Applied Business Finance | My Assignment Tutor

BSc (Hons) Business Management with Foundation September 2020 Cohort BMP 3005 Applied Business Finance Module Guide 2020/2021 Semester 2 Level HE3 Contents 1.Module Overview 2 2.Learning and Teaching Strategy 2 3.Graduate Attributes 2 4.Module Communications 2 5.Module Description 3 6. Learning Outcomes and Assessments 3 7. Assessment Deadlines 4 8. Assessment Feedback. 4 9. Module Calendar………………………….….…………………….……………………….…4 10. Formative Assessment……………….……………………………….……………….…….5 11. Indicative Reading 5 12. Guidelines for the Preparation and Submission of Written Assessments 6 13. Procedures for Examinations 7 14. Academic Misconduct 7 15. Assessments 8 16. General Assessment Criteria for Written Assessments 9 Module Overview Module TutorRiaz BhattiEmailRiaz.Bhatti@rcl.ac.ukModule TutorMuhammed SajidEmailMuhammed.Sajid@rcl.ac.ukOffice LocationGTS Academic office, First FloorDrop-in AvailabilityBy appointmentWeblink to Moodle Classhttps://moodle.bolton.ac.uk/course/view.php?id=13784Weblink to Module Specificationhttps://modules.bolton.ac.uk/BMP3005 Learning and Teaching Strategy The module will be delivered in 3-hour session each week over 15 weeks. To complete the module successfully you must also allocate a substantial amount of independent study time. The learning and teaching strategy of the module will provide a variety of delivery methods that enable you to meet the learning outcomes for the module through a mix of lectures, seminars and tutorials relating to each of the academic themes. Some of the practical seminars will focus on the development of the skills information literacy skills, referencing skills and academic writing skills. Tutorials will also be used as assignment workshops to give individual feedback on progress so far. In addition, a VLE site will contain additional learning materials, interactive content and additional support resources. Graduate Attributes Graduate attributes are the personal qualities and skills which the Regent College London and University of Bolton community values, and which a student is expected to develop during their time at the Regent College London studying University of Bolton programme. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills. In total, there are 10 graduate attributes. This module seeks to support the development of: Problem Solving Enterprising Module Communications The Module Tutor’s contact details are provided at the top of the previous page. You must check your Regent College London email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media. Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However, responses will be longer in holiday periods. Module Description Module Outline: This module will help to enhance your problem solving and data interpretation skills. It will introduce you to basic financial terms, data interpretation, as well as support the use of statistics and information technology. It will help you develop an understanding of how to use data interpretation to inform the problem-solving process. You will be expected to demonstrate an ability to communicate the results of data interpretation. Indicative Contents: 1 Problem solving 2 Data collection -asking questions – testing claims 3 Gathering and analysing data 4 Data presentation 5 Using technology 6 Basics of financial mathematics (percentages, fractions, interest rates, ratios, equations) 7 The Profit/Loss Equation 6. Learning Outcomes and Assessments Learning OutcomesAssessmentLO1: Demonstrate the skills and knowledge to interpret basic financial data.Assessment 1LO2: Demonstrate the skills and knowledge to maintain basic financial recordsAssessment 1LO3: Illustrate how financial data analysis can aid decision making in business.Assessment 1LO4: Demonstrate ICT skills in data manipulationAssessment 1 7. Assessment Deadlines Assessment itemDue DateWeight1Individual ReportSaturday 15 May 2021 at 23:59100% 8. Assessment Feedback Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than15 working days from the deadline date. However, please note that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change. Please take time to read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development and can therefore help you improve on future grades. 9. Module Calendar Session No.Date or Week CommencingTopics Covered101/02/2021Ground Rules & Attendance Policy Introduction to the Module – Module Guide and Assessment Briefs Turnitin – Submission & Similarity208/02/2021The Income StatementAssessment Workshop315/02/2021The Balance SheetFormative feedback on Draft Assessment422/02/2021Ratios, Percentages and financial mathematicsFormative feedback on Draft Assessment501/03/2021Ratios, Percentages, and financial mathematicsFormative feedback on Draft Assessment608/03/2021Gathering and analysing dataFormative feedback on Draft Assessment715/03/2021Basics of financial mathematics (percentages, fractions, interest rates, ratios, equations)Formative feedback on Draft Assessment822/03/2021The Profit/Loss EquationFormative feedback on Draft AssessmentEaster Vacation: 29 March 2021 to 11 April 2021912/04/2021The Profit/Loss EquationAssessment Workshop1019/04/2021Finance in Times of Crisis and PlentyFormative feedback on Draft Assessment1126/04/2021Finance in Times of Crisis and PlentyFormative feedback on Draft Assessment1203/05/2021Data Presentation/Using TechnologyFormative feedback on Draft Assessment1310/05/2021Formative feedback on Draft AssessmentAssessment has to be Submitted this week. Cut-off time for on time submission: Saturday 15 May 2021 at 23:591417/05/2021Progression to Degree Degree Course Overview Module Evaluation1524/05/2021Progression to Degree Degree Course Overview Module Evaluation 10. Formative Assessment The formative assessment strategy aims to prepare you for summative assessment by clarifying, sharing and ensuring that you understand goals for learning and the criteria for success. This will be implemented through effective classroom discussions, activities and tasks. Verbal and written feedback will be offered that moves learning forward and activates you as owner of your own learning and as learning resources for one another. This will take place during seminar and tutorial activities with group and individual interaction with tutors. Methods used will include question and answer sessions and exercises to develop ICT, numeracy and data interpretation skills. 