CDR Group e

EDWARD M.
KENNEDY
ACADEMY FOR HEALTH
CAREERS
Conceptual Design Report
Client: Bill Rawlinson
April 9th ,2016
Contributors:
Jonathan Williams
NUID: (001621745)
Chris Walker
Ahmed Ba Wazir
NUID: (001676344)
Shixin Xu
NUID: (001792273)
NUID: (001638228)
Jack Rosen
Haitian Hao
NUID: (001630767)
NUID: (001678146)
TA: Dierdre Dunham

**Signatures included in Appendix D
Executive Summary:
In response to the statement received from our client, Edward M. Kennedy Academy for
Health Careers (EMK), our design team determined the project requirements. At EMK,
the student body is experiencing three behaviors that are unsuitable for a learning
environment: tardiness, hostility, and cell phone usage. With these ideas in mind, the
functional basis of our design is to alter energy, energy being the morale of the students.
The primary functions of the design are to decrease tardiness among students and to
decrease boredom among students. Our design does not have cost limit, but it should be
a reasonably priced proposal as the school is a public school. Since EMK is a public school,
the design must also abide to state regulations.
To solve EMKs problem, our design team brainstormed a large number of solutions that
solved either one, two, or all of the problems presented to us. To help determine which
designs were the best, the objectives of this design were considered. The primary
objectives of the design are: to be affordable, to maximize student attendance, to
maximize use of time during a school day, and to maximize the use of the floor space at
EMK. For each of the original brainstormed solutions, a thorough analysis of the
objectives they met and did not meet was completed. By analyzing the objectives, we
were able to determine which designs were the most suitable for solving EMKs
problems.
These solutions were then voted on by all members of the team, and the top five solutions
were determined. The top five solutions are: a re-designed schedule, an improved
incentives program, cafeteria renovations, a laptop replacement program, and an end of
the day mandatory study.
Given a large amount of flexibility from our client, we were able to concentrate on solving
two of the main issues with the student body at EMK. In doing this, our design team was
able to create a design that pin points two issues, rather than trying to skim over all three.
Since both student tardiness and cell phone usage during class are academic issues, and
hostility is a social issue, our designs are aimed at solving only the academic issues.
Furthermore, our team will be completing an in-depth analysis of these five designs to
determine which one of the solutions that we believe EMK should implement. Once a
solution is chosen, it will be detailed in depth and included in our final design report,
which will be completed no later than April 15 , 2015.
th
Edward M. Kennedy Academy for Health Careers | Conceptual Design Report
Company Ideologies:
Founded in 2016 by a group of Freshman engineering students at Northeastern
University, Group E Enterprises is a company founded on three major principles:
Youthful thinking, Educational Growth, and Diversity. With these three principles, our
engineers can provide their clients with innovative and creative products.
Youthful Thinking:
Our company was founded by a group of young engineers, and by hiring young
engineers we are able to produce thoughtful, new ideas that are different from those
produced by older companies. By incorporating youthful thinking, our company is able
to bring our clients the most up to date solutions, as well a variety of ideas they may not
have considered in the past. Thanks to this principle, our clients can be assured that they
will get a solution that will be relevant in the current period and in the future.
Educational Growth:
Since the members of our company are currently enrolled at Northeastern, they
will continue to expand their current knowledge of the study of engineering. In the next
few years, our employees will become educated in a variety of different engineering
disciplines, including computer hardware engineering, electrical engineering, biomedical
engineering and mechanical engineering. Our company takes pride in educational
growth, as we believe our associates should have the deepest knowledge of education,
expanding across multiple disciplines.
Diversity:
Our company prides itself on the diversity of its associates, whose minds stem
from many different backgrounds. Our team consists of two students from the eastern
coast of the United States, one student from the West Coast, two international students
from China, and one international student from Yemen. Our company is able to apply
these different backgrounds to our thinking in engineering design, ensuring that our
clients problems are viewed from a variety of diverse standpoints.
With these three principles, our company strives to bring our clients innovative
solutions, and this can be expressed through our mission statement.
Mission Statement
Group E Enterprises strives to bring our clients into the twenty-first century with
innovative and creative solutions. Using the traditional engineering design process, our
team is able to provide our clients with the highest quality of solutions, which can be
attributed to the youthful thinking, educational growth, and diversity of our design team.
Project Requirements
Problem Statement:
The Edward M. Kennedy Academy for Health Careers, EMK, is a Horace Mann Charter
School within the Boston Public School system [1]. In previous years the academy
experienced a decline in the behavior of the students. Bill Rawlinson, the Health and
Community Engagement Coordinator for EMK, noticed the trend among his students.
The issues experienced within his student body can be separated into three major
problems: an increase in tardiness pertaining to a group of students being commonly
absent, an increase in cell phone usage during class and an increase in hostility between
the students.
Tardiness, cell phone usage, and hostility between students are major issues that have
negative effects on educational environments. Being tardy, or not showing up at all, is an
issue that can be described as an epidemic at schools across the country [2]. Not only
does being tardy affect a students ability to be an active learner, but it also reflects poorly
on their personal character. Likewise, cell phone usage also affects a students academic
ability, as a survey indicated 48% of students acknowledge that using a cellphone in class
distracts them from the material being covered [3]. Hostility, on the other hand, is a social
issue that merely affects the students ability to be responsible adults. It is, however, still
a behavior that should not be allowed in an educational environment.
In previous years the school was able to administer an application process so they may
be selective in which students they admit to their school. As they are within the Boston
Public School System, the city determined that this process was unfair as it favored
students who grew up in better backgrounds. As it is a public school, this system was
eliminated and replaced with a lottery so that every student has an equal chance of being
admitted to the academy. This system was essential to the academy as it gave the school
the power to choose which students they wanted admit, allowing them to optimize their
student body. Without this program, EMK no longer has the ability to weave out certain
students. A method of improving the attitudes of the students in the academy is needed
moving forward.
1.2 Stakeholder Identification

