· It Was Self Defense, Your Honor and It’s Just Insane
Select either Self Defense or Insanity and explore that defense in detail for this written assignment You are to write a paper that is 3-5 pages in length and should properly cite your outside sources and use APA style formatting.
You should include a minimum of two outside sources, making certain to properly cite your sources.
I. “It was Self Defense, Your Honor”
On February 26, 2012, George Zimmerman shot and fatally wounded Trayvon Martin. The case is venued in Florida and is currently in process.
You should research the Zimmerman case. Should the defense of “self defense” be raised in this case? What facts and circumstances are relevant to deciding whether George Zimmerman is entitled to the defense of self-defense.
Analyze the concept of “imminent” danger and apply it to the facts of this case. If you were the judge in this case would you rule for or against an imminent danger argument? If you were the Judge or Jury in this case would you accept a defense of self-defense if asserted by Mr. Zimmerman? How might this impact the outcome of the case?
II. “It’s Just Insane”
On July 20, 2012 James Holmes became the suspected shooter in a mass theatre shooting that killed 12 people and injured 58 others.
You should research the Holmes case. Should the defense of “insanity” have been raised in this case? What facts and circumstances are relevant to deciding whether James Holmes would have been entitled to the defense of insanity.
Analyze each of the four tests for insanity. If you were the judge in this case would you rule for or against allowing a defense of insanity?
If you were the Judge or Jury in this case would you accept a defense of insanity if asserted by Mr. Holmes? How might this impact the outcome of the case?
Here are some notes down below to help you!!
Defenses to Criminal Liability: Justifications
In failure-of-proof defense, the defendant has only to raise a reasonable doubt about the prosecution’s proof of one element in the crime; it can be any element or elements.
The defenses of justification and excuse are affirmative defenses, which operate like this:
· Defendants have to “start matters off by putting in some evidence in support” of their justification or excuse.
Most affirmative defenses are perfect defenses; this means that if they’re successful, defendants are acquitted. One major exception is defendants who plead the excuse of insanity. Special hearings are held to determine if they are still insane and, if so, they are sent to maximum security mental hospitals.
Evidence that doesn’t amount to a perfect defense might amount to an imperfect defense; that is, defendants are guilty of lesser offenses.
Even when the evidence doesn’t add up to an imperfect defense, it might still show mitigating circumstances that convince judges or juries that defendants don’t deserve the maximum penalty for the crime they’re convicted of.
Self Defense
Sometimes, the government isn’t, o.
The Stand Your Ground Law and The Routine Activity Theorygirlsaint
A presentation exploring how The Routine Activity Theory is proven by the increase in crimes, that The Stand Your Ground law gives motivated offenders the opportunity to commit without penalty.
I am Ahmed M. I am a Philosophy Law Assignment Expert at lawhomeworkhelp.com. I hold a master's in LLB, from The New York University, Abu Dhabi. I have been helping students with their assignment for the past 8 years. I solve assignments related to Philosophy Law.
Visit lawhomeworkhelp.com or email info@lawhomeworkhelp.com. You can also call on +1 678 648 4277 for any assistance with Philosophy Law Assignments.
The Stand Your Ground Law and The Routine Activity Theorygirlsaint
A presentation exploring how The Routine Activity Theory is proven by the increase in crimes, that The Stand Your Ground law gives motivated offenders the opportunity to commit without penalty.
I am Ahmed M. I am a Philosophy Law Assignment Expert at lawhomeworkhelp.com. I hold a master's in LLB, from The New York University, Abu Dhabi. I have been helping students with their assignment for the past 8 years. I solve assignments related to Philosophy Law.
Visit lawhomeworkhelp.com or email info@lawhomeworkhelp.com. You can also call on +1 678 648 4277 for any assistance with Philosophy Law Assignments.
1 Network Analysis and Design This assignment is.docxoswald1horne84988
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Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
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Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
1 Lab 8 -Ballistic Pendulum Since you will be desig.docxoswald1horne84988
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Lab 8 -Ballistic Pendulum
Since you will be designing your own procedure you will have two
class periods to take the required data.
The goal of this lab is to measure the speed of a ball that is fired
from a projectile launcher using two different methods. The
Projectile launcher has three different settings, “Short Range,”
“Medium Range” and “Long Range,” however you will only need to
determine the speed for any ONE of these Range settings.
Method 1 involves firing the ball directly into the “Ballistic
Pendulum” shown below in Figure 2 for which limited instructions will be provided. Method 2
is entirely up to your group. While you have significant freedom to design your own procedure,
you will need to worry about the random and systematic uncertainties you are introducing
based on your procedure. This manual will provide a few hints to help reduce a few of those
uncertainties.
The ballistic pendulum pictured in Figure 2 is important canonical problem students study to
explore the conservation of momentum and energy. The ball is fired by the projectile launcher
into a “perfectly inelastic collision” with the pendulum. The pendulum then swings to some
maximum angle which is measured by an Angle Indicator.
Caution: The pendulum has a plastic hinge and Angle Indicator which are both fragile. Be
gentle.
Study the ballistic pendulum carefully. Before we begin, here are a few things to consider and
be aware of in Figure 2:
Projectile launcher
Angle indicator (curved
black bar)
Clamp
Pendulum (can be removed
for measurements)
Figure 2: Ballistic Pendulum
Plumb bob
Firing string
Release
point
Figure 1: Projectile Launcher
Bolt for removing pendulum
2
A. Clamping the ballistic pendulum to the table will reduce random uncertainties in the
speed with which the projectile launcher releases the ball. Similarly, you should check
that the various bolts are snug and that the ball is always fully inside the launcher (not
rolling around inside the barrel of launcher).
B. If the lab bench is not perfectly horizontal the plumb bob and angle indicator will not
read zero degrees before you begin your experiment. You should fix AND/OR account
for these discrepancies.
C. In Figure 3 you will notice a tiny gap between the launcher and the pendulum. This
important gap prevents the launcher from contacting the pendulum directly as the ball
is fired. Without this gap an unknown amount of momentum is transferred from the
launcher directly to the pendulum (in addition to the momentum transferred by the
ball) significantly complicating our experiment.
Figure 3: Important gap between Launcher and Pendulum
Equipment
1 Ballistic Pendulum (shown in Figure 2)
A bag with three balls
1 loading rod
1 Clamp
1 triple beam balance scale
Safety goggles for each group member
Any equipment found in your equipment drawer.
Reasonable equipment reque.
1 I Samuel 8-10 Israel Asks for a King 8 When S.docxoswald1horne84988
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I Samuel 8-10
Israel Asks for a King
8 When Samuel grew old, he appointed his sons as Israel’s leaders.[a]2 The
name of his firstborn was Joel and the name of his second was Abijah, and
they served at Beersheba. 3 But his sons did not follow his ways. They turned
aside after dishonest gain and accepted bribes and perverted justice.
4 So all the elders of Israel gathered together and came to Samuel at
Ramah. 5 They said to him, “You are old, and your sons do not follow your
ways; now appoint a king to lead[b] us, such as all the other nationshave.”
6 But when they said, “Give us a king to lead us,” this displeasedSamuel; so
he prayed to the LORD. 7 And the LORD told him: “Listen to all that the people
are saying to you; it is not you they have rejected, but they have rejected
me as their king. 8 As they have done from the day I brought them up out of
Egypt until this day, forsaking me and serving other gods, so they are doing
to you. 9 Now listen to them; but warn them solemnly and let them
know what the king who will reign over them will claim as his rights.”
10 Samuel told all the words of the LORD to the people who were asking him
for a king. 11 He said, “This is what the king who will reign over you will claim
as his rights: He will take your sons and make them serve with his chariots
and horses, and they will run in front of his chariots. 12 Some he will assign to
be commanders of thousands and commanders of fifties, and others to plow
his ground and reap his harvest, and still others to make weapons of war
and equipment for his chariots. 13 He will take your daughters to be
perfumers and cooks and bakers. 14 He will take the best of your fields and
vineyards and olive groves and give them to his attendants. 15 He will take a
tenth of your grain and of your vintage and give it to his officials and
attendants. 16 Your male and female servants and the best of your cattle[c] and
donkeys he will take for his own use. 17 He will take a tenth of your flocks,
and you yourselves will become his slaves. 18 When that day comes, you will
cry out for relief from the king you have chosen, but the LORD will not
answer you in that day.”
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7371a
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7375b
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7386c
2
19 But the people refused to listen to Samuel. “No!” they said. “We wanta
king over us. 20 Then we will be like all the other nations, with a king to lead
us and to go out before us and fight our battles.”
21 When Samuel heard all that the people said, he repeated it before
the LORD. 22 The LORD answered, “Listen to them and give them a king.”
Then Samuel said to the Israelites, “Everyone go back to your own town.”
Samuel Anoints Saul
9 There was a Benjamite, a man of standing, whose n.
1 Journal Entry #9 What principle did you select .docxoswald1horne84988
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Journal Entry #9
What principle did you select?
I selected principle 1 of part 1, “Don’t criticize, condemn or complain”.
Who did you interact with?
For this assignment I interacted with my younger cousin.
What was the context?
I had visited my Aunty and she and her husband asked me to stay a while as I was on school
break. They accommodated me and I decided in return to help look after my cousin in the period
when he got out of school and before they got back from work. He is 5 years old and can be quite
the handful.
What did you expect?
I expected that an authoritative approach would easily compel him to follow my instructions so
that the transition from school life into home life would be easy.
What happened?
At first, I used commanding language to get him to change out of his uniform or properly store
his back pack and books before stepping out to play. The first day was difficult and the way I
deal with him were not getting through. On the 2nd day, the same was observed. On the 3rd day,
before he could drop his back pack and run out, I offered to make him a sandwich to eat before
he left to play if he would change and clean up. He rushed up stairs and freshened up. On the
next day, he came home and rushed up to change and freshen up all on his own. I had not
initially offered; but I made him a sandwich regardless.
How did it make you feel?
It made me feel good to be able to get through to my cousin. After this, if I ever needed him to
do something in a better way than previously, I would encourage him onto a different way of
accomplishing the same. I would often offer praise after adoption of the new suggested method
was adopted or offered incentive.
2
What did you learn?
I learnt that in criticizing a person’s action, it is difficult to deter their belief in their methods,
values or beliefs. This usually just gives them the will to justify or defend their positions. It is
almost an exercise in futility to attempt to effect change by complaining, condemning or
criticizing.
What surprised you?
I was surprised by how fast the change was effected after the shift in direction I took to approach
my cousin. In not criticizing his way of doing things any longer and employing a different tactic,
I was able to influence his routine as well as build good rapport with him.
Going forward, how can you apply what you learnt?
Going forward I will attempt to understand that everyone has a belief or image of their own that I
should respect. These beliefs, systems and values are crucial to their inherent dignity and to
criticize or attack this will only fuel conflict.
Running head: Physical activity project 1
Physical activity project:
A 7-day analysis and action plans
Student Name
National University
Physical activity project 2
Introduction
Physical activity (PA) has been a major component of public health since the rise of
chronic illnesses .
1
HCA 448 Case 2 for 10/04/2018
Recently, a patient was transferred to a cardiac intensive care unit (CICU) at Methodist Hospital.
Methodist is a 250-bed hospital, which is one of five hospitals in the University Health System.
The patient was a retired 72-year-old man, who recently (i.e., 25 days ago) had a mild heart
attack and was treated and released from a sister hospital, which is in the same system as
Methodist Hospital. An otherwise health individual, Mr. Charlie Johnson (a husband, father of 4,
and grandfather of 12) is in now need or lots of medication and a battery of tests. To the nurses
on shift, it appears that the entire Johnson family is in patient’s room watching the clinical staff
treated Mr. Johnson. The family overhears everything and they want to know what is being done
to (and for) their loved one. In addition, they want to know the meaning behind the various beeps
coming from the many machines attached to Mr. Johnson.
Over the past 10 years, the latest U.S. News and World report has ranked Methodist Hospital as
one of the Best Hospitals for Cardiology & Heart Surgery. However, it is important to note that
over the past few years, the unit has dropped in the rankings.
Katherine Ross RN, the patient care director of the CICU, which has 14 beds, has held this post
for two years. (See Figure) The unit has a $20 million budget. Ms. Ross has worked at Methodist
Hospital for 16 years. She spends 50 percent of her time on patient safety, 25 percent on staffing
and recruitment, and 20 percent with nurses in relation to their satisfaction with the work and
with families relative to their satisfaction with care. Ten percent of Ms. Ross’s time is spent on
administrative duties. According to Ms. Ross, “I like is working with exceptional nurses who are
very smart and do what it takes with limited resources. However, we don’t always feel
empowered, despite the existence of shared governance, a structure I help to coordinate.”
2
Relationship with Nurses on the Unit:
Nurses on the unit work a three day a week, 12 hours a shift. Ms. Ross says, “we did an
employee opinion survey that went to all employees on the unit, 50 people in all, but only 13
responded. Some of them weren’t sure who their supervisor was. The employees aren’t happy
but our patients are happy.” She adds that “my name is on the unit, not the medical director’s. If
anything goes wrong with the unit, they blame it on nursing. Yet I’m brushed off by people
whom I have to deal with outside of the unit. For example, we have a problem with machines
that analyze blood gases. I spoke with the people there about the technology. This was four
weeks ago. It’s a patient safety issue. I sent them e-mails. I need the work to get done, the staff
don’t feel empowered if I’m not empowered. This goes for other departments as well. For
example, respiratory therapy starts using a new ventilator witho.
1
HC2091: Finance for Business
Trimester 2 2018
Group Assignment
Assessment Value: 20%
Due Date: Sunday 23:59 pm, Week 10
Group: 2- 4 students
Length: Min 2500 words
INSTRUCTIONS
Students are required to form a group to study, undertake research, analyse and conduct academic
work within the areas of business finance covered in learning materials Topics 1 to 10 inclusive.
The assignment should examine the main issues, including underlying theories, implement
performance measures used and explain the firm financial performance. Your group is strongly
advised to reference professional websites, journal articles and text books in this assignment (case
study).
Tasks
This assessment task is a written report and analysis of the financial performance of a selected
listed company on the ASX in order to provide financial and investment advice to a wealthy
investor. This assignment requires your group to undertake a comprehensive examination of a
firm’s financial performance based on update financial statements of the chosen companies.
Group Arrangement
This assignment must be completed IN Group. Each group can be from 2 to maximum 4 student
members. Each group will choose 1 company and once the company has been chosen, the other
group cannot choose the same company. First come first served rule applies here, it means you
need to form your group, choose on company from the list of ASX and register them with your
lecturer as soon as possible. Once your lecturer registers your chosen company, it cannot be
chosen by any other group. Your lecturer then will put your group on Black Board to enable you
to interact and discuss on the issues of your group assignment using Black Board environment.
However, face to face meeting, discussion and other methods of communication are needed to
ensure quality of group work. Each group needs to have your own arrangement so that all the
group members will contribute equally in the group work. If not, a Contribution Statement,
which clearly indicated individual contribution (in terms of percentage) of each member, should
be submitted as a separate item in your assignment. Your individual contribution then will be
assessed based on contribution statement to avoid any free riders.
2
Submission
Please make sure that your group member’s name and surname, student ID, subject name, and
code and lecture’s name are written on the cover sheet of the submitted assignment.
When you submit your assignment electronically, please save the file as ‘Group Assignment-
your group name .doc’. You are required to submit the assignment at Group Assignment
Final Submission, which is under Group Assignment and Due Dates on Black Board.
Submitted work should be your original work showing your creativity. Please ensure the self-
check for plagiarism to be done before final submission (plagiarism check is not over 30% .
1 ECE 175 Computer Programming for Engineering Applica.docxoswald1horne84988
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ECE 175: Computer Programming for Engineering Applications
Homework Assignment 6
Due: Tuesday March 12, 2019 by 11.59 pm
Conventions: Name your C programs as hwxpy.c where x corresponds to the homework number and y
corresponds to the problem number. For example, the C program for homework 6, problem 1 should be
named as hw6p1.c.
Write comments to your programs. Programs with no comments will receive PARTIAL credit. For each
program that you turn in, at least the following information should be included at the top of the C file:
- Author and Date created
- Brief description of the program:
- input(s) and output(s)
- brief description or relationship between inputs and outputs
Submission Instructions: Use the designated Dropbox on D2L to submit your homework.
Submit only the .c files.
Problem 1 (15 points) Write a program that returns the minimum value and its location, max
value and its location and average value of an array of integers. Your program should call a
single function that returns that min and its location, max and its location and mean value of
the array. Print the results in the main function (not within the array_func function).
See sample code execution below. The declaration of this function is given below:
void array_func (int *x, int size, int *min_p, int *minloc_p, int *max_p, int *maxloc_p, double *mean_p)
/* x is a pointer to the first array element
size is the array size
min_p is a pointer to a variable min in the main function that holds the minimum
minloc_p is a pointer to a variable minloc in the main function that holds the location where the
minimum is.
max_p is a pointer to a variable max in the main function that holds the maximum
maxloc_p is a pointer to a variable maxloc in the main function that holds the location where the
maximum is.
mean_p is a pointer to a variable mean in the main function that holds the mean */
Declare the following array of integers within the main function:
Sample code execution:
int data_ar[] = { -3, 5, 6, 7, 12, 3, 4, 6, 19, 23, 100, 3, 4, -2, 9, 43, 32, 45,
32, 2, 3, 2, -1, 8 };
int data_ar2[] = { -679,-758,-744,-393,-656,-172,-707,-32,-277,-47,-98,-824,-695,
-318,-951,-35,-439,-382,-766,-796,-187,-490,-446,-647};
int data_ar3[] = {-142, -2, -56, -60, 114, -249, 45, -139, -25, 17, 75, -27, 158,
-48, 33, 67, 9, 89, 33, -78, -180, 186, 218, -274};
2
Problem 2 (20 points): A barcode scanner verifies the 12-digit code scanned by comparing the
code’s last digit to its own computation of the check digit calculated from the first 11 digits as
follows:
1. Calculate the sum of the digits in the odd-numbered indices (the first, third, …, ninth
digits) and multiply this sum by 3.
2. Calculate the sum of the digits in the even-numbered indices (the 0th, second, … tenth
digits).
3. Add the results from step 1 and 2. If the last digit of the addition result is 0, then 0 is the
check digit. .
1 Cinemark Holdings Inc. Simulated ERM Program .docxoswald1horne84988
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Cinemark Holdings Inc.: Simulated ERM Program
Ben Li, Assistant Vice President of Compliance, is assigned the responsibility of developing an ERM
program at Cinemark Holdings Inc. (CHI). Over the past year, Ben has put in place the following ERM
activities:
Risk Identification and Assessment
The risk identification and assessment process steps are as follows:
1) Conduct online surveys of the heads of the 10 business segments and their 1-2 direct reports (15
people) and their mid-level managers (80 people). Exhibit 1 shows the instructions that are
included in the online survey. Exhibit 2 shows samples of the information collected from the
online survey.
2) Each of the 10 business segments separately organizes and compiles the results of the online
survey. They typically compile a robust list of 70-80 potential key risks. Each business segment
then prioritizes their top-5 risks and reports them to Ben Li, resulting in a total of 50 key risks (a
partial sample of the top-50 risk list is shown in Exhibit 3).
3) A consensus meeting is conducted where the 50 risks are shared with the top 10 members of
senior management in an open-group setting at an offsite one-day event. The 50 risks are each
discussed one at a time, after which the facilitator has the group collectively discuss and score
them for likelihood and severity. The risk ranking is calculated as the likelihood score plus the
severity score; the control effectiveness score is used to determine if there is room to improve
the controls and is used in the risk decision making process step. The top-20 risks are identified
as the key risks to CHI and are selected for additional mitigation and advanced to the risk
decision making stage. A Heat Map (see Exhibit 4) is provided to assist in this effort.
4) The 30 risks remaining from the 50 discussed at the consensus meeting are considered the non-
key risks, and these are monitored with key risk indicators to see if, over time, either the
likelihood and/or severity is increasing to the level which would result in one of these being
elevated to a key risk.
Risk Decision Making
Ben Li formed a Risk Committee to look at the risk identification and assessment information and to
define CHI’s risk appetite and risk limits, which were defined as follows:
Risk Appetite
CHI will maintain its overall risk profile in a manner consistent with our mission and vision and with the
expectations of our shareholders.
Risk Limits
CHI will also avoid any individual risk exposures deemed excessive by its Risk Committee; the individual
risk exposures will be determined separately for each key risk. CHI has zero tolerance for risks related to
internal fraud or violations of the employee code of conduct.
2
Ben Li expanded the role of the Risk Committee to also select and implement the risk mitigation for each
of the 20 key risks, at the same time as the committee determines the risk limits. .
1 Figure 1 Picture of Richard Selzer Richard Selz.docxoswald1horne84988
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Figure 1 Picture of Richard Selzer
Richard Selzer
What I Saw at the Abortion
I am a surgeon. Sick flesh is everyday news. Escaping blood, all the outpourings of
disease, meaty tumors that terrify–I touch these to destroy them. But I do not make symbols of
them.
