IOBOARD Week 2 Lab BPage 2 of 4Name _________________ Gr.docxmariuse18nolet
This document provides instructions for an ARM project to control LEDs on an I/O board from corresponding pushbuttons. The procedure involves setting up a While loop in LabVIEW to read input from the pushbuttons on the I/O board and write the corresponding output to light the LEDs. Data is read from the pushbuttons using one IOBOARD VI, passed to a second IOBOARD VI to write to the LEDs, with a half second delay in the loop. Running the VI allows testing to verify that pressing a pushbutton turns on its corresponding LED.
Project_Management_in_practice_-Samuel_J._Mantel_Jack_R._Mer_1125.pdfPeter Banda
This document is the front matter of a project management textbook. It includes the title page, copyright page, dedication, table of contents, and preface. The textbook is focused on teaching project management principles and processes. It is intended for use in university courses on project management.
Green Building Rating Systems and the Role of the Project ManagerDavis Ciprikis
Dissertation in Bs.c. in Construction Management year 2016 in Green Building Rating Systems and the Role of the Project Manager that looks at BREEAM and LEED in the Irish construction industry with comprehensive literature review followed by semi structured interviews with different professional backgrounds.
Project ManagementProcesses, Methodologies, and Econ.docxwoodruffeloisa
This document provides an overview of the third edition of the book "Project Management: Processes, Methodologies, and Economics" by Avraham Shtub and Moshe Rosenwein. The book covers key topics in project management including processes, methodologies, life-cycle models, economic analysis techniques, and portfolio management strategies. It is intended to help readers understand fundamental concepts and apply analytical methods for successful project implementation.
This document presents a thesis submitted by MD. Abdus Salam investigating time and cost overruns on high-rise building construction projects in Dhaka, Bangladesh. The research identified 72 time-overrun and 22 cost-overrun variables through literature review. Surveys were conducted with project participants to understand the key causes of delays. Preliminary data analysis surprisingly found negligible cost overruns compared to significant time overruns. Factor analysis reduced the delay variables to 14 factors. A multiple regression model using eight factors explained about 85% of the variance in project delays. The main causes of time overruns were cash flow issues, planning/scheduling deficiencies, and design changes. The research also investigated measures to mitigate time overrun risks.
This document provides an overview of project management concepts. It discusses that projects have a definite beginning and end, and defines a project as a temporary endeavor undertaken to accomplish a unique purpose. It also outlines the five process groups that projects typically go through: initiation, planning, monitoring and controlling, implementation, and close. Additionally, it discusses key aspects of project management like the triple constraint of time, cost and scope, the role of the project manager, and the nine knowledge areas that make up the project management framework.
The Project Management Process - Week 1Craig Brown
This document provides an overview of project management concepts. It discusses that projects have a definite beginning and end, and defines a project. It also outlines the five process groups that projects typically go through. Additionally, it explains the triple constraint of time, cost and scope that projects aim to balance, and introduces the nine knowledge areas of the project management framework. Finally, it emphasizes the importance of an integrated approach to managing all aspects of a project.
IOBOARD Week 2 Lab BPage 2 of 4Name _________________ Gr.docxmariuse18nolet
This document provides instructions for an ARM project to control LEDs on an I/O board from corresponding pushbuttons. The procedure involves setting up a While loop in LabVIEW to read input from the pushbuttons on the I/O board and write the corresponding output to light the LEDs. Data is read from the pushbuttons using one IOBOARD VI, passed to a second IOBOARD VI to write to the LEDs, with a half second delay in the loop. Running the VI allows testing to verify that pressing a pushbutton turns on its corresponding LED.
Project_Management_in_practice_-Samuel_J._Mantel_Jack_R._Mer_1125.pdfPeter Banda
This document is the front matter of a project management textbook. It includes the title page, copyright page, dedication, table of contents, and preface. The textbook is focused on teaching project management principles and processes. It is intended for use in university courses on project management.
Green Building Rating Systems and the Role of the Project ManagerDavis Ciprikis
Dissertation in Bs.c. in Construction Management year 2016 in Green Building Rating Systems and the Role of the Project Manager that looks at BREEAM and LEED in the Irish construction industry with comprehensive literature review followed by semi structured interviews with different professional backgrounds.
Project ManagementProcesses, Methodologies, and Econ.docxwoodruffeloisa
This document provides an overview of the third edition of the book "Project Management: Processes, Methodologies, and Economics" by Avraham Shtub and Moshe Rosenwein. The book covers key topics in project management including processes, methodologies, life-cycle models, economic analysis techniques, and portfolio management strategies. It is intended to help readers understand fundamental concepts and apply analytical methods for successful project implementation.
This document presents a thesis submitted by MD. Abdus Salam investigating time and cost overruns on high-rise building construction projects in Dhaka, Bangladesh. The research identified 72 time-overrun and 22 cost-overrun variables through literature review. Surveys were conducted with project participants to understand the key causes of delays. Preliminary data analysis surprisingly found negligible cost overruns compared to significant time overruns. Factor analysis reduced the delay variables to 14 factors. A multiple regression model using eight factors explained about 85% of the variance in project delays. The main causes of time overruns were cash flow issues, planning/scheduling deficiencies, and design changes. The research also investigated measures to mitigate time overrun risks.
This document provides an overview of project management concepts. It discusses that projects have a definite beginning and end, and defines a project as a temporary endeavor undertaken to accomplish a unique purpose. It also outlines the five process groups that projects typically go through: initiation, planning, monitoring and controlling, implementation, and close. Additionally, it discusses key aspects of project management like the triple constraint of time, cost and scope, the role of the project manager, and the nine knowledge areas that make up the project management framework.
The Project Management Process - Week 1Craig Brown
This document provides an overview of project management concepts. It discusses that projects have a definite beginning and end, and defines a project. It also outlines the five process groups that projects typically go through. Additionally, it explains the triple constraint of time, cost and scope that projects aim to balance, and introduces the nine knowledge areas of the project management framework. Finally, it emphasizes the importance of an integrated approach to managing all aspects of a project.
This document provides an overview of project management concepts. It discusses that projects have a definite beginning and end, and defines a project. It also outlines the five process groups that projects typically go through. Additionally, it explains the triple constraint of time, cost and scope that projects aim to balance, and introduces the nine knowledge areas of the project management framework. Finally, it emphasizes the importance of an integrated approach to managing all aspects of a project.
This document provides information on the Master of Computer Applications (MCA) Semester IV DevOps course offered by Savitribai Phule Pune University, Pune, including the course curriculum, description, objectives, outcomes, structure, and references. The 3-credit course focuses on introducing concepts of DevOps including version control using GIT, configuration management using Chef, and build tools like Maven and Docker. The course aims to help students understand and apply DevOps approaches across domains and build DevOps applications. It consists of 4 units and will be evaluated based on internal and external assessments.
This document provides an acknowledgements section and abstract for a doctoral thesis submitted by Herman Glenn Ballard to the University of Birmingham titled "The Last Planner System of Production Control". The thesis proposes a production control system called the Last Planner System that aims to actively manage the flow of work rather than just monitor variances. It explores applying the Last Planner System across entire projects rather than just specialist contractors. The research questions examined are: 1) What can be done to increase plan reliability above 70% using Last Planner tools and implementation? and 2) How can Last Planner be applied to increase reliability during design processes? The thesis includes 5 case studies exploring these questions.
This document outlines an SMS (Safety Management System) "Kickstart" project at a small aviation operator called Helivia Aero Taxi. It describes using project management methodology to plan and implement the SMS. The project is broken into numerous requirements and planning/implementation sections covering areas like the SMS manual, safety data, quality programs, risk management and more. It also discusses training, challenges, and results of applying a structured project approach to establishing the SMS. The summary provides an overview of the key aspects and goals of the case study.
The document provides lecture notes on construction project management. It outlines the objectives of the course, which are to teach students the basics of cost estimating, scheduling, bidding, and project control. The course focuses on project stages, delivery approaches, cost estimation, planning, scheduling techniques, resource management, time-cost tradeoffs, project financing, schedule updating, delays, and cost control. It also lists the instructor's contact information and office hours and provides a table of contents outlining the topics that will be covered.
1. This chapter discusses using prediction markets as a research method where traders invest virtual dollars in ideas or assets and can win incentives based on the accuracy of their predictions.
2. An example is described where a firm used a prediction market to overcome client skepticism about self-reported anticipated versus actual behaviors. Traders were recruited online to predict what others would do rather than their own behaviors.
3. Prediction markets motivate participants by giving them "skin in the game" and potential payouts based on the accuracy of their predictions, fostering thoughtful engagement rather than just asking individuals to predict their own future actions.
