As you explore the museum on their website (The Art Institute of Chicago: http://www.artic.edu/) write down your observations in response to the following questions:
What is the name of the museum?
Identify at least three or four works of art that interest you and record the following for each: name of artist [if available], title, date, medium, and art movement [if given]). https://www.artic.edu/collection
Then, for each work of art discuss the following: In what ways are these artworks connected to what we have discussed in class?
Select one work of art that interests you the most and provide a brief description of its subject and the way it was created. What drew you to this artwork? How does it make you feel?
What is your overall impression of the museum? What did you like about it? Was there anything you didn’t like about it? If so, what?
To better understand the job of a curator and how he or she goes about building a collection, see the following resources:Blog Posting: What does it mean to “curate”?
Video: What’s a curator? PBS digital studios
Your response should be written in complete sentences and be approximately 700 words in length.
done
Seen
few seconds ago[supanova_question]
Role of Nurse Practitioner
How has your view of the role of the NP changed?Have the articles brought to light any issues that were not something you were aware of before?[supanova_question]
ENTR 3120 – SUMMER 2021 – Budget Project Stage Deliverable Week Due
ENTR 3120 – SUMMER 2021 – Budget Project
Stage
Deliverable
Week Due
Grading
Stage 1
Industry Analysis, Market Analysis, Sales Forecast
6
10%; Stage one Rubric
Stage 2
Build Master Budget to Cash Budget
9
15%; Stage two Rubric
Stage 3
Comprehensive Budget Project including Financial Statements
12
5%; Stage three Rubric
The objective of the Budget Project is to build a comprehensive budget report from the ground up. Assume the audience for this report is a banker or investor group looking to provide you financing.
You are required to submit a Budget Charter by week three. This Charter will indicate your group members, how you intend to work together and resolve issues and it will serve as your project plan.
Note – this is a group project with a maximum of 4 individuals per group.
You are required to prepare a Master Budget for a start-up business, specifically a Music Store with both products and service(s). For example, and I offer this as it is unlikely you will use it – piano store offering products (electronic, grand, and upright pianos) and services (lessons and tuning). This is a brand new, bricks and mortar business. You are welcome to be creative in terms of theme, niche, products, and services. You can further develop your business idea to be as unique or standard as meets the needs of your target market. Requirements:
Must sell a minimum 3 unique products and must have inventory (watch the “Sales Forecast Product Categories” video to further understand how to expand your offerings and not the work!)
Must have a minimum of one service.
Must have a physical location, kiosks are not allowed.
Must obtain a business loan from the bank.
No Franchises
You must have at least one employee other than your group members.
Businesses must be located in Richmond, Surrey, or Langley.
There are three stages to the budget project:
Stage One – Summary: Industry Analysis, Market Analysis and Sales Forecast
Every group must submit a written report, with supporting Excel files, on the business products and/services, industry analysis, customer market research and data analysis, competitive analysis, the location of their proposed business, and an annual sales forecast for stage one. The Stage One written report is due at the beginning of class in Week 6. It is recommended that each group should meet with the instructor at some point prior to week 5 to ensure their project is on track.
Every student must contribute and the marks on this section may vary by student. Peer evaluations will be completed after each stage to ensure students are engaged and contributing fully to the group.
Stage One is worth 10% of the 30% budget report (this section provides an integral foundation to the comprehensive report – so this section is very important!). A summarized rubric is shown in Exhibit A.
Stage Two–Summary: Building a Master Budget to the Cash Budget for a Merchandiser–Your Music Store
Every group must submit a written report, with supporting Excel sheets, of their Master Budget, which is due by the beginning of class in Week 9. You will have the opportunity to integrate corrections and feedback from Stage One.
This section will include necessary schedules to build your Cash Budget and a detailed discussion. This includes the following schedules: a schedule of Cost of Goods Sold; Capital Budget; One-time Costs; Labour and Benefit Costs; Selling and Administrative Costs; Loans, Other. You will also be required to provide a detailed discussion and evidence to support the costs included in your budgets.
Every student must contribute and the marks on this section may vary by student. Peer evaluations will be completed after each stage to ensure students are engaged and contributing fully to the group.
Stage Two is worth 15% of the 30% budget report (given the volume of work and the number of marks, this section is very important!). A summarized rubric is shown in Exhibit B.
Stage Three – Summary: The Comprehensive Report including Traditional Financial Statements, Contribution Format Statement and Threat Analysis.
Every group must submit a comprehensive written report, with supporting Excel sheets, of their Comprehensive Master Budget, which is due by the beginning of class in Week 12. You will have the opportunity to integrate corrections and feedback from Stage Two.
You need to provide a class balance sheet and a contribution format income statement. You will identify potential business risks and provide a SMART contingency plan.
Every student must contribute and the marks on this section may vary by student. Peer evaluations will be completed after each stage to ensure students are engaged and contributing fully to the group.
Stage Three is worth 5% of the 30% budget report (here’s your chance to pull it all together!) A summarized rubric is shown in Exhibit C.
