ITP-6 - Consolidated Project Management Plan(PMBOK 2, 3.5-3.7, 9)Addresses Course Outcomes #4d, 1a, and 6f
Please be sure to read the Team Contribution Assessment and Grading of Team Assignments and the Project Documentation Requirements sections of this ITP Master Document.
Assignment for the ITP-6 Project Deliverable
Review your previous deliverables assignments and the assignments from the other teams in the Shared Learning Environment Discussions.
Prepare a consolidated Project Management Plan / Proposal (PMP) that consolidates and summarizes each of the ITP deliverables.
The final deliverable assignment posting should only include the project plan, the presentation and the MS Project (.mpp) file:
1. An updated MS Project (.mpp) with schedule, durations, dependencies, resources, and costs.
· The Consolidated Project Plan includes a full MS Project (.mpp file with the WBS with inputs that have resulted from the weekly ITP assignments. The MS Project (.mpp) file should be updated based on lessons learned, instructor's comments, improvements resulting from sharing and looking at the work of other teams.
2. A complete, consolidated project plan document (in a format/structure from the textbook, from www.pmi.org, or from other valid research) including all relevant project information and all information from previous ITP deliverable documents.
· All project information must be included within the Word document. All of the ITP assignments from this semester should be updated and improved based on learning through the semester. You may use any number of features to include the updated assignments, including Appendices or embedded documents, among several other possibilities, but all appendices/documents should reflect the changes you’ve experienced through the semester. Please note that the full documents should not be part of the main body of the Project Plan. They are supporting documents only. For example, one embedded or appendix should be an updated Excel spreadsheet Risk Register for all major tasks and at least 2 sub-tasks and 2 sub-sub tasks. Another appendix should be an updated and expanded version of your project charter that summarizes the project, given what you know now. (For instance, as but one example, any changes in project schedule, costs, and scope since the original draft of the charter should now be reflected in the updated charter.)
· The Consolidated Project Plan consolidates, discusses and summarizes each of the ITP deliverables. The consolidated plan, with the exception of the MS Project (.mpp) file, must summarize each of the ITP documents (schedule, major resources, major risks, cost, etc.) in the text of the document. The final consolidated plan should discuss what the project is, what is required to meet the needs of the Dental Clinic, how information was gathered and presented, and information that will help the company and the client or executive sponsor). Documents to support the SUMMARY should be.
Bogdan SalackiECON - 420R-Script for HW 4library(readxl).docxmoirarandell
Bogdan Salacki
ECON - 420
R-Script for HW 4
library(readxl)
Growth_1_ <- read_excel("~/Downloads/Growth (1).xlsx")
View(Growth_1_)
#a. In preparation a scatter plot, the columns growth and trade share have to be secluded
growth<-Growth_1_$growth
tradeshare<-Growth_1_$tradeshare
# When you see the values, the plot function can be put into effect
plot(growth,tradeshare)
#Based on the scatter plot, the data looks like to have a positive correaltion/relationship.
#b. Yes, Malta looks like detached because it is the only plot with the largest tradeshare compared with the rest of the data.
#c. To find regression of the data use code below:
reg1<-lm(growth~tradeshare)
#Then, summarize the data using: summary(reg1)
#slope for tradeshare= 2.3064
#estimated intercept for growth= 0.6403
#When tradeshare = 0.5 the regression equation is: 0.6403 + 2.3064 (0.5)= 1.7935
#When tradeshare = 1, the regression equation is: 0.6403 +2.3064 (1)= 2.9467
#e. To plot the regression line on the scatter plot, use the code abline(Reg1), and it will reveal a line for the data.
#f. Malta is shown in the scatter plot to the right, farthest away from the remaining data. A reason for Malta having such a large tradeshare could be that it's imports/exports are very different from the other countries in the data thus, affecting the size or amount of it. Malta's import/exports could be of the goods that are transported a lot faster or a lot slower than the rest of the countries being analyzed. Because of that, and also because Malta was determined to be differing from all other members, it cannot be included in the analysis.
Sheet1Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations. Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations. Content shows a basic understanding of key ideas, yet includes some inaccuracies.Content was not included or incomplete, and/or extremely inaccurate CriteriaPoints PossibleEarned PointsA+AA-B+BB-C+CC-D+DD-FOther100%95%91%87%85%81%77%75%71%67%65%61%0%TOTAL1000ExemplaryCompetentProgressingInsufficient/Not Evident>0% & <61%12002250335041005100N/AN/AAssignment Title:Module 06 Course Project - Final Project Proposal and Project PresentationPage Length Required:5-9 Pages (required APA components e.g. cover page, swot chart, direct quotes and reference page do not count toward page requirement)Rubric CriteriaPointsDescription120Completes Final Written Project Proposal on how the Annual Convention should be be planned and delivered using the modules from previous weeks. Follows the suggested Project outline: Project Selection, WBS, Scope statement, Communications plan, Risk analysis, Project Budget, Project Schedule, Resource Plan
225The final report is a minimum of 5 pages and significantly emphasizes project management. Included appendixes, charts, and tables. Note: Unreasonably sized app.
FOR MORE CLASSES VISIT
tutorialoutletdotcom
This assignment consists of three (4) sections: a written project plan, revised business requirements document, project plan PowerPoint presentation, and a finalized project plan. You must submit the four (4) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.
Cis 489 final project project plan this assignmentAnakinzs
FOR MORE CLASSES VISIT
tutorialoutletdotcom
Final Project: Project Plan
Due Week 10 and worth 300 points
This assignment consists of three (3) sections: a written project plan, a revised Gantt chart or project plan, and a project plan PowerPoint presentation. You must submit the three (3) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment for which it is written. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.
PROJ 587 Effective Communication - tutorialrank.comBartholomew60
For more course tutorials visit
www.tutorialrank.com
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines
For more course tutorials visit
www.tutorialrank.com
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Objective
The project for this course is a portfolio management plan for a company of your choice. You may use your own employer or a public company you can research to provide necessary details. To get started, you need to know the company's strategic plan and strategic capacity plan.
For more classes visit
www.snaptutorial.com
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Objective
The project for this course is a portfolio management plan for a company of your choice. You may use your own employer or a public company you can research to provide necessary details. To get started, you need to know the company's strategic plan and strategic capacity
Bogdan SalackiECON - 420R-Script for HW 4library(readxl).docxmoirarandell
Bogdan Salacki
ECON - 420
R-Script for HW 4
library(readxl)
Growth_1_ <- read_excel("~/Downloads/Growth (1).xlsx")
View(Growth_1_)
#a. In preparation a scatter plot, the columns growth and trade share have to be secluded
growth<-Growth_1_$growth
tradeshare<-Growth_1_$tradeshare
# When you see the values, the plot function can be put into effect
plot(growth,tradeshare)
#Based on the scatter plot, the data looks like to have a positive correaltion/relationship.
#b. Yes, Malta looks like detached because it is the only plot with the largest tradeshare compared with the rest of the data.
#c. To find regression of the data use code below:
reg1<-lm(growth~tradeshare)
#Then, summarize the data using: summary(reg1)
#slope for tradeshare= 2.3064
#estimated intercept for growth= 0.6403
#When tradeshare = 0.5 the regression equation is: 0.6403 + 2.3064 (0.5)= 1.7935
#When tradeshare = 1, the regression equation is: 0.6403 +2.3064 (1)= 2.9467
#e. To plot the regression line on the scatter plot, use the code abline(Reg1), and it will reveal a line for the data.
#f. Malta is shown in the scatter plot to the right, farthest away from the remaining data. A reason for Malta having such a large tradeshare could be that it's imports/exports are very different from the other countries in the data thus, affecting the size or amount of it. Malta's import/exports could be of the goods that are transported a lot faster or a lot slower than the rest of the countries being analyzed. Because of that, and also because Malta was determined to be differing from all other members, it cannot be included in the analysis.
Sheet1Content meets or exceeds criteria, is accurate and shows an extraordinary understanding through rich examples and explanations. Content meets criteria with minimal errors, is accurate and shows a clear understanding through appropriate examples and explanations. Content shows a basic understanding of key ideas, yet includes some inaccuracies.Content was not included or incomplete, and/or extremely inaccurate CriteriaPoints PossibleEarned PointsA+AA-B+BB-C+CC-D+DD-FOther100%95%91%87%85%81%77%75%71%67%65%61%0%TOTAL1000ExemplaryCompetentProgressingInsufficient/Not Evident>0% & <61%12002250335041005100N/AN/AAssignment Title:Module 06 Course Project - Final Project Proposal and Project PresentationPage Length Required:5-9 Pages (required APA components e.g. cover page, swot chart, direct quotes and reference page do not count toward page requirement)Rubric CriteriaPointsDescription120Completes Final Written Project Proposal on how the Annual Convention should be be planned and delivered using the modules from previous weeks. Follows the suggested Project outline: Project Selection, WBS, Scope statement, Communications plan, Risk analysis, Project Budget, Project Schedule, Resource Plan
225The final report is a minimum of 5 pages and significantly emphasizes project management. Included appendixes, charts, and tables. Note: Unreasonably sized app.
FOR MORE CLASSES VISIT
tutorialoutletdotcom
This assignment consists of three (4) sections: a written project plan, revised business requirements document, project plan PowerPoint presentation, and a finalized project plan. You must submit the four (4) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.
Cis 489 final project project plan this assignmentAnakinzs
FOR MORE CLASSES VISIT
tutorialoutletdotcom
Final Project: Project Plan
Due Week 10 and worth 300 points
This assignment consists of three (3) sections: a written project plan, a revised Gantt chart or project plan, and a project plan PowerPoint presentation. You must submit the three (3) sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment for which it is written. Additionally, you may create and / or assume all necessary assumptions needed for the completion of this assignment.
PROJ 587 Effective Communication - tutorialrank.comBartholomew60
For more course tutorials visit
www.tutorialrank.com
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines
For more course tutorials visit
www.tutorialrank.com
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Objective
The project for this course is a portfolio management plan for a company of your choice. You may use your own employer or a public company you can research to provide necessary details. To get started, you need to know the company's strategic plan and strategic capacity plan.
For more classes visit
www.snaptutorial.com
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Course Project: Portfolio Management Plan
Your Professor will determine whether the Course Project is an individual or team assignment. If the project is completed as a team, your professor will assign teams promptly. (Watch for an announcement.)
Objectives | Project Deliverables | Schedule and Grading Rubric | Paper Guidelines | Best Practices
Objective
The project for this course is a portfolio management plan for a company of your choice. You may use your own employer or a public company you can research to provide necessary details. To get started, you need to know the company's strategic plan and strategic capacity
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docxchristiandean12115
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
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TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
100 Original WorkZero PlagiarismGraduate Level Writing Required.docxchristiandean12115
This document provides instructions for a 1,250- to 1,400-word paper that is due on March 6, 2021. Students must choose between the topics of immigration, drug legislation, or three-strikes sentencing. For the selected topic, students must describe how each branch of the US government (executive, legislative, judicial) participates in the policy. The paper must follow APA formatting guidelines and include at least three peer-reviewed literature references, excluding sources like Wikipedia.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docxchristiandean12115
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docxchristiandean12115
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docxchristiandean12115
This document summarizes competing theories on whether the perceived risk of punishment deters criminally prone individuals from committing crimes. It discusses three main perspectives: 1) that all individuals are equally deterred regardless of criminal propensity, 2) that criminally prone individuals are less deterred due to their impulsivity and focus on immediate gratification, and 3) that criminally prone individuals are more deterred since socialized individuals act based on moral obligations rather than costs/benefits. The article then analyzes data from a longitudinal study in New Zealand to test the relationship between criminal propensity, perceived punishment risks, and criminal behavior.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docxchristiandean12115
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.1 What are three broad mechanisms that malware can use to propa.docxchristiandean12115
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docxchristiandean12115
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docxchristiandean12115
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docxchristiandean12115
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 Research-Based Tips for Enhancing Literacy Instruct.docxchristiandean12115
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docxchristiandean12115
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Customer Acquisition and Relationship ManagementDmitry .docxchristiandean12115
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docxchristiandean12115
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docxchristiandean12115
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. ITP-6 - Consolidated Project Management Plan(PMBOK 2, 3.5-
3.7, 9)Addresses Course Outcomes #4d, 1a, and 6f
Please be sure to read the Team Contribution Assessment and
Grading of Team Assignments and the Project Documentation
Requirements sections of this ITP Master Document.
Assignment for the ITP-6 Project Deliverable
Review your previous deliverables assignments and the
assignments from the other teams in the Shared Learning
Environment Discussions.
Prepare a consolidated Project Management Plan / Proposal
(PMP) that consolidates and summarizes each of the ITP
deliverables.
The final deliverable assignment posting should only
include the project plan, the presentation and the MS Project
(.mpp) file:
1. An updated MS Project (.mpp) with schedule, durations,
dependencies, resources, and costs.
· The Consolidated Project Plan includes a full MS Project
(.mpp file with the WBS with inputs that have resulted from the
weekly ITP assignments. The MS Project (.mpp) file should be
updated based on lessons learned, instructor's comments,
improvements resulting from sharing and looking at the work of
other teams.
2. A complete, consolidated project plan document (in a
format/structure from the textbook, from www.pmi.org, or from
other valid research) including all relevant project information
and all information from previous ITP deliverable documents.
· All project information must be included within the Word
document. All of the ITP assignments from this semester should
be updated and improved based on learning through the
semester. You may use any number of features to include the
updated assignments, including Appendices or embedded
2. documents, among several other possibilities, but all
appendices/documents should reflect the changes you’ve
experienced through the semester. Please note that the full
documents should not be part of the main body of the Project
Plan. They are supporting documents only. For example, one
embedded or appendix should be an updated Excel spreadsheet
Risk Register for all major tasks and at least 2 sub-tasks and 2
sub-sub tasks. Another appendix should be an updated and
expanded version of your project charter that summarizes the
project, given what you know now. (For instance, as but one
example, any changes in project schedule, costs, and scope
since the original draft of the charter should now be reflected in
the updated charter.)
· The Consolidated Project Plan consolidates, discusses and
summarizes each of the ITP deliverables. The consolidated
plan, with the exception of the MS Project (.mpp) file, must
summarize each of the ITP documents (schedule, major
resources, major risks, cost, etc.) in the text of the
document. The final consolidated plan should discuss what the
project is, what is required to meet the needs of the Dental
Clinic, how information was gathered and presented, and
information that will help the company and the client or
executive sponsor). Documents to support the SUMMARY
should be added as Appendices – either in full or embedded
(preferable).
· The Plan and documents should reflect improvements through
the semester from the instructor's comments, sharing the
projects of the other teams, additional text readings and
additional research, and other lessons learned.
· The Consolidated Project Plan must include at least a
paragraph that describes which project documents/assignments
were changed, updated and/or improved, how, and why. If, for
example, the team made changes to the Resources, the team
might indicated that they saw another team that included a
3. resource that had not been considered yet. This paragraph (or
more) is mandatory!
· The consolidated plan should include references used (with
appropriate citations) to gather the information.
· Some sections to consider for inclusion in the Consolidated
Project Plan are:
· A title page
· The executive summary (with appropriate changes) of the
project proposal and plan.
· The scope, cost and schedule (early in the document!)
· Business requirements for the project and system, and reason
for undertaking the project (problem statement) should be
included.
· Clear and complete scope statement should be included.
· Objectives, constraints, and assumptions should be included.
· Participants (project team AND stakeholders) along with their
roles should be listed.
· Project background should be provided.
· Technical and PM approach/strategy should be described.
· Benefits and value to the client (note: this does not mean costs
or budget) should be detailed.
· Rough order of magnitude (ROM) estimate of costs and
required project budget should be included based on your own
cost estimate.
· ROM estimate of total time required to complete the project
and project completion date should be included based on your
Project schedule.
· A summary-level Gantt chart with a few major bars might be a
useful, though optional, addition. However, do not include a
copy of a full MS Project Gantt chart that is so detailed that it is
unreadable.
· A conclusion paragraph should be included, briefly
summarizing the project and requesting approval to proceed
with the project.
4. As an example, PMI recommends the following sections in a
project management plan:
· Purpose/background/approach
· Goals/objectives
· Scope
· Deliverables
· Constraints/assumptions
· Related projects/critical dependencies
· Schedule and milestones
· Budget/cost-benefit assessment
· Risk assessment
· WBS
· Quality management approach
· Tools and techniques to be used
· Resource estimates
· Standards
· Change and control procedures
· Roles/responsibilities
· Work plan
· Team contact directory
· Approval sign-off form
There are several other good templates and formats available.
Please be sure to credit the source of your Project Plan structure
of format.
3. A Microsoft PowerPoint presentation (approx. 8-10 slides)
that provides a high-level executive-level summary of your
project proposal for the major stakeholder(s) (client and/or
executive sponsor). The slides should be prepared and
formatted as though they will be presented face-to-face in a
Conference room with a projector.
· The presentation should open with a discussion of scope, cost,
and schedule.
· This presentation will be a decision presentation, not merely
an information presentation. The PowerPoint slides should
NOT be overly full of text.
5. · Length should be appropriate to purpose and audience (approx.
8-10 slides).
· The slides should not be too full of text or bullets, and should
use large enough text for readability
· Note: Please do not use timed automatic slide transitions for
this presentation.
· You may organize and format your presentation in any way
that seems most effective and appropriate to the purpose.
· Graphics may be used but should be meaningful, useful, and
not distracting or gratuitous.
· The consolidated project plan document and project plan
presentation should include:
· Enough detail should be provided to allow the stakeholder(s)
to make a go/no-go decision on whether or not the proposal is
acceptable to begin implementing the project plan, designing
and installing the IT project.
· MAKE A RECOMMENDATION!
o A title page or cover sheet that includes the
contributors. This should not be a stand-alone file but should
simply be the first page of another Word document (e.g., the
Charter) that you are submitting.
· Make sure that all your documents are consistent and don't
contradict each other. (For instance, the schedule and costs as
presented in the MS PowerPoint [.ppt], the MS Project [.mpp],
and charter and sections of the Consolidated Plan should agree;
the narrative in the Plan and the MS PowerPoint [.ppt] should
agree with each other; and so forth.)
· Also make sure that any problems with previous ITP
deliverables have been corrected before incorporating them in
your ITP-6 work, and make sure that any comments from the
instructor regarding previous ITP deliverables have been
corrected and updated. PLEASE include a paragraph that
discusses what has been changed and updated (previous
assignments that are now part of the project plan), what changed
and why. This may be the final paragraph or a discussion
6. included as an appendix, but I’d like to see what is different
from when you did the original assignment during the semester.
· Please post the THREE final ITP documents (.mpp, .ppt, .doc)
in the Assignment Area and in the Shared Learning
Environment Discussion Forum
· To summarize: The plan should be in the structure of a project
management plan that you should find from a credible source
through your research. PMI, for example, is a credible source.
Your plan should include updated documents/assignments, as
embedded files, appendices, or any other method that works
well for you and your team. Please include a discussion of what
has been updated and why, even thought is not a normal part of
a Project Management Plan. This might include what you've
learned through additional readings and sources, what you've
learned from sharing and looking at the other teams' efforts, and
what you've changed as a result of my feedback and comments.
This helps me focus in on the improvements you've made over
the semester. The final assignment includes a PowerPoint
presentation that leads the client to a go-no go decision. It
should be a high level presentation - much like an executive
summary - that addresses the problem, the solution, the scope,
schedule and cost and other information your team thinks is
relevant to making the decision to proceed. And, please don't
forget to update the MS Project (.mpp) file. So you'll post
THREE documents only.
Grading approximate breakdown by areas include:
· General: Structure, Format, Mechanics, Style (~4%)
· Updated and Complete MS Project (.mpp) Schedule (~19%)
· Project Resources and Costs (~15%)
· Risk register (~20%)
· ITP-6 Proposal Plan Presentation PPT (~40%)
· Updated project charter (~3%)
Rubrics and Grading for the ITP-6 Project Deliverable
To earn 90-100% of the points available for this assignment –
Meet all requirements, including an updated MS Project WBS
with schedule, durations, dependencies, and resources; project
7. resources and costs at the major task and sub-task levels plus a
project total in either your MS Project (.mpp) and/or Excel; a
Risk Register for all major tasks and at least 4 sub-tasks and 4
sub-sub tasks in either Excel or Word; a Microsoft Word
document or (at your instructor's option) PowerPoint
presentation of (10-15 slides) that provides an Executive
Summary of your project proposal with sufficient detail to allow
the stakeholder to make a go/no-go decision on whether or not
the proposal is acceptable to begin work on the IT project, and
that includes all the information specified above; and an
updated and expanded project charter. Approximate breakdown
by areas is as specified above. Include reference sources are
used in the text and included in a Reference page.
The MS Project (.mpp) is complete (all tasks include durations,
predecessors/successors, resources) and the Network View
flows from left to right with multiple paths culminating with the
final task at the far right. Most of the Network View is not
critical path. Resources are not overallocated and the final task
clearly identifies the end of the project and is consistent with
the project charter discussion. The textbook and at least 5
academically credible reference sources are used in the text and
included in a Reference page. Documents are thorough, easy to
understand, and provide consistency throughout. All documents
reflect improvements over the original submissions.
To earn 80-89% of the points available for this assignment –
Meet all requirements, including an updated MS Project WBS
with schedule, durations, dependencies, and resources; project
resources and costs at the major task and sub-task levels plus a
project total in either your MS Project (.mpp) or Excel; a Risk
Register for all major tasks and at least 2 sub-tasks and 2 sub-
sub tasks in either Excel or Word; a Microsoft Word document
or (at your instructor's option) PowerPoint presentation of (8-12
slides) that provides an Executive Summary of your project
proposal with sufficient detail to allow the stakeholder to make
a go/no-go decision on whether or not the proposal is acceptable
to begin work on the IT project; and an updated project charter.
8. The MS Project (.mpp) is complete (all tasks include durations,
predecessors/successors, resources) and the Network View
flows from left to right with multiple paths culminating with the
final task at the far right. Most of the Network View is not
critical path. Resources are not overallocated and the final task
clearly identifies the end of the project and is consistent with
the project charter discussion. The textbook and at least 5
academically credible reference sources are used in the text and
included in a Reference page. Documents are thorough, easy to
understand, and provide consistency throughout. All documents
reflect improvements over the original submissions.
To earn 70-79% of the points available for this assignment –
Meet all requirements, including an updated MS Project WBS
with schedule, durations, dependencies, and resources; project
resources and costs at the major task and sub-task levels plus a
project total in either your MS Project (.mpp) or Excel; a Risk
Register for all major tasks in either Excel or Word; a Microsoft
Word document or (at your instructor's option) PowerPoint
presentation of (6-8 slides) that provides an Executive Summary
of your project proposal with sufficient detail to allow the
stakeholder to make a go/no-go decision on whether or not the
proposal is acceptable to begin work on the IT project.
To earn 60-69% of the points available for this assignment –
Address an updated MS Project WBS with schedule, durations,
dependencies, and resources; project resources and costs;
project risks; a Microsoft Word document or (at your
instructor's option) PowerPoint presentation that provides an
Executive Summary of your project proposal intended for the
stakeholder to make a go/no-go decision on whether or not the
proposal is acceptable to begin work on the IT project.
Less than 60% -
Team efforts that do not meet the requirements will earn a zero.
Team efforts that are not original work will earn a zero. Team
efforts that do not have proper APA references and citations to
any included or quoted work will earn at most 50%.
Please notice that there is a STRONG incentive for ALL team
9. members to carefully proofread team documents before
submitting. This incentive will continue through the semester.
Cover Sheet“The Rising Hawks” “THE RISING HAWKS”
ISFM 438 – PROJECT MANAGEMENT
ITP-4 – RESOURCES SHEET AND WBS WITH RESOURCES
& COSTS
Oluwatobi Ajayi
Joshua Grassl
Austin Penn
Gregory Rogers
Lisa Schmidt
Leathicia Younsi
Resources SheetWBSMarley Dental Clinic IT System
ProjectLaborHoursRate% Work Labor
TotalSuppliesQtyUnitsPriceSupplies TotalTotal NotesDevelop
Budget Determine Support CostPurchase
Controller16$22.00100%$352.00$0.00$352.00 Determine
Software CostPurchase
Controller16$22.00100%$352.00$0.00$352.00 Determine
Hardware CostPurchase
Controller16$22.00100%$352.00$0.00$352.00 Determine
Labor and Human Resources CostsPurchase
Controller16$22.00100%$352.00$0.00$352.00 Create Annual
Budget RecommendationPurchase
Controller16$22.00100%$352.00$0.00$352.00 Retrieve
Budget Acceptance DocumentProject
Manager4$35.00100%$140.00$0.00$140.00Purchase
Controller4$22.00100%$88.00$0.00$88.00Design of the IT
system Design data access Cybersecurity
Analyst16$40.00100%$640.00$0.00$640.00 Establish who
can access data Network
Consultant8$30.00100%$240.00$0.00$240.00 Develop
10. secure systems for data storage Cybersecurity
Analyst48$40.00100%$1,920.00$0.00$1,920.00 Develop
data back-up system Cybersecurity
Analyst32$40.00100%$1,280.00$0.00$1,280.00 Develop
how to provide electronic version of patient data to
patientsCybersecurity
Analyst16$40.00100%$640.00$0.00$640.00 Develop
separate ID for data attained via telemedicineCybersecurity
Analyst8$40.00100%$320.00$0.00$320.00 Determine
Security and Commercial SoftwareCybersecurity
Analyst16$40.00100%$640.00$0.00$640.00 Create Security
PoliciesCybersecurity
Analyst8$40.00100%$320.00$0.00$320.00 Determine
Firewall ConfigurationNetwork
Consultant8$30.00100%$240.00$0.00$240.00Order software
Write up purchase orders and purchase softwareBusiness
Administrator8$23.00100%$184.00Intuit
QuickBooks1EA$1,600.00$1,600.00$1,784.00http://accessories.
dell.comSymantec
Antivirus14EA$36.32$508.48$508.48http://accessories.dell.com
Claims
Software14EA$42.63$596.82$596.82http://accessories.dell.com
Google Apps14EA$10.00$140.00$140.00Oracle Database
Software1EA$3,850.00$3,850.00$3,850.00http://oracle.comOrd
er hardware, networking, and peripherals Compare and write
up purchase ordersBusiness
Administrator8$23.00100%$184.00$0.00$184.00 Purchase
laptops Purchase
Controller8$22.00100%$176.00Laptop14EA$899.00$12,599.86
$12,775.86 Purchase printersPurchase
Controller8$22.00100%$176.00Printer1EA$432.55$432.55$608.
55 Purchase Rack RouterPurchase
Controller8$22.00100%$176.00Router1EA$119.99$119.99$295.
99 Purchase Server Room SwitchPurchase
Controller8$22.00100%$176.00Switch114$127.99$127.99$303.
99 Purchase WiFi RouterPurchase
11. Controller8$22.00100%$176.00WiFi
Router1EA$51.99$51.99$227.99 Purchase WiFi Range
ExtenderPurchase Controller8$22.00100%$176.00WiFi Range
Extender1EA$148.12$148.12$324.12 Purchase
FirewallPurchase
Controller8$22.00100%$176.00Firewall1EA$184.99$184.99$36
0.99www.newegg.comJunction
Box2EA$151.60$303.20$303.20www.newegg.comRJ-45
Outlet14EA$4.62$64.68$64.68www.newegg.comRJ-45
Connector Tips2100
Pack$9.49$18.98$18.98www.newegg.comCat 6e Cable11000'
Spool$169.99$169.99$169.99www.newegg.comDocking
Station14EA$219.99$3,079.86$3,079.86Keyboard/Mouse14EA$
79.99$1,119.86$1,119.86Monitor14EA$99.99$1,399.86$1,399.8
6Broadband Service1EA$450.00$450.00$450.00Surge
Protector14EA$20.99$293.86$293.86http://www.dell.comInstall
hardware Determine needs for each officeProject
Manager24$35.00100%$840.00$0.00$840.00 Determine room
readinessInfrastructure
Engineer8$35.00100%$280.00$0.00$280.00 Determine room
layouts and specificationsInfrastructure
Engineer16$35.00100%$560.00$0.00$560.00 Configure
hardwareInfrastructure
Engineer24$35.00100%$840.00$0.00$840.00 Determine
technical defectsInfrastructure
Engineer32$35.00100%$1,120.00$0.00$1,120.00 Determine
defects and make fixesInfrastructure
Engineer24$35.00100%$840.00$0.00$840.00 Remedy
technical defectsInfrastructure
Engineer24$35.00100%$840.00$0.00$840.00 Verify defect
fixesInfrastructure
Engineer8$35.00100%$280.00$0.00$280.00Install Software
Install patient registration component Infrastructure
Engineer40$35.00100%$1,400.00$0.00$1,400.00 Check on
Cisco Vital Software Interface requirementsNetwork
Consultant8$30.00100%$240.00$0.00$240.00 Verify that
12. Cisco Vital Software and Third Party medical devices meet
HIPAA requirementsProject
Manager24$35.00100%$840.00HIPAA
Audit1EA$20,000.00$20,000.00$20,840.00 Produce mockups
with hyperlinks to requirementsNetwork
Consultant24$30.00100%$720.00$0.00$720.00 System
testingNetwork
Consultant40$30.00100%$1,200.00$0.00$1,200.00 Develop
user interfaceInfrastructure
Engineer32$35.00100%$1,120.00$0.00$1,120.00 Configure
the softwareInfrastructure
Engineer32$35.00100%$1,120.00$0.00$1,120.00 Perform
integration testingInfrastructure
Engineer40$35.00100%$1,400.00$0.00$1,400.00Install
networking Determine network needsInfrastructure
Engineer8$35.00100%$280.00$0.00$280.00 Determine
networking infrastructure needsInfrastructure
Engineer8$35.00100%$280.00$0.00$280.00 Configure
Financial Management SoftwareSoftware Development
Manager24$28.00100%$672.00$0.00$672.00 Configure
Insurance Management SoftwareSoftware Development
Manager24$28.00100%$672.00$0.00$672.00 Configure X-ray
Management SoftwareSoftware Development
Manager24$28.00100%$672.00$0.00$672.00 Test all
softwareQA Engineer
240$25.00100%$1,000.00$0.00$1,000.00Create management
protocol Create maintenance plan Cybersecurity
Analyst8$40.00100%$320.00$0.00$320.00 Create maintenance
notification messagingCybersecurity
Analyst8$40.00100%$320.00$0.00$320.00Manage the project
and teamReview of the work plan Identify completed
activitiesProject Manager24$35.00100%$840.00$840.00
Check for variances in the schedule Associate Project
Manager24$28.00100%$672.00$0.00$672.00 Review the
team moraleAssociate Project
Manager24$28.00100%$672.00$0.00$672.00Control of the
13. Project Guard against scope creepProject
Manager24$35.00100%$840.00$840.00 Check for the need for
scope changesProject
Manager24$35.00100%$840.00$840.00Monitor the Project
Evaluate project deliverables Project
Manager24$35.00100%$840.00$840.00 Check on the
budgetFinance Manager24$40.00100%$960.00$960.00Project
Meetings and Training Define usersNetwork
Consultant8$30.00100%$240.00$0.00$240.00 Explain in basic
terms how systems hardware and software worksSoftware
Manager8$28.00100%$224.00$224.00 Explain how to interpret
dataDatabase Manager8$32.00100%$256.00$256.00 Explain
how to store data properlyDatabase
Manager8$32.00100%$256.00$256.00 Receptionist
TrainingTrainer8$15.00100%$120.00$0.00$120.00 Dental
Staff TrainingTrainer32$15.00100%$480.00$0.00$480.00
Accounting and Administrative
TrainingTrainer32$15.00100%$480.00$0.00$480.00 Quiz
sessionBusiness Administrator8$23.00100%$184.00$184.00
List responsibilities of IT liaisonProject
Manager8$35.00100%$280.00$0.00$280.00Project Close-
OutEstablish Feedback System Project
Manager8$35.00100%$280.00$280.00Outline lessons
learnedProject Manager8$35.00100%$280.00$280.00Close out
documentation with signaturesAssociate Project Manager
[50%]4$28.00100%$112.00$0.00$112.00Project Manager
[50%]4$35.00100%$140.00$0.00$140.00Grand Total$83,941.08
Rising Hawks_ITP-3
Executive Summary
This WBS is a detailed plan covering the analysis, planning,
installation, operation, and maintenance of the information
technology (IT) infrastructure for Dr. Bob Marley’s dental
practice. This WBS will be tracked through the completion of
major milestones. This documentation also includes a schedule
14. that gives a timeline of work to be done each week and for
every task within the project scope. A full understanding of the
project’s cost and performance measures by the project team
and the client are quintessential, and clarification will be
provided when necessary. The planned schedule and milestones
are provided within. The WBS will convert many complex
requirements into smaller, more manageable pieces for accurate
project estimation, planning and execution.
ITP-3 Questions - WBS Dependencies
1. Did your team discuss and/or divide up the major tasks
before completing the individual WBSes?
The team did discuss the major tasks. This was done so as to get
an understanding as to the subtasks that are be undertaken
within the major tasks. It is always important to do the divisions
to avoid cases of jammed up activities. The individual WBSes
are important to the progress of the entire project as it does
ensure that the sequential progress of the entire project. The
subtasks are therefore a continuation of the work to be carried
out. The WBS provides a structural view into the project and it
is essential to develop the project schedule
(ProjectManagementDocs.com, 2015).
2. How did your team “merge” the WBSes of individual
teammates?
In order to merge the various WBSes of the individuals within
the team, it was important to first of all check through the
various tasks that each individual has presented. In so doing,
the team identify the ground level tasks that moved throughout
the entire project. After this was done, the team reviewed the
tasks to ensure that they had all the tasks necessary for the
purposes of completion of the project. The team did ensure that
the tasks within the projects were in line with the needs of the
15. client.
3. Were some teammates’ WBSes more thorough or complete
than others?
Yes. This did happen. Some of the teammates’ WBSes were
more thorough and received better scores as they did include
more tasks. They did have a better grasp and detailing as to
what the project entails. They had a deeper grasp as to the needs
of the client. These ranged from the time allocated to each and
every task. This narrows down to how fast the tasks are to be
completed and on how the dependencies were espoused.
4. What was the most difficult part of this assignment?
The most difficult part of the entire assignment is on finding the
right way of linking the various tasks. This is made difficult due
to the fact that most of the subtasks could be done concurrently
within the same structure. Another difficulty in creating an MS
project WBS lies in coming up with the various tasks and
making proper estimations on durations, however, the WBS has
enormous strength and influence to convert complex
requirements/scope into smaller pieces for project estimation,
planning and execution (Murthy, 2014).
5. Did every teammate contribute to this WBS effort?
Each and every team member did contribute to the overall
creation of this project. This was done in various ways. Firstly,
the team members did agree within themselves to ensure that
they all had a sketch of what the project requires. The team
members all created individual WBSes and were greatly
involved in sieving through them so as to get the final WBS.
6. Is your team still following the day-to-day schedule provided
in the TPP-1?
Yes, the team is still following the schedule. The schedule does
16. enable the team to follow through on our process plan and keep
up with the many tasks from week to week. The schedule also
ensures that all tasks are completed.
References
Project Management Docs. (2015). Work Breakdown Structure
(WBS). Retrieved from
http://www.projectmanagementdocs.com/project-planning-
templates/work-breakdown-structure-
wbs.html#axzz3zXXQBvAz
Murthy, A. (2014, June 17). Using Work Breakdown Structure
(WBS) for Effective Project Estimation. Retrieved from
https://www.projecttimes.com/articles/using-work-breakdown-
structure-wbs-for-effective-project-estimation.html
MS Project: IT systems design
06/19/2016
Questions
1. All aspects of the WBS were included as outlined within the
charter. This is in line with the promised deliverables for the
said client. It is important to highlight that most of the
deliverables revolve around the success of the IT system and in
that respect, the outlines of the WBS are well in line with the
deliverables. Most of the tasks in the WBS were not within the
charter. These include aspects such as auditing protocol and the
various determinations of hardware installations. The need for
this is so as to ensure the scope is well outlined rather than
17. leave project planning gaps.
