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Focus and write an Business Finance Related Issue related to a currency, company or a commodity.
Possible Topics:

Arizona Mexico Border Financial Issues which affect Arizona or International Business

  1. The Emerging International Financial Markets in the SonoranPlain including Arizona.
  2. A Financial Business Plan for a New or Improved Business(Ready to Submit to a Venture Capitalist
  3. Financial Impacts of Food Safety Issues on the U.S. Mexico Border
  4. The financial challenges of the TPP(Transpacific Partnership) and Arizona Business*
  5. The Financial Impacts of Mexico U.S. Trade in Perishable Products including Fruits, Vegetables and Meats
  6. Business and Market Trade Instruments and Financing Options with NAFTA and FTAA countries including Mexico.*
  7. The Cash Flow Cycle and a business
  8. Financial Bankruptcy and its impact on Arizona Business
  9. International Water Management Finance in Arizona and the SonoranPlain
  10. International Financial Breakevenfor Business and development of Sustainable Bio fuels for Arizona. Do Wind, Solar and Biofuels make business sense for Arizona? **
  11. What international business means for the Arizona and the U.S.  International Business for one country—India, Indonesia, Philippines, China, Mexico, and Malaysia. Look at both Imports and Exports**
  12. Sustainable International Business Investments in the NYSE Stock Market.
  13. International Financial and Business Services from Arizona for the Global Marketplace**
  14. The cost of New Technologies of Transporting Fruits and Vegetables in International Business—“Cold Supply Chains”**.
  15. International Finance and Business in Water Management between Mexico’s Six Border  States and Arizona, New Mexico, California, and Texas**
  16. Financial Changes in Global Air Cargo  with the Pacific Rim within Arizona and America’s Southwest
  17. The Financial Impact of America’s Foreign Trade Zones in Arizona**
  18. Offset Trade with Arizona Companies and Others
  19. Expansion of finance and trade for one of the following Countries—India, Philippines, Iraq,  Indonesia, India,  China, Bangladesh, Pakistan, Mexico, Ukraine, or Korea
  20. European Business and Real Estate Financial Investments in Arizona
  21. Expansion of Finance, Trade and Service Opportunities with one of the following regions, FTAA, Merosur,  CARICOM, ASEAN,
  22. Brazil and FTAA Food Safety and Security Business Opportunities and Risks with Arizona
  23. Financing the Future of Biofuelsin the Sonoran Plain-
  24. Hispanic Market for a Commodity or Product-
  25. BREXIT and US and Arizona Trade Impacts
    ** Ten Extra Points for these topics and try to publish them at IAM, EMI and PRRC

 

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Assignment help: ACCT 1009 Accounting Principles for Business Decisions


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Assignment 2 – Financial Reporting Analysis

ACCT 1009 Accounting Principles for Business Decisions

SP 2, 2017

Due Date: Tuesday, 2 May  at 2:00 PM

 

 

Total Marks: 100 (Weighting: 30%)

Maximum 1500 words

 

Core Objective: The aim of this assignment is to apply qualitative and quantitate analysis on financial information for decision making, and to develop students’ analytical, problem solving and presentation skills.

 

Course objectives covered by this assessment:

CO2: Analyse and interpret information about financial position and performance;

CO3: Apply accounting principles to business decision making; and

CO5: Use  financial accounting data to analyse a simple investment decision.

 

This is an individual assessment.

 

Case Study

 

Doray Minerals Limited (http://www.dorayminerals.com.au) and Ramelius Resources Limited (http://www.rameliusresources.com.au) are two listed companies at Australian Securities Exchange (ASX) ( www.asx.com.au).

 

Part A – Calculations (35 marks)

 

  1. Please access:
  2. Doray Minerals Limited’s Annual Report 2016, and
  3. Ramelius Resources Limited’s Annual Report 2016

 

Required:

 

  • Prepare a horizontal analysis of the consolidated income statements and consolidate balance sheets of both companies for the year ended 30 June 2016 (4 marks)
  • Prepare a vertical analysis of the consolidated income statements and consolidated balance sheets of both companies for the year ended 30 June 2016 (4 marks)

 

  • Calculate the following ratios for both companies using their income statements, balance sheets and statements of cash flows for the year ended 30 June 2016.

 

  1. Profitability ratios (5 ratios) (7.5 marks)
  2. Asset efficiency ratios (5 ratios) (7.5 marks)
  3. Liquidity ratios (3 ratios) (4.5 marks)
  4. Capital structure ratios (5 ratios) (7.5 marks)

 

Part B – Financial analysis and interpretation for decision making (65 marks)

 

Required: 

 

  1. Based on your calculations in Part A:
    1. Evaluate the profitability of both companies. Do you think each company is generating healthy returns? (10 marks)
    2. Evaluate the asset efficiency ratios of both companies. Which company is more efficient in managing its assets/resources? (10 marks)
    3. Appraise the liquidity ratios of both companies. Can both companies meet their short-term debts and stay in operations in the short term? (5 marks)
    4. Critically discuss the capital structure ratios of both companies. Can these companies successfully pay off their long-term debts and stay in operations in the long-term, i.e. their long-term financial stability? (10 marks)

 

  1. Assume you are a financial analyst in an investment company which intends to invest in either Doray Minerals Limited or Ramelius Resources Limited. Based on your analysis and interpretation of their financial statements, make your overall recommendation to invest in one of the companies.

(10 marks)

 

  1. Discuss three main limitations of financial ratio analysis. Discuss any two non-financial aspects of these companies that you may also take into account to come up with more sustainable and comprehensive investment decisions.