ASSIGNMENT STANDARDS
Assignments will be evaluated as if you are presenting in a professional situation to either a bank or investor. Generally, assignments will be graded using the following criteria:
quality of research and analysis
application of budgeting concepts
application of business concepts
demonstrating links between each of the report components
the ability to link research to form an educated and in-depth business plan
adherence to the requirements as per the rubrics below
** Note ** ENTR 3120 is a third-year course, therefore, a high standard of presentation, grammar, spelling, and syntax is expected in all work. Up to 20% of your grade may be deducted from your report should it have poor grammar or lacks professionalism. If an assignment is extremely poorly written, or inadequately edited, the instructor may simply reject the assignment, and no marks will be awarded.
Stage One – Industry Analysis, Market Analysis and Sales Forecast
Requirements:
A Title page, detailed table of contents and an introduction
Introduction should highlight the scope of the report (Not an introduction to the business)
An industry analysis, a business description, segment and target market analysis, competitive analysis, business location, and sales forecast which includes detailed information on:
the industry in which you plan to compete. A broad overview of this industry (Ideally your research is West Coast Canada based; however, secondary research from the US, particularly West Coast US, is acceptable). Identify the size of the market, current trends, other details to help the reader deeply understand your business including the forces that shape competition in your industry.
a description of the business (including business formation i.e. partners/incorporated)
the products to be sold and services to be provided.
business value proposition (see chapter 1). Your business mission and vision
who your customers will be? This will require you to determine:
a segmentation of markets
your target market
a detailed analysis of these segments, volumes, and anticipated numbers
the specific location of the business and the reasons for the choice of location and how it links to industry information and your target
a detailed competitive analysis.
In-depth knowledge of your direct and indirect competitors (location, products, prices, popularity, strengths/weaknesses). How are you positioned in comparison to the competition?
a monthly sales forecast on one page (to be provided in an appendix) for the first twelve months of the company. This should be linked to the above market analysis, competitor analysis and industry analysis. Provided in an Excel file. Your report will include a detailed writeup on the rational and details to build this forecast. The forecast should take into account:
the volume (number of units sold) and dollar value of sales monthly
the volume (number of units sold) and dollar value in total for the year
Your rational for the numbers – link together your secondary research to make an educated forecast of sales
any primary research you have pulled together (this should NOT be the main means to get your forecast. I do not want to see ‘Manager from company XYZ told me I would sell $’. Use this information to complement your research)
a discussion of seasonality and sales mix
an explanation for growth factors
your ability to attract customers as a start-up and any upfront marketing campaigns
A description of any upfront marketing costs with justification. Remember, when launching a business, you typically want to create ‘buzz’ around your product with an event or promotion.
Below is a list of recommended research sites. This is not a comprehensive list, just a starting point:
IBIS World – Canada Market Research
Statistics Canada
Government of Canada (you will find information on industry stats and averages, grants, depreciable property, information for small business, many other resources)
Onestop BC Business Registry and/or Small business BC
Simply Analytics (or equivalent)
Prizm5 (or equivalent)
City of Surrey or Langley (various departments)
Trade magazine articles, journals that provide relevant industry information
Revenue Canada, Worksafe.
Spacelist or other location site
Labour resources, skills and pricing
Sites that evidence purchases/costs (provide pictures for major items). Provide citations for your costs. Note: pictures help the reader understand your business better.
Payroll basics https://www.youtube.com/watch?v=sEv_-BX7C98
You need to understand what employees actually cost!
WATCH THE INSTRUCTOR VIDEOS – these were created to help you and provide project clarity. Remember this project is based on a Merchandising company and NOT a Manufacturer – you must understand the difference as both are represented in Chapter 9.
*Note – this project requires significant primary and secondary research. The above list is a helpful starting point to identify secondary sources that will provide statistics to build the foundation of your budget project.
GUIDELINES FOR SUBMISSION OF STAGE ONE REPORT – due 11:59 PM the night before class Week 6
Upload to Moodle your report in PDF format. Upload supporting Excel sheet(s).
Format title should be GROUPNAME-Summer 2021-Stage 1 Budget Project (elect one person to use their last name)
One submission per group
The written report must have a title page, showing student names, student numbers and business name.
APA style bibliography required (https://libguides.kpu.ca/apa)
Your report should not exceed 7 pages excluding title page, table of contents and appendices. Please use 1.15 to 1.5 spacing and font no smaller than 11pt.
Stage Two Budget Project – Building a Master Budget to the Cash Budget for a Merchandiser–Music Store
Required:
Stage One Feedback – a written summary outlining the Stage One changes made based on Instructor’s feedback and additional learnings. Include your modified Stage One written and Excel report as the starting point of your Stage Two submission. Your stage two submission should be a seamlessly integrated report that includes your modified Stage One content.
Start-Up Business Activities
a detailed description of activities to be undertaken before the business starts
identification of key personnel and both the general and specific skills they require for the business to be successful
details of how much financing and how you are able to secure it; you can also use your personal savings (up to $10,000 for your whole group – not per person), if any will be used in the business. What rate of interest are you likely to secure? Research.
A properly formatted master budget for the first year of operations – prepared in Excel and added to Budget report as appendices- including:
Updated projected sales budget (and cash collections budget, if different than sales budget), cost of goods sold, inventory and purchases schedules
projected monthly Capital Expenditures budget for the year (include a depreciation schedule)
projected one-time costs not included in your Capital budget (one off costs that result from this being a startup business).
projected monthly Labour Expenditures budget for the year. Benefits should be included but detailed separately.
projected monthly Sales and Administration Expenditures (Operations) budget for the year
projected monthly Cash Budgets, including money borrowed and/or repaid; projected Cash Budget for the year ended (need to show both monthly and annual Cash Budgets on one page)
Supporting schedules with additional details as required (such as a loan schedule).
