8:15 AM (CST)
Unit 2 - Individual Project
Assignment Overview
Type: Individual Project
Unit: System Integration Analysis
Due Date: Sun, 1/17/16
Grading Type: Numeric
Points Possible: 125
Points Earned: 0
Deliverable Length: 7-10 pages
Go To:
Assignment Details
Learning Materials
Reading Assignment
My Work:
Online Deliverables: Submissions
Assignment Details
As s ignment D es cription
You will identify which components and interfaces will be included in the System Integration Project, and you will discuss the advantages and disadvantages specific to your
project.
You are now progressing with laying out the framework for your systems integration project. It is important that you identify and develop requirements for all of the major
components and interfaces that should be included in this project.
Assignment Guidelines
For this week’s assignment, you will be developing the requirements specification for this integration. You should use all of the tools available to you to elicit requirements
(such as one-on-one interviews with all major stakeholders, surveys, artifact reviews, joint requirement specification meetings, and so forth).
New Content
Requirements Specification
Describe the process you used to elicit the requirements.
List of all of the stakeholders and their roles.
Describe of all components and interfaces, including a schematic that depicts them (such as the various layers of integration).
Provide detailed and measurable functional requirements.
Provide detailed and measurable nonfunctional requirements.
List assumptions for the scope of the project.
Discuss the pros and cons of proceeding with the project while giving consideration to the requirements you have defined.
Make sure that the document is in APA format.
Submit the document for grading.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria Exceeds: 90%–100%
Very Good: 80%–89%
Response covers all topics indicated in
Content
Response covers most topics
the assignment and adds additional
(75%)
indicated in the assignment.
content.
Demonstrates outstanding or
Demonstrates very good written,
exemplary application of written, visual, visual, or oral skills. Demonstrates
or oral skills. Demonstrates
sound expression of topic, main idea,
outstanding expression of topic, main and purpose. Audience is usually
idea, and purpose. Audience is
addressed appropriately. Language
addressed appropriately. Language
does not interfere with the
clearly and effectively communicates communication of ideas and content
Effective
ideas and content relevant to the
relevant to the assignment. Errors in
Communication
assignment. Errors in grammar,
grammar, spelling, and sentence
(10%)
spelling, and sentence structure are
structure are present, but do not
minimal. Organization is clear. Format distract from the message.
is consistently appropriate to
Organization is apparent and mostly
assignment. Presentation and delivery clear. Format is appropriate to
are confident and persuasive (where
assignment, but not entirely
applicable). The writing was of
consistent. The writing was of
collegiate level with no errors in
collegiate level with two or less errors
spelling or grammar.
in spelling or grammar.
Supporting
Analysis
(15%)
Meets: 70%–79%
Needs Improvement: Below 70%
Response covers many of the
Response covers none to some of the
topics indicated in the assignment. topics indicated in the assignment.
Demonstrates acceptable written,
Demonstrates inadequate or partially
visual, or oral skills. Demonstrates
proficient application of written, visual, or
reasonable expression of topic,
oral skills. Demonstrates inadequate or
main idea, and purpose.
partial expression of topic, main idea, and
Sometimes, audience is
purpose. Audience is often not addressed
addressed appropriately. Language
appropriately. Language often impedes the
does not interfere with the
communication of ideas and content
communication of ideas and
relevant to the assignment. Errors in
content relevant to the
grammar, spelling, and sentence structure
assignment. Errors in grammar,
are frequent and often distract from
spelling, and sentence structure
meaning or presentation. Organization is
are present and may distract from
inadequate, confusing, and distracting.
the message. Organization is a bit
The format is inadequate and obscures
unclear. Format is inconsistent.
meaning. The writing was less than
The writing was of collegiate level
collegiate level with numerous errors in
with several errors in spelling or
spelling or grammar.
grammar.
No or inaccurate analysis, no sources are
Analysis exceeds minimum
Limited analysis provided to
Basic analysis provided to support
cited when needed, analysis and/or
requirements. Sources are used to
support assertions. Some sources
assertions. Sources are cited,
sources are not appropriate. When
support analysis, are appropriate, and
are cited, appropriate, and properly
appropriate, and properly referenced.
sources are used, they are not properly
are properly referenced.
referenced.
referenced.
Reading Assignment
Cummins, Chapters 3 and 4
Cummins, Chapters 3 and 4
As s ignment O bjectives
Analyze the system integration requirements, and select components and interfaces for enterprise integration implementation
O ther Information
There is no additional information to display at this time.
