionaires.
9. Some telemarketers are Methodists. Some Methodists are Democrats. So, some
Democrats are telemarketers.
10. No Fords are Pontiacs. All Escorts are Fords. So, some Escorts are not Pontiacs.
11. No mockingbirds are cardinals. Some cardinals are songbirds. So, some songbirds are
not mockingbirds.
12. Page 249All ecologists are environmentalists. Hence, because all ecologists are
wilderness lovers, all wilderness lovers are environmentalists.
13. No landlubbers are sailors. Some sailors are not pirates. So, some pirates are not
landlubbers.
14. All cats are carnivores. All tigers are cats. So, all tigers are carnivores.
15. All sound arguments are valid arguments. Therefore, because some sound arguments
are mathematical arguments, some mathematical arguments are not valid arguments.
16. No fish are reptiles. All trout are fish. So, some trout are not reptiles.
17. Some dreamers are not romantics, because some idealists are not romantics, and all
idealists are dreamers.
18. Some stockbrokers are couch potatoes. Hence, because all stockbrokers are e-traders,
some e-traders are couch potatoes.
19. Some butchers are not bakers. No butchers are candlestick makers. Therefore, some
candlestick makers are not bakers.
20. All meteorologists are forecasters. Hence, because some forecasters are psychics,
some psychics are meteorologists.
II. Translate the following into standard categorical form. Then use Venn diagrams to test the
arguments for validity.
1. No one who is a Nobel Prize winner is a rock star. A number of astrophysicists are
Nobel Prize winners. Therefore, a number of astrophysicists are not rock stars.
2. Many philosophers are determinists. Anyone who is a fatalist is a determinist. So,
many fatalists are philosophers.
3. If anything is a maple, then it's a tree. Hence, because nothing that is a bush is a tree,
nothing that is a bush is a maple.
4. Everybody who is a liberal is a big spender. Therefore, because Senator Crumley i.
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I.
Context and Situation Analysis
Liberia is a country divided in to fifteen subdivision regions with little over 4.6millin population, where the literacy rate is 42.94% and poverty rate is high, many of the women are mothers of many children and the girl become bread winner through prostitution.
The COVID-19 pandemic is a serious threat to our society because of the above mention circumstances , the ability to prevent widespread of the virus required high volume of awareness in every corner of our country moreover the states home state of emergency strategy being imposed by government is one measure that we are working with to have control of the spread, but on the other hands it become difficult situation for many lower incomes to survive most especially the women and girl who survive on prostitution which could be a easy risk for the widespread of the virus including people who survive on daily hustle.
The context should provide an analysis of the broad political context – nature of conflict / emergency/ humanitarian situation as well as how it relates to the current COVID19 crisis. It should also contain an analysis of the situation of local civil society organizations working on women’s engagement in peace and security and humanitarian processes as well as that of women and girls in your particular context
II.
Rationale for WPHF’s support
This project with help IDAD enforce women organization initiative to educate illiterate women and girls to understand the dangers involve in the widespread of COVID-19 and provides feeling to ensure that the state home emergency by the government is fully implemented without violating the right of the citizen to survive.
This section will provide an overview your organization’s plans and expected result. It will explain the added value of this institutional support and how it would complement other initiatives.
It will also contain the problem statement – challenges facing your civil society organization throughout the COVID19 and how the Project intends so solve it (underlining added value of your organization and why it is important to strengthen its operations and capacities). It will underline, for example, how the COVID19 crisis undermines your availability to raise funding and implement your projects, hence necessitating institutional support throughout the crisis.
III.
Results and Resources Framework
This section describes the results to be achieved by the Project and the means of implementation (narrative).
The results will also be formulated in a results framework (using the same format in Annex A).
New indicators must be SMART and contribute to higher level of WPHF’s Theory of Change. Key activities that are necessary to produce each output are also defined. Activities do not have indicators. In the “Means of Verification/Sources of Information” column, identify the methods and sources of information that will be used to measure performance against the indicators.
A Resour.
I. Defining Facta. Value free” packets of information; Ex 5’10.docxflorriezhamphrey3065
I. Defining Fact
a. “Value free” packets of information; Ex: 5’10”, weighs 119 lbs., “eats chicken on Sunday at 5:00 p.m.,” “contains the chemical compound acetone,” “operates on unleaded gasoline,” etc.
OR
b. Academically Verifiable (i.e., coming from a fixed medium or source, such as a book, journal article, recorded interview).
\ver·i·fy [ver-uh-fahy]
verb (used with object), ver·i·fied, ver·i·fy·ing.
1.to prove the truth of, as by evidence or testimony; confirm; substantiate: Events verified his prediction.
2.to ascertain the truth or correctness of, as by examination, research, or comparison: to verify a spelling.
3.to act as ultimate proof or evidence of; serve to confirm.
4.Law.
a. to prove or confirm (an allegation).
b. to state to be true, especially in legal use, formally or upon oath
c. Subjective Words, on the other hand, are those that mean different things to each person; Ex: respect, honor, worth, short, low, cold, hungry, dark, tired, fast, etc. (More about these when we study the next learning unit on opinion).
i. Subjective words can be made into FACTS, if and only if you can attribute them to someone else, in a cited source. By doing so, you’re not verifying (or proving) the word itself; instead, you’re verifying that the word was used by a particular individual, thereby making the overall statement FACTUAL because you have confirmed that the opinionated (subjective) word is documented as an individual’s statement/belief.
ii. The tool is attribution.
iii. Example: Let’s take the statement:
His mother is relatively short.
Let’s run the sentence through our tests above…
(1) Is the sentence “value free?” NO, because the word short means something different to you than it does to me.
(2) Is the statement “academically” verifiable? NO, you’re not going to find any source of print or recorded data that indicates that she is “short.”
(3) Lastly, can I make the sentence factual, by putting it in quotes, and attributing it to the original speaker? YES!!! If I write in my essay, “His mother is relatively short (According to S. Ramdial, personal communication, July 20, 2011).” Now, I have “verified” that the statement was made, thereby turning a subjective word/phrase, into FACT.
He is 5’10”
Vs.
He is of average height.
Students on the SJSU campus are said to “come from diverse backgrounds” (SJSU Marketing Brochure, 2014).
According to a declassified CIA document, “Santa Claus is the supreme leader of the North Pole” (CIA…..).
DERMATOLOGY CASE STUDY
Chief complaint: “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.
HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the.
I only need 100 words minimum response for the following several pa.docxflorriezhamphrey3065
I only need 100 words minimum response for the following several paragraphs
"If I had to explain what sex, love, and romance is to someone from another world, well...I suppose I would explain sex first.
I was raised with both incredibly religious and sensual views about sex, as well with very liberated and casual views about it. Sex, in essence, is just an act done between two or more consenting adults, done with the intent of experiencing pleasure, and is not dependent on whether or not orgasm was achieved. Sex can be something very intimate and emotionally profound, done monogamously between only two people after marriage, it can be something completely casual, sort of like just a simple release of tension between two strangers who don’t have any emotional connection or tether to each other, and sex can also be anything else amongst the spectrum between those two extremes. Sex can mean absolutely nothing or absolutely everything, it’s up to those involved to decide. Additionally, sex is defined differently for every person. And sex doesn’t need to involve a penis, or penile-vaginal penetration — it doesn’t even need to involve skin-to-skin genital contact to be classified as sex.
