Computer Hardware and Software Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Computer Hardware and Software Essay Assignment
Willow brook School is a small, private school in the Midwest United States. For the past 20 years, it has offered a curriculum for preschool through 6th grade. Five years ago, it expanded to offer after-school care, usually referred to as after care, on premises. After care is not only offered to Willow brook’s students, but also for students of other schools in the area.
As an independent systems analyst working as a team, you work as an IT consultant, specializing in developing IT solutions for small businesses. You have been contacted by the director, Victoria Owens, to discuss the possibility of setting up a computer system to handle some of the school’s administrative and financial tasks.
She explains to you that Willow brook is experiencing significant increases in enrollment applications for all programs. Increases in applications, coupled with increased demand for after-school care, have led to a very high workload for the administrative personnel and staff. The principal and teachers have stepped in where possible, but the demand is becoming too great.
Willow brook School is a non-profit, and is not in a position to hire another full-time administrative position, which is what the principal and director think would be needed to handle the increased workload. You agree to meet with Victoria and the principal, Kathy Gilliard next week to discuss the school and its need for an information system.
You sit down with Victoria and Kathy on Wednesday to ask them some questions to help you determine what type of information system they need. You explain to them that information systems bring computer hardware and software together with people, processes, and data to produce specific results.
They are excited to tell you about their situation and what they have in mind for a computer system to help with some of the work load. To help you with planning for the information system, you ask them about what personnel they have, as well as some questions to determine what types of information each person needs to do their job.
Victoria explains her role as the executive director of the school. She administers the activities of the school in accordance with the mission, vision, and policies established by the Board of Directors. She supports the educational staff and oversees the financial, payroll, and human resources functions for the school.
She also prepares all necessary reports and evaluations for the state and local school boards. Kathy says that as the principal of Willow brook she handles the academic and curricular issues that arise, and ensures that the school meets all federal and state educational standards.
Kathy and the teachers who report to her make decisions jointly about admissions and assignments to classrooms. The two kitchen staff personnel, a head cook and an assistant, also report to the principal. She also coordinates students’ bus transportation schedule.
The school contracts with a local bussing company to provide transportation for some students in the area. Some after care students are dropped off by the local public-school district’s busses, and she coordinates with the district’s transportation department. Kathy also substitutes in any of the school classrooms when a teacher is out.
Susan Brown is the vice principal. She is responsible for the after-care program. While students must be pre-registered for after-care required on a daily basis, the school does offer “drop-in” care on an “as space allows” basis. Susan handles all requests for drop-in care in consultation with the after-care teachers.
She also maintains the school calendar, prepares handouts and reminders for parents, keeps track of special dietary needs of the students, and administers the “camps” that run during the two weeks that the school is not in session during the spring, and the summer programs that run through July and August.
Michelle Madrid is the administrative assistant. She sends out monthly bills for tuition and after-care, records payments, and handles bank deposits. She has traditionally handled or been responsible for all administrative tasks related to tuition and after-care fees.
She maintains all student records, and ensures that contact and pick-up lists for all classrooms and after-care programs are up-to-date. Currently, Michelle handles all her responsibilities using Microsoft Word and Excel. She is comfortable with the applications, but finds that maintaining records and producing reports, payroll, etc. results in a lot of duplication of effort, as she has to copy a lot of information from one worksheet or document to another.
There are eleven full-time teachers at Willow brook, three for the pre-school program, two for the kindergarten program, and one for each grade 1-6. There are five teacher’s aides, for the pre-school-kindergarten and the grades 1–3 programs. Teacher’s aides report to their respective teachers. Each teacher is responsible for keeping attendance records and recording them in the student files.
There are six part-time after-care teachers, three for the pre-school/kindergarten group, and three for the primary grades. After-care teachers report to Susan Brown. Each after-care teacher has part-time assistants assigned to the program. Assistants report to the after-care teacher.
The number of students pre-registered in the after-care program determines the number of assistants. The after-care teachers are responsible for keeping time sheets for their part-time assistants and submitting them every two weeks to Susan Brown.
In addition, the after-care teachers are responsible for submitting weekly summary sheets to Susan Brown detailing any hours above those pre-registered for that students spent in the after-care program, so that parents are billed for the additional time. Like many other non-profit schools, Willow brook relies on volunteer time from parents to accomplish many of the tasks essential to the running of the school.
A financial committee examines monthly financial reports, a fund-raising committee evaluates possible fund-raising projects and handles approved fund-raising. In addition, individual parents step in as needed to do routine office tasks, such as copying and distributing handouts, to free up Michelle Madrid for other tasks. Parents also fill in as assistants in the after-care programs when needed, and qualified parents step into the classroom as teachers’ aides whenever possible to reduce the reliance on substitute teachers.
TASK FOUR- Mary Rotimi- mrotimi@leomail.tamuc.edu
1. Create a list of tasks that need to be completed for the new information system based on the information given in the case. Organize your list by estimating how long it will take to complete each task, and list each task’s predecessor task or tasks.
2. Using the task list, you developed, create a Gantt chart using software such as Microsoft Project or Gantt Project.
3. Create a PERT chart (called a network diagram in Microsoft Project) based on your task list. How is the PERT chart different from the Gantt chart? What advantages or disadvantages do you see in each? Which do you prefer and why?
4. Identify the critical path for the project. Explain how the critical path is determined. How will you use the critical path as the project manager for Willow brook School?
TASK NINE- Mary Rotimi- mrotimi@leomail.tamuc.edu
1. Create a switchboard design with control buttons that lead to system components of your choosing. Components may include students, staff, classrooms, after-care, payments and any other area you think should be in a working system of your own design.
2. Prepare storyboards that show lower-level menus including data entry screens. Allow a user to add, update, or delete records in each area. Suggest context-sensitive and specific help and feedback for the proposed screens.
3. Design a source document that parents would use to register their children for classes.
4. Suggest at least six types of data validation rules for data entry screens, explain how Willow brook should use each rule.
Now that you have designed a user interface, you are ready to focus on the data design of the Willow brook School’s information system. To perform the following tasks, refer back to the DFDs you created in Chapter 5, and the documentation you prepared from the systems analysis phase.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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