Stakeholders
EMK
Boston Public
School System
Parents of
Students
Interests
Reducing tardiness
Decreasing the
frequency of cell phone
usage during class
Decreasing violence
Increasing grades
Abide to state
regulations
Increasing the
attendance rate of
students
Increasing the grades
of students.
Minimizing costs of the
design
Enforcing state
regulations
Having their children
graduate from high
school
Having their children
achieve excellent
grades for college
Northeastern
University
Students
Does not interfere with

Northeasterns
academics
Improving opinion
about school
Increasing grades
Impact on FOC
Works within school
environment.
Follows school rules
Does not abolish current
application system
Uses as little money

possible
Does not interfere with
state education
requirements

Implemented without
affecting home life overly
Any solutions involving

scheduling must be
approved by Northeastern,
as EMK uses their
classrooms
Minimal energy input by
students will result in
maximum benefits for their
outlook

1.3 Functions
Fundamental Basis
To alter energy
Primary Functions
To decrease exhaustion and boredom
To prevent the students from exhibiting these negative behaviors
Secondary Functions
To increase students willingness to come to school
To encourage students to stay on campus during lunch
To increase social time among students
To increase students participation in class
Unintended
The variety of food the students are served may increase, which could have a
positive effect on their outlook on school.
The amount of food served may increase, which could negatively affect the
budget
1.4 Objectives
Minimize costs
o Uses current floor space
Maximize floor space efficiency
o Increases students served at one time
Increase attendance in school cafeteria
o Maximizes availability of food
The design shall not:
o Scrap the current application process
o Interfere with state requirements for time in school
o Break school rules (Rules set forth in the EMK handbook)
o Affect students based on their backgrounds
o Affect students abilities to participate in classes
1.5 Constraints
Time
o This design must be finished no later than April 21st, 2016
Design cannot affect the current application process
Note: Although there was no defined cost constraint, the cost must be reasonable. Any
design with expenses would need to be approved by the Boston Public School System.
1.6 Service Environment
Physical Environment:
EMK Academy - Fenwood Campus
o Repurposed gymnasium
Limited indoor and outdoor space
Connected to two buildings
o Boston weather
Many cold weather months during school year, where temperature

is below 32 degrees [4].
Students are more violent during the winter months
Overcapacity, school is designed for 200 students
Class sizes continue to grow
Virtual Environment:
Private Internet
o Two admins have access
o Students have no access
NUWAVE
o Students cannot access it as they have no Husky ID
o NUGuest does not reach lobby of EMK
Boston cellular service
o Strong 4G service throughout Boston

