Programme: Computing Computing & Web Development Computer Networks & Security MODULE CPU40002 Module Information Systems and Databases MODULE GUIDE 2016/2017 Semester 2 Level HE4 Contents 1. Overview 2 2. Learning and Teaching Strategy 2 3. Module Communications 2 4. Module Description 2 5. Learning Outcomes and Assessment 3 6. Assessment Deadlines 3 7. Assignment feedback 3 8. Module Calendar 4 9. Formative Assessment 4 9. Indicative Reading: 5 11. Guidelines for the Preparation and Submission of Assignments: 5 12. Procedures for Examinations 7 13. General Assessment Criteria Level HE4 8 14. Academic Misconduct and Referencing 9 15. Assessments 10   1. Overview Module Tutor: Gail Walters Room: C2-010 Tel: 01204 903652 Email: [email protected] Level: HE4 Credits: 20 Module Pre-requisites: None Web-link to Module Specification: 2. Learning and Teaching Strategy The module is delivered via three 1 ½ hour sessions per week, over 15 weeks. To complete the module successfully you must also allocate a substantial amount of independent study time. Most sessions comprise a formal lecture of approximately 90 minutes and a seminar. Weeks 7, 8 and 9 will include tutorials (group and individual) in which you have the opportunity to discuss your progress on the module with your Module Tutor. 3. Module Communications The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle2 area dedicated to this module regularly as many module communications are channelled through these mediums. Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt; however responses will be longer in holiday periods. 4. Module Description The module introduces students to the language of information systems, files, records, fields, databases and spreadsheets. The use of an integrated environment to create and manipulate data to support information requirements, support tables, queries and forms. Human aspects of systems. Modelling tools and their use in systems development. By the nature of the module, students will experience learning in different contexts: in lectures, participation in seminars, engaging in smaller groupwork, one-to-one support, blended learning and, more generally, operating within a Virtual Learning Environment (VLE) and additional digital resources.   5. Learning Outcomes and Assessment Learning Outcomes Assessment LO1: understand the fundamental principles of the structure, organisation, manipulation of data in files and databases. Assessment 1 LO2: use a spreadsheet to convert realistic data for a given scenario into useful information. Assessment 1 LO3 produce a basic model of an information system. Assessment 1 LO4: address human issues involved in systems development.. Assessment 1 6. Assessment Deadlines Assessment item Due Date Weight 1 System Report Week 11 50% 2 Database Presentation Week13 50% 7. Assignment feedback Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment work to be marked and feedback provided not less than three working weeks from the date of submission. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change. Please take time you read/listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades. 8. Module Calendar Session Date/Week Commencing Theory Topic 1 23/01/17 Introduction to the module. Data v Information. Mobile Computing 2 30/01/17 Data Capture 3 06/02/17 Introduction to databases. 4 13/02/17 How web servers work 5 20/02/17 Individual report guided study Entity Relationships. 6 27/02/17 Normalisation 7 06/03/17 Database design and infrastructure 8 13/03/17 Queries Forms and Reports 9 20/03/17 Guided group work . Presentation preparation 10 27/03/17 Guided group work . Presentation preparation 11 03/04/17 Individual report submission 10/04/17 EASTER 17/04/17 EASTER 12 24/04/17 Feedback 13 01/05/17 Database Presentation 14 08/05/17 Feedback 15 15/05/17 Assessment/Examination Week 16 22/05/17 Transition Activities NB: Please note that this module calendar may be subject to change.   9. Formative Assessment Formative assessment is an important aid to learning. It is designed to provide you with feedback on your progress and inform development. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. It does not contribute to the overall formal assessment for the module. Informal formative assessment is provided in this module through: - Group activities and discussion - Tutorial (Group & Individual) feedback on assessment drafts - Group tutorial revision sessions in preparation for assessment - IT and research skills workshops 9. Indicative Reading:  Checkland, P., Holwell, S., (2005) Information, Systems and Information Systems - Making Sense of the Field John Wiley and Sons, Inc  Davis, W. S., Rajkumar, T. M., Madabhushi, S., (2012) Operating Systems- A Systematic View 7th Edition Addison Wesley   Dennis, A., Wixom, B. H., Roth, R. M., (2006) Systems Analysis and Design 3rd