2. The WBS does include various tasks that are important in
addressing various management options. These include how to
control, evaluate and manage the project as well as the project
team. These help in ensuring that the project manager can have
control as to the progress of the project and be in a position to
analyse the various positions of the team members such as their
moods.
3. A top-down approach usually does involve the formulation of
the overview of the project. After this, the system is broken
down to smaller categories which are to be followed to the letter
until the completion of the particular project. A bottom-up
approach involves the converse of the above. It does involve the
knitting together of various components of a project in order to
give the final and in most cases the complex version of the
required result. The project in this particular exercise can be
said to employ the use of the bottom-up approach as it involves
the bringing together of design, installation, management,
testing so as to ensure that the required IT system is completed.
4. Product-oriented WBS is basically one that is deliverable
oriented. This can be seen in the case of the exercise herein as
the WBS outlines what is to be done and thus has an inclination
towards reaching particular objectives. A process-oriented WBS
is modelled towards working on the various processes and
subsequently outlining them in order to achieve the various
deliverables of the project team.
5. I basically outlined the entire WBS on the MS Project and
this remains the easiest way to input the tasks. It does allow for
a direct establishment of the Gantt charts as well as making it
absolutely easy to establish the project start date and task
durations. I did not experience any challenges and thus did not
have to rearrange the various tasks.
18. 6. The approach was tabular; this makes it very easy to easily
point out the tasks sequence. It is possible to have a WBS with
all the tasks arranged in the form of an organisational chart. In
this particular case, there is a hindrance. This hindrance arises
from the lack in deliverables hence making it difficult to have a
chart that will show all the task relationships.
7. I did work on my own in coming up with most of the major
tasks. This was not a walk in the park by was hugely guided by
knowledge in various IT systems as well as the outline of tasks
to work around with that were provided in the instructions.
Executive Summary
This document was created to provide the preliminary
delegation of roles and responsibilities of the project, define the
project objectives, identify the key stakeholders, and outlines
the authority of the project manager. This project charter will
serve as the reference of powers for the Marley Dental Clinic IT
Project. The dental clinic information system project will be
managed by following the outlined project milestone chart that
starts with feasibility studies through maintenance and ends
with project manager delivering the system when the
requirements of the project have met, and the Marley Dental
Clinic is equipped to operate the system. A useful dental
information system should be scalable and meet the legal
requirements to capture, store, and access electronic medical
records. This system will include an online virtual waiting
room, be able to process and keep a record of cash and credit
payments both in person and online, allow for electronic
appointment scheduling, and help manage the daily operations
of the clinic in an organized, useful way. The online patient
portal will be easy to navigate and offer pages of informative
19. content, have the home page and informative page that is linked
to social media to post information and get feedback from the
patients.
Finance: The budget and the costs that the small dental clinic
has allotted to be used in the development of the system. This
will be used by the project team to procure the hardware,
software, and licensing required to successfully operate the
system to be implemented.
Feasibility Study: The feasibility study will be conducted to
establish the different data that is required and what kind of
information is to be generated from the data. Looking for dental
procedures x-rays, etc. This also includes registration of
patients, booking of appointments, and procedures that the
patients want to receive in the dental clinic.
System Designing: The step involves designing a system.
Creating a database for the system. Identifying the data that is
added to the system. Creating a web based application using
HTML and XML. The system should incorporate online
payment portals like Visa, PayPal, and MasterCard and other
online payment solutions.
Hardware requirements: This includes devices like the desktop
and laptops and templates that will be used in accessing the
system to input data and process information. An internet
connection is required because the system is cloud based. The
server or hosting service for which the system will be used
needs to be identified. The server has to be secure and always
available to ensure smooth accessibility. Networking cable or
Wireless Network Devices like the Wi-Fi and Cables need to be
put in place for the laptops in offices that are away from the
router.
User Training: The user training will be done after the system is
fully installed. The training for the users will be for the general
20. training like login in and login out, how to schedule and manage
appointments, and how to input patient payments. The training
will take place based on the duties that the general users at the
small clinic need to perform as well as the specialized duties of
the hygienists and dentists. For system administrators, they will
be trained to run business reports, supplier reports, and
maintain user accounts and permissions within the information
system.
Acronyms:
HTML: Hypertext Mark-Up Language
XML: Extensible Markup Language
A. General Information and Introduction
Project Title:
Marley Dental Clinic IT Project
Brief Project Description:
Provide an IT infrastructure for the Marley Dental Clinic and
develop/integrate a software solution that allows for online
payments, online scheduling, and processing insurance claims
and billing. This will include purchasing and installation of
hardware so that computers are accessible to staff and online
connectivity is established as well as the development or
acquiring of programs, databases, web solutions, or any
personal required.
Prepared By:
Rising Hawk IT
Solution
21. s
Date:
June 9, 2016
Version:
1Customer and Stakeholders:
Customer/Client - Dr. Bob and Dr. Robert Jr.
Internal Users - Dentists, hygienists, dental assistants,
bookkeeper, and receptionist.
External Users - Patients of the dental practice
KEY STAKEHOLDERS
ROLE
Dr. Bob
Owner, Marley Dental
Dr. Robert Jr.
Owner, Marley Dental
James Jones
Executive Project Sponsor
Rising Hawk IT