Detailed information and evidence used to build the master budget: (supported with appropriate research).
Provide the reader a written explanation of costs and WHY these particular costs are being incurred. For example, for labour costs, instead of stating that you “have labour costs of $x”, you will need to explain the cost figure by justifying the number of staff, the wage/salary rates, hours worked, benefits to be received, etc. These figures should be competitive for the position and skills required as evidenced by research. Specific areas that will need this justification are as follows:
How are cost of goods sold, purchases, and inventory determined? It may be helpful to consider now the difference between cash flow and what will appear as an expense in stage three.
A detailed description and justification of your capital expenditures. Why are you buying that equipment and what is your evidence for the cost incurred? What is the useful life of the capital expenditures and the associated depreciation?
A detailed description and justification of your one-time startup costs not included in your Capital budget or Operating budget.
A detailed description and justification of monthly Labour Expenditures budget (this includes benefits)
A detailed description and justification of your operating (Sales and Admin) expenses and purchases.
A detailed description of your Cash Budgets, including money borrowed and/or prepaid; projected Cash Budget for the year ended.
Supporting schedules with additional details as required (such as loan schedule).
GUIDELINES FOR SUBMISSION OF STAGE TWO REPORT – due 11:59 PM the night before class Week 9
Upload to Moodle your report in PDF format. Upload supporting Excel sheet(s). Note, your upload should be a cumulative stage one and stage two report including written and excel components.
Format title should be GROUPNAME-Summer 2021-STAGE TWO Budget Project
One submission per group
The cumulative stage one and two written report must have a title page, showing student names, student numbers and business name.
Remember to update your table of contents to include stage two items.
APA style bibliography required.
Your report should not exceed 7 (from stage one) + 14 (from stage two) =21 pages excluding title page, table of contents and appendices. Please use 1.15 to 1.5 spacing and font no smaller than 11pt.
Stage Three Budget Project – The Comprehensive Report including Traditional Balance Sheet, Contribution Format Income Statement and Threat Analysis.
Required:
An Executive Summary for the entire project and a Table of Contents.
A written summary of Stage Two corrections highlighting improvements based on instructor feedback and additional learnings. This should be integrated with the stage 3 report. Include your modified Stage Two written and Excel modifications as the starting point of your Stage Three submission. Your stage three submission should be a seamlessly integrated report that includes all sections of the budget project.
Properly formatted financial statements for the first year of operations – prepared in Excel and added to the Budget report as appendices. Detailed discussion of your statements. This section should include:
projected monthly contribution format Income Statement shown on one page (including a total column for the year)
Include a detailed discussion of how the income statement differs from the cash budget provided in Stage two. Discuss any significant numbers in the income statement.
projected contribution format Income Statement for the year ended on one page
projected Classified Balance Sheet at the end of the year on one page
a detailed discussion of this statement is required. For example, for wage costs, do not just state that “wages payable is $X”. You must outline why there is a wages payable balance and why it is at that certain balance.
Be warned, the discussion is critical for the reader to understand how and why the numbers exist – be clear and specific. Simply including a balance sheet without detailed discussion will result in a material loss of marks.
Major external threats to your business (these are EXTERNAL to the business and are not within your control – for example, Covid was an external threat).
You will need to identify three external threats that may affect your business. You cannot choose Covid, competition moving in, or the economy. Explain in detail the potential impact this threat may have on your business.
Create a detailed contingency plan for your business based on ONE identified threat in order to reduce the negative impact on profits; your plan should be specific, realistic and detailed. Think SMART (Specific, measurable, attainable, relevant and time based).
Summary of the Report
The summary of your report should highlight the key aspects of your ‘business pitch’ that would convince a creditor to finance your business. This should be concise and convincing.
GUIDELINES FOR SUBMISSION OF STAGE THREE REPORT – due 11:59 PM the night before class Week 12
Upload to Moodle your report in PDF format. Upload supporting Excel sheet(s) Note, your upload should be a seamlessly integrated stage one (modified), stage two (modified), and stage three report including written and excel components.
Format title should be GROUPNAME-Summer 2021-STAGE THREE Budget Project
One submission per group.
A cumulative stage one/two and three written report must have a title page, showing student names, student numbers and business name.
Updated table of contents to reflect new additions in Stage three
Executive summary for entire report and a report end summary
APA style bibliography required.
Your report should not exceed 21 (previous stage) + 5 for stage three = 26 pages excluding title page, table of contents and appendices. Please use 1.15 to 1.5 spacing and font no smaller than 11pt.
This must be your original work, cases from the internet will not be marked. Assignments will be checked carefully for plagiarism, and ALL involved students will be equally responsible for plagiarism consequences.
EXHIBIT A – STAGE ONE BUDGET PROJECT (10% of 30%) – SUMMARY EVALUATION FORM
STUDENT NAMES __________________________________________
Component
Not Yet Competent
1
Low Comp.
2
Competent
3
High Competence
4
Sophisticated
5
Part I. Industry, Business Info and Market Analysis (worth 60% of Stage One)
Presentation (/5)
Submission has critical errors related to summaries, citations, grammar, organization, and professional format.
Adequate presentation, may have errors related to summaries, citations, grammar, organization, and professional format.