11. Indicative Reading Fraser, C., (2013) Business Statistics for Competitive Advantage with Excel 2013, New York: Springer McLaney, E. J., Atrill, P. (2014) Accounting and finance: an introduction, Harlow: Pearson Rice, A. (2015) Accounts demystified: the astonishingly simple guide to accounting, Harlow: Pearson Surridge, M. and Gillespie, A. (2011) AQA Business Studies for AS, (4th Ed), London: Hodder Education 12. Guidelines for the Preparation and Submission of Written AssessmentsWritten assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing, and each page should be numbered.There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices). Where a word limit is specified, the following penalty systems applies: Up to 10% over the specified word length = no penalty 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment). More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will be capped at the pass mark for the assessment.All written work should be referenced using the standard University of Bolton referencing style– see: https://www.bolton.ac.uk/library/Study-Skills/Referencing/Home.aspxUnless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).Late work will be subject to the penalties: Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment. More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded.Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below.In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects and artefacts which, at the discretion of the Programme Leader, may be longer than 14 days.Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures. Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork.Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is, therefore, important that you keep multiple copies of your work on different storage devices before submitting it.13. Procedures for Examinations N/A 14. Academic Misconduct Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.Please note that penalties apply if academic misconduct is proven. See the following link for further details: https://www.bolton.ac.uk/about/governance/policies/student-policies/ 15. AssessmentsAssessment briefs are issued separately. 16. General Assessment Criteria for Written Assessments – Level HE3 %RelevanceKnowledgeArgument/AnalysisStructurePresentationWritten EnglishResearch/ReferencingClass I(Exceptional Quality)85-100%Directly relevant to title.Expertly addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an exceptional knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Makes exceptional use of appropriate arguments and/or theoretical models. Presents a comprehensive discussion of material resulting in clear, logical and original conclusions.Coherently articulated and logically structured. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A very well written answer with standard spelling and grammar. Style is clear, resourceful and academic.A wide range of sources drawn upon. Sources are cited accurately in the text and in the reference list.Class I(Excellent Quality)70-84%Directly relevant to title.Addresses the main assumptions of the title and/or the requirements of the brief.Demonstrates an excellent knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Makes excellent use of appropriate arguments and/or theoretical models. Presents a comprehensive summary of material resulting in clear, logical conclusions.Coherently articulated and logically structured. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP), where appropriate.A well writtenanswer with standard spelling and grammar. Style is clear, and academic.A wide range of sources drawn upon. Sources well cited in the text and in the reference list – with only minor errors.Class II/i(Very Good Quality)60-69%Generally addresses the title/brief and covers some key issues in sufficiently meaningful detail.Demonstrates a very good knowledge/understanding of theory and practice for FE3 level through the identification and summary of key themes.Uses appropriate arguments or theoretical models. Clear and valid summary of the material. Presents clear, logical conclusions.Logically constructed in the main. An appropriate format is used.The presentational style & layout is correct for the type of assignment. Inclusion of FTP, where appropriate.A clearly written answer with standard spelling and grammar. Style is clear, and academic.A range of sources drawn upon. Most sources cited accurately in the text and in the reference list.Class II/ii(Good Quality)50-59%Generally, addresses the title/brief but sometimes considers irrelevant issues.Demonstrates a good knowledge/understanding of theory and practice for FE3 level through the identification and summary of some key issues.Presents largely coherent arguments. Valid summary of the material although focus lacking in places. Presents conclusions which are fairly clear and logical.For the most part coherently articulated and logically structured. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inclusion of FTP lacks selectivity.Competently written with minor lapses in spelling and grammar. Style is readable, and generally academic.Relevant sources drawn upon. Some weaknesses in referencing technique.Class III(Satisfactory Quality)40-49%Some degree of irrelevance to the title/brief.Superficial consideration of the issues.Demonstrates an adequate knowledge/understanding of theory and practice for FE3 level. An attempt is made to identify and summaries key themes.Presents basic arguments, but focus and consistency lacking in places. Some issues may lack clarity. Presents conclusions which are not always clear or logical.Some attempt at articulation and logical structure but gaps in coherence and progression. An acceptable format is used.The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding.Generally, competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in places.Some academic sources but overreliance on non-academic sources.A number of errors in referencing technique.Borderline Fail35-39%Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unclear terms.Demonstrates weaknesses in knowledge of theory and practice for FE3 level, with poor understanding of key themes.Limited arguments, which lack clarity in places.Presents conclusions which are neither clear nor logical.Poorly structured. Lack of articulation. Format deficient.For the type of assignment, the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed.Deficiencies in spelling and grammar make reading difficult. Simplistic or repetitious style impairs clarity. Style is not academic.Limited sources and poor referencing.Fail

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

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