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Bob and Lisa are both married, working adults. They both plan for retirement and consider the $2,000 annual contribution a must. First, consider Lisa’s savings. She began working at age 20 and began making an annual contribution of $2,000 at the first of the year beginning with her first year. She makes 13 contributions. She worked until she was 32 and then left full time work to have children and be a stay at home mom. She left her IRA invested and plans to begin drawing from her IRA when she is 65. Bob started his IRA at age 32. The first 12 years of his working career, he used his discretionary income to buy a home, upgrade the family cars, take vacations, and pursue his golfing hobby. At age 32, he made his first $2,000 contribution to an IRA, and contributed $2,000 every year up until age 65, a total of 33 years / contributions. He plans to retire at age 65 and make withdrawals from his IRA. Both IRA accounts grow at a 7% annual rate. Do not consider any tax effect. Write a two to three (2-3) paragraph summary in which you: Create a chart summarizing the details of the investment for both Bob and Lisa. Explain the results in terms of time value of money. ...

Bob and Lisa are both married, working adults. They both plan
for retirement and consider the $2,000 annual contribution a
must.
First, consider Lisa’s savings. She began working at age 20 and
began making an annual contribution of $2,000 at the first of
the year beginning with her first year. She makes 13
contributions. She worked until she was 32 and then left full
time work to have children and be a stay at home mom. She left
her IRA invested and plans to begin drawing from her IRA
when she is 65.
Bob started his IRA at age 32. The first 12 years of his working
career, he used his discretionary income to buy a home, upgrade
the family cars, take vacations, and pursue his golfing hobby.
At age 32, he made his first $2,000 contribution to an IRA, and
contributed $2,000 every year up until age 65, a total of 33
years / contributions. He plans to retire at age 65 and make
withdrawals from his IRA.
Both IRA accounts grow at a 7% annual rate. Do not consider
any tax effect.
Write a two to three (2-3) paragraph summary in which you:
Create a chart summarizing the details of the investment for
both Bob and Lisa.
Explain the results in terms of time value of money.

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P A P E R S December 2008 � Project Management Journal � DOI: 10.1002/pmj 5 Why Do Projects Fail? Project failure rates are certainly cause for concern, but consider that more and more organizations are adopting a project-based model of organization, called PBO, and it is not surprising to find that addressing failures and learning from them has become increasingly important (Eden, Ackermann, & Williams, 2005; Gray & Larson, 2006; Hyvari, 2006; Robertson & Williams, 2006; Thiry & Deguire, 2007). Failures occur despite the fact that we have significantly improved the process of planning, executing, and controlling projects. Two contributions would include the Project Management Institute’s (PMI’s) A Guide to the Project Management Body of Knowledge (PMBOK® Guide) (2004) and the literature on critical success factors (CSFs) (Cooke-Davies, 2002; Fortune & White, 2006; Hyvari, 2006; Pinto & Slevin, 1987; Sutterfield, Friday-Stroud, & Shivers-Blackwell, 2006). To help us understand how projects fail, it may be useful to classify the approaches represented by the PMBOK® Guide, Capability Maturity Model Integration (CMMI), Earned Value Management (EVM), Critical Chain Project Management (CCPM), and CSFs as the Rational Expectation view of project management. They assume that project leaders follow a rational and consistent approach to project management and strive to achieve specific organizational goals (Bazerman, 1994; Beach & Connolly, 2005). It is a view that emphasizes what “should” be done. Argyris (1999) referred to this as the “espoused” theory of individuals and organizations. There is, however, another view, and it focuses on the way in which individuals within an organization actually behave and make decisions. Borrowing from the work of Simon (1955) and Tversky and Kahneman (1974, 1981), it can be classified as the “behavioral” view of project management. It emphasizes what individuals and groups “actually” do and how managers make decisions involving values and risk preferences (Bazerman, 1994). Argyris (1999) called this the “theory-in-practice.” This article focuses on the behavioral view of project management and how an understanding of systematic biases—those common to the human decision-making process—can prove useful in diagnosing project failure. By studying these systematic biases, we can learn how decision makers respond to ambiguity, complexity, and uncertainty, as well as how their own particu- lar psychological processes influence project decision making (Schwenk, 1984). From this behavioral view we can learn more about why management approves an overly ambitious scope, why communications between teams is limited, why a manager might ignore signs that the project is going badly, or why a manager discourages the participation of a wider constituency in the project management process. The article begins with a framework for analyzing project outcomes, introduces the systematic biases commonly associated with d.