Comprehensive presentation, free errors related to summaries, citations, grammar, organization, and professional format.
Industry Analysis (/5)
Secondary research is poor – not relevant or applicable.
Industry information does not inform reader.
Low comp.
Secondary research is basic, relevant and applicable.
General industry info conveys current market conditions to reader.
Analysis has a limited link to value proposition.
High comp.
Secondary research is expansive, relevant and applicable.
Detailed analysis.
Analysis links to business proposition.
Business Description (/5)
Poor description of business. Missing information re: products and services.
Does not link to other sections.
Reader confused.
Low comp.
Good description of business, products and services.
Limited links to other sections.
Reader has good sense of business. Thin value proposition.
High comp.
In-depth description of business, products and services.
Links to other sections.
Reader thoroughly informed. Clear value proposition.
Location (/2)
Missing description of location –
Reader not informed.
Low comp.
Adequate description of location.
Good understanding of location choice.
High comp.
Detailed description of location.
Reader very informed.
Customers (/5)
Research is inadequate.
Target market is poorly identified.
Secondary markets are not identified.
Low comp.
Research is adequate.
Segmented markets are adequately identified.
Target market vaguely identified.
High comp.
Thoroughly researched.
Segmented markets
clearly identified, detailed and linked to location and value proposition.
Target markets defined.
Competitors (/5)
Poor analysis. Limited details.
Low comp.
An adequate analysis of competitor customers.
Competitor details included but may not be relevant.
High comp.
A sophisticated and in-depth customer analysis.
Relevant competitor details included.
Part II. Sales Forecast (worth 40% of Stage One)
Sales forecast written clarity (/2)
Language is sub-par. Analysis difficult to follow.
Language is adequate. Terms are not well discussed.
The section is easy to read, analysis flows expertly.
Product/Services Sold (/3) – Research
(reasonableness)
Poor research – not scholarly.
Low comp.
An adequate amount of quality research undertaken.
High comp.
A significant amount of quality research undertaken to justify product/service mix.
Products/ Services Sold Written Details (/5)
Poor discussion for all major components: volume, price, sales mix, seasonality and growth.
Low comp.
Adequate discussion and logic for all major components.
High comp.
Excellent discussion and logic for all major components that support sales numbers.
Sales Forecast in Excel (/5)
Presentation does not provide reader with title or period covered.
Poor
demonstration of 12 months and annual total.
#’s unrealistic.
Poor approach to demonstrating major components.
Low comp.
Adequate presentation.
Adequate demonstration of 12 months and annual total.
# achievable.
Adequate approach to demonstrating major components.
High comp.
Excellent presentation.
Excellent
demonstration of 12 months and a total.
# realistic.
Sophisticated approach to demonstrating major components.
Upfront marketing (/3)
Poor or no upfront marketing plan.
Low comp.
Adequate upfront marketing plan.
2
High comp.
Excellent upfront marketing plan.
3
Total (/45)
Stage One Comments
EXHIBIT B – STAGE TWO BUDGET PROJECT (15% of 30%) – SUMMARY EVALUATION FORM
STUDENT NAMES __________________________________________
Component
Not Yet Competent
1
Low Comp.
2
Competent
3
High Comp.
4
Sophisticated
5
Stage One Updates (/5)
An incomplete written summary of changes implemented and why.
The Sales forecast is incomplete.
Low comp.
A good written summary of changes implemented and why. May be missing some elements.
An updated and mostly correct Sales Forecast.
High comp.
An excellent written summary of changes implemented and why.
An updated and correct Sales Forecast.
Start-up Activities (/5)
Poorly completed.
Not at all comprehensive.
Poor discussion of financing.
Low comp.
Adequate listing of activities and personnel – missing some activities.
Adequate but limited discussion of financing.
High comp.
Comprehensive listing of start-up activities and personnel.
Excellent discussion of financing requirements.
MASTER BUDGET –
Sales budget, cash collections, cost of goods sold, inventory, and purchases.
(/10)
Excel and Written Discussion
Evidence of little or no understanding of preparing a COGS/ purchases and inventory sched.
Calculations incorrect.
Does not link.
Critical mistakes in COGS logic.
Issues with presentation.
Low comp.
Evidence of adequate understanding of preparing a COGS/ purchases and inventory schedule.
Calculations mostly correct.
Links to Cash Budget.
Adequate discussion of COGS schedule, assumptions are lacking.
Adequate presentation in appendix.
High comp.
Evidence of excellent understanding of preparing a COGS/ purchases and inventory schedule.
Calculations correct.
Links to Cash Budget.
Detailed discussion of COGS schedule, assumptions and reasonableness.
Excellent presentation in appendix.
Capital Budget (/10)
Excel and Written Discussion
Evidence of little or no understanding of preparing a Capital Budget.
Calculations incorrect.
Does not link.
Incomplete listing of purchases and/or support.
Justification and assumptions are incomplete.
Low comp.
Evidence of adequate understanding of preparing a Capital Budget.
Calculations mostly correct.
Links to Cash Budget.
Listing of purchases may be incomplete with moderate evidence and support.
Justification of purchases is limited or unclear. Assumptions are limited.
High comp.
Evidence of excellent understanding of preparing a Capital Budget.
Calculations correct.
Links to Cash Budget.
Expansive and complete list of purchases with detailed evidence and support.