Article Link httpswww.ncbi.nlm.nih.govpmcarticlesPMC43.docxrossskuddershamus
Article Link : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4369385/
We are in a unique time of the discovery and research of the coronavirus. This virus has been linked to deaths worldwide. Since we are on the immune system, I thought it would be beneficial to take the time to do some research of your own. Attached are 2 pieces of information:
Your goal for an extra 25 points on exam 2 is to research this scientific article and answer a variety of questions about its contents. The questions to answer can be found below. The article is very dense and may be hard to understand. If you are unfamiliar with a term, look it up to satisfy your curiosity and expand your knowledge. I am not expecting you totally comprehend this article in all of its technical glory...just to read the article and answer questions based upon your understanding of the article and the immune system.
Questions you must address in your analysis:
Introduction
Does the manuscript clearly explain the question under consideration?
Do you agree that this is an important/interesting question?
Would there have been a better question to ask?
Data
Did they measure the right variables to answer their question?
How good are the data? (quality, precision)
How extensive are the data? (more is usually better)
Is there any evidence that “inconvenient” data were ignored?
If there are weaknesses in the data, how easy would it have been to do better?
Would the collection of more or better data be likely to change the answer?
Analysis
Were there any flaws in the data analysis?
How strong were the results of the analyses?
Were alternative hypotheses evaluated?
Presentation
Were the figures and tables easy to understand?
Were the figures and tables “honest” or were they misleading?
Discussion
Did the discussion go beyond what the data support?
Were alternative explanations considered?
Can you think of alternative explanations that were not addressed?
Do you agree with the logic of the discussion?
Do you agree with the conclusions of the paper?
Do the authors evaluate potential weaknesses of the paper?
Can you think of potential weaknesses that were not addressed?
Does the paper advance our understanding of the field?
Project Management
Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology
Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Toronto Sydney Singapore Tokyo Montreal
Dubai Madrid Hong Kong Mexico City Munich Paris
Amsterdam Cape Town
Vice President and Editorial Director, Engineering and Computer Science:
Marcia J. Horton
Editor in Chief: Julian Partridge
Executive Editor: Holly Stark
Editorial Assistant: Amanda Brands
Field Marketing Manager: Demetrius Hall
Marketing Assistant: Jon Bryant
Managing Producer: Scott Disanno
Conten.
Article Link httpswww.ncbi.nlm.nih.govpmcarticlesPMC43.docxfestockton
Article Link : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4369385/
We are in a unique time of the discovery and research of the coronavirus. This virus has been linked to deaths worldwide. Since we are on the immune system, I thought it would be beneficial to take the time to do some research of your own. Attached are 2 pieces of information:
Your goal for an extra 25 points on exam 2 is to research this scientific article and answer a variety of questions about its contents. The questions to answer can be found below. The article is very dense and may be hard to understand. If you are unfamiliar with a term, look it up to satisfy your curiosity and expand your knowledge. I am not expecting you totally comprehend this article in all of its technical glory...just to read the article and answer questions based upon your understanding of the article and the immune system.
Questions you must address in your analysis:
Introduction
Does the manuscript clearly explain the question under consideration?
Do you agree that this is an important/interesting question?
Would there have been a better question to ask?
Data
Did they measure the right variables to answer their question?
How good are the data? (quality, precision)
How extensive are the data? (more is usually better)
Is there any evidence that “inconvenient” data were ignored?
If there are weaknesses in the data, how easy would it have been to do better?
Would the collection of more or better data be likely to change the answer?
Analysis
Were there any flaws in the data analysis?
How strong were the results of the analyses?
Were alternative hypotheses evaluated?
Presentation
Were the figures and tables easy to understand?
Were the figures and tables “honest” or were they misleading?
Discussion
Did the discussion go beyond what the data support?
Were alternative explanations considered?
Can you think of alternative explanations that were not addressed?
Do you agree with the logic of the discussion?
Do you agree with the conclusions of the paper?
Do the authors evaluate potential weaknesses of the paper?
Can you think of potential weaknesses that were not addressed?
Does the paper advance our understanding of the field?
Project Management
Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology
Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Toronto Sydney Singapore Tokyo Montreal
Dubai Madrid Hong Kong Mexico City Munich Paris
Amsterdam Cape Town
Vice President and Editorial Director, Engineering and Computer Science:
Marcia J. Horton
Editor in Chief: Julian Partridge
Executive Editor: Holly Stark
Editorial Assistant: Amanda Brands
Field Marketing Manager: Demetrius Hall
Marketing Assistant: Jon Bryant
Managing Producer: Scott Disanno
Conten ...
Systematic review on evaluating planning process in agile development methodsTELKOMNIKA JOURNAL
Agile development methods have been catering the need of faster delivery of theever-demanding domain of software engineering. These methods are able to deliver value to users and businesses via fast, reliable, and repeatable process. Planning requirements and processes takes the driving seat in a dynamic environment because the value proposition rapidly changes. This paper exhibits asystematic literature review of planning processes implementedby various agile methods in order to find the best suited agile method in terms of robust planning. Keywords: It was found that Scrum is the best suited agile method for planning processes.
Stephanie WroteA lean organization understands customer value a.docxrjoseph5
Stephanie Wrote:
A lean organization understands customer value and focuses its key processes to continuously increase it. The ultimate goal is to provide perfect value to the customer through a perfect value creation process that has zero waste.
To accomplish this, lean thinking changes the focus of management from optimizing separate technologies, assets, and vertical departments to optimizing the flow of products and services through entire value streams that flow horizontally across technologies, assets, and departments to customers.
Eliminating waste along entire value streams, instead of at isolated points, creates processes that need less human effort, less space, less capital, and less time to make products and services at far less costs and with much fewer defects, compared with traditional business systems. Companies are able to respond to changing customer desires with high variety, high quality, low cost, and with very fast throughput times. Also, information management becomes much simpler and more accurate.
A popular misconception is that lean is suited only for manufacturing. Not true. Lean applies in every business and every process. It is not a tactic or a cost reduction program, but a way of thinking and acting for an entire organization.
The term "lean" was coined to describe Toyota's business during the late 1980s by a research team headed by Jim Womack, Ph.D., at MIT's International Motor Vehicle Program.
Mary Wrote:
· What is the lean concept and why is it important to study?
With fewer resources lean creates more value for customers. The idea of maximizing customer value while minimizing waste. Lean is important to study because there are so many benefits such as through lean there is a cost benefit. we can increase quality and reliability. Reduce operating costs, boost staff productivity and reduce the length of production cycles.
· How can lean be applied to manufacturing and service processes?
TOYOTA is the best example of a company that use lean processes and implement them. Toyota is the first major company to use lean ideology in their manufacturing processes. They have eliminated wasted and using techniques to get rid of faulty products that do not interest the customers. They use two processes, one is Jidoka and the other one is JIT or just in time. Jidoka is used to check the quality of the product and can stop the machines themselves down when there is an error. JIT/ just in time leads to the next step once the previous step is finished.
https://www.lean.org/whatslean/
https://refinedimpact.com/4-good-examples-of-companies-that-use-lean-manufacturing/
Project Management
Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology
Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Tor.
Have you ever wondered what it takes to be a successful project manager? Need to learn how to manage and lead your team on your next project? Are you a team leader or project manager looking for ways to improve your project management skills? Do you need to learn how to manage projects, but don't want to spend months in a classroom?
In this course, you'll learn the fundamentals of project management and leadership through a series of lectures, discussions, and hands-on activities. Project management is a controlled process that manages complex projects and the resources required to complete them.
By the end of the class, you'll have an in-depth understanding of how to lead teams through all stages of a project: planning and organizing; initiating, executing, and controlling; closing out the project. You'll also have the skills necessary and an understanding of how leadership fits into the process of leading your team toward success on any team-based project. This course is designed to help students learn about the difference between project management and leadership and how they can be used in tandem to achieve success.
By the end of this course, you'll feel confident about managing any project or team without getting overwhelmed.
This document outlines the table of contents for a research paper on outsourcing. Chapter one introduces the background, problem statement, objectives, questions, and methodology of the study. Chapter two discusses definitions of outsourcing as well as the advantages and disadvantages. It also covers steps in successful outsourcing and prior empirical studies. Chapter three describes the study area and covers the survey design, data collection, and analysis methods.