What I am saying is that I have seen and I am used to seeing. I am a man who has a
trade, who has practiced it long enough to see no news in any of it. Picture me, then. A
professional in his forties, three children, living in a university town—so, necessarily, well—
enlightened? Enough, anyhow. Successful in my work, yes. No overriding religious posture.
Nothing special, then, your routine fellow, trying to do his work and doing it well enough. Picture
me, this professional, a sort of scientist, if you please, in possession of the standard admirable
opinions, positions, convictions, and so on–on this and that matter–on abortion, for example.
All right. Now listen.
It is the western wing of the fourth floor of a great university hospital. I am present
because I asked to be present. I wanted to see what I had never seen: an abortion.
The patient is Jamaican. She lies on the table in that state of notable submissiveness I
have always seen in patients. Now and then she smiles at one of the nurses as though
acknowledging a secret.
A nurse draws down the sheet, lays bare the abdomen. The belly mounds gently in the
twenty-fourth week of pregnancy. The chief surgeon paints it with a sponge soaked in red
antiseptic. He does this three times, each time a fresh sponge. He covers the area with a sterile
sheet, an aperture in its center. He is a kindly man who teaches as he works, who pauses to
reassure the woman.
He begins.
“A little pinprick,” he says to the woman. He inserts the point of a tiny needle at the
midline of the lower portion of her abdomen, on the downslope. He infiltrates local anesthetic into
the skin, where it forms a small white bubble.
The woman grimaces. “That is all you will feel,” the doctor says, “except for a little
pressure. But no more pain.” She smiles again. She seems to relax. She settles comfortably on
the table. The worst is over.
The doctor selects a three-and-one-half-inch needle bearing a central stylet. He places
the point at the site of the previous injection. He aims it straight up and down, perpendicular.
Next he takes hold of her abdomen with his left hand, palming the womb, steadying it. He thrusts
with his right hand. The needle sinks into the abdominal wall.
“Oh,” says the woman quietly.
But I guess it is not pain she feels. It is more a recognition that the deed is being done. Another
thrust and he has speared the uterus.
“We are in,” he says. He has felt the muscular wall of the organ gripping the shaft of his
needle. A further slight pressure on the needle advances it a bit more. He takes his left hand
2
from the woman’s abdomen. He retracts the filament of the stylet from the bar.
1 Films on Africa 1. A star () next to a film i.docxoswald1horne84988
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Films on Africa
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. Available: at the Madden and Fresno County Public Libraries, via Netflix, Blackboard or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which some
viewers may find disturbing. You decide whether you want to watch them or not.
6. Some films are available on-line via VOD.
7. Let your instructor know if a link is no longer working.
The Africans (9 VHS films – each 60 min or 5 DVDs – each 120 min): Co-
production of WETA-TV and BBC-TV. Presented by Ali A. Mazrui. 1986.
Available at Madden Media & Fresno Public Libraries
Vol. 1 – The Nature of a continent*
Summary: Examines Africa as the birthplace of humankind and discusses
the impact of geography on African history, including the role of the Nile
in the origin of civilization and the introduction of Islam to Africa through its Arabic borders.
Vol. 2 – A Legacy of lifestyles*
Summary: This program explores how African contemporary lifestyles are influenced by
indigenous, Islamic and Western factors. It compares simple African societies with those that
are more complex and centralized, and examines the importance of family life.
Vol. 3 – New gods
Summary: This program examines the factors that influence religion in Africa, paying particular
attention to how traditional religions, Islam, and Christianity co-exist and influence each other.
Vol. 4 – Tools of exploitation
Summary: The impact of the West on Africa and the impact of Africa on the development of the
West are contrasted with an emphasis on the manner in which Africa's human and natural
resources have been exploited before, during, and after the colonial period.
Vol. 5 – New conflicts
Summary: Explores the tensions inherent in the juxtaposition of 3 African heritages, looking at
the ways in which these conflicts have contributed to the rise of the nationalist movement, the
warrior tradition of indigenous Africa, the jihad tradition of Islam, and modern guerilla warfare.
Vol. 6 – In search of stability
Summary: Gives an overview of the several means of governing in Africa. Examines new social
orders to illustrate an Africa in search of a viable form of government in the post-independence
period.
1.
2
Vol. 7 – A Garden of Eden in decay?
Summary: Identifies the problems of a continent that produces what it does not consume and
consumes what it does not produce. Shows Africa's struggle between economic dependence
and decay.
Vol. 8 – A Clash of cultures*
Summary: Discusses the conflicts and compromises which emerge from the coexistence of
many African traditions and modern life. Explores the question of whet.
1 Contemporary Approaches in Management of Risk in .docxoswald1horne84988
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Contemporary Approaches in Management of Risk in Engineering Organizations
Assignment-1
Literature review
Student name: Hari Kiran Penumudi
student id: 217473484
Table of Contents
2
INTRODUCTION………………………………………………………………………3-4
OBJECTIVES & DELIVERABLES…………………………………………………....4
REVIEW OF LITERATURE…………………………………………………………....5-13
Risk and Risk Management………………………………………………………5-6
Risk Management Frameworks……………………………………………….....6-10
Importance of Risk Management in Engineering………………………….........10-13
GENERAL PROBLEM STATEMENT…………………………………………………13-14
RESEARH STRATEGY…………………………………………………………………14-15
RESOURCES REQUIREMENTS……………………………………………………….16
PROJECT PLANNING…………………………………………………………………..16
REFERNCES…………………………………………………………………………….17-19
Contemporary Approaches in Management of Risk in Engineering Organizations
3
Introduction
The term, ‘risk’ as defined by the Oxford English dictionary is a possibility to meet with any
kind of danger or suffer harm. Risk is a serious issue that every organization has to deal with in
their everyday operations. However, nature and magnitude of risks largely vary from
organization to organization and often depend on the type of the organization. Therefore,
organizations irrespective of their type of operations keep a risk management team that looks
after every risk to which an organization is vulnerable. Organizations in the field of engineering
also have to come across some inherent risks that negatively impact their operations. Engineering
may be defined as the process of applying science to practical purposes of designing structures,
systems, machines and similar things. Therefore, like every other organization, risk assessment
and management is also an integral part of engineering organizations. Since the task of
engineering is mostly complex, the risks in this area are also very complicated. If risks in
engineering field are not mitigated effectively it may produce long-term danger that may affect
both the organizational services and the society in whole. Hence, the activity of risk management
within engineering organizations must be undertaken seriously and measured thoroughly in order
to reduce the threat of risks. Amyotte et al., (2006) simply puts it like within the engineering
practice, an inbuilt risk is always present. Studies have found that despite the knowledge of
inherent risks within the field and activity of engineering, organizations are not very aware in
imparting knowledge about risk management to their engineers. From this the need of education
regarding the risk management approaches arises. Therefore, this paper tries to find out
approaches to management of risks and importance of these approaches within the area of
engineering. Bringing on the contemporary evidence from the literature review related to risk
management approaches, the paper examines how those approaches can be helpful for
4 .
1
Assignment front Sheet
Qualification Unit number and title
Pearson BTEC Levels 4 and 5 Higher
Nationals in Health and Social Care (RQF)
HNHS 17: Effective Reporting and Record-keeping in
Health and Social Care Services
Student name Assessor name Internal Verifier
B. Maher F. Khan
Date issued: Final Submission:
12/10/2018 18/01/2019
Assignment title
Effective Reporting and Record-keeping in Health and Social
Care services
Submission Format
This work will be submitted in 2 different formats:
Assessment 1 should be submitted as a word-processed report document in a standard report
style, which requires the use of headings, titles and appropriate captions. You may also choose
to include pictures, graphs and charts where relevant to support your work. The recommended
word count for this assignment is 1500–2000 words, though you will not be penalised for
exceeding this total.
Assessment 2 requires the submission of evidence from a mock training event on record-
keeping. This will include a set of materials used in the event, to include an electronic
presentation, evidence of your own record-keeping across a range of types of records, as well as
where you will demonstrate you have evaluated the effectiveness of your own completion of
relevant records. The recommended word count for the presentation is 1000–1500 words
(including speaker notes), though you will not be penalised for exceeding this total.
For both assessments, any material that is derived from other sources must be suitably
referenced using a standard form of citation. Provide a bibliography using the Harvard
referencing system.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care setting
LO2 Explore the internal and external recording requirements in a care setting
Assignment Brief and Guidance
2
Purpose of this assignment:
The purpose of the assignment is to assess the learner firstly in relation to both the legal and
regulatory aspects of reporting and record keeping in a care setting through producing an internal
evaluative review of record keeping in their own care setting. Secondly, the learner will be
assessed on the internal and external recording requirements in a care setting. Thirdly, the learner
will be assessed on Review the use of technology in reporting and recording service user care in a
care setting and fourthly the learner will demonstrate how to keep and maintain records in own care
setting in line with national and local policies.
Breakdown of assignment:
Assignment:
You need to produce one written piece of work of 2,500 words (+/- 10%) covering all the
assessment criterion in LO1-LO4 as one document.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care
setting
LO2 Explore the internal and external recording.
1 BBS300 Empirical Research Methods for Business .docxoswald1horne84988
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BBS300 Empirical Research Methods for Business
TSA, 2018
Assignment 1
Due: Sunday, 7 October 2018,
23:55 PM
This assignment covers material from Sessions 1-4 and is worth 20% of your total mark
of BBS300. Your solutions should be properly presented, and it is important that you
double-check your spelling and grammar and thoroughly proofread your assignment
before submitting. Instructions for assignment submission are presented in
the “Assignment 1” link and must be strictly adhered to. No marks will be
awarded to assignments that are submitted after the due date and time.
All analyses must be carried out using SPSS, and no marks will be awarded
for assignment questions where SPSS output supporting your answer is not
provided in your Microsoft Word file submitted for the Assignment.
Questions
In this assignment, we will examine the “Real Estate Market” dataset (described at the
end of the assignment ) and “Employee Satisfaction” dataset. Before beginning the
assignment, read through the descriptions of these dataset and their variables carefully.
The “Real Estate Market” dataset can be found in the file “realestatemarket.sav,” and
the “Employee Satisfaction” dataset can be found in the file “employeesatisfaction.sav.”
You will need to carefully inspect both SPSS data files to be sure that the
specification of variable types is correct and, where appropriate, value
labels are entered.
1. (12 marks)
2
Use appropriate graphical displays and measures of centrality and dispersion
to summarise the following four variables in the “Real Estate Market” dataset. For
graphical displays for numeric data, be sure to comment on not only the shape of
the distribution but also compliance with a normal distribution. Be sure to
include relevant SPSS output (graphs, tables) to support your answers.
(a) Price.
(b) Lot Size.
(c) Material.
(d) Condition.
2. (8 marks)
Again consider the variable Price, which records the property price (in AUD). It
is of interest to know if this is associated with the distance of the property is
located to the train station. It i s al so of i nter e st t o kn o w if th e p rop ert y
pri ce s are a sso ciate d with di st an ce to t h e ne ar e st b u s sto p. Carry out
appropriate statistical techniques to assess whether there is a significant
association between the property price and distance to the nearest train (To train)
station and the nearest bus stop (To bus). Be sure to thoroughly assess the
assumptions of your particular analysis, and be sure to include relevant SPSS
output (graphs, tables) to support your answers.
3. (7 marks)
Consider the “Employee Satisfaction” dataset, which asked participants to provide their
level of regularity to a series of thirteen statements. Conduct an appropriate analysis
to assess the reliability of responses to these statements. If the reliability will
increa.
1 ASSIGNMENT 7 C – MERGING DATA FILES IN STATA Do.docxoswald1horne84988
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ASSIGNMENT 7 C – MERGING DATA FILES IN STATA
Download the world development data covering the years 2000-2016 from the website
“http://databank.worldbank.org/data/reports.aspx?source=World-Governance-Indicators” for the
following upper-middle-income countries.
Countries of Interest:
Albania Ecuador Montenegro
Algeria Equatorial Guinea Namibia
American Samoa Fiji Nauru
Argentina Gabon Panama
Azerbaijan Grenada Paraguay
Belarus Guyana Peru
Belize Iran, Islamic Rep. Romania
Bosnia and Herzegovina Iraq Russian Federation
Botswana Jamaica Samoa
Brazil Kazakhstan Serbia
Bulgaria Lebanon South Africa
China Libya St. Lucia
Colombia Macedonia, FYR St. Vincent and the Grenadines
Costa Rica Malaysia Suriname
Croatia Maldives Thailand
Cuba Marshall Islands Tonga
Dominica Mauritius Turkey
Dominican Republic Mexico Turkmenistan
Tuvalu
Venezuela, RB
Variables of Interest
Control of Corruption: Estimate
Government Effectiveness: Estimate
Political Stability and Absence of Violence/Terrorism:
Estimate
Regulatory Quality: Estimate
Rule of Law: Estimate
Voice and Accountability: Estimate
2
STEP 1 - Download the data from the World-Governance-Indicators database as shown below
STEP 2 - Check the variables of interest
3
Please make sure you are checking the variables with “Estimates”.
TO VIEW THE DEFINITIONS OF THE VARIABLES
4
Step 3 – Select countries of interest
5
Step 4 – Click on “Time” and select the “year range” you are interested in (2000-2016)
6
Step 5 – Click on the “Layout” as shown below
Change the time layout to “Row,” series to “Column” and Country to “Row.”
Next, click on the “apply changes.”
Step 6 – Click on the “Download option” and select “Excel” as shown below
7
STEP 7: Using Excel, Replace the Missing Values With “.” (See previous assignments)
STEP 8: SAVE THE EXCEL DATA FILE ON YOUR COMPUTER PREFERABLY IN A
FOLDER
STEP 9: IMPORT YOUR DATA INTO STATA AND NAME YOUR DATA SET
“WORLD_GOVERNANCE_INDICATORS.” (See previous assignments for steps)
8
STEP 10; RENAME THE VARIABLES AS SHOWN BELOW (See previous assignments for
steps)
Using stata, merge the data set from “ASSIGNMENT 3B” with this dataset
VERY IMPORTANT Note: Merging two datasets requires that both have at least one variable in
common (either string or numeric).
This statement requires that the variable name for “Time” and “Country” should be the same in the two
data set
MERGING THE DATASET FROM “ASSIGNMENT 3” WITH THE DATA FROM THE
WORLD GOVERNANCE INDICATORS
Merging data files in stata
https://www.youtube.com/watch?v=EV-5PztbHs0
https://www.youtube.com/watch?v=Uh7C0mlhB3g&t=54s
https://www.youtube.com/watch?v=2etG_34ODoc
I will strongly encourage you to watch these videos before merging
I will also strongly recommend you read the notes in the link below before you star.
1 Assessment details for ALL students Assessment item.docxoswald1horne84988
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Assessment details for ALL students
Assessment item 3 - Individual submission
Due date: Week 12 Monday (1 Oct 2018) 11:55 pm AEST
Weighting:
Length:
50% (or 50 marks)
There is no word limit for this report
Objectives
This assessment item relates to the unit learning outcomes as stated in the unit profile.
Enabling objectives
1. Analyse a case study and identify issues associated with the business;
2. Develop and deploy the application in IBM Bluemix;
3. Evaluate existing and new functionalities to address business problems;
4. Prepare a document to report your activities using text and multimedia (for example screenshots, videos).
General Information
The purpose of this assignment is to create a cloud based simulating environment which will help to
identify/understand the problem stated in the given case study using analysis tools available in IBM
Bluemix. In assignment three, you are working individually. By doing this assignment, you will
learn to use skills and knowledge of emerging technologies like cloud computing, IoT, to simulate a
business scenario to capture operational data and share with a visualization tool. You will acquire a
good understanding of smart application design in a cloud environment for efficient application
configuration and deployment.
What do you need to do?
The assignment requires you to do the following -
• Download the ‘Starter_Code_For_Assignment_Three.rar’ given in week 8 to
configure, and deploy a cloud based smart/IoT (Internet of Things) application to
simulate the business case.
• Choose a case study out of given two below and analyse the case study to
understand the business problem and design a solution for those problems.
• Deploy the starter source code in your Bluemix account and modify it to address
all required milestones mentioned in your chosen case study.
• Finally prepare a report according to given format and specifications below and
submit it in Moodle.
2
Report format and specifications -
You are required to submit a written report in a single Microsoft Word (.doc or .docx)
document. There is no word limit but any unnecessary information included in the report
may result in reduced marks.
The report must contain the following content (feel free to define your own sections,
as long as you include all the required content):
o Cover page/title page and Table of contents
o URL of the app and login details of the IBM Bluemix account
o Introduction
o Case study analysis which will report –
o Business problems you have identified in the case study
o Possible solutions for each and how do these solutions address the
business problems?
o What are the solutions you implemented in the application?
o The step by step process you have followed to configure and deploy the smart app
for business case simulation. You may choose to use screenshots and notes to
enrich your report but you must have a video of the pr.
1
CDU APA 6th
Referencing Style Guide
(February 2019 version)
2
Contents
APA Fundamentals .......................................................................................... 3
Reference List ................................................................................................... 3
Citing in the text ............................................................................................... 5
Paraphrase ................................................................................................... 5
Direct quotes................................................................................................. 5
Secondary source .......................................................................................... 6
Personal communications............................................................................. 6
Examples .......................................................................................................... 7
Book .............................................................................................................. 7
eBook ............................................................................................................ 7
Journal article with doi ................................................................................ 7
Journal article without doi ........................................................................... 7
Web page ...................................................................................................... 7
Books - print and online ................................................................................... 8
Single author ................................................................................................ 8
eBook/electronic book ................................................................................ 11
Journal articles, Conference papers and Newspaper articles ........................ 13
Multimedia ..................................................................................................... 16
YouTube or Streaming video ..................................................................... 16
Online images ................................................................................................. 17
Web sources and online documents ................................................................ 20
Web page .................................................................................................... 20
Document from a website ........................................................................... 21
Legislation and cases ...................................................................................... 23
Common abbreviations .................................................................................. 24
Appendix 1: How to write an APA reference when information is missing .. 25
Appendix 2: Author layout.
1
BIOL 102: Lab 9
Simulated ABO and Rh Blood Typing
Objectives:
After completing this laboratory assignment, students will be able to:
• explain the biology of blood typing systems ABO and Rh
• explain the genetics of blood types
• determine the blood types of several patients
Introduction:
Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the
same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team
who discovered another blood group, the Rh blood group system. There are many blood group systems known
today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The
designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was
discovered.
Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different
common blood types, which are determined by the presence or absence of certain antigens – substances that
can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs
also known as erythrocytes).
ABO System:
The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.
Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person
normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes
but does not produce antibodies against those antigens that are present on his/her erythrocytes.
• A person who is blood type A will have A antigens on the surface of her/his RBCs and will have
antibodies against B antigens (anti-B antibodies). See picture below.
• A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies
against antigen A (anti-A antibodies).
• A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has
BOTH anti-A and anti-B antibodies.
• A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has
neither anti-A nor anti-B antibodies.
The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups
are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is
the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%
of the population. The incidences of types B and AB are 12% and 4%, respectively.
2
Table 1: The ABO System
Blood
Type
Antigens on
RBCs
Antibodies
in the Blood
Can GIVE Blood
to Groups:
Can RECEIVE
Blood from Groups:
A A Anti-B A, AB O, A
B B Anti-A B, AB O, B
AB A and B
Neither anti-A
nor anti-B
AB O, A, B, AB
O
Neither A nor
B
Both anti-A.
1
Business Intelligence Case
Project Background
Mell Industries is a national manufacturing firm that specializes in textiles based out of
Chicago. Starting out as a small factory in Warrenville, Illinois, the firm experienced a period of steady
growth over the past twenty-four years. Steadily opening new warehouses and factories in the
surrounding areas in Michigan and Indianapolis until eventually moving their base of operations to
Chicago. Due to this expansion, Mell Industries is at the height of its production and hopes to avoid any
interferences or deceleration of growth.
In recent years, the firm has been under heavy media scrutiny for supposedly compensating its
female staff unfairly lower compared to male counterparts. This was initiated when a disgruntled
employee leaked the company payroll allegedly showcasing an unjust gap of income between the
female employee and her male counterpart. This type of gender pay gap is highly criticized and as a
precaution, Mell Industries has hired Cal Poly Pomona to conduct research to determine the validity of
these claims. Mell Industries has provided Cal Poly Pomona with a data set of a sample population of
747 employees. Mell Industries has also offered Cal Poly Pomona compensation for any promising
information gathered. Mell Industries may use information gathered from this project in future
employee compensation decisions.
The initial dataset has been given to you in the form of an excel spreadsheet titled
Case_dataset.xlsx consisting of 12 columns labeled:
● Column A - Employee ID
● Column B - Gender
● Column C - Date of Birth
● Column D - Date of Hire
● Column E - Termination Date
● Column F - Occupation
● Column G - Salary
● Column H to L - Employee Evaluation Metrics
In addition, Mell Industries provided the latest annual employee performance review evaluation
results rating each employee in various performance categories. They have turned over this information
separately and as a consultant, it is your task to provide Mell Industries with the most accurate and
relevant information in a digestible form. Furthermore, using excel skills learned during the course, you
will manipulate and analyze the data set in order to make appropriate managerial decisions. You will
utilize excel functions highlighted in this project as well as a pivot table and chart to form a decision
support system in order to answer the critical thinking questions.
