ER diagram代做、代写Python，Java编程语言、代做Diploma Programmes、代写c/c++

日期：2019-04-03 10:01

From the scenario provided below, create:

1. Conceptual design: An ER diagram, modelling the data requirements of the problem.

Details: Your ER diagram should clearly indicate key constraints, cardinality and participation. Your

diagram should also be annotated with any other details necessary to interpret it correctly. Use

notation for the model. You can use Powerpoint / Keynote (or another tool) to develop your diagram

digitally.

2. Logical design: A list of tables, derived from the ER diagram.

Details: The list of tables should include each name, all its attributes, the chosen data type for

each attribute and an indication of any constraints on each attribute. The tables should be normalised

to a level you deem suitable for the scenario to avoid data anomalies.

No data is required for this part of the assignment.

ADULT ED.

SCHOOL

Partnerships

School Ops

Head

ACADEMIC

SUCCESS

DIPLOMA

SCHOOL

DEGREE

SCHOOL

GCC MANAGEMENT TEAM

Head Head

School Ops School Ops

INTRODUCTION

Greendale College in California (GCC) is a private, for-profit higher education institution that offers a

variety of programmes to its customers (i.e. students). These programmes are classified as diplomas,

degrees or adult education (certifications):

No. of Diploma Programmes Offered: 54 (eg. Diploma in Aircon and Refridgeration)

No. of Degree Programmes Offered: 26 (eg. Degree in Art History)

No. of Adult Ed. Programmes Offered: 8 (eg. Certification in Spanish Language Proficiency)

As a result of these offerings, Greendale is organised into business units overseeing each line of business

(see image below).

The GCC management team (CEO, CFO, CIO and the rest of the C-level suite) is responsible for the

is

predominantly from student tuition fees).

Each School (Degree, Diploma and Adult Ed.) is managed by an academic head and an ops team. Their

broad responsibilities are to manage the students, educators and programmes offered by the school.

Each programme typically consists of several modules that students must complete to satisfy the

requirements.

While the Schools manage their own day to day decisions, an organisation-wide Academic Success team

is responsible for finding opportunities to improve the success of Greendale in terms of academic

performance. In particular, they identify and provide interventions (counselling or other support) on

students who am performing poorly in class, or even faculty members, modules or programmes if they are

not achieving success.

The Degree School also has an added responsibility of managing partnerships. This is because all the

degree programmes are not provided by Greendale itself, but instead are offered together with strategic

partners (recognised colleges in the US, Europe and Asia). These partners control the curriculum and

grading for all modules in the degree, but share the delivery of those module with Greendale.

For instance, Green

History degree are controlled by NYU - which modules are required and which are electives, what each

and the actually grading itself.

However, the delivery of each module is done by either a Greendale educator, an NYU educator or a

combination of both.

The partnerships team in the Degree School therefore has the responsibility of managing partners and

their programmes. This is only particular to the Degree School. The Diploma and Adult Ed. schools only

offer programmes that are developed and delivered in their entirety by Greendale and its educators.

With its numerous diploma, degree and adult education courses, and thousands of students per year,

CEO strongly believes that decisions made at all levels of the College (from executives to faculty

members, and even students) using timely and relevant data will make a substantial difference in how

people perform their jobs and the outcomes they are able to achieve.

THE FIRST INITIATIVE - DEGREE SCHOOL

To begin these initiatives, the management team studied various business units and prioritised them. The -

responsible for the provision of bachelor education and related services to customers.

The first important task that the Degree team handles is managing potential and existing students. When

a potential student engages with Greendale, he needs to go through an application process, with several

possible status (but not necessarily all):

1: The application has been submitted 7: The application has been deferred by the applicant.

2: The application is being evaluated. 8: The application has been withdrawn

3: The application evaluation is completed. 9: The offer has been extended to the student.

4: The application has been approved. 10: The student has accepted the offer.

5: The application has been rejected. 11: The student has rejected the offer.

6: The application has been deferred by the School.

During this process, key details are captured about potential students, including their first and last names,

nationality, highest qualifications (which may be a diploma previously obtained at Greendale), what school

they were in previously, contact details (phone, mobile, email), gender, the various dates of each stage of

their admission (see stages above) and what programme they are applying for. During this process,

potential students are also automatically issued a unique customer/student number to help track them

through the application process and student lifetime with Greendale (the number has the format

-digit number).

Potential customers who become existing students can have different states as well. They are usually

active customers once they have accepted the offer from Greendale. At times, students may defer their

studies for a variety of reasons (eg financial difficulties). In such situations, they may leave the current

intake of their programme (there are usually 2 intakes per year), and re-join a later intake at some other

time. Students may also transfer from one programme to another. They might have graduated from a

programme, or have completed their courses but are still waiting for confirmation of their graduation.

Finally, students can also withdraw from a programme without completing it. In the ideal situation, a

student is an active student from the start of their programme until they become graduates. In more

complex situations, students might traverse several states before eventually completing their programme

or withdrawing because they were unable to complete it. The dates at which existing students switch from

one state to another is important, as a student cannot have 2 states at the same time, and understanding

who are active students at any point of time (and who are not active) is critical.

The Diploma and Adult Ed. Schools operate in the same manner, except that applications are addressed

to the different schools.