L egend
Extra Credit
View Assignment Rubric
Assignment Details
As s ignment D es cription
You will identify which components and interfaces will be included in the System Integration Project, and you will discuss the advantages and disadvantages specific to your
project.
You are now progressing with laying out the framework for your systems integration project. It is important that you identify and develop requirements for all of the major
components and interfaces that should be included in this project.
Assignment Guidelines
For this week’s assignment, you will be developing the requirements specification for this integration. You should use all of the tools available to you to elicit requirements
(such as one-on-one interviews with all major stakeholders, surveys, artifact reviews, joint requirement specification meetings, and so forth).
New Content
Requirements Specification
Describe the process you used to elicit the requirements.
List of all of the stakeholders and their roles.
Describe of all components and interfaces, including a schematic that depicts them (such as the various layers of integration).
Provide detailed and measurable functional requirements.
Provide detailed and measurable nonfunctional requirements.
List assumptions for the scope of the project.
Discuss the pros and cons of proceeding with the project while giving consideration to the requirements you have defined.
Make sure that the document is in APA format.
Submit the document for grading.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria Exceeds: 90%–100%
Very Good: 80%–89%
Response covers all topics indicated in
Content
Response covers most topics
the assignment and adds additional
(75%)
indicated in the assignment.
content.
Demonstrates outstanding or
Demonstrates very good written,
exemplary application of written, visual, visual, or oral skills. Demonstrates
or oral skills. Demonstrates
sound expression of topic, main idea,
outstanding expression of topic, main and purpose. Audience is usually
idea, and purpose. Audience is
addressed appropriately. Language
addressed appropriately. Language
does not interfere with the
clearly and effectively communicates communication of ideas and content
Effective
ideas and content relevant to the
relevant to the assignment. Errors in
Communication
assignment. Errors in grammar,
grammar, spelling, and sentence
(10%)
spelling, and sentence structure are
structure are present, but do not
minimal. Organization is clear. Format distract from the message.
is consistently appropriate to
Organization is apparent and mostly
assignment. Presentation and delivery clear. Format is appropriate to
are confident and persuasive (where
assignment, but not entirely
applicable). The writing was of
consistent. The writing was of
collegiate level with no errors in
collegiate level with two or less errors
spelling or grammar.
in spelling or grammar.
Supporting
Analysis
(15%)
Meets: 70%–79%
Needs Improvement: Below 70%
Response covers many of the
Response covers none to some of the
topics indicated in the assignment. topics indicated in the assignment.
Demonstrates acceptable written,
Demonstrates inadequate or partially
visual, or oral skills. Demonstrates
proficient application of written, visual, or
reasonable expression of topic,
oral skills. Demonstrates inadequate or
main idea, and purpose.
partial expression of topic, main idea, and
Sometimes, audience is
purpose. Audience is often not addressed
addressed appropriately. Language
appropriately. Language often impedes the
does not interfere with the
communication of ideas and content
communication of ideas and
relevant to the assignment. Errors in
content relevant to the
grammar, spelling, and sentence structure
assignment. Errors in grammar,
are frequent and often distract from
spelling, and sentence structure
meaning or presentation. Organization is
are present and may distract from
inadequate, confusing, and distracting.
the message. Organization is a bit
The format is inadequate and obscures
unclear. Format is inconsistent.
meaning. The writing was less than
The writing was of collegiate level
collegiate level with numerous errors in
with several errors in spelling or
spelling or grammar.
grammar.
No or inaccurate analysis, no sources are
Analysis exceeds minimum
Limited analysis provided to
Basic analysis provided to support
cited when needed, analysis and/or
requirements. Sources are used to
support assertions. Some sources
assertions. Sources are cited,
sources are not appropriate. When
support analysis, are appropriate, and
are cited, appropriate, and properly
appropriate, and properly referenced.
sources are used, they are not properly
are properly referenced.
referenced.
referenced.
Reading Assignment
Cummins, Chapters 3 and 4
As s ignment O bjectives
Analyze the system integration requirements, and select components and interfaces for enterprise integration implementation
As s ignment O bjectives
Analyze the system integration requirements, and select components and interfaces for enterprise integration implementation
O ther Information
There is no additional information to display at this time.
L egend
Extra Credit
View Assignment Rubric
Privacy Statement
Terms and Conditions
© 2015 American InterContinental University.