BYTE Workshop Work Package 5: Foresight AnalysisBYTE Project
This document summarizes discussions from Sessions 1 and 2 of the BYTE Workshop on Work Package 5: Foresight Analysis. Session 1 reviewed previous case study findings on how big data impacts various sectors and identified open questions around its legal, political, technological, and business model implications. Session 2 focused on identifying objectives and structuring problems regarding big data in the EU. Participants were divided into groups representing SMEs, large companies, policy, and consumers to brainstorm measures, objectives, and problem definitions in these areas. The results from the group work in Session 2 were then presented to the full workshop.
Learn waht tools do you needs to be able to use to be a good project manager. This was prepared as part of my CIPD Intermediate Level 5 Diploma in Learning and Development.
Systematic Mapping Study on Software Engineering for Sustainability (SE4S) Henning Femmer
Background/Context : The ob jective of achieving higher sustainability in our lifestyles by information and communication technology has lead to a plethora of research activities in related fields. Consequently, Software Engineering for Sustainability (SE4S) has developed as an active area of research.
Objective/Aim: Although SE4S has gained much attention over the past few years and has resulted in a number of contributions, there is only one rigorous survey of the field. We would like to follow up on this systematic mapping study from 2012 with a more in-depth overview of the status of research, as most of the work has been conducted in the last 4 years.
Method: The applied method is a systematic mapping study through which we investigate which contributions were made over time, which software engineering knowledge areas are most explored, and which research type facets have been used, to distill a common understanding of the state-of-the-art in SE4S.
Results: We contribute an overview of current research topics and trends, and their distribution according to the research type facet and the application domains. Furthermore, we aggregate the topics into clusters and list proposed and used methods, frameworks, and tools.
Conclusion: The research map shows that impact currently is limited to few knowledge areas and there is need for a future roadmap to fill the gaps.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
More Related Content
Similar to ISBN 0073403342Author Erik W. Larson, Clifford F. Gray.docx
This document provides an overview of project management concepts. It discusses that projects have a definite beginning and end, and defines a project. It also outlines the five process groups that projects typically go through. Additionally, it explains the triple constraint of time, cost and scope that projects aim to balance, and introduces the nine knowledge areas of the project management framework. Finally, it emphasizes the importance of an integrated approach to managing all aspects of a project.
This document provides information on the Master of Computer Applications (MCA) Semester IV DevOps course offered by Savitribai Phule Pune University, Pune, including the course curriculum, description, objectives, outcomes, structure, and references. The 3-credit course focuses on introducing concepts of DevOps including version control using GIT, configuration management using Chef, and build tools like Maven and Docker. The course aims to help students understand and apply DevOps approaches across domains and build DevOps applications. It consists of 4 units and will be evaluated based on internal and external assessments.
This document provides an acknowledgements section and abstract for a doctoral thesis submitted by Herman Glenn Ballard to the University of Birmingham titled "The Last Planner System of Production Control". The thesis proposes a production control system called the Last Planner System that aims to actively manage the flow of work rather than just monitor variances. It explores applying the Last Planner System across entire projects rather than just specialist contractors. The research questions examined are: 1) What can be done to increase plan reliability above 70% using Last Planner tools and implementation? and 2) How can Last Planner be applied to increase reliability during design processes? The thesis includes 5 case studies exploring these questions.
This document outlines an SMS (Safety Management System) "Kickstart" project at a small aviation operator called Helivia Aero Taxi. It describes using project management methodology to plan and implement the SMS. The project is broken into numerous requirements and planning/implementation sections covering areas like the SMS manual, safety data, quality programs, risk management and more. It also discusses training, challenges, and results of applying a structured project approach to establishing the SMS. The summary provides an overview of the key aspects and goals of the case study.
The document provides lecture notes on construction project management. It outlines the objectives of the course, which are to teach students the basics of cost estimating, scheduling, bidding, and project control. The course focuses on project stages, delivery approaches, cost estimation, planning, scheduling techniques, resource management, time-cost tradeoffs, project financing, schedule updating, delays, and cost control. It also lists the instructor's contact information and office hours and provides a table of contents outlining the topics that will be covered.
1. This chapter discusses using prediction markets as a research method where traders invest virtual dollars in ideas or assets and can win incentives based on the accuracy of their predictions.
2. An example is described where a firm used a prediction market to overcome client skepticism about self-reported anticipated versus actual behaviors. Traders were recruited online to predict what others would do rather than their own behaviors.
3. Prediction markets motivate participants by giving them "skin in the game" and potential payouts based on the accuracy of their predictions, fostering thoughtful engagement rather than just asking individuals to predict their own future actions.
Article Link httpswww.ncbi.nlm.nih.govpmcarticlesPMC43.docxrossskuddershamus
Article Link : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4369385/
We are in a unique time of the discovery and research of the coronavirus. This virus has been linked to deaths worldwide. Since we are on the immune system, I thought it would be beneficial to take the time to do some research of your own. Attached are 2 pieces of information:
Your goal for an extra 25 points on exam 2 is to research this scientific article and answer a variety of questions about its contents. The questions to answer can be found below. The article is very dense and may be hard to understand. If you are unfamiliar with a term, look it up to satisfy your curiosity and expand your knowledge. I am not expecting you totally comprehend this article in all of its technical glory...just to read the article and answer questions based upon your understanding of the article and the immune system.
Questions you must address in your analysis:
Introduction
Does the manuscript clearly explain the question under consideration?
Do you agree that this is an important/interesting question?
Would there have been a better question to ask?
Data
Did they measure the right variables to answer their question?
How good are the data? (quality, precision)
How extensive are the data? (more is usually better)
Is there any evidence that “inconvenient” data were ignored?
If there are weaknesses in the data, how easy would it have been to do better?
Would the collection of more or better data be likely to change the answer?
Analysis
Were there any flaws in the data analysis?
How strong were the results of the analyses?
Were alternative hypotheses evaluated?
Presentation
Were the figures and tables easy to understand?
Were the figures and tables “honest” or were they misleading?
Discussion
Did the discussion go beyond what the data support?
Were alternative explanations considered?
Can you think of alternative explanations that were not addressed?
Do you agree with the logic of the discussion?
Do you agree with the conclusions of the paper?
Do the authors evaluate potential weaknesses of the paper?
Can you think of potential weaknesses that were not addressed?
Does the paper advance our understanding of the field?
Project Management
Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology
Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Toronto Sydney Singapore Tokyo Montreal
Dubai Madrid Hong Kong Mexico City Munich Paris
Amsterdam Cape Town
Vice President and Editorial Director, Engineering and Computer Science:
Marcia J. Horton
Editor in Chief: Julian Partridge
Executive Editor: Holly Stark
Editorial Assistant: Amanda Brands
Field Marketing Manager: Demetrius Hall
Marketing Assistant: Jon Bryant
Managing Producer: Scott Disanno
Conten.
Article Link httpswww.ncbi.nlm.nih.govpmcarticlesPMC43.docxfestockton
Article Link : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4369385/
We are in a unique time of the discovery and research of the coronavirus. This virus has been linked to deaths worldwide. Since we are on the immune system, I thought it would be beneficial to take the time to do some research of your own. Attached are 2 pieces of information:
Your goal for an extra 25 points on exam 2 is to research this scientific article and answer a variety of questions about its contents. The questions to answer can be found below. The article is very dense and may be hard to understand. If you are unfamiliar with a term, look it up to satisfy your curiosity and expand your knowledge. I am not expecting you totally comprehend this article in all of its technical glory...just to read the article and answer questions based upon your understanding of the article and the immune system.
Questions you must address in your analysis:
Introduction
Does the manuscript clearly explain the question under consideration?
Do you agree that this is an important/interesting question?
Would there have been a better question to ask?
Data
Did they measure the right variables to answer their question?
How good are the data? (quality, precision)
How extensive are the data? (more is usually better)
Is there any evidence that “inconvenient” data were ignored?
If there are weaknesses in the data, how easy would it have been to do better?
Would the collection of more or better data be likely to change the answer?
Analysis
Were there any flaws in the data analysis?
How strong were the results of the analyses?
Were alternative hypotheses evaluated?
Presentation
Were the figures and tables easy to understand?
Were the figures and tables “honest” or were they misleading?
Discussion
Did the discussion go beyond what the data support?
Were alternative explanations considered?
Can you think of alternative explanations that were not addressed?
Do you agree with the logic of the discussion?
Do you agree with the conclusions of the paper?
Do the authors evaluate potential weaknesses of the paper?
Can you think of potential weaknesses that were not addressed?
Does the paper advance our understanding of the field?
Project Management
Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology
Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Toronto Sydney Singapore Tokyo Montreal
Dubai Madrid Hong Kong Mexico City Munich Paris
Amsterdam Cape Town
Vice President and Editorial Director, Engineering and Computer Science:
Marcia J. Horton
Editor in Chief: Julian Partridge
Executive Editor: Holly Stark
Editorial Assistant: Amanda Brands
Field Marketing Manager: Demetrius Hall
Marketing Assistant: Jon Bryant
Managing Producer: Scott Disanno
Conten ...