(10 marks)

 

 

 

 

  1. The report format and presentation:

 

  1. Executive Summary, and Introduction
  2. Conclusion
  3. Quality of presentation – Title page, tables of contents, headings, grammar, style and professionalism, clarity and logical flow, engagement of research, appendix and references

 

 (4+3+3 = 10 marks)

The Organisation of your Report

The ‘Business Report’ should be no longer than 1500 words and contain the following sections:

  1. A cover page;
  2. Executive summary of the report (or synopsis)
  3. Table of contents
  4. Introduction
  5. Financial ratio analysis and interpretation
  6. Limitations of financial ratio analysis and non-financial information of an entity
  7. Conclusion
  8. Reference List (Please include minimum 5 references)
  9. Appendix

 

Textbook Resources

Birt J, Chalmers K, Maloney S, Brooks A & Oliver J 2016, Accounting: Business Reporting for Decision Making, 6th Edn, Wiley, Milton, Queensland.

  1. Please refer to Chapter 8:
  2. 322-326 for Horizontal Analysis
  3. 328-329 for Vertical Analysis
  4. 330-353 & Appendix 8 A, pp. 380-381 for Ratio Analysis

Part A is NOT included in the word count and it should be attached as an appendix to the report.

Penalties apply for violating the word limit (10% deduction per 250 words over limit).

The presentation of your assignment is extremely important. The assignment must be carefully typed and professionally presented. . Marks will be deducted for poor presentation.

 

 

 

 

Online Submission, Academic Integrity and Extensions  

The assignment must be submitted by the due date: Tuesday, 2 May 2017 at 2:00pm. Submission must be online via Gradebook. Please make sure that you provide a reference each time you use ideas from a source and that the Turnitin report indicates considerable originality. Please plan ahead so that you can complete all sections of this task in time. You are strongly encouraged/advised to complete four lessons of the Academic Integrity Values, Skills, Actions Module available on the Course Learnonline Website before submitting your assignment.

Extensions for assignment will only be granted if a medical certificate, email or letter from employer or some other appropriate third party evidence is supplied to support the application. These must be received at least 24 hours prior to the due date of the assignments. Any request for an extension in the last 48 hours prior to the due time of an assignment must be accompanied by a draft of the assignment answer to demonstrate that the extension is not due to poor time management but has been working diligently on the assignment and been caught out by health, work or personal issues in the last couple of days. Due to tight schedule for marking this Assignment, applying for an extension is not recommended as this will delay the process and will ultimately delay the release of final marks.

 

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wk2d2_jackson Amanda Jackson 3/15/2017 12:19:13 PM
Single Subject Curriculum with Nested Social Skills

Content Area or Developmental Focus: Literacy
Nested Skills: Social Skills
Age of Children: 5 to 7 years old (Kindergarten)
Length of Lesson: 30 minutes over several different days
Goal: To teach the beginning, middle, and end of the story
Objective: Each child will be able to retell and recognize the beginning, middle, and end of the story while socially interacting with each other to work on social skills.
Pre-Assessment: We will assess if the children understand the different parts of the story by reading a book, and questioning what happened in the beginning, middle, and end. The class will do this together before breaking down into smaller groups to complete the lesson.
Standards Included: 

Standard 1: With prompting and support, ask and answer questions about key details in a text (NCSCoS-ELA).

Standard 2: With prompting and support, retell familiar stories, including key details (NCSCoS-ELA).
Materials: Book “The Little Red Hen”, pictures of farm, red chicken/hen, dog, cat, duck, seeds, wheat, bread, etc., felt story board, pointer, crayons, coloring pages from the book, glue, and construction paper.
Introduction: Hello class! Today, we are going to read “The Little Red Hen” while focusing on the beginning, middle, and end of the story through retelling. We will be working in small groups of six to complete our lesson. Those not working on “The Little Red Hen” will be assigned to another center
Lesson Development: We will read through the story completely one time. Then we will reread each part  of the book, (beginning, middle, & end). We will use the felt story board to retell the story with the pictures. After reconstructing the story on the story board, each child will use the pointer to retell the story using their own words after of the story board. The children will be working on social skills of listening to others, taking turns, and engaging one another by offering peers help if they need it.
Differentiation: To help Johnny, he could recreate the story by drawing the pictures out instead of coloring the pages. For Maya and Jane we will focus on putting whole sentences together while retelling the story. Caleb can help each child that may need help. Kayla and Jack will have to put more focus and time on social skills, and I will help with that by modeling the desired behavior of working with others. Asking them questions to get them to interact with each other, while working with one another.
Assessment (Checking for Understanding): The children will use the crayons to color the coloring pages from the book. After coloring, they will glue their pictures on construction paper in the correct sequence from the story. They will share the story they put together on the construction paper, and I will be checking for accuracy.
Closing: At the end of each day each group will share their stories they reconstructed on the construction paper for everyone to see. Sharing with the class will help build self-confidence in each of the children, and give them the chance to interact with each other to help build their social skills.

 

Reference

State-by-state [Interactive map]. (2014). Retrieved from the Center on Enhancing Early Learning Outcomes website: http://ceelo.org/state-information/state-map/

 

 

Respond

Single Subject Curriculum with Nested Social Skills Veronica Brooks 3/15/2017 8:47:39 PM
Developmental Focus: Literacy

Nested Skills: Social and Emotional Development

Age: Preschool (4-5)

Length of Lesson: Approximately 45 Minutes each day for one week

Goals/Objectives:

After reading this story, the children will be able to identify things that make bread, who makes the bread and how do they get bread to the stores and people. Each child will then have a role in running their own bakery while learning about responsibility, working together and positive end results. Goals include children learning what bread is made from, how to measure ingredients to make bread and how to count product and money.

Standards Included: http://www.tn.gov/education/article/early-learning-development-standards

Materials:

The Little Red Hen by Jean Horton Berg

Baking tools including mixing bowls of varying sizes, measuring spoons and cups, baking sheets, bread loaf pans and big wooden spoons.

Also needed, flour packaging, sugar packaging, salt packaging, wheat, butter container, milk containers, aprons, chef hats, tablecloths, and napkins

Introduction:

Educator has introduced the book to the children twice within the week and has placed items directly related to the story throughout the classroom. (i.e. Little Red Hen Math Grids in the Manipulatives Center, Wheat Stalks in the Sensory Center, Flour and Seeds in the S.T.E.M Center…) Educator will encourage discussion with the children concerning how the other animals can help the hen and ask open-ended questions about who loves bread and what types of bread they have tried.

Lesson Development: The book, “The Little Red Hen” will be read twice in the week. After the book is read the first time, we will discuss the ingredients the hen used to make the bread, if the dog, cat and duck could have helped the hen and what was the end result of them not helping the hen. After reading the book the second time, real wheat seeds, wheat stalks, flour, milk and water will be introduced to the children. The children will have the opportunity to see how all of the different ingredients blend together to make bread and what a person who bakes bread is called.

Differentiation:

In creating the bakery in the dramatic play area, Maya and Jack will be responsible for gathering the ingredients for the bread and making it. Kayla will create the menu cards and pricing in the design of her choosing. Johnny will decorate the tables for the bakery with tablecloth, vase, flowers and napkins he chooses. Jane will be the cashier and responsible for collecting the money from the customers and swiping credit cards. Caleb is the salesman and will be responsible for welcoming people into the bakery. Children will be encouraged to help each other and switch roles when they feel like they need to.

Post Assessment:

Children will engage socially with their other classmates in running their bakery and also with children in the classroom who are working in other discovery centers. The other children in the classroom will also have opportunities to engage in activities that relate back to the story by also verbally interacting with each other, analyzing items that create bread, count out ingredients for bread and feel the texture of those ingredients.  Informal observation will be conducted during play time.

Management and Guidance:

Educator will encourage and praise children for working together and switching out “job” positions when the children feel they need to. Because the children took ownership of their bakery, they were reminded the bakery is theirs and they are responsibility for the positive end results. Children have learned that responsibility is unique to them and it always positive to work together to get something done.

Resource:

http://www.tn.gov/education/article/early-learning-development-standards

 

 

 

Respond

 

(an instructor response)

RE: Single Subject Curriculum with Nested Social Skills Instructor DeBiase 3/16/2017 10:43:51 AM
Veronica and Class,
Another idea is to have students demonstrate their knowledge of the story through a puppet show. Before students will be able to put on a puppet show, they will need to be able to sequence events in the story.  The teacher could have them individually place pictures/events from the story in order on paper or on the flannel board. This way, they will demonstrate knowledge of the events before actually putting on the show.  Could this activity work in your lesson plan prior to teaching the students about the ingredients for the bread?

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Global Business Plan – Part 3

Continue to use the Henka Marketing and Legal Consultancy with the Home country of America and expansion country of Japan.

Create 1,400-word report of how you conduct a human and capital budget analysis to support your global venture. You must calculate NPV and IRR for your venture.

Format your paper consistent with APA guidelines.

 

Purpose of Assignment

 

The purpose of this assignment is to allow students to demonstrate people, profit and planet (Human and Financial capital) knowledge and apply the knowledge / skills in the development of a human and financial capital plan. The focus must be on a human / capital budget and breakeven analysis. Students need to demonstrate competency in calculating NPV and IRR.

 

Grading Guide

 

Content

 

Met

 

Partially Met Not Met

 

Comments:
The student creates a report based on the industry and countries selected in their Global Business Plan.

 

 

       
The student describes how they conduct a human and capital budget analysis to support a global venture.        
The student calculates NPV and IRR for their venture.

 

       
The paper is 1,400 words in length.        
    Total Available Total Earned  
    8.5 #/8.5  
Writing Guidelines

 

Met

 

Partially Met Not Met

 

Comments:
The paper—including tables and graphs, headings, title page, and reference page—is consistent with APA formatting guidelines and meets course-level requirements.        
Intellectual property is recognized with in-text citations and a reference page.        
Paragraph and sentence transitions are present, logical, and maintain the flow throughout the paper.        
Sentences are complete, clear, and concise.        
Rules of grammar and usage are followed including spelling and punctuation.        
    Total Available Total Earned  
    3.5 #/3.5  
Assignment Total # 12 #/12  
Additional comments:

 

 

 

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LEARN 105

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Please respond 350 words or more APA & REF

For years, Publix Grocery Stores have attempted to develop a strong brand image and has recently started to develop a strong brand relationship. How can Publix use social media to assist in the development of brand relationships?

Include in your discussion post personal observations as well as concrete examples to support your views. Initial posts should be at least two paragraphs and include direct references to the readings and/or additional articles. Word choice and sentence structure should be suitable for professional level work, and all sources should have appropriate

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references and citations.

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 Research Report Assignment Sheet

PowerPoint with text equivalent of 7 pages, 20%

(“messy draft” text to be turned turned in by all students)

Instructor:_______

 

 

Goal: Write an informational research report (not a persuasive one—it will not contain “recommendations”) from at least 7 substantial sources using PowerPoint to create a multimodal version (version that employs more than text to communicate its ideas e.g. images, graphs, font colors, etc.).

 

Topic: Chose any topic related to business about which you are interested in knowing more. [Note: do NOT use any topic you have used in another class project without my permission! For this assignment, you need to learn how to find information on topics, not reproduce a case study or other paper.]

 

Process:

 

  1. Once you have a topic, contemplate its potential business implications then create a scenario that includes an audience (a hypothetical boss) who would be interested in your topic and imagine a purpose (make up who and why they would ask you to write an informational report— what is the business problem or opportunity that your boss needs information on in order to respond. This information will handed in with your assignment via BB and will appear on your title slide)
  2. Draft the report in Word with this audience in mind (consider questions related to purpose and audience, such as how much background your boss might need, what kind of language and tone you should use, how formal if your business discourse, whether you should define certain terms for this boss, etc.) However, don’t spend a lot of time on wording or formatting at this stage—e.g. don’t worry about sentence structure, word choices, formatting, etc and take advantage of bullets, outlines, notes, copy/pasting from other documents etc. (with the latter, make sure you include a link to give credit where credit is due and so that you don’t lose track of the source when you need to cite it in the final report). You will submit this draft to BB with your multimodal version, however, the messy draft will not be graded. Because you are grappling with new the challenges posed by new modalities, you are at risk for cognitive overload, where the basics suffer as you reach beyond your usual experiences. Given this, it is important to craft the main messages and plan the organization before getting into the process of employing other modalities. Your messy draft will serve as evidence that you thought carefully about the content of the report before you composed the multimodal version. You MUST write a draft before you compose the multimodal version.
  3. Transpose the report to PowerPoint by creating pages that effectively employ the multimodal devices available through this software (e.g. fonts, color, text, the integration of images or video, use of bullets and headings to organize information, links to other sites, etc.). Remember: this is NOT a presentation to a live audience; it’s a research report only! You will never present this, but will ONLY turn it in.

 

Tips:

  1. Like any good report, include an introduction, a body, and a conclusion.
    1. The introduction should provide a thesis and a forecast (e.g. Tesla is poised to change the market for electric cars [thesis] because they _____, consumers _____, and the manufacturing is ______. [forecast/”preview”]) Keep in mind that the elegant rule of three for the forecast/subarguments is often a great way to structure academic assignments and other documents, but sometimes it doesn’t fit what you need to cover in a document in the real world!
    2. The body should use headings heavily, as they function like topical sentences. You will still need to use transitions to help your reader understand how the information hangs together. E.g. with the Tesla report, Tesla breaks into the ___ market! works as a heading that functions as a way to signal to the reader that now the discussion will be about (will change or transition into) subargument #2.
    3. Also include a conclusion that recaps your thesis and main argument (bullets are great here). Don’t forget to leave your reader with something to ponder (so they can integrate this new information into what they already know) or circle back to something engaging from the introduction (so they feel a sense of closure).

 

 

  1. Include the following slides:
    1. Title Slide (with your name and a short description of who the report is for and why you are writing it. E.g. Tesla, Wave of the Future. A Report for New Products Division at Acme Innovations by Joe Smith. November 22, 2014)
    2. Table of Contents Slide (with titles of slides and their slide number)
    3. Executive Summary Slide (with the major points of your report clearly and succinctly presented)
    4. References Slide (include at least 7 substantial references)

 

  1. Guidelines for Formatting a Multimodal Report:
    1. Use detailed, explanatory text that allows your research report to stand alone; check that you have enough evidence to prove your message. (As in any piece of writing, use evidence to assert your claims. E.g. anecdotes, statistics, facts, quotes from experts, convincing images, etc. Be sure to use APA citation format.)
    2. Use business fonts, sizes 11-16 (All text, other than headings, should be in 11-12 point font. Remember, your reader will be close to the screen, not sitting in a large room as part of a large audience)
    3. Use bullets instead of paragraphs when information can be listed; check for parallel phrasing/syntax within lists, and check for proper alignment under bullets. However, do NOT use bullets for discussion; never place a single bullet on the page, as one item does not make a LIST.
    4. Main points may be reinforced on each page in summative, eye-catching text or images that capture the idea.
    5. Chose background and font colors carefully. A white background improves readability; check contrast by printing in both color and black and white. (You can experiment with alternative colors for this assignment, but consider that color has elements of both appropriateness and effectiveness in any document.)
    6. Consider “talking headings” to describe the main point in full sentences that employ sentence capitalization rules. When read in sequence across the report, these talking headings convey a cohesive argument (e.g. Tesla may have the technological advantage, but do they have the market?).
    7. Critical: use transition sentences BEFORE headings to give readers a heads up on the new direction the discussion is taking.
    8. More critical: use topic sentences AFTER headings to introduce chunks of argument. Topic sentences set context by introducing/summarizing the point you are getting ready to discuss— they function like forecasts to keep a reader’s head in the game. [Yes, you will announce a new topic 3 times!]
    9. Even MORE critical: before all bulleted lists, provide an explanation that sets the context. Do NOT leave a list of items “widowed” in your report. This is NOT an oral presentation; you won’t be there to explain the significance/relevance of the list. Conventions for reports require that bulleted points are introduced and their significance is explained.
    10. Use a mix of text and visuals (e.g. fonts, bullets, spacing, images, graphics etc.) on every page, and use them consistently. Make sure the graphics you chose are relevant (e.g. don’t use photos just for visual appeal but as evidence or as examples of what you are asserting in the text). Be sure to refer to the visuals in the text, as these need to be meaningfully connected.
    11. Avoid an overly informal journalistic or conversational style—it’s a fine line, as conventions in tone are always changing. Get a second opinion about how conversational you can be in your organizational context and err on the formal side, when in doubt.
    12. Number all pages (except for the title page).
Rubric, Business Improvement Proposal      
Traits Very Strong Strong Weak
Function

(e.g. uses formal business discourse related to the industry in which the business operates; demonstrates focus of purpose in a thesis designed to inform a specific audience/reader; presents relevant information effectively and appropriately by employing graphical tools, such as headings, bullets, etc.

 

Clear sense of audience and purpose evident in word choices; in focused, bounded content, and in choice of substantive, value-added information rather than common knowledge. Audience and purpose are present but could be stronger Audience and purpose are less clear, and weak parts remain
Form

& content

(e.g. report includes sections that are identified by headings, banners, bullets, font sizes, etc. and used to serve a specific informational purpose; a clear and cohesive argument builds over the course of the report; includes an introduction with a thesis and forecast of its main points; uses transitions from one section to another; includes a conclusion that restates the main points

Organization of paper is clear. Each major section contributes to the overarching argument; the author has made this clear by tying discussion sections and assertions back to the main argument during the course of the research report (e.g. ____ is how Tesla is changing electric car market. For subarg #2: The outstanding performance of Tesla’s cars is permanently reshaping customers’ expectations for electric cars.)

 

Organization is mostly clear. Most major sections contribute to the overall argument, but author is less consistent at connecting assertions back to the overarching argument. Organization is confusing. Major sections are missing or are not tied back to the overarching argument. Description and detail seem present but do not support a coherent point.
Effectiveness

(e.g. provides well-articulated, detailed claims supported by evidence (examples, narratives, statistics, quotes, etc); retains tone of authority and objectivity)

Paper is richly detailed and culminates in a convincing argument. Paper culminates in an argument but is less convincing than it could be. Some inconsistencies in sections remain. Paper does not culminate in a convincing argument. Lacks detail and coherence. Several weaknesses need attention or revision
Grammar & mechanics

(e.g. business fonts, equivalent to 7 pages of text, includes title, table of contents, executive summary, references page, all pages except title are numbered, grammatically correct and free of typos)

Writer follows all guidelines for spelling, grammar, usage, mechanics, etc. Wording is strong and sentences have a varied structure/syntax employing a formal tone; meets basic formatting requirements for academic papers Writer follows most guidelines, but wording in some sections is unclear, uneven, informal in tone, or contains errors, leaving some passages difficult to understand. Some basic formatting requirements are not met. Writer follows  some  guidelines,  but wording in many sections is unclear, uneven,  informal in tone, or contains errors, leaving the paper generally difficult to understand. Basic formatting requirements are not met.

 

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Questions to answer to include in the paper:

  • What were some of the key characteristics of Vans’ earliest customers in the 1960s and 1970s? What was the public perception of skateboarding during this era?
  • What was Vans’ competitive advantage during its early days (1960s and 70s)? What was its value proposition to customers?
  • How has the company’s competitive position and value proposition changed over time?
  • In recent years, Vans has expanded in a number of directions. For example, the company has: a) increased the number of sports it is affiliated with; b) diversified its product portfolio; c) expanded its distribution; and d) broadened its promotional mix. How have each of these decisions impacted: a) Vans’ customer base; b) Vans’ brand image; and c) the overall alternative sports category?
  • The biggest question facing Schoenfeld now is “how to drive that next stage of growth” (case, p.2). One option is to focus on the shoe category. The challenge here is to fix the Women’s Collection and decide what to do about the Outdoor Collection. The second option is to focus on growing within the “entertainment” category despite the fact that the company admits it has little expertise in this area. The challenge is to figure out which projects to focus on. It could be movies (“we don’t know the first thing about the movie business”), music (“we don’t really know how to make and sell music”), and videogames (“I can’t say for sure how this will play out”). Do you believe Vans should be focusing on shoes, entertainment, or both?
  • Do you think Vans should attempt to become a $1 billion brand? Why or why not?

 

List of important stuff the paper should include:

  • History of the brand
  • Problems they were facing (ex: skateboarding was dying / bankruptcy 1984)
  • Environmental Analysis
  • Opportunities
  • Threats
  • Target Market
  • Vans’ core sports
  • SWOT Analysis
  • What they did to turn around (ex: Gary Schoenfeld took over operations)
  • Promotional Mix
  • Channel Mix
  • The Product Mix
  • Vans Skate-Shoe Product Lines
  • Competitions/Competitors
  • Explain how Gary Schoenfeld changed the organization for the better
  • Schoenfeld’s Organization
  • Vans was organized into three business units: retail, wholesale and international
  • Schoenfeld reorginized the company along six business lines:
  • Men’s Footwear
  • Women’s Footwear
  • Kids’ Footwear
  • Apparel
  • Entertainment
  • Hard Goods

Example of what the paper/analysis should kind of look like:

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Need to write 150-175 words for each question

Task 1 Exploring the General System Development Approaches Based on Module 2

Readings: Textbook Satzinger et al,;Chapter 8 (6ed) or Chapter 10 (7ed), BABOK Chapter 2 Business Analysis Planning and Monitoring, also BABOK part 9.3 Brainstorming

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A “College Education Completion” Methodology

Given that you are reading the testbook, you are probably a college student working on a degree. Think about completing college as a project—a big project lasting many years and costing more than you might want to admit. Some students do a better job managing their college completion projects than others. Many fail entirely (certainly not you), and most complete college late and way over budget (again, certainly not you).