Clear, concise justification of purchases with detailed assumptions.
One-time costs (/5)
Incomplete.
Low comp.
Adequate listing, may have missed a number of costs.
Issues with matching of report and Excel.
Limited research.
High comp.
Expansive listing on one-off costs.
Excel perfectly matches discussion in report.
Thorough research and support in Appendix.
Labour Expenditures (/10)
Excel and Written Discussion
Evidence of little or no understanding of preparing a Labour Budget.
Does not link.
Analysis is difficult to follow.
Low comp.
Evidence of adequate understanding of preparing a Labour Budget.
Missing some details to support labour calculations.
Minor errors in employer costs/benefits with moderate discussion.
Issues with cash timing of labour and employer costs Costs are unrealistic
Links to Cash Budget.
Assumptions lacking, analysis leaps.
High comp.
Sophisticated labour schedule.
Detailed information to support labour calculations demonstrates clear understanding of employer costs.
Employer costs/benefits are correct and thoroughly discussed.
Timing of labour and employer costs realistic, discussed, and correct.
Links to Cash Budget.
Excellent clarity for reader.
Selling and Admin (Operating) (/12)
Excel and Written Discussion
Evidence of little or no understanding of preparing an operations budget.
Incomplete listing of operating costs and poor discussion.
Low comp.
Evidence of adequate understanding of preparing an operations budget.
Adequate listing of operating costs with evidence and support in Appendix.
Adequate discussion of costs found in Excel. Clarity is adequate.
High comp.
Evidence of excellent understanding of preparing an operations budget.
Expansive listing of operating costs with evidence and support provided in Appendix.
Detailed discussion of costs found in Excel. Excellence in clarity.
Cash Budget (/15)
Excel and Written Discussion
Evidence of little or no understanding of preparing a cumulative cash budget. Calculations incorrect.
Poor or incomplete discussion.
Low comp.
Evidence of adequate understanding of preparing a cumulative cash budget Calculations incorrect.
Excel sheet links schedules to Cash budget with minor issues.
Finance section is mostly correct.
Beginning and End of year mostly correct.
Total Column mostly Correct.
The written sections lacks detail or does not match Excel.
Limited discussion regarding finance section.
Limited discussion about cash position through year.
High comp.
Evidence of excellent understanding of preparing a cumulative cash budget.
Calculations correct.
Excel sheet links schedules to Cash budget with no issues.
Finance section correct.
Beginning and End of year correct.
Total Column Correct.
A detailed description of your Cash Budget which links to numbers in Excel.
A detailed discussion of finance section and agrees to loan schedule.
Excellent analysis of cash position though the year and end of year.
Grammar, Clarity and Organization: logical flow of ideas (/3)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas.
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas.
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to read format.
Total marks (/75)
Stage Two Comments
EXHIBIT C – STAGE THREE BUDGET PROJECT (5% of 30%) – SUMMARY EVALUATION FORM
STUDENT NAMES __________________________________________
Component
Not Yet Competent
1
Low Comp.
2
Competent
3
High Comp.
4
Sophisticated
5
Executive Summary, Table of Contents, Report Summary and Bibliography (/5)
Does not summarize major sections with an eye to inform investors.
Incomplete elements.
Low comp.
Adequate summation of key sections.
Mostly Complete.
High comp.
Excellent summation of key sections. Complete, concise and convincing.
Grammar, Spelling, Sentence structure (up to 20% off the total marks available.) Professional presentation of Report. Organization: logical flow of ideas, use of titles and headings, appropriate use of point form, viability of project
(/5)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas.
Low comp.
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas.
High comp.
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to read format.
Stage Two Updates (/5)
An incomplete written summary of changes implemented.
Low comp.
A good written summary of changes implemented and why. May be missing some elements.
High comp.
An excellent written summary of changes implemented and why.
Financial Statements – Income Statement and Balance Sheet
Income Statements – Excel and Written Discussion (/10)
Poor preparation of monthly income statement. Major Issues.
Poor discussion of expenses and how/if there are differences to cash budget. Language is unclear and leaves reader confused.
Calculations and schedule carry forwards are incorrect.
Poor preparation of annual income statement.
Low comp.
Adequate preparation of monthly income statement. Minor Issues.
Limited introduction and highlighting of key numbers.
Adequate discussion of expenses and how there are differences to cash budget. Language lacks flow or clarity.
Calculations and schedule carry forwards are mostly correct.
Good preparation of annual income statement
High comp.
Excellent preparation of monthly income statement.
Excellent introduction of income statement and key figures.
Excellent detailed discussion of expenses and how there are differences to cash budget.
Calculations and schedule carry forwards are correct.
Excellent preparation of annual income statement.
Classified Balance Sheet – Excel and Written Discussion
(/10)
Poor preparation of balance sheet. Major Issues.
Poor or no discussion of balance sheet components. Language is unclear and leaves reader confused.
Balance sheet is not classified Calculations and links to schedules are incorrect.
Balance sheet does not balance and not discussed.
Low comp.
Adequate preparation of classified balance sheet. Minor Issues.
Adequate discussion of balance sheets. All sections and accounts are accounted for. Language lacks flow or clarity.
Links to schedules are mostly correct.
Balance sheet may balance, but if it doesn’t it is identified in report.
Calculations and links are mostly correct.