Project Objective
The purpose of this project is to perform a methodical data analysis to assist the company make
an informed decision. This could also serve as a basis for implementing critical adjustments to certain
business aspects if necessary. Illustrate the business process by condensing a large set of data, to
present relevant information with data visualization. We will be utilizing Microsoft Excel 2016 to
complete this project.
2
TA.
1 Network Analysis and Design This assignment is.docxoswald1horne84988
1
Network Analysis and Design
This assignment is worth 30%.
Deadline: Mon, Week 12
Part A: HQ LAN Upgrade (35%)
Background:
ABC is a big company in the US. ABC has employed you as the IT officer of the company.
Your job is to analyse the performance of the HQ LAN, suggest changes to improve the
network performance and provide a report to your boss.
Settings:
Run all simulations for 30 minutes to simulate a working day.
The graphs should be time averaged
Duplicate scenario for each possible setup
Tasks:
1. Analyse the current performance of the HQ LAN for each level and comment on it.
You are required to show all relevant graphs. The graphs for each level can be
overlaid. (10%)
2. Some staffs are unhappy about the speed of the network. Anything that takes more
than 1 second is not desirable. You have decided to try the following to improve the
network performance. Show the relevant graphs and comment on the results: (5%)
a. Increase the link speeds of
i. HQ_Router1 to HQ_Router3 from 1 Gbps to 10 Gbps and
ii. HQ_Router2 to HQ_Router3 from 1 Gbps to 10 Gbps
b. Increase the LANs for level 1, 2 and 3 from 100 Mbps to 1 Gbps
c. Try out 1 other way that meets the requirement.
3. After meeting the requirement, the company has decided to purchase an Ethernet
Server and placed it in the HQ LAN. (10%)
a. Rename it to HQ Server
b. Use a 1Gbps link
c. Set Application: Supported Services to All
d. Set statistics to view the following:
i. Server DB Task Processing Time (Heavy)
ii. Server Email Task Processing Time (Heavy)
iii. Server HTTP Task Processing Time (Heavy)
iv. Server Performance Task Processing Time
e. Show the performance of the HQ Server with the required graphs and
comment on the results
f. Justify the location of the server
g. State at least 3 security measures you will take to protect the HQ LAN from
malicious attacks
4. What would you do so that all the 4 statistics of the HQ server are less than 0.025 s?
Show all relevant graphs. (3 marks)
2
5. Prepare a report and state the additional amount of money that is needed for the
changes you have made to meet the additional requirements. Refer to the given price
list in the Appendix. (7%)
a. Your report should include a content page, a summary of the addressed issues,
objectives, budgeting, proposed solutions and conclusion.
Part B: Network Design (65%)
Background:
Due to your excellent work in the analysis of the HQ LAN, you are now assigned the new
task of designing the LAN for one of ABC’s client, XYZ. The company XYZ is made up of 4
sections and the number of people in each section is as shown below.
1. Research – 20
2. Technical – 10
3. Guests – 4
4. Executives – 2
Set up the following staff profile:
1. Research: file transfer (light), web browsing (heavy) and file print (light)
2. Technical: Database Access (heavy), telnet (heavy) and email (light)
3. Guests: Em.
1 Name _____________________________ MTH129 Fall .docxoswald1horne84988
1
Name: _____________________________
MTH129 Fall 2018 - FINAL EXAM A
Show all work neatly on paper provided. Label all work. Place final answers on the answer sheet.
PART I: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
1. Find the inverse of the following functions:
a. 𝑓(𝑥) = 2𝑥 − 3
b. 𝑓(𝑥) =
3𝑥 +1
𝑥−2
2. If 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 3 and 𝑔(𝑥) = −3𝑥 + 4, find the following:
a. (𝑓°𝑔)(𝑥) b. (𝑓°𝑔)(2)
3. Find the domain for the following expression:
a) √𝑥 + 5 𝑏) 7𝑥 2 + 3𝑥 − 1 𝑐)
𝑥 2+4
𝑥 2−9
4. Find the radian measures of the angles with the given degree measures.
a) 81°
Find the degree measures of the angles with the given radian measures.
b)
13𝜋
6
5. Solve the following equations:
a) (5t) = 20
b) 6000 = 40(15)t
6. Expand the following logarithmic expressions:
a. log(𝐴𝐵2 )
b. ln(
4
√3
)
7. Describe how the graph of each function can be obtained from the graph f
a. 𝑦 = 𝑓(𝑥) − 8
b. 𝑦 = 𝑓(𝑥 + 4) − 5
8. A real number t is given 𝑡 =
2𝜋
3
a. Find the reference number for t.
b. Find the terminal point P(x,y) on the unit circle determined by t
c. The unit circle is centered at __________________ and has a radius of _________________
PART II: Omit 1 complete question. Place an “X” on the problems & answer space you are omitting.
2
1. A sum of $7,000 is invested at an interest rate of 4
1
2
% per year, compounding monthly. (round all answers to
the nearest cent)
a. Find the amount of the investment after 2
1
2
years.
b. How long will it take for the investment to amount to $12,000?
c. Using the information in part (a), find the amount of the investment if compounded quarterly.
2. When a company charges price p dollars for one of its products, its revenue is given by
𝑅 = 𝑓(𝑝) = 500𝑝(30 − 𝑝)
a. Create a quadratic function for price with respect to revenue.
b. What price should they charge in order to maximize their revenue?
c. What is the maximum revenue?
d. What would be the revenue if the price was set at $10?
e. Sketch a rough graph – indicate the intercepts and the maximum coordinates.
3. The charges for a taxi ride are an initial charge of $2.50 and $0.85 for each mile driven.
a. Write a function for the charge of a taxi ride as a linear function of the distance traveled.
b. What is the cost of a 12 mile trip?
c. Find the equation of a line that passes through the following points: (1,-2) , (2,5) Express in 𝑦 =
𝑚𝑥 + 𝑏 form
d. Graph part ( c )
4. a. Divide the following polynomial and factor completely.
𝑃(𝑥) = 3𝑥 4 − 9𝑥 3 − 2𝑥 2 + 5𝑥 + 3; 𝑐 = 3
b. Given polynomial−𝑥 2 + 5𝑥 − 6, state the end behavior of its graph.
c. Using the polynomial on part ( c ), would this g
1 Lab 8 -Ballistic Pendulum Since you will be desig.docxoswald1horne84988
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Lab 8 -Ballistic Pendulum
Since you will be designing your own procedure you will have two
class periods to take the required data.
The goal of this lab is to measure the speed of a ball that is fired
from a projectile launcher using two different methods. The
Projectile launcher has three different settings, “Short Range,”
“Medium Range” and “Long Range,” however you will only need to
determine the speed for any ONE of these Range settings.
Method 1 involves firing the ball directly into the “Ballistic
Pendulum” shown below in Figure 2 for which limited instructions will be provided. Method 2
is entirely up to your group. While you have significant freedom to design your own procedure,
you will need to worry about the random and systematic uncertainties you are introducing
based on your procedure. This manual will provide a few hints to help reduce a few of those
uncertainties.
The ballistic pendulum pictured in Figure 2 is important canonical problem students study to
explore the conservation of momentum and energy. The ball is fired by the projectile launcher
into a “perfectly inelastic collision” with the pendulum. The pendulum then swings to some
maximum angle which is measured by an Angle Indicator.
Caution: The pendulum has a plastic hinge and Angle Indicator which are both fragile. Be
gentle.
Study the ballistic pendulum carefully. Before we begin, here are a few things to consider and
be aware of in Figure 2:
Projectile launcher
Angle indicator (curved
black bar)
Clamp
Pendulum (can be removed
for measurements)
Figure 2: Ballistic Pendulum
Plumb bob
Firing string
Release
point
Figure 1: Projectile Launcher
Bolt for removing pendulum
2
A. Clamping the ballistic pendulum to the table will reduce random uncertainties in the
speed with which the projectile launcher releases the ball. Similarly, you should check
that the various bolts are snug and that the ball is always fully inside the launcher (not
rolling around inside the barrel of launcher).
B. If the lab bench is not perfectly horizontal the plumb bob and angle indicator will not
read zero degrees before you begin your experiment. You should fix AND/OR account
for these discrepancies.
C. In Figure 3 you will notice a tiny gap between the launcher and the pendulum. This
important gap prevents the launcher from contacting the pendulum directly as the ball
is fired. Without this gap an unknown amount of momentum is transferred from the
launcher directly to the pendulum (in addition to the momentum transferred by the
ball) significantly complicating our experiment.
Figure 3: Important gap between Launcher and Pendulum
Equipment
1 Ballistic Pendulum (shown in Figure 2)
A bag with three balls
1 loading rod
1 Clamp
1 triple beam balance scale
Safety goggles for each group member
Any equipment found in your equipment drawer.
Reasonable equipment reque.
1 I Samuel 8-10 Israel Asks for a King 8 When S.docxoswald1horne84988
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I Samuel 8-10
Israel Asks for a King
8 When Samuel grew old, he appointed his sons as Israel’s leaders.[a]2 The
name of his firstborn was Joel and the name of his second was Abijah, and
they served at Beersheba. 3 But his sons did not follow his ways. They turned
aside after dishonest gain and accepted bribes and perverted justice.
4 So all the elders of Israel gathered together and came to Samuel at
Ramah. 5 They said to him, “You are old, and your sons do not follow your
ways; now appoint a king to lead[b] us, such as all the other nationshave.”
6 But when they said, “Give us a king to lead us,” this displeasedSamuel; so
he prayed to the LORD. 7 And the LORD told him: “Listen to all that the people
are saying to you; it is not you they have rejected, but they have rejected
me as their king. 8 As they have done from the day I brought them up out of
Egypt until this day, forsaking me and serving other gods, so they are doing
to you. 9 Now listen to them; but warn them solemnly and let them
know what the king who will reign over them will claim as his rights.”
10 Samuel told all the words of the LORD to the people who were asking him
for a king. 11 He said, “This is what the king who will reign over you will claim
as his rights: He will take your sons and make them serve with his chariots
and horses, and they will run in front of his chariots. 12 Some he will assign to
be commanders of thousands and commanders of fifties, and others to plow
his ground and reap his harvest, and still others to make weapons of war
and equipment for his chariots. 13 He will take your daughters to be
perfumers and cooks and bakers. 14 He will take the best of your fields and
vineyards and olive groves and give them to his attendants. 15 He will take a
tenth of your grain and of your vintage and give it to his officials and
attendants. 16 Your male and female servants and the best of your cattle[c] and
donkeys he will take for his own use. 17 He will take a tenth of your flocks,
and you yourselves will become his slaves. 18 When that day comes, you will
cry out for relief from the king you have chosen, but the LORD will not
answer you in that day.”
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7371a
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7375b
https://www.biblegateway.com/passage/?search=1%20Samuel+8&version=NIV#fen-NIV-7386c
2
19 But the people refused to listen to Samuel. “No!” they said. “We wanta
king over us. 20 Then we will be like all the other nations, with a king to lead
us and to go out before us and fight our battles.”
21 When Samuel heard all that the people said, he repeated it before
the LORD. 22 The LORD answered, “Listen to them and give them a king.”
Then Samuel said to the Israelites, “Everyone go back to your own town.”
Samuel Anoints Saul
9 There was a Benjamite, a man of standing, whose n.
1 Journal Entry #9 What principle did you select .docxoswald1horne84988
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Journal Entry #9
What principle did you select?
I selected principle 1 of part 1, “Don’t criticize, condemn or complain”.
Who did you interact with?
For this assignment I interacted with my younger cousin.
What was the context?
I had visited my Aunty and she and her husband asked me to stay a while as I was on school
break. They accommodated me and I decided in return to help look after my cousin in the period
when he got out of school and before they got back from work. He is 5 years old and can be quite
the handful.
What did you expect?
I expected that an authoritative approach would easily compel him to follow my instructions so
that the transition from school life into home life would be easy.
What happened?
At first, I used commanding language to get him to change out of his uniform or properly store
his back pack and books before stepping out to play. The first day was difficult and the way I
deal with him were not getting through. On the 2nd day, the same was observed. On the 3rd day,
before he could drop his back pack and run out, I offered to make him a sandwich to eat before
he left to play if he would change and clean up. He rushed up stairs and freshened up. On the
next day, he came home and rushed up to change and freshen up all on his own. I had not
initially offered; but I made him a sandwich regardless.
How did it make you feel?
It made me feel good to be able to get through to my cousin. After this, if I ever needed him to
do something in a better way than previously, I would encourage him onto a different way of
accomplishing the same. I would often offer praise after adoption of the new suggested method
was adopted or offered incentive.
2
What did you learn?
I learnt that in criticizing a person’s action, it is difficult to deter their belief in their methods,
values or beliefs. This usually just gives them the will to justify or defend their positions. It is
almost an exercise in futility to attempt to effect change by complaining, condemning or
criticizing.
What surprised you?
I was surprised by how fast the change was effected after the shift in direction I took to approach
my cousin. In not criticizing his way of doing things any longer and employing a different tactic,
I was able to influence his routine as well as build good rapport with him.
Going forward, how can you apply what you learnt?
Going forward I will attempt to understand that everyone has a belief or image of their own that I
should respect. These beliefs, systems and values are crucial to their inherent dignity and to
criticize or attack this will only fuel conflict.
Running head: Physical activity project 1
Physical activity project:
A 7-day analysis and action plans
Student Name
National University
Physical activity project 2
Introduction
Physical activity (PA) has been a major component of public health since the rise of
chronic illnesses .
1
HCA 448 Case 2 for 10/04/2018
Recently, a patient was transferred to a cardiac intensive care unit (CICU) at Methodist Hospital.
Methodist is a 250-bed hospital, which is one of five hospitals in the University Health System.
The patient was a retired 72-year-old man, who recently (i.e., 25 days ago) had a mild heart
attack and was treated and released from a sister hospital, which is in the same system as
Methodist Hospital. An otherwise health individual, Mr. Charlie Johnson (a husband, father of 4,
and grandfather of 12) is in now need or lots of medication and a battery of tests. To the nurses
on shift, it appears that the entire Johnson family is in patient’s room watching the clinical staff
treated Mr. Johnson. The family overhears everything and they want to know what is being done
to (and for) their loved one. In addition, they want to know the meaning behind the various beeps
coming from the many machines attached to Mr. Johnson.
Over the past 10 years, the latest U.S. News and World report has ranked Methodist Hospital as
one of the Best Hospitals for Cardiology & Heart Surgery. However, it is important to note that
over the past few years, the unit has dropped in the rankings.
Katherine Ross RN, the patient care director of the CICU, which has 14 beds, has held this post
for two years. (See Figure) The unit has a $20 million budget. Ms. Ross has worked at Methodist
Hospital for 16 years. She spends 50 percent of her time on patient safety, 25 percent on staffing
and recruitment, and 20 percent with nurses in relation to their satisfaction with the work and
with families relative to their satisfaction with care. Ten percent of Ms. Ross’s time is spent on
administrative duties. According to Ms. Ross, “I like is working with exceptional nurses who are
very smart and do what it takes with limited resources. However, we don’t always feel
empowered, despite the existence of shared governance, a structure I help to coordinate.”
2
Relationship with Nurses on the Unit:
Nurses on the unit work a three day a week, 12 hours a shift. Ms. Ross says, “we did an
employee opinion survey that went to all employees on the unit, 50 people in all, but only 13
responded. Some of them weren’t sure who their supervisor was. The employees aren’t happy
but our patients are happy.” She adds that “my name is on the unit, not the medical director’s. If
anything goes wrong with the unit, they blame it on nursing. Yet I’m brushed off by people
whom I have to deal with outside of the unit. For example, we have a problem with machines
that analyze blood gases. I spoke with the people there about the technology. This was four
weeks ago. It’s a patient safety issue. I sent them e-mails. I need the work to get done, the staff
don’t feel empowered if I’m not empowered. This goes for other departments as well. For
example, respiratory therapy starts using a new ventilator witho.
1
HC2091: Finance for Business
Trimester 2 2018
Group Assignment
Assessment Value: 20%
Due Date: Sunday 23:59 pm, Week 10
Group: 2- 4 students
Length: Min 2500 words
INSTRUCTIONS
Students are required to form a group to study, undertake research, analyse and conduct academic
work within the areas of business finance covered in learning materials Topics 1 to 10 inclusive.
The assignment should examine the main issues, including underlying theories, implement
performance measures used and explain the firm financial performance. Your group is strongly
advised to reference professional websites, journal articles and text books in this assignment (case
study).
Tasks
This assessment task is a written report and analysis of the financial performance of a selected
listed company on the ASX in order to provide financial and investment advice to a wealthy
investor. This assignment requires your group to undertake a comprehensive examination of a
firm’s financial performance based on update financial statements of the chosen companies.
Group Arrangement
This assignment must be completed IN Group. Each group can be from 2 to maximum 4 student
members. Each group will choose 1 company and once the company has been chosen, the other
group cannot choose the same company. First come first served rule applies here, it means you
need to form your group, choose on company from the list of ASX and register them with your
lecturer as soon as possible. Once your lecturer registers your chosen company, it cannot be
chosen by any other group. Your lecturer then will put your group on Black Board to enable you
to interact and discuss on the issues of your group assignment using Black Board environment.
However, face to face meeting, discussion and other methods of communication are needed to
ensure quality of group work. Each group needs to have your own arrangement so that all the
group members will contribute equally in the group work. If not, a Contribution Statement,
which clearly indicated individual contribution (in terms of percentage) of each member, should
be submitted as a separate item in your assignment. Your individual contribution then will be
assessed based on contribution statement to avoid any free riders.
2
Submission
Please make sure that your group member’s name and surname, student ID, subject name, and
code and lecture’s name are written on the cover sheet of the submitted assignment.
When you submit your assignment electronically, please save the file as ‘Group Assignment-
your group name .doc’. You are required to submit the assignment at Group Assignment
Final Submission, which is under Group Assignment and Due Dates on Black Board.
Submitted work should be your original work showing your creativity. Please ensure the self-
check for plagiarism to be done before final submission (plagiarism check is not over 30% .
1 ECE 175 Computer Programming for Engineering Applica.docxoswald1horne84988
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ECE 175: Computer Programming for Engineering Applications
Homework Assignment 6
Due: Tuesday March 12, 2019 by 11.59 pm
Conventions: Name your C programs as hwxpy.c where x corresponds to the homework number and y
corresponds to the problem number. For example, the C program for homework 6, problem 1 should be
named as hw6p1.c.
Write comments to your programs. Programs with no comments will receive PARTIAL credit. For each
program that you turn in, at least the following information should be included at the top of the C file:
- Author and Date created
- Brief description of the program:
- input(s) and output(s)
- brief description or relationship between inputs and outputs
Submission Instructions: Use the designated Dropbox on D2L to submit your homework.
Submit only the .c files.
Problem 1 (15 points) Write a program that returns the minimum value and its location, max
value and its location and average value of an array of integers. Your program should call a
single function that returns that min and its location, max and its location and mean value of
the array. Print the results in the main function (not within the array_func function).
See sample code execution below. The declaration of this function is given below:
void array_func (int *x, int size, int *min_p, int *minloc_p, int *max_p, int *maxloc_p, double *mean_p)
/* x is a pointer to the first array element
size is the array size
min_p is a pointer to a variable min in the main function that holds the minimum
minloc_p is a pointer to a variable minloc in the main function that holds the location where the
minimum is.
max_p is a pointer to a variable max in the main function that holds the maximum
maxloc_p is a pointer to a variable maxloc in the main function that holds the location where the
maximum is.
mean_p is a pointer to a variable mean in the main function that holds the mean */
Declare the following array of integers within the main function:
Sample code execution:
int data_ar[] = { -3, 5, 6, 7, 12, 3, 4, 6, 19, 23, 100, 3, 4, -2, 9, 43, 32, 45,
32, 2, 3, 2, -1, 8 };
int data_ar2[] = { -679,-758,-744,-393,-656,-172,-707,-32,-277,-47,-98,-824,-695,
-318,-951,-35,-439,-382,-766,-796,-187,-490,-446,-647};
int data_ar3[] = {-142, -2, -56, -60, 114, -249, 45, -139, -25, 17, 75, -27, 158,
-48, 33, 67, 9, 89, 33, -78, -180, 186, 218, -274};
2
Problem 2 (20 points): A barcode scanner verifies the 12-digit code scanned by comparing the
code’s last digit to its own computation of the check digit calculated from the first 11 digits as
follows:
1. Calculate the sum of the digits in the odd-numbered indices (the first, third, …, ninth
digits) and multiply this sum by 3.
2. Calculate the sum of the digits in the even-numbered indices (the 0th, second, … tenth
digits).