Living Environment:
Students, teachers, faculty, and visitors
o Multiple hundred people going through per day
Subterranean levels
o Potential termite problems without treated wood [5]
o Little light and fresh air exposure
1.0 Alternative Designs

Due to the nature of our problem, the designs that are being considered are mostly
systematic as realized by the team during the brainstorming process. Each idea was
highly valued because all of the group members came from different backgrounds, but
have all encountered tardiness and cell phone issue in each of those respective
backgrounds. Each member had unique designs that worked in their secondary schools,
so we utilized the engineering tool SCAMPER to help consolidate all of our ideas to five
different designs. We have five designs that target the students behavior in different
ways.
2.1 Restructured Schedule
One of the chief complaints from our client was that students are tardy to their
classes, but the first class especially. In order to alleviate the primary tardiness, a
restructured schedule will be proposed with the school day starting two hours later.
Another problem stated by the client is mobile phone usage during class. One of the
features of the restructured schedules is larger breaks in between classes to encourage
cell phone usage outside rather than during class. View appendix A for current and
proposed schedules.
Pros:

Allows students to get more sleep

Encourages cell phone use, but outside of class
Students with more downtime will be able to focus better when in class
Cons:

Students end the day late

School day will be lengthier than the current school day
It will not eradicate cell phone usage during class
2.2 Improved Incentive Program

Currently at EMK, there is an incentive program that is called the Husky PAWS
program. Our team proposes that this program should be modified to reward students
more often in order to improve willingness to come to class and in class behavior. The
current PAWS program is structured as said on their website [6]
[6]
Our team proposes that the drawings for raffles occur on a
weekly basis with smaller prizes than the monthly prizes.
This way, the students are more inclined to earn PAWS in
class because someone is winning a prize every week. The
four core values all work for the proposed program, but in
order to solve the problem, there should be an emphasis on
the attendance component of the program.
Pros:
Encourages attendance on a weekly basis
Discourages cell phone use in order to earn PAWS
Students will attempt to behave better because of
[6]
free things
In the event of group rewards, students will positively
peer pressure each other to do positive things such as attend class on time or
refrain from cell phone use

Cons:

It will incur a cost on the school

Teachers might not want to be constantly rewarding behavior
Students may not change behavior
2.3 Cafeteria Renovations

Currently, the Fenway Campus is an open campus, which lets EMK students
wander onto Northeasterns campus [1]. Going to Northeastern definitely encourages
tardiness for classes after lunch, so our team is proposing a renovated cafeteria in order
to be able to accommodate more students for lunch. The food options should also be
improved so students will have no reason to leave campus and thus no reason to be late.
The cafeteria should also be open earlier in the morning to be able to encourage students
to come to school earlier to eat, which would reduce the likelihood of tardiness for the
first class.
Pros:

Students will be less likely to be late to first class and the class after lunch
Encourages cell phone use during cafeteria time
Students will be more satisfied with better quality food
Cons:
The cost of keeping the cafeteria open longer and potentially renovating will be
expensive
Students will still go off campus, but at a reduced rate
Students may not sleep as much if they arrive on campus earlier

2.4 Laptop replacement

Besides tardiness, cell phone usage is another one of our clients concerns. To solve
this problem, we noticed that making good use of cell phones would be a good idea.
However, since cell phones are private property, there is no way to standardize it.
Therefore, we came out with a laptop-replacement plan. In many schools which also have
the phone issue, some of them have used iPad or laptop to reduce the use of cell phone
during classes. For example, iPads have created new possibilities for learning in the
classroom such as note taking, accessibility to resources, and interactive courses and
materials at Burlington high school [7]. By giving students laptops or other devices as
learning tools in class, students will not need to use their cellphones and will be more
willing to accept activities or assignments on computers. A students preference may be
to type their notes and to study in an interesting and interactive app as homework. The
goal of this plan is to replace cell phones with laptops so that students will be more
enthusiastic about learning.
Pros:

Cons:
Students can utilize technology as a tool to learn effectively.

Decreases the boredom.
Higher engagement during class. Teachers can gain students attention easier by
giving assignments and interacting with them via laptop or other devices.
Students could be distracted by checking email or other non-class related

applications.
It will cost money to manage and purchase a laptop for each student.
It might not work for students who do not like to use laptops.

