Tag: relationship

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Stock vs PE ratio: What is the relationship between the two?

Part 1 – Key Indicators: You must provide answers for all 28 key indicators for your company (bullets may include more than one indicator).  Use current figures unless otherwise required. You do not need to purchase a trial subscription for Yahoo Finance. All answers can be found on the site at no charge. Most of the key indicator figures are found under the summary tab (your firm’s main page), but you may need to use other tabs (historical, financials, analysis, etc). Please see my location notes below. Your answers must be clearly stated. If you add a screenshot, make sure you highlight the indicator and include it in your notes. You only need to include the answers for this portion of the assignment. No discussion or explanations are required for the key indicators section of this assignment. Simply state the answers correctly. There are points for accuracy.

Location Notes: Go to your firm’s (Amazon) main Yahoo Finance page (this will be the Summary tab). The location of these indicators is as follows:

*The company and its ticker symbol: Summary Tab

*Cash flow from operations: Click the Financials tab and the blue Cash Flow link. You are looking for the TTM figure for Cash Flow from Operations. You need ONE figure. Make sure to add 3 zeros to this figure or include the statement that it is posted “in thousands”.

*Price-to-earnings ratio: Summary Tab

*Stock dividends and the yield: Summary Tab

*Earnings per share ratio: Summary Tab

*Revenue estimates for the next 12 months: Click the Analysis tab. Look towards the middle of the page for the Revenue Estimate section. You are looking for the Low, Ave and High Revenue Estimates for the NEXT year (far right column). You need THREE figures.

*Revenue from the previous 3 years: Click on the Financials tab and the blue Income Statement link. This will bring up all of your revenues. You need THREE figures. Make sure you add 3 zeros to each figure or include a statement that all figures are posted “in thousands”.

*Statement of cash flows and identify net cash from operating, investing, and financing activities over the past 3 years: Click on the Financials tab and the blue Cash Flows link. This will bring up all of your cash flows. You need NINE figures. Make sure to add 3 zeros to each figure or include a statement that all figures are posted “in thousands”.

*Average trade volume: Summary Tab

*The current stock price, the 52-week high (not the range, just the high), and 1-year estimated stock price: Summary Tab 

*Analysts’ recommendations for the stock (buy, sell, or hold): Summary Tab – Look towards the bottom right of the page UNDER the colorful bar chart for the Recommendation Rating.

*Market cap for the company: Summary Tab

Part 2 – Discussions: Next, you have four specific discussion slides that are required. Discussions should be substantial (min 4-5 sentences), include validation (facts and figures), and answer the question completely. Use complete sentences.

1-Stock vs PE ratio: What is the relationship between the two? How do you calculate PE? What does a high PE tell us about the value of the stock (over or undervalued)? What does a low PE tell us about the value of the stock (over or under valued)? Is your firm over, under or fairly valued and why? Yahoo actually gives you this information UNDER the average trade volume figure under the summary tab.

2-Market Cap: Why is market cap important to an investor? How is it calculated? How is it used as a tool to measure risk as it relates to the size of the firm? What are the size criteria used to define firms as it relates to market cap? Is a larger firm preferred, why or why not?

3-Trends in stock price, dividends and stockholders equity? State a time frame (ie last 3 years). All indicators must use the same time frame, so choose year-end dates for your firm (based upon your equity dates – so fill those in first). State the beginning figures, ending figures, % change and the reason for trend over that time period for EACH indicator (stock price, dividends and stockholders equity). Use the historical tab for the stock price and dividends (try to use as close to year-end dates as possible here as dividend dates may differ). For stockholder’s equity, click the Financials tab, the blue Balance Sheet link and the Total Equity Gross Minority arrow. This will open up your stockholder’s equity figures. Make sure to add 3 zeros to the equity figures or include a statement that they are posted “in thousands” next to the word “Equity”. To calculate % change = (End Figure-Beg Figure)/Beg Figure. Include the following chart on the slide to organize your data and then include the actual discussion within the notes.

