The simplified project management process it-toolkitsIT-Toolkits.org
One of the challenges of explaining project management to people who are unfamiliar with the approach, is that descriptions are often either so high-level as to be meaningless, or so detailed that they are overwhelming. Over the years, I have come to use a model as a framework for introducing and discussing project management tools and techniques. It can be used as the basis for a five-minute explanation of what is involved in project management, but also as an outline for more detailed discussions. (The actual model can be found on the Key Consulting website under free templates and info.)
The simplified project management process it-toolkitsIT-Toolkits.org
One of the challenges of explaining project management to people who are unfamiliar with the approach, is that descriptions are often either so high-level as to be meaningless, or so detailed that they are overwhelming. Over the years, I have come to use a model as a framework for introducing and discussing project management tools and techniques. It can be used as the basis for a five-minute explanation of what is involved in project management, but also as an outline for more detailed discussions. (The actual model can be found on the Key Consulting website under free templates and info.)
You need to create a formal document that can be used to guide project execution and control. Get this template @ http://www.demandmetric.com/content/project-plan-template
Reflection 4Legal Aspects of Health InformationLegal and Regul.docxaudeleypearl
Reflection 4
Legal Aspects of Health Information
Legal and Regulatory Terminology
Maintaining the Patient Record in the Normal Course of Business
Confidentiality of Information and HIPAA Privacy and Security Provisions
Legislation That Impacts Health Information Management
Release of Protected Health Information
Introduction to Coding and Reimbursement
Clinical Classification Systems
Third-Party Payers
Reimbursement Methodologies
Processing Insurance and Claims
BSBPMG522 Undertake project work Project Planning Templates
1
Project Planning Templates
BSBPMG522 Undertake project work
BSBPMG522 Undertake project work Project Planning Templates
2
Table of Contents
1.1 – Initiation and scope ...................................................................................................3
Project brief ...............................................................................................................3
Project scope document ...........................................................................................4
Stakeholder analysis .................................................................................................5
Communication plan (example) ...............................................................................6
Roles and responsibilities .........................................................................................7
Project snapshot........................................................................................................8
1.2 – Planning .....................................................................................................................9
Project plan ................................................................................................................9
Activities schedule .................................................................................................. 10
Budget ..................................................................................................................... 12
Risk assessment form ........................................................................................... 14
1.3 – Implementation ...................................................................................................... 15
Change requests .................................................................................................... 16
1.4 – Monitoring ............................................................................................................... 16
Status update report .............................................................................................. 16
1.5 – Finalising and review.............................................................................................. 17
Budget variation report .......................................................................................... 17
Post-project review meeting .................... ...
Course Project
Objective
|
Guidelines
|
Milestones
|
Deliverables
|
Grading Rubrics
Objective
The objective of the Course Project is to give you an opportunity to practice the skills learned in class regarding the planning methodologies of a project. These skills are directly applicable toward your senior project.
Guidelines
For this project you may choose one that is of interest to you or you may choose to begin planning for your senior project. When selecting a project, avoid picking one that is either too big or too small. For example, do not decide to build a new stadium for your local sports team (too big) or to plant your summer garden (too small).
Here are some successful project ideas.
The opening of a coffee shop
An open house for a local social service agency
A meditation pool and platform
A redevelopment of a local playground
Design and installation of a computer network for a small business
Software development project
A project to build a house is NOT acceptable.
Milestones
Due Week 2: Project Charter
Due Week 3: Scope Statement
Due Week 4: Work Breakdown Structure and Network Diagram
Due Week 5: Risk Management Plan
Due Week 6: Resource Management Plan
Due Week 7: Communication Plan
Due Week 8: Final Project Package
Deliverables
Due Week 2: Project Charter
Provide a
p
roject
c
harter of your selected project in accordance with the charter template found in Doc Sharing. The project will be the project your team will use for the remainder of this course.
For your new project, please develop a project team (citing names, e-mail addresses, and telephone numbers).
Be certain to include the following.
Project Objectives
Project Statement of Work
Milestones
All other sections as required in the
p
roject
c
harter
Please put this in proper business writing format. Consider me to be your boss.
If working in a group, include a statement of participation, describing how each person contributed to this project deliverable. Please have each person sign the statement.
Deliverables:
Project charter (in MS Word)
If working in a group, include a statement of participation, describing how each person contributed to this project deliverable. Please have each person sign the statement.
