Practicing Structured Problem Solving MethodologySarthak Banerjee
This Presentation shows how to practice Structured Problem Solving Approach in order to identify root cause of the problem and implementing solutions for the same.
APPLIED MANAGEMENT PROJECT 1
APPLIED MANAGEMENT PROJECT
STUDENT SYLLABUS—MGNT 4800
COURSE DESCRIPTION
This course, which culminates the entire student experience in the BSM program,
allows students to identify a current management issue and to find solutions to the
issue by applying the key concepts they have learned from the BSM program
experience.
COURSE OBJECTIVES
Upon completion of the Applied Management Project, each student will be able to:
Identify a specific current management issue.
Develop a problem or issue statement
Develop a reference list related to your proposed research topic and
problem/issue statement.
Develop introductory background information relative to the specific
management issue.
Discuss the specific management issue and identify related organizational
implications.
Establish appropriate procedures for conducting the review of relevant
published information to resolve the issue.
Develop alternatives for resolving the issue and analyzing these in terms
of feasibility or appropriateness for the particular situation.
Recommend a specific course of action to resolve the management issue.
APPLIED MANAGEMENT PROJECT 2
COURSE OUTCOMES
The following outcomes are expected of each student for Applied Management Project:
Through exploration and, identify a current management issue, develop
problem/issue statement, conduct the appropriate research to further the
understanding of the problem or issue develop and analyze alternatives,
and make a specific recommendation for resolving the issue.
Through a written report, integrate appropriate information, analyze and
synthesize this information, and develop a written report of their findings
and recommendations.
Through oral presentations, demonstrate a mastery of chosen topic of
research and present results from the projects.
APPLIED MANAGEMENT PROJECT 3
INTRODUCTORY NOTES TO STUDENTS
Applied Management Project is different from other BSM courses due to the following
four aspects:
Students work independently during the 10 weeks. The learning teams
take on a supportive role of encouraging, reviewing, generating ideas, and
helping to solve problems for each other.
The paper should be written using APA (6
th
ed) guidelines, which can be
found in the APA Publication Manual, published by the American
Psychological Association. Summaries of APA guidelines may be found
on the Internet (e.g., "APA Style Sheet").
This course does not have the same instructor-student interaction as
other BSM courses. However, students are expected to meet with the
instructor at least twice during the ten week period. The first meeting is to
ensure that the student has chosen an acceptable management topic and
has prepared an adequate problem statement (or research question(s)).
The second meeting is to provide the instructor with an update regarding
the status of th.
Practicing Structured Problem Solving MethodologySarthak Banerjee
This Presentation shows how to practice Structured Problem Solving Approach in order to identify root cause of the problem and implementing solutions for the same.
APPLIED MANAGEMENT PROJECT 1
APPLIED MANAGEMENT PROJECT
STUDENT SYLLABUS—MGNT 4800
COURSE DESCRIPTION
This course, which culminates the entire student experience in the BSM program,
allows students to identify a current management issue and to find solutions to the
issue by applying the key concepts they have learned from the BSM program
experience.
COURSE OBJECTIVES
Upon completion of the Applied Management Project, each student will be able to:
Identify a specific current management issue.
Develop a problem or issue statement
Develop a reference list related to your proposed research topic and
problem/issue statement.
Develop introductory background information relative to the specific
management issue.
Discuss the specific management issue and identify related organizational
implications.
Establish appropriate procedures for conducting the review of relevant
published information to resolve the issue.
Develop alternatives for resolving the issue and analyzing these in terms
of feasibility or appropriateness for the particular situation.
Recommend a specific course of action to resolve the management issue.
APPLIED MANAGEMENT PROJECT 2
COURSE OUTCOMES
The following outcomes are expected of each student for Applied Management Project:
Through exploration and, identify a current management issue, develop
problem/issue statement, conduct the appropriate research to further the
understanding of the problem or issue develop and analyze alternatives,
and make a specific recommendation for resolving the issue.
Through a written report, integrate appropriate information, analyze and
synthesize this information, and develop a written report of their findings
and recommendations.
Through oral presentations, demonstrate a mastery of chosen topic of
research and present results from the projects.
APPLIED MANAGEMENT PROJECT 3
INTRODUCTORY NOTES TO STUDENTS
Applied Management Project is different from other BSM courses due to the following
four aspects:
Students work independently during the 10 weeks. The learning teams
take on a supportive role of encouraging, reviewing, generating ideas, and
helping to solve problems for each other.
The paper should be written using APA (6
th
ed) guidelines, which can be
found in the APA Publication Manual, published by the American
Psychological Association. Summaries of APA guidelines may be found
on the Internet (e.g., "APA Style Sheet").