Edition . USA: John Wiley and Sons, Inc  Dhillon, G., (2007) Principles of Information Systems Security -Text and Cases USA: John Wiley and Sons, Inc  Englander, I., (2010), The Architecture of Computer Hardware, Systems Software and Networking – An Information Technology Approach 4th Edition, John Wiley and Sons, Inc Asia  Gupta (2000) Information Systems Prentice Hall  Heathcote, P.M., (2000) ‘A’ Level ICT 2nd Edition, Payne-Gallway Publishers Ltd  O’Brien, J. A. (2002) Introduction to Information Systems 10th Edition, McGraw Hill  Richie, Marshall, Eardly (1998) Information Systems in Business Thompson Business Press  Turban, E., Leidner, D., Mclean, E., Wetherbe, J., (2008) Information Technology for Management – Transforming Organisations in the Digital Economy 6th Edition John Wiley and Sons, Inc. USA  Whitely, D. (2013) An Introduction to Information Systems. Palgrave Macmillan http://www-old.cs.st-andrews.ac.uk/~ifs/Talks/IEEInaugural.pdf http://www.site.uottawa.ca/~tcl/factguru1/oose/index.html#softwarecrisis http://oak.cats.ohiou.edu/~piccard/mis300/netintro.htm http://www.emailreplies.com/ http://computer.howstuffworks.com/email3.htm http://www.cems.uwe.ac.uk/~tdrewry/dfds.htm   Databases Textbooks: Beighley, L. (2007) A Brain Friendly Guide: Head First SQL. O’Reilly Media Inc:USA Connelly. T. & Begg, C. (2002) Database Systems. 2nd Ed, Addison-Wesley Crinnion, J (1995) Evolutionary Systems Development. Pitman Dowling, N. (1998) Database Design using Access. Letts Heathcote, P., M., (2002) Successful ICT Projects in Acces, 3rd Ed, Payne-Gallway Publishers Ltd Jennings, R., (2007), Special Edition Using Microsoft Office Access 2007, Que, USA McConnell, S. (1996) Rapid Development. Microsoft Ritchie, C. (2002) Relational Database Principles. Letts Forta, B. (2004) Sams Teach Yourself SQL in 10 Minutes 3rd Ed, SAMS: USA Skidmore, S. (1997) Introducing Systems Analysis. McMillan Skidmore, S. (1997) Introducing Systems Design. McMillan Stapleton, J. (1997) DSDM – Dynamic Systems Development Methods. Addison-Wesley Websites: http://www.databasejournal.com/sqletc/article.php/26861_1428511_1 http://www.w3schools.com/sql/default.asp http://databases.about.com/od/specificproducts/Database_Design.htm http://www.smart-it-consulting.com/database/progress-database-design-guide/   11. Guidelines for the Preparation and Submission of Assignments: Assignments should be word-processed in Arial 12 point font, be double-spaced, on A4 size paper. Writing should appear on only one side of the paper, be fully justified and with each page being numbered in the footer, numbering to be centred. There should be a title page detailing the programme, module title, assignment title, student number, marking Tutor and date of submission. Do not put your name on the assignment. It is good practice to put your student number in the top left hand side of the header of each page, and the date of submission in the top right. If there is a word count limit for your programme please include the following text: Word Count: You are expected to revise and edit your assignment to remain within +/- 10% of the indicative word length outlined. In order to ensure that word counts can easily be checked you should include a note of the word count as identified by your word processing package. A deduction should be made from this figure for all tables, figures, appendices and references which DO NOT count towards the overall word limit. Students who exceed a specified word limit for a written assessment shall be subject to the following penalty system. • Up to 10% over the specified word length = no penalty • 10 – 20% over the specified indicative word length = 5 marks subtracted but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment. • More than 20% over the indicative word length = if the assessment would normally gain a pass mark, then the final mark to be the pass mark for the assessment. 4. All written work must be referenced using the Harvard System, full details of which are available from the University’s Library website: http://www.bolton.ac.uk/bissto/Finding-Information/Referencing/Home.aspx Unless otherwise notified by your Module Tutor, electronic copies of assignments, saved as a Word document, should be uploaded to the Moodle area for this module. Your Tutor will explain the process. If you experience problems uploading your assignment to the designated area, then you must forward an electronic copy as an attached to your Module Tutor, by the due deadline. The time you send the email with your assignment as an attachment, will evidence the time the assessment was submitted. Please note when you submit your assignment to the Moodle for this module, it will automatically be checked for evidence of plagiarism as part of the process. Submission of assessments may be done on or before the published submission date. Assignments not available at this time will be considered as “late” unless an extension has been previously agreed, with the Programme Leader for your programme. Students who fail to submit assessments by the specified date (without an extension being granted or without accepted Mitigating Circumstances) will be subject to the following penalties: • Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment. • More than 7 calendar days late = 1 mark will be awarded. Please note that it is your responsibility to ensure that the assignment is submitted in the format/s specified in the Module Guide or on the Assessment Brief. YOU SHOULD ALWAYS ENSURE YOU KEEP A COPY OF ANY ASSIGNMENT SUBMITTED BY WHATEVER METHOD In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment submission deadline may be granted by your Programme Leader, following firstly discussing the problem with the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline. Requests for extensions for periods longer than 14 calendar days must be made using the Mitigating Circumstances procedures. Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it. Please refer to the Assessment Regulations for further details: http://www.bolton.ac.uk/studentinformation-policyzone/Student-Information-Policy-Zone-2016-17.aspx 12. Procedures for Examinations Examinations are usually held during Week 15. Examination timetables are posted on the web in advance of the examination period: http://www.bolton.ac.uk/Timetables/ExamTimetables/Home.aspx It is essential that you note the dates of any examination, including resit examinations and ensure that you are available to take them. Please note that we do not accept holiday bookings as a legitimate reason for missing an examination. Examinations take a variety of forms. Some may be traditional closed book format; some may use a case study which you are given in advance. Some may allow you to use textbooks or notes during the examination. Please ensure you check the format of your examination in advance. It is important that you prepare fully for examinations. Revision slots are indicated on your module calendar. Failure to attend these and other timetabled sessions will seriously jeopardise your success in examinations. You will need to check the room location and equipment requirements in advance. Please ensure that you reach the examination room at least 20 minutes prior to the timetabled start. You will need to bring with you your University of Bolton and Student Identity Card, as proof of your identity. Failure to supply your identify cards may result in you not being allowed to take your examinations. Students whose English is a second language may take a hard-copy language translation dictionary into the examination. Such dictionaries must not be marked in any way. If you require any special examination arrangements to be made, please ensure that Disability Service is made aware of these well in advance. Please refer to the Examination Procedures for further details. http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2016-17-documents/Exam-Procedures-2016-17.pdf Past examination papers are available via the following link: http://www.bolton.ac.uk/Quality/EEE/ExaminationPapers/Home.aspx 13. General Assessment Guidelines for Written Assessments Level HE4 % Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing Class I (Exceptional Quality) 85-100% Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief. Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues. Makes exceptional use of appropriate arguments and/or theoretical models. Presents an analysis of the material resulting in clear, logical and original conclusions. Coherently articulated and logically structured. An appropriate format is used. The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP). An exceptionally well written answer with standard spelling and grammar. Style is clear, resourceful and academic. Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style. Class I (Excellent Quality) 70-84% Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief. Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and summary of the most important issues. Makes creative use of appropriate arguments and/or theoretical models. Presents an excellent discussion of the material resulting in clear, logical conclusions. Coherently articulated and logically structured. An appropriate format is used. The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP). An excellently written answer with standard spelling and grammar. Style is clear, resourceful and academic. Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style. Class II/i (Very Good Quality) 60-69% Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief. Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and summary of key issues. Uses sound arguments or theoretical models. Presents a clear and valid discussion of the material. Clear, logical conclusions. Logically constructed in the main. An appropriate format is used. The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP. A very well written answer with standard spelling and grammar. Style is clear and academic. Sources are accurately cited in the text and an appropriate reference list in the correct style is provided. Class II/ii (Good Quality) 50-59% Generally addresses the title/brief, but sometimes considers irrelevant issues. Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and summary of some key issues. Presents largely coherent arguments. Some issues and theoretical models expressed in simplistic terms. Conclusions are fairly clear and logical. For the most part coherently articulated and logically structured. An acceptable format is used. The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity. Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main. Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style. Class III (Satisfactory Quality) 40-49% Some degree of irrelevance to the title/brief. Superficial consideration of the issues. Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to identify key issues. Presents basic arguments, but focus and consistency lacking in places. Some issues may lack clarity, and/or theoretical models expressed in simplistic terms. Conclusions are not always clear or logical. Adequate attempt at articulation and logical structure. An acceptable format is used. The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding. Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places. Some relevant sources cited. Some weaknesses in referencing technique. Borderline Fail 35-39% Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unchallenging terms. Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues. Limited arguments, which lack clarity in places. Conclusions are neither clear nor logical. Poorly structured. Lack of articulation. Format deficient. For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed. Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity. Style is non-academic. Limited sources and weak referencing. Fail <34% Relevance to the title/brief is intermittent or missing. The topic is reduced to its vaguest and least challenging terms. Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding. Severely limited arguments. Lacks clarity. Conclusions are sparse. Unstructured. Lack of articulation. Format deficient For the type of assignment the presentational style &/or layout is lacking. FTP as above. Poorly written with numerous deficiencies in grammar, spelling and expression. Style is non-academic. An absence of academic sources and poor referencing technique. 14. Academic Misconduct and Referencing Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin. Please note that penalties apply if academic misconduct is proven. See the following link for further details: http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2016-17-documents/Academic-Misconduct-Regulations-and-Procedures-2016-17.pdf 15. Assessments Assessment Number 1: Assessment Title: Hoggs Bakery & Deli Assessment Length: 2000 words Submission Deadline: 05/04/17 Learning Outcomes: LO1: understand the fundamental principles of the structure, organisation, manipulation of data in files and databases LO2 use a spreadsheet to convert realistic data for a given scenario into useful information. LO3 produce a basic model of an information system LO4: address human issues involved in systems development. Assignment Brief: Assignment Scenario Hogg’s Bakery and Deli is an SME (Small to medium enterprise) who have been in operation for three years. They have an average annual profit of around £450,000 and are looking to expand their market share, both financially and geographically. Their main business concern is the supplying of bespoke catering to small retail outlets, outside organisations and corporate functions. They have a good relationship with their suppliers and existing customers but are looking to maintain their market share in the face of fierce competition, both locally and nationwide. At the present time they are not looking to expand into the global market. Hogg’s have decided up-grade their systems to allow on-line requests and to ensure their sales staff can enter sales information at any time from whatever their current location. The system, at present only allows access to the files from within the headquarters in Telford; and the two regional Kitchens (Ottery St Mary and Bolton). All data entry is manual, either by the Sales Representatives themselves, or by the three administration staff at each office. They are looking to recruit a Systems Manager to ensure that the new system will function correctly. The weekly sales report details are sent to Head Office by bulk