Due Week 3: Scope Statement
Prepare a scope statement using either the model on pages 144-145 in the text as a template or the scope template in
D
oc
S
haring. Remember to be tangible, measurable, and specific. Be sure to include all sections required in the Practitioner section of the
W
eek 2
L
ecture.
Deliverables:
Project scope statement (in MS Word)
If working in a group, include a statement of participation, describing how each person contributed to this project deliverable. Please have each person sign the statement.
Due Week 4: Work Breakdown Structure and Network Diagram
According to the PMBOK® Guide, "the WBS is a deliverable-oriented hierarchical decomposition of the work to be executed by the project team, to accompl.
EXECUTION PLAN REVISION HISTORYVersion #Implemented byReBetseyCalderon89
EXECUTION PLAN REVISION HISTORY
Version #
Implemented by
Revision Date
Approved by
Approval Date
Reason
Table of Contents
1. PROJECT OVERVIEW
1.1 Purpose, Scope and Objectives, and Business Case
1.1.1 Scope
1.1.2 Statement of Work (SOW)
1.1.3 Business Case
1.2 Project Deliverables
1.3 Project Organization
1.4 Work Breakdown Structure (WBS)
1.4.1 Task description documentation
1.4.2 Organization Breakdown Structure (OBS)
1.5 Responsibility Assignment Matrix (RAM)
1.6 Work Authorization
1.7 Project Charter
2. RISK ASSESSMENT
2.1 Risk Identification
2.2 Assessment of Probability and Consequence (Qualitative)
2.3 Assessment of Probability and Consequence (Quantitative)
2.4 Mitigation Strategies
3. PROJECT SCHEDULE
3.1 Activity Duration Estimates
3.2 Gantt Chart
3.3 Activity Network
4. PROJECT BUDGET
4.1 Project Resources
4.2 Other costs
4.3 Cost estimates
4.4 Time-phased budget
5. COMMUNICATIONS MANAGEMENT
6. TRACKING AND STATUS UPDATES
6.1 Tracking method
6.2 Notification record
6.3 Control systems
7. PROJECT CLOSE-OUT
7.1 Close cost accounts
7.2 Lessons Learned
Project Overview—This section is intended to provide a brief background description of the project, including motivation, goals and objectives, success criteria by which it will be evaluated, major project deliverables, and identified constraints. See Chapter 5 for development of project scope.
1.1Purpose, Scope and Objectives, and Business Case—Describe the purpose of the project here. What are the key deliverables, that is, the major items to be delivered to the customer, other stakeholders, suppliers, or other parties?
1.1.1Scope—Describe the project scope in general terms. Include a problem statement, detailed steps in requirements gathering (who was consulted, when?), information gathering (critical features uncovered from investigation), project constraints, alternatives analysis, and business case documentation.
1.1.2Statement of Work (SOW)—Include a detailed SOW for the project. Include:
1. Key milestones
2. Resource requirements
3. Risks and concerns
4. Acceptance criteria
1.1.3Business Case—Insert the project Business Case here. You can find an explanation of the business case in Chapter 5. Briefly identify the business needs to be satisfied, the feasibility of the project, a description of internal and external forces likely to affect the project, a comparative analysis of the costs and benefits of this project over alternative solutions, and time estimates to return on investment. Identify how the satisfaction of business needs will be determined.
1.2Project Deliverables—List the major items or project features to be delivered to the client. Include sign-off documentation from client to demonstrate their concurrence with the deliverable set.