Romance is honestly a very culturally driven phenomenon. Something seen as romantic amongst various cultures is having an intimate candlelit dinner, maybe watching a sunset with a beloved, or doing something above-and-beyond for another, like an act of service or gift-giving. Romance is sort of the whole process of practicing and introducing romantic things into an already existing relationship or a new one; romance is definitely not for platonic relationships.
Love, well, is the hardest to explain. Love is a very strong feeling. It has to be felt within one person, but it can be felt between two or more. Love can be familial, platonic, or romantic. You can love your parents, your dog, your favorite scarf, a plant, a significant other, a song, etc. The different types of love have very specific and different meanings and connotations and patterns, but one thing that stays constant across the board: love happens when you really care about something/someone, and do things to benefit the recipient, even if it inconveniences you. This doesn’t always translate into something positive for those involved. There’s a thing such as tough love, and there’s countless people out there who are in love, don’t know how to handle their feelings, and hurt the ones they love. There is also a concept of self-love, which is the radical acceptance of oneself, flaws and all. Love is strange, as the song goes. If the road to hell is paved with good intentions, perhaps the road to love is as well. After all, experiencing love can feel like heaven and hell at times. Love is universal, and I believe, something we can’t live without. We all have to love something, if not someone."
.
I. PurposeThe purpose of this experiential learning activity.docxflorriezhamphrey3065
I. Purpose
The purpose of this experiential learning activity is to apply nursing leadership knowledge and skills to plan for organizational change with system-wide impact. (CO 2, 3, 5)
III. Requirements
Description of the Assignment
This assignment provides the opportunity for the student to:
Create an evidence-based plan for system-wide change guided by a selected organizational change model
Engage in high-level decision-making processes common in the nurse executive role
Use reflective practice knowledge and skills in making high level decision making and change management
IV. Preparing the Assignment
Address all components of the Advanced Communication in Systems Leadership paper as outlined under "Assignment Directions and Criteria".
The paper is graded on quality and completeness of information, depth of thought, organization following outline provided, substantive narrative, use of citations, use of Standard English, and writing conventions.
Format:
American Psychological Association. (2010).
Publication manual of the American Psychological Association
(current ed.). Washington, DC: Author. Is the source used for this paper
Required elements
Title page, reference page
Use Microsoft Word
Page numbers, running head, doubles-spaced, times new roman, 12pt font, 1" margins, level 1 headings
Paper length: 7 maximum, excluding reference page and title page
Scholarly sources
Minimum of four (4) scholarly resources no older than 5 years (See:
What is a Scholarly Source
under APA resources)
Proof-reading
Use spell check and grammar check and correct all errors
Compare final draft to detailed outline directions to ensure all required elements included
Submitting the paper
DIRECTIONS AND ASSIGNMENT CRITERIA
You will use the following headings for your paper:
Approach to the organizational mandate
Purpose of the paper
Overview of the tasks, potential challenges, and implications of a reduction in workforce
Part II: Reduction in Workforce-Deciding
Using Human Resources (HR) metrics Table 1
Approach, choices, rationale
Challenges presented (including role of ethics)
Using HR metrics with Relative Information Table 2
Approach, choices, rational
Challenges presented
Conflicts raised
Negotiation used
Part III: Reduction in Workforce-Planning the Change
Overview of reorganization plan including timeline
Plan for change and application of Kotter's or Rogers' change model
Anticipated conflict (three areas) and the benefits of using a change model
Healthy work environment
Describe department and system-wide implications, impact, and conflict
Strategies for addressing morale and motivation of remaining workforce
Summary/Conclusions
Restatement of purpose
Overview of tasks
What was learned
.
I would sooner believe that two Yankee professors lied, than th.docxflorriezhamphrey3065
“I would sooner believe that two Yankee professors lied, than that stones fell from the sky” –Thomas Jefferson 1807 On hearing an eyewitness report of falling meteorites.“I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won’t last out the year.” –Editor in Charge 1957 Business books for Prentice Hall
Prepare a 20 slide PowerPoint presentation with speaker’s notes for senior leadership that outlines a strategic plan to senior leadership regarding the potential impact of future technology on organizational development in a global environment. You will have time for a maximum of 20 slides with footnote. presentation should report new and emerging technologies in TWO of the critical areas listed above.
Describe the technologies and their proposed applications. Consider the implications of these developments for leadership policy and planning. Please be sure to explain how these technologies will enhance corporate operations on a multi-national scale. What must leadership do now to prepare for the technological innovations you describe? Offer concrete recommendations for action.Begin by reviewing the following critical impact areas:
Health and Science
Telecommunications
Defense and Security
The Environment
Household and Living
Education
Transportation and Travel
Leisure and Entertainment
The Church
Ministry Organizations
.
I wrote my paper and my feed back was- This is supposed to be a prof.docxflorriezhamphrey3065
I wrote my paper and my feed back was- This is supposed to be a professional writing paper, however there were a lot of errors and run on sentences. Please reread it, make the changes (grammar, spelling, capitalization). It needs to be more professional. Since this suppose to be a professional paper that I am writing for this course to get college credit for this class.
Course Learning Outcome Statement The Course Learning Outcomes section of the portfolio describes how the student has met the learning outcomes for the course(s) that are being pursued through the Prior Learning Assessment Portfolio.
Students are required to write a statement for the learning outcomes that have been identified for the course(s) the student is requesting credit for. The faculty advisor will review the statement. The statement should be well written and supported by sufficient evidence of the student’s learning. It should convey motivation, competence, and the ability to communicate. The focus of the statement is not autobiographical, it should focus on analyzing the student’s learning in the context of the experience. This will be used when determining the number of credits and courses a student receives for learning. The statement should be clear, concise, and descriptive. There is no set length for the narrative, but generally it is three to five pages long, depending on the number of credits/courses being pursued. Students should complete as many pages as necessary to describe their learning and discuss how the learning is connected with the course and degree requirements.
Course Learning Outcome Statement Outline
1. A short introduction identifying the course the student has selected for PLA and describing the learning that the narrative will substantiate.
2. The student should write approximately one paragraph for each course outcome. Each paragraph should describe the following: What you know How you gained the knowledge/how did you learn and how this learning/knowledge relates to the course’s learning outcomes How this learning applied in other contexts (provide clear examples) How this learning relates to college-level learning
3. A short conclusion summarizing your learning and relating it to the course learning.
**** Here is my paper down below **** Please make edits and corrections with grammar, capitalization and spelling and run-on sentences.
EN206: Professional Writing and Presentation
When it comes to professional writing and presentation it’s all about the tone, audience and professional language that are a few of my strong points. The clinical providers and leadership team is my main audience and individuals that I work closely with. The importance of professional writing and presentation is where I learned more as a Senior Administration Assistant II. I crafted the art of writing in the business admin world in sending out emails and business letters to communicate information quickly and organized. Here are some to.
I would like to discuss my experience developing and implementing .docxflorriezhamphrey3065
I would like to discuss my experience developing and implementing a SaaS based CRM application(pega) in my current organization. While business is planning to spin a new CRM application, they had some list of vendors and per the requirements they chose to go with Pega. The next question they had is whether to host the application on premise or cloud. For this, they had multiple discussions with CIO and IT staff evaluating the pros and cons of application hosting on cloud.
