Project Report On

CERDIT CO-OPERATIVE SOCITY BANK

For The Subject

CAPSTONE PROJECT PLANNING

Academic Year
2024 - 2025

Affiliated to
MAHARASHTRASTATE BOARD OFTECHNICAL

EDUCATION

Submitted in partial fulfilment of the requirement of the diploma of

Computer

GROUP MEMBERS

Sr No. Name Enrollment No.

1. Triveni G. Murbe 2211440033

2. Vishakha N. Mandavkar 2211440049

3. Pragati A. Alhat 2211440053

4. Shagun R. Yadav 2211440070

GUIDED BY

Mrs.
 MAHARASHTRA STATE BOARD OF TECHNICAL

EDUCATION, MUMBAI

CERTIFICATE

This is to certify that Ms. Triveni G. Murbe, Vishakha N. Mandavkar, Pragati A. Alhat
Shagun R. Yadav.

Fifth Semester of Diploma in COMPUTER ENGINEERING at GV ACHARYA

POLYTECHNIC, SHELU has completed the MicroProject satisfactorily in Subject in
CAPSTONE PROJECT PLANNING the academic year 2023-2024 as per the MSBTE
prescribed curriculum of I Scheme.

Place :- Shelu Enrollment No :- 2211440047

2211440049

2211440053

2211440070

Date:- / / 2024 Exam Seat No.: -

Project Guide Head of the Department Principal

Mrs. . Dikshika Meher Mrs. Madhura Mahindrakar

 MAHARASHTRA STATE BOARD OF TECHNICAL
EDUCATION, MUMBAI

CERTIFICATE

This is to certify that Ms. Triveni Ganpat Murbe Enrollment No. 2211440033 of Fifth
Semester of Diploma in COMPUTER ENGINEERING at G.V ACHARYA
POLYTECHNIC, SHELU has completed the MicroProject satisfactorily in Subject
CAPSTONE PROJECT PLANNING in the academic Year 2024-2025 as per the MSBTE
prescribed curriculum of I Scheme.

Place:- Shelu Enrollment No.: - 2211440033

Date:- / / 2024 Exam Seat No.: -

Project Guide Head of the Department Principal

Mrs. Dikshika Meher Mrs. Madhura Mahindrakar

 MAHARASHTRA STATE BOARD OF TECHNICAL
EDUCATION, MUMBAI

CERTIFICATE

This is to certify that Ms. Vishakha Nagesh Mandavkar Enrollment No. 2211440049 of
Fifth Semester of Diploma in COMPUTER ENGINEERING at G.V ACHARYA
POLYTECHNIC, SHELU has completed the MicroProject satisfactorily in Subject
CAPSTONE PROJECT PLANNING in the academic Year 2024-2025 as per the MSBTE
prescribed curriculum of I Scheme.

Place:- Shelu Enrollment No.: - 2211440049

Date:- / / 2024 Exam Seat No.: -

Project Guide Head of the Department Principal

Mrs. Dikshika Meher Mrs. Madhura Mahindrakar

 MAHARASHTRA STATE BOARD OF TECHNICAL
EDUCATION, MUMBAI

CERTIFICATE

This is to certify that Ms. Pragati Ashok Alhat Enrollment No. 2211440053 of Fifth
Semester of Diploma in COMPUTER ENGINEERING at G.V ACHARYA
POLYTECHNIC, SHELU has completed the MicroProject satisfactorily in Subject
CAPSTONE PROJECT PLANNING in the academic Year 2024-2025 as per the MSBTE
prescribed curriculum of I Scheme.

Place:- Shelu Enrollment No.: - 2211440053

Date:- / / 2024 Exam Seat No.: -

Project Guide Head of the Department Principal

Mrs. Dikshika Meher Mrs. Madhura Mahindrakar

 MAHARASHTRA STATE BOARD OF TECHNICAL
EDUCATION, MUMBAI

CERTIFICATE

This is to certify that Ms. Shagun Ramesh Yadav Enrollment No. 2211440070 of Fifth
Semester of Diploma in COMPUTER ENGINEERING at G.V ACHARYA
POLYTECHNIC, SHELU has completed the MicroProject satisfactorily in Subject
CAPSTONE PROJECT PLANNING in the academic Year 2024-2025 as per the MSBTE
prescribed curriculum of I Scheme.

Place:- Shelu Enrollment No.: - 2211440070

Date:- / / 2024 Exam Seat No.: -

Project Guide Head of the Department Principal

Mrs. Dikshika Meher Mrs. Madhura Mahindrakar

 TABLE OF CONTENTS

Contents Page no.

