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Course: Designator: MGMT340Student Name:Date:Objective 4: Given a case study, develop a process model of the business functional requirements using the data flow diagram (DFD) method.Key Concepts CoveredF <60%D 60–69.9%C 70–79.9%B 80–89.9%A 90–100%Points PossiblePoints EarnedComments & FeedbackConcept not demonstratedCannot independently perform project requirementsPartial ability to execute, solve, and respondCharacterized by accuracy, researched, synthesis, creative insight/anticipation of consequencesCharacterized by accuracy, researched, synthesis, creative insight/ anticipation of consequences30 Total Points Data flow diagrams can be hard to develop and understand. What do you think about not using data flow diagrams in some cases? Provide support for your answer.Student does not effectively understand the DFD process to effectively answer the question.Student somewhat understands the DFD process to effectively answer the question.Student fully and effectively understands the DFD process to effectively answer the question but does not provide support for their answer. Student fully and effectively understands the DFD process to effectively answer the question but only somewhat provides support for their answer.Student fully and effectively understands the DFD process to effectively answer the question and does provide support for their answer.7What are the common techniques for diagramming DFDs? How do decomposition, completeness, consistency, and balancing affect DFDs?Student does not comprehend the common techniques for diagramming DFDs. Student comprehends the common techniques for diagramming DFDs. The essay does not describe decomposition, completeness, consistency, and balancing affect DFDs.Student comprehends the common techniques for diagramming DFDs. The essay only describes one or two of the following: decomposition, completeness, consistency, and balancing affect DFDs.Student comprehends the common techniques for diagramming DFDs. The essay only describes three of the following: decomposition, completeness, consistency, and balancing affect DFDs.Student comprehends the common techniques for diagramming DFDs. The essay describes all four of the following: decomposition, completeness, consistency, and balancing affect DFDs.7What is gap analysis as it relates to DFDs? Why is gap analysis useful?The student does not understand the concept of gap analysis. The student has a limited understanding of the concept of gap analysis.The student has a full understanding of the concept of gap analysis. However, the student does not explain why gap analysis is useful. The student has a full understanding of the concept of gap analysis. However, the student only somewhat explains why gap analysis is useful.The student has a full understanding of the concept of gap analysis. Additionally, the student fully explains why gap analysis is useful.7The writer seems unaware of purpose, audience, or organization. There is little evidence of a controlling idea. Student fails to respond to the situation or explore the issues. The writer’s voice is not recognizable due to inadequate control of language. Style is undeveloped. Excessive grammatical and mechanical errors block meaning.Student shows limited awareness of purpose and audience. There is weak development of the central idea and awkward coverage of the issues. Organization is flawed and details are lacking or unrelated to central idea. The writer’s voice is indistinct, and the paper may rely on language from the prompt. The style is sluggish and uninspired. Frequent mechanical errors seriously interfere with meaning.Student is partially reflective of purpose and audience. Development of central idea produces some distortion or may neglect significant issues. The plan of organization is undermined by omission of ideas and details and illogical or simplistic reasoning. The writer’s voice is weakly developed and use of language may be vague, imprecise, or awkward. Style is repetitive or plodding. Mechanical errors sometimes interfere with meaning.Student is generally engaged with purpose and audience. Central idea responds to the topic but is vaguely realized in places. It is generally well organized, with adequate support, but there are some misplaced details or logical inconsistencies. The writer’s voice is apparent but occasionally inconsistent. Student demonstrates competent use of language and a workable style. Mechanical errors do not significantly interfere with meaning.There is clear and consistent focus on purpose and audience. Student develops a strong central idea and explores the issues fully and insightfully. It is logically organized with concrete details that directly support major points. The distinctive voice of the writer emerges through superior command of language and stylistic variety and energy. It is essentially free from mechanical errors.4Information is not supported by use of in-text citations or references.Information is supported by insufficient use of references, without in-text citations. Format may be inconsistent.Information is supported by use of references and in-text citations, but with major deviations from APA style. Information is supported by appropriate use of research. It includes in-text citations and references with minor deviations from APA style. When the writer uses sources, the writer provides appropriate use of research. There are in-text citations and references with no readily detectable deviations from APA style. 5Note: Failure to cite sources properly or using incorrect protocol when citing sources and listing references is cause for point reduction. Failure to cite sources will result in submission for academic integrity review.
Reflective Essay

Reflective Essay

Question # 00419896 Posted By: Usmc3051 Updated on: 11/07/2016 11:14 PM Due on: 11/13/2016
Subject Business Topic Management Tutorials:
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Reflective Essay Week 3 on regarding the systems development environment and the sources of software
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