Systematic review on evaluating planning process in agile development methodsTELKOMNIKA JOURNAL
Agile development methods have been catering the need of faster delivery of theever-demanding domain of software engineering. These methods are able to deliver value to users and businesses via fast, reliable, and repeatable process. Planning requirements and processes takes the driving seat in a dynamic environment because the value proposition rapidly changes. This paper exhibits asystematic literature review of planning processes implementedby various agile methods in order to find the best suited agile method in terms of robust planning. Keywords: It was found that Scrum is the best suited agile method for planning processes.
Stephanie WroteA lean organization understands customer value a.docxrjoseph5
Stephanie Wrote:
A lean organization understands customer value and focuses its key processes to continuously increase it. The ultimate goal is to provide perfect value to the customer through a perfect value creation process that has zero waste.
To accomplish this, lean thinking changes the focus of management from optimizing separate technologies, assets, and vertical departments to optimizing the flow of products and services through entire value streams that flow horizontally across technologies, assets, and departments to customers.
Eliminating waste along entire value streams, instead of at isolated points, creates processes that need less human effort, less space, less capital, and less time to make products and services at far less costs and with much fewer defects, compared with traditional business systems. Companies are able to respond to changing customer desires with high variety, high quality, low cost, and with very fast throughput times. Also, information management becomes much simpler and more accurate.
A popular misconception is that lean is suited only for manufacturing. Not true. Lean applies in every business and every process. It is not a tactic or a cost reduction program, but a way of thinking and acting for an entire organization.
The term "lean" was coined to describe Toyota's business during the late 1980s by a research team headed by Jim Womack, Ph.D., at MIT's International Motor Vehicle Program.
Mary Wrote:
· What is the lean concept and why is it important to study?
With fewer resources lean creates more value for customers. The idea of maximizing customer value while minimizing waste. Lean is important to study because there are so many benefits such as through lean there is a cost benefit. we can increase quality and reliability. Reduce operating costs, boost staff productivity and reduce the length of production cycles.
· How can lean be applied to manufacturing and service processes?
TOYOTA is the best example of a company that use lean processes and implement them. Toyota is the first major company to use lean ideology in their manufacturing processes. They have eliminated wasted and using techniques to get rid of faulty products that do not interest the customers. They use two processes, one is Jidoka and the other one is JIT or just in time. Jidoka is used to check the quality of the product and can stop the machines themselves down when there is an error. JIT/ just in time leads to the next step once the previous step is finished.
https://www.lean.org/whatslean/
https://refinedimpact.com/4-good-examples-of-companies-that-use-lean-manufacturing/
Project Management
Processes, Methodologies, and Economics
Third Edition
Avraham Shtub
Faculty of Industrial Engineering and Management
The Technion–Israel Institute of Technology
Moshe Rosenwein
Department of Industrial Engineering and Operations Research
Columbia University
Boston Columbus San Francisco New York Hoboken
Indianapolis London Tor.
Have you ever wondered what it takes to be a successful project manager? Need to learn how to manage and lead your team on your next project? Are you a team leader or project manager looking for ways to improve your project management skills? Do you need to learn how to manage projects, but don't want to spend months in a classroom?
In this course, you'll learn the fundamentals of project management and leadership through a series of lectures, discussions, and hands-on activities. Project management is a controlled process that manages complex projects and the resources required to complete them.
By the end of the class, you'll have an in-depth understanding of how to lead teams through all stages of a project: planning and organizing; initiating, executing, and controlling; closing out the project. You'll also have the skills necessary and an understanding of how leadership fits into the process of leading your team toward success on any team-based project. This course is designed to help students learn about the difference between project management and leadership and how they can be used in tandem to achieve success.
By the end of this course, you'll feel confident about managing any project or team without getting overwhelmed.
This document outlines the table of contents for a research paper on outsourcing. Chapter one introduces the background, problem statement, objectives, questions, and methodology of the study. Chapter two discusses definitions of outsourcing as well as the advantages and disadvantages. It also covers steps in successful outsourcing and prior empirical studies. Chapter three describes the study area and covers the survey design, data collection, and analysis methods.
BYTE Workshop Work Package 5: Foresight AnalysisBYTE Project
This document summarizes discussions from Sessions 1 and 2 of the BYTE Workshop on Work Package 5: Foresight Analysis. Session 1 reviewed previous case study findings on how big data impacts various sectors and identified open questions around its legal, political, technological, and business model implications. Session 2 focused on identifying objectives and structuring problems regarding big data in the EU. Participants were divided into groups representing SMEs, large companies, policy, and consumers to brainstorm measures, objectives, and problem definitions in these areas. The results from the group work in Session 2 were then presented to the full workshop.
Learn waht tools do you needs to be able to use to be a good project manager. This was prepared as part of my CIPD Intermediate Level 5 Diploma in Learning and Development.
Systematic Mapping Study on Software Engineering for Sustainability (SE4S) Henning Femmer
Background/Context : The ob jective of achieving higher sustainability in our lifestyles by information and communication technology has lead to a plethora of research activities in related fields. Consequently, Software Engineering for Sustainability (SE4S) has developed as an active area of research.
Objective/Aim: Although SE4S has gained much attention over the past few years and has resulted in a number of contributions, there is only one rigorous survey of the field. We would like to follow up on this systematic mapping study from 2012 with a more in-depth overview of the status of research, as most of the work has been conducted in the last 4 years.
Method: The applied method is a systematic mapping study through which we investigate which contributions were made over time, which software engineering knowledge areas are most explored, and which research type facets have been used, to distill a common understanding of the state-of-the-art in SE4S.
Results: We contribute an overview of current research topics and trends, and their distribution according to the research type facet and the application domains. Furthermore, we aggregate the topics into clusters and list proposed and used methods, frameworks, and tools.
Conclusion: The research map shows that impact currently is limited to few knowledge areas and there is need for a future roadmap to fill the gaps.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docxchristiandean12115
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
T
E
A
C
H
IN
G
E
xc
ep
ti
on
al
C
h
il
d
re
n
,
V
ol
.
49
,
N
o.
1
,
p
p
.
18
–3
0.
C
op
yr
ig
h
t
20
16
T
h
e
A
u
th
or
(s
).
D
O
I:
1
0.