PROGRAMMES, ADMISSION GROUPS, AND MODULES

A degree programme is offered by a partner college. All partners offer 2 admission groups (AG) for each

programme every year. The first AG begins in one month (usually January), the other after six months

(usually July). The AG timing is always the same for all programmes offered by a partner. Across partners,

however, the AG start timing may differ.

Each AG lasts for a fixed amount of time, but this is dependent on the partner. For instance, programmes

offered by Seattle University always start in February and August, and take a fixed 4 years to complete (e.g

2 Feb 2018 to 13 August 2022). Other partners may offer their programmes at 3 years, 3.5 years or even

4.5 years. Each partner sticks to the same duration for all their own programmes.

In a particular AG for a particular degree programme, students must complete modules for their

graduation. Each module lasts 6 months (ie. one term), and students usually complete 2 modules per

term. For instance, Students in the Seattle University Art History programme will start with 2 modules in

February, another 2 in August, and repeat this process until they complete their degree after 4 years.

At any point of time, therefore, several AGs for a programme may be on-going. In February 2019, a

degree in Art History may have AG 81 running its Term 1, while its AG 80 is in its Term 2, and AG 79 is

going through its Term 3 (and so on). The first four terms (i.e 2 years) of a programme are traditionally

core modules, while the remaining terms are spent completing electives.

At the same time, multiple programmes will be running concurrently. In February 2019, Art AG 81

may be running its Term 1, but the Business Administration degree from NYU may also be running its

Term 1 of its AG 24. Furthermore, since partners start terms at different times, this can get more

complicated. The aforementioned AG 81 (of Art History) and AG 24 (or Business Administration) may be

running from February to August, but another partner may have its AGs running from January to July, or

March to September.

There are therefore many programmes, AGs, modules and students on the campus, each working in

isolation. Keeping track of the progress of students, programmes, AGs and modules is critical to

identifying where improvements can be found. While students have several states described above,

modules only have 3 states - inactive (yet to run), active or completed. AGs can be active, cancelled (if no

students stay registered in the AG), or inactive (yet to start). And programmes can either be active or

inactive.

MODULES, RESULTS, AND REPEATED ATTEMPTS

Each module offered has a unique module ID and a shared module code and title. For example, the

module AR1213

(2 characters and 4 digits). All instances of this module offered across AGs will use this code. Each

take the AR1213 module with

module code 46046.

When a student completes a module, he will eventually be provided a grade. The grading scheme

depends on the partner college. Some colleges use A, B, C, D, F, while others use other forms of lettering.

Regardless of the actual letter, a grade indicates either a pass or a fail for the module. After grading is

completed, the partner college sends these letter grades back to Greendale, leaving Greendale to notify

students of their results (the grade and if it was a pass or fail), and consider what should happen to

students who failed a course (e.g help them decide when should they repeat the failed course).

Often, students who fail a core course must redo the course (and as a result may have to extend their

candidature). They can choose to redo the course with the next AG (who are only 6 months / 1 term away),

or postpone it to a later AG. For example, if a student from AG 81 fails a course (AR1213), and retakes the

course with the students from AG 82, he will still belong to the AG 81 programme. However his results for

that module AR1213 will be together with the students for AG 82.

The graduation rate for any programme and the passing rate for any module are important metrics. The

graduation rate is measured by the number of students who were admitted into an AG and managed to

graduate.

The passing rate of a module, however, is measured using the total number of students who started the

module (which includes those from the current AG + those who failed the module from previous AGs) and

managed to pass.

LECTURERS AND ATTENDANCE

Each module is conducted by one or more educators. The educator may be a local lecturer in GCC, or

may be a visiting lecturer from a partner organisation. Each time a module is offered, a different lecturer

may be assigned to teach it. Besides the lecturer details (name, primary discipline that he can teach, start

date at GCC), GCC also captures the module evaluation of every lecturer - every lecturer who teaches a

module gets an anonymised evaluation from students in the module. The evaluation rates the lecturer in a

4-question survey.

Besides teaching, each educator must also take attendance for every class they conduct. The attendance

includes which students registered for the class were present, which were absent, where the location of

the class.

IMPROVING THE PERFORMANCE OF GCC

The CEO, management team and Academic Success team are interested in a variety of strategic areas:

(a) Identifying students who doing well

Improving the number of students who start and successfully complete a programme is critical to the

success of the programme, as well as in attracting new students and employers.

1. Which students in an AG of a programme have failed a course or more than one course? Students

who have failed are more likely to drop out of the programme, or are more likely to take a longer time

to graduate, so identifying and helping them is useful. For each AG that is currently active, the students

who are failing at least one module need to be highlighted to the Academic Success Team for them to

intervene.

2. Which students have failed two courses (or more) in two consecutive terms? These students are at

much higher risk and need further intervention.

(b) Identifying modules that doing well

The Academic Success team can recommend lecturers teach certain modules. Furthermore, tracking

the progress of modules is important in determining if students are relating to the curriculum and

materials.

3. For each module, therefore, what is its passing rate, and is its passing rate improving over time and

across different lecturers?

4. Which lecturers are the best to assign to a particular module and which lecturers

(c) Identifying programmes that are doing well

Greendale decides which programmes it wants to run and which partners it wants to work with.

5. Which programmes and partners are the most successful at attracting students to Greendale?

Which programmes and partners are the least attractive?

6. Which partners and programmes have the highest graduation rates? Which partners and

programmes have the highest graduation rates within the allotted time for that programme?