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Relationship between individual and society

You will develop a Five-day Instructional Unit that incorporates key elements of effective instruction as presented in this course and each of the five Lesson Plan Templates you have completed. The goal is to develop a unit that you can implement in your classroom now or at a later point in time. Each of the lessons within the unit in the PLAN DETAILS section needs to contain specific, concise directions so that a substitute could pick it up and teach. This unit plan will include the following in this order:

Central Focus of Unit Plan (learning segment) and Content Standard(s) -1 page.
Five Lesson plans with all sections completed with full details and citations, as
Lesson Plan Template Day #1
Lesson Plan Template Day #2
Lesson Plan Template Day #3
Lesson Plan Template Day #4
Lesson Plan Template Day #5

Create a 2-page summary that reflects on your learning through the process of; selecting the content standard, creating learning objectives, developing the assessment, scoring rubric, and designing five days of instruction.

What new learnings have you experienced?
What practices currently in place are you achieving success?
What next steps are needed to further improve your practice as an effective teacher?

Include a bibliography listing in APA format for all of your references used within the Lesson Plan Template and within your Unit Plan.

NOTE: Make sure you have made all corrections to your Lesson Plan Template that your instructor provided to you via the feedback and scoring of your first lesson plan that was completed in Unit 3 of this course.

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General Lesson Plan Template

Grade Level: 12

Subject / Content area:Relationship between individual and society

Unit of Study: Unit 2

Lesson Title: Define the individual and society

Be certain to attach any handouts, activities, templates, PPT decks that will be utilized with this lesson.

Central Focus for the learning segment: What is the central focus or big idea of the lesson?
Content Standard(s):Common Core State Standards (CCSS); Next Generation Science Standards (NGSS); ITSE standard(s) English Language Proficiency Assessment for the 21st Century (ELPA21) Standards; and World-Class Instructional Design and Assessment (WIDA) Standards    
Sub standard for today’s lesson:Defining and exploring the relationship between the individual and society
Technology: Electronic print (e-book)
Learning Objectives: Thinking Skill – the students will be engaged in Remembering where they will recall and define an individual and society. Understand be able to summarize what they mean. Apply the knowledge to their surrounding by explaining how they fit as individuals in society. Analyze, have a case study to understand the relationship between the individual and society. Evaluate if they can describe their immediate people in society. Create recognize their own identityand define the society they live in. Content – case study “The Bear That Wasn’t” This is a modern fable of defining people in society and how individuals may not understand who they are. Product –the students must be able to define the terms “individual and society” and have a simple definition of themselves and where they live.
Language Development: Language Objectives – the student will be able to define and understand what a society is and who an individual is and how they relate.Vocabulary – terms an individual and society.
Materials/Resources: E-book:“The Bear That Wasn’t”. Charts Text book  
Context: Knowledge of Students: Prior learning and Prerequisite Skills: definition of some members of a familyMisconceptions: the common misconception is the link between the community and society where the society is a larger group. The students will be require to define the community where they come from and who they live with, in their house and also explain some of the neighborhood families. By students explaining the people in their house and families they will identify an individual. By explaining families they will be able to understand society as it is a group of families.      
Plan Details: The students will first define who they are. They will be have asked questions on members of their family and define their roles. I will use the dictionary to define the term individual “a single human being as distinct from a group”. They will be able to describe themselves as male or female, race, grade among others. The case study of “The Bear That Wasn’t” will be read and explained to help understand an individual. Students will discuss the case study and define other students individually. The students will also be required to define the community they live in. By defining the society through the dictionary “the aggregate of people living together in a more or less ordered community” the students will be given an exercise to explain the society they live in. Students will explore the relationship between the individual and society by looking at how their own identities are influenced by others. They will then develop inquiry skills that lead towards conceptual understandings of the relationships betweenindividuals, societies and the environments in which they live The lesson will close with review of the terms “individual and society”     
   