Adequate presentation
High comp.
Excellent preparation of classified balance sheet.
Detailed discussion of balance sheet accounts. Language is precise and provides the reader a clear understanding.
Links to schedules are provided and correct.
Balance sheet balances.
Calculations and links to schedules are correct.
Excellent presentation
Analysis of Major External Threats
(/5)
Unrealistic and incomplete listing of external threats
Lack clarity and difficult to follow
Adequate listing of threats but they may be unrealistic or minor
Adequate clarity of potential impacts
Contingency plan presented but not SMART
Sophisticated understanding of realistic threats
Excellent clarity of potential impacts
Detailed and thorough contingency plan
Total marks (/40)
Comments
BUDGET PROJECT Page 2[supanova_question]
African Studies Question
Writing Assignment Help
s NO OUTSIDE RESOURCE AND ANSWER THE QUESTIONS I PROVIDED FOR YOU , 3 PAGES LABEL THE QUESTIONS SO I KNOW YOU ANSWERED IT
1. Things to Consider Before Watching I Am Not Your Negro
question 1, What defines a “journey?” What’s the difference between a journey and a trip? Have you ever
been on a journey?
question 2 , What is the American Dream?
2. Things to Consider After Watching I Am Not Your Negro
question 1. Throughout the film, there are moments where seemingly random visuals appear on screen.
For instance, young co-eds running in the sun, beautiful pastorals and sunsets – at one point
there is footage of a rocket going into outer space. Why do you think the filmmaker made this
artistic choice? What might these different images represent in the context of this film?
question 2 How do the lives of Malcolm, Medgar, and Martin “bang against and reveal each other” in this
film? What do the portrayals of these men reveal about the people who ‘loved and betrayed’
them?
question 3 What significance does Baldwin give to the historical image of black slaves “singing songs on the
levee?” What does he mean when he says “They require a song to justify my captivity and to
justify their own.”
3. Questions for Further Discussion
question 1 The film begins with Baldwin saying “a journey is called that because you cannot know what you
will discover on the journey, what you will do with what you find, or what you find will do to
you.” Explore the literary meaning of “journey” within the context of this film. What are some of
the various literal and figurative journeys that are depicted in the film?
4. Extension Activitie: . The National Urban League has many programs to protect civil rights and fight racism in
America’s cities. Check out their national and local initiatives and learn how to get involved
here: http://iamempowered.com/programs-and-initiatives
question 1 After exploring the website, reflect on what you learned or discovered. What is the organization’s mission statement? What is their history/background? What role does the organization play in working toward freedom and justice for people of Afrikan descent?
https://onlyassignmenthelp.com/index.php/2021/11/27/mgt-312-ali/ [supanova_question]
EXHIBIT B – STAGE TWO BUDGET PROJECT (15% of 30%) – SUMMARY
EXHIBIT B – STAGE TWO BUDGET PROJECT (15% of 30%) – SUMMARY EVALUATION FORM
STUDENT NAMES __________________________________________
Component
Not Yet Competent
1
Low Comp.
2
Competent
3
High Comp.
4
Sophisticated
5
Stage One Updates (/5)
An incomplete written summary of changes implemented and why.
The Sales forecast is incomplete.
Low comp.
A good written summary of changes implemented and why. May be missing some elements.
An updated and mostly correct Sales Forecast.
High comp.
An excellent written summary of changes implemented and why.
An updated and correct Sales Forecast.
Start-up Activities (/5)
Poorly completed.
Not at all comprehensive.
Poor discussion of financing.
Low comp.
Adequate listing of activities and personnel – missing some activities.
Adequate but limited discussion of financing.
High comp.
Comprehensive listing of start-up activities and personnel.
Excellent discussion of financing requirements.
MASTER BUDGET –
Sales budget, cash collections, cost of goods sold, inventory, and purchases.
(/10)
Excel and Written Discussion
Evidence of little or no understanding of preparing a COGS/ purchases and inventory sched.
Calculations incorrect.
Does not link.
Critical mistakes in COGS logic.
Issues with presentation.
Low comp.
Evidence of adequate understanding of preparing a COGS/ purchases and inventory schedule.
Calculations mostly correct.
Links to Cash Budget.
Adequate discussion of COGS schedule, assumptions are lacking.
Adequate presentation in appendix.
High comp.
Evidence of excellent understanding of preparing a COGS/ purchases and inventory schedule.
Calculations correct.
Links to Cash Budget.
Detailed discussion of COGS schedule, assumptions and reasonableness.
Excellent presentation in appendix.
Capital Budget (/10)
Excel and Written Discussion
Evidence of little or no understanding of preparing a Capital Budget.
Calculations incorrect.
Does not link.
Incomplete listing of purchases and/or support.
Justification and assumptions are incomplete.
Low comp.
Evidence of adequate understanding of preparing a Capital Budget.
Calculations mostly correct.
Links to Cash Budget.
Listing of purchases may be incomplete with moderate evidence and support.
Justification of purchases is limited or unclear. Assumptions are limited.
High comp.
Evidence of excellent understanding of preparing a Capital Budget.
Calculations correct.
Links to Cash Budget.
Expansive and complete list of purchases with detailed evidence and support.
Clear, concise justification of purchases with detailed assumptions.
One-time costs (/5)
Incomplete.
Low comp.
Adequate listing, may have missed a number of costs.