1.3Project Organization—Indicate all project team members, their specific roles, and project organization hierarchy. Where appropriate, indicate joint responsibility between project m ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
More Related Content
Similar to BSBPMG522A Undertake project workProject Planning TemplatesBSBP.docx
You need to create a formal document that can be used to guide project execution and control. Get this template @ http://www.demandmetric.com/content/project-plan-template
Reflection 4Legal Aspects of Health InformationLegal and Regul.docxaudeleypearl
Reflection 4
Legal Aspects of Health Information
Legal and Regulatory Terminology
Maintaining the Patient Record in the Normal Course of Business
Confidentiality of Information and HIPAA Privacy and Security Provisions
Legislation That Impacts Health Information Management
Release of Protected Health Information
Introduction to Coding and Reimbursement
Clinical Classification Systems
Third-Party Payers
Reimbursement Methodologies
Processing Insurance and Claims
BSBPMG522 Undertake project work Project Planning Templates
1
Project Planning Templates
BSBPMG522 Undertake project work
BSBPMG522 Undertake project work Project Planning Templates
2
Table of Contents
1.1 – Initiation and scope ...................................................................................................3
Project brief ...............................................................................................................3
Project scope document ...........................................................................................4
Stakeholder analysis .................................................................................................5
Communication plan (example) ...............................................................................6
Roles and responsibilities .........................................................................................7
Project snapshot........................................................................................................8
1.2 – Planning .....................................................................................................................9
Project plan ................................................................................................................9
Activities schedule .................................................................................................. 10
Budget ..................................................................................................................... 12
Risk assessment form ........................................................................................... 14
1.3 – Implementation ...................................................................................................... 15
Change requests .................................................................................................... 16
1.4 – Monitoring ............................................................................................................... 16
Status update report .............................................................................................. 16
1.5 – Finalising and review.............................................................................................. 17
Budget variation report .......................................................................................... 17
Post-project review meeting .................... ...
Course Project
Objective
|
Guidelines
|
Milestones
|
Deliverables
|
Grading Rubrics
Objective
The objective of the Course Project is to give you an opportunity to practice the skills learned in class regarding the planning methodologies of a project. These skills are directly applicable toward your senior project.
Guidelines
For this project you may choose one that is of interest to you or you may choose to begin planning for your senior project. When selecting a project, avoid picking one that is either too big or too small. For example, do not decide to build a new stadium for your local sports team (too big) or to plant your summer garden (too small).
Here are some successful project ideas.
The opening of a coffee shop
An open house for a local social service agency
A meditation pool and platform
A redevelopment of a local playground
Design and installation of a computer network for a small business
Software development project
A project to build a house is NOT acceptable.
Milestones
Due Week 2: Project Charter
Due Week 3: Scope Statement
Due Week 4: Work Breakdown Structure and Network Diagram
Due Week 5: Risk Management Plan
Due Week 6: Resource Management Plan
Due Week 7: Communication Plan
Due Week 8: Final Project Package
Deliverables
Due Week 2: Project Charter
Provide a
p
roject
c
harter of your selected project in accordance with the charter template found in Doc Sharing. The project will be the project your team will use for the remainder of this course.
For your new project, please develop a project team (citing names, e-mail addresses, and telephone numbers).
Be certain to include the following.
Project Objectives
Project Statement of Work
Milestones
All other sections as required in the
p
roject
c
harter
Please put this in proper business writing format. Consider me to be your boss.
If working in a group, include a statement of participation, describing how each person contributed to this project deliverable. Please have each person sign the statement.
Deliverables:
Project charter (in MS Word)
If working in a group, include a statement of participation, describing how each person contributed to this project deliverable. Please have each person sign the statement.
Due Week 3: Scope Statement
Prepare a scope statement using either the model on pages 144-145 in the text as a template or the scope template in
D
oc
S
haring. Remember to be tangible, measurable, and specific. Be sure to include all sections required in the Practitioner section of the
W
eek 2
L
ecture.
Deliverables:
Project scope statement (in MS Word)
If working in a group, include a statement of participation, describing how each person contributed to this project deliverable. Please have each person sign the statement.
Due Week 4: Work Breakdown Structure and Network Diagram
According to the PMBOK® Guide, "the WBS is a deliverable-oriented hierarchical decomposition of the work to be executed by the project team, to accompl.