Differentiation and planned universal supports: The students will first start as individuals and describe themselves and their familiesto the class. They will then be divided into groups with the identified family description to ensure they have representative sample of various societies. In the groups they will be required to explain their various families and how they co-exist with their neighbor and activities they have together such as sports or gatherings. The case study will also be discussed in the groups especially on how the bear is described by others and also how he described himself in the end of the story “he wasn’t a silly man, and he wasn’t a silly Bear either”. Students with special needs during this lesson will describe if they attend to meetings with other similar people (special people community)
     
Type of Student Assessments and what is being assessed: Diagnostic assessments: they will e Short quizzes, Journal entries Student reflections, and Classroom discussions Students will be accessed on their progress if they can be able to describe themselves in their group and to the class. They will also be able to explain their home and family effectively and also the neighborhood. They will also be able to define an individual either by explanation or the definition written on the board.  
Evaluation Criteria and/or Rubric: They will be given a paper to write the definition of individual and society They will be required to describe their friend’s (classmate’s)and an individual and the society they live in to the class.
Relevant theories and/or research best practices: Cooperative learning, Summarization and Inquiry-based learning   APA References: Arends, D. and Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher. London: Routledge. Facing History and Ourselves, “The Bear That Wasn’t,” last updated May 12, 2020
Parent communication:I will include in the dairy that the parent will help the learner understand their community and society where the individual student comes from. They will help check Journal entries filled by students in class.
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Purchasing and Supplier Relationship

  • Purchasing and Supplier Relationship
  • Customer Relationship Management
  • Inventory Management
  • Quality Management
  • Logistics Functions (including transportation and warehousing)

DHL

Requirements for Your Research Paper

  • Paper should be a minimum of 10 pages (excluding the cover page and reference list).
  • Follow the current APA format.
  • Use Times New Roman font, 12-point.
  • Double space everything in the paper.
  • Include a title and reference page with at least ten references (minimum five peer-reviewed).
  • Use figures, tables, or graphs in your write-up.

Presentation

Once you complete your research paper, you will create a five (5) minute narrated presentation summarizing the findings from your paper. 

Requirements for your presentation

  • Presentation should be about 5 minutes in length.
  • Include title, agenda, and reference slides.
  • Minimum 8 slides (excluding the title page, agenda, and reference slides).
  • Include figures, tables, graphs, and links to short videos when applicable.

Outline and Introduction

Submit your research paper outline and include the following:

  • A half page introduction about your selected firm’s supply chain.
  • One paragraph for each of the selected subjects highlighting their importance to the success of the firm.
  • A proposed Table of Contents

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Analyse the relationship between sports, event and tourism

Assessment Title Report
Graduate Capabilities
1) Professional Expertise
2) Innovative Problem Solving
3) Technology and Information Literacy
4) Global Citizenship
5) Skilled Collaboration
6) Allie Leadership
7) Independent Self Management
Learning Outcome/s (found in the Subject Outline) a) Analyse the relationship between sports, event and tourism
b) Critique issues and initiatives related to sports tourism in
Australia and internationally
c) Evaluate how government agencies and private sector groups work together to foster the growth of sporting events and activities
d) Arrange the steps used to promote major sporting events
Assessment type (group or individual) Individual
Weighting % 35%
Word count 1500 words (+/- 10% excluding cover page, references, appendices)
Submission type Turnitin ? Word Document
Format / Layout of Assessment
Report:
ICMS Cover Page
Executive Summary
Introduction
Findings
Conclusion
Recommendations
Reference List
Appendices
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Assessment instructions
Assessment overview
This is an individual assessment that aims to enable you to identify and apply the value and critical nature of strategic exploitation of commercial opportunities. The assessment examines the overall goals for the organisation that is involved in a range of sport event tourism business activities. This assessment assists in the development of research skills to achieve the intended learning outcomes.
Task description
Students are to examine and analyse sport event tourism planning and strategic sharing of the various agencies with reference to relevant literature are required to develop a written report on one of the following questions:

  1. Critically compare and contrast the Brisbane 2032 after-use and after-users approach to that of other cities of your choice.
  2. Thinking about the tourism organisation in your region, what could that tourism organisation learn from the Vancouver 2010 Games Tourism Consortium if it were to host a major sports event in your region?
    Requirements
    • Throughout the questions the key issues and new conceptual thinking defining sport event tourism will be set out.
    • Clearly set out the full question which you are answering at the beginning of your answer. This will be deducted from the word length report.
    • In answering the question, draw upon precedent cases and sound sport event tourism research.
    • Review your subject readings, particularly the theories and models of sport event tourism, for topic idea.
    • Utilise resources including the ICMS library, websites, media articles, sports and tourism organisation homepage and websites.
    • Your response must be typed in word.
    • Marks will be deducted for poor spelling and grammar.
    • Use at least FIVE (5) pieces of academic evidence. Academic evidences are defined as peer reviewed journal articles, governmental publications, and academic textbooks.
    • You must reference your essay in accordance with the ICMS Style Guide (APA 7th referencing style).
    • The essay submitted must be your own work and the lecturer reserves the right to carry out a viva voce on the essay to ensure that the essay is the students own work.
    • The Turnitin submission by 11.55pm on the date specified.
    Assessment criteria
    • Knowledge and understanding (30%): quality content is detailed and covers the topics from comprehensive insights.
    • Problem solving (interpret and analyse) (30%): understand and explain sport, event and tourism concepts and theories to best practices.
    • Research effort and literature support (20%): the content incorporates relevant information from subject and research with clear references.
    • Communicative competence (20%): structure, writing style, referencing in APA 7th style, clarity, grammar and spelling.
    Submission process
    • Date: Sunday of Week 8 by 11.55 pm Sydney time
    • Submission in the LMS is performed via Turnitin, the similarity detection software used by ICMS students and teaching staff to prevent plagiarism by ensuring referencing is correct and that work has not been inadvertently copied from elsewhere. You can access Turnitin under the ‘Assessments’ section in your Moodle course site.
    • Please note that draft reports submitted in this way will be regarded as the final version at the due date if you have not uploaded a subsequent, finalised version (each file uploaded overwrites the previous version).
    • A penalty of 5% will be deducted for each day late with a zeromark notated for any submission seven or more days late as per ICMS policy. If for any reason you are unable to submit a late submission via Turnitin please contact your Lecturer.
    • Extensions to due dates will be granted only in exceptional circumstances, and where adequate supporting documentation can be provided. Please note that work commitments do not constitute grounds for an extension. Requests must be made via the special consideration process. Decisions and recommendations are only made by lecturers-in-charge/course coordinators.
    • You will be advised of your mark by your Lecturer within 2 weeks of submission.
    • Please keep a copy of your assignments.
    Readings for the assessment
    •
    Alexandris, K., & Kaplanidou, K. (2014). Marketing sport event tourism: Sport tourist behaviours and destination provision. Sport Marketing Quarterly, 23(3), 125-126.
    •
    Bazzanell, F., Peters, M., & Schnitzer, M. (2019). The perceptions of stakeholders in small-scale sporting event. Journal of Convention & Event Tourism, 20(4), 261-286. doi:
    10.1080/15470148.2019.1640819
    •
    Chalip, L., & Leyns, A. (2007). Local business leveraging of a sport event: Managing an event for economic benefit. In W.
    Weed (Eds.), Sport & tourism: A reader (pp. 543-568). London: Routledge.
    • Clarke, D. W. (2018). Understanding event sport tourism experiences of support partners: A research note. Leisure Sciences, 40(5), 466-475. doi: 10.1080/01490400.2017.13849
    42
    • Dredge, D., & Whiford, M. (2011). Event tourism governance and the public sphere. Journal of Sustainable Tourism, 19(4-5), 479-499. doi: 10.1080/09669582.2011.573074
    •
    Funk, D. C., & Bruun, T. J. (2007). The role of
    sociopsychological and culture-education motives in marketing international sport tourism: A cross-cultural perspective. Tourism Management, 28(3), 806-819.
    • Green, B. C., Costa, C., & Fitzgerald, M. (2007). Marketing the host city: Analysing exposure generated by a sport event. In W. Weed (Eds.), Sport & tourism: A reader (pp. 346-361). Routledge.
    •
    Higham, J., & Hinch, T. (2018). Sport tourism development (3rd ed.). Multilingual Matters.
    • Mallen, C., & Adams, L. J. (2008). Sport, recreation and tourism event management: Theoretical and practical dimension. Elsevier.
    • Masterman, G. (2014). Strategic sports event management (3rd ed.). Routledge.
    •
    Papadimitriou, D., & Apostolopoulou, A. (2009). Olympic sponsorship activation and the creation of competitive advantage. Journal of Promotion Management, 15(1-2), 90117.
    •
    Parent, M. M., & Chappelet, J-L. (2017). Routledge handbook of sports event management. Routledge.
    •
    Parent, M. M., & Smith-Swan, S. (2013). Managing major sports events: Theory and practice. Routledge.
    • Weed, M. (2005). A ground theory of the policy process for sport and tourism. Sport in Society, 8(2), 356-377.
    • Tourism Australia (Sporting Events) https://www.australia.com/en/events/sports-events.html
    • World Tourism Organization http://www2.unwto.org/
    Grading Criteria / Rubric Please see below.
    Assessment 2 – Marking Rubric
    Criteria HD (85100) D (7584) CR (6574) PASS (50-
    64) FAIL (049)
    Knowledge & understanding
    (30%)?
    Demonstrates exceptional sport event tourism planning, through complete knowledge and understanding of relevant lecture and tutorial materials.
    A keen awareness of current trends/debates in sport event
    tourism issues is
    demonstrated.
    Provides exceptional future directions and best practice recommendations. Demonstrates highly appropriate sport event tourism planning, through detailed knowledge and understanding of relevant lecture and tutorial materials.
    Current trends/debates in sport event tourism issues have been clearly taken into account and addressed in allimportant respects.
    Provides most relevant future directions and very clear practice recommendations. Demonstrates very appropriate sport event tourism planning, through good knowledge and understanding of relevant lecture and tutorial materials.
    The concept of the work is relevant and related to current sport event tourism issues.
    Provides sufficient future directions and well-found practice recommendations. Demonstrates appropriate sport event tourism planning, through reasonable knowledge and understanding of relevant lecture and tutorial materials.
    There is a very limited, but just adequate concept underlying the task. The relation to current sport event tourism issues is tenuous.
    Provided valid future directions and reasonable practice recommendations. Demonstrates basic sport event tourism planning, through poor knowledge and understanding of relevant lecture and tutorial materials.
    The fundamental idea is not what was required for the exercise, although it might possibly be appropriate elsewhere. An essential idea is missing.
    Provided insufficient future directions and poor practice recommendations.
    Problem solving
    (interpret and analyse) (30%)?
    Practical approaches and considerations are critically supported by the information in response to the set question.
    Presents exceptional explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and
    arguments.
    There is strong evidence of a consistently high level of commitment in terms of research and practical application. Practical approaches and considerations are very clearly supported by the information in
    response to the set question.
    Presents highly appropriate explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments.