Issues with matching of report and Excel.
Limited research.
High comp.
Expansive listing on one-off costs.
Excel perfectly matches discussion in report.
Thorough research and support in Appendix.
Labour Expenditures (/10)
Excel and Written Discussion
Evidence of little or no understanding of preparing a Labour Budget.
Does not link.
Analysis is difficult to follow.
Low comp.
Evidence of adequate understanding of preparing a Labour Budget.
Missing some details to support labour calculations.
Minor errors in employer costs/benefits with moderate discussion.
Issues with cash timing of labour and employer costs Costs are unrealistic
Links to Cash Budget.
Assumptions lacking, analysis leaps.
High comp.
Sophisticated labour schedule.
Detailed information to support labour calculations demonstrates clear understanding of employer costs.
Employer costs/benefits are correct and thoroughly discussed.
Timing of labour and employer costs realistic, discussed and correct.
Links to Cash Budget.
Excellent clarity for reader.
Selling and Admin (Operating) (/12)
Excel and Written Discussion
Evidence of little or no understanding of preparing an operations budget.
Incomplete listing of operating costs and poor discussion.
Low comp.
Evidence of adequate understanding of preparing an operations budget.
Adequate listing of operating costs with evidence and support in Appendix.
Adequate discussion of costs found in Excel. Clarity is adequate.
High comp.
Evidence of excellent understanding of preparing an operations budget.
Expansive listing of operating costs with evidence and support provided in Appendix.
Detailed discussion of costs found in Excel. Excellence in clarity.
Cash Budget (/15)
Excel and Written Discussion
Evidence of little or no understanding of preparing a cumulative cash budget. Calculations incorrect.
Poor or incomplete discussion.
Low comp.
Evidence of adequate understanding of preparing a cumulative cash budget Calculations incorrect.
Excel sheet links schedules to Cash budget with minor issues.
Finance section is mostly correct.
Beginning and End of year mostly correct.
Total Column mostly Correct.
The written sections lacks detail or does not match Excel.
Limited discussion regarding finance section.
Limited discussion about cash position through year.
High comp.
Evidence of excellent understanding of preparing a cumulative cash budget
Calculations correct.
Excel sheet links schedules to Cash budget with no issues.
Finance section correct.
Beginning and End of year correct.
Total Column Correct.
A detailed description of your Cash Budget which links to numbers in Excel.
A detailed discussion of finance section and agrees to loan schedule.
Excellent analysis of cash position though the year and end of year.
Grammar, Clarity and Organization: logical flow of ideas (/3)
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas.
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas.
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to read format.
Total marks (/75)
Stage Two Comments
BUDGET PROJECT Page 2[supanova_question]
GENDER COMPARISONS IN SPORTS SUCCESS 1 Running head: GENDER COMPARISONS IN SPORTS
GENDER COMPARISONS IN SPORTS SUCCESS 1
Running head: GENDER COMPARISONS IN SPORTS SUCCESS 1
Research Question on Gender Comparisons in Sports Success
Abigail Shearer
Student ID
Athabasca University
The Psychology of Women
June 1st, 2021
Title Goes Here, Again
The first paragraph of any paper should be an introduction. An introduction should give a brief background and describe the purpose and structure of your paper.
Part One: Research Question
The research question for my proposal is an exploration of gender differences in the sport psychological skills profile of college sports athletes. It is commonly established that successful sports competitors have different sport psychology skills than less successful sport participants. Despite the differences in sport psychological skills, gender is a critical relational component in a sporting competition that must be considered when interacting with male and female athletes. Objective: The purpose of this study was to examine the distinctions in cognitive sports strategies among male and female college athletes.
Part Two: Article Summaries
Article One
do Nascimento, M. G. B., Gomes, S. A., Mota, M. R., Aparecida, R., & de Melo, G. F. (2016). Psychological profiles of gender and personality traces of Brazilian professional athletes of futsal, and their influence on physiological parameters. Psychology Research and behavior management, 9, 41.
This study (Citation) aimed to determine the psychological profiles of skilled futsal players in regards to gender schema and assess the physical indicators and exhaustion index of these sportspeople concerning their gender profiles and court roles. The general study hypothesizes that the outcomes of the Running Anaerobic Sprint Test (RAST), which measures tiredness, would be more significant in male heterochromatic sexuality characteristics than in is schematic and female heterochromatic sexuality profiles since futsal is primarily viewed as a sport with features that are comparable to those produced in male schemas in Brazil.
Three important points are highlighted in the study (Citation). There are frequently many skilled players with solid physical attributes, fully advanced technical skills, and exceptional cognitive talents in futsal, all of which contribute to a successful sports performance. When subjected to particular conditions and situations of severe competition, these athletes frequently fail to excel in the sport or demonstrate inconsistent achievements. A deeper understanding of these players’ psychological makeup could perhaps be used to guide them to enhance their competitive success.
The study concluded that using gender schema categorization to guide athletes taking part in this game with the goal of improved performance in specific court operations or even to solve definite complex problems within the game, as sportspeople belonging to various typological organizations will probably display different reactions when exposed to the very same conditioned practice, is a good idea, because athletes coming from other typological groups will likely show different reactions when exposed to the exact match situation. The analysis of athletes’ psychological traits concerning their gender self-concept schema could also be utilized as a talent detecting aid. Other aspects involved in the athlete phase transformation, such as technology, must be addressed for this approach to be recognized as successful, dependable, and genuine.