11
77
/0
04
00
59
91
66
62
20
2
by guest on October 20, 2016tcx.sagepub.comDownloaded from
http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
ISBN 0073403342Author Erik W. Larson, Clifford F. Gray.docx
1. ISBN: 0073403342
Author: Erik W. Larson, Clifford F. Gray
Title: Project Management
Front endsheets
Color: 2
Pages: 2,3
Chapter 1 Modern Project Management
1.2 Project defined
1.3 Project management defined
1.4 Projects and programs (.2)
2.1 The project life cycle (.2.3)
App. G.1 The project manager
App. G.7 Political and social environments
F.1 Integration of project management processes [3.1]
Chapter 2 Organization Strategy and Project Selection
1.4 Projects and programs (.2)
1.4.1 Managing the portfolio
1.4.3 Strategy and projects
2.3 Stakeholders and review boards
12.1 RFP’s and vendor selection (.3.4.5)
11.2.2.6 SWAT analysis
Chapter 3 Organization: Structure and Culture
2.4.1 Organization cultures [G.7]
2.4.2 Organization structure [9.1.3]
9.1.1 Organization charts
1.4.4 Project offices
2. Chapter 4 Defining the Project
4.1 Project charter
5.1 Gather requirements
5.2 Defining scope
5.3 Creating a WBS
5.4 Tools and techniques
6.1 Define activities
9.1.2. Responsibility matrixes
10.1 Communication planning (.2.3.4) [App. G-4]
Chapter 5 Estimating Times and Costs
6.4 Activity duration estimates (.3)
6.4.2 Estimating tools (.1.3.4)
6.3.1 Identifying resources
7.1 Activity cost estimates (.2.3.4.5)
5.1.2.4 Delphi method
Chapter 6 Developing a Project Plan
4.2.2 Planning tools
6.2 Sequence activities [1.2]
6.5.1 Bar and milestone charts
6.5.2 Critical path method (.2)
6.5.2.6 Lead and lag activities [6.2.3]
F.3 Project duration
Chapter 7 Managing Risk
11.1 Risk management process [F.8]
11.2 Identifying risks
11.3.2.2 Impact matrix
11.4 Risk assessment
11.5 Risk responses (.2–.1.2)
11.6 Risk register
7.1.2.5 PERT analysis
7.1.2.6.3 Contingency reserves
7.3.3.4 Change control management
3. Chapter 8 Scheduling resources and cost
6.5.2 Setting a schedule baseline [8.1.4]
6.5.3.1 Setting a resource schedule
6.5.2.4 Resource leveling
7.2 Setting a cost and time baseline schedule (1.3.5) [8.1.3]
6.5.2.3 Critical chain method
Chapter 9 Reducing Project Duration
6.5.2.7 Schedule compression
Chapter 10 Leadership
9.4.2.5 Leadership skills
G.1 Project leadership
10.1 Stakeholder management
Chapter 11 Teams
9.2 Building the team (.1.3) & [3.5.3] [App G.2 Building teams]
9.4 Managing the team
9.3.2 Team building activities
9.2.4 Virtual teams
9.3.3.1 Team performance [9.4.2.2]
9.4.2.3 Conflict management
9.3.2.6 Recognition and awards
Chapter 12 Outsourcing
12.1.1 Procurement requirements [G.8]
12.1.2.3 Contract types
9.4.2.3 Conflict management
12.2.7 The art of negotiating
12.2.3.5 Change requests
Chapter 13 Monitoring Progress
10.5.3 Cost/schedule system (.1)
6.6 .2.1 Time performance
7.2.3.1 Cost baseline development
4. 7.3.2.1 Earned value system (F.4)
7.3.2.4 E.V., performance status report
7.3.2.2 E.V., forecasts
7.3.2.3 EV., to complete index (EAC)
7.3.2.5 Schedule and cost variance
Chapter 14 Project closure
Closure report
4.5.1.4 Organization processes (.5) & [4.5.3 & 4.6.3.2]
4.6.1 Administrative tasks (.3) & [3.7.1, & 12.4]
10.3.3.1 Lessons learned [8.3.3.4]
9.4.2.2 Individual performance appraisals
Chapter 15 International Projects
G.7 Culture awareness
Chapter 16 Oversight
1.4.4 Project offices
8.1.2 Continuous improvement
5.1 Requirements vs. actual [5.3]
Chapter 17 Agile PM
6.1.2.2 Rolling wave
Cross Reference of Project Management Body
of Knowledge (PMBOK) Concepts to Text Topics
This page intentionally left blank
Project
Management
5. The Managerial Process
Lar03342_fm_i-xvi_1.indd Page i 2/25/10 2:34:39 AM user-
f498Lar03342_fm_i-xvi_1.indd Page i 2/25/10 2:34:39 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
The McGraw-Hill/Irwin Series Operations and Decision
Sciences
OPERATIONS MANAGEMENT
Beckman and Rosenfield,
Operations, Strategy: Competing in the
21st Century,
First Edition
Benton,
Purchasing and Supply Chain
Management,
Second Edition
Bowersox, Closs, and Cooper,
Supply Chain Logistics Management,
Third Edition
Brown and Hyer,
Managing Projects: A Team-Based
Approach,
First Edition
Burt, Petcavage, and Pinkerton,
Supply Management,
Eighth Edition
6. Cachon and Terwiesch,
Matching Supply with Demand: An
Introduction to Operations Management,
Second Edition
Finch,
Interactive Models for Operations and
Supply Chain Management,
First Edition
Fitzsimmons and Fitzsimmons,
Service Management: Operations,
Strategy, Information Technology,
Seventh Edition
Gehrlein,
Operations Management Cases,
First Edition
Harrison and Samson,
Technology Management,
First Edition
Hayen,
SAP R/3 Enterprise Software:
An Introduction,
First Edition
Hill,
Manufacturing Strategy: Text & Cases,
Third Edition
Hopp,
Supply Chain Science,
First Edition
7. Hopp and Spearman,
Factory Physics,
Third Edition
Jacobs, Berry, Whybark, and Vollmann
Manufacturing Planning & Control for
Supply Chain Management,
Sixth Edition
Jacobs and Chase,
Operations and Supply Management:
The Core,
Second Edition
Jacobs and Chase
Operations and Supply Management,
Thirteenth Edition
Jacobs and Whybark,
Why ERP?
First Edition
Larson and Gray,
Project Management: The Managerial
Process,
Fifth Edition
Leenders, Johnson, Flynn, and Fearon,
Purchasing and Supply Management,
Thirteenth Edition
Nahmias,
Production and Operations Analysis,
Sixth Edition
Olson,
8. Introduction to Information Systems
Project Management,
Second Edition
Schroeder, Goldstein, Rungtusanatham,
Operations Management: Contemporary
Concepts and Cases,
Fifth Edition
Seppanen, Kumar, and Chandra,
Process Analysis and Improvement,
First Edition
Simchi-Levi, Kaminsky,
and Simchi-Levi,
Designing and Managing the Supply
Chain: Concepts, Strategies, Case
Studies,
Third Edition
Sterman,
Business Dynamics: Systems Thinking
and Modeling for Complex World,
First Edition
Stevenson,
Operations Management,
10th Edition
Swink, Melnyk, Cooper, and Hartley,
Managing Operations Across the
Supply Chain,
First Edition
Thomke,
Managing Product and Service
9. Development: Text and Cases,
First Edition
Ulrich and Eppinger,
Product Design and Development,
Fourth Edition
Zipkin,
Foundations of Inventory Management,
First Edition
QUANTITATIVE METHODS AND
MANAGEMENT SCIENCE
Hillier and Hillier,
Introduction to Management Science: A
Modeling and Case Studies Approach
with Spreadsheets,
Fourth Edition
Stevenson and Ozgur,
Introduction to Management Science with
Spreadsheets,
First Edition
Lar03342_fm_i-xvi_1.indd Page ii 2/25/10 2:34:39 AM user-
f498Lar03342_fm_i-xvi_1.indd Page ii 2/25/10 2:34:39 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
Project
Management
The Managerial Process Fifth Edition
12. Lar03342_fm_i-xvi_1.indd Page iv 2/25/10 2:34:41 AM user-
f498Lar03342_fm_i-xvi_1.indd Page iv 2/25/10 2:34:41 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
v
About the Authors
Erik W. Larson
ERIK W. LARSON is professor of project management at the
College of Busi-
ness, Oregon State University. He teaches executive, graduate,
and undergraduate
courses on project management, organizational behavior, and
leadership. His
research and consulting activities focus on project
management. He has published
numerous articles on matrix management, product development,
and project part-
nering. He has been honored with teaching awards from both the
Oregon State
University MBA program and the University of Oregon
Executive MBA program.
He has been a member of the Portland, Oregon, chapter of the
Project Manage-
ment Institute since 1984. In 1995 he worked as a Fulbright
scholar with faculty at
the Krakow Academy of Economics on modernizing Polish
business education.
In 2005 he was a visiting professor at Chulalongkorn University
in Bangkok,
Thailand. He received a B.A. in psychology from Claremont
McKenna College
and a Ph.D. in management from State University of New York
at Buffalo. He is
13. a certified project management professional (PMP) and Scrum
Master.
Clifford F. Gray
CLIFFORD F. GRAY is professor emeritus of management at
the College of
Business, Oregon State University. He continues to teach
undergraduate and grad-
uate project management courses overseas and in the United
States; he has per-
sonally taught more than 100 executive development seminars
and workshops.
His research and consulting interests have been divided equally
between opera-
tions management and project management; he has published
numerous articles
in these areas, plus a text on project management. He has also
conducted research
with colleagues in the International Project Management
Association. Cliff has
been a member of the Project Management Institute since 1976
and was one of the
founders of the Portland, Oregon, chapter. He was a visiting
professor at Kasetsart
University in Bangkok, Thailand in 2005. He was the president
of Project Man-
agement International, Inc. (a training and consulting firm
specializing in project
management) 1977–2005. He received his B.A. in economics
and management
from Millikin University, M.B.A. from Indiana University, and
doctorate in oper-
ations management from the College of Business, University of
Oregon. He is
certified Scrum Master.
14. Lar03342_fm_i-xvi_1.indd Page v 2/25/10 2:34:44 AM user-
f498Lar03342_fm_i-xvi_1.indd Page v 2/25/10 2:34:44 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
“Man’s mind, once stretched by a new idea, never
regains its original dimensions.”
Oliver Wendell Holmes, Jr.
To my family who have always encircled me with
love and encouragement—my parents (Samuel
and Charlotte), my wife (Mary), my sons and their
wives (Kevin and Dawn, Robert and Sally) and
their children (Ryan, Carly, Connor and Lauren).
C.F.G.
“We must not cease from exploration and the end of all
exploring will be to arrive where we begin and to know
the place for the first time.”