All Rights Reserved. Authorized Users Only.
Contact Us
8:15 AM (CST)
Unit 2 - Individual Project
Assignment Overview
Type: Individual Project
Unit: System Integration Analysis
Due Date: Sun, 1/17/16
Grading Type: Numeric
Points Possible: 125
Points Earned: 0
Deliverable Length: 7-10 pages
Go To:
Assignment Details
Learning Materials
Reading Assignment
My Work:
Online Deliverables: Submissions
Assignment Details
As s ignment D es cription
You will identify which components and interfaces will be included in the System Integration Project, and you will discuss the advantages and disadvantages specific to your
project.
You are now progressing with laying out the framework for your systems integration project. It is important that you identify and develop requirements for all of the major
components and interfaces that should be included in this project.
Assignment Guidelines
For this week’s assignment, you will be developing the requirements specification for this integration. You should use all of the tools available to you to elicit requirements
(such as one-on-one interviews with all major stakeholders, surveys, artifact reviews, joint requirement specification meetings, and so forth).
New Content
Requirements Specification
Describe the process you used to elicit the requirements.
List of all of the stakeholders and their roles.
Describe of all components and interfaces, including a schematic that depicts them (such as the various layers of integration).
Provide detailed and measurable functional requirements.
Provide detailed and measurable nonfunctional requirements.
List assumptions for the scope of the project.
Discuss the pros and cons of proceeding with the project while giving consideration to the requirements you have defined.
Make sure that the document is in APA format.
Submit the document for grading.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria Exceeds: 90%–100%
Very Good: 80%–89%
Response covers all topics indicated in
Content
Response covers most topics
the assignment and adds additional
(75%)
indicated in the assignment.
content.
Demonstrates outstanding or
Demonstrates very good written,
exemplary application of written, visual, visual, or oral skills. Demonstrates
or oral skills. Demonstrates
sound expression of topic, main idea,
outstanding expression of topic, main and purpose. Audience is usually
idea, and purpose. Audience is
addressed appropriately. Language
addressed appropriately. Language
does not interfere with the
clearly and effectively communicates communication of ideas and content
Effective
ideas and content relevant to the
relevant to the assignment. Errors in
Communication
assignment. Errors in grammar,
grammar, spelling, and sentence
(10%)
spelling, and sentence structure are
structure are present, but do not
minimal. Organization is clear. Format distract from the message.
is consistently appropriate to
Organization is apparent and mostly
assignment. Presentation and delivery clear. Format is appropriate to
are confident and persuasive (where
assignment, but not entirely
applicable). The writing was of
consistent. The writing was of
collegiate level with no errors in
collegiate level with two or less errors
spelling or grammar.
in spelling or grammar.
Supporting
Analysis
(15%)
Meets: 70%–79%
Needs Improvement: Below 70%
Response covers many of the
Response covers none to some of the
topics indicated in the assignment. topics indicated in the assignment.
Demonstrates acceptable written,
Demonstrates inadequate or partially
visual, or oral skills. Demonstrates
proficient application of written, visual, or
reasonable expression of topic,
oral skills. Demonstrates inadequate or
main idea, and purpose.
partial expression of topic, main idea, and
Sometimes, audience is
purpose. Audience is often not addressed
addressed appropriately. Language
appropriately. Language often impedes the
does not interfere with the
communication of ideas and content
communication of ideas and
relevant to the assignment. Errors in
content relevant to the
grammar, spelling, and sentence structure
assignment. Errors in grammar,
are frequent and often distract from
spelling, and sentence structure
meaning or presentation. Organization is
are present and may distract from
inadequate, confusing, and distracting.
the message. Organization is a bit
The format is inadequate and obscures
unclear. Format is inconsistent.
meaning. The writing was less than
The writing was of collegiate level
collegiate level with numerous errors in
with several errors in spelling or
spelling or grammar.
grammar.
No or inaccurate analysis, no sources are
Analysis exceeds minimum
Limited analysis provided to
Basic analysis provided to support
cited when needed, analysis and/or
requirements. Sources are used to
support assertions. Some sources
assertions. Sources are cited,
sources are not appropriate. When
support analysis, are appropriate, and
are cited, appropriate, and properly
appropriate, and properly referenced.
sources are used, they are not properly
are properly referenced.
referenced.
referenced.
Reading Assignment
Cummins, Chapters 3 and 4
Cummins, Chapters 3 and 4
As s ignment O bjectives
Analyze the system integration requirements, and select components and interfaces for enterprise integration implementation
O ther Information
There is no additional information to display at this time.
L egend
Extra Credit
View Assignment Rubric
Assignment Details
As s ignment D es cription
You will identify which components and interfaces will be included in the System Integration Project, and you will discuss the advantages and disadvantages specific to your
project.
You are now progressing with laying out the framework for your systems integration project. It is important that you identify and develop requirements for all of the major
components and interfaces that should be included in this project.
Assignment Guidelines
For this week’s assignment, you will be developing the requirements specification for this integration. You should use all of the tools available to you to elicit requirements
(such as one-on-one interviews with all major stakeholders, surveys, artifact reviews, joint requirement specification meetings, and so forth).
New Content
Requirements Specification
Describe the process you used to elicit the requirements.
List of all of the stakeholders and their roles.
Describe of all components and interfaces, including a schematic that depicts them (such as the various layers of integration).
Provide detailed and measurable functional requirements.
Provide detailed and measurable nonfunctional requirements.
List assumptions for the scope of the project.
Discuss the pros and cons of proceeding with the project while giving consideration to the requirements you have defined.
Make sure that the document is in APA format.
Submit the document for grading.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria Exceeds: 90%–100%
Very Good: 80%–89%
Response covers all topics indicated in
Content
Response covers most topics
the assignment and adds additional
(75%)
indicated in the assignment.
content.
Demonstrates outstanding or
Demonstrates very good written,
exemplary application of written, visual, visual, or oral skills. Demonstrates
or oral skills. Demonstrates
sound expression of topic, main idea,
outstanding expression of topic, main and purpose. Audience is usually
idea, and purpose. Audience is
addressed appropriately. Language
addressed appropriately. Language
does not interfere with the
clearly and effectively communicates communication of ideas and content
Effective
ideas and content relevant to the
relevant to the assignment. Errors in
Communication
assignment. Errors in grammar,
grammar, spelling, and sentence
(10%)
spelling, and sentence structure are
structure are present, but do not
minimal. Organization is clear. Format distract from the message.
is consistently appropriate to
Organization is apparent and mostly
assignment. Presentation and delivery clear. Format is appropriate to
are confident and persuasive (where
assignment, but not entirely
applicable). The writing was of
consistent. The writing was of
collegiate level with no errors in
collegiate level with two or less errors
spelling or grammar.
in spelling or grammar.
Supporting
Analysis
(15%)
Meets: 70%–79%
Needs Improvement: Below 70%
Response covers many of the
Response covers none to some of the
topics indicated in the assignment. topics indicated in the assignment.
Demonstrates acceptable written,
Demonstrates inadequate or partially
visual, or oral skills. Demonstrates
proficient application of written, visual, or
reasonable expression of topic,
oral skills. Demonstrates inadequate or
main idea, and purpose.
partial expression of topic, main idea, and
Sometimes, audience is
purpose. Audience is often not addressed
addressed appropriately. Language
appropriately. Language often impedes the
does not interfere with the
communication of ideas and content
communication of ideas and
relevant to the assignment. Errors in
content relevant to the
grammar, spelling, and sentence structure
assignment. Errors in grammar,
are frequent and often distract from
spelling, and sentence structure
meaning or presentation. Organization is
are present and may distract from
inadequate, confusing, and distracting.
the message. Organization is a bit
The format is inadequate and obscures
unclear. Format is inconsistent.
meaning. The writing was less than
The writing was of collegiate level
collegiate level with numerous errors in
with several errors in spelling or
spelling or grammar.
grammar.
No or inaccurate analysis, no sources are
Analysis exceeds minimum
Limited analysis provided to
Basic analysis provided to support
cited when needed, analysis and/or
requirements. Sources are used to
support assertions. Some sources
assertions. Sources are cited,
sources are not appropriate. When
support analysis, are appropriate, and
are cited, appropriate, and properly
appropriate, and properly referenced.
sources are used, they are not properly
are properly referenced.
referenced.
referenced.
Reading Assignment
Cummins, Chapters 3 and 4
As s ignment O bjectives
Analyze the system integration requirements, and select components and interfaces for enterprise integration implementation
As s ignment O bjectives
Analyze the system integration requirements, and select components and interfaces for enterprise integration implementation
O ther Information
There is no additional information to display at this time.