Article 2: Warner, S., & Dixon, M. A. (2015). Competition, gender, and the sport experience: An exploration among college athletes. Sport, Education, and Society, 20(4), 527-545.
Females often participate in sports and physical activity at a lesser rate than men. One cause could be the way in which competition is defined and appreciated in sports communities. The significance and ramifications of the word “contest” on men’s and female sports involvement are examined in this study. Personal and group surveys with former and present male and female student players from university and student clubs about the contest’s impact on their athletic achievements were performed using Inferential Data Analysis.
The study’s fundamental hypothesis is that a better understanding and enjoyment of the sport will lead to increased and sustained engagement, particularly among women and others who are now on the periphery of many sports standards and traditions. The authors concluded that female’s physiological responses to rivalry differ from men’s. These findings have been replicated in other research ranging from physicochemical precursors of hunger to blood levels of cortisol in competitive situations.
This study emphasizes the need for having a structured support network for women to improve impartiality in team decision-making and cooperation in high-internal-competition contexts from a training and managerial approach. These ramifications can have a significant impact on the sport, mainly sport within the school system. At the same time, many education researchers have determined that aggressive education systems lead to underachievement and a lack of academic engagement.
Article 3: Ch?nurum, J. N., OgunjImi, L. O., & O’Neill, C. B. (2014). Gender and sports in contemporary society. Journal of Educational and Social Research, 4(7), 25-25.
The sports culture is an important area to research and comprehend when it comes to gender issues. Sport offers a unique perspective on how community produces the social figures of male and female athletes and how we ascribe masculine and feminine to those bodies. The fundamental argument of the article is that the community expects men and women to accept, accept, and carry out predefined gender roles and stereotypes. Females are expected to be quiet, submissive, pretty, and nurturers, while males are meant to be powerful, autonomous, and sporty.
This article highlights a number of different aspects. Girls, females, and gentleness have been characterized in relation to men and masculine. Sports and the athletic industry have long been identified with the masculine, with a history of discrimination against women athletes. In past few decades, this propensity has been criticized and questioned. Women and girls have started to embrace the physical ability and athletic ability in the definition of femininity, overcoming restricted, hostile, and restrictive innovative ideas that they must not participate in sports, sweat, exhibit hostility, or battle.
To recapitulate, by overcoming stereotypes, women have dramatically impacted how they are viewed in the sporting world. Ladies have started to participate in sports that were previously only associated with one sexuality as our community’s gender stereotypes have shifted. Female athletes are now seen as women positive examples as well as mentally and psychologically strong persons to whom younger athletes can refer back. This research is valuable since it provides information for future studies on female sports involvement. Female sports appear to be becoming more significant in our society in the future, depending on how gender roles are shifting not only in sports but also in other community sectors.
Article 4: Du Plessis, E. S., Potgieter, J. C., & Kruger, A. (2019). Gender comparisons of sport psychological skills profile of adolescent sport participants. South African Journal for Research in Sport, Physical Education, and Recreation, 41(3), 31-38.
Cognitive talents and tactics that sport participants might learn to deal with the growing needs of competitiveness in sports are defined as psychological skills. Burton and Raedeke went even farther, separating cognitive tools like goal setting, visualization, self-talk, relaxation, and energization from mental abilities like inspiration, energy conservation, concentration, stress reduction, and self-confidence. The study’s thesis is that if there is a clear difference across genders in competition expertise and managing, coaches and other sports professionals can effectively cognitively train athletes based on their specific needs to function effectively amid contests.
The study focused on four critical points. There is no substantial difference in SPS between men and women. Second, an athlete can effectively manage hardship if they can remain emotionally calm and positive during a tournament, despite shifting circumstances. Third, there are no statistically significant differences in the levels of optimism among male and female athletes. Fourth, there are no substantial differences in their concentration between men and women. In conclusion, there is still a lot of confusion about gender variations in sport cognitive skills, which necessitates further research. Even though male and female teenage sports contestants vary markedly in anthropometrical, physiological, and motor skills, the results of this study can help coaches, sport psychosocial professionals, and sport researchers fully comprehend that there are no substantial differences in sport psychological skills in this group.
References
Ch?nurum, J. N., OgunjImi, L. O., & O’Neill, C. B. (2014). Gender and sports in contemporary society. Journal of Educational and Social Research, 4(7), 25-25.
do Nascimento, M. G. B., Gomes, S. A., Mota, M. R., Aparecida, R., & de Melo, G. F. (2016). Psychological profiles of gender and personality traces of Brazilian professional athletes of futsal, and their influence on physiological parameters. Psychology research and behavior management, 9, 41.
Du Plessis, E. S., Potgieter, J. C., & Kruger, A. (2019). Gender comparisons of sport psychological skills profile of adolescent sport participants. South African Journal for Research in Sport, Physical Education, and Recreation, 41(3), 31-38.
Warner, S., & Dixon, M. A. (2015). Competition, gender, and the sport experience: An exploration among college athletes. Sport, Education, and Society, 20(4), 527-545.
Assignment Three Marking Rubric
Research Question
5/10
Summary One
20/20
Summary Two
20/20
Summary Three
20/20
Summary Four
20/20
Use of APA Format/Style
6/10
Total
91/100[supanova_question]