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Course: Designator: MGMT340Student Name:Date:Objective 5: Given a case study, develop a conceptual and physical model of the information process using the Entity Relationship (E-R) Diagram in order to develop a well-structured normalized database.. 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 What characteristics of data are represented in an E-R diagram?Student does not effectively understand how characteristics of data are represented in an E-R diagram.Student somewhat understands how characteristics of data are represented in an E-R diagram.Student fully and effectively understands how characteristics of data are represented in an E-R diagram.7What are at least three other examples of behaviors for other entities? (Please create your own examples and do not copy from the Internet).Student does not comprehend behaviors of entities or copied directly from the Internet. Student has a limited amount of comprehension regarding behaviors of entities. Student comprehends the behaviors of entities but only presents one quality example. Student comprehends the behaviors of entities but only presents two quality examples.Student comprehends the behaviors of entities and presents three or more quality examples.7What are at least three other examples of cardinality? The student does not understand the concept of cardinality. The student has a limited understanding of the concept of cardinality.Student understands the concept of cardinality but only has one quality example. Student understands the concept of cardinality but only has two quality examples.Student understands the concept of cardinality and has three or more quality examples.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.It 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 a clear and consistent focus on purpose and audience. The 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. Student 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.
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