3. Add the results from step 1 and 2. If the last digit of the addition result is 0, then 0 is the
check digit. .
1 Cinemark Holdings Inc. Simulated ERM Program .docxoswald1horne84988
1
Cinemark Holdings Inc.: Simulated ERM Program
Ben Li, Assistant Vice President of Compliance, is assigned the responsibility of developing an ERM
program at Cinemark Holdings Inc. (CHI). Over the past year, Ben has put in place the following ERM
activities:
Risk Identification and Assessment
The risk identification and assessment process steps are as follows:
1) Conduct online surveys of the heads of the 10 business segments and their 1-2 direct reports (15
people) and their mid-level managers (80 people). Exhibit 1 shows the instructions that are
included in the online survey. Exhibit 2 shows samples of the information collected from the
online survey.
2) Each of the 10 business segments separately organizes and compiles the results of the online
survey. They typically compile a robust list of 70-80 potential key risks. Each business segment
then prioritizes their top-5 risks and reports them to Ben Li, resulting in a total of 50 key risks (a
partial sample of the top-50 risk list is shown in Exhibit 3).
3) A consensus meeting is conducted where the 50 risks are shared with the top 10 members of
senior management in an open-group setting at an offsite one-day event. The 50 risks are each
discussed one at a time, after which the facilitator has the group collectively discuss and score
them for likelihood and severity. The risk ranking is calculated as the likelihood score plus the
severity score; the control effectiveness score is used to determine if there is room to improve
the controls and is used in the risk decision making process step. The top-20 risks are identified
as the key risks to CHI and are selected for additional mitigation and advanced to the risk
decision making stage. A Heat Map (see Exhibit 4) is provided to assist in this effort.
4) The 30 risks remaining from the 50 discussed at the consensus meeting are considered the non-
key risks, and these are monitored with key risk indicators to see if, over time, either the
likelihood and/or severity is increasing to the level which would result in one of these being
elevated to a key risk.
Risk Decision Making
Ben Li formed a Risk Committee to look at the risk identification and assessment information and to
define CHI’s risk appetite and risk limits, which were defined as follows:
Risk Appetite
CHI will maintain its overall risk profile in a manner consistent with our mission and vision and with the
expectations of our shareholders.
Risk Limits
CHI will also avoid any individual risk exposures deemed excessive by its Risk Committee; the individual
risk exposures will be determined separately for each key risk. CHI has zero tolerance for risks related to
internal fraud or violations of the employee code of conduct.
2
Ben Li expanded the role of the Risk Committee to also select and implement the risk mitigation for each
of the 20 key risks, at the same time as the committee determines the risk limits. .
1 Figure 1 Picture of Richard Selzer Richard Selz.docxoswald1horne84988
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Figure 1 Picture of Richard Selzer
Richard Selzer
What I Saw at the Abortion
I am a surgeon. Sick flesh is everyday news. Escaping blood, all the outpourings of
disease, meaty tumors that terrify–I touch these to destroy them. But I do not make symbols of
them.
What I am saying is that I have seen and I am used to seeing. I am a man who has a
trade, who has practiced it long enough to see no news in any of it. Picture me, then. A
professional in his forties, three children, living in a university town—so, necessarily, well—
enlightened? Enough, anyhow. Successful in my work, yes. No overriding religious posture.
Nothing special, then, your routine fellow, trying to do his work and doing it well enough. Picture
me, this professional, a sort of scientist, if you please, in possession of the standard admirable
opinions, positions, convictions, and so on–on this and that matter–on abortion, for example.
All right. Now listen.
It is the western wing of the fourth floor of a great university hospital. I am present
because I asked to be present. I wanted to see what I had never seen: an abortion.
The patient is Jamaican. She lies on the table in that state of notable submissiveness I
have always seen in patients. Now and then she smiles at one of the nurses as though
acknowledging a secret.
A nurse draws down the sheet, lays bare the abdomen. The belly mounds gently in the
twenty-fourth week of pregnancy. The chief surgeon paints it with a sponge soaked in red
antiseptic. He does this three times, each time a fresh sponge. He covers the area with a sterile
sheet, an aperture in its center. He is a kindly man who teaches as he works, who pauses to
reassure the woman.
He begins.
“A little pinprick,” he says to the woman. He inserts the point of a tiny needle at the
midline of the lower portion of her abdomen, on the downslope. He infiltrates local anesthetic into
the skin, where it forms a small white bubble.
The woman grimaces. “That is all you will feel,” the doctor says, “except for a little
pressure. But no more pain.” She smiles again. She seems to relax. She settles comfortably on
the table. The worst is over.
The doctor selects a three-and-one-half-inch needle bearing a central stylet. He places
the point at the site of the previous injection. He aims it straight up and down, perpendicular.
Next he takes hold of her abdomen with his left hand, palming the womb, steadying it. He thrusts
with his right hand. The needle sinks into the abdominal wall.
“Oh,” says the woman quietly.
But I guess it is not pain she feels. It is more a recognition that the deed is being done. Another
thrust and he has speared the uterus.
“We are in,” he says. He has felt the muscular wall of the organ gripping the shaft of his
needle. A further slight pressure on the needle advances it a bit more. He takes his left hand
2
from the woman’s abdomen. He retracts the filament of the stylet from the bar.
1 Films on Africa 1. A star () next to a film i.docxoswald1horne84988
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Films on Africa
1. A star (*) next to a film indicates that portions of that film might be shown in class in the course of
the semester.
2. All films are in DVD format, unless indicated otherwise.
3. Available: at the Madden and Fresno County Public Libraries, via Netflix, Blackboard or on-line.
4. For the on-line films, you can click on the link and this will lead you directly to the film.
5. Please be advised that a few films have the following notice: Warning: Contains scenes which some
viewers may find disturbing. You decide whether you want to watch them or not.
6. Some films are available on-line via VOD.
7. Let your instructor know if a link is no longer working.
The Africans (9 VHS films – each 60 min or 5 DVDs – each 120 min): Co-
production of WETA-TV and BBC-TV. Presented by Ali A. Mazrui. 1986.
Available at Madden Media & Fresno Public Libraries
Vol. 1 – The Nature of a continent*
Summary: Examines Africa as the birthplace of humankind and discusses
the impact of geography on African history, including the role of the Nile
in the origin of civilization and the introduction of Islam to Africa through its Arabic borders.
Vol. 2 – A Legacy of lifestyles*
Summary: This program explores how African contemporary lifestyles are influenced by
indigenous, Islamic and Western factors. It compares simple African societies with those that
are more complex and centralized, and examines the importance of family life.
Vol. 3 – New gods
Summary: This program examines the factors that influence religion in Africa, paying particular
attention to how traditional religions, Islam, and Christianity co-exist and influence each other.
Vol. 4 – Tools of exploitation
Summary: The impact of the West on Africa and the impact of Africa on the development of the
West are contrasted with an emphasis on the manner in which Africa's human and natural
resources have been exploited before, during, and after the colonial period.
Vol. 5 – New conflicts
Summary: Explores the tensions inherent in the juxtaposition of 3 African heritages, looking at
the ways in which these conflicts have contributed to the rise of the nationalist movement, the
warrior tradition of indigenous Africa, the jihad tradition of Islam, and modern guerilla warfare.
Vol. 6 – In search of stability
Summary: Gives an overview of the several means of governing in Africa. Examines new social
orders to illustrate an Africa in search of a viable form of government in the post-independence
period.
1.
2
Vol. 7 – A Garden of Eden in decay?
Summary: Identifies the problems of a continent that produces what it does not consume and
consumes what it does not produce. Shows Africa's struggle between economic dependence
and decay.
Vol. 8 – A Clash of cultures*
Summary: Discusses the conflicts and compromises which emerge from the coexistence of
many African traditions and modern life. Explores the question of whet.
1 Contemporary Approaches in Management of Risk in .docxoswald1horne84988
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Contemporary Approaches in Management of Risk in Engineering Organizations
Assignment-1
Literature review
Student name: Hari Kiran Penumudi
student id: 217473484
Table of Contents
2
INTRODUCTION………………………………………………………………………3-4
OBJECTIVES & DELIVERABLES…………………………………………………....4
REVIEW OF LITERATURE…………………………………………………………....5-13
Risk and Risk Management………………………………………………………5-6
Risk Management Frameworks……………………………………………….....6-10
Importance of Risk Management in Engineering………………………….........10-13
GENERAL PROBLEM STATEMENT…………………………………………………13-14
RESEARH STRATEGY…………………………………………………………………14-15
RESOURCES REQUIREMENTS……………………………………………………….16
PROJECT PLANNING…………………………………………………………………..16
REFERNCES…………………………………………………………………………….17-19
Contemporary Approaches in Management of Risk in Engineering Organizations
3
Introduction
The term, ‘risk’ as defined by the Oxford English dictionary is a possibility to meet with any
kind of danger or suffer harm. Risk is a serious issue that every organization has to deal with in
their everyday operations. However, nature and magnitude of risks largely vary from
organization to organization and often depend on the type of the organization. Therefore,
organizations irrespective of their type of operations keep a risk management team that looks
after every risk to which an organization is vulnerable. Organizations in the field of engineering
also have to come across some inherent risks that negatively impact their operations. Engineering
may be defined as the process of applying science to practical purposes of designing structures,
systems, machines and similar things. Therefore, like every other organization, risk assessment
and management is also an integral part of engineering organizations. Since the task of
engineering is mostly complex, the risks in this area are also very complicated. If risks in
engineering field are not mitigated effectively it may produce long-term danger that may affect
both the organizational services and the society in whole. Hence, the activity of risk management
within engineering organizations must be undertaken seriously and measured thoroughly in order
to reduce the threat of risks. Amyotte et al., (2006) simply puts it like within the engineering
practice, an inbuilt risk is always present. Studies have found that despite the knowledge of
inherent risks within the field and activity of engineering, organizations are not very aware in
imparting knowledge about risk management to their engineers. From this the need of education
regarding the risk management approaches arises. Therefore, this paper tries to find out
approaches to management of risks and importance of these approaches within the area of
engineering. Bringing on the contemporary evidence from the literature review related to risk
management approaches, the paper examines how those approaches can be helpful for
4 .
1
Assignment front Sheet
Qualification Unit number and title
Pearson BTEC Levels 4 and 5 Higher
Nationals in Health and Social Care (RQF)
HNHS 17: Effective Reporting and Record-keeping in
Health and Social Care Services
Student name Assessor name Internal Verifier
B. Maher F. Khan
Date issued: Final Submission:
12/10/2018 18/01/2019
Assignment title
Effective Reporting and Record-keeping in Health and Social
Care services
Submission Format
This work will be submitted in 2 different formats:
Assessment 1 should be submitted as a word-processed report document in a standard report
style, which requires the use of headings, titles and appropriate captions. You may also choose
to include pictures, graphs and charts where relevant to support your work. The recommended
word count for this assignment is 1500–2000 words, though you will not be penalised for
exceeding this total.
Assessment 2 requires the submission of evidence from a mock training event on record-
keeping. This will include a set of materials used in the event, to include an electronic
presentation, evidence of your own record-keeping across a range of types of records, as well as
where you will demonstrate you have evaluated the effectiveness of your own completion of
relevant records. The recommended word count for the presentation is 1000–1500 words
(including speaker notes), though you will not be penalised for exceeding this total.
For both assessments, any material that is derived from other sources must be suitably
referenced using a standard form of citation. Provide a bibliography using the Harvard
referencing system.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care setting
LO2 Explore the internal and external recording requirements in a care setting
Assignment Brief and Guidance
2
Purpose of this assignment:
The purpose of the assignment is to assess the learner firstly in relation to both the legal and
regulatory aspects of reporting and record keeping in a care setting through producing an internal
evaluative review of record keeping in their own care setting. Secondly, the learner will be
assessed on the internal and external recording requirements in a care setting. Thirdly, the learner
will be assessed on Review the use of technology in reporting and recording service user care in a
care setting and fourthly the learner will demonstrate how to keep and maintain records in own care
setting in line with national and local policies.
Breakdown of assignment:
Assignment:
You need to produce one written piece of work of 2,500 words (+/- 10%) covering all the
assessment criterion in LO1-LO4 as one document.
Unit Learning Outcomes
LO1 Describe the legal and regulatory aspects of reporting and record keeping in a care
setting
LO2 Explore the internal and external recording.
1 BBS300 Empirical Research Methods for Business .docxoswald1horne84988
1
BBS300 Empirical Research Methods for Business
TSA, 2018
Assignment 1
Due: Sunday, 7 October 2018,
23:55 PM
This assignment covers material from Sessions 1-4 and is worth 20% of your total mark
of BBS300. Your solutions should be properly presented, and it is important that you
double-check your spelling and grammar and thoroughly proofread your assignment
before submitting. Instructions for assignment submission are presented in
the “Assignment 1” link and must be strictly adhered to. No marks will be
awarded to assignments that are submitted after the due date and time.
All analyses must be carried out using SPSS, and no marks will be awarded
for assignment questions where SPSS output supporting your answer is not
provided in your Microsoft Word file submitted for the Assignment.
Questions
In this assignment, we will examine the “Real Estate Market” dataset (described at the
end of the assignment ) and “Employee Satisfaction” dataset. Before beginning the
assignment, read through the descriptions of these dataset and their variables carefully.
The “Real Estate Market” dataset can be found in the file “realestatemarket.sav,” and
the “Employee Satisfaction” dataset can be found in the file “employeesatisfaction.sav.”
You will need to carefully inspect both SPSS data files to be sure that the
specification of variable types is correct and, where appropriate, value
labels are entered.
1. (12 marks)
2
Use appropriate graphical displays and measures of centrality and dispersion
to summarise the following four variables in the “Real Estate Market” dataset. For
graphical displays for numeric data, be sure to comment on not only the shape of
the distribution but also compliance with a normal distribution. Be sure to
include relevant SPSS output (graphs, tables) to support your answers.
(a) Price.
(b) Lot Size.
(c) Material.
(d) Condition.
2. (8 marks)
Again consider the variable Price, which records the property price (in AUD). It
is of interest to know if this is associated with the distance of the property is
located to the train station. It i s al so of i nter e st t o kn o w if th e p rop ert y
pri ce s are a sso ciate d with di st an ce to t h e ne ar e st b u s sto p. Carry out
appropriate statistical techniques to assess whether there is a significant
association between the property price and distance to the nearest train (To train)
station and the nearest bus stop (To bus). Be sure to thoroughly assess the
assumptions of your particular analysis, and be sure to include relevant SPSS
output (graphs, tables) to support your answers.
3. (7 marks)
Consider the “Employee Satisfaction” dataset, which asked participants to provide their
level of regularity to a series of thirteen statements. Conduct an appropriate analysis
to assess the reliability of responses to these statements. If the reliability will
increa.
1 ASSIGNMENT 7 C – MERGING DATA FILES IN STATA Do.docxoswald1horne84988
1
ASSIGNMENT 7 C – MERGING DATA FILES IN STATA
Download the world development data covering the years 2000-2016 from the website
“http://databank.worldbank.org/data/reports.aspx?source=World-Governance-Indicators” for the
following upper-middle-income countries.
Countries of Interest:
Albania Ecuador Montenegro
Algeria Equatorial Guinea Namibia
American Samoa Fiji Nauru
Argentina Gabon Panama
Azerbaijan Grenada Paraguay
Belarus Guyana Peru
Belize Iran, Islamic Rep. Romania
Bosnia and Herzegovina Iraq Russian Federation
Botswana Jamaica Samoa
Brazil Kazakhstan Serbia
Bulgaria Lebanon South Africa
China Libya St. Lucia
Colombia Macedonia, FYR St. Vincent and the Grenadines
Costa Rica Malaysia Suriname
Croatia Maldives Thailand
Cuba Marshall Islands Tonga
Dominica Mauritius Turkey
Dominican Republic Mexico Turkmenistan
Tuvalu
Venezuela, RB
Variables of Interest
Control of Corruption: Estimate
Government Effectiveness: Estimate
Political Stability and Absence of Violence/Terrorism:
Estimate
Regulatory Quality: Estimate
Rule of Law: Estimate
Voice and Accountability: Estimate
2
STEP 1 - Download the data from the World-Governance-Indicators database as shown below
STEP 2 - Check the variables of interest
3
Please make sure you are checking the variables with “Estimates”.
TO VIEW THE DEFINITIONS OF THE VARIABLES
4
Step 3 – Select countries of interest
5
Step 4 – Click on “Time” and select the “year range” you are interested in (2000-2016)
6
Step 5 – Click on the “Layout” as shown below
Change the time layout to “Row,” series to “Column” and Country to “Row.”
Next, click on the “apply changes.”
Step 6 – Click on the “Download option” and select “Excel” as shown below
7
STEP 7: Using Excel, Replace the Missing Values With “.” (See previous assignments)
STEP 8: SAVE THE EXCEL DATA FILE ON YOUR COMPUTER PREFERABLY IN A
FOLDER
STEP 9: IMPORT YOUR DATA INTO STATA AND NAME YOUR DATA SET
“WORLD_GOVERNANCE_INDICATORS.” (See previous assignments for steps)
8
STEP 10; RENAME THE VARIABLES AS SHOWN BELOW (See previous assignments for
steps)
Using stata, merge the data set from “ASSIGNMENT 3B” with this dataset
VERY IMPORTANT Note: Merging two datasets requires that both have at least one variable in
common (either string or numeric).
This statement requires that the variable name for “Time” and “Country” should be the same in the two
data set
MERGING THE DATASET FROM “ASSIGNMENT 3” WITH THE DATA FROM THE
WORLD GOVERNANCE INDICATORS
Merging data files in stata
https://www.youtube.com/watch?v=EV-5PztbHs0
https://www.youtube.com/watch?v=Uh7C0mlhB3g&t=54s
https://www.youtube.com/watch?v=2etG_34ODoc
I will strongly encourage you to watch these videos before merging
I will also strongly recommend you read the notes in the link below before you star.
1 Assessment details for ALL students Assessment item.docxoswald1horne84988
1
Assessment details for ALL students
Assessment item 3 - Individual submission
Due date: Week 12 Monday (1 Oct 2018) 11:55 pm AEST
Weighting:
Length:
50% (or 50 marks)
There is no word limit for this report
Objectives
This assessment item relates to the unit learning outcomes as stated in the unit profile.
Enabling objectives
1. Analyse a case study and identify issues associated with the business;
2. Develop and deploy the application in IBM Bluemix;
3. Evaluate existing and new functionalities to address business problems;
4. Prepare a document to report your activities using text and multimedia (for example screenshots, videos).
General Information
The purpose of this assignment is to create a cloud based simulating environment which will help to
identify/understand the problem stated in the given case study using analysis tools available in IBM
Bluemix. In assignment three, you are working individually. By doing this assignment, you will
learn to use skills and knowledge of emerging technologies like cloud computing, IoT, to simulate a
business scenario to capture operational data and share with a visualization tool. You will acquire a
good understanding of smart application design in a cloud environment for efficient application
configuration and deployment.
What do you need to do?
The assignment requires you to do the following -
• Download the ‘Starter_Code_For_Assignment_Three.rar’ given in week 8 to
configure, and deploy a cloud based smart/IoT (Internet of Things) application to
simulate the business case.
• Choose a case study out of given two below and analyse the case study to
understand the business problem and design a solution for those problems.
• Deploy the starter source code in your Bluemix account and modify it to address
all required milestones mentioned in your chosen case study.
• Finally prepare a report according to given format and specifications below and
submit it in Moodle.
2
Report format and specifications -
You are required to submit a written report in a single Microsoft Word (.doc or .docx)
document. There is no word limit but any unnecessary information included in the report
may result in reduced marks.
The report must contain the following content (feel free to define your own sections,
as long as you include all the required content):
o Cover page/title page and Table of contents
o URL of the app and login details of the IBM Bluemix account
o Introduction
o Case study analysis which will report –
o Business problems you have identified in the case study
o Possible solutions for each and how do these solutions address the
business problems?
o What are the solutions you implemented in the application?
o The step by step process you have followed to configure and deploy the smart app
for business case simulation. You may choose to use screenshots and notes to
enrich your report but you must have a video of the pr.
1
CDU APA 6th
Referencing Style Guide
(February 2019 version)
2
Contents
APA Fundamentals .......................................................................................... 3
Reference List ................................................................................................... 3
Citing in the text ............................................................................................... 5
Paraphrase ................................................................................................... 5
Direct quotes................................................................................................. 5
Secondary source .......................................................................................... 6
Personal communications............................................................................. 6
Examples .......................................................................................................... 7
Book .............................................................................................................. 7
eBook ............................................................................................................ 7
Journal article with doi ................................................................................ 7
Journal article without doi ........................................................................... 7
Web page ...................................................................................................... 7
Books - print and online ................................................................................... 8
Single author ................................................................................................ 8
eBook/electronic book ................................................................................ 11
Journal articles, Conference papers and Newspaper articles ........................ 13
Multimedia ..................................................................................................... 16
YouTube or Streaming video ..................................................................... 16
Online images ................................................................................................. 17
Web sources and online documents ................................................................ 20
Web page .................................................................................................... 20
Document from a website ........................................................................... 21
Legislation and cases ...................................................................................... 23
Common abbreviations .................................................................................. 24
Appendix 1: How to write an APA reference when information is missing .. 25
Appendix 2: Author layout.