EXECUTION PLAN REVISION HISTORYVersion #Implemented byReBetseyCalderon89
EXECUTION PLAN REVISION HISTORY
Version #
Implemented by
Revision Date
Approved by
Approval Date
Reason
Table of Contents
1. PROJECT OVERVIEW
1.1 Purpose, Scope and Objectives, and Business Case
1.1.1 Scope
1.1.2 Statement of Work (SOW)
1.1.3 Business Case
1.2 Project Deliverables
1.3 Project Organization
1.4 Work Breakdown Structure (WBS)
1.4.1 Task description documentation
1.4.2 Organization Breakdown Structure (OBS)
1.5 Responsibility Assignment Matrix (RAM)
1.6 Work Authorization
1.7 Project Charter
2. RISK ASSESSMENT
2.1 Risk Identification
2.2 Assessment of Probability and Consequence (Qualitative)
2.3 Assessment of Probability and Consequence (Quantitative)
2.4 Mitigation Strategies
3. PROJECT SCHEDULE
3.1 Activity Duration Estimates
3.2 Gantt Chart
3.3 Activity Network
4. PROJECT BUDGET
4.1 Project Resources
4.2 Other costs
4.3 Cost estimates
4.4 Time-phased budget
5. COMMUNICATIONS MANAGEMENT
6. TRACKING AND STATUS UPDATES
6.1 Tracking method
6.2 Notification record
6.3 Control systems
7. PROJECT CLOSE-OUT
7.1 Close cost accounts
7.2 Lessons Learned
Project Overview—This section is intended to provide a brief background description of the project, including motivation, goals and objectives, success criteria by which it will be evaluated, major project deliverables, and identified constraints. See Chapter 5 for development of project scope.
1.1Purpose, Scope and Objectives, and Business Case—Describe the purpose of the project here. What are the key deliverables, that is, the major items to be delivered to the customer, other stakeholders, suppliers, or other parties?
1.1.1Scope—Describe the project scope in general terms. Include a problem statement, detailed steps in requirements gathering (who was consulted, when?), information gathering (critical features uncovered from investigation), project constraints, alternatives analysis, and business case documentation.
1.1.2Statement of Work (SOW)—Include a detailed SOW for the project. Include:
1. Key milestones
2. Resource requirements
3. Risks and concerns
4. Acceptance criteria
1.1.3Business Case—Insert the project Business Case here. You can find an explanation of the business case in Chapter 5. Briefly identify the business needs to be satisfied, the feasibility of the project, a description of internal and external forces likely to affect the project, a comparative analysis of the costs and benefits of this project over alternative solutions, and time estimates to return on investment. Identify how the satisfaction of business needs will be determined.
1.2Project Deliverables—List the major items or project features to be delivered to the client. Include sign-off documentation from client to demonstrate their concurrence with the deliverable set.
1.3Project Organization—Indicate all project team members, their specific roles, and project organization hierarchy. Where appropriate, indicate joint responsibility between project m ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. Project Manager Project Sponsor
Project Client/Owner Other
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page No
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Stakeholder analysis Use this template to identify areas, groups
or individuals who may participate in, or are affected by, the
project. Include everyone who has a vested interest. A useful
question to ask is: ‘What will make this project a success for
you?’
Name
Work area
Stakeholder type (client, end-user)
Impact on/by project, requirements, success criteria
4.
5. Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Communication plan (examples in grey)
What
Who
Purpose
Frequency
Type of Communication
Initiation meeting
All sponsors, team members, managers
6. Before project start date.
Meeting.
Review Project Plan
.
Start of Project
Meeting.
Status Report
Weekly is recommended for small-medium projects.
Team Meetings
To review detailed plans (tasks, assignments, and action items).
Regularly scheduled.
Weekly is recommended for entire team. Weekly or bi-weekly
for subteams as needed.
Meeting: Detailed plan and key achievements and problems.
Sponsor Meetings
Sponsor/s and Project Manager.
Update sponsor/s on status and discuss critical issues.
Seek approval for changes to project plan.
Regularly scheduled.
Recommended biweekly or monthly and also as needed when
issues cannot be resolved or changes need to be made to project
plan.
Meeting.
Project Title:
Project Client:
7. Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page
Roles and responsibilities It is important to identify who the
major players are on the project. List the major project roles,
responsibilities and the actual people involved.
Role
Name/s
Responsibilities
Signature/s
(if required)
Project Client/OwnerThe person who requires the project to be
undertaken.
Project Sponsor/Project Director/Project BoardSenior
management of the project. Accountable for the success of the
project. Has the authority to commit resources.
Project SupervisorPerson responsible for running the project on
a day-to-day basis within defined authorities for cost and
schedule as agreed with the project sponsor/board.
Project ManagerThe operational/line manager who the project
supervisor reports to on a day-to-day basis.
8. Project Team MembersStaff who will be working on the project.
Other
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Project snapshot The project snapshot summarises the purpose,
deliverables, stakeholders, resources, risks, interdependencies
and success criteria of the project.
Project snapshot
Name of project:
Project purpose:
What are the goals/objectives of this project? Why are we
undertaking it? What is the problem/opportunity?