 

As with any other project, to be successful, you need to follow some sort of

 

“college education completion” methodology—that is, a comprehensive set of guidelines for completing activities and tasks from the beginning of planning for college through to the successful completion.

 

Sub-Task 1.1 What are the phases that your college education completion life cycle might have?

 

Sub-Task 1.2 What are some of the activities included with each phase?

 Sub-Task 1.3 What are some of the techniques you might use to help complete those activities?

 

Sub-Task 1.4 What models might you create? Differentiate the models you create to get you through college from those that help you plan and control the process of completing college.

 

Sub-Task 1.5 What are some of the tools you might use to help you complete the models?

 

Task 2 Understanding Project-Oriented Approach in Business Analysis Based on Module 3

 

Read: Textbook Chapter 11 (Satzinger et al)

 

 

Custom Load Trucking

 

It was time for Stewart Stockton’s annual performance review. As Monica

 

Gibbons, an assistant vice president of information systems, prepared for the interview, she reviewed Stewart’s assignments over the last year and his performance. Stewart was one of the “up and coming” systems analysts in the

company, and she wanted to be sure to give him solid advice on how to advance his career. For example, she knew that he had a strong desire to become a project manager and accept increasing levels of responsibility. His desire was certainly in agreement with the needs of the company.

 

Custom Load Trucking (CLT) is a nationwide trucking firm that specializes in the movement of high-tech equipment. With the rapid growth of the communications and computer industries, CLT was feeling more and more pressure from its clients to move its loads more rapidly and precisely. Several new information systems were planned that would enable CLT to schedule and track shipments and truck locations almost to the minute. However, trucking wasn’t necessarily a high-interest industry for information systems experts. With the shortage in the job market, CLT had decided not to try to hire project managers for these new projects but to build strong project managers from within the organization.

 

As Monica reviewed Stewart’s record, she found that he had done an excellent job as a team leader on his last project, where he was a combination team leader and systems analyst on a four-person team. He had been involved in systems analysis, design, and programming, and he had also managed the work of the other three team members. He had assisted in the development of the project schedule and had been able to keep his team right on schedule. It also appeared that the quality of his team’s work was as good as , if not better than, other teams on the project. Monica wondered what advice she should give him to help him advance his career. She was also wondering if now was the time to give him his own project.

 

Sub-Task 2.1Do you think the decision by CLT to build project managers from its existing employee base is a good one? What advice would you give CLT to make sure it has strong project management skills in the company?

Sub-Task 2.2 What kind of criteria would you develop for Monica to use to measure whether Stewart (or any other potential project manager) is ready for project management responsibility?

 

Sub-Task 2.3 How would you structure the job for new project managers to ensure or at least increase the possibility of a high level of success?

Sub-Task 2.4 If you were Monica, what kind of advice would you give Stewart about managing his career and attaining his immediate goal of becoming a project manager?

 

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Task 3 Investigating System Requirements Based on Module 4

 

Read: Textbook Chapter 2 (Satzinger et al); BABOK Guide V2.0 Chapter 6

 

John and Jacob, Inc.: Online Trading System

 

John and Jacob, Inc., is a regional brokerage firm that has been successful over the last several years. Competition for customers is intense in this industry. The large national firms have very deep pockets, with many services to offer clients. Severe competition also comes from discount and Internet trading companies. However, John and Jacob has been able to cultivate a substantial customer base from upper-middle-income clients in the northeastern United States. To maintain a competitive edge with its customers, John and Jacob is in the process of modernizing its online trading system. The modernization will add new features to the existing system and expand the range of interfaces beyond desktop and laptop computers to include tablet computers and smartphones. The system will add Twitter messaging in addition to continued support for traditional e-mail.

 

Edward Finnigan, the project manager, is in the process of identifying all the groups of people who should be included in the development of the system requirements. He is not quite sure exactly who should be included. Here are the issues he is considering:

 

Users. The trading system will be used by customers and by staff in each of the company’s 30 trading offices. Obviously, the brokers who are going to use the system need to have input, but how should this be done? Edward also is not sure what approach would be best to ensure that the requirements are complete without requiring tremendous amounts of time from the stakeholders. Including all the offices would increase enthusiasm and support for the system, but it would increase the time required to compile the information. Furthermore, involving more brokers would bring divergent opinions that would have to be reconciled.

 

Customers. The trading system will also include trade order entry, investment analysis reports, trade confirmations, standard and customized reporting, and customer statements. Edward wonders how to involve John and Jacob customers in the development of system requirements. Edward is sensitive to this issue because many brokers have told him that their customers are unhappy with the current system, and customer complaints are sometimes posted to the public comments area of the current Web site. He would like to involve customers, but he does not know how.

 

Other stakeholders. Edward knows he should involve other stakeholders to help define system requirements. He is not quite sure whom he should contact. Should he go to senior executives? Should he contact middle management? Should he include such back-office functions as accounting and  investing? He is not quite sure how to get organized or how to decide who should be involved.

 

Sub-Task 3.1 What is the best method for Edward to involve the brokers (users) in the development of the updated online trading system? Should he use a questionnaire? Should he interview the brokers in each of the company’s 30 offices or would one or two brokers representing the entire group be better? How can Edward ensure that the information about requirements is complete, yet not lose too much time doing so?

Sub-Task 3.2 Concerning customer input for the new system, how can Edward involve customers in the process? How can he interest them in

participating? What methods can Edward use to ensure that the customers he involves are representative of John and Jacob’s entire customer group?

Sub-Task 3.3 As Edward considers what other stakeholders he should include, what are some criteria he should use? Develop some guidelines to help him build a list of people to include.

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Assignment help_Operations Management and the Supply Chain 2016-2017


THE UNIVERSITY OF NORTHAMPTON

NORTHAMPTON BUSINESS SCHOOL

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MODULE:  Operations Management and the Supply Chain    2016-2017

Module Code Level Credit Value Module Tutor
BUS3008 6 20  

 

Assignment Brief

 Assignment title:

  Supply Chain  Design – Timber
Weighting:

 

60% of overall assessment
Deadline:

 

24th March
Feedback and Grades due:

 

21st April
Resit Date 14th July

 

 

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Purpose of the Assessment

 

The purpose of this assignment is to test your ability to apply operations management thinking to a real world problem, in order to identify practical and implementable steps that balance the differing needs of multiple stakeholders.

 Assessment Task

Boughton Green is a long-established building products company with its headquarters in Northampton. The principal activities of the company concern the operation of a number of retail superstores.

The company’s operations are presently concentrated in the East Midlands. The majority of stock is held in the superstores themselves; there is one central distribution facility in Northampton.

The company has been approached by one of its suppliers with a proposal to develop a range of sustainable timber products for the wider UK construction market. The proposed products (roof trusses, etc.) are not suitable for transport with the company’s existing stock; a new logistics solution is required.

You are to prepare a report outlining the potential impact of the new product line on the distribution footprint of the company.

Deliverables and Assessment Breakdown

You have been provided with a set of sales data identifying the geographical distribution of historic sales of the new products. You are to analyse the data, identifying the concentration of likely customers, and propose a supply chain network to serve them.

(a) Develop a Problem Statement and state your Solution Design Principles     (10%)

(b) Use a Territory Design tool (Open Door Logistics is recommended) to identify the suitable depot locations to serve the anticipated market.

Consider a centralised solution (1-2 depots) and a decentralised solution (5-7 depots). What are the advantages and disadvantages of each?                                   (40%)

(c) Explore the practical options for siting warehouses/depots in the locations identified by the modelling exercise. Present your final site selection, explaining the reasons for any changes from your initial result.                                                   (20%)

(d) In your view, what strategies should the company follow to ensure that the supply chain solution is as sustainable as the products themselves?                          (30%)

The maximum permitted word count for this assignment is 2500 +/- 10%. Tables, figures and references are not included in the word count.

 

Assessment Submission

To submit your work, please go to the ‘Submit your work’ area of the Module NILE site. It is important that you submit your work to the correct module NILE site, and that your work is submitted on time.

Assessment Guidance

Familiarise yourself with the data provided. Identify the key information within it. The data manipulation involved is not hard – though you will need to learn new digital skills.

The key is to find a simple but effective way of representing the analysis. Whilst the exercise can be undertaken using a simple spreadsheet, you will find the capabilities of specialist software to be much more powerful, especially in terms of mapping.

We will explore one such package – Open Door Logistics – in our seminars.

Any literature search should be up to date. Unless a reference is absolutely seminal, I would not expect material over eight years old to be included.

Academic Practice

This is an individual assignment, in that the final submission will be made individually. However, group discussion of the solutions to the various sub-questions is encouraged. In practice, this means that you will be able to work together to build the models required.

The University of Northampton policy will apply in all cases of copying, plagiarism or any other methods by which students have obtained (or attempted to obtain) an unfair advantage. Support and guidance on assessments and academic integrity can be found from the following resources

SkillsHub: http://skillshub.northampton.ac.uk

CfAP: http://tinyurl.com/UoNCfAP

 

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Learning outcomes

The learning outcomes being addressed through this assignment are:

Knowledge and Understanding

 

a)       Analyse the purpose and value of operations management in the logistics context.

 

b)       Compare and contrast the key operations management concepts.

 

Subject-specific Skills

 

c)       Apply and reflect critically on the Operations Management Models as a basis for effective resource management.

 

d)       Distinguish between and apply key concepts and techniques for controlling and planning operations including the principles of Lean Management.

 

e)       Interpret and synthesis the various definitions of quality in an operational context and justify the effectiveness of measuring operational performance and identify opportunities for improvement.

 

Key Skills

 

f)       Use IT to apply statistical techniques to solve operational problems.

 

g)       Select an appropriate format for effectively presenting written work.

 

h)       Identifies key elements of operations management problems.

 

i)        Develops autonomy with individual study tasks.

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Assignment help:Assignment 1 (Report) CIS5200_http://customwritings-us.com/orders.php


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Assignment 1 (Report) CIS5200
Due date: Refer to Study Desk
Value: 20%
Description:
Report
Objectives:
The assignment’s overall objective is that the students should acquire an overview of principles, methods and techniques of systems development, and gather experience from a development project in which a specific development method is used. On successful completion of this assignment students should be able to:
1. Define and explain the fundamental concepts methods and techniques used in information systems analysis and design.
2. Apply contemporary information systems analysis and design methods and techniques to real world case studies.
3. Apply systems analysis and design concepts, modelling and project management techniques to real-world case studies.
4. Effectively communicate systems analysis and design methods and techniques to real world problems.
This assignment must be all your own work. It is acceptable to discuss course content with others to improve your understanding and clarify requirements, but solutions to assignment questions must be done on your own. You must not copy from anyone, including tutors and fellow students, nor allow others to copy your work. All assignments will be checked using collusion monitoring tools to ensure that each assignment is the original work of the submitting student. Assignments that do not adhere to this requirement will be deemed as being the result of collusion or plagiarism. This may lead to severe academic penalties as outlined in USQ Policy Library: Academic Integrity Policy and Procedure. It is your own responsibility to ensure the integrity of your work. Refer to the USQ Policy Library for more details:  Academic Integrity Policy
 Academic Integrity Procedure
Assignment 1 Details
Students are expected to identify their “real-world” organisation. If some students do not have access to a “real-world” organisation, a fictitious organisation based on a real world organisation will be acceptable.
Finding a “real-world” organisation:
 If you are linked to an organisation (government or private organisation for an example) ask what the need for improving the performance level or the process flow (for example; sales, order, or payment process), choose the highest priority and work around that.
 Do you have any family or friends involved in the business organisation, or do you know anyone with a business organisation? Ask them about the performance level or the process flow type that they need (keep it simple).
 Otherwise, do you have any friends with ideas for a business organisation? What would be the major performance level or the process flow type that they need for this organisation?
 Do not try to solve all the problems for the organisation in the few weeks you have and just focus on one problem.
 TASK 1: Organisation Background
Briefly introduce your chosen organisation in terms of name, the industry it operates within, products and services, clients, major competitors and competing for products/services, major processes, ownership, key personnel and key issues/challenges.
 TASK 2: Time Management Plan
Students are required to provide an effective time management plan that will lead to successful submission of your assignment 1 (Report), and the completion of the required activities that included in this assignment.
 TASK 2.1: Work Breakdown Structure
Develop a work breakdown structure (WBS) for your project with date, and summary of project activities. Use a table with columns for activity number, start date, finish date, activity name, activity description, planned action, status, and any other notes. The purpose of WBS is to identify each task in your project and include an estimated duration.
 TASK 2.2: Task-Sequencing Approaches
After work breakdown structure (WBS) has been designed, students need to present the project details that are mentioned in the WBS using one of the following Task-Sequencing Approaches:
 Network Scheduling
 PERT Chart
 Gantt Chart
 TASK 3: Fact-Finding
Develop a fact-finding for planning and analysis in order to determine improvements in organisational processes. This fact-finding plan should include: interviews, documentation review, observation, questionnaires, and research.
 TASK 4: Organisation Chart
Review and draw the organisation chart for your chosen organisation. Then, list the individuals (working at various levels of organisational structure) and their roles for those who you would like to interview. Prepare a list of objectives for each of the interviews you will conduct.
 TASK 5: “AS IS” Process
Provide an “AS IS” process diagram by using Business Process Modelling Notation (BPMN) or Unified Modelling Language (UML) notation. The “AS IS” diagram should explain the process flow of your chosen organisation. Then, explain which process flow in this diagram that you want to improve.
 TASK 6: Report to Top Management
Assume you have completed the planning and analysis phases of your project for your chosen organisation. Write a report to the top management (CEO). This report at a minimum should include the objectives, background, processes undertaken, scope, and recommendations to the top management (CEO).
 TASK 7: Presentation/Report Structure
This task includes providing a cover letter and title page in your report and writing up your report with clarity and professionalism.
 TASK 8: References
All documents cited in your assignment must list in a single alphabetical list at the end of the assignment. The following USQ Library Resources to assist you with referencing correctly using the Harvard Referencing System: https://www.usq.edu.au/library/referencing/harvard-agps-referencing-guide. Endnote Bibliography Software for managing referencing is available to you for free as a USQ Student: https://www.usq.edu.au/library/referencing/endnote-bibliographic-software
Finally, there is no word limit for this assignment. We are looking for the quality, not for the quantity.
 Submission Requirements
You need to submit your assignment 1 via the assignment 1 submission link on your CIS5200 Study Desk.
Do not email your work to the course leader. If you are unable to upload, notify the course leader of the issue so that it may be resolved for you to upload the assignment.
Note: You need to use Microsoft Project and Visio that provided by USQ to create your business models. Assignments that did not use this software will not be accepted. Also, you need to submit your assignment in one file (Word or PDF). Assignment with separate different files will not be accepted.
Please note that:
 The following is the USQ Assessment – Assignment (Late Submission) and Compassionate and Compelling Circumstances procedure that relate to Extensions and Late Assignments. They can be found under the following links:
 Assessment – Assignment (Late Submission) Procedure: http://policy.usq.edu.au/documents.php?id=14749PL#4.2_Assignments
 Assessment of Compassionate and Compelling Circumstances Procedures: http://policy.usq.edu.au/documents.php?id=131150PL
 Students seeking extensions for any Assignment work must provide appropriate documentation to support their request before the due date of the assignment (see points 4.3 and 4.4 in the Assessment of Compassionate and Compelling Circumstances Procedures above to see what is considered as Compassionate and Compelling reason for an extension and the level of documentation that will be needed).
 An Assignment submitted after the due date without an approved extension of time will be penalised. The penalty for late submission is a reduction by five percent (5%) of the maximum Mark applicable for the Assignment, for each University Business Day or part Business Day that the Assignment is late. An Assignment submitted more than ten (10) University Business Days after the due date will have a Mark of zero recorded for that Assignment.
 The StudyDesk Assignments submission tool will accept late assignments up until 23:55pm on the 10th University Business Day after the due date.

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