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Paper deadline[10 pts] Due Saturday 0321 Turn in the followin.docx

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Paper CriteriaTopic selection—A current governmental policy re.docx

Paper CriteriaTopic selection—A current governmental policy re.docx

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Paper Analysis Essay The 5-page Paper You Submit Must At L.docx

Paper Analysis Essay The 5-page Paper You Submit Must At L.docx

Paper Analysis Essay The 5-page Paper You Submit Must At L.docx

Paper #4 Prompt Due Date April 17 Rough Draft (Optional) Due April 10 This paper requires you to reference and cite BOTH “Reading Lolita in Tehran” by Azar Nafasi and “The Naked Citadel” by Susan Faludi in a well thought-out analysis. Azar Nafasi describes the life in the Islamic Republic after the revolution and the newfound laws which arose as a result of it. She explains how the totalitarian regime has oppressed women and limited them in their everyday lives and activities driving them to hide their true identities under the required black scarves and dresses. Susan Faludi describes the Citadel as a “living museum”, whose main attempt is to preserve the same ideals and traditions as when the school was first founded and shape the boys that attend the school into men. Consider the following quote: “Our world in that living room with its window framing my beloved Elburz Mountains became our sanctuary, our self-contained universe, mocking the reality of black-scarved, timid faces in the city that sprawled below” (Nafasi 419). Both Nafasi and Faludi are exploring group behavior and identity in their works, but how does the Citadel boys’ and Tehran women’s behavior change depending on who they are around and where they are at the moment? Are their true identities suppressed at any given time and how? What does the word sanctuary mean for both the Citadel and the women in Iran? The Citadel and Nafisi’s living room seem to offer different ideas of the word sanctuary. How does Faludi understand the way the Citadel presents itself as a ‘sanctuary’ from a libertine and effeminized world? Similarly, how do the weekly meetings in the author’s living room serve as a sanctuary for the women in the literature group and why do they find the need to expose their true selves and all their colors in this sacred space? Could the Citadel be considered functioning as a totalitarian regime? If so, how are the Citadel’s “laws” similar to the laws of the Islamic Republic after the revolution regarding their behavior towards women? You can also consider more broadly how space- open space, isolated space, can be a tool of both oppression as well as resistance. Provide a well thought-out analysis of BOTH texts and include quotes to support your argument. Consider whether the two authors would agree with each others’ writing and main idea, if not, what would they disagree on? Rough Draft MUST BE4 full pages in length Final Draft MUST BE 5 full pages in length Font MUST BETimes New Roman, Double Spaced 7 Kat The Illusions of Individual Identity and Choice Individuals, especially in America, have become increasingly more adept at convincing themselves they are special. Americans are now told from birth that they are special, that they have something unique to offer the world, that they should “be themselves because everybody else is already taken.” This trope, however, assumes that as individuals, our identities are entirely separate from those of the humans.

Paper #4 PromptDue Date April 17Rough Draft (Optional) Due A.docx

Paper #4 PromptDue Date April 17Rough Draft (Optional) Due A.docx

Paper #4 PromptDue Date April 17Rough Draft (Optional) Due A.docx

Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Govere Country Project Step 1: Colonial History and Current Political Context Country Project Step 1 Rubric Main Tasks Components of the Tasks Total points 1. Basic information about your country of study What is the name of the country you are researching? What was its name prior to colonial rule? (I point) What is the capital city of the country being researched? Did the capital city change its name after colonial rule? (I point) What is the geographical location (latitude and longitude, and topography (e.g., tropical, desert, savanna, mountainous or a combination)? (I point) 3 2. Colonial history of your country of study Which European colonial power ruled this territory and when? (I point) What was the nature and type of colonial rule in the country you are researching? (I point) How did colonial occupation impact the following? o local political structures;(3 points) o social and cultural institutions (e.g., land ownership, marriage, inheritance, gender relations, etc.); (3 points) o traditional religions and/or spiritual practices; (3 points) o the economy (3 points) What were the two major events during colonial occupation that catalyzed the process of independence? (3 points) When (the date) did the country gain independence? Who became the leader of the country at independence? How is independence celebrated in contemporary society? (3 points) 20 Page 2 of 2 3. Current political context What type of political system was introduced immediately after independence, and what changes were made in the TWO decades AFTER independence? (3 points) Explain how the politics of the country have changed over the last twenty years. (3 points) Who is the present leader of your assigned country? (1 point) What is the current political system in place? Name the main political parties. (3 points) When were the last elections held, and what was the outcome, that is, which political party gained power and which political party ceded power (if relevant)? (2 points) How did the contending parties, the populace, the media, and election observers react to the election results? (2 points) When is the next election scheduled to be held? (I point) Assess the state of the political system and the role of the media in the country you are researching. (3 points) What is the current relationship between the U.S. and your assigned country? (2 points) 20 4. Conclusion Using all the data you have collected and the analyses you have conducted pertaining to the above questions, write a conclusion addressing how the current political context in your country of study has not only been influenced by colonial rule but also by African regional political developments and the international political context. (3 points) 3 5. Other requirements Referencing: Evidential Proof .

Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Gove.docx

Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Gove.docx

Page 1 of 2 Summer 2020 AFR 110N Sec. 101, Dr. Gove.docx

Page 1 of 4 NIZWA COLLEGE OF TECHNOLOGY BUSINESS STUDIES DEPARTMENT SEMESTER -2 / ACADEMIC YEAR 2019-2020 FINAL EXAM (ASSIGNMENT) COURSE CODE BAHR3106 COURSE NAME Training and Development LEVEL Advance Diploma TUTOR(S) Sangeetha TR SECTION(S) 2 DURATION: DATE TIME START 21 May 2020 9:00AM END 23 May 2020 8:00AM MARKS BREAK UP: No. of Questions Marks for Each Question 1 25 2 15 3 10 TOTAL MARKS 50 INSTRUCTIONS: 1) The Final Assignment will be available in Moodle at 9:00 am on the date of examination. 2) This is an open resource examination; there are (04) pages. Students are allowed to refer any digital materials (Internet, Proquest, Masader, and OER) with proper referencing and citation for each answers. 3) Students has to answer the questions typewritten in the word (.docx) format. Figures / Diagrams, equations and solving of problems can be written by hand and added to the document as a picture/image. 4) Save the assignment file using the student ID & Course code.[ Eg : 22s1234 – EECPxxxx] 5) Students should submit the answers through the turnitin link provided in moodle page. If any problem occurs, send it to the staff email [[email protected]] 6) Students are encouraged to upload the answers in the moodle at least two hours before the deadline to avoid any technical issues. 7) In case of any technical problem in opening or submitting your assignment please contact your course tutor through email and copy the Department Head Page 2 of 4 8) Any form of cheating is punishable. Students involved in cheating will be treated according to the Plagiarism and Academic Integrity Policies. 9) Students are advised to write the answers in their own words. Based on the plagiarism policy and the department approved similarity level, the marks will be deducted for the plagiarized [Copied] answers. 10) Students should complete their assignment within the given time. Assignments submitted after the deadline will be marked 0. ACADEMIC INTEGRITY & PLAGIARISM POLICY: The student should be ready to prove the authenticity of the work done. If any form of plagiarism/reproduction of answers are discovered, student will be awarded zero marks. DECLARATION: I declare that the Final Exam (assignment) submitted is original and acknowledge that I am aware of the NCT’s Integrity and Plagiarism Policies (January 2011) mentioned in moodle, and the disciplinary guidelines and procedures applicable to breaches of such policy and regulations. I AGREE TO THE TERMS AND CONDITIONS: STUDENT NAME STUDENT ID DATE OF SUBMISSION Page 3 of 4 Question No 1 (25 Marks) Honest Bank, is one among the popular financial institutions in Oman. Honest Bank’s operating strategy distinguishes it from other financial and banking companies. Thi.

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Page | 2 ( BSBMGT516 Facilitate continuous improvement Learner Guide ) BSBMGT516 Facilitate continuous improvementTable of Contents Table of Contents3 Unit of Competency6 Performance Criteria7 Foundation Skills8 Assessment Requirements9 Housekeeping Items10 Objectives10 1. Lead continuous improvement systems and processes11 1.1 – Develop strategies to ensure that team members are actively encouraged and supported to participate in decision-making processes, assume responsibility and exercise initiative as appropriate12 Clarification of roles and expectations13 Communication devices and processes – such as intranet and email communication systems – to facilitate input into workplace decisions14 Long-term or short-term plans factoring in opportunities for team input14 What information could you provide your team with?14 Mentoring and 'buddy' systems to support team members to participate in decision making15 Training and development activities16 Performance plans17 Reward/recognition programs for high performing staff18 Why teams don’t work in the decision-making process?19 Decision-making processes in detail19 Activity 1.121 1.2 – Establish systems to ensure that the organisation’s continuous improvement processes are communicated to stakeholders22 The stakeholders23 The continuous improvement process23 Systems24 Policies and procedures24 Scenario 124 Forums24 Scenario 225 Scenario 325 25 Scenario 425 Scenario 525 Scenario 626 Scenario 726 1.3 – Ensure that change and improvement processes meet sustainability requirements27 Addressing environmental resource sustainability initiatives27 Apply the waste management hierarchy in the workplace28 Regulations and Corporate Social Responsibility (CSR)29 Waste management29 Ecological footprint31 Government initiatives31 Productivity stewardship32 Green Office Program35 Green purchasing36 Sustainability reporting36 Supporting sustainable supply chain36 1.4 – Develop effective mentoring and coaching processes to ensure that individuals and teams are able to implement and support the organisation's continuous improvement processes37 Effective mentoring37 Types of mentoring37 Skills for mentors38 Mentoring model39 Effective coaching39 Skills for coaches41 Activities 1.2 and 1.343 1.5 – Ensure that insights and experiences from business activities are captured and accessible through knowledge management systems44 Activities 1.4 and 1.550 2. Monitor and adjust performance strategies51 2.1 – Develop strategies to ensure that systems and processes are used to monitor operational progress and to identify ways in which planning and operations could be improved52 2.2 – Adjust and communicate strategies to stakeholders according to organisational procedures55 Problem-solving chart57 Problem solving flow chart57 Activities 2.1 and 2.260 3. Manage opportunities for further improvement61 3.1 – Establish processes to ensure that team members are informed of outcomes of continuous improvement eff.

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