data transfer at the close of business on Friday, to be processed on the following Monday morning. The CEO – Mary Challoner, has decided that they are losing sales due to slow replies to orders. She wants the company to investigate alternative systems available to them and is prepared to invest a substantial amount of money to allow the company to move forwards and ensure viability. The investment will include any required new hardware and software that will allow for increased data transfer and processing and will generate more effective communication links between staff and the system. The company, at present, consists of the CEO, with four departmental managers (Finance, Sales, Supplies and Marketing and Personnel); the managers have four staff each based at headquarters. The regional offices have a Sales Manager and Regional Manager each, plus administration staff and a maximum of five Sales Reps. The actual catering staff are not to be included within the initial system due to the specific roles they play in preparing the food. The Reps. Manage their own accounts in selected geographical areas. They record any sales data on triplicate sheets, the bottom copy of which is left with the customer. Any new clients are also recorded on paper, to be added to the company database on return to the office. The administration staff enters the new client details onto the company database, along with the initial order and any special requests or promotions. If a large volume of sales/events has been received; all staff will work to enter the data. Unfortunately, as with any large scale manual data entry; mistakes can be made. Currently they store all the sales data on a flat file database – an example of which is given in the appendix, this is a limited extract for functions only, it does not cover retail sales. Although the owners recognise that this is not necessarily the most secure or reliable method, they are at a loss to decide what to do to change and improve. All staff need access to basic client accounts on the company database in order to identify location and allow for direct geographical marketing: it also allows for customer orders as outlined above. Sales Managers need to be able to track location and sales data for their representatives; ensuring targets are met and new client leads are being followed up. Finance need to be able to view sales to generate invoices and make sure that staff receive the correct wages and bonuses. Supplies and Marketing must also have access to ensure orders are met and delivery notes generated. Personnel need to identify which staff are required and the number for each event. They will also need to be able to keep track of stock levels to ensure that orders can be filled. The CEO and her assistant require an overview of the entire system. The new system will need to embrace: Marketing Finance and Human Resources. It will have to be secure and easy to maintain and operate. Training is included in the budget.   Assignment tasks Individual 1. Identify the problems outlined in the scenario above and identify the most appropriate system to solve Hogg’s dilemma.  List the types of information the solution will need to provide and how it will help the staff at all levels of the company.  Identify a practical solution to their problems covering required hardware and software and connection/communication methods. A suggested word count of 2000 words is given as guidance only. The completed assignment should be in report format, including appropriate headings, table of contents and conclusion. Here you can present your solution to the problems identified and justify your choices. Tables and diagrams are allowed, as are appendices for additional illumination of points, but must be relevant and referred to in the main body of the report. Working in groups of three: 2. Using the sample data given, create a working database using Microsoft Access and SQL to help solve the issues Hogg’s are facing.  Create a simplified version of the required database – populating the tables and giving sample queries (at least two tables must be created and populated using SQL. At least one simple query and one complex query must be created using SQL). Prepare a 15 minute presentation of your working database, clearly identifying where SQL has been used, any issues encountered/overcome and why you have chosen the layout etc you have. All planning must be included in the entity relationship diagram created, and the links between the tables. You will be expected to include screen prints of your database and SQL programs. Tables and diagrams are allowed. You may refer to the information given in your report to help support your choices This is due for submission in week 13 – Your submissions will take place within the class times. Hardcopies of your slides must be provided before the start of your presentation.   