    There is evidence of a generally high level of commitment in terms of research and practical application. Practical approaches and considerations are clearly
    supported by the information in
    response to the set question.
    Presents very appropriate explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments.
    There is evidence of a generally satisfactory but very occasionally inconsistent level of commitment in terms of research and practical application. Practical approaches and considerations are
    appropriately supported by the information in response to the set question.
    Presents appropriate explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments.
    There is evidence of an adequate but rather weak level of commitment in terms of research and practical application. Practical approaches and considerations are poorly
    supported by the information in
    response to the set question.
    Presents basic/poor explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments.
    There is little evidence of a commitment in terms of
    research and practical application.
    Research effort
    & literature support (20%) Excellent research and summation of sections and a
    detailed analysis and explanation. Impressive research and summation of sections and a detailed analysis and explanation. Solid research and summation of sections and thorough analysis and explanation.
    Acceptable research and summation of sections and adequate analysis and explanation. Poor research and no summation of sections or analysis and explanation.
    Page 6 of 7
    A wide range of academic research including more than 12 academic evidences beyond subject materials to appropriately validate all key findings. Demonstrates evidence of indepth research including least 10 pieces of academic evidence used to validate key findings. Demonstrates evidence of indepth research including least 8 pieces of academic evidence used to validate key findings. Demonstrates evidence of indepth research including least 5 pieces of academic evidence used to validate key findings. Unable to demonstrate evidence of research. Some academic articles may be used but not relevant to findings.
    Communicative competence
    (20%) A substantial presentation and effective communication of findings fully supported with concepts that closely correspond to the elements.
    Full use of report style conventions with logical flow, and appropriate sections. Fluent academic writing style throughout. Grammar and spelling accurate throughout.
    Referencing is consistently accurate and compliant with ICMS Style Guide. A well-structured presentation and communication of findings supported with concepts that closely correspond to the elements.
    Introduction states purpose clearly and outlines main points succinctly. There is a clear summary of findings and recommendations. Grammar and spelling accurate.
    Referencing is accurate and compliant with ICMS Style Guide. An appropriate presentation and communication of findings supported with visuals. These may not always correspond to the written text but do not detract from the communication of findings.
    Introduction and conclusions outline and summaries main ideas. Grammar and spelling mainly accurate.
    Referencing is mainly accurate and compliant with ICMS Style Guide. A presentation that shows evidence of report Structure, but errors may detract from communication of findings.
    There are some concepts used but they may not correspond to the elements. Meaning is apparent but academic language not always accurate. Grammar and spelling generally accurate but may contain errors.
    Some attempt at referencing but not always compliant with ICMS Style Guide. Lacks evidence of a structured presentation with limited visuals to support description and explanation.
    The few concepts used do not correspond to the key elements. Meaning may be unclear. Grammar and spelling contain frequent errors.
    Referencing is unsystematic and not compliant with ICMS Style Guide
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Write a reflection about the relationship between your art production and the inspiration piece.

Required Resources Read/review the following resources for this activity:

· Textbook: Chapter 11, 12

· Lesson

· Minimum of 1 scholarly source (in addition to the textbook)

Instructions This week you will use your readings from the past week as a point of departure to create your own artistic production and a reflection paper.

Part 1: Art Creation Select a photograph or film art piece to use as a point of inspiration. Create an art piece of photography or cinematography inspired by your selected art piece. Videos should be no longer than 5 minutes and must be in MP4 format.

Note: If your art creation requires a separate file submission, please submit in the Art Creation Submission (Recordings) area following this assignment.

Part 2: Reflection Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:

· Introduction

· Inspiration Piece

· Include the inspiration photograph or cinematography within the document. Use a link in the case of cinematography.

· Record the title, artist/director, year, and place of origin.

· Briefly explain the background of the inspiration piece.

· Your Art Piece

· Include your original photograph within the document. If you selected cinematography, submit as a separate file in the Art Creation Submission (Recordings) area following this assignment.

· Provide a title.

· Explain the background of your piece.

· Connection

· Explain the thematic connection between the two pieces.

· How are they similar and different?

· Are they the same medium? How does the medium impact what the viewer experiences?

· For photography, how do the formal elements of design compare to one another?

Original Artwork Requirements

· Methods: photo or video

· No computer-generated pieces

Writing Requirements (APA format)

· Length: 1.5-2 pages (not including title page, images, or references page)

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Title page

· References page (minimum of 1 scholarly source)

Grading This activity will be graded based on the W6 Art Creation & Reflection Rubric.

Course Outcomes (CO): 1, 2, 3, 4, 5

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Rubric

W6 Art Creation & Reflection Grading Rubric

W6 Art Creation & Reflection Grading
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customer relationship management (CRM)

Phoenix Fine Electronics would like you to brief them on your system recommendation.

Create a chart in a Microsoft® program comparing how enterprise resource planning (ERP), customer relationship management (CRM), and business intelligence/decision support systems (BI/DSS) can help the business.

Cite at least 2 sources/references within your chart.

Compare the following information:

  • Elements of the system
  • How the system would support management
  • How the system would create successful partnership between the business and IT

Write an executive summary of your recommendation for PFE’s C-level management. As a general guideline, executive summaries are typically 1 to 2 pages in length, at 12-point font, and single-spaced. 

Include the following in your summary:

  • An overview of the business needs and desired outcomes
  • The system comparison chart (from above)
  • Your system recommendation
  • The scope of the project
  • References

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Database Relationship Diagram,You are to import an existing database, i.e. northwinds, droneportation, of other db not used for other assignments

IT 249 Project Assignment

You are to import an existing database, i.e. northwinds, droneportation, of other db not used for other assignments. 

You are to determine the business that this database will serve. Build a story that supports your development of the database. Keep in mind reuse an industry standards for data needed for this business.

Deliverables:

Database – 15 points

  • Database Relationship Diagram
  • 5 Reports from the database, 1 each in Report Builder and Crystal Reports. 3 from Power BI with a dashboard. You must share the dashboard with me through powerBI.
  • Database management plan including backup and maintenance schedule

Digital Lab Manual – 5 points

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Entity–Relationship Model

The retail store has provided you with a list of some of the business rules that they use to conduct business on a daily basis. The company has also provided you with the subjects of interest to them, namely those things that the company wants to track in the process of taking orders from their customers. What can be done to effectively document the relational database system solution that you are proposing to the retail store?

The project deliverables are as follows:

  • Subjects of Interest (proposed entities)
    • Customers
    • Orders
    • Products
    • Add a minimum of 3 of your own subjects of interest based on your retail store.
  • Business Rules
    • Each product is assigned to a maximum of 1 category.
    • A person who has placed at least 1 order is a customer.
    • All products have a minimum reorder level.
    • Add a minimum of 3 of your own business rules based on your retail store.
  • Entity–Relationship Model (4–5 pages)
    • Include a list of the business rules that will be enforced by the proposed database system.
    • Include a list or table of the entities, attributes (including data types), relationships, and cardinality constraints.
    • Include an entity–relationship (E–R) diagram that uses crow’s foot notation and graphically depicts the entities, attributes (including data types), and relationships (including degree and cardinality constraints).
    • Verify that the data design that is depicted in the E–R diagram adheres to a minimum of third normal form (3NF), and if necessary, provide documentation and justification for the use of a higher level of normal form.
  • Provide your analysis as to how this part of the project fulfills the mission and 1 or more goals of the case study organization.
  • Note: Use Microsoft Visio or equivalent to create the E–R diagram. You will embed the diagram in the Word document and also provide it as an attachment.
  • All sources should be cited both in-text and in References using APA format.
  • Name the document “IP2.doc
  • Subjects of Interest (proposed entities)
    • Customers
    • Orders
    • Products
    • Add a minimum of 3 of your own subjects of interest based on your retail store.
  • Business Rules
    • Each product is assigned to a maximum of 1 category.
    • A person who has placed at least 1 order is a customer.
    • All products have a minimum reorder level.
    • Add a minimum of 3 of your own business rules based on your retail store.
  • Entity–Relationship Model (4–5 pages)
    • Include a list of the business rules that will be enforced by the proposed database system.
    • Include a list or table of the entities, attributes (including data types), relationships, and cardinality constraints.
    • Include an entity–relationship (E–R) diagram that uses crow’s foot notation and graphically depicts the entities, attributes (including data types), and relationships (including degree and cardinality constraints).
    • Verify that the data design that is depicted in the E–R diagram adheres to a minimum of third normal form (3NF), and if necessary, provide documentation and justification for the use of a higher level of normal form.
  • Provide your analysis as to how this part of the project fulfills the mission and 1 or more goals of the case study organization.
  • Note: Use Microsoft Visio or equivalent to create the E–R diagram. You will embed the diagram in the Word document and also provide it as an attachment.
  • All sources should be cited both in-text and in References using APA format.
  • Name the document “IP2.doc
  • Subjects of Interest (proposed entities)
    • Customers
    • Orders
    • Products
    • Add a minimum of 3 of your own subjects of interest based on your retail store.
  • Business Rules
    • Each product is assigned to a maximum of 1 category.
    • A person who has placed at least 1 order is a customer.
    • All products have a minimum reorder level.
    • Add a minimum of 3 of your own business rules based on your retail store.
  • Entity–Relationship Model (4–5 pages)
    • Include a list of the business rules that will be enforced by the proposed database system.
    • Include a list or table of the entities, attributes (including data types), relationships, and cardinality constraints.
    • Include an entity–relationship (E–R) diagram that uses crow’s foot notation and graphically depicts the entities, attributes (including data types), and relationships (including degree and cardinality constraints).
    • Verify that the data design that is depicted in the E–R diagram adheres to a minimum of third normal form (3NF), and if necessary, provide documentation and justification for the use of a higher level of normal form.
  • Provide your analysis as to how this part of the project fulfills the mission and 1 or more goals of the case study organization.
  • Note: Use Microsoft Visio or equivalent to create the E–R diagram. You will embed the diagram in the Word document and also provide it as an attachment.
  • All sources should be cited both in-text and in References using APA format.
  • Name the document “IP2.doc

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    Relationship between poverty and children’s social and emotional development

    For the second part of the journal assignment, you will review the following case study, which examines the relationship between poverty and children’s social and emotional development.

    Case Study – https://kapextmediassl-a.akamaihd.net/gradEd/ED533/ED533_1303D/U4_CaseStudy/ED533_U4_CaseStudy/index.html

    Then you will address the following questions in one-page, using at least one resource in addition to your textbook to support your reflection.

    Poverty is an issue that more and more of our nation’s children are facing. The price that children of poverty must pay is unbelievably high. Each year, increasing numbers of children are entering schools with needs resulting from circumstances, such as poverty, that schools are not prepared to meet. In reflecting on the video, think about why poverty might influence the social, emotional, and behavioral outcomes of Latrice Wright’s children. As a result, how does poverty influence your teaching? What are three details that stood out to you and why? How would you plan to address these details?

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    Explain the relationship between processes and information systems, including a flowchart and a discussion of security ethical concerns

    During your last week working with Great Day Fitness Tracking, you will create a 9- to 12-page final plan in Microsoft Word.

    Your final plan should:

    Explain the relationship between processes and information systems, including a flowchart and a discussion of security ethical concerns. (Week 1)

    Describe the plan to select the appropriate hardware and software and the different approaches for managing data. (Week 2)

    Explain the benefits of using transaction processing systems, customer relationship systems, and supply chain management. (Week 2)

    Describe the potential benefits of using business intelligence. (Week 3)

    Describe the information systems plan and potential methodologies. (Week 4)

    Describe the used utility and cloud computing services and how these services might replace or augment the initial system design. (Week 6)

    Describe a high-level, 3-year strategic plan for your information solution.

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