9. Deliverables with timeframesWhat, when, etc.
StakeholdersWho is the sponsor, project manager, customers,
and other key groups who can impact, or be impacted by, this
project.
ResourcesCash flow, people, equipment, facilities, software,
etc.
RisksResource limitations, deadlines, budget, technology, other
constraints, etc.
InterdependenciesWith other projects, groups, system
interfaces, etc.
Success criteria
How we know we are successful.
Project Title:
Project Client:
10. Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page
1.2 – Planning
Work breakdown structure
A work breakdown structure (WBS) in project management is a
tool used to define and group the project’s discrete work
elements (or tasks) in a way that helps organise and define the
total work scope of the project. The WBS is a dynamic tool and
can be revised and updated as needed by the project manager.
Level 1
Level 2
Level 3
Task 1
Sub-task 1.1
Work item 1.1.1
Work item 1.1.2
Work item 1.1.3
Sub-task 1.2
11. Work item 1.2.1
Work item 1.2.2
Work item 1.2.3
Task 2
Sub-task 2.1
Work item 2.1.1
Work item 2.1.2
Work item 2.1.3
Sub-task 2.2
Work item 2.2.1
Work item 2.2.2
Project Title:
Project Client:
Date:
Version:
12. Project Sponsor:
Project Manager:
File Name:
Page x of y
Project plan
The project plan is the basis for monitoring and controlling the
project. All project information is consolidated to date, forming
the basis for monitoring and controlling once implementation of
the project commences.Project title:
Project purpose
From project proposal – update if required.Background and
strategic context
From project proposal – update if required.Other related
projects
From project proposal – update if required.Project objective
From project proposal – update if required.Scope including key
deliverables
From project proposal – update if required.
In scope.
Out of scope.Assumptions
Constraints
Deliverables
Governance
From project proposal – update if required. Attach a project
organisation chart and additional information on responsibilities
if required.Project client/owner
From project proposal.Project sponsor
Project Manager
Manager of the project manager
Project team members
Key stakeholders
From project proposal – update if required. Include a more
detailed stakeholder analysis in the Appendices, if
required.Schedule
13. Using the information you generated in the work breakdown
structure, update the schedule. Include a Gantt chart or
additional planning information in the Appendices.
Item
Milestone date
Responsibility
Resource and cost plan
Resource planning is where you determine what resources
(people, equipment and materials) and what quantities of each
should be used to perform activities. Once the resources have
been determined, estimate the project costs. Include a more
detailed resource and cost plan in the appendices if required.
Deliverable/milestone/phase
14. Resource
Cost
Project risk assessment
From project proposal – update if required. Include a more
detailed risk management plan in the appendices.
Risk
Level
(high/medium/low)
Management strategy
15. Quality management plan
Include a high level quality management plan here. Include a
more detailed quality management plan in the appendices if
required.
Item from WBS
Agreed quality standard
Recovery procedure
Communications and reporting
Include a high level communications plan here. Include a more
detailed communications management plan in the appendices if
required.
Stakeholder
Information required
When required
Format
16. Controls
Outline how you are going to track, monitor and report on the
project. For example:
· status reports
· exception reports
· issues/risk log
· variance requests.Appendices
List the appendices that are attached to your project plan, for
example:
· stakeholder needs analysis
· work breakdown structure
· Gantt chart
· activities schedule
· budget/cash flow
· human resource planning schedule
· roles and responsibilities
· procurement schedule
· combined resources and cost schedule
· risk management plan
· quality management plan
· communications management plan.Future related projects
Project approvals
17. Add any signatures that are required for approval to proceed to
the next phase.
Project Manager Project Sponsor
Project Client/Owner Other
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Gantt chartTo use a Gantt chart, list the activities and tasks in
column A, select an appropriate time interval (days, weeks or
months), allocate the dates to columns B onwards and plot the
expected time duration (total time from start to completion)
under the appropriate column by selecting shading from the
cells. When you wish to provide a status report, simply colour
or shade in black those items that are completed or estimate the
percentage complete. This will give you an immediate visual
representation as to whether or not you are on schedule. You
can add extra columns for assignment of responsibilities, etc.
For small projects, a Gantt chart can be created as a
spreadsheet.
Activity/task
1
2
3
4
23. Legend
If there are many tasks or stages in your project, you can
identify them with a key or legend.
Task 1
Task 5
Task 2
Task 6
Task 3
24. Task 7
Task 4
Task 8
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Activities schedule
The activities schedule is a tool used to monitor individual
activities against the project plan. Information recorded on the
schedule can be used when providing project status updates to
stakeholders.
Phases & activities
Responsib-ility
Resources
Effort (hrs)
Started
Deadline
Actually completed
Comment/status
28. Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Budget
The project budget is a prediction of the costs associated with a
particular project. These costs include labour, materials, and
other resources required to complete the project.
Project Name:
Income
Inc. GST
Ex. GST
Total income
Expense
Inc. GST
Ex. GST
30. Project Sponsor:
Project Manager:
File Name:
Page x of y
Risk register This template is used to record identified risks
associated with your project, analyse the impact and determine
resultant action to be taken.
Risk
Likelihood
(H/M/L)
Impact
(H/M/L)
Risk response
(contingency strategies)
Responsible
32. Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Risk assessment form
Identified risks are logged on a risk form and a copy is
forwarded to the project manager.
Project details
Project Name: Project NameProject name to which the risk
relates.
Project Manager: Name of the project manager responsible
for mitigating the risk.
Risk details
Risk ID:Number allocated to this risk.
Raised by:Name of person who has raised the risk.
Date raised:Date of completion of this form.
Description of risk:
Briefly describe the identified risk and its possible impact on
the project (e.g. scope, resources, deliverables, timelines and/or
budgets).
Likelihood of risk:
Describe and rank the likelihood of the risk occurring (i.e. low,
medium or high).
Impact of risk:
Describe and rank the impact on the project if the risk occurs
(i.e. low, medium or high).
Risk mitigation
Preventative actions recommended:
Briefly describe any action that should be taken to prevent the
34. This form is used to assist with recording and management of
changes in scope, time, quality or budget. The change
management procedure must be negotiated with the key
stakeholders prior to the sign-off of the project plan.
Change request – Project
Issued by
Item affected
Nature of change requested
Reason for change
Impact on scope
Impact on budget
Impact on schedule
Change authorised:
Yes/No
Adj. completion date:
Adj. final budget: $
Signed:
Project Manager
Signed
Sponsor
35. Signed
Client
Signed
Date
Date
Date
Date
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Issues log
In this template all issues are treated as risks. They should be
recorded when they arise, assigned a number and responsibility,
a recovery strategy or alternate path agreed, acted upon and
recorded when closed.
Item
Strategy
Date logged
Date resolved
41. Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
1.5 – Finalising and review
Budget variation report
The project budget is a prediction of the costs associated with a
particular project. These costs include labour, materials, and
other resources required to complete the project.
Project name:
Income
Budget
Actual
% Variation
43. Subtotal
TOTAL
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Post-project review meeting
This template provides a proposed post-project review meeting
agenda, detailing items to be discussed when reviewing the
overall project.
Post-Project Review Meeting – Agenda
Topic
Speaker
Time
Brief overview of project:
Purpose of project, major accomplishments, comments.
Project Manager
5 mins
Review by team:
Goals, objectives, deliverables, schedule, budget, and success
criteria (Were they met, partially met, or missed?).
All
44. 10 mins
What worked/what could have gone better?
Some areas to consider:
· project planning
· project management
· project scheduling and tracking
· project estimating
· communication (with team, other groups/stakeholders,
sponsor)
· risk management
· vendor management
· issues management
· stakeholder management
· resourcing
· users
· development approach:
· methodology
· analysis and design
· development
· testing
· implementation
· training, documentation
· technology
· overall approach to project (i.e. vendor package, staged
implementation, etc.)
· production and operation support.
All
20 mins
Lessons learned
All
10 mins
Next steps
All
5 mins
Project Title:
Project Client:
45. Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Handover report
This template summarises the project as delivered and any
agreed changes to baseline scope, quality, costs and schedule.
Handover report
Initial overall objectives
Agreed changes to objectives
Final agreed deliverables
Item
Budgeted cost
Final cost
Schedule date
Final date
47. _____________________
Project Sponsor
_____________________
Project Client
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Post-project review report This template can be used to guide
you through the process of conducting a post-project review.
This template can be used to document the key learning in terms
of what worked well and what could have been improved.
Post-Project Review Report
Name of project:
Date and location of meeting:
Names of attendees:
1. Overview by Project Manager:
Brief summary of highlights and achievements, etc.
2. Review by team of goals, objectives/deliverables and
schedule as outlined in project plan
Cut and paste from project plan.
50. 5. Next steps / improvement plans
Project Title:
Project Client:
Date:
Version:
Project Sponsor:
Project Manager:
File Name:
Page x of y
Assessment1 BSBPMG522 Undertake project workUndertake
Project Work
Submission details
Candidate’s Name
Phone No.
Assessor’s Name
Phone No.
Assessment Site
Assessment Date/s
Time/s
Assessment 1: Develop, Plan and Review a Project
51. Option 1: Your task is to develop and plan for a work related
project of your choice.
Your trainer will discuss some possible options
with you to help you with your choice.
Option 2: You may model your assessment on a project which
is currently taking place in your workplace.
The scale of your project needs to be medium to large so that all
the complexities of project management can be covered within
your assessment.
The requirements for both Option 1 and 2 are outlined below.
Part A: Define the Project
Your first task is to give a description of the project and what
you are hoping to achieve. For this you need to prepare an
initial project report which covers the following areas.
1. An outline / description of the project.
2. A summary of the resources needed to complete the project
(people, materials, etc).
3. Discuss the relationship your project has to other projects
that may be taking place within the company.
4. Document issues related to project and project
parameters from delegating authority.
5. Explain your role in the project, what your responsibilities
are, who you to report to and how often.
Part B: Develop the Project
In this section of the project report you will develop
the project plan. The plan needs to align itself to the
52. mission, goals, objectives and operations of the
chosen organisation.
The following areas need to be researched and
information provided.
Appendix 1: contains a range of templates which may
help you with this task.
1. Define the various project stakeholders.
2. Develop a risk management plan which includes relevant
legislation and codes of practice including the following,
- Work health & Safety legislation
- Privacy Laws
- Relevant Codes of Practice
- Environmental Issues (if applicable)
- Ethical Principles
3. Develop a project budget.
4. Summarise the project management tools you plan to use and
why.
5. Include an organisational structure which shows lines of
authority and communication.
6. Develop an project structure which also shows lines of
authority and communication
7. Identify team members and define their role and
responsibilities.
8. Formulate an activity/task timeline for beginning to
completion. Ensure key milestones are identified.
9. Establish a communication plan for those involved.
10. Gather feedback from team members and incorporate any
relevant ideas / concepts
11. Submit your initial project report to your Project Manager
(Trainer) for feedback, final approval sign off.
Part C: Administering the Project
In Part C you will commence your project. Here you
need to provide information and evidence
(such as memos, emails, management tools etc),
of how you are administering the project.
53. 1. How are you providing support for your project team
members?
2. What record keeping system have you developed to help
monitor and manage the project? Explain how effective these
have been. Provide relevant examples.
3. Undertake risk management to ensure project outcomes will
be met.
Part D: Monitor the Project
1. At each project milestone identified in B7, provide the
Project Sponsor (Trainer), and other relevant stakeholders, with
a short report which outlines the current status of the project.
Discuss:
- How you are ensuring the quality and timelines of the
project are being met?
- Is the project on track financially?
- Are there areas of risk which could negatively impact
on the project?
Part E: Finalise the Project
Now that the project is complete it is time to finalise
all relevant areas.
1. Prepare a final costing for the project. Compare
this to the original budget. If variances of
> 5% exist from the original budget explain
why these variances have occurred.
2. Complete all project documentation. Submit the
completed report to the Project Sponsor
(Trainer), for comment and sign-off.
3. Meet with your team to discuss their future roles
and responsibilities.
Part F: Review the Project
1. Meet with your team to discuss and document the
following.
54. - Review the project outcome against the
original scope / plan of the project.
- Gather and review feedback from relevant
stakeholders.
- Discuss and document the ‘lessons learned’ from
the project.
2. Submit a short report to the Project Sponsor (trainer)
which summarizes the above points.
Submit the following to the Project Sponsor (Trainer) for
review.
· Initial project report for review and approval
- supporting documentation to be included; templates,
correspondence, plans, lists, examples, financials etc
· Milestone reports with supporting documentation
· Final report will all project documentation
· Project review report.
Jabin Hopkins Institute of Technology Version 1
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