All sources must be cited using Harvard referencing system. Remember, academic pieces of work must have supporting evidence to demonstrate understanding of concepts and ensure terminology is used correctly. The presentation will carry 50% of the overall module mark The group report will carry 50% of the overall module mark . The completed module will have a combined mark. Company Data: April to July 2013 (1st Quarter) Extract April/May Customer Name Venue Contact Details Tele/Fax Employee Name Date of Order Date Input Requirements No of guests Starter Main Dessert Price per head Food net cost Event Date Food Gross cost No of wait Staff wine The SuperStars 21 The Quays, Portsmouth J Jones Simon Smith 04/04/2013 11/04/2013 Sit down meal , 3 courses. Appropriate wine 12 2.5 5.5 2.3 20.6 247.2 21/04/2013 296.64 3 3 *red, 2*white Mr Men 144 Harley Street, Ampfield, Hampshire Eliza Dunn Rebecca Fern 17/04/2013 24/04/2013 Sit down meal , 3 courses. Appropriate wine 24 1.5 6.75 2.68 21.86 524.6 04/05/2013 629.57 5 3*red, 4*white, 2*champagne The Race Track 7A Newgate Road, Coulton, North Yorkshire Paul Schofiled Riaz Mumtiaz 22/04/2013 29/04/2013 Hot Buffet 108 18.63 37.26 4024 09/05/2013 4828.90 6 18*red, 12*white, 10*champagne Mr & Mrs Smith 34 West Drive, Westonbirt, Gloucesterhire Sarah Gardner Eric Davies 13/04/2013 20/04/2013 Finger Buffet 11 12 24 264 30/04/2013 316.80 4 5*white The Summoners 23 Station Road, Irlam, Greater Manchester Salma Patel Allison Trueman 06/04/2013 13/04/2013 Sit down meal , 3 courses. Appropriate wine 10 3.5 8.42 3.5 30.84 308.4 23/04/2013 370.08 3 2*red, 2*white Jones & Jones 67 Chruch Street, Telford, Shropshire Mark Hume Damon West 22/04/2013 29/04/2013 sit down meal , 2 courses. 25 8.42 2.65 22.14 553.5 09/05/2013 664.20 5 2*red, 4*white, 2*sparkling Open Gates 567 High Street, Maesteg, Bridgend Robert Seabourne Bryn Jones 30/04/2013 07/05/2013 Finger Buffet 58 5.5 11 638 17/05/2013 765.60 6 4*red, 4*white Preston Council 49 Wellbreak Road, Preston, Lancashire Imran Khan Allison Trueman 19/04/2013 26/04/2013 Hot Buffet 35 12.89 25.78 902.3 06/05/2013 1082.76 4 5*red, 7*white Dorset Morris Dancers 8 Hope Street, Bradpole, Dorset Sally Green Rebecca Fern 15/04/2013 22/04/2013 Sit down meal , 3 courses. Appropriate wine 10 4.6 11.48 3.45 39.06 390.6 02/05/2013 468.72 3 2*red, 2*white, 2*sprakling The Hopes 178 Sycamore Drive, Welton, Cumbria Melissa Morgan Riaz Mumtiaz 28/04/2013 05/05/2013 sit down meal , 2 courses. Wine 5 14.5 1.25 31.5 157.5 15/05/2013 189.00 2 1*red, 2*white Secondary Research- It is expected that the Reference List will contain between 15 and 20 sources. As a MINIMUM the Reference List should include 2 refereed academic journals and 5 academic books. Specific Assessment Criteria First class: The report and presentation will be to a high standard and will reflect effective teamwork and the application of extensive reading. They will explain the relevance of specific hardware and software requirements to meet the case study. The presentation will demonstrate competent planning, teamwork, appropriate software features and justification of choices. The report will contain minimal errors in spelling and grammar and will be accessible to readers from a range of cultural and social backgrounds. It will contain relevant and appropriate references and citations above the minimum requirement. Analysis and justification for all choices must be made. Second class: The presentation and report cover the salient points and will reflect effective teamwork. The presentation will be clear and informative. The report is well written and presented in a structured and readable style. It will contain relevant and appropriate references and citations above the minimum requirement. Third class: A reasonable attempt will be made to prepare and deliver the presentation and report but both will be under-developed and will not reflect effective teamwork. It will have only the minimum requirement for references and citations. Fail: Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity. If there are no or irrelevant references and citations this will be deemed a fail. Please also see Section 13 for General Assessment criteria.   Submission Instructions: See Section 10 Guidelines for the Preparation and Submission of written coursework, which will give you details on how to submit your work electronically. You are required to submit only electronic copies of your written assessments, unless your Module Tutor advises you otherwise. Advice: Do not cut and paste phrases or paragraphs from published sources. You should seek to use your own words to explain concepts and theory. If you wish to refer to specific quotes from published sources then you must use full Harvard presentation. See BISSTO for clear guidance. Do not share work with other students.