1
BIOL 102: Lab 9
Simulated ABO and Rh Blood Typing
Objectives:
After completing this laboratory assignment, students will be able to:
• explain the biology of blood typing systems ABO and Rh
• explain the genetics of blood types
• determine the blood types of several patients
Introduction:
Before Karl Landsteiner discovered the ABO human blood groups in 1901, it was thought that all blood was the
same. This misunderstanding led to fatal blood transfusions. Later, in 1940, Landsteiner was part of a team
who discovered another blood group, the Rh blood group system. There are many blood group systems known
today, but the ABO and the Rh blood groups are the most important ones used for blood transfusions. The
designation Rh is derived from the Rhesus monkey in which the existence of the Rh blood group was
discovered.
Although all blood is made of the same basic elements, not all blood is alike. In fact, there are eight different
common blood types, which are determined by the presence or absence of certain antigens – substances that
can trigger an immune response if they are foreign to the body – on the surface of the red blood cells (RBCs
also known as erythrocytes).
ABO System:
The antigens on RBCs are agglutinating antigens or agglutinogens. They have been designated as A and B.
Antibodies against antigens A and B begin to build up in the blood plasma shortly after birth. A person
normally produces antibodies (agglutinins) against those antigens that are not present on his/her erythrocytes
but does not produce antibodies against those antigens that are present on his/her erythrocytes.
• A person who is blood type A will have A antigens on the surface of her/his RBCs and will have
antibodies against B antigens (anti-B antibodies). See picture below.
• A person with blood type B will have B antigens on the surface of her/his RBCs and will have antibodies
against antigen A (anti-A antibodies).
• A person with blood type O will have neither A nor B antigens on the surface of her/his RBCs and has
BOTH anti-A and anti-B antibodies.
• A person with blood type AB will have both A and B antigens on the surface of her/his RBCs and has
neither anti-A nor anti-B antibodies.
The individual’s blood type is based on the antigens (not the antibodies) he/she has. The four blood groups
are known as types A, B, AB, and O. Blood type O, characterized by an absence of A and B agglutinogens, is
the most common in the United States (45% of the population). Type A is the next in frequency, found in 39%
of the population. The incidences of types B and AB are 12% and 4%, respectively.
2
Table 1: The ABO System
Blood
Type
Antigens on
RBCs
Antibodies
in the Blood
Can GIVE Blood
to Groups:
Can RECEIVE
Blood from Groups:
A A Anti-B A, AB O, A
B B Anti-A B, AB O, B
AB A and B
Neither anti-A
nor anti-B
AB O, A, B, AB
O
Neither A nor
B
Both anti-A.
1
Business Intelligence Case
Project Background
Mell Industries is a national manufacturing firm that specializes in textiles based out of
Chicago. Starting out as a small factory in Warrenville, Illinois, the firm experienced a period of steady
growth over the past twenty-four years. Steadily opening new warehouses and factories in the
surrounding areas in Michigan and Indianapolis until eventually moving their base of operations to
Chicago. Due to this expansion, Mell Industries is at the height of its production and hopes to avoid any
interferences or deceleration of growth.
In recent years, the firm has been under heavy media scrutiny for supposedly compensating its
female staff unfairly lower compared to male counterparts. This was initiated when a disgruntled
employee leaked the company payroll allegedly showcasing an unjust gap of income between the
female employee and her male counterpart. This type of gender pay gap is highly criticized and as a
precaution, Mell Industries has hired Cal Poly Pomona to conduct research to determine the validity of
these claims. Mell Industries has provided Cal Poly Pomona with a data set of a sample population of
747 employees. Mell Industries has also offered Cal Poly Pomona compensation for any promising
information gathered. Mell Industries may use information gathered from this project in future
employee compensation decisions.
The initial dataset has been given to you in the form of an excel spreadsheet titled
Case_dataset.xlsx consisting of 12 columns labeled:
● Column A - Employee ID
● Column B - Gender
● Column C - Date of Birth
● Column D - Date of Hire
● Column E - Termination Date
● Column F - Occupation
● Column G - Salary
● Column H to L - Employee Evaluation Metrics
In addition, Mell Industries provided the latest annual employee performance review evaluation
results rating each employee in various performance categories. They have turned over this information
separately and as a consultant, it is your task to provide Mell Industries with the most accurate and
relevant information in a digestible form. Furthermore, using excel skills learned during the course, you
will manipulate and analyze the data set in order to make appropriate managerial decisions. You will
utilize excel functions highlighted in this project as well as a pivot table and chart to form a decision
support system in order to answer the critical thinking questions.
Project Objective
The purpose of this project is to perform a methodical data analysis to assist the company make
an informed decision. This could also serve as a basis for implementing critical adjustments to certain
business aspects if necessary. Illustrate the business process by condensing a large set of data, to
present relevant information with data visualization. We will be utilizing Microsoft Excel 2016 to
complete this project.
2
TA.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1.4 modern child centered education - mahatma gandhi-2.pptx
· It Was Self Defense, Your Honor and It’s Just InsaneSelect eit.docx
1. · It Was Self Defense, Your Honor and It’s Just Insane
Select either Self Defense or Insanity and explore that defense
in detail for this written assignment You are to write a paper
that is 3-5 pages in length and should properly cite your outside
sources and use APA style formatting.
You should include a minimum of two outside sources, making
certain to properly cite your sources.
I. “It was Self Defense, Your Honor”
On February 26, 2012, George Zimmerman shot and fatally
wounded Trayvon Martin. The case is venued in Florida and is
currently in process.
You should research the Zimmerman case. Should the defense
of “self defense” be raised in this case? What facts and
circumstances are relevant to deciding whether George
Zimmerman is entitled to the defense of self-defense.
Analyze the concept of “imminent” danger and apply it to the
facts of this case. If you were the judge in this case would you
rule for or against an imminent danger argument? If you were
the Judge or Jury in this case would you accept a defense of
self-defense if asserted by Mr. Zimmerman? How might this
impact the outcome of the case?
II. “It’s Just Insane”
On July 20, 2012 James Holmes became the suspected shooter
in a mass theatre shooting that killed 12 people and injured 58
others.
You should research the Holmes case. Should the defense of
“insanity” have been raised in this case? What facts and
circumstances are relevant to deciding whether James Holmes
would have been entitled to the defense of insanity.
Analyze each of the four tests for insanity. If you were the
judge in this case would you rule for or against allowing a
defense of insanity?
If you were the Judge or Jury in this case would you accept a
defense of insanity if asserted by Mr. Holmes? How might this
2. impact the outcome of the case?
Here are some notes down below to help you!!
Defenses to Criminal Liability: Justifications
In failure-of-proof defense, the defendant has only to raise a
reasonable doubt about the prosecution’s proof of one element
in the crime; it can be any element or elements.
The defenses of justification and excuse are affirmative
defenses, which operate like this:
· Defendants have to “start matters off by putting in some
evidence in support” of their justification or excuse.
Most affirmative defenses are perfect defenses; this means that
if they’re successful, defendants are acquitted. One major
exception is defendants who plead the excuse of insanity.
Special hearings are held to determine if they are still insane
and, if so, they are sent to maximum security mental hospitals.
Evidence that doesn’t amount to a perfect defense might amount
to an imperfect defense; that is, defendants are guilty of lesser
offenses.
Even when the evidence doesn’t add up to an imperfect defense,
it might still show mitigating circumstances that convince
judges or juries that defendants don’t deserve the
maximum penalty for the crime they’re convicted of.
Self Defense
Sometimes, the government isn’t, or can’t be, there to protect
you when you need it. So necessity—the heart of self-defense—
allows “self-help” to kick in. Self-defense is a
grudging concession to necessity. It’s only good before the law
when three circumstances come together: the necessity is great,
it exists “right now,” and it’s for prevention only.
Preemptive strikes and retaliation are not allowed. Self-defense
consists of four elements:
1. Unprovoked attack. The defender didn’t start or provoke the
attack; Self-defense isn’t available to an initial aggressor;
someone who provokes an attack can’t then use force to defend
herself against the attack she provoked except for the
withdrawal exception.
3. 2. Necessity. Defenders can use deadly force only if they
reasonably believe it’s necessary to repel an imminent deadly
attack, namely one that’s going to happen right now;
3. Proportionality. Defenders can use deadly force only if the
use of non deadly force isn’t enough to repel the attack.
Excessive force is not allowed;
4. Reasonable belief. The defender has to reasonably believe
that it’s necessary to use deadly force to repel the imminent
deadly attack.
The best-known cases of justified self-defense involve
individuals who need to kill to save their own lives, but self-
defense is broader than that. It also includes killing someone
who’s about to kill a member of your family—or any innocent
person for that matter.
You can also kill an attacker whom you reasonably believe is
right now going to hurt you or someone else badly enough to
send you or them to the hospital for the treatment of
serious injury. Some self-defense statutes go even further.
They allow you to kill someone you reasonably believe is about
to commit a serious felony against you that doesn’t threaten
either your life or serious bodily injury. Almost all
statutes require that your belief also be reasonable.
The English common law “retreat to the wall” survived in a
minority of American states. In the 19th Century, however, an
important legal change occurred when the law changed to
the majority stand-your-ground rule, namely that if he didn’t
start the fight, he could stand his ground and kill to “defend
himself without retreating from any place he had a right to
be” (245).
The minority rule, the retreat rule, says you have to retreat, if
you reasonably believe that you’re in danger of death or serious
bodily harm and that backing off won’t unreasonably put you in
danger of death or serious bodily harm.
· States that require retreat have carved out an exception to the
retreat doctrine. According to this castle exception, when you’re
attacked in your home, you can stand your ground and use
4. deadly force to fend off an unprovoked attack, but only if
you reasonably believe the attack threatens death or serious
bodily injury (State v. Kennamore 1980, 858).
"New Castle Laws"
What if two men live in the same “castle”? Can they both stand
their ground? It was these cases of cohabitants that gave birth to
the rules governing domestic violence. One of the most famous
and most often-cited cohabitant cases, the World War I era
People v. Tomlins (1914), involved a man who killed his 22-
year-old son, who had attacked his father in their cottage.
Then Judge Cardozo (later a U.S. Supreme Court Associate
Justice), wrote: It is not now and never has been the law that a
man assailed in his own dwelling is bound to retreat.
The Connecticut Supreme Court relied on family violence to
back up its creation of the cohabitant exception to the
Connecticut retreat rule, even though it involved male
roommates (State v. Shaw 1981).
By the late 1990s, the recognition that battered women cases fit
the “real man” protecting his castle paradigm had definitely
influenced the law of self-defense. Courts in several
Castle Doctrine states have adopted rules that allow women to
“stand their ground and kill their batterers.”
Historically, self-defense meant protecting yourself and the
members of your immediate family. Although several states still
require a special relationship, the trend is in the
opposite direction. Many states have abandoned the special
relationship requirement altogether, replacing it with the
defense of anyone who needs immediate protection from attack.
The right to use force in the defense of one’s person, family,
habitation, lands, or goods is one of the natural and unalienable
rights of man. Statutes vary as to the area that the use of deadly
force covers. Most require entry into the home itself.
· This doesn’t include the curtilage, the area immediately
surrounding the home. Many require entry into an occupied
home. Homes are special places; they’re not in the same
category as our “stuff.”
5. · Can you use force to protect your “stuff”? Not deadly force.
But you can use the amount of nondeadly force you reasonably
believe is necessary to prevent someone from taking your stuff.
You can’t use force if there is time to call the police.
Self-defense is undergoing an epochal transformation. Since
2005, more than forty states have passed or proposed new
“Castle Doctrine” legislation intended to expand the right to use
deadly force in self-defense. The first castle doctrine passed the
Florida legislature in October 2005. Opponents and supporters
of the castle laws see them in fundamentally different ways.
· Supporters claim them as the public reasserting fundamental
rights. Gun control advocates say the laws “are ushering in a
violent new era where civilians may have more freedom to use
deadly force than even the police.”
In March 2007, the American Prosecutors Research Institute
(APRI) held a symposium consisting of prosecution, law
enforcement, government, public health, and academic
experts from 12 states. The purpose? Discuss the possible
unintended negative consequences for public safety created by
the new castle laws.
The main concerns include officers’ use of force; operations and
training requirements; increased investigation burdens; law
enforcement attitudes and their impact on officer performance;
and doubts that the castle laws deter crime (Jansen and Nugent-
Barakove 2008, 8–9).
There’s no empirical research to help explain why so many
states have adopted the “new castle laws.” But there’s plenty of
speculation as to why these laws have proliferated now.
Two commonly mentioned reasons are Americans’ heightened
consciousness and concern about their security since 9/11 and
the lack of enough police officers to protect the public. See
TABLE 5.1 Expansion of “New Castle Laws.”
Choice of Evils
The choice-of-evils defense, also called the general defense of
necessity, justifies the choice to commit a lesser crime to avoid
the harm of a greater crime.
6. The defense enjoys a long history in the law of Europe and the
Americas. The defense has generated heated controversy with
one side claiming that it is a justification defense and correct
and the other claiming that it is so vague as to allow judges to
interpret it to mean anything they wanted.
The choice-of-evils defense consists of proving that the
defendant made the right choice, the only choice—namely, the
necessity of choosing now to do a lesser evil to avoid a greater
evil.
The Model Penal Code choice-of-evils provision contains three
elements laid out in three steps:
1. Identify the evils;
2. Rank the evils;
3. Reasonable belief that the greater evil is imminent, namely
it’s going to happen rightnow (ALI 1985, 1:2, 8–22).
The Model Penal Code (ALI 1985, 1:2, 8) lists all of the
following “right” choices:
· Destroying property to prevent spreading fire;
· Violating a speed limit to get a dying person to a hospital;
· Throwing cargo overboard to save a sinking vessel and its
crew;
· Dispensing drugs without a prescription in an emergency;
· Breaking into and entering a mountain cabin to avoid freezing
to death.
The right choices are life, safety, and health over property.
Consent
Consent has nothing to do with necessity. Nevertheless, it can
be a justification. The defense of consent, is based on the idea
that competent adults voluntarily consented to crimes against
them, and knew what they were consenting to them. The heart
of the defense of consent is the high value placed on individual
autonomy in a free society.
If mentally competent adults want to be crime victims, so the
argument for the justification of consent goes, no paternalistic
government should get in their way.
In most states, the law recognizes only four situations where
7. consent justifies otherwise criminal conduct:
1. No serious injury results from the consensual crime;
2. The injury happens during a sporting event;
3. The conduct benefits the consenting person, such as when a
patient consents to surgery;
4. The consent is to sexual conduct (Fletcher 1978, 770).
Fitting into one of these four exceptions is necessary, but it’s
not enough to entitle defendants to the defense. They also have
to prove that the consent was voluntary, knowing, and
authorized.
Chapter 6
Defenses to Criminal Liability: Excuses
Insanity Defense
Insanity has been considered a defense to crime from Plato, to
English Kings, to current day, and has been controversial
throughout its history. Now—just as during the sketch of
its history—the public badly misunderstands insanity, the
defense of insanity, and how the defense actually works.
Mental disease (also called mental illness) and defect are
medical terms; insanity is a legal term. Mental disease and
mental defect are legal insanity only when the disease or
defect affects a person’s reason and in a few states, a person’s
will (willpower), namely the power to control your actions. It’s
widely believed that not guilty by reason of insanity means
that defendants go home.
You know—but very few do—that Daniel McNaughtan never
went free, and neither did most of the other high profile
defendants who attacked powerful people. Contrary to
widespread belief, few defendants plead the insanity defense
(only a few thousand a year in the U.S). The few who do plead
insanity hardly ever succeed.
The few who “succeed” don’t go free. In a noncriminal (civil)
proceeding, called civil commitment, courts have to decide if
defendants who were insane when they committed their crimes
are still insane. If they are—and courts almost always decide
they are—they’re locked up in maximum-security prisons called
8. “hospitals.”
There are four tests of the insanity defense.
1. The first is the right-wrong (McNaughtan) test. There are two
elements to the right-wrong test created in McNaughtan:
. The defendant suffered a defect of reason caused by a disease
of the mind; consequently, at the time of the act she did not
know the nature and quality of the act (she didn’t know what
she was doing), or that the act was wrong.
. Critics argues that cognition is only part of the human psyche,
and can’t alone determine human behavior; the words “disease,”
“defect,” “know,” and “wrong” are vague; statutes rarely give
the courts much guidance, leaving the courts to “legislate”
judicially on the matter.
· The irresistible impulse test focuses on defects in volition or
self-control.
. According to the irresistible impulse test, we can’t blame or
deter people who, because of a mental disease or defect, know
that what they’re doing is “wrong” but can’t bring their actions
into line with their knowledge of right and wrong.
. Only a few jurisdictions supplemented the right-wrong test
with a test that takes volition into account. Some critics say the
irresistible impulse supplement doesn’t go far enough.
. They argue that it should include not just sudden impulses but
also conduct “characterized by brooding and reflection.” Still
others maintain that it’s impossible to distinguish between
irresistible impulses, and those that are simply unresisted.
· The product-of-mental illness test (Durham rule) focuses on
criminal acts resulting from (are the product of) mental disease.
With this test, the Court stretched the concept of insanity
beyond the purely intellectual knowledge examined by the right-
wrong test into deeper areas of cognition and will.
· The substantial capacity test, adopted in the MPC, is supposed
to remove the objections to the right-wrong test, its irresistible
impulse supplement, and the heavily weighted psychiatric-
oriented Durham rule.
·
9. . It emphasizes both of the qualities in insanity that should
determine culpability: reason and will (Schlopp 1988). The
MPC test changes the McNaughtan right-wrong/irresistible
impulse supplement tests in several ways. Defendants need not
lack total mental capacity; the test adds the word “substantial
capacity” to remove the possibility of requiring “total lack of
reason cognition test.”
. The use of “appreciate” instead of “know” makes clear that
intellectual awareness by itself isn’t enough to create
culpability; emotional (affective) components of understanding
are required. The phrase “conform his conduct” removes the
requirement of a “sudden” lack of control. The word “wrong”
was changed twice, first to “criminality” and then finally to
“wrongfulness.” Some critics claim that “substantial
impairment” is “vague,” and that it allows too many defendants
to escape criminal responsibility.
. The strongest criticism is that it “continues the faults of the
McNaughten rules and the irresistible impulse tests by
providing separate knowledge and control tests; in doing so,
this test seems to rest on a bifurcated rather than an integrated
view of the human personality” (524).
States vary as to who has to prove insanity and how
convincingly they have to do so. Federal law required the
government to prove Hinckley’s sanity beyond a reasonable
doubt.
In 1984, the federal Comprehensive Crime Control Act (Federal
Criminal Code and Rules 1988, § 17[b]) shifted the burden of
proof from the government having to prove sanity beyond a
reasonable doubt to defendants having to prove they were
insane by clear and convincing evidence.
Most states don’t follow the federal standard; they call insanity
an affirmative defense. As an affirmative defense, sanity and
therefore responsibility are presumed. To overcome the
sanity presumption, the defense has the burden to offer some
evidence of insanity. If they do, the burden shifts to the
government to prove sanity. There’s a trend in favor of shifting
10. the burden to defendants and making that burden heavier.
Diminished capacity is a failure-of-proof defense. It is an
attempt to prove that the defendant is incapable of the necessary
intent of the crime charged and is therefore innocent of
that crime but may be guilty of a lesser one. Diminished
responsibility is different, it is a defense of excuse, or lowered
responsibility. Most states reject diminished capacity of both
types. In practice, diminished capacity and diminished
responsibility apply only to homicide.
Excuse of Age
The common law divided children into three categories for the
purpose of deciding their capacity to commit crimes:
· Under 7 Children had no criminal capacity;
· Ages 7–14 Children were presumed to have no criminal
capacity, but the presumption could be overcome;
· Over 14 Children had the same capacity as adults.
Today, statutes determine when young people can be convicted
of crimes. These statutes come in several varieties.
1. One type of statute identifies a specific age.
2. Another type of statute grants exclusive jurisdiction to
juvenile courts up to a certain age but makes exceptions for a
list of serious crimes.
3. A third type of statute simply states that juvenile court
jurisdiction is not exclusive (LaFave 2003a, 487).
All states have established juvenile justice systems to handle
juvenile delinquency. Every state has a statute that provides for
the transfer of juveniles to adult criminal court. The technical
term for this transfer is “waiver to adult criminal court,”
meaning the juvenile court gives up its jurisdiction over the
case and turns it over to the adult criminal court.
Waivers to adult court come in three varieties:judicial,
prosecutorial, and legislative. By far, the most common is
judicial waiver.
Duress can be an excuse when individuals are threatened and
forced to commit a crime or be killed. In most states, duress is
not a defense to murder.