This course does not have the same instructor-student interaction as
other BSM courses. However, students are expected to meet with the
instructor at least twice during the ten week period. The first meeting is to
ensure that the student has chosen an acceptable management topic and
has prepared an adequate problem statement (or research question(s)).
The second meeting is to provide the instructor with an update regarding
the status of th.
Case Studies are written descriptions of consulting engagements / projects that explain the issues, assignment, approach, analysis and results. Very useful for selling or training. This guide explains what they are, how to make them and what components make up a good Case Study from a consultant. We use our preference, which is a very detailed one, because from this you are usually able to easily create any other format or version.
PROJ 587 Creative and Effective/newtonhelp.commyblue101
For more course tutorials visit
www.newtonhelp.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.
For more course tutorials visit
www.newtonhelp.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,
For more course tutorials visit
www.newtonhelp.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,
MBA Capstone Project GuidelinesThroughout your MBA program.docxARIV4
MBA Capstone Project Guidelines
Throughout your MBA program, you have worked to develop as a practitioner-scholar to meet the needs and future challenges as a business leader. Your program culminates in the capstone project, which forms the primary focus of MBA6900, the final course you will take in the program. The capstone project is intended to provide you the opportunity to demonstrate your MBA program outcomes by:
· Planning and executing the strategic and tactical elements of a comprehensive project.
· Integrating and demonstrating skills and techniques you have learned throughout the MBA program.
· Communicating project outcomes both in written form and in a formal presentation.
· Completing your MBA program with an experience that reinforces and integrates the components that have preceded it.
The following information outlines the requirements and work associated with the capstone project for MBA6028 and MBA6900.
Capstone Project Examples
Examples of project types that might be proposed to meet these requirements include but are not limited to:
· Preparation of a strategic plan for an organization.
· A strategic analysis of all or a selected part of an organization.
· Development of a case study of all or a selected part of an organization.
· Development of an intervention, such as a workshop or training activity, that is broad- based enough to demonstrate the program-level outcomes.
· Development of a consulting report on a problematic issue within an organization, provided that the issue is broad-based enough to demonstrate program-level outcomes.
You may propose other structures for the capstone project so long as you are able to identify how the proposed project satisfies the requirement of demonstrating the program-level outcomes. When choosing your topic, keep in mind that your capstone project must result in recommendations, next steps, or some other type of actionable, evidence-based take-aways for the reader or subject of the project.
Capstone Project Requirements
The capstone course project must demonstrate your achievement of the MBA program outcomes. The following table is taken from the proficient column of the final capstone grading rubric. It outlines the expectations for demonstrating each program outcome.
Program Outcome:
Proficient Column:
1. Apply foundational knowledge and an understanding of business systems,
processes, and technology within and across core disciplines.
Applies foundational knowledge (theories, models, and practices) and an understanding of core business systems, processes, and technology within and across core disciplines.
2. Integrate information across disciplines and from differing
perspectives.
Integrates most relevant supportive and conflicting information (data, insights, best
practices) across disciplines from differing primary functional perspectives individually
and holistically.
3. Think critically and analytically to
provide evidence-based solutions to business challen ...
MBA 6503 GLOBAL STRATEGY & COMPETITIVENESSCAPSTONE BUS.docxandreecapon
MBA 6503 GLOBAL STRATEGY & COMPETITIVENESS
CAPSTONE BUSINESS PROJECT HANDBOOK
Contents
Part 1: General Information
Part 4: Research Thesis Project Option
Part 6: Course Assessment Elements
Part 1: General Information
Capstone Business Project
The MBA program culminates with the completion of the Capstone course which is taken during the last eight-week quarter. The course is designed to provide an opportunity to apply and integrate the knowledge and skills that were gained during the entire MBA program. Therefore, the Capstone topic must be related to business and encompass material that was covered in the MBA curriculum.
The project course is ten weeks in duration. During this time, students are expected to write a proposal, complete a written draft of their project plan, orally present the recommendations/results to the professor, and submit a final written version of the project.
Upon successful completion of this project, students will be able to:
Overarching learning outcomes
· Synthesize and apply content from prior graduate courses and other learning opportunities to better understand real world situations
· Understand, appreciate, and value of the relationships across business disciplines
· Distinguish real world problems and demonstrate the application of solutions from a global business perspective
Business Client learning outcomes
· Assess and define a significant business problem
· Evaluate information to better understand such a problem
· Specify and design appropriate information to identify and present a high-quality solution
Research Thesis learning outcomes
· Determine the requirements for a distinct research project
· Select a significant organizational topic that, when researched, will have practical application
· Produce a complete research project that will provide appropriate information for organizational decision-making
Business Plan learning outcomes
· Assess/evaluate the requirements of a comprehensive business plan, which includes appropriate background information
· Organize, the appropriate information required in a business plan
· Construct a business plan that will satisfy the needs of entrepreneurs and potential investors
FAQ About the Capstone Project Course
Q: What is the Capstone project?
A: The culminating experience in the MBA Program is the Capstone project course. It involves completing a business consultancy or research project. The Capstone course is taken during the final term at HCT.
Q: What is the purpose of the Capstone project?
A: The purpose of this course is to integrate the knowledge, skills, and abilities gained from several courses in the MBA program.
Q: Can I choose any topic for my project?
A: The Capstone project topic must be related to business and encompass material that was covered in the MBA curriculum.
Q: Can I take the Capstone course prior to finishing the rest of my course requirements?
A: The Capstone Experience can be taken only as the last course in the ...
Minor Project #2 Nutrition Education Lesson Plan You.docxLaticiaGrissomzz
Minor Project #2:
Nutrition Education Lesson Plan
Your second project is connected to the other two projects. Here you will develop a lesson plan;
the lesson plan will be the guide you follow for your major project, the nutrition education
presentation. The topic is the same as the nutrition concern of your target population you
selected in the ungraded Discussion post in Unit 2. The lesson plan is to summarize the areas
covered in your presentation and the steps to be followed throughout the presentation.
Lesson plan to include:
• Creative title (This should point to your topic.)
• Topic (From the ungraded Discussion post in Unit 2.)
• Target Population (From the ungraded Discussion post in Unit 2.)
• Time duration: (Specify either 15 or 20 minutes.)
• Objectives (You Must have at least 3 objectives and no more than 4 {remember, your
presentation is only 15-20 minutes}. Refer to Chapter 11 {pages 281-286}).
• Procedures: Includes:
o Introduction to audience
o Body of lesson including props and activities
o Closing
• Method of evaluation (Refer to Chapter 12 {pages 318-327}).
• Materials needed (Be specific and detailed.)
Format:
• When setting up the lesson plan, use bullet points as I have done here. The objectives
should be written in complete sentences and follow the correct format as found in the
textbook. The procedures should be in paragraph form, explaining the details of your
presentation of information. This is where you will include any activities you will be
incorporating into the lesson.
• Remember, to know your objectives were met, there must be a method of evaluation.
The method(s) must align with the objectives you developed. Evaluations generally
occur at the conclusion of a lesson; examples include asking the audience questions,
playing a memory game, having audience members complete a worksheet, etc. This is
an integral part of counseling and presentations.
• Under materials, list all materials needed for the entire presentation. This should be
detailed (educational handout your previously prepared, lesson plan, small expo board,
expo marker, props, etc.). Be specific; list everything you would need it you were
actually giving this presentation to the community.
• The layout of the lesson plan should be typed, in your own words but rather easy to
read and follow. You should organize the lesson plan in a logical order of how you would
naturally present it. Again, this lesson plan will be used in the major project
presentation, so it should cover every topic you want to address with your audience.
Refer to Chapter 12 (pages 328-330), for more on Lesson Plans and Program Plans, and pages
318-327 for more on Types of Evaluations and Outcomes and Data Collection Techniques.
Important: Be sure you do not use the template in the text; follow these instructions. Also, if
your topic and target audience are similar to the two lesson plans shown as examples .
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. KELLER MGMT 530 Week 7 Course Project
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The objective of the Course Project is to provide you with practice in creating, justifying,
and explaining a decision-making proposal. All elements involved in the creation of this
proposal, from problem definition through action plan, must be covered. Further, the
proposal, as constructed, must meet the tests of any sound business plan, namely that it has
specific and measurable goals and objectives, clearly defined activities, stipulated time
frames during which those activities will take place, and clearly defined measurable
outcomes.
The subject matter of your paper should be business-oriented in nature and should avoid
decisions that depend largely on intuition to solve.
Although the length of the paper is not predetermined, a 10–15 page analysis, including
data and appendices, is probably correct. You will also share a summary PowerPoint
presentation with fellow students during the Week 6 Discussion.
The Final Course Project Proposal with the PowerPoint presentation is due by the end of
2. Week 7 (graded).
Required Outline
The following outline is required for your Course Project.
Executive Summary (less than one page)
This summary is a short, carefully worded description of the problem situation that
identifies the recommended solution. A brief justification and explanation of the selection
method is to be included, highlighting factors that contributed to selecting the
recommended alternative.
Decision Problem Overview
Describe the nature and scope of the decision problem selected, its history together with
causes, and the outcomes of any previous attempts to deal with it.
In order to define the problem correctly, the following questions should be addressed.
· What is the general nature of the problem?
· What event triggered the situation?
· Are we imposing any constraints on the situation?
· What are the underlying elements of the problem?
· Are there dependencies on other decisions?
Briefly introduce the key decision elements—objectives, alternatives, consequences, and
uncertainties; details are to be discussed in the following sections.
Objectives Statement