In requirements gathering phase Business Owners are involved with application analysts, Application architects to captured requirements. Application architect will determine if a requirement can be met from the application. Requirements are then converted into use cases and Requirement documents. Requirements include both Functional and Non-functional. Requirements play a crucial role as they guide developers on what to code. It will be a huge burden for an organization if requirements change constantly. Hence, Business and IT should spend most of their times to gather requirements.
Apart from Business owners and systems analysts, developers should be involved in development phase. Once the application is developed Quality assurance teams are used to see if the Application is functionally stable i.e. they make sure that all the Requirements gathered are covered by test case. For non-functional requirements security tests, Load test and performance tests are conducted. A Release Manager is also needed for accepting the application into production Environment. Proper requirements will come in handy for success of a project. Also, documentation like Requirements traceability matrix will ensure that each requirement is mapped to tasks and Test scripts.
Reference
· David Bourgeois(2019). Information System for Business and Beyond. Information systems, their use in business, and the larger impact they are having on our world
Focused Written Corrective Feedback:
What a Replication Study Reveals
About Linguistic Target Mastery
Monika Ekiert, LaGuardia CC, City University of New York
Kristen di Gennaro, Pace University
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such claims are more
harmful to students than error correction.
The Debate
Truscott (1996). The case against grammar correction in
L2 writing classes.
Argued that corrective feedback regarding students’ grammar on writing
assignments was not only ineffective but potentially harmful.
Ferris (1999). The case for grammar correction in L2
writing classes: A response to Truscott.
Strongly objected to Truscott’s claims, stating that such c.
I would do it myself, but I have been taking care of my sick child. .docxflorriezhamphrey3065
I would do it myself, but I have been taking care of my sick child. please help whiling to pay...
Assignment 1: Personal Narrative
Due Week
In 400-500 words, please share a time in your professional life where you observed an unethical situation. What were your thoughts and opinions on this ethical issue?
This assignment is a personal narrative and does not require any outside sources.
.
I would have to identify the character Desiree. I chose Desiree for.docxflorriezhamphrey3065
I would have to identify the character Desiree. I chose Desiree for the reason being is she was told by Armand "the baby is not white therefore you are not white" (pg. 445).
Before all the excitement of the White/Black debate between Desiree and Armand, Armand was the happiest person in the world for a few week. Desiree could sense
tension in the air, but could not exactly pin point where it was coming from (pg.444 para. 5). The great confrontation between Armand and Desiree, left Desiree to seek
guidance from and outside source (her mother Madame Valmonde). Desiree wrote a letter asking her mother, her mothers response was "Come home to Valmonde; back
to your mother who loves, come with your child" (pg 445). After Desiree and the child's departure, Armand was burning the bed, cloths and all other belongings to include
letters Desiree wrote to him. He finds a letter written from his mother to his father saying, " night and day, I thank God for having so arranged our lives that our dead
Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery" (pg 446, last paragraph).
The nonfiction character would have to be the gentleman who the story is written about in "A Modest Proposal". The gentleman has hid the fact he was gay since he was
young. The fact that his mother called him "queer" ( Article A modest proposal). His father would call him "sissy" (Article: A modest proposal). The fact that he fantasized
about being straight. I was not until he was about Twenty that he finally came out to his best friend, she accepted him for him. After the long suspense of waiting for the
supreme court, it was announced, "Supreme Court Ruling Makes Same-Sex Marriage A Right Nationwide" (Article: A Modest Proposal). Him and his partner went on to live
together without ever getting married. They didn't need a piece of paper nor a church's blessing to stay together forever.
.
I would appreciate your help on this!Prepare a version of Final .docxflorriezhamphrey3065
I would appreciate your help on this!
Prepare a version of Final Paper by including the following:
Introduction paragraph and thesis statement. See thesis and bibliography attached.
Background information of the global societal issue unemployment and economic opportunity.
Brief argument supporting at least two solutions to the global societal issue.
Conclusion paragraph.
Must document any information used from at least five scholarly sources in APA style
.
I will give you an example of the outline paper from my teacherI.docxflorriezhamphrey3065
I will give you an example of the outline paper from my teacher
I must have TWO own document example pages mean Two reference pages to support for the outline paper and must have 2 sources from two that reference on the outline paper
IMPORTANT: the due date on 4/24 at 10 pm mean just have ONE day to do it.
Total: 1 document outline paper must have 2 sources
Own TWO documents of reference papes to support to do the outline paper.
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Strategic Information Systems (SIS) OIM6003-AModule Leader Zahi.docx
1. Strategic Information Systems (SIS) OIM6003-A
Module Leader: Zahid Hussain
Main Assignment
Undergraduate
2016 -2017
Semester 2
Strategic Information Systems (SIS) module entails one
assignment. This has been designed to achieve the learning
outcomes of the module and to develop the subject
understanding of the student.
SIS Main Assignment Title:
Explain the use of transaction processing systems (TPS) and
their link with executive information systems (EIS) in an
organisation of your choice in your degree specific discipline
area, e.g. Marketing, Accounting and HRM, etc. Also explain
the role of IS strategy in successful use of such systems.
Please provide examples and illustrations where required.
100 marks
2000 words
The submission date for this assignment is Friday 28th April
2017 before 3pm.
2. Please pay an attention to the general marking criteria (in the
module handbook) that will be used to mark your assignment.
Please follow the guidelines given in the module handbook for
submission.
Module Handbook
2016-17
OIM6003-A
Strategic Information Systems
FACULTY OF MANAGEMENT & LAW
SCHOOL OF MANAGEMENT
ii
Table of Contents
1.General1
2.Overview of Module and Module Descriptor2
3.Assessment Criteria and Marking Guidelines5
3.1Assessment Information5
4.Schedule of Work / Topics5
5.Communication11
6.Support for Your Learning13
6.1Specific Support Materials for Module.
6.2Study and Social Spaces.
7.Developing Good Academic Practice14
8.Reading List16
9.Module Feedback from Previous Students20
10.Additional Information21
iGeneral
3. General guidance and information on the university experience
for all students can be found in the Student Handbook, which is
available online via
http://www.bradford.ac.uk/new-students/.
Overview of Module and Module Descriptor
This module provides a deeper insight into exploiting the power
of Information Systems for the benefit of organisations. It will
show how organisational operations are underpinned by
technology, the power of which can be harnessed for the benefit
of the business and industry. This includes a strong focus on
strategic thinking and strategy setting. It aims to develop the
analytical skills of students in planning the use of technology.
The module leader is Dr Zahid Hussain. Details on how to
contact them are provided below.
Contact Details
Dr Zahid Hussain [email protected]
Room 2.10, Cartwright Building 01274 234332
Module Aims
To have a strategic understanding of business information
systems in organisations and to develop skills in analysing and
planning the uses of business information systems in
organisations to yield better efficiency, effectiveness and value.
Strategic Information Systems
Module Code:
OIM6003-A
Academic Year:
2016-17
Credit Rating:
10
School:
4. School of Management
Subject Area:
Operations and Information Management
FHEQ Level:
FHEQ Level 6
Module Coordinator:
Dr Zahid Hussain
Additional Tutors:
Pre-requisites:
MAN0601M; MAN0132L
Co-requisites:
Contact Hours
Type
Hours
Lectures
12
Tutorials
6
Directed Study
82
Availability Periods
Occurrence Code
5. Location/Period
ONA
College of Banking and Financial Studies / Semester 2 (Feb -
May)
MSA
Management Development Institute of Singapore / Full Year
(Sept - Aug)
IGA
The Inst. of Integrated Learning in Mgmt (Gurgaon) / Semester
2 (Feb - May)
IMA
The Institute of Integrated Learning in Management / Semester
2 (Feb - May)
BDA
University of Bradford / Semester 2 (Feb - May)
Module Aims
To have a strategic understanding of business information
systems in organisations.
To develop skills in analysing and planning the uses of business
information systems in organisations to yield better efficiency,
effectiveness and value.
Outline Syllabus
Strategic role of information systems in digital age. Uses of
different types of information systems in different
organisational processes. IS led organisational change.
Information management, knowledge management and
6. information systems strategies. Strategic information systems
planning frameworks. Strategic information systems planning
tools.
Module Learning Outcomes
On successful completion of this module, students will be able
to...
1
explain the nature and role of business information systems
2
analyse the strategic organisational needs for business
information systems and their impact on organisations.
3
demonstrate a strategic awareness of the process followed in
planning information systems for organisations.
Learning, Teaching and Assessment Strategy
The lectures will introduce theories applicable to strategic use
of information systems. These sessions will introduce you to
deeper concepts and will provide you with an opportunity to use
the information as applied to contemporary systems issues
(Learning Outcome 1). The lectures will be complemented and
enhanced by multi-media sources [DVD media clips based on
known companies, online sources e.g. YouTube, BBC News,
professional articles etc] demonstrating the applicability of the
material to businesses today (Learning Outcome 3). You will
be led to undertake reading from a range of sources to enhance
your understanding (Learning Outcomes 2, and 3). This will be
facilitated by the directed reading list but also provision of
external links and documents on the Blackboard site. The
assessment for this module consists of an assignment that
7. encourages application of relevant theory to a practice scenario
(Learning Outcomes 1, 2, 3 and 3). Formative feedback and
eventually summative feedback will be given.
Mode of Assessment
Type
Method
Description
Length
Weighting
Summative
Coursework
Individual assignment of up to 2000 words
0 hours
100%
Legacy Code (if applicable)
MAN0605M
Reading List
To view Reading List, please go to rebus:list.
Assessment Criteria and Marking Guidelines
This module is assessed by 100% coursework. The marking
criteria for this module will be provided with the coursework,
which details how particular marks are achieved. When
undertaking this assessment please review the marking criteria
8. to see how you can aim for the best marks possible
Assessment Information
Please see the assignment debrief in Blackboard, under the
Assignment Tab
Assessment Timetable
The submission date for the course work is 28th April 2017,
before 15:00.
Assessment Preparation
The teaching within this module is to prepare you for the
coursework or exam you will undertake to pass it. Staff on this
module will teach you all you need both to pass the module and
to feed into a successful working environment – not simply pass
the assessment.
All elements of the module are equally important and should be
studied and valued as such. Student engagement is a vital part
of this process and you should attend all sessions to gain the
knowledge you need to succeed in this module. You should be
prepared to be assessed on any aspect of the syllabus.
To prepare you for the assessment a formal revision session will
be provided, during which you will have opportunity to ask your
Tutor about any aspect of the module’s assessment. You may
also use this session to clarify any elements of learning that you
are unsure about. Your Tutor, however, is not able to provide
details of specific examination questions.
The Effective Learning Service (ELS) also provides guidance on
how to achieve high grades in your assessments. You can
contact ELS for a 1-1 consultation or email feedback on a draft
assignment: [email protected]’
In the event that you are required to take supplementary
assessment you will be notified of this immediately after the
Examination Board and of the preparatory arrangement made by
your Tutor. Typically these will be:
a) Examinations: a formal class revision session will be held
within 2 weeks of notification;
9. b) Assignments: you may request, one-to-one or group sessions
with your tutor within 2 weeks of notification.
Standard Expected
For the assignment, quality of presentation in terms of writing,
tables, figures and references will be considered for marking of
each sections and question. In the case of using software, the
proposed computer-based model must be built with correct
decision variables and input data. Finally, the solution outcome
must be discussed, analysed and interpreted at standard Level 3.
Honours Degree Grading Criteria – Stage 3
(Framework for Higher Education Level 6)
0-19
A substantial failure to demonstrate a systematic understanding
of key aspects of their field of study, including acquisition of
coherent and detailed knowledge, at least some of which is at,
or informed by, the forefront of defined aspects of a discipline.
A substantial inability to deploy accurately established
techniques of analysis and enquiry within a discipline. A
substantial failure to demonstrate conceptual understanding that
enables the student: to devise and sustain arguments, and/or to
solve problems, using ideas and techniques, some of which are
at the forefront of a discipline to describe and comment upon
particular aspects of current research, or equivalent advanced
scholarship, in the discipline. A substantial failure to
appreciate the uncertainty, ambiguity and limits of knowledge.
A substantial inability to manage their own learning, and to
make use of scholarly reviews and primary sources (for
example, refereed research articles and/or original materials
appropriate to the discipline). A substantial failure to apply the
methods and techniques that they have learned. A substantial
inability to review, consolidate, extend and apply their
knowledge and understanding, and to initiate and carry out
projects, critically evaluate arguments, assumptions, abstract
concepts and data (that may be incomplete), to make
judgements, and to frame appropriate questions to achieve a
solution - or identify a range of solutions - to a problem,
10. communicate information, ideas, problems and solutions to both
specialist and non-specialist audiences.
20-39
A significant failure to demonstrate a systematic understanding
of key aspects of their field of study, including acquisition of
coherent and detailed knowledge, at least some of which is at,
or informed by, the forefront of defined aspects of a discipline.
A significant inability to deploy accurately established
techniques of analysis and enquiry within a discipline. A
significant failure to demonstrate conceptual understanding that
enables the student: to devise and sustain arguments, and/or to
solve problems, using ideas and techniques, some of which are
at the forefront of a discipline to describe and comment upon
particular aspects of current research, or equivalent advanced
scholarship, in the discipline. A significant failure to appreciate
the uncertainty, ambiguity and limits of knowledge. A
significant inability to manage their own learning, and to make
use of scholarly reviews and primary sources (for example,
refereed research articles and/or original materials appropriate
to the discipline). A significant failure to apply the methods
and techniques that they have learned. A significant inability to
review, consolidate, extend and apply their knowledge and
understanding, and to initiate and carry out projects, critically
evaluate arguments, assumptions, abstract concepts and data
(that may be incomplete), to make judgements, and to frame
appropriate questions to achieve a solution - or identify a range
of solutions - to a problem, communicate information, ideas,
problems and solutions to both specialist and non-specialist
audiences.
40-49
Achievement of a threshold level of attainment at level 3 by
demonstrating a basic but systematic understanding of key
aspects of their field of study, including acquisition of coherent
and detailed knowledge, at least some of which is at, or
informed by, the forefront of defined aspects of a discipline. A
basic ability to deploy accurately established techniques of
11. analysis and enquiry within a discipline. A basic demonstration
of a conceptual understanding that enables the student: to devise
and sustain arguments, and/or to solve problems, using ideas
and techniques, some of which are at the forefront of a
discipline to describe and comment upon particular aspects of
current research, or equivalent advanced scholarship, in the
discipline. A basic appreciation of the uncertainty, ambiguity
and limits of knowledge. A basic ability to manage their own
learning, and to make use of scholarly reviews and primary
sources (for example, refereed research articles and/or original
materials appropriate to the discipline). A basic ability to
apply the methods and techniques that they have learned. A
basic ability to review, consolidate, extend and apply their
knowledge and understanding, and to initiate and carry out
projects, critically evaluate arguments, assumptions, abstract
concepts and data (that may be incomplete), to make
judgements, and to frame appropriate questions to achieve a
solution - or identify a range of solutions - to a problem,
communicate information, ideas, problems and solutions to both
specialist and non-specialist audiences.
50-59
Achievement of a threshold level of attainment at level 3 by
demonstrating a satisfactory but systematic understanding of
key aspects of their field of study, including acquisition of
coherent and detailed knowledge, at least some of which is at,
or informed by, the forefront of defined aspects of a discipline.
A satisfactory ability to deploy accurately established
techniques of analysis and enquiry within a discipline. A
satisfactory demonstration of a conceptual understanding that
enables the student: to devise and sustain arguments, and/or to
solve problems, using ideas and techniques, some of which are
at the forefront of a discipline to describe and comment upon
particular aspects of current research, or equivalent advanced
scholarship, in the discipline. A satisfactory appreciation of the
uncertainty, ambiguity and limits of knowledge. A satisfactory
ability to manage their own learning, and to make use of
12. scholarly reviews and primary sources (for example, refereed
research articles and/or original materials appropriate to the
discipline). A satisfactory ability to apply the methods and
techniques that they have learned. A satisfactory ability to
review, consolidate, extend and apply their knowledge and
understanding, and to initiate and carry out projects, critically
evaluate arguments, assumptions, abstract concepts and data
(that may be incomplete), to make judgements, and to frame
appropriate questions to achieve a solution - or identify a range
of solutions - to a problem, communicate information, ideas,
problems and solutions to both specialist and non-specialist
audiences.
60-69
Achievement well above the threshold level of attainment at
level 3 by demonstrating a good and systematic understanding
of key aspects of their field of study, including acquisition of
coherent and detailed knowledge, at least some of which is at,
or informed by, the forefront of defined aspects of a discipline.
A good ability to deploy accurately established techniques of
analysis and enquiry within a discipline. A good demonstration
of a conceptual understanding that enables the student: to devise
and sustain arguments, and/or to solve problems, using ideas
and techniques, some of which are at the forefront of a
discipline to describe and comment upon particular aspects of
current research, or equivalent advanced scholarship, in the
discipline. A good appreciation of the uncertainty, ambiguity
and limits of knowledge. A good ability to manage their own
learning, and to make use of scholarly reviews and primary
sources (for example, refereed research articles and/or original
materials appropriate to the discipline). A good ability to
apply the methods and techniques that they have learned. A
good ability to review, consolidate, extend and apply their
knowledge and understanding, and to initiate and carry out
projects, critically evaluate arguments, assumptions, abstract
concepts and data (that may be incomplete), to make
judgements, and to frame appropriate questions to achieve a
13. solution - or identify a range of solutions - to a problem,
communicate information, ideas, problems and solutions to both
specialist and non-specialist audiences.
70-84
Achievement substantially above the threshold level of
attainment at level 3 by demonstrating an excellent and
systematic understanding of key aspects of their field of study,
including acquisition of coherent and detailed knowledge, at
least some of which is at, or informed by, the forefront of
defined aspects of a discipline. An excellent ability to deploy
accurately established techniques of analysis and enquiry within
a discipline. An excellent demonstration of a conceptual
understanding that enables the student: to devise and sustain
arguments, and/or to solve problems, using ideas and
techniques, some of which are at the forefront of a discipline to
describe and comment upon particular aspects of current
research, or equivalent advanced scholarship, in the discipline.
An excellent appreciation of the uncertainty, ambiguity and
limits of knowledge. An excellent ability to manage their own
learning, and to make use of scholarly reviews and primary
sources (for example, refereed research articles and/or original
materials appropriate to the discipline). An excellent ability to
apply the methods and techniques that they have learned. An
excellent ability to review, consolidate, extend and apply their
knowledge and understanding, and to initiate and carry out
projects, critically evaluate arguments, assumptions, abstract
concepts and data (that may be incomplete), to make
judgements, and to frame appropriate questions to achieve a
solution - or identify a range of solutions - to a problem,
communicate information, ideas, problems and solutions to both
specialist and non-specialist audiences.
85-100
Outstanding achievement above the threshold level of
attainment at level 3 by demonstrating an outstanding and
systematic understanding of key aspects of their field of study,
including acquisition of coherent and detailed knowledge, at
14. least some of which is at, or informed by, the forefront of
defined aspects of a discipline. An outstanding ability to
deploy accurately established techniques of analysis and
enquiry within a discipline. An outstanding demonstration of a
conceptual understanding that enables the student: to devise and
sustain arguments, and/or to solve problems, using ideas and
techniques, some of which are at the forefront of a discipline to
describe and comment upon particular aspects of current
research, or equivalent advanced scholarship, in the discipline.
An outstanding appreciation of the uncertainty, ambiguity and
limits of knowledge. An outstanding ability to manage their
own learning, and to make use of scholarly reviews and primary
sources (for example, refereed research articles and/or original
materials appropriate to the discipline). An outstanding ability
to apply the methods and techniques that they have learned. An
outstanding ability to review, consolidate, extend and apply
their knowledge and understanding, and to initiate and carry out
projects, critically evaluate arguments, assumptions, abstract
concepts and data (that may be incomplete), to make
judgements, and to frame appropriate questions to achieve a
solution - or identify a range of solutions - to a problem,
communicate information, ideas, problems and solutions to both
specialist and non-specialist audiences.
Coursework Submission
Coursework submission is electronic through Turnitin in
Blackboard. Your coursework submission must be submitted by
the specified deadline for this module (refer to 3.1 above or
consult the submission document provided by the
Undergraduate office, available on Blackboard). If you are in
any doubt, please contact the Undergraduate office for
clarification.
To submit an assignment electronically via the module
Blackboard site, open Blackboard and go to the relevant module
site, then go to ‘Assessment’ → ‘Assignment Submission’.
15. You should then see a link entitled: ‘View/Complete’. Click on
this link. You will then be taken to a submission page. The First
and Last name boxes are automatically filled. Check that your
details are correct. In the submission title box provide the title
for your submission. This should be the module title and your
UB number e.g. ‘Marketing 10001234’. Do not include your
name in the title.
Click the Browse menu item to upload your file. Please note
that you can only upload one file so this must contain all parts
of your assignment, including any appendices and supporting
documents. Navigate to your file and click Open.
Click Upload. Wait while your file is uploaded to the server
(please note that there is a 10MB file size limit). The next page
gives you the opportunity to review your submission. At this
point you have not submitted and can return to the submission
page to start again if you so wish. If you are happy that this is
the correct paper and want to continue to submit, scroll to the
bottom of the page and click Submit. Please note that if you are
uploading from offsite it can take a long time (45 minutes plus
at busy times) and you should allow sufficient time and ensure a
suitably robust internet connection to ensure that this upload is
effective.
You will then be emailed a receipt to your university email
address which will include your assignment identification
reference.
Your electronic submission will be used to check your
assignment for plagiarism. You will be allowed to submit your
assignment twice. On the first submission you will be able to
access the Turnitin report for your submission. This will include
details of any potential plagiarism (in the form of a similarity
index) and you are strongly encouraged to review this prior to
16. your final submission and ensure that your work is free of
potential plagiarism. This is more than ensuring a low
similarity index; it is about good referencing and citation
practice and you should, through induction and subsequent
access to advice and guidance, understand what plagiarism is
and how to reference sources correctly.
The Effective Learning Service at the School of Management
and the Learner Development Unit at the University provide
guidance and advice for students in this regard. If you are in
any doubt about potential plagiarism you are strongly
encouraged to access this support prior to finalizing your
submission.
Your second submission will be your final electronic
submission and you are therefore strongly encouraged to ensure
this is the final and best version of your assignment. When
resubmitting, make sure that you fill in exactly the same
submission data to ensure that your previous submission is
overwritten. If you chose not to resubmit then your first
electronic submission will count as your final submission.
It is your responsibility to ensure that submission requirements
are complied with fully and that all accurate identification
information is submitted. Academic and Administrative staff
will not try and match up missing information and if
identification data is missing a mark will obviously not be
recorded.
For further information on how to submit your assignments
using Turnitin go to the ‘How To’ section of Blackboard (Under
‘My Organizations’) and review the materials: ‘How to Submit
an Assignment Electronically’.
Schedule of Work / Topics
17. Date
(W/C)*
Session
Lecture
&
Activities
(2 hours)
Reading
(Chapters
23/01
1
1a) Strategic Information Systems (SIS) Introduction
1b) Nature of information & systems thinking
Session tasks
+ Video clip: UPS
Hussain (2008)
Chs. 1 & 2
+ Check the reading list in this handbook, and online library
catalogue)
30/01
2
Types of Information Systems 1
(continue to next week)
SIS assignment surgery (orientations) 1 given
Session tasks
Seminar 2
+ Video clip: UPS
Hussain (2008)
Ch. 3
+ Check the reading list in this handbook, and online library
catalogue)
18. 06/02
3
Types of Information Systems 2
(same slide set as last week)
Session tasks
+ Video clip: Land End IS
+ Data Protection Act 1998
Hussain (2008)
Ch. 3
+ Check the reading list in this handbook, and online library
catalogue)
13/02
4
IS led Organisational Change 1
(continue to next week)
Session tasks
+ Video clip: Land End IS
Hussain (2008)
Ch. 4
+ Check the reading list in this handbook, and online library
catalogue)
20/02
5
IS led Organisational Change 2
(same slide set as last week)
Session tasks
+ Video clip: PointCast
+Case 8.2 in Chaffey and Wood (2005)
Hussain (2008)
Ch. 4
+ Check the reading list in this handbook, and online library
catalogue)
27/02
6
Strategy: Information Management
19. Session tasks
+ Video clip: PointCast
+Case 8.2
Hussain (2008)
Ch. 5
+ Check the reading list in this handbook, and online library
catalogue)
06/03
7
Strategy: Knowledge Management
SIS assignment surgery (research) 2 given
Session tasks
+Case 4.3 at the end of Chp.4 of Chaffey and Wood (2005).
Hussain (2008)
Ch. 6
+ Check the reading list in this handbook, and online library
catalogue)
13/03
8
Strategy: Information Systems 1
(continue to next week)
Session tasks
Business processes
Hussain (2008)
Ch. 7
+ Check the reading list in this handbook, and online library
catalogue)
20/03
9
Strategy: Information Systems 2
(same slide set as last week)
Session tasks
20. Business processes
Hussain (2008)
Ch. 7
+ Check the reading list in this handbook, and online library
catalogue)
27/03
10
Strategic Information Systems Planning – Cassidy overview
Session tasks
Business processes
Cassidy (1998/2016) Chs.1 & 2
+ Check the reading list in this handbook, and online library
catalogue)
03/04
11
Strategic Planning Analysis Tools 1
Session tasks
Business processes
Skim read relevant sections from Cassidy
+ Check the reading list in this handbook, and online library
catalogue)
24/04
12
Strategic Planning Analysis Tools 2
SIS assignment submission
(Friday 28/April/2017)
Skim read relevant sections from Cassidy (1998/2016)
* Note: The dates given here are for the Monday of each
teaching week, whereas your lectures are on Tuesdays. Please
check the times on your timetables.
Please note: You MUST read the relevant suggested chapters
from the above books, as these books teach you further and
detailed analysis techniques and concepts.
21. Ground Rules for Learning and Teaching
There are some simple ground rules for the module that all
students should follow and attending lectures and seminars are
considered vital to your learning.
All module participants are expected to respect the learning
environment and treat each other with dignity and respect. This
includes arriving in good time for classes and sessions. Classes
will start at five minutes past the hour and you are expected to
be in the room and ready to start at that time. If you arrive after
this time you should not interrupt the class and will be asked to
leave if you do come in late.
Phones should be switched off/on silent and should not be
visible during lectures and tutorials except when being used as
‘tablets’ for following slides or making notes. Students found
to be using other applications (including web surfing, email or
instant messaging) will be asked to leave classes.
As indicated above you are expected to attend in a position to
fully engage with the session. This includes coming with copies
of (or access to) relevant teaching materials. In the case of
tutorial seminars this includes preparing appropriately by
reading cases and making notes and/or completing any exercises
or assessments in advance of the session. Tutors will expect
you to be able to show evidence of preparation at the start of
seminar sessions and any student who cannot show evidence of
preparation will be asked to leave that session.
Please be aware that it is considered disrespectful to your peers
and colleagues to turn up to classes in a position where you are
unable to fully or effectively contribute and tutors will exclude
you from sessions if you are not in their opinion adequately
prepared. In such instances this will be recorded as non-
22. attendance.
Communication
Communications about the module will be primarily though
Blackboard (see below) and by e-mail. Tutors will be available
in lectures/sessions for any questions. Any questions or
concerns can also be e-mailed to Dr Zahid Hussain
([email protected]). Dr Hussain’s office hours are on a Friday
10.00-12.00 (these could vary depending on teaching
commitments, thus, please email in the first instance). Dr
Hussain’s office is Room 2.10 in the Cartwright Building at the
School of Management. If you need to contact them urgently
and they are not available, please contact the OIM Group
Administrator, Bernadette Quinn (Room 1.08, Cartwright
Building) via email on [email protected].
Blackboard Module Web Site
A dedicated website accessible through the School's Blackboard
system (http://blackboard.brad.ac.uk/) supports this module.
This contains downloadable versions of all the teaching material
used on the module, including this manual as well as
PowerPoint materials used in lectures and cases and exercises
used in seminars/plenary sessions and links to other websites.
You will be expected to download these materials on a weekly
basis. Students must check that they are registered for the
module on Blackboard. The Blackboard course website is the
central source of information that drives this course.
Blackboard contains weekly updates and includes new material
throughout the course.