Candidate Declaration 1

Acknowledgement 2

Abstract 3

1.Introduction 4

1.1 Introduction to project 4

2. Literature Survey 5

2.1 Literature Review 5

3. Proposed work 6-14

3.1 Aim of project 6

3.2 Need and Objectives 7

3.3 Design/ Analysis/ Coding 8-12

3.4 Conclusion 13

4.List of References 14
 Candidate Declaration

This is to certify that the project titled “ CERDIT CO-OPERATIVE SOCITY BANK ” is a bonafied
work carried out by student of Diploma in Computer Engineering as a part of curriculum as
prescribed by MSBTE.

I hereby declare that the project work has not formed the basis for the award previously of any
Diploma, Associate ship, Fellowship or any other similar title according to my knowledge.

Signature of student

1. ________________
2. ________________
3. ________________
4. ________________

1
 ACKNOWLEDGEMENT

We extend our special thanks to all teaching and non-teaching staff. Success is nourished
under the combination of perfect guidance, care and blessing. Acknowledgement is the best
way to convey Last few years spend in estimated institution has moulded us into confident
and aspiring engineers. We express our sense of gratitude towards our project guide
Mrs. It is because of her valuable guidance, analytical approach encouragement that we
could learn, work and complete the project. We will always cherish great experience work
under the enthusiastic guidance.
We are also grateful to our principal and our vice principal who not only supported us in our
project but also encouraged for every creative activity. We also sincerely give thanks to our
head of department Ms. Madhura Mahindrikar of computer and its sector, friends and
wellwishers to directly or indirectly contribute for the success of our maiden mission.

2
 ABSTRACT

The cooperative movement, in recent times, appears to have started addressing the issue of
corporate governance. Sequel to this development, some resources to promote good
governance can reasonably be expected within the movement itself. This paper therefore
was set out to examine whether lack of transparency is a feature of most cooperative
societies, to ascertain whether the executives of cooperative societies show good
commitment towards accountability and to assess the significance of members’ participation
in the democratic process giving room for the emergence of incompetent individuals on the
executive and board of cooperatives in Odisha. It was also meant to evaluate the need for
cooperative societies to engage in sound internal control and risk management and to
investigate whether weak corporate governance is solely responsible for the
maladministration of cooperative societies in the State. The source of data was primary and
the five hypotheses formulated were tested using descriptive statistics and analysis of
variance. Essentially, the study found that the executives of cooperative societies are not
committed to transparency and accountability. The principal recommendations of the study
are that the executives should demonstrate high level commitment towards the sustainability
of cooperative societies and that these societies should embrace the principles of good
corporate governance that is capable of fostering total accountability, adequate transparency,
sound internal control and full disclosure of their activities.
Keywords : Cooperative Societies, Corporate Governance, Accountability, Sustainability,
Internal Control, Transparency and Disclosure.

3
 INTRODUCTION

Co-operatives are member-owned businesses founded on the International Co-operative

Alliance’s Statement of Co-operative Identity and agricultural co-operatives have long been
among the most successful of these in India in general and Odisha in particular. Agricultural co-
operatives are legal entities in which farmers work together to achieve some commercial
objective that they cannot achieve working independently of each other. Key to the success of the
model is governance. A neglect of governance weakens the framework of accountability and
carries multiple risks to the business and its strategy over time. Conversely, good governance
supports the board of the co-operative in its task of creating and maintaining a strong and
sustainable business.The financial sector reforms have been initiated in the Indian Banking
industry since 1993. Banks have been guided and directed to improve their asset quality, capital
adequacy and efficiency in order to improve their productivity and profitability. The Cooperative
banks were given a greater amount of time and opportunity to adapt themselves to the new
regimen. The PACS however were not subjected to these norms. With the implementation of
recommendations of Vaidyanathan committee on STCCS, the prudential norms of Income
recognition, asset classification, provisioning and capital adequacy are being made applicable to
PACS forthwith. By adopting these norms, the PACS operations will become transparent,
reflecting the true picture of the organisation. The future efforts will be to improve efficiency of
the systems and operations of the PACS.