2.5 End of day mandatory study

To increase students study performance, we think that a mandatory study session
for struggling students. In this plan Students, are required to attend a study after school.
For students whose grades are under the average, they will have a tutor. The tutor can
answer their questions and help them with their homework. For students who have an
above average grade, they will not have to attend. Adding this policy would help the
students with poor grades to get better grades, and encourage them to get out of the after
class studying section, but also good academic performing students would maintain
good studying habits to stay out of the compulsory session.
Pros:
Students grade would increase as a result of incentive motivation for getting out
of school earlier and tutoring.
Students have a good atmosphere to do their homework or to study.
Cons:
Some students might skip the section.
Students parents might not support this idea since their children would not go
home early.

3.0 Future Work

3.0 Future Work
In the upcoming few days, our group will compare between the five pre-mentioned
potential solutions in order to select the best one. Our team strongly believes that
measurement is necessarily needed in that phase. Then, the design team will mainly focus
on the formation of the final proposed design.
3.1 Planned Selection Process for Proposed Design
In general, our group has considered five potential solutions to the problems as
shown above. In order to figure out which solution(s) should be used, we need to go
through a selection process. Our group will compare the acceptability of each of the
solutions by using a weighted comparison matrix, which takes the objectives and adds a
mathematical value to each one thus giving a number value to each solution. Our group
believes that every solution may go against someones preference more or less; however,
they indeed all have advantages, which will bring positive changes to students lives at
EMK. What we need to make sure is that the proposed design will have the greatest
positive effects and at the same time correspond to the students satisfaction.
3.2 Potential Measurement of Success of Proposed Design
As engineers, we need to set up a system of metrics in order to determine how
successful our design is after its implementation. Therefore, potential ways to measure
the success of our proposed design should be based on data. Our group will record
tardiness and grade data before and after the implementation of our proposed design.
Then we will evaluate the difference between those two. If there is a decrease in the
number of students tardy, or an increase in the grades, it means that our design works. If
the cafeteria design is used, a good metric would be to measure how many people buy
lunch on a daily basis after the implementation of the renovations and extended hours.
3.3 Critical Evaluation of Strengths/Weaknesses:
After determining the top solutions for our clients problem through engineering
strategies, the time comes for our design team to critically evaluate these designs. Our
team has chosen four factors to be the main elements of the evaluation process. These
elements are:
How well a specific design solves our clients problem.
One of the major criteria our team will depend on is to link the outcomes of a particular
design to the problem(s) identified by our client. Our team believes that measuring the
Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 10
designs outcomes using the above metrics and recognizing how well they solve the
delivered problem(s) are key components in evaluating the strengths and weaknesses of
a specific design.
The specific designs impact on the service environment.
Identifying the designs effects on the service environment can be a helpful tool to assess
the designs outcomes. By measuring the degree of these effects and identifying whether
they are positive or negative, our team can assess the strengths and drawbacks of that
particular design.
A survey about that specific design.
Furnishing the users of a particular design with an anonymous survey will provide the
design team with the needed feedback in order to identify the strong/weak areas of that
design.
The clients satisfaction.
Knowing how satisfied our client is will definitely help us assess our designs outcomes.
This can be done through many different ways such as a survey or a conversation.
4.0 Conclusion
After receiving our clients statement, our design team started focusing on the
evaluation of the problem statement from an engineering view. After doing some
research and meeting with our client, our team found out that the major problems our
client encounters are students tardiness, cell phone usage during class time, and hostility
between students on social media. From that point on, we started working on analyzing
these problems and identifying their functions, objects, constraints, stakeholders and
service environment using engineering strategies such as objective and function trees.
From our engineering view, altering energy was the main functionality we needed to
concentrate on when we started working on our solutions. Though our team came up
with more than ten different solutions to our problems, a voting system and discussion
helped us to minimize the number of solutions to the pre-mentioned five solutions. In the
upcoming days, our team will mainly concentrate on choosing the best solution for our
clients problems. To compare the strengths and drawbacks of the five suggested
solutions, our team have chosen specific criteria to be used. After selecting a specific
solution, the design will be presented to our client, and any concerns or suggestions will
be addressed by the design team, which may influence a redesign. The design team will
begin formulating the final design specifications upon obtaining the clients approval.
Reference List:
[1]Edward M. Kennedy Academy for Health Careers Student and Families Handbook,
2013-14 ed. Boston: Edward M. Kennedy Academy for Health Sciences, 2016, pp.
8-9, 39-41, 53-56 [Accessed: 10- Apr- 2016].
[2]L. Coleman, G. Eastman and B. Norman, "In Class Texting Behaviors Among
Students",UNH News, 2016. [Online]. Available:
http://www.unh.edu/news/docs/UNHtextingstudy.pdf. [Accessed: 12- Apr2016].
[3]T. Ott, "Cleveland schools working on plan to curb rampant tardiness",
cleveland.com, 2016. [Online]. Available:
http://blog.cleveland.com/metro/2008/11/cleveland_schools_working_on_p.h
tml. [Accessed: 12- Apr- 2016].
[4]"Weather History for Boston, MA | Weather Underground", Wunderground.com,
2016. [Online]. Available:
https://www.wunderground.com/history/airport/KBOS/2013/1/15/Monthly
History.html?req_city=&req_state=&req_statename=&reqdb.zip=&reqdb.magic
=&reqdb.wmo=. [Accessed: 11- Apr- 2016].
[5]"Termite Habitats and Feeding :: Termatrac", Termatrac.com, 2016. [Online].
Available: http://www.termatrac.com/home-owners/learn-abouttermites/termite-habitats-and-feeding/. [Accessed: 11- Apr- 2016].
[6]"EMK Husky PAWS Program: February Winners!!", Kennedyacademy.org, 2016.
[Online]. Available:
http://www.kennedyacademy.org/apps/news/show_news.jsp?REC_ID=39466
5&id=
[7]Apple - Burlington High School Profile, Apple - Burlington High School Profile.
[Online]. Available at: http://www.apple.com/education/realstories/burlington/. [Accessed: 09-Apr-2016].
Appendix A: EMK Schedules

Current [1]
Period/Time Monday
Tuesday
Wednesday Thursday
First Period First Period First Period 7:30-9:00 First Period First Period
7:30-8:30
7:30-8:30
7:30-9:00
7:30-9:00
Friday
First
Period
7:30-8:30
Second
Second
Period 8:33Period
9:33
8:33-9:33
Third Period Second Period 9:35- Second
Second Period Third
9:36-10:36 10:35
Period 9:35- 9:35-10:35
Period
10:35
9:3610:36
Lunch 10:36- Lunch 10:36- Lunch
Lunch
Lunch
Lunch
11:20
11:20
10:3611:20
Fourth
Third Period 11:25- Third Period Third Period Fourth
Period
12:55
11:25-12:55 11:25-12:55
Period
11:24-12:24
11:2412:24
Fifth Period Fourth Period 1:00- Fourth
Fourth
Fifth
12:27-1:27 2:30
Period 1:00- Period 1:00Period
2:30
2:30
12:271:27
Sixth Period
Sixth
1:30-2:30
Period
1:30-2:30
2:45-4:00
After School After School
After School After School Staff
Enrichment Enrichment/MCAS Enrichment Enrichment/ Meeting
Prep
MCAS Prep
Proposed
Period/Time
8:30 - 9:22
Breakfast
(Not
mandatory)
First Period
9:30-10:30
Monday
8:30 - 9:22
Breakfast
(Not
mandatory)
First Period
9:30-10:30
Second
Period
10:38-11:38
Third
Period
11:46-12:46
Lunch 12:46- Lunch
1:30
Fourth
Period 1:342:34
Fifth Period
2:39-3:39
4:50-6:10
Tuesday
8:30 - 9:22
Breakfast (Not
mandatory)
Wednesday
8:30 - 9:22
Breakfast
(Not
mandatory)
First Period
9:30-11:00
Thursday
8:30 - 9:22
Breakfast
(Not
mandatory)
First Period
9:30-11:00
Friday
8:30 - 9:22
Breakfast
(Not
mandatory)
First Period 9:30First Period
11:00
9:30-10:30
Second
Period
10:38-11:38
Second Period
Second
Second
Third
11:50-12:15
Period
Period 11:50- Period
11:50-12:15 12:15
11:46-12:46
Lunch 12:15-1:30
Lunch
Lunch 12:15- Lunch
12:15-1:30 1:30
Third Period 1:30- Third
Third Period Fourth
3:00
Period 1:30- 1:30-3:00
Period 1:343:00
2:34
Fourth Period 3:10- Fourth
Fourth Period Fifth Period
4:40
Period 3:10- 3:10-4:40
2:39-3:39
4:40
Sixth Period
Sixth Period
3:44-4:44
3:44-4:44
After School After School
After School After School Staff
Enrichment Enrichment/MCAS Enrichment Enrichment/ Meeting
Prep
MCAS Prep
Appendix B: Research Worksheets

Name, student number, date research completed
Chris Walker, 001792273, April 10, 2016
Short description of research material (e.g. title, subject)
Schedule of classes of the EMK school day.
Citation in IEEE format for Reference list
[1]Edward M. Kennedy Academy for Health Careers Student and Families
Handbook, 2013-14 ed. Boston: Edward M. Kennedy Academy for Health Sciences,
2016, pp. 8-9, 39-41, 53-56.
Quality/value/relevance of source
High value
Identifiable biases in source
Source is the school directly.
Interest (concern) of source
To compare the schedule to a new proposed one.
Brief notes on how quality, bias and/or interest influence appropriate use of
information
There is not very much bias in the source as the information is empirical.
Summary of information
Schedule of classes.

Jonathan Williams, 001621745, April 10th 2016
Study on students texting class
[2]L. Coleman, G. Eastman and B. Norman, "In Class Texting Behaviors Among
Students",UNH News, 2016. [Online]. Available:
http://www.unh.edu/news/docs/UNHtextingstudy.pdf. [Accessed: 12- Apr2016].
Medium Value
Source is an academic project, so authors were writing with incentive of getting a
good grade
To bring the issue of texting in class to light
information
Some of the information may not have been completed to best of the students ability
This document provides research and statistics on how texting during class affects
the classroom environment.

Jonathan Williams, 001621745, April 10th 2016
Tardiness within the Cleveland public school system
[3]T. Ott, "Cleveland schools working on plan to curb rampant tardiness",
cleveland.com, 2016. [Online]. Available:
http://blog.cleveland.com/metro/2008/11/cleveland_schools_working_on_p.html.
[Accessed: 12- Apr- 2016].
Medium value
Source is a blogger, could potentially have strong interests
To cast concern on the tardiness issue at Cleveland public schools
information
Since this writer has a strong belief that there is an issue, he may exaggerate.
The main information that I wanted to take from this document is that tardiness is an
epidemic in public schools, and that it needs to be fixed.

Ahmed Ba Wazir, 001676344, April 10, 2016
Weather History for KBOS - January, 2013
[4]"Weather History for Boston, MA | Weather Underground", Wunderground.com,
2016. [Online]. Available:
https://www.wunderground.com/history/airport/KBOS/2013/1/15/MonthlyHist
ory.html?req_city=&req_state=&req_statename=&reqdb.zip=&reqdb.magic=&reqdb.
wmo=. [Accessed: 11- Apr- 2016].
High value
There is no bias since the website provides straight facts.
To collect information about Boston weather during the year.
information
There is no bias in the source as the information is facts.
Information about Boston weather regarding temperature, precipitation, wind, ...etc.

Jack Rosen, 00163067, April 11th
Short description of research material (e.g. title,
Termites and the habitat they require to live and create a colony.
[5]"Termite Habitats and Feeding :: Termatrac", Termatrac.com, 2016. [Online].
Available: http://www.termatrac.com/home-owners/learn-about-termites/termitehabitats-and-feeding/. [Accessed: 11- Apr- 2016].
Medium value
Extreme relevance to context.
Their website provides a termite removal service as well as the information cited.
To inform homeowners of the potential risks associated with certain building
strategies that have shown termite infestations in the past.
information
The website could be overstating the dangers of termites, however, as they are
professionals at removing and identifying termites it would seem reasonable to
believe the information is true.
Termites inhabit non-treated wood that is close to the ground, especially in
subterranean environments. Damp and decaying wood is a perfect home for termites
to start new colonies.

Chris Walker, 001792273, April 10, 2016
The husky PAWS program was described by the website
[6]"EMK Husky PAWS Program: February Winners!!", Kennedyacademy.org, 2016.
[Online]. Available:
http://www.kennedyacademy.org/apps/news/show_news.jsp?REC_ID=394665&id
=0. [Accessed: 10- Apr- 2016].
High value
Source is the school directly.
To show the PAWS program and its flaws to suggest improvements
information
There is not very much bias in the source as the information is strictly about the
award.
The Husky PAWS programs description.

Shixin Xu, 001638228, April 9th
A successful example of using ipad in school.
[7]Apple - Burlington High School Profile, Apple - Burlington High School Profile.
[Online]. Available at: http://www.apple.com/education/real-stories/burlington/.
[Accessed: 09-Apr-2016].
High value
Source is from the apple official website.
To show the benefits of using iPad as an educational tool.
information
The bias of this source is to show how good the apple product iPad is. It only shows
the positive influence.
The impact of the usage of iPad as an educational tool in Burlington High School).
Appendix C: Attribution Table

FD First Draft | RS Research | CR Content Review | ET Grammatical Edit |
FR Final Review
Section
Jon
Jack
Chris
Billy
Harry
Ahmed
Cover Page
FD, ET
ET
Executive Summary
FD, ET
ET
ET
Company
Ideologies
FD, ET
ET, CR
ET
Problem Statement
FD, ET,
RS
CR
ET
Design
FD
1.2. Stakeholders
CR
FD
ET
1.3. Functions
CR
FD
ET
1.4. Objectives
CR
FD
ET
1.5. Constraints
CR
FD
ET
1.6. Service
Environment
CR
FD, RS
ET, RS
2.1. Design 1
CR
FD, RS
CR
ET
2.2. Design 2
CR
FD, RS
CR
ET
2.3. Design 3
FD, RS
CR
ET
2.4. Design 4
CR, ET
FD, RS
ET
2.5. Design 5
CR, ET
FD
ET
3.1. Planned Selection

Process for Proposed
Design
CR
FD
ET, CR
3.2. Potential
Measurement Success
CR
FD
ET, CR
ET
3.3. Critical Evaluation
ET
CR
of
El--
FD,
ET,
Strengths/Weaknesses
4.0 Conclusion
Appendices
(see Appendix C)
FD, ET
Final Revision
FR
,l n
FD
CR
ET
Er
FD
FD
FD
FD,
ET,
FD,
ET
FR
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Edward M. Kennedy Academy for Health Careers I Conceptual Design Report 22
Appendix D: Cover page with Signatures

We have a cover page with signatures, but didnt like how it looked, so we included it
here on the following page.
EDWARD M. KEINNEDY
ACADEMY FORHEALTH
CAREERS
Conceptual Design Report
Client: Bill Rawlinson
April
9th
,2076
Contributors:
]onathan
Williams
NUID: (001621745)
1
Ahmed
BaWazir
7676344)
hris Walker
NUID: (007792273)
Jack Rosen
NUID: (007630767)
(001638228)
NUID:: (00
'(rY
Haitian
Hao
TA: Dierdre Dunha

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EDWARD M.

TA: Dierdre Dunham

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report

1.2 Stakeholder Identification

Does not interfere with

Uses as little money

Any solutions involving

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report

Many cold weather months during school year, where temperature

1.0 Alternative Designs

Allows students to get more sleep

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report

Students end the day late

2.2 Improved Incentive Program

It will incur a cost on the school

2.3 Cafeteria Renovations

2.4 Laptop replacement

Students can utilize technology as a tool to learn effectively.

Students could be distracted by checking email or other non-class related

2.5 End of day mandatory study

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report

3.0 Future Work

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 11

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 12

Appendix A: EMK Schedules

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 13

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 14

Appendix B: Research Worksheets

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 15

Name, student number, date research completed

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 16

Name, student number, date research completed

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 17

Name, student number, date research completed

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 18

Name, student number, date research completed

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 19

Name, student number, date research completed

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 20

Name, student number, date research completed

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 21

Appendix C: Attribution Table

3.1. Planned Selection

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 22

3.3. Critical Evaluation

Edward M. Kennedy Academy for Health Careers I Conceptual Design Report 22

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 23

Appendix D: Cover page with Signatures

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 24

TA: Dierdre Dunha

Edward M. Kennedy Academy for Health Careers | Conceptual Design Report 25

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