L egend
Extra Credit
View Assignment Rubric
Privacy Statement
Terms and Conditions
© 2015 American InterContinental University.
All Rights Reserved. Authorized Users Only.
Contact Us
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1
Paper Title
Author
Name of the University
SHORTENED TITLE
2
Abstract
The abstract is written in block format, meaning that the start of the paragraph is not indented. It
begins on the next line following the Abstract heading and should not be more than 250 words.
As an undergraduate, it is suggested that you verify the length of the abstract with your instructor
(it is usually a FULL paragraph), but a graduate student must adhere to the 120 to 250 word
abstract. The Abstract heading should NOT be in bold. All numbers in an abstract should be
typed as digits and not as words unless they are at the beginning of a sentence. The abstract is a
one-paragraph summary of the most important elements of the paper. This is an example of
what an abstract looks like in a paper. Remember, it takes a minimum of 5 sentences to make a
paragraph.
SHORTENED TITLE
3
Title of Paper
The title of the paper is centered on the first line of the third page and is in uppercase and
lowercase letters. Do not italicize the title, bold it, or put it in quotes. The introductory
paragraph begins on the line following the title of the paper. The entire paper, including the title
page, abstract, body, and references, should be double-spaced. The before/after spacing should
be set on zero and the margins should be one inch.
In order to give proper credit to the ideas and words of others, any outside sources used in
the body of the paper must be documented by citing the author(s) and copyright date of the
source(s). This is called a citation. Each citation must have a corresponding full source
reference on the references page that follows the body of the paper. As noted by Stevens (2008),
a signal phrase “signals to the reader that either a direct quote or a paraphrase is about to follow”
(p.43). This is an in-text citation. As in this example, when the name of the author is part of the
sentence, the year of the publication appears in parentheses directly following the author’s name,
e.g., Stevens (2008). When the author of a source is not mentioned in the sentence, both the
author and year of publication appear in parentheses (Stevens, 2008). This is a parenthetical
citation. If a work has two authors, both authors are cited in each citation to that source. For a
citation of a source with two authors, use the last names of both authors separated by an
ampersand (&). When no author is listed, use the title. If the title is extremely long, one may
shorten it to the first 4 words of the title and place them in quotation marks. If the headings are
too long to use in your in-text citation use a shortened version in quotation marks like this:
(Lorraine, 2009, “Stock market trends,” para. 56). When there isn’t any publication date is listed,
use the abbreviation n.d., which stands for no date. When a direct quote is taken from a source
with page numbers, such as a book, magazine, or newspaper, include the page number as part of
SHORTENED TITLE
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the citation. If the quote is fewer than 40 words, it should be enclosed in double quotation marks
and should be incorporated into the formal structure of the sentence.
If the quotation that you are using is more than 40 words long, you must use a block
quotation. This is a block paragraph. In a block paragraph, you should not use any
quotations at all unless they are needed to indicate a quotation within the original text.
(“APA Block Quotation,” n.d.) Note: Citations that start with titles are in quotes and the
title can be shortened but should also be in quotes to designate that it is a title.
If you have a direct quote but your source does not have page numbers but does give
paragraph numbers then you would give the paragraph number to show where you found your
quote. It would look like this: (Franklin, 2009, para. 9). If there are not any page numbers or
paragraph numbers but headings are given, then give the heading and the number of the
paragraph that follows it. You will need to count the paragraphs yourself since the numbers are
not given. That would look like this: (Franklin, 2009, Past Research section, para. 9).
The references section begins on a new page. The heading is centered on the first line of
the new page. It is not in bold, not in italics, nor underlined. The references, which are double
spaced, have a hanging indent and begin on the line following the references heading. Entries
are organized alphabetically by whatever comes first in the reference (author last name or first
word of title). Go to the next page to see an example of a reference page.
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References
APA block quotation. (n.d.). Retrieved from http://www.rpi.edu/web/writingcenter
/wc_web/school/apa_block_quotation.htm
Cuddy, M. F., & Fisher, E. R. (2010). Investigation of the roles of gas-phase CF2 molecules and
F atoms during fluorocarbon plasma processing of Si and ZrO2 substrates. Journal of
Applied Physics, 108(3), 033303. doi:10.1063/1.3467776
Stevens, J.R. (2008). The signal phrase. Retrieved from http://www.englishdiscourse.org
/signal.html
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