4
 LITERATURE REVIEW

Specific studies into corporate governance issues as they impact on cooperatives in the developing
world are very few and this, of course, presents considerable difficulty in reaching any definitive
conclusions. However there are some clear starting points for an analysis of the key issues which
can be derived from existing studies of the co-operative sector in general, several useful case
studies, and discussions with co-operative leaders from the developing world. Given the nature of
the evidence, and the general characteristics of co-operatives in the developing world, a region by
region approach has been adopted (Shaw, 2006). According to Brasilia (2008), the use of good
practices of governance has proved to be fundamental in the success and perenniality of
organizations, mainly in what regards security and returns to members. In congruence with this
line of thought and with the increasing recognition that corporate governance is a critical element
for sustainable economic growth, a working meeting was organized in London in on February 8,
2007. The participant met with an agenda; to build consensus on the corporate governance
priorities and technical assistance needs of co-operatives in developing countries.
Brasilia (2008) also observes that every type of organization, not limited to private companies,
may benefit from advancements in the field of governance. Indeed, international organizations
have taken the lead in disseminating governance practices in organizations such as pension funds,
state-owned companies, and cooperatives. As in the majority of contemporary organizations, these
also exhibit a set of owners or financers and a set of managers - either owners or otherwise.
Accommodating the interests involved, streamlining differences between expectations of groups
of owners and guiding and monitoring the managers are the main concerns of governance in
organizations. A well-developed system of governance yields more transparent relations, reducing
several risks and improving security in all organizations of the system. Brasilia (2008) further
contends that with the severance between business ownership and management, issues of
governance start arising, involving alignment of interest of the parties, motivation, asymmetry of
information and risk propensity. The main function of corporative governance practices is to
ensure that executives pursue the goals determined either by owners or by those responsible for
strategic decisions, and not their own goals. In order to avoid these problems - described in the
literature as agency problems, individuals in charge of preparing and conducting strategic issues
shall monitor the behaviour of those who carry out, exemplified by a Board of Administration,
monitoring the management and requiring transparency in information and accountability.
Pallervo (2000) notes that in deciding upon the composition of the board, the members of a
cooperative should pay particular attention as to who is appointed chairperson

5
 LITERATURE REVIEW

The qualities of a good chairperson should- include enjoying the widespread confidence of
the owners and the necessary respect both within and outside the board. The board and
particularly its chairperson, should have the know-how and experience that gives authority
vis-à-vis the chief executive. Although members of the board are expected to have a
reasonable ability to interpret statistical information relating to the company, they are not
expected to be concerned with its day-to-day operations. On the other hand, the board should
have the resources to use outside experts when necessary.
The attributes of board members can be listed as follows:
(i) Foresight and extensive knowledge (ii) Criticality, independent judgment and autonomy
(iii) Cooperative
(iv) Diligence and time-effective
(v) Specialized know-how in some part area.
Malo & Vezina (2004) propose a model of five management and governance roles within co-
operatives. They also link the tendency for the diminishing role of membership in
governance to the expansion of the cooperatives and a growing domination of commercial
values fostered by a professional management distanced from cooperative values. Spear
(2004) identifies this problem as prevalent within larger co-operatives in the United
Kingdom. He argues that the co-operative systems of governance contribute to the
development of powerful and entrenched managers who have more control than in similar
private-sector companies. He attributes this to managers greater degree of insulation from
pressure from external stakeholders together with weaker signals from external markets.
Internally, pressure on managers is also weak because of low levels of member participation
as evidenced by the situation in UK Consumer Co-operative.Chaves & Sajardo-Moreno
(2004) on the other hand argue that the empirical evidence for the hypothesis of a tendency
towards increasing management control is mixed. In their own study, they emphasize the
importance of the selection and training of managers in tune with core social enterprise
values. This process could be aided by the development of appropriate training courses and
educational institutions together with a code of conduct. These processes are critical to the
survival of the democratic enterprise. Spear (2004) also suggests a series of measures to limit
managerial power by enhancing the commitment to and involvement in the running of the
cooperative by the wider membership. Particular issues for co-operative boards derive from
their elected status which provides no certainty that the director will hold the right skills mix
and knowledge to effectively scrutinize management decisions. This situation is worsened by
low levels of member participation in the democratic processes and the extent to which the
board of the cooperative societies are perceived to be transparent as a result of executive and
management dominance which often trails these institutions (Shaw, 2006).
.

5
 AIM OF PROJECT

The primary aim of this microproject is to develop an interactive math game that helps users
practice and improve their arithmetic skills (addition, subtraction, multiplication, and division)
through engaging gameplay. The game will be designed to be user-friendly and visually
appealing, leveraging CSS for styling.Creating a microproject for a math game focused on
arithmetic operations can be a fun and educational way to reinforce math skills.
The aim of a math game is to make the learning of mathematical concepts engaging and
enjoyable while enhancing players' skills in arithmetic and problem-solving. By incorporating
interactive elements and playful formats, these games motivate learners to practice and improve
their mathematical abilities in a stress-free environment. They provide immediate feedback,
helping players recognize mistakes and reinforce correct answers, ultimately fostering a deeper
understanding of math. Additionally, math games build confidence by allowing users to
progress at their own pace and cater to diverse learning styles, making mathematics accessible
and appealing to a wider audience.

6
NEED AND OBJECTIVE

7
 CODE AND OUTPUT

<!DOCTYPE html>
<html lang="en">
<head>
<meta charset="UTF-8">
<meta http-equiv="X-UACompatible" content="IE=edge">
<meta name="viewport" content="width=device-width, initialscale=1.0">
<title>Math Game</title>
<link rel="stylesheet" href="style.css">
</head>
<body>
<div id="container">
<div id="score">Score: <span id="scoreValue"></span></div>
<div id="correct">Correct</div>
<div id="wrong">Try Again!</div>
<div id="question" class="text-center"></div>
<div id="information" class="text-center">Click on the correct answer!</div>
<div id="choices">
<div id="box1" class="box text-center"></div>
<div id="box2" class="box text-center"></div>
<div id="box3" class="box text-center"></div>
<div id="box4" class="box text-center"></div>
</div>
<div id="startreset" class="text-center">Start Game</div>
<div id="timeremaining" class="text-center">Time Remaining: <span
id="timeremainingValue"></span></div>
<div id="gameover" class="text-center"></div>
</div>
<script src="main.js"></script>
</body>
</html>

8
JavaScript
// Global Variables
var playing = false;
var score;
var timeremaining;
var countdown;
var correctAns;
// Register Events
document.getElementById("startreset").addEventListener("click", play);
document.getElementById("box1").addEventListener("click", checkAnswer);
document.getElementById("box2").addEventListener("click", checkAnswer);
document.getElementById("box3").addEventListener("click", checkAnswer);
document.getElementById("box4").addEventListener("click", checkAnswer);
function play(e) {
if(playing === true) {
// You want to reset
window.location.reload();
} else {
// You want to start the play
playing = true;
this.innerHTML = "Reset Game";
score = 0;
setText("scoreValue", score);
hide("gameover");
timeremaining = 60;
setText("timeremainingValue", timeremaining);
show("timeremaining");
startCountdown();
generateQA();
}
}function generateQA() {
var x = (1 +Math.round(Math.random() * 9));
var y = (1 +Math.round(Math.random() * 9));
correctAns = x * y;
let quesString = `${x} x ${y}`;
setText("question", quesString);
var correctPos = (1 + Math.round(Math.random() * 3));
setText(`box${correctPos}`, correctAns);
var answers =[correctAns];
for(i=1; i<5; i++) {
var wrongAns;
if(i != correctPos) {
do {
wrongAns = (1 +Math.round(Math.random() * 9)) * (1 + Math.round(Math.random() * 9));
} while(answers.indexOf(wrongAns) != -1);
setText(`box${i}`,wrongAns);
answers.push(wrongAns);
}
}
}
9
function checkAnswer() {
if(playing === true) {
if(this.innerHTML == correctAns) {
score++;
setText("scoreValue", score);
show("correct");
hide("wrong");
setTimeout(function() {
hide("correct");
}, 500);
generateQA();
} else {
show("wrong");
hide("correct");
setTimeout(function() {hide("wrong");
}, 500);
}
}
}
function startCountdown(){
countdown=setInterval(function(){
timeremaining -=1;
setText("timeremainingValue",timeremaining);
if(timeremaining<=0){
clearInterval(countdown);
playing=false;
show("gameover");
hide("timeremaining");
setText("scoreValue","");
setText("startreset","Start Game");
let msg=`<p>Game over!</p><p>Your score:${score}</p>`;
setText("gameover",msg);
}
},1000)
}
/* HELPER FUNCTIONS */
function setText(id, text) {
document.getElementById(id).innerHTML = text;
}
function show(id) {
document.getElementById(id).style.display = 'block';
}
function hide(id) {
document.getElementById(id).style.display = 'none';
}

10
OUTPUT :

11
12
 CONCLUSION

In developing a math game focused on arithmetic operations for your CSS

microproject, you address a significant need for interactive and engaging learning
tools that enhance foundational math skills. The game serves not only to improve
proficiency in addition, subtraction, multiplication, and division but also to foster a
positive attitude toward mathematics.
By leveraging the visual capabilities of CSS, the project can create an enjoyable user
experience that motivates learners of all ages. Ultimately, this initiative aims to
facilitate personalized learning, measure progress, and make arithmetic practice both
fun and effective, contributing to improved educational outcomes.

13
 REFRENCES

• https://www.w3schools.com/cssref/index.php
• https://cssreference.io/
• https://tympanus.net/codrops/css_reference/

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