11. There are four elements in the defense of duress:
1. nature of the threat;
2. immediacy of the threats;
3. crimes the defense applies to;
4. degree of belief regarding the threat.
Voluntary intoxication is not a defense. What we have said so
far applies only to voluntary intoxication. Involuntary
intoxication is an excuse to criminal liability in all states.
· Involuntary intoxication includes cases in which defendants
don’t know they are taking intoxicants or know but are forced to
take them. Involuntary intoxication applies only under extreme
conditions. Alcohol isn’t the only intoxicant covered by the
defense of intoxication. In most states, it includes all
“substances” that disturb mental and physical capacities.
Defense of Entrapment
All societies rely on entrapment even though it violates a basic
purpose of government in free societies. For a long time, U.S.
courts rejected the idea that entrapment excused
criminal liability.
The earlier attitude was based on indifference to government
encouragement to commit crimes. Attitudes have shifted from
indifference to both a “limited sympathy” toward entrapped
defendants, and a growing intolerance of government
inducements to entrap otherwise law-abiding people (Marcus
1986).
The practice of entrapment arose because of the difficulty in
enforcing laws against consensual crimes, such as drug
offenses, pornography, official wrong-doing, and prostitution.
There’s no constitutional right not to be entrapped. Entrapment
is an affirmative defense created by statutes.
There are two main types of entrapment defenses.
1. The majority of state and all federal courts have adopted a
subjective test of entrapment. The subjective test of entrapment
focuses on the predisposition of defendants to commit crimes.
According to the test, the defense has to prove the government
pressured the defendants to commit crimes they wouldn’t have
12. committed without the pressure.
2. A minority of courts follow an objective test of entrapment.
The objective test focuses not on the predisposition of
defendants but instead on the actions that government agents
take to induce individuals to commit crimes. According to
the objective test, if the intent originates with the government
and their actions would tempt an “ordinarily law-abiding”
person to commit the crime, the court should dismiss the case
even if the defendant was predisposed to commit the crime.
Syndrome Defenses
Since the 1970s a range of syndromes, describing affected
mental states, has led to novel defenses in criminal law.
Some syndromes are (and should be) taken seriously as excuses.
For example, some women have claimed the battered woman
syndrome to justify killing spouses in self-defense, even though
they weren’t in imminent danger. Occasionally, women also
have used the premenstrual syndrome (PMS) to excuse their
crimes.
There are three obstacles to proving the PMS defense (Carney
and Williams 1983):
Defendants have to prove that PMS is a disease, but little
medical research exists to prove that it is; the defendant has to
suffer from PMS, but rarely do medical records document
the condition;the PMS has to cause the mental impairment that
excuses the conduct.
The Vietnam War led to an awareness of another syndrome
defense, the post-traumatic stress disorder (PTSD) defense.
PTSD is another defense that can be treated either as a failure
to prove the mental element or as an affirmative excuse defense.
I
Project Risk Management
13. Project Risk
Management
El Bruce T. arkley
NswYork Chlcago San Francisco Lisbon London Madrid
Mexico City Milan New Delhi San Juan Seoul
Singapore Sydney Toronto
Cataloging-in-Publication Data is o n file with the Library of
Congress.
Copyright 0 2004 by Thc McGraw-Hill Companies, 1 n c . N
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United States
Copyright Act of 1976, no part of this puhlication may be
reproduced or distributed
in any form or by any means, or stored in a data base or
retrieval system, without
the prior written permission of the publisher.
ISBN 0-07-143691-X
The sponsoring editor for this book u a s Larry S. Huger a n d
the production
superuisor was Sherri Souffrance. It was set in Century
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International Dpesetting a n d Composition. The a r t director
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information published herein, and neither McGraw-Hill nor its
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responsible for ally errors, omissions, or damages arising out of
use ol this informa-
tion. This work is p~uhlished with the understanding that
McCraw-Hill and its authors
are supplying information but are not at,ternpting to render
engineering or other
professional services. If such services are required, the
assistance of an appropriate
professional should be sought.
15. To the over 3,000 hard working, adult graduate and
undergraduate students at Dewy Uniuersity/Keller
Graduate School of Management-Atlanta, and at The
University College, University of Maryland, who have
provided me over the past 30 years with wonderful
opportunities to learn from them-undoubtedly more than
they learned from me.
Contents
About the Author xi
Preface xiii
Acknowledgments xv
About This Book xvii
lntroductlon
What is Risk?
Risk, Process, and the Myth of Control
A Way of Thinking
Chapter 1. Preparing the Organization: Building a Risk
Management Culture
Prepare the Organization
Risk: The Organizational Culture Issue
A Culture of Risk Management Competence
Llnk Corporate and Project Planning
Training and Development in Risk
Project Experience
Learning Organization
16. Strong Functional Managers Address Quality
Building the Culture
Keane's Risk Process
Risk Analysis and Mitigation
Addressing Risk with Scenarios
Performance Incentives
Taking Risks:The Risk of "Blinders"
Personal, Project, and Organizational Risk
Chapter 2. The Business Risk Framework
Portfolio Management
Organization
Strategic Statement
One- to Five-Year Strategic Objectives
Comments on Risk Analysls
viii Contents
Chapter 3. Doable Tools: Applying Tools Strategically
Customer Requirements
Work Breakdown Structure
Task List
Network Diagram
Time-Based Network Diagram
Gantt Chart
A Risk Story:Tradeoffs in Risk
Project Manager's Roles and Responsibilities in Risk
Management
Work Breakdown Structure, Again!
Project Financial Perspectives
More Background
ProjectTools
17. Project Control Systems
Chapter 4. Demystifying Risk: U s i n g t h e PMI PMBOK
Demystifying Risk-PMBOK
Risk Management Planning
Risk Identification
Qualitative Risk Analysis
Quantitative Risk Analysis
Risk Response Planning
Risk Monitoring and Control
Summary of Risk Management Process
Build a Risk Management and Planning Process
A Note on Microsoft Project PERT and Risk Matrix
Terminology
Risk Response
Contract Management
Chapter 5. Making Risk Policy: A Risk-Based Program
Management Manual
Program Management: Roles and Responsibilities
Program Planning, Scheduling, and Resource Management
Defining the Program Management Process and Risk
Process
Chapter 6. R l s k Matrix Samples
Steps in Preparing a Risk Matrix
Summing Up: Risk Matrix Examples
Chapter 7. A Case in R i s k a n d Microsoft Project
Part 1: Portfolio Project Selection and Risk
Introduction to Parts 2,3, and 4
Part 2: Project Planning and Risk
18. Part 3: Establishing the Risk-Based Project Plan Baseline
Part 4: Project Review for Progress, Risks, and Earned Value
Contents ix
Risk and This Case
The
Solution
Organizational Structure
Possible Conflict and Resolution
Conflicting Schedule
Plant Readiness
Project Cost
Risk Analysis in Project Selection
Huntsville: Risk-Based Scheduling
Risk and the Huntsville Project: Journey in Risk
Chapter 8. Customer-Driven Project Management,TQM, and
Risk
Customer-Driven Risk Management
Portfolio and Program Management
19. Value of Customer-Driven Risk Management
Chapter 9. Strategic Planning and Risk-The Eastern Case
Commitment and Partnership
Eight Strategies
Overview
Strengths, Weaknesses, Opportunltles, andThreats
Eastern's Strategic Plan
Communicating Strategy and Risk
Postscript to the Strategic Plan
Acqulsltion and Merger
Chapter 10. Risk Lessons Learned and the Project Rlsk Audlt
ProJect Audits
How to Do Risk Lessons Learned Review
Project Audit
Appendix A. Cost and Risk Exercises-How Do Risk and Cost
Work in a Real Project Setting?
Sample Questions
More Questions on the Risk Management Process and Cost
20. Appendix B. Risk-Based Project Schedule
Appendix C. Demystlfying Business and Project Risk
Management:
A Checklist
Bibliography
About the Author
BRUCE T. BARKLEY h a s over 30 years of experience
in program and project risk management in both
industry and government. The coauthor of a suc-
cessful book on project management, Customer
Driven Project Management: Building Quality into
Project Processes, Second Edition, Mr. Barkley has
succeeded in making risk management clear and
practical i n a field t h a t has become highly techni-
cal and quantified. Mr. Barkley has consulted in
lsroiect risk management and serves a s faculty
A - -
21. member with DeVry University (Keller Graduate
School of Management) in the Atlanta area. He is a graduate of
Wittenberg
University, University of Cincinnati, and the University of
Southern California,
has previously taught project management at t h e University of
Maryland
University College, and served as a senior executive in several
federal agencies
in Washington, D.C. He lives i n Atlanta with his wife Cathy of
44 years.
Preface
This is not your father's risk management book-it is not your
conventional
treatment of project risk management. Rather than treating
project risk as a
narrow project and task-specific, "process" issue, risk is seen
here a s the out-
22. come of bad project selection, bad business planning, and bad
company-wide cul-
ture. Readers will experience a refreshing new perspective on
project risk t h a t
centers risk management on:
The business, enterprise-wide level
Good business and project planning and management practice
Building a healthy organizational culture t h a t recognizes risk
a s the conse-
quence of bad planning
Chapter 1 will offer new insights on building a risk management
culture, while
Chapter 2 deals with project selection using weighted models,
financial return,
and other risk information. Chapter 3 provides more useful
tools, and Chapter
4 includes a broad interpretation of the current Project
Management Institute
PMBOK (Project Management Body of Knowledge) risk
management section.
Chapter 4 illustrates a good project management manual to
23. offset risk while
Chapter 6 illustrates a basic risk tool-the risk matrix table.
Chapter 7 covers
the use of Microsoft Project to calculate a "risk-based" project
schedule. Chapter
8 revisits risk and quality management. Chapter 9 is another
practical exam-
ple of enterprise-wide, strategic risk planning i n the Eastern
case. Chapter 10
addresses how to document lessons learned in risk management.
Appendix A i s a useful set of exercises and problems-with
answers-n risk
and cost management, Appendix B is an example of a risk-based
schedule using
MS Project, and Appendix C provides a checklist to demystify
business and
project risk management.
Acknowledgments
24. The author would Like to acknowledge the following sources
for this book:
The Universal Avianics Systems Corporation, Instrument
Division, for valu-
able experience in supporting and managing product
development projects and
processes, and writing program manuals and policy documents
and conduct-
ing analyses i n the program management office.
The Alumax Aluminum Company (now Alcoa, Inc.), where the
author was a
project management and organizational development consultant,
for valu-
able experience and case material in strategic planning a n d
SWOT analysis
in a manufacturing work setting.
Keane, Inc., for valuable insights into how a successful, major
software devel-
opment and information company handles risk. Keane is one of
the largest and
most successful software services in North America, a company
that has been
25. a t t h e forefront of project and risk management since the
company was
founded in 1965. Keane continues to offer such services and h a
s trained
thousands of client participants. The author used some of
Keane's concepts
in this book as examples of quality risk management.
Adult students and faculty a t DeVry University and Keller
Graduate School,
Atlanta, where the author serves as senior faculty member and
curriculum
manager for project management, for valuable stories, cases,
and exercises i n
project and risk and cost management, which serve a s the basis
for material
in the book. Special thanks to MBAstudent Jerel Hayes. His
work on "Good
Flight and Airlines" i n chapter 2 and other student material
have been used
liberally in the book.
26. About This Book
Project risk management is a n art, not a science. I have always
been skeptical
of scientific and overly quantitative answers to complex social,
organizational,
and project outcomes, especially when customers, products, and
markets are
involved. I think risk can be stewarded and managed by good
planning and
analysis, but in the end it is often the g u t feel of a project
manager t h a t turns
a project i n the right direction and overcomes risk.
We tend to look for ways to control business and project
outcomes t h a t some-
times simply cannot be controlled. I t is a s if there is some
underlying need to
explain why things go "south" in a complex endeavor or project
in systematic
terms, and as if the world of human systems operated in a
predictable and con-
trollable way. We seek answers for all failures to fix them, yet
we often do not
27. know what factors were important. We assume t h a t a system
is in place and if
the system fails we want to find out why it failed. When a
business or project
fails, we conclude that "somehow this failure could have been
avoided if we h a d
just studied and analyzed the risks a bit more, perhaps drilled a
little deeper
into the inherent impacts and probabilities."
Such a n approach assumes that risks and failures operate in a
predictable
way, t h a t the factors t h a t lead to risk events and failure
can always be identi-
fied, catalogued, and controlled, and t h a t more analysis will
uncover t h e secret
to the mystery. The principle is t h a t we should be able to
identify what might
happen, what the probabilities are, what the impacts are, and
how to respond.
I t assumes that we can find attribution, t h a t we can attribute
failure to key
events or circumstances. I t is true t h a t the root causes of
project failure are
rarely a mystery--they often have to do with business
28. performance, market con-
ditions, leadership bias, and lack of support. They rarely have
to do with tech-
nological f a i l u r e t h e engineers will usually find a way-it's
the organization
t h a t cannot stand success.
The problem is complicated by the variety of definitions among
stakehold-
ers of failure a n d success. One person's failure is another
person's success. A
project which overcomes technology risk can deliver within
budget and sched-
ule and be termed a success by the project team, but it is
possible that this same
deliverable cannot be manufactured, or t h a t the customer is
not happy with the
xviii AboutThis Book
outcome, or that the business itself fails for reasons that have
nothing to do with
the project.
29. The drive to mystify risk assumes t h a t there is always one
true risk involved
in every factor, task, or project, and t h a t to solve the risk
mystery we have to
go to extreme limits to identify and quantify t h a t risk. This
makes the subject
more complicated t h a n it needs to be-and assumes t h a t is
within our grasp to
capture all the mot causes of risk. Somehow if we can establish
t h a t the risk of
failure of a team task to integrate a n information system is 66
percent rather
t h a n 24 percent, we can make decisions based on a n unreal
confidence i n sci-
ence to predict things like t h e economy.
What is missing here is t h e fact that businesses and ~ r o i e c
t s are human. not - - "
mechanical systems. Despite our increasing propensity to
consider the study of
organizational and ~ r o i e c t efforts in business to be a
science rather than a n art, - - "
human behavior is often unpredictable and counterintuitive.
Despite our under-
30. standing of complex systems we cannot identify all the factors
that contribute
to risk and success even if we all agree on the definitions of
these terms.
I n addition, technical professionals and engineers have
developed their own
language and values, which sometimes complement but often
conflict with good
project risk management. The people and communication issues
in engineering
and product development are not unique, but they are
accentuated by a work-
ing "axiom" of engineering project management-engineers
communicate
through channels and thought processes sometimes a t odds
with cheaper, faster,
better. But they are inherently good risk managers. Engineers
and technicians
are often conflicted i n a project management setting by time,
cost, and organi-
zational constraints t h a t require them to take shortcuts to
good engineering and
risk management. They are challenged by risk and typically
want to get it right,
31. rather than getting i t on time and a t lowest cost. For instance,
the measure of
mean time between failures (MTBF) is often applied to
electronic and technical
equipment, and tests are designed to ensure t h a t products
perform under stress
a t the intended MTBF. MTBF is a risk indicator; the risk of
failure is quanti-
fied by repeated tests and documentation. Thus a quantitative
probability can
be applied to its future performance. But i n most
circumstances MTBF is not
applicable or suitable because user settings and environments
cannot be con-
trolled to really predict all the circumstances a product will
experience. And the
customer may not be interested--or will not pay for-a certain
level of MTBF.
But engineers typically would like to get MTBF down to zero if
they can-an
application of six sigma thinking--even a t t h e cost of on-
time delivery and
budget.
Another complication i n project risk management is the
32. resistance to change
in the project management or supplier team a s well as in the
customer's organ-
ization. Typically, a complex project a n d its outcomes trigger
the need for orga-
nizational change, thus surfacing the resistance of those who do
not see the value
of change. For instance, a new electronic product produced
through a product
development project can alter the priorities of the customer's
organization a s
the new product is phased into marketing and sales. The priority
on this new
AboutThis Book xix
product can upset a n ongoing dynamic in the organization long
supported by the
old, replaced product. The risk here is t h a t employees will
resist change and
undermine new product delivery unless the following factors are
in place:
33. 1. Top management support
2. Clear vision
3. Incentives to accept change
4. Incentives to take risks
5. Clear communication
6. No walk the talk
7. What Daryl R, Connor, founder and CEO of ODR, calls the
Long View, a
total, in-depth understanding of the effect the project will have
on the organ-
ization
All this said, I am optimistic that there are useful tools to
manage project risk
and that these tools lie i n core business and project planning
and management
processes. I believe t h a t project risk can be stewarded but not
always controlled
through good planning and scheduling and critical thinking.
34. Through the appli-
cation of risk management tools outlined and illustrated in this
book a s part of
the planning and control p r o c e s e a n d separate from it-risk
can be managed.
The book is designed for general reading in business, program,
and project
management, and for training and academic courses in project
management and
risk. The approach is to broaden and simplify the risk concept a
t the same time,
offer useful tools and best practices, integrate risk into the
strategic, business,
and project planning and control processes, and to offer
exercises and cases for
learning purposes. The book shows how to apply the PMI Body
of Knowledge
on risk, but goes beyond it in many respects.
Figure 1 shows the simple steps of risk management that
underlie the book,
a sequence of topics t h a t align with the chapters.
There is a simple logic in this book t h a t provides the
35. structure and sequence
of chapters (Fig. 2). First, prepare the organization and its
people for risk man-
agement as part of the business, then identify risks a s part of
business plan-
ning, integrate the process into project planning and control,
then make it
simple by using templates, and finally, learn what works.
Here is the logic in more detail.
First, prepare your organization or it wont work. Risk
management does not
work unless everyone does it all the time and when management
expects it
to be done right.
Second, get started with good businessplans. Risk management
does not start
with projects; it starts with how the business is structured and
planned.
Third, risk is not science; it i s art. Risk tools are simple
planning aids and easy
to apply. Don't overdo it and don't overquantify the process.
36. xx AboutThis Book
Prepare the organlzation: Build it into the culture
It starts with the business itself: Risk is embedded in the
business
Use doable tools: Use project risk tools, they are easy
I Demystify PMBOK: Learn PMBOK, but don't stop there I
I Use manuals to make risk pollcy: Make policy with risk
manuals I
Use easy forms: Forms make it easy I
I t i s hard t o do without MS project: Use PM software - it
works
Products create risk: If you make a product, you have risk
Risk Is customer-driven: Risk starts and ends with the customer
Risk makes strategy useful: Risk is the reason you plan strategy
37. 1 Find out what works: Focus on what works, not what doesn't 1
Figure 1 The simple steps of risk management.
Fourth, theprofessional Project Management Institute Body of
Knowledge on
risk is helpful from aprocess view, but has limited applicability.
Make sure
you know the PMBOK, but don't stop there.
Fifth, making riskpolicy i n a simple manual. Help project
managers manage
risk with a simple manual.
Sixth, see how others do it. See the value of cases and
exercises.
Seventh, use templates to make it easy. Use forms already
available.
Eighth, it's hard to do risk without M S Project. You can do
risk manually, but
project management software makes it easy.
Ninth, you have to do risk i n product development. Whenever
38. you produce
products, you have risk.
Figure 2 The logic of risk.
-
Prepare the
organization
for risk
- --, Starts with business
planning
Use risk
matrix -+ worked
templates
- Integrate into project
planning
AboutThis Book mi
Tenth, risk is customer-driven. You have to get in the shoes of
39. the customer
before you really understand risk.
Eleventh, risk makes strategic planning useful. Risk is the only
reason to do
strategic planning; here is a case where risk is integrated with
long-term
planning, along with a presentation format.
fluelfth, after the fact, learn what worked. Don't focus on
mistakes; focus on
what worked!
Introduction
The demystification of risk involves a whole new perspective on
a business-
wide process t h a t has been looked a t for many years a s a
separable, quantita-
tive, and project specific exercise. The overkill i n
quantification comes from the
40. attempt to replicate scientific, mathematical models of
probability, but most proj-
ects do not need such rigor. The issue in project risk
management is simple
awareness of risks and intense management. As Fig. 1.1
indicates, this book
changes the paradigm for risk management while recognizing
the value of cur-
rent approaches.
Setting u p for risk management means preparing t h e
organization and not
the project first. The issue is establishing the value of risk
analysis a s part of
the normal project planning process.
Fin
di
ng out where risks are is built into the work breakdown
structure (WBS)
and scheduling process; risk is a n input to risk-based
scheduling.
41. Dimensioning risk is qualitative, ranking and ordering, usually
not quanti-
tative.
Corrective action is not preparing separate task-based
contingencies and
kicking them in when necessary, but rather building them into
the baseline
schedule.
Postmortem audits by outsiders are rarely helpful because they
are not
accepted and do not reflect the insights of those who did the
work; lessons
learned meetings are far more helpful.
What Is Risk?
Risk, which is uncertainty that has been defined, is a simple
concept, a way of
thinking through and planning a program or project. There are
many treatments
of risk in the literature, but most tend to overdo the quantitative
tools and under-
state the softer, more people-oriented issues in risk
42. management. This book stays
with the middle ground, touching all aspects of risk hopefully in
a readable way.