To Access Course Materials:
1 Go to: http://blackboard.brad.ac.uk
Click "Login"
Enter your University of Bradford username and password.
Click "Login"
23. You will then see the modules which you are enrolled on and
any announcements relating to those modules.
2 To access a module click on its title.
3 To access different areas of module content use the links
on the left hand side.
For more detailed documentation see:
http://www.bradford.ac.uk/acad/management/external/resources
blackboard.phpSupport for Your Learning
General guidance on the support available can be found in the
Student Handbook, which is available online via
http://www.bradford.ac.uk/new-students/ and at
http://www.bradford.ac.uk/information-services/.0. Specific
Support Materials for Module
Teaching and Learning Strategy
The aim of this programme of study is to promote two skills:
critical appreciation and insightful application at work of the
material covered in this module. The first skill involves,
amongst other things, the ability to evaluate the relative merits
of theories, techniques, etc (e.g. strengths and weaknesses,
usefulness when applied in specific contexts). Insightful
application reflects the appropriate use of theories, concepts,
models and research findings to particular problems in certain
contexts.
The module has been designed to provide you with
opportunities to further develop these skills through engaging
proactively in debating the issues discussed and engaging in
various exercises, either individually or as groups. Personal
reflection on the issues and application to your own work
situations will also be particularly important to grasp the
relevance and application of some topics. We will be pleased to
discuss matters with you both in formal sessions and during the
break periods when possible. If the course delivery is difficult
24. to follow and you find it uninteresting, tell the tutor why and
we will try to resolve the situation.Module Timetable
Each week there are two hours timetabled in for the class.
Every Tuesday there is a one-hour lecture followed by a group
seminar activity; these will incorporate case studies and videos.
These lectures and seminar tutorials provide a vital opportunity
to meet the issues challenging managers and organizations and
will allow you to exchange ideas and develop and extend
understanding gaining in lectures and from your own reading.
Attendance at seminars is considered mandatory and will be
monitored and recorded – please note the requirements for
preparatory work for seminars below.
Preparatory Work
On Blackboard you will find the cases and exercises which will
form the basis of discussions in seminar tutorials. It is your
responsibility to download these from the Blackboard website
for the module (see Section 5 above for details of how to access
Blackboard). It is a requirement of this module that you read
and familiarize yourself with these, and where appropriate
complete questionnaires and self-assessments. If you have not
done the preparatory work for a session, module tutors will
exclude you from tutorials and you will be marked on resisters
as absent.
Personal Support
Tutors will be available in lectures/sessions for any questions.
Any questions or concerns can also be e-mailed to Dr Hussain
([email protected]) as Module Leader, who will aim to respond
in no more than 48 hours during the working week. Dr
Hussain’s office hours are on a Friday 10.00-12.00. Outside
these times please e-mail to arrange an appointment. Dr
Hussain’s office is Room 2.10 in the Cartwright Building at the
25. Faculty of Management & Law, School of Management. Should
you need to contact him urgently and he is not available, please
contact the OIM Group Administrator, Bernadette Quinn (Room
1.08, Cartwright Building) via email on [email protected].
Feedback
Students should be aware of the opportunities for feedback
within the module. You will ultimately get feedback on the
coursework you submit, but in advance of this you should view
the regular weekly sessions on the module as opportunities to
test your understanding and get feedback on the preparatory
work you have been completing. You will also have the
opportunity to get formative feedback on some individual
coursework prior to submission as part of the module’s seminar
programme.
0. Study and Social spaces
Online + The Weir Room is open to all students as a social
space and includes kettles and microwaves to heat food, space
for socialising and access to computers.
Within the Faculty there is access to various computer suites –
more information on locations is available in your programme
handbook.
Developing Good Academic Practice
Harvard Referencing Style
Students will be required to provide references to the sources
used to produce work. This shows what students have read,
supports the arguments and acknowledges the work of others.
The referencing system used in this programme is called
Harvard.
The reference consists of two parts:
1. A citation in the text. This appears next to the information
you have used. It consists of the family name of the author
followed by the year of publication. Each citation is matched a
reference.
26. 2. The reference goes in a reference list at the end of your work.
The list is in alphabetical order. It contains the full details of all
of the sources referred to in the text.
For details on how to create your reference list, go to:
http://www.bradford.ac.uk/library/help/referencing/
Academic Skills can provide advice and guidance on study
skills and maths skills, further information can be found at:
http://www.bradford.ac.uk/academic-skills/
The Library has information about plagiarism, and how to avoid
it:
http://www.bradford.ac.uk/library/help/plagiarism/.
The guidelines below are provided to aid students in the
successful completion of assignments. Following the advice
below will increase your likelihood of gaining a good mark for
your assignments. STUDENTS ARE REQUIRED TO READ
THESE PRIOR TO COMPLETING AND SUBMITTING
ASSIGNMENTS.
Generally, providing the key facts relating to a topic and some
analytical/critical observations might be sufficient to help you
gain a pass mark (40%). In order to achieve a higher mark you
will need to demonstrate knowledge of relevant research and
ability to critically appraise theories, models or research. To
gain the highest marks (i.e. above 70%) will require you to
demonstrate knowledge of the topic and relevant research and
literature, genuine critical and analytical ability in answering
questions and evidence of sensible ideas of your own that are
justified on this basis.
Style
The coursework should be written effectively. It is expected
that your coursework will present a logical and clearly
structured discussion of the issue identified in the question. It
27. should not be a simple narrative or catalogue of factual material
which reads like a shopping list. Nor should it be a poetic
rambling of personal opinions, with little or no supportive
material. Presenting a personal viewpoint may be acceptable,
but only if stated objectively and supported by evidence from
and analysis of appropriate theory and literature. There are a
number of student study guides which provide advice for
essay/report writing available through the university library. I
would strongly suggest that if you are not confident in writing
in an appropriate style or feel you would benefit from further
help in this regard to look to these. Good examples include:
· Cottrell S. (2013) The Study Skills Handbook, 4th Edition.
Basingstoke: Macmillan.
· Tyler S. (2007) The Manager's Good Study Guide, 3rd Edition.
Milton Keynes: Open University.
· Northedge, A. (2005) The Good Study Guide, New Edition.
Milton Keynes: Open University.
In completing your coursework, please ensure that it ANSWERS
THE QUESTION/TASK SET specifically, and do not fall into
the trap of talking about an issue in generally terms. This is the
number one cause of students failing to get the marks that their
time and efforts deserve. All the questions set have deliberate
complexities, dealing adequately with all of these is required.
Your coursework must be word-processed. Before submission,
please ensure that you proof-read and edit your piece of work.
It is better to do so a day or two after completing your final
draft. In that way, it is like looking at it anew. Watch out for
spelling and grammatical mistakes, ensure there are no
inconsistencies and typographical errors, and make sure it is
understandable.
Standard Expected
An indication of the standard expected for this work, in terms of
degree classification equivalents is provided in the Assessment
28. Section of this manual. This is provided for guidance only and
should not be seen as a definitive descriptor.
Length
Having a specified word limit means you will have to exercise
your judgement and decision making skills. You will need to
determine what content is essential to include, what is
peripheral and what is unnecessary. Please ensure your essay
does not exceed the specified word length. Failure to do so
will lead to a reduction in your mark. For every 1% over a
specified word limit you will lose 1% of the mark for that
assessment. This means that if, for example, in a 2000 word
assignment task you submit an assignment of 2200 words you
would lose 10% of the mark given. So a mark of 60 would be
reduced to 54%. The word limit applies to all the content of
your assignment (including notations). It does not include
bibliographies and/or reference lists, figures, diagrams and
tables (where used appropriately), title pages, titles and tables
of content and appendices (which should be kept to a
minimum).
Plagiarism
Finally, please be aware that plagiarised or copied work will not
be acceptable. All quotations used in your coursework should be
accorded recognition in your reference section. Long passages
of script from books or articles should not be used. Short
passages should be accorded recognition of their source.
Regulation 3(i) of the University's Regulations states, in part:
"A dissertation, thesis, essay, project or any work which is not
undertaken in an examination room under supervision but which
is submitted by a student for formal assessment during his/her
course of study must be written by the candidate him/herself
and in his/her own words, except for quotations from published
and unpublished sources which shall be clearly indicated and
acknowledged as such......The incorporation of material from
29. other works or a paraphrase of such material without
acknowledgement will be treated as plagiarism subject to the
custom and usage of the subject.....”
Work which is found to be plagiarised or copied (identical or
near identical to that of other current or previous student
submissions) will be investigated and be subject to disciplinary
action. The penalties for plagiarised or copied work are severe,
with a minimum penalty being a mark of zero. The University,
however, may wish to impose a more severe penalty.
All new students to the University of Bradford, i.e. first year
students, direct entry students into other years, and Masters
students (including international MBA and MSc students), must
complete the online “Plagiarism Avoidance for New Students”
course (“PANS”).
Please note:
· You must complete the Plagiarism Avoidance course before
you submit your first piece of assessed work. If you are a Stage
2 or Stage 3 student and have not yet done the PANS, please
ensure that you complete this short course as soon as possible.
· You will find the Plagiarism Avoidance course as a module in
Blackboard called ‘Plagiarism information for Management and
Law’. The course is entirely online and consists of five
eTutorials followed by a short diagnostic test. The answers to
all the test questions are contained within the tutorials. The
course introduces you to concepts about plagiarism and aims to
prevent you contravening University regulations concerning
plagiarism.
· Please note that the test is intended to diagnose your
understanding of plagiarism for it is absolutely essential to
good academic writing that you understand how to avoid
30. plagiarism. You have only ONE attempt to do the diagnostic
test. If you do not achieve the 70% pass mark, you will be
referred to a member of academic staff (usually your personal
tutor) for further help and guidance.
For more information on the University’s efforts to ensure that
students do not commit plagiarism, please see the following
article:
· George, S., Costigan, A. and O’Hara, M. (2013) Placing the
library at the heart of plagiarism prevention: the University of
Bradford experience. New Review of Academic Librarianship,
vol.19, no.2, pp.141-160. Available via Bradford Scholars (the
University’s online research depository) at:
http://bradscholars.brad.ac.uk/handle/10454/5616
Reading List
The reading list for this module can be found below;
Reading
&
Further reading
Hussain Z (2008), Strategic Information Systems, Pearsons
(ISBN: 978-1-84776-143-9)
· Amrollahi, A., Ghapanchi, A. H., & Talaei-Khoei, A. (2013).
A systematic literature review on strategic information systems
planning: Insights from the past decade. Pacific Asia Journal of
the Association for Information Systems, 5(2).
· Cassidy, A. (2016). A practical guide to information systems
strategic planning. CRC press.
· Galliers, R. D., & Leidner, D. E. (2014). Strategic information
management: challenges and strategies in managing information
systems. Routledge.
· Lederer, A. L. (2013). The Information Systems Planning
Process Meeting the challenges of information systems
31. planning. Strategic Information Management, 216.
· Pearlson, K and Saunders, CS (2013), Strategic management
of information systems, 5th edition, Wiley.
· Robson W (1997), Strategic Management and Information
Systems: An integrated approach, Prentice Hall.
· Ward, J., & Peppard, J. (2016). The Strategic Management of
Information Systems: Building a Digital Strategy. John Wiley &
Sons.
· Willcocks, L. (2013). Information management: the evaluation
of information systems investments. Springer.
Information only
Core book by Z Hussain is compiled from:
Laudon, K.C and Laudon, J. (2006), Management Information
Systems: Managing the Digital Firm, 9th Edition, Prentice-
Hall.(ISBN: 013-153841-1 (P.S. The previous two versions of
this book would be OK)).
Bocij P, Chaffey D, Greasley A and Hickie S (2006), Business
Information Systems: Technology, Development & Management
in the E-Business, 3rd Edition, Prentice-Hall.(ISBN: 0273-
68814-6)
Chaffey D and Wood S (2005), Business Information
Management: Improving Performance Using Information
Systems, Prentice-Hall.(ISBN: 0273-68655-0)
An online reading list can be accessed from the following
website: https://bradford.rebuslist.com/
Module Feedback from Previous Students
The feedback on the module is very positive, for example last
year it was:
What were the major strengths of this module?
· understand the basic knowledge of information and technology
relating
· the Lectures were full of information and help
· Zahid has made this module very interesting and I really
enjoyed it.
· It gave an in depth knowledge of IS literature and an overview
of how the topic impacts organizations.
32. · great teaching with useful materials allowing a good
understanding of the module and helps with other modules
· very helpful to understanding the current issue
· the tutor was very helpful and gave more time than any other
tutor to discuss work and help us out overall I think every
lecturer should be like this one
· All of it, it was presented and delivered in the best way
possible.
· the strengths was that I was given a great structure for the
assignment making it easier for me to meet the criteria of the
module
· The major strength of this module is the teaching, the teaching
is engaging and the support is excellent I have received more
support in this module than any other in my three years of
study. The module is exciting and grasping and I would
recommend all students to choose this module.
· The support of the lecturer without Zahid I would struggle in
the module
· lecture Zahid clearly demonstrated skills that I have learnt and
have applied to my life
· strategy and the system of information
· The way the Module was taught. Well organised and the
lecturer was quick with his response, engaged well with the
students.
· The lecturer within this module was very helpful and
professional.
· Lecturer very approachable, helpful when required.
· Excellent
· The lecturer did not simply read off the lecture slides. He
explained each aspect diagrammatically and made the lectures
more interesting.
· Good lecturer Good material popular class useful to my future
career
· Excellent module enjoyed it a lot the teaching was great and
feedback has always been given on improvements
· excellent module
33. · Excellent teaching, learning was great. Enjoyed the module.
· Know the information system well
· I believe this module has taught me how businesses operate
and the key systems needed in order for them to function. The
teaching strategy from the lecturer was excellent making the
module exciting and easy to learn.
· INTERESTING
· amazing lecturer and great learning
· Simply great
· Excellent tutor.
· Motivating enthusiastic and inspiring
· Very much enjoyed this module aided by the subject relevance
to my future job in data analytics and the delivery style of
Zahid who made the topic interesting and easy to engage with-
something that very few lecturers at the university (at least that
I've encountered) are able to achieve
Additional Information
The information provided within this handbook should be used
in conjunction with the information provided in the Student
Handbook, Programme Handbook and other reference points
available from the University website.
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