T. S. Eliot
To Ann whose love and support has brought out
the best in me. And, to our girls Mary, Rachel, and
Tor-Tor for the joy and pride they give me. Finally,
to my muse, Neil, for the faith and inspiration he
instills.
E.W.L
Lar03342_fm_i-xvi_1.indd Page vi 2/25/10 2:34:44 AM user-
f498Lar03342_fm_i-xvi_1.indd Page vi 2/25/10 2:34:44 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
15. vii
Preface
Since you are reading this text, you have made a decision that
learning more about
project management will have a positive impact for you. You
are absolutely right!
Project management has become an organization-wide core
competency; nearly
every manager, regardless of discipline is involved in
managing one or more proj-
ects. This text is designed to provide project managers and
prospective project
managers with the knowledge and skills that are transferable
across industries and
countries.
Our motivation for writing this text was to provide students
with a holistic,
integrative view of project management. A holistic view
focuses on how projects
contribute to the strategic goals of the organization. The
linkages for integration
include the process of selecting projects that best support the
strategy of a partic-
ular organization and that in turn can be supported by the
technical and manage-
rial processes made available by the organization to bring
projects to completion.
The goals for prospective project managers are to understand
the role of a project
in their organizations and to master the project management
tools, techniques,
and interpersonal skills necessary to orchestrate projects from
16. start to finish.
The role of projects in organizations is receiving increasing
attention. Projects
are the major tool for implementing and achieving the strategic
goals of the orga-
nization. In the face of intense, worldwide competition, many
organizations have
reorganized around a philosophy of innovation, renewal, and
organizational
learning to survive. This philosophy suggests an organization
that is flexible and
project driven. Project management has developed to the point
where it is a pro-
fessional discipline having its own body of knowledge and
skills. Today it is nearly
impossible to imagine anyone at any level in the organization
who would not ben-
efit from some degree of expertise in the process of managing
projects.
Audience
This text is written for a wide audience. It covers concepts and
skills that are used
by managers to propose, plan, secure resources, budget, and
lead project teams to
successful completions of their projects. The text should prove
useful to students
and prospective project managers in helping them understand
why organizations
have developed a formal project management process to gain a
competitive advan-
tage. Readers will find the concepts and techniques discussed in
enough detail to be
immediately useful in new-project situations. Practicing project
managers will find
17. the text to be a valuable guide and reference when dealing with
typical problems
that arise in the course of a project. Managers will also find the
text useful in
understanding the role of projects in the missions of their
organizations. Analysts
will find the text useful in helping to explain the data needed
for project implemen-
tation as well as the operations of inherited or purchased
software. Members of the
Project Management Institute will find the text is well
structured to meet the needs
of those wishing to prepare for PMP (Project Management
Professional) or CAPM
(Certified Associate in Project Management) certification
exams. The text has in-
depth coverage of the most critical topics found in PMI’s
Project Management
Lar03342_fm_i-xvi_1.indd Page vii 2/25/10 2:34:44 AM user-
f498Lar03342_fm_i-xvi_1.indd Page vii 2/25/10 2:34:44 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
Body of Knowledge (PMBOK). People at all levels in the
organization assigned to
work on projects will find the text useful not only in providing
them with a ratio-
nale for the use of project management tools and techniques but
also because of
the insights they will gain on how to enhance their contributions
to project
success.
Our emphasis is not only on how the management process
works, but more
18. importantly, on why it works. The concepts, principles, and
techniques are univer-
sally applicable. That is, the text does not specialize by industry
type or project
scope. Instead, the text is written for the individual who will be
required to man-
age a variety of projects in a variety of different
organizational settings. In the
case of some small projects, a few of the steps of the
techniques can be omitted,
but the conceptual framework applies to all organizations in
which projects are
important to survival. The approach can be used in pure project
organizations
such as construction, research organizations, and engineering
consultancy firms.
At the same time, this approach will benefit organizations that
carry out many
small projects while the daily effort of delivering products or
services continues.
Content
In this latest edition of the book, we have responded to
feedback received from
both students and teachers, which is deeply appreciated. As a
result of the this
feedback, the following changes have been made to the fifth
edition:
• Restructuring of text to include four supplemental chapters
that cover topics
beyond the project management core.
• Inclusion of a supplemental chapter on agile project
management which has
19. enjoyed success on new product and software development
projects.
• Terms and concepts have been updated to be consistent with
the fourth edition
of the Project Management Body of Knowledge (2008).
• Revised Chapter 14 to include project retrospectives. Chapters
2, 4, 6, 7, and 12,
have been updated.
• New student exercises and cases have been added to most
chapters.
• Answers to selected exercises are now available in Appendix 1
• A third major computer exercise has been added to the
Appendix 2;
• The “Snapshot from Practice” boxes feature a number of new
examples of
project management in action as well as new research highlights
that continue
to promote practical application of project management.
Overall the text addresses the major questions and issues the
authors have encoun-
tered over their 60 combined years of teaching project
management and consult-
ing with practicing project managers in domestic and foreign
environments. The
following questions represent the issues and problems
practicing project managers
find consuming most of their effort: What is the strategic role
of projects in con-
temporary organizations? How are projects prioritized? What
organizational and
managerial styles will improve chances of project success?
20. How do project manag-
ers orchestrate the complex network of relationships involving
vendors, subcon-
tractors, project team members, senior management, functional
managers, and
customers that affect project success? What factors contribute
to the development
of a high-performance project team? What project management
system can be set
viii Preface
Lar03342_fm_i-xvi_1.indd Page viii 2/25/10 2:34:45 AM user-
f498Lar03342_fm_i-xvi_1.indd Page viii 2/25/10 2:34:45 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
up to gain some measure of control? How do managers prepare
for a new interna-
tional project in a foreign culture? How does one pursue a
career in project
management?
Project managers must deal with all these concerns to be
effective. All of these
issues and problems represent linkages to an integrative project
management view.
The chapter content of the text has been placed within an
overall framework that
integrates these topics in a holistic manner. Cases and snapshots
are included from
the experiences of practicing managers. The future for project
managers appears
to be promising. Careers will be determined by success in
managing projects.
21. Student Learning Aids
The text Web site (www.mhhe.com/larsongray5e) includes study
outlines, online
quizzes, PowerPoint slides, videos, Microsoft Project Video
Tutorials and Web
links. The trial version of Microsoft Project software is
included on its own
CD-ROM free with the text.
Acknowledgments
We would like to thank Richard Bruce, Ottawa University for
updating the Test
Bank and Online Quizzes; Charlie Cook, University of West
Alabama for revising
the PowerPoint slides; Oliver F. Lehmann for providing access
to PMBOK study
questions; and Mink for accuracy checking the text and
Instructor’s Resource
Manual content.
Next, it is important to note that the text includes contributions
from numerous
students, colleagues, friends, and managers gleaned from
professional conversa-
tions. We want them to know we sincerely appreciate their
counsel and suggestions.
Almost every exercise, case, and example in the text is drawn
from a real-world
project. Special thanks to managers who graciously shared their
current project as
ideas for exercises, subjects for cases, and examples for the
text. Shlomo Cohen,
John A. Drexler, Jim Moran, John Sloan, Pat Taylor, and John
Wold, whose work
is printed, are gratefully acknowledged. Special gratitude is due
22. Robert Breitbarth
of Interact Management, who shared invaluable insights on
prioritizing projects.
University students and managers deserve special accolades for
identifying prob-
lems with earlier drafts of the text and exercises.
We are indebted to the reviewers of past editions who shared
our commitment to
elevating the instruction of project management. The reviewers
include Paul S.
Allen, Rice University; Denis F. Cioffi, George Washington
University; Joseph
D. DeVoss, DeVry University; Edward J. Glantz, Pennsylvania
State University;
Michael Godfrey, University of Wisconsin–Oshkosh; Robert
Key, University of
Phoenix; Dennis Krumwiede, Idaho State University; Nicholas
C. Petruzzi,
University of Illinois–Urbana/Champaign; William R. Sherrard,
San Diego State
University; S. Narayan Bodapati, Southern Illinois University
at Edwardsville;
Warren J. Boe, University of Iowa; Burton Dean, San Jose
State University;
Kwasi Amoako-Gyampah, University of North Carolina–
Greensboro; Owen P.
Hall, Pepperdine University; Bruce C. Hartman, University of
Arizona; Rich-
ard Irving, York University; Robert T. Jones, DePaul
University; Richard L.
Luebbe, Miami University of Ohio; William Moylan, Lawrence
Technological
College of Business; Edward Pascal, University of Ottawa;
James H. Patterson,
Indiana University; Art Rogers, City University; Christy
Strbiak, U.S. Air Force
23. Preface ix
Lar03342_fm_i-xvi_1.indd Page ix 2/25/10 2:34:45 AM user-
f498Lar03342_fm_i-xvi_1.indd Page ix 2/25/10 2:34:45 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
Academy; David A. Vaughan, City University; and Ronald W.
Witzel, Keller
Graduate School of Management. Nabil Bedewi, Georgetown
University; Scott
Bailey, Troy University; Michael Ensby, Clarkson University;
Eldon Larsen, Mar-
shall University; Steve Machon, DeVry University–Tinley Park;
William Mat-
thews, William Patterson University; Erin Sims, DeVry
University–Pomona;
Kenneth Solheim, DeVry University–Federal Way; and Oya
Tukel, Cleveland
State University.
In the fifth edition we continue to commit to improving the text
content and
improving instruction of project management. We are grateful
to those reviewers
who provided helpful critiques and insights on the fourth
edition, which helped us
prepare this revision. The reviewers for the fifth edition
include. Gregory Anderson,
Weber State University; Dana Bachman, Colorado Christian
University; Alan
Cannon, University of Texas, Arlington; Susan Cholette, San
Francisco State;
Michael Ensby, Clarkson University; Charles Franz, University
of Missouri,
24. Columbia; Raouf Ghattas, DeVry University; Robert Groff,
Westwood College;
Raffael Guidone, New York City College of Technology;
George Kenyon, Lamar
University; Elias Konwufine, Keiser University; Rafael
Landaeta, Old Dominion
University; Muhammad Obeidat, Southern Polytechnic State
University; Linda
Rose, Westwood College; Oya Tukel, Cleveland State
University; and Mahmoud
Watad, William Paterson University. We thank you for your
many thoughtful
suggestions and for making our book better. Of course we
accept responsibility
for the final version of the text.
In addition, we would like to thank our colleagues in the
College of Business at
Oregon State University for their support and help in
completing this project. In
particular, we recognize Ray Brooks, Jim Moran and Ping-Hung
Hsieh for their
helpful advice and suggestions. We also wish to thank the many
students who
helped us at different stages of this project, most notably Neil
Young, Rebecca
Keepers, Katherine Knox, Dat Nguyen, Lacey McNeely and
Amanda Bosworth.
Mary Gray deserves special credit for editing and working
under tight deadlines
on earlier editions. Special thanks go to Pinyarat
Sirisomboonsuk for her help in
preparing the last two editions.
Finally, we want to extend our thanks to all the people at
McGraw-Hill/Irwin
for their efforts and support. First, we would like to thank Dick
Hercher for con-
25. tinuing to champion and provide editorial direction and
guidance, and Gail
Korosa, who took over management of the book’s development
fifth edition. And
we would also like to thank Denise Showers, Carol Blelski,
Mary Sander, Jeremy
Cheshareck, Grey Bates, and Harvey Yep for managing the final
production,
design, supplement, and media phases of the fifth edition.
Erik W. Larson
Clifford F. Gray
x Preface
Lar03342_fm_i-xvi_1.indd Page x 2/25/10 2:34:45 AM user-
f498Lar03342_fm_i-xvi_1.indd Page x 2/25/10 2:34:45 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
Note to Student
You will find the content of this text highly practical, relevant,
and current. The
concepts discussed are relatively simple and intuitive. As you
study each chapter
we suggest you try to grasp not only how things work, but why
things work. You
are encouraged to use the text as a handbook as you move
through the three levels
of competency:
I know.
I can do.
26. I can adapt to new situations.
Project management is both people and technical oriented.
Project manage-
ment involves understanding the cause-effect relationships and
interactions among
the sociotechnical dimensions of projects. Improved
competency in these dimen-
sions will greatly enhance your competitive edge as a project
manager.
The field of project management is growing in importance and
at an exponen-
tial rate. It is nearly impossible to imagine a future management
career that does
not include management of projects. Résumés of managers will
soon be primarily
a description of the individual’s participation in and
contributions to projects.
Good luck on your journey through the text and on your future
projects.
xi
Lar03342_fm_i-xvi_1.indd Page xi 2/25/10 2:34:45 AM user-
f498Lar03342_fm_i-xvi_1.indd Page xi 2/25/10 2:34:45 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
Brief Contents
Preface vii
1. Modern Project Management 2
2. Organization Strategy and Project
27. Selection 22
3. Organization: Structure and Culture 64
4. Defining the Project 100
5. Estimating Project Times and
Costs 126
6. Developing a Project Plan 156
7. Managing Risk 210
8. Scheduling Resources and Costs 252
9. Reducing Project Duration 304
10. Leadership: Being an Effective Project
Manager 338
11. Managing Project Teams 374
12. Outsourcing: Managing
Interorganizational Relations 418
13. Progress and Performance
Measurement and Evaluation 452
14. Project Closure 504
15. International Projects 532
16. Oversight 564
17. An Introduction to Agile Project
Management 582
28. 18. Project Management Career Paths 602
APPENDIX
One
Solution
s to Selected Exercises 611
Two Computer Project Exercises 625
GLOSSARY 642
ACRONYMS 651
PROJECT MANAGEMENT
EQUATIONS 652
INDEX 653
xii
Lar03342_fm_i-xvi_1.indd Page xii 2/25/10 2:34:45 AM user-
f498Lar03342_fm_i-xvi_1.indd Page xii 2/25/10 2:34:45 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
29. Contents
Preface vii
Chapter 1
Modern Project Management 2
What Is a Project? 5
The Project Life Cycle 7
The Project Manager 10
The Importance of Project Management 10
Project Management Today—An Integrative
Approach 13
Integration of Projects with Organizational Strategy 13
Integration of Projects through Portfolio
Management 14
Integration of the Process of Implementing Actual
Projects 15
Summary 16
Chapter 2
Organization Strategy and Project
Selection 22
30. The Strategic Management Process: An
Overview 24
Four Activities of the Strategic Management
Process 26
Scenario Planning: A Supplement to Traditional
Strategic Planning 30
The Need for an Effective Project Portfolio
Management System 32
Problem 1: The Implementation Gap 32
Problem 2: Organization Politics 33
Problem 3: Resource Conflicts and Multitasking 34
A Portfolio Management System 36
Classification of the Project 36
Financial Criteria 37
Nonfinancial Criteria 39
Applying a Selection Model 42
Sources and Solicitation of Project Proposals 43
Ranking Proposals and Selection of Projects 44
31. Managing the Portfolio System 47
Balancing the Portfolio for Risks and Types of
Projects 48
Summary 49
Appendix 2.1: Request for Proposal (RFP) 60
Chapter 3
Organization: Structure and Culture 64
Project Management Structures 65
Organizing Projects within the Functional
Organization 66
Organizing Projects as Dedicated Teams 69
Organizing Projects within a Matrix
Arrangement 72
Different Matrix Forms 73
What Is the Right Project Management
Structure? 77
Organization Considerations 77
Project Considerations 77
Organizational Culture 79
32. What Is Organizational Culture? 79
Identifying Cultural Characteristics 82
Implications of Organizational Culture for
Organizing Projects 84
Summary 87
Chapter 4
Defining the Project 100
Step 1: Defining the Project Scope 102
Employing a Project Scope Checklist 102
Step 2: Establishing Project Priorities 106
Step 3: Creating the Work Breakdown Structure 108
Major Groupings Found in a WBS 108
How WBS Helps the Project Manager 109
WBS Development 109
Step 4: Integrating the WBS with the
Organization 113
Step 5: Coding the WBS for the Information
System 114
Responsibility Matrices 116
33. Project Communication Plan 119
Summary 121
Chapter 5
Estimating Project Times and Costs 126
Factors Influencing the Quality of Estimates 128
Estimating Guidelines for Times, Costs, and
Resources 129
xiii
Lar03342_fm_i-xvi_1.indd Page xiii 2/25/10 2:34:46 AM user-
f498Lar03342_fm_i-xvi_1.indd Page xiii 2/25/10 2:34:46 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
Top-Down Versus Bottom-Up Estimating 131
Methods for Estimating Project Times and
Costs 133
Top-Down Approaches for Estimating Project Times
and Costs 133