The demystification of project risk involves some new
assumptions about
project planning and control.
First, risk has been narrowly treated in the context of projects
and project
tasks, but the sources of risk are more appropriately addressed a
t the business
and industry level first. The prevailing notion about project risk
management
2 Introduction
Setting up
Find out
where major
risks are
43. Dimension
risk
Corrective
action
Postmortem
Risk management today: Risk management tomorrow:
separate processes dernystify embed, and integrate
Figure 1.1 Demystifying risk management: today a n d
tomorrow.
has been the assumption t h a t knowledge of internal, project-
oriented planning
and control issues was most important i n forecasting and
managing risks and
costs. This assumption has driven the subject of project risk
management i n
directions that focus on internal project tasks and risks. But
business analysts
increasingly find t h a t emerging external business issues often
have a much
44. greater impact on the future of their organizations-and on
project success-
t h a n any internal issues. Thus the roots of project risk lie i n
the forces acting
on the company, and the customer, a s a whole.
Second, and a s a consequence of the first point, project risk
cannot be sepa-
rated from business planning, project selection, planning, and
control. It is inte-
gral to these processes. Risk is the core planning challenge a t
the heart of
business development and later, project management. The
separation of risk
management process from the rest of the broader business and
project man-
agement paradigm is the wrong approach to the subject because
it implies that
somehow risk is largely internal to a project and therefore
controlled by the proj-
ect team. Since project risk is business risk, the whole business
strategic plan-
ning, marketing, and risk analysis process is directly relevant to
project risk.
Risk applied to a business framework produces SWOT
45. (strengths, weaknesses,
opportunities, and threats) analysis and other outputs that
support identifica-
tion of project risks. These risks include competition,
unanticipated technology
change, market shifts, business finance, workforce issues, and
changes in t h e
customer base.
Third, risk management is largely a leadership and management
challenge
first, not fundamentally a quantitative process a s portrayed in
texts on t h e
lntroductlon 3
subject. Organizational culture drives the approach to risk. Risk
is actually
qualitative and intuitive and brings out the most creative juices
of project
process. It is risk that generates the passion of business
achievement; to over-
come risk is to overcome a competitive challenge a n d create
46. opportunity.
Overcoming risk equals business success.
This book addresses the process of identifying, analyzing, and
responding to
business and project risk in order to minimize the consequences
of adverse risk-
based events. The PMI PMBOKprocesses of risk planning,
identification, quan-
tification, response planning, and control are covered, a s well
as risk factors,
contract types, assessment techniques, tools to quantify risk,
procedures to
reduce threats to project objectives, and contingency.
Risk definitions
The Software Engineering Institute defines risk management a s
"Asuccessful
risk management practice is one i n which risks are
continuously identified
and analyzed for relative importance. Risks are mitigated,
tracked, and con-
trolled to effectively use program resources. Problems are
prevented before
47. they occur and personnel consciously focus on what could affect
product qual-
ity and schedules."
You can see t h a t this definition is fairly broad and describes
a process t h a t
goes through the whole project life cycle. The definition
addresses the way proj-
ect team members think and act i n the planning and organizing
process.
There are five principles underlying the definition of risk in this
book:
1. Risk is any uncertainty in a project plan t h a t you can
potentially control, or
a t least track. This means t h a t there are many risks i n any
project. The trick
is to identify the most critical risks-the ones t h a t could make
or break your
project-and control them. Overcoming a risk-that is being able
to complete
a project or project task despite the risk--creates opportunity.
The other side
of risk is opportunity-if a business is better, faster, a n d
48. cheaper in produc-
ing its products and addressing customer needs and reducing the
risk in the
process a t the same time then the payoff opportunity is market
share and
business growth.
2. Risk is integral to the business and the project planning
process; therefore don't
think of risk a s something different or separate from
management. Risk is why
you do business and plan project- if there were no risk, t h e r e
wouldn't be a
project. And addressing risk simply means that you are always
looking around
you to find things that can go wrong in defining and scheduling
work.
3. Focus only on the high-risk, resource-consuming tasks
because you can't focus
on all of them all the time. Assessing risk is a question of rank-
ordering risks
and keeping your eye on them. While we will exercise some
quantitative
tools in this course, such a s probability analysis, these tools
49. have very selec-
tive applications when you have a very complex project and you
have back-
ground d a t a on technical probabilities.
4 Introduction
4. Monitoring risk is a question of identifying key risk
milestones or points in
the project schedule where risk decisions need to be made.
These milestones
would mark whether a piece of equipment worked, or a key
resource was
available, or a key technology in a new product worked a s
designed.
5. Planning a response to risk involves understanding the
project and impacts
of various corrective actions midstream. You create risk
scenarios and sched-
ule impacts. An "expected" scenario is the best guess a t what
actually will
happen, a "pessimistic" scenario is the worst case, and an
50. optimistic scenario
is the "best case."
Risk, Process, and the Myth of Control
There is a natural tendency to study risks a s separate
problems, to see risk a s
one shot points-in-time when risks are systematically identified,
assessed qual-
itatively and quantitatively using sophisticated mathematical
models, and
controlled through conceived contingency plans. But real-world
experience
teaches us t h a t risk is, in truth, a n inseparable aspect of the
whole project life
cycle and its daily irrationality and interpersonal dynamic. I n a
way, risk events
are a result of bad planning. In that sense, risk can be seen as a
continuous series
of individual and collective decisions in planning and managing
a project. The
process is not mystical and quantitative; it is organic a n d
intuitive. You head
off some risks while creating others-you mitigate a technology
risk with infor-
51. mation on impacts, and address the potential disease, but there
may be risk
i n the cure a s well. Some risks occur despite mitigation,
while others do not,
despite being ignored. Sometimes neglected risks never happen.
Many decisions add up to a successful management of risk. The
tyranny of
small decisions adds u p to success or failure. Thus risk is part
of the planning
cycle-planning is designed to reduce risk, but i n fact the role
of planning is to
see risk coming and to address it in the plan.
Risk and quality are a s cost and benefit. Quality may be
defined a s the ext.ent
to which the road taken (the process) conforms to the proven
road already taken
successfully. To know your process a n d follow it consistently
is to produce a
quality product. This suggests t h a t if you know the correct
process, you can pro-
duce quality a t minimum risk and cost, simply because you
know how the
process works.
52. But if the process and product are new, the cost of quality
increases a s you
incur costs of waste, redundancy, and inspection/appraisal.
Risks unattended
create costs because they imply repetition, error, and delay. But
these costs a r e
not simply costs of delay and schedule; they are costs of
actions, contingencies.
For example, in the design and production of a complex,
electronic, digitized
avionics instrument, there is a n inherent risk a t every step in
the process:
1 . Customer requirement. There might not be a "customer" per
se, or if there
is, the customer has no idea what is needed. Thus customer
requirement itself
Introduction 5
is a risk and t h a t is why we spend time trying to identify
53. requirements.
Requirements analysis is a risk reduction tool. Each time we
assume t h a t we
have the requirement down and choose not to test i t out with
the customer-
or each time we do test it out but the customer falsely assures
us that the
specification is correct-we add incrementally to the totality of
the customer
requirement risk. Checking with the customer is not the simple
solution, a s
the customer changes expectations; risks t h a t they may be
unrealizable
change, sometimes for the better. In other words, as the
customer is educated
on risk, the customer is liable to make decisions, which lessen
his or her risk
and sometimes the risk the project itself faces.
2. Concept. The concept might be flawed because it is not
feasible. Innovation
in project concept leads to creative vision of what is possible,
but it might not
be possible or even desirable in the eyes of the customer or the
key stake-
54. holder. Thus there is inherent risk in designing a concept but
there is also
opportunity. The more options are presented to the customer in
the concept
stage, the more the probability t h a t one or another will
delight the customer,
a t least in principle. Thus innovation applied in the concept
stage is a risk
mitigation step in the sense that i t is in this stage where ideas
and visions
can be addressed without substantial cost.
3 . Design. The design might not meet the requirements, or the
design might
be feasible in production and assembly. Design, putting a
concept into a
drawing or rendering, involves a myriad of steps t h a t are
inherently risky;
from misstating tolerances to choosing unavailable components,
to design-
ing correctly to a n inaccurate requirement or specification.
4. Prototype. The development of the prototype may not be
aligned with the
requirements, so testing the prototype does not assure success
55. either in con-
formance to specifications or customer satisfaction. I n
building a physical
model of the product a n d testing it, there is inherent risk t h a
t the prototype
is not representative of the (unexpressed) expectations of the
customer, or
t h a t the prototype is not exactly like the product t h a t is to
be manufactured.
Or the costs of the prototype may not be accurate so t h a t
when the time to
produce i t arrives, the company cannot afford i t a t the price
used in justi-
fying it.
5 . Production. The product process might not be consistent
with the time and
resources needed to put the product together and produce it in
volume.
I t is important to see risk as a tradeoff with benefits,
opportunities, and pay-
offs. In other words, risk is the reason for investment-to seek
out profitability
by reducing uncertainty and gaining benefits in terms of
56. customer value and
profitability. The following matrix (Fig. 1.2) illustrates the
tradeoffs involved in
categorizing and selecting projects for a business portfolio.
6 Introduction
High
Low High
Quadrant
I
Hlgh risk
Low benefit
Quadrant
111
Low r~sk
Low benefit
57. -
Figure 1.2 RisWbenefit template.
Quadrant
II
Hlgh r~sk
High benefit
Quadrant
IV
Low rlsk
Hlgh benef~t
Quadrant I: High risk, low benefit
Projects which fall into this quadrant are not worth doing
simply because there
is meat uncertaintv about outcomes and little foreseeable
oavoff. Of course, com- - - "
panies typically support a Limited number of exploratory R&D
projects, some
of which can move from this quadrant to the next when
58. unexpected payoffs are
uncovered.
Quadrant II: High rlsk, high benefit
Projects here are major investments with high risks of failure,
but with outcomes
t h a t could substantially improve market share, company
growth, and prof-
itability. A good example of such a project would be a n
investment project in the
field of space exploration.
Quadrant Ill: Low risk, low benefit
Projects in this quadrant are not worth doing simply because
there is no fore-
seeable payoff, even though the cost or risk involved is
minimal. An example
would be a superficial landscaping improvement to a plant
location when the
permanence and viability of the plant itself is i n question.
59. Introduction 7
Quadrant IQ: Low risk, high benefit
Here the projects are very attractive because for minimal risk
there is a poten-
tial high benefit. An example would be installation of a proven
technology in man-
ufacturing t h a t promises to double productivity of a current
plant or facility.
A Way of Thinking
Risk is a way of thinking f r s t , a balanced worldview t h a t
looks critically a t busi-
ness, program, and project decisions in terms of both sides of t
h e question. I n
this book, we will explore various ways of embedding this way
of thinking into
the organization so that risk and benefit tradeoffs are part of all
key decisions.
Demystifying Business and Project Risk Management
Risk management involves a whole set of activities t h a t are
60. embedded into the
project planning process. Appendix D summarizes the kinds of
risk checklist
actions t h a t are covered in this book.
Chapter
Preparing the Organization: Building
a Risk Management Culture
Building a culture of risk management is primarily a process of
developing
people in your organization who think and plan projects
effectively, and who are
supported by company systems that encourage them to think and
plan effec-
tively. That involves looking constantly at what could go wrong
and knowing the
difference between theoretical risk and practical risk.
Theoretical risk is risk
that could happen; practical risk is risk that is likely to happen.
61. Experience helps
to differentiate the two.
Prepare the Organization
If the organization does not address risk i n the way work is
done, risk man-
agement will fail. Defining culture a s the way work is done in
the organization,
if risk is integrated in the way work is done (e.g., project plans
incorporate a
risk matrix as defined later in this book) risk planning becomes
a n expected part
of planning. If risk is given lip service but not backed up, then
risk management
will be superficial and ineffective (Fig. 1.1).
The best way to illustrate risk is to tell a little story about what
happens when
risk is not in the organization's culture. See if you can relate to
the following
story.
"I got the customer's approval to do the Schneider program,"
Lakeisha
62. told Bill. Lakeisha and Bill were project managers a t Project
Associates, - - -
Inc., a software and information technology company. "I've got
4 months
to deliver the program to Schneider, including a new hardware
platform,
software code and documents, and a training manual. I think it's
going to
be a blast-the biggest issue to me is the software. The hardware
is a no-
brainer."
10 Chapter One
Train people
to see risk
Establish vision of Write manuals Develop online risk
risk based decisions . Use risk to help select training program
Connect to business . Use risk to help manage * Use electronic
template
success Identify acceptable for training and cases
63. methods
Figure 1.1 The process of preparing the organization.
Lakeisha had delivered her last project, the Mires program, well
ahead of
schedule. Bill, on the other hand, had not done well in his last
project
and was late and over budget. Lakeisha was eager to show t h a
t her last
performance was not a fluke and t h a t she knew what she was
doing. She
always harbored little lack of confidence under pressure, but
always
came through. There was a subtle competition going on between
the two,
but they worked well together.
"I wouldn't get too excited just yet," Bill told her. 'You know I
was going
to do t h a t program, but I got sidetracked and the boss gave it
to you. I've
seen the specification for the program, and there are a lot of
risks. I think
you've got a t least 6 to 7 months of work with the current team
64. to
produce the deliverable as I see it. And t h a t is i f you don't
have any
problems with platforms, software, people, our old testing
equipment,
and good old unreliable software systems, our contractor. Are
you going
to go with the same team you used last time? Planning any risk
assessment and contingency-you know, those scenario things?"
'Yes and no. I am going to use the same team, I think, but I
don't have
time for t h e risk stuff this time. I t isn't a required part of t h
e project
plan, especially if you have been there before as I have. Been
there, done
that. I will use a schedule from our last project for Smothers,
which was
a good r u n and we kicked butt. I have looked a t the risks and
the big
ones are i n the software graphics package and online training
package.
I've got a plan to shrink the schedule to 4 months by crashing
some stuff
and outsourcing. I read a n article on outsourcing last week and
65. the story
included a great company t h a t does just what I want them to
d o - o r
almost. That is going to cut my schedule by 2 months. This
project h a s to
be on the fast track from the word go. I am going to write a cost
plus
Preparing the Organization 11
contract with them because procurement says that is the
template they
like to work with."
'Well, I hope you know what you're doing," Bill said to
Lakeisha as they
crossed i n t h e corridor. "I have seen a lot of people get
burned by
contractors and you know t h a t t h e hardware for this
deliverable is new
and will require some long lead times on parts."
"Cool it Bill. I've picked a reputable contractor," Lakeisha said.
66. "I
checked his references-actually I just talked to a friend who
works
there- and I am sure t h a t the contractor will do a great job
and will
accept most of the risk. I told him I would make progress
payments on
the cost plus contract only if he was on schedule and he agreed.
He said
he would put more people on t h e job if it turned out to be
more
complicated than he thought it was. I will just keep a n eye on
him. I
understand t h a t his is a risky business and some risks are
inescapable.
But what a n opportunity to show what we can d-think of the
plus side
of this thing if it goes! When I have this much to do in such a
short time
I'm not going to waste the team's time on risk games and risk
matrices. I
know what I want and I know what the risks are."
Bill thought she should be more careful, but liked her spirit. He
and
67. Lakeisha had been over this ground before. He had learned
some lessons
on risk i n his previous project, which failed because he was hit
by a n
unanticipated shortage of key technical people and a surprise
glitch in
getting parts for the hardware platform. He had been reading
about a
new theory of "constraints," which focused on resource and
equipment
availability risks and not just critical path issues. But he had
learned not
to argue with Lakeisha when she had already decided what she
was
going to do.
Lakeisha met with the contractor and gave him the specification
before
her procurement office could get the scope out and signed, but
they didn't
have a problem with t h a t and she didn't have time to go
through formal
signatures anyway. I t turned out t h a t the contractor, Mag
Company, was
headquartered in New Delhi, India, but had a local office. Their
68. procurement people had said the specification made sense and
that they
would get on it right away-they too felt t h a t it could go ahead
without a
signed contract. They needed the work.
Six weeks later, Lakeisha called the local Mag Company project
manager,
Abdur Manat, to check on progress. "Everything is going great,"
he said.
"But we have been working on a high-priority project for
another company
who came in just last week with a heavy job due yesterday, of
course. So I
have not made a s much progress as I had hoped." Lakeisha
responded,
"Maybe I ought to have a schedule from you, particularly on the
tough
pieces of the work you see as potential problems." Abdur
replied, "But I
12 Chapter One
69. still have 3 112 months to do 2 months of work, so I don't see
any
problems. Did you send me those specs on the hardware? By the
way, did
you say t h a t the customer wants online training-what's that?"
Lakeisha hesitated but disguised her concern i n a positive
expression.
"That sounds fme," she responded. "Let me know if you need
anything.
I'll be back i n touch in another 6 weeks, and then we can talk
about
integration."
For the next several weeks, Lakeisha spent most of her time
trying to put
together the spec
ifi
cations for a n online training program for the contractor,
a task she hadn't anticipated. She also inquired on the lead times
for the
new hardware, but the design people were busy on other work.
70. Six week later, Lakeisha called Abdur to check on progress.
"The last
project took me longer t h a n I expected," Abdur said. "I've
gotten into the
graphics work and looked a t your hardware requirements, and
I've been
working like crazy, but now t h a t I have taken a closer look a
t it, I think
there's a t least a good 3 months of work on this job,
particularly on t h a t
online training stuff you sent me--I will have to sub t h a t
out."
Lakeisha almost choked on t h a t one, Her stomach told her
she was in
trouble and she murmured to herself. That would make the total
development time for the Schneider project 6 months instead of
4
months. "Three months!" she said, "you have to be kidding. I
need the
software code in 2 weeks to begin integration. You were
supposed to be
done by now! I am not paying your last invoice."
Abdur responded, "OK, but you already paid our last invoice--
71. your
accounting office has been very efficient. We just got the check,
along
with a nice holiday greeting." Lakeisha knew this was not her
day.
"I am truly sorry," Abdur said, ' b u t this isn't my fault.
There's more work
here than we could have ever done and more t h a n you
estimated i n your
schedule. We found t h a t the software code doesn't work in
your hardware
and we haven't been able to figure out why. And your team
people aren't
available to talk to. I will finish it a s fast as I can."
I t turns out t h a t Abdur delivered the software in 3 months,
but the project took
another month after t h a t because of integration problems with
the in-house
team's code. I n the end, the Schneider program took over 7
months rather than
t h e 4-month estimate. Lakeisha concluded t h a t Bill a n d t
h e company h a d
"sandbagged her" by palming off a bad project t h a t he was
72. not able to handle
and t h a t had inherent big risks.
What is missing in this organization is a risk-based business
culture. Lakeisha
was treating the project i n a careless and superficial way. She
acts a s if she is
the only agent of project success. Her company has isolated her
i n a narrow proj-
ect manager role without support systems, incentive, and
training. A company
Preparing the Organization 13
t h a t lets a project manager perform t h a t way is a company
t h a t does not under-
stand its own culture.
Risk: The Organizational Culture Issue
While risk is traditionally seen as a n analytic activity
(identifying and assess-
ing risks in the project task structure, and applying decision
73. trees, sensitivity
analysis, and fine-tuned probabilities) the essence of risk
management is the
way your organization treats risk and the way you and your
team think about
the project. The challenge for the organization is teaching and
training project
leaders and team members to think i n terms of risk and to
internalize the risk
management process into their daily work. They are the front
line of risk man-
agement. The assumption behind this approach is t h a t risk
management is
"something I want my people to do in the normal course of their
work," not some-
thing I want a specialist to do later in the project a s a separate
audit exercise.
Risk is a way of visualizing the project and its successful
outcomes and seeing
potential pitfalls. You can't see risks if you are not looking for
them.
So the successful management of risk is usually the product of a
successful
organization that has instilled into its people the importance of
74. careful planning.
Careful planning involves a core competence--the capacity to
dimension uncer-
tainty and risk, to integrate risk identification and assessment
into program and
project planning, and to build and sustain a support system for
risk manage-
ment t h a t provides essential information when it is needed.
But how does a n
organization build risk into its daily work, and how do
executives use their
leadership and institutional leverage to further good risk
management?
A Culture of Risk Management Competence
The successful risk management organization has five basic
competencies:
Active training and development i n risk planning and
management
Strong linkage between corporate planning and project
planning, particu-
larly between business analysis of threats and opportunities, and
75. analysis of
project risk
Deep project experience i n its industry
Capacity to document project experience and "learn" a s a n
organization
A workforce of strong functional managers who address product
quality a s a
risk reduction issue
Link Corporate and Project Planning
Strong ties between corporate strategic planning, including
market analysis, and
project planning ensure t h a t the business "sees" its
technological risks early i n
its business planning and is able to anticipate and dimension the
risks i t will
14 Chapter One
76. face in designing and implementing projects t h a t carry out its
strategies. For
instance, a telecommunications firm t h a t performs SWOT
(strengths, weak-
nesses, opportunities, threats) analysis in its field may uncover
a potential
threat in unanticipated breakthroughs in telecommunications
cable technology.
Addressing contingencies a t the corporate level to address
these potential break-
throughs (opportunities created from analysis of threats) helps
the business sup-
port its selected projects t h a t involve such new cable
systems.
Training and Development in Risk
Training and development programs t h a t address risk
identification, assess-
ment, and response can help build professional competence in
handling risk
issues i n real projects. Such training would include a
curriculum in:
Building a WBS (work breakdown structure)
77. Identifying risks in the WBS
Producing a risk matrix
Project Experience
A company t h a t "sticks-to-the-knitting," a s Tom Peters
called i t i n Search for
Excellence, is in a better position to recognize and offset risk
simply because i t s
workforce is likely to have a better handle on the technology
and process risks
inherent in its core business. Whenever a business departs
fundamentally from
its core competency areas, it stands to experience unanticipated
problems, which
develop into high-impact and high-severity risks.
Learning Organization
Alearning organization, a s Peter Senge describes it, is a n
organization that does
not reinvent the wheel each time it plans and implements a
project. This means
78. t h a t lessons learned from real project experiences are
incorporated in docu-
mentation and embedded i n training programs so t h a t
project managers learn
from past experiences. Communication is open i n such
organizations, leading
to a process by which project experiences are "handed" down to
next generation
project teams.
Strong Functional Managers Address Quality
The existence of strong functional management ensures t h a t
the basic func-
tional competency of the company i n areas such as engineering
or system devel-
opment is backed up by technology leaders i n t h e field. Key
processes like
product development a r e documented and product components
controlled
through with disciplined configuration systems. This means t h
a t the risks of
79. Preparing the Organization 15
product quality failures t h a t result from product component
variation are min-
imized in methodologies such a s six sigma simply because t h
e company can
replicate products and prototypes repeatedly for manufacturing
and production
without variation.
Building the Culture
Organization culture can be defined a s the ')revailing standard
for what is accept-
able in work systems, work performance, and work setting." A
risk management
culture can be defined as the revai ailing standard for how risk
is handled." An -
organization with a strong risk management culture has policies
and procedures
that require its workforce to go through disciplined risk
planning, identification,
assessment, and risk response project phasing.
Amature organization does not treat risk management as a
80. separate process,
but rather "embeds" the risk process into the whole project
planning and con-
trol process. Risk is an integral part of the thinking of its key
people. In the same
way that the quality movement matures to the point that quality
assurance and
statistical process control processes become institutionalized
into the company
rubric, risk assessment tools and response mechanisms become
an indistin-
guishable part of a company mosaic in a mature organization.
Sustaining the culture of risk management is considered a major
function of
corporate leadership in the risk-planning phase. Although most
organizations
do not enter the risk-planning phase a s a distinct step in the
project planning
process, best practice addresses potentially high-risk tasks,
assigns probability
implicitly t o t h e process, a n d develops optional
contingencies t h a t may or
may not be documented in a formal risk matrix. This is typically
not a myste-
81. rious, mathematical process, but rather a n open,
communicative process in
which key project stakeholders, team members, and the
customer talk about
uncertainty and identify key "go or no go" decision points. They
often know
where t h e key risks a r e in t h e project process because t h
e project itself is
grounded in addressing a risk t h a t the customer is facing.
Keane's Risk Process
A good example of a strong risk management culture is found a
t the Keane
Company.
Keane connects and integrates risk with cost and schedule
estimating, e.g.,
identifying project risks and determining actions to minimize
the impact on the
project and to improve project estimates. I n other words,
Keane thinks i n terms
of risk as a guide for cost estimating, scheduling, and defining
mitigation actions.
82. The process starts with a n estimating process t h a t takes
much of the guess-
work out of estimating. Keane has established a set of
guidelines, techniques,
and practices to pin down estimates and to ensure t h a t
customers and stake-
holders clearly understand associated risks. Keane emphasizes
communication
on the relationship between a given project estimate (project
schedule and cost
16 Chapter One
estimate) and how the estimate has handled risks and risk
mitigation. Their
experience is t h a t project success does not depend a s much
on completely mit-
igating risk a s on communicating risk up front so t h a t
stakeholders can make
judgments and decisions along with the project team a s things
happen.
I n building the culture for risk management, Keane warns its
83. people about
the hazards of estimating:
Making sure they know the difference between negotiating and
estimating.
Estimating is the calculation of schedule and cost given the
tasks a t hand;
negotiation is working out differences between the estimate and
a customer
or client schedule and cost.
Understanding the variations in technical skill i n how those
variations can
impact estimates.
Being objective about your own work.
Adjusting to the lack of a n estimating database.
Being too precise before it is needed, understanding the timing
for order-of-
magnitude, ballpark estimates, versus the need for more detailed
budget and
definitive estimates.
84. Understanding the limitations of work measurement.
Looking a t untracked overtime in building estimates from past
work.
Keane advises its people to ask the question "who is a t risk?"
before you ask
the auestion. "what is a t risk?" This is because the issue of
risk is hamed bv those
who are affected by it, not by some arbitrary quantitative
formula. Different proj-
ect stakeholders have different ~ersnectives on risk and
estimates. and indeed
A A
their perspectives change during the life of the project. It is best
that risk assess-
ment be guided by those who will suffer the consequences of
risk and who will
bear some or all of the cost of risk mitigation.
The role of the project plannerlmanager during this process is to
inform the
process with parametric data. Keane has found t h a t in many
85. cases the person
asking for the estimate is more a t risk t h a n other
stakeholders, or the project
manager, really understand. This is because the person asking is
going to use
the estimate to make business critical decisions. For instance, if
a client for a
new information system is facing the possibility t h a t a new
system cannot
handle the estimated user load on it projected for peak periods,
then t h a t client
must make a decision either to limit the user universe or
upgrade the system.
So the estimate of risk is key to the client decision process and
will affect client
success.
Keane integrates cost and risk to better understand how risk
effects project
schedules. By training its people to identify risks from broader
business and
industry data and to schedule risk planning and management
activity into the
project baseline schedule, the company delivers a n important
message to its
86. people.
Preparing the Organization 17
Addressing Risk with Scenarios
Keane is a good example of a projectized company t h a t uses
risk scenarios to
- ~ - .
get its project teams to anticipate risks in the planning process.
I t encourages
the development of issue or scenario statements that pose
potential problems-
variations from the plan-in a project and generate queries about
the issue. For
instance, Keane might encourage a project manager developing
a new project
information system to build the following question into a n
early project review
session: What challenges does this new system create for the
customer and
what is the likelihood of these challenges becoming project
87. "show stoppers," what
case we do about it now?
Performance Incentives
Any organization building a risk-based culture must provide
incentives for inte-
grating risk into the project planning and control process. The
incentive for
handling risk is top management support and resources. Top
management sup-
port comes when project management identifies and anticipates
business risks
t h a t save the company time and money. Project managers
who manage risks
effectively are likely to be more successful in acquiring
additional resources
because they tend to have backup and contingency plans ready
when risks
occur.
Taking Risks:The Risk of "Blinders"
One of the major risks i n any project is the tendency of its key
project decision
88. makers, especially the project manager, to overestimate what
they know and
underestimate what they don't know. The risk is t h a t key
people will "take
risks" but not manage risk. This means t h a t the beginning of
good risk man-
agement is the capacity to know what the organization and its
people can do and
what they cannot do.
The field of organizational behavior contributes a tool called
the J o h a r i
Window t h a t is helpful in analyzing personal tendencies of
project managers to
take risks rather than manage them (Fig. 1.2).
The Johari Window, named after the Fust names of its
inventors, Joseph Luft
and Harry Ingham, is one of the most useful models describing
the process of
human interaction and behavior. A four-paned "window," a s
illustrated below,
divides personal awareness into four different types, a s
represented by its four
quadrants-open, hidden, blind, and unknown. The lines dividing
89. the four
panes are Like window shades, which can move as a n
interaction progresses.
A typical project manager might go through the following
thinking process per-
sonally to test what he or she knows:
1. The "open" quadrant represents both things t h a t I know
about myself and
t h a t others know about me. For example, I know my name
and so do you, and
18 Chapter One
1 Known to self 1 Not known to self
Known to others
kl
I
,r$l >4' . * . c - q
90. !
Not known to H~ddcn ' Unknown
other
3 4
Figure 1.2 The Johari Window,
you know some of my interests. The knowledge t h a t the
window represents
can include not only factual information, but my feelings,
motives, behaviors,
wants, needs, and desires. Indeed, any information describing
who I am.
The risk here is t h a t what is open to some coworkers may not
be open to
the customer or a project sponsor. So it is important that a
project manager
get to know the customer and key sponsors or stakeholders a s
people. The
focus is customer expectations; if there is an open process on
expectations then
91. the chances of managing risk are high.
2. The "blind" quadrant represents things that you know about
me but I am
unaware of. So, for example, we could be eating a t a
restaurant, and I may
have unknowingly gotten some food on my face. This
information is i n my
blind quadrant because you can see it, but I cannot. If you now
tell me t h a t
I have something on my face, then the window shade moves to
the right,
enlarging the open quadrant's area.
The risk factor here is that there may be variables that a
competitor or cus-
tomer knows about the organization t h a t the project manager
may not know.
For instance, a current supplier to the project may have failed i
n delivery of
a similar component to a competitor, but the project manager is
unaware of
the situation.
3. The ''hidden'' quadrant represents things t h a t I know about
92. myself and you
do not know. So for example, I have neither told you nor
mentioned any-
where on my website, what one of my favorite ice cream flavors
is. This infor-
mation is i n my "hidden" quadrant.
The risk here is t h a t a project team member may not be
entirely open in
divulging important information about their expertise and
experience.
4. The "unknown" quadrant represents things that neither I
know about myself,
nor you know about me. For example, I may disclose a dream t
h a t I had, and
Preparing the Organlzatlon 19
as we both attempt to understand its significance, a new
awareness may
emerge, known to neither of us before the conversation took
place.
93. The risk here is t h a t there are factors a t work t h a t are
unahticipated both
by the project manager and the customer. 1
Personal, Project, and Organizational Risk
I I
There is something very personal about the issue of risk. In
many companies,
taking risks is rewarded in principle, but failure in taking risks
has its impli-
cations despite the company rhetoric. What the company is
reallg saying is, "Go
ahead and take risks, but take them only if you think you can
succeed and pro-
duce value for the customer and the company. We will support
you with data
l
and information. Don't take risks frivolously."
For the business and project professional, risk is first a personh
issue because
project risk is directly associated with personal risk. If a project
94. manager fails to
see and control risk, that project manager faces the prospect of
being associated
with a failed project, So the way a project team faces risk has
implications for each
team member personally-and for the team dynamics involved i n
a given project.
The way the company protects its employees and officers from
risk is key as
well. If the company is positioned to absorb the cost of failure
then the program
or project manager is more likely to take the risk. Thus the
propensity to accept
risk and manage it successfully is partly a function of
organizational support-
if my company supports me, I will address risk and make the
best decisions I
can, but I will want to let my top management know the risks a
s I see them so
t h a t if the risk is not successfully controlled, it will have
been acompany-wide
decision, not a personal one.
I n sum, the model is this-the organization must position itsLlf
95. for risk and
must empower and enable its business and project people to
address and take
risks, but there must be a n open, organization-wide process for
addressing and
absorbing risk. If these conditions don't exist, the project
manager is not "incen-
tivized" to address risk and will avoid risk, often a t the
expense of opportunity.
1 Chapter
The Business Risk ~ramework
I t is important to see risk as a business-wide challenge. ~ t d r
all, business
enterprise itself is a risk and that is what makes success and
payoff satisfying
to the business entrepreneur. Project risk is simply a microcosm
of the overall
business challenge and the fate of every project lies first in
96. thecapacity of the
parent company to create conditions for success. As we have s k
d , project risk
starts with the business itself, its market position and business
viability, its part-
nerships and vendor relationships, and the economic risks
thebusiness itself
faces, as well a s customer and client risks.
The author learned a valuable lesson in project risk management
working
with a leading electronic avionics product company-a product
development and
manufacturing company t h a t used project management
systems a t the division
level but had no project management systems in the corporate
'8ead-shed."
As the support project management office, my role was to
aseure that there
was support to the project managers and a clear project
management policy and
process and that standards were enforced, a s well as serving a
s a n assistant proj-
ect manager i n several functional areas such as procurement
97. and cost capture.
The work was in a regional facility in the East, while corporate
was in the West
r u n by a single owner and a small corporate staff largely
without corporate pro-
gram management competence. I
This major producer of avionics equipment had several prbduct
develop-
ment projects going on in the engineering plant involving
mechanical, software,
and electrical engineers, supported by a procurement and
acquisition a n d
accounting staff, a n d a n HR office. The product involved
embedded software
and regulatory requirements for avionics equipment, and much
of the process
was testing and retesting prototypes against standards. I n
addition to t h e
work underway, the regional facility had been awarded (by the
owner's deci-
sion) a system program from another region t h a t had not been
successful with
a system upgrade. New staff were hired to staff the project out,
with the bless-
98. ing of corporate. At the same time it was authorizing this hiring
process a t our
facility, corporate was experiencing downturns in sales a n d
marketing efforts
and consolidating facilities to reduce costs. But the owner made
the decision and -
we implemented it.
Later the same year the company had to conduct a major
downsizing, cutting
many of those same staff hired to r u n the new program, plus
other valuable and
high performing engineers. The reason it had to downsize was t
h a t the corpo-
rate investment source was unwilling to forward additional
funding until the
company cut costs.
We learned t h a t project risk cannot be separated from
business risk in gen-
eral, and t h a t the effectiveness with which a company
identifies broad threats
99. and risks in its business planning will establish the conditions
for successful
management of project risks.
Project risk is inherently business risk and cannot be
disassociated with the
overall risks and threats faced by the business a s a whole.
Thus project risk man-
agement must start a t the perimeter of the business and its
relationship to its
market environment. As the business identifies its threats,
competitors, and
risks, it provides the basic wherewithal to identify project risks.
There is a n inex-
tricable linkage here between the threats a company faces in
technology, or labor
availability, or product development, and the threats a project
team faces in pro-
ducing a deliverable designed to implement the business plan
and strategy.
The lesson is this: risk is a vertical process, not just horizontal,
t h a t is, risk
happens u p and down t h e organization a t the same time it
happens in project
100. planning management processes over time. Risk is
multidimensional and mul-
t i s ~ a l e d s ~ n d r o k e t h a t can affect you without
warning if you are not i n the
inside. And risk does not often come in recognizable clothes,
but rather sneaks
up on you through the side door. Very often the key determinant
risk is out of
your control as a program manager, or even a s a general
manager, because risk
stems from central leadership more than it does through project
processes.
The "risk a s part of t h e business framework" concept i s
diagrammed in
Fig. 2.1.
The challenge, given various project descriptions in a wide
variety of fields,
is to integrate broad business strategic planning and analysis of
threats and
risks with project risk management.
Knowing the business you are in helps anticipate risk inherent
in the busi-
101. ness. If I a m the project manager of a software development
project in a soft-
ware firm, I know from past experience and good corporate
strategic planning
t h a t one of my risks-as a business--is going to be the
"integration and debuf
process, t h e time a n d effort to make sure a new computer
program or code
works on the user's hardware platform. I can almost bet t h a t
this task will be
one of my risks in any such project. I can differentiate that very
distinct risk
from a general uncertainty about whether there will be any
demand for the prod-
uct once it is ready. I can "work" the risk in my project, the
uncertainty about
market demand can also be worked; but I can't control it.
The risk in this software development process can be identified,
defined, and
ranked-a process we c a l l qualitative risk assessment. If I
wanted to quantlfy the
102. The Business ~ i s k ~ r a r n e w o r k 23
Business Planning
!
Figure 2.1 Business framework for riek.
probability t h a t a debug problem will actually occur and
create a hajor schedule
slippage andlor quality issue, I would do a quantitative
assessmknt of probabil-
ity. That process might result my estimating that there is an
80percent proba-
bility of a debug problem not getting f i e d within my
estimated and scheduled
''most likely" task duration of 3 weeks. Then I might identlfy
twd alternative*
a worst case and a best c a s e b a s e d on various assumptions
andplug them into
my schedule using the "PERT" tool. I
Thus the reason t h a t project risk starts with the business
itdelf is that any
project that comes from the business pipeline, or portfolio of
projects, is typically
103. aligned with the business competencies and capacity. The
busidess leadership
has chosen a project because it believes t h e payoff of a
projedt is worth the
investment i n overcoming the risks inherent in doing the
projedt. The product
or service to be produced by the project is key to the success of
the business in
its industry niche (Fig. 2.2). 1
Portfolio Management 1
I
The following is a case in portfolio management by Jerel Hayes.
Let's say that a new business, Good Flight Airlines, is a new
cjnsumer airline
i n its formative stages. It is being organized to take advantage
of a specific gap in
the low-cost international travel market. The gap in the
availability of low-cost
international service in and out of DeKalb-Peachtree Airport
(PDK), Atlanta,
Georgia, coupled with the demand for passenger travel on
selected routes from PDK
104. indicates that a new entrant airline could be-expected to capture
a significant por-
tion of current air travel. The airline will initially provide
scheduled service to des- - -
tinations in Mexico. Initial focus cities will be Monterrey and
Mexido City. Initially
two Canadair CRJ 700 regional jets will be leased from
International Lease Finance
Corporation (ILFC) or GE Capital Aviation Services. I
reouirements
I Business plan and strategies I
I SWOT Strengths, weaknesses, opporlunities. threats 1
I Use business risk and aggregate planning in selecting projects
I
Develop risk based, aligned, and financially viable projects 1
Figure 2 2 Business framework pyramid.
I
105. Project planning
Organization
The airline will hire a n experienced management team, full-
time pilots, mechan-
ics, flight attendants, and baggage handlers. Reservation agents
will be out-
sourced. Initial plan includes leasing terminal space a t PDK.
Build in contingencies WBS
Strategic Statement
Walk the talk
Risk based schedule
Good Flight Airlines is to hire innovative people dedicated to
delivering the
best flying experience to smart travelers, every day. Good
Flight will be the first
low-cost international regional airline in the United States and
will strive for
profitability in 2 years. Good Flight will open up new markets a
106. t smaller regional
airports in proximity to larger international airports in cities
with a high con-
centration of people of Hispanic descent.
One- to Five-Year Strategic Objectives
Objective 1: To obtain required DOT and FAAcertifications on
or before J u n e
25,2004
Objective 2: To commence revenue service
Objective 3: To raise sufficient seed and bridge capital i n a
timely fashion to
financially enable these objectives
The Business RiskFramework 25
Objective 4: To commence operations with two Canadair CRJ
900 regional jet
aircraft in month 1, four by the end of month 4, and six by t h e
e n d of month 6
107. Objective 5: To add one aircraft per month during year 2 for
total of 18 a t
year 2 end !
Objective 6: To form a marketing partnership with Airtran ~ i k
w a y s
Each of these objectives has inherent business risks associated
with it.
I
Objective 1. To obtain required DOT and FAAcertifications o n
o r before J u n e
25, 2004. I
Risk. That FAA certifications will not be obtained because df
factors out of
the control of the program manager, change in requirements,
FAA delays, and
the like. This is a good example of a business-wide risk t h a t
is addressed through
a general contingency plan involving close and regular contact
with FAA offices.
But in the end this risk event could be pivotal. I
108. I
Objective 2. To commence revenue service on or before J u n e
25; 2004.
Risk. That revenue service cannot be commenced because of
regulatory,
equipment, or financial factors.
Objective 3. To raise sufficient seed and bridge capital in a
timely fashion to
financially enable these objectives.
Risk. That capital cannot be raised for t h e project; funding is
critical.
Contingency involves a wide sweep of potential financial
backing.
I
Objective 4. To commence operations with two Canadair CRJ
$00 regional jet
aircraft in month 1, four by the end of month 4, and six by the
end of month 6.
109. Risk. That operations will not commence a t the level specified
because of the
lack of adequate aircraft support.
I
Objective 5. To add one aircraft per month during year 2 for a
toial of 18 a t year
2 end.
Risk. That one aircraft per month is not possible because of
equipment or
financial factors. I
Objective 6. To form a marketing partnership W i t h A i r t r a
n ~ i r k a y s .
Risk. That the partnership cannot be consummated b e c a u s e
b t r a i n chooses
not to enter into a binding relationship with one regional
airline, because of the
restrictions the partnership would create on other marketing
opportunities it
is pursuing. I
110. Program of projects 1
Good Flight Airlines is a new low-cost international consume4
airline in its
formative stages. It is being organized to take advantage of a
spekific gap in the
26 ChapterTwo
low-cost international travel market. The gap exists in low-cost
service out
numerous markets in the United States.
The following program of projects outlines our initial
objectives:
Program area 1
Start-up program. The start-up program of projects includes all
program and
project activities focused on commencing revenue service. The
keys to success
of the start-up program include obtaining the required
government approvals,