Bottom-Up Approaches for Estimating Project Times
34. and Costs 137
A Hybrid: Phase Estimating 139
Level of Detail 141
Types of Costs 142
Refining Estimates 144
Creating a Database for Estimating 146
Summary 147
Appendix 5.1: Learning Curves for
Estimating 151
Chapter 6
Developing a Project Plan 156
Developing the Project Network 157
From Work Package to Network 158
Constructing a Project Network 160
Terminology 160
Two Approaches 160
Basic Rules to Follow in Developing Project
Networks 161
Activity-on-Node (AON) Fundamentals 161
Network Computation Process 164
35. Forward Pass—Earliest Times 166
Backward Pass—Latest Times 168
Determining Slack (or Float) 169
Free Slack (Float) 171
Using the Forward and Backward Pass
Information 172
Level of Detail for Activities 173
Practical Considerations 173
Network Logic Errors 173
Activity Numbering 174
Use of Computers to Develop Networks 174
Calendar Dates 174
Multiple Starts and Multiple Projects 177
Extended Network Techniques to Come Closer to
Reality 177
Laddering 177
Use of Lags 178
An Example Using Lag Relationships—The Forward
and Backward Pass 181
Hammock Activities 183
37. Opportunity Management 227
Contingency Funding and Time Buffers 227
Budget Reserves 228
Management Reserves 228
Time Buffers 229
Step 4: Risk Response Control 229
Change Control Management 230
Summary 234
Appendix 7.1: PERT and PERT Simulation 242
Chapter 8
Scheduling Resources and Costs 252
Overview of the Resource Scheduling Problem 253
Types of Resource Constraints 255
Classification of a Scheduling Problem 257
Resource Allocation Methods 257
Assumptions 257
Time-Constrained Project: Smoothing Resource
Demand 257
Resource-Constrained Projects 259
38. Computer Demonstration of Resource-
Constrained Scheduling 264
The Impacts of Resource-Constrained Scheduling 270
Splitting Activities 270
Benefits of Scheduling Resources 272
Assigning Project Work 272
Multiproject Resource Schedules 273
Using the Resource Schedule to Develop a Project
Cost Baseline 275
Why a Time-Phased Budget Baseline Is Needed 275
Creating a Time-Phased Budget 276
Summary 281
Appendix 8.1: The Critical-Chain Approach 295
xiv Contents
Lar03342_fm_i-xvi_1.indd Page xiv 2/25/10 2:34:46 AM user-
f498Lar03342_fm_i-xvi_1.indd Page xiv 2/25/10 2:34:46 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
39. Chapter 9
Reducing Project Duration 304
Rationale for Reducing Project Duration 305
Options for Accelerating Project
Completion 307
Options When Resources Are Not Constrained 308
Options When Resources Are Constrained 310
Project Cost–Duration Graph 313
Explanation of Project Costs 313
Constructing a Project Cost–Duration Graph 314
Determining the Activities to Shorten 314
A Simplified Example 316
Practical Considerations 318
Using the Project Cost–Duration Graph 318
Crash Times 319
Linearity Assumption 319
Choice of Activities to Crash Revisited 319
Time Reduction Decisions and Sensitivity 320
40. What if Cost, Not Time, Is the Issue? 321
Summary 323
Chapter 10
Leadership: Being an Effective Project
Manager 338
Managing versus Leading a Project 339
Managing Project Stakeholders 340
Influence as Exchange 344
Task-Related Currencies 345
Position-Related Currencies 346
Inspiration-Related Currencies 346
Relationship-Related Currencies 346
Personal-Related Currencies 347
Social Network Building 347
Mapping Dependencies 347
Management by Wandering Around (MBWA) 349
Managing Upward Relations 350
Leading by Example 352
Ethics and Project Management 355
Building Trust: The Key to Exercising
41. Influence 357
Qualities of an Effective Project Manager 359
Summary 362
Chapter 11
Managing Project Teams 374
The Five-Stage Team Development Model 377
Situational Factors Affecting Team
Development 378
Building High-Performance Project Teams 380
Recruiting Project Members 381
Conducting Project Meetings 383
Establishing a Team Identity 387
Creating a Shared Vision 389
Managing Project Reward Systems 391
Orchestrating the Decision-Making
Process 393
Managing Conflict within the Project 396
Rejuvenating the Project Team 399
Managing Virtual Project Teams 400
Project Team Pitfalls 404
42. Groupthink 404
Bureaucratic Bypass Syndrome 404
Team Spirit Becomes Team Infatuation 405
Going Native 405
Summary 406
Chapter 12
Outsourcing: Managing Interorganizational
Relations 418
Outsourcing Project Work 419
Best Practices in Outsourcing Project Work 423
Well-Defined Requirements and Procedures 423
Extensive Training and Team-Building Activities 424
Well-Established Conflict Management Processes
in Place 426
Frequent Review and Status Updates 426
Co-Location When Needed 428
Fair and Incentive-Laden Contracts 429
Long-Term Outsourcing Relationships 430
The Art of Negotiating 431
1. Separate the People from the
43. Problem 432
2. Focus on Interests, Not Positions 433
3. Invent Options for Mutual Gain 434
4. When Possible, Use Objective Criteria 434
Dealing with Unreasonable People 435
A Note on Managing Customer Relations 436
Summary 438
Appendix 12.1: Contract Management 446
Chapter 13
Progress and Performance Measurement and
Evaluation 452
Structure of a Project Monitoring Information
System 453
The Project Control Process 454
Monitoring Time Performance 455
Contents xv
Lar03342_fm_i-xvi_1.indd Page xv 2/25/10 2:34:46 AM user-
f498Lar03342_fm_i-xvi_1.indd Page xv 2/25/10 2:34:46 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
44. Development of an Earned Value Cost/Schedule
System 458
What Costs Are Included in Baselines? 461
Methods of Variance Analysis 461
Developing a Status Report: A Hypothetical
Example 463
Assumptions 463
Baseline Development 463
Development of the Status Report 464
Indexes to Monitor Progress 469
Performance Indexes 469
Project Percent Complete Index 469
Technical Performance Measurement 471
Software for Project Cost/Schedule Systems 471
Additional Earned Value Rules 471
Forecasting Final Project Cost 472
Other Control Issues 475
45. Scope Creep 475
Baseline Changes 477
The Costs and Problems of Data
Acquisition 478
Summary 479
Appendix 13.1: The Application of Additional
Earned Value Rules 495
Appendix 13.2: Obtaining Project Performance
Information from MS Project 501
Chapter 14
Project Closure 504
Types of Project Closure 506
Wrap-up Closure Activities 507
Creating the Final Report 510
Post-Implementation Evaluation 511
Team Evaluation 511
Individual, Team Member, and Project Manager
Performance Reviews 514
46. Retrospectives 516
Why Retrospectives? 516
Initiating the Retrospective Review 517
Use of an Independent Facilitator 518
Roles of a Facilitator 518
Managing a Retrospective 519
Overseeing a Post-Project Retrospective 520
Utilization of Retrospectives 523
Archiving Retrospectives 523
Concluding Retrospective Notes 524
Summary 524
Appendix 14.1: Project Closeout Checklist 526
Appendix 14.2: Euro Conversion—Project Closure
Checklist 529
Chapter 15
International Projects 532
Environmental Factors 534
Legal /Political 534
Security 535
Geography 536
Economic 536
Infrastructure 538
47. Culture 538
Project Site Selection 540
Cross-Cultural Considerations:
A Closer Look 541
Adjustments 542
Working in Mexico 545
Working in France 546
Working in Saudi Arabia 547
Working in China 549
Working in the United States 550
Summary Comments about Working in Different
Cultures 552
Culture Shock 553
Coping with Culture Shock 554
Selection and Training for International
Projects 555
Summary 558
Chapter 16
Oversight 564
Project Oversight 565
48. Importance of Oversight to the Project Manager 566
Portfolio Project Management 566
Project Office 566
Phase Gate Methodology 568
Organization Project Management in the
Long Run 574
Organization Project Management Maturity 574
The Balanced Scorecard Model 578
Summary 579
Chapter 17
An Introduction to Agile Project
Management 582
Traditional versus Agile Methods 583
Agile PM 585
Agile PM in Action: Scrum 585
Roles and Responsibilities 589
Scrum Meetings 590
Product and Sprint Backlogs 591
49. xvi Contents
Lar03342_fm_i-xvi_1.indd Page xvi 2/25/10 2:34:46 AM user-
f498Lar03342_fm_i-xvi_1.indd Page xvi 2/25/10 2:34:46 AM
user-f498 /Users/user-f498/Desktop/Users/user-f498/Desktop
Applying Agile PM to Large Projects 592
Limitations and Concerns 593
Summary 595
Chapter 18
Project Management Career Paths 602
Career Paths 603
Temporary Assignments 604
Pursuing a Career 605
Professional Training and Certification 605
Gaining Visibility 606
Mentors 607
Success in Key